Schools In Germany Research Articles

Teacher presence in EFL-learners’ (re-)creation of text for literary text comprehension

In anglophone countries, creative writing as an established university course of studies aims at preparing budding authors for their future profession. Creative writing in the context of teaching English as a foreign language at school in Germany is related to the methodological principles of action- and production-orientation. The latter focus on the learners’ response to literary texts thereby allowing them to combine literary text analysis and creative alternations of the texts under discussion. The question arises as to what aspects of a teacher’s presence in an EFL-classroom facilitate pupils’ creating imaginative texts of their own. Moreover, if the texts created by EFL-learners are designed to be performed, the teacher’s presence directing their pupils from written productions to oral performances needs further substantiating. In this paper, it is claimed that the success of creative writing and performing the texts pro­duced largely depends upon the English language teacher’s presence vis-à-vis subject matter knowledge, classroom management, and rapport to their pupils. In this way, teachers make their learners experience creative writing not only as a form of com­prehending literary texts, but also as a way to help students reflect upon their roles as writers, learners, and performers of English as a foreign language.

Are school grades correlated with competencies in secondary school pupils with special needs?

IntroductionThe current correlative study investigates whether and to what extent school grades are related to competencies in adolescents with and without special educational needs and disabilities (SEND) in inclusive secondary education.MethodsA sample of N = 2,998 adolescents with a mean age of 12 years were longitudinally assessed in German language and Mathematics in a nationwide project on inclusive schooling in Germany in 2018/19 (T1) and 2019/20 (T2) in secondary school. The hypothesis was that competencies and school grades should be significantly correlated in both adolescents with and without SEND, showing the reliability of school grades for either group.Results and discussionStatistical analyses showed (1) all adolescents improved their competencies independently of their SEND status while school grades were moderately stable over time, (2) more variability of competencies and school grades emerged only at the tail ends of the scales of fail and best scores, (3) correlations between competencies and grades were consistently higher in mathematics than in German language for both pupils with and without SEND indicating a more objective and reliable measure.

Perspectives and involvement of children and adolescents during the decision-making process of their Covid-19 vaccination

ObjectiveThis study aims to understand the perspectives of young people towards their Covid-19 vaccination and their involvement in the decision-making process. MethodsSemi-structured interviews were conducted with 25 children and adolescents (aged 8-19 years), who attended a school in Germany during the pandemic. Interviews were explored with structured and evaluative content-analysis. ResultsFive overarching themes were identified:1) Motivators for vaccination: protection against Covid-19, secondary societal benefits and positive experience of peers2) Barriers to vaccination: perceived lack of risk for severe disease3) Participation in the decision-making process: mostly adult-initiated shared decisions4) Role of vaccination status at school: issues of marginalization and stigmatization5) Wishes to adults and politicians: need for better information ConclusionInvolving children at a high level of participation while taking into account their individual maturity could be a favourable strategy in a family`s decision-making process regarding vaccination. Expectations from peers or parents and societal benefits as primary incentive to get vaccinated should be minimized during the decision-process. Practice implicationsOur study highlights the need to include young people`s perspectives in vaccine research, -development and -education campaigns. Future research should develop instruments to structurally embed and promote children and youth participation in healthcare-related decisions.

How do Technical Vocational School Teachers Deal with Artificial Intelligence in the Classroom? An Attempt to Analyze AI Use at German VET Schools

This paper examines how selected vocational schools in Germany are dealing with the integration of artificial intelligence into the school context and how vocational school teachers and their students are undertaking initial attempts and projects to integrate various technologies and AI into teaching practice. The focus here is primarily on the concrete practical teaching level in vocational schools, so that the content and methods of teaching by vocational school teachers and the concrete technological applications are considered. The first pilot applications of AI systems at vocational schools are the focus of interest, so that a selection of 5 AI-committed schools are presented in this article (predominantly automation and robotic projects). The investigation took place as part of the Erasmus+ project AI Pioneers, which consists of an international consortium working to establish a VET network with regard to the integration of AI in educational settings.

Tolerance of uncertainty and its role for teachers’ use of ICT in classroom in times of digital transformation

AbstractThis paper focuses on conditions that are crucial for the use of Information and Communication Technology (ICT) in the classroom. Particular attention is given to teachers’ tolerance of uncertainty, which is seen as an important internal resource for coping with professional requirements. Furthermore, the paper examines whether teachers’ tolerance of uncertainty is related to other internal resources (positive views on ICT, ICT-related self-efficacy) and external resources (ICT-related teacher collaboration). The data are derived from a survey among 8th grade teachers in secondary schools in Germany conducted as part of the IEA International Computer and Information Literacy Study (ICILS 2018). The findings show a positive relationship between teachers’ tolerance of uncertainty and their use of ICT in the classroom. Teachers’ tolerance of uncertainty is furthermore in particular positively related to teachers’ positive views on ICT and ICT-related teacher collaboration at school. The relationship between teachers’ tolerance of uncertainty and their use of ICT in the classroom remained when statistically controlled for internal and external resources. Teachers’ tolerance of uncertainty can therefore be seen as a resource in the teaching profession.

Evaluation of a medical student-delivered smoking prevention program utilizing a face-aging mobile app for secondary schools in Germany: The Education Against Tobacco cluster-randomized controlled trial

BackgroundTo reduce smoking uptake in adolescents, the medical students' network Education Against Tobacco (EAT) has developed a school-based intervention involving a face-aging mobile app (Smokerface). MethodsA two-arm cluster-randomized controlled trial was conducted, evaluating the 2016 EAT intervention, which employed the mobile app Smokerface and which was delivered by medical students. Schools were randomized to intervention or control group. Surveys were conducted at baseline (pre-intervention) and at 9, 16, and 24 months post-intervention via paper & pencil questionnaires. The primary outcome was the difference in within-group changes in smoking prevalence between intervention and control group at 24 months. ResultsOverall, 144 German secondary schools comprising 11,286 pupils participated in the baseline survey, of which 100 schools participated in the baseline and at least one of the follow-up surveys, yielding 7437 pupils in the analysis sample. After 24 months, smoking prevalence was numerically lower in the intervention group compared to control group (12.9 % vs. 14.3 %); however, between-group differences in change in smoking prevalence between baseline and 24-months follow-up (OR=0.83, 95 %-CI: 0.64–1.09) were not statistically significant (p = 0.176). Intention to start smoking among baseline non-smokers declined non-significantly in the intervention group (p = 0.064), and remained essentially unchanged in the control group, but between-group differences in changes at the 24-months follow-up (OR=0.88, 0.64–1.21) were not statistically significant (p = 0.417). ConclusionWhile a trend towards beneficial effects of the intervention regarding smoking prevalence as well as intention to start smoking among baseline non-smokers was observed, our smoking prevention trial demonstrated no significant effect of the intervention.

Press the Button: Designing Learning from Home – The Teacher's Willingness to Change the School Work Routine

What are the challenges and prerequisites for successfully reshaping instructional practices for home-based or remote digital learning? The success of organizational change processes is largely contingent on the willingness of those involved. This article investigates the factors influencing teachers' readiness to digitize their daily work routines, particularly in terms of teaching and learning processes. A total of 72 teachers from vocational schools in Germany participated via the SmartSurvey App during the Covid-19 Pandemic. The quantitative analysis is structured across three levels: firstly, assessing how teachers adapted to the new reality of remote work; secondly, analyzing their readiness to navigate the new instructional landscape characterized by remote teaching and learning processes; and thirdly, exploring teachers' overall attitudes towards digital media and their competency in media-didactics, drawing connections to the remote utilization of digital tools.

Education Practices Mediated by Digital Technologies: Mobilization and Teachers’ Strategies in Primary and Secondary Schools in Germany

Education Practices Mediated by Digital Technologies: Mobilization and Teachers’ Strategies in Primary and Secondary Schools in Germany

Personality, Social Factors, Brain Functioning, Familial Risk, and Trajectories of Alcohol Misuse in Adolescence

The development of an alcohol use disorder in adolescence is associated with increased risk of future alcohol dependence. The differential associations of risk factors with alcohol use over the course of 8 years are important for preventive measures. To determine the differential associations of risk-taking aspects of personality, social factors, brain functioning, and familial risk with hazardous alcohol use in adolescents over the course of 8 years. The IMAGEN multicenter longitudinal cohort study included adolescents recruited from European schools in Germany, the UK, France, and Ireland from January 2008 to January 2019. Eligible participants included those with available neuropsychological, self-report, imaging, and genetic data at baseline. Adolescents who were ineligible for magnetic resonance imaging or had serious medical conditions were excluded. Data analysis was conducted from July 2021 to September 2022. Personality testing, psychosocial factors, brain functioning, and familial risk of alcohol misuse. Hazardous alcohol use as measured with the Alcohol Use Disorders Identification Test scores, a main planned outcome of the IMAGEN study. Alcohol misuse trajectories at ages 14, 16, 19, and 22 years were modeled using latent growth curve models. A total of 2240 adolescents (1110 female [49.6%] and 1130 male [50.4%]) were included in the study. There was a significant negative association of psychosocial resources (β = -0.29; SE = 0.03; P < .001) with the general risk of alcohol misuse as well as a significant positive association of the risk-taking aspects of personality with the intercept (β = 0.19; SE = 0.04; P < .001). Furthermore, there were significant positive associations of the social domain (β = 0.13; SE = 0.02; P < .001) and the personality domain (β = 0.07; SE = 0.02; P < .001) with trajectories of alcohol misuse development over time (slope). Family history of substance misuse was negatively associated with general risk of alcohol misuse (β = -0.04; SE = 0.02; P = .045) and its development over time (β = -0.03; SE = 0.01; P = .01). Brain functioning showed no significant association with intercept or slope of alcohol misuse in the model. The findings of this cohort study suggest known risk factors of adolescent drinking may contribute differentially to future alcohol misuse. This approach may inform more individualized preventive interventions.

Disenfranchised Grief: Which Grieving Rules Do German Mid-adolescents Hold?

Every society adheres to grieving rules that govern how people experience loss and grief. These are rarely communicated explicitly, which can lead to insecurities in dealing with one's own grief and the grief of others. This is particularly true for adolescents. Based on Doka's concept of disenfranchised grief, this study explores the grieving rules of mid-adolescents. Cross-sectional data collection took place in November and December 2022 at six secondary schools in Germany. A total of 226 adolescents predominantly aged between 14 and 16 years completed the questionnaire. The analysis of the data shows that in some respects, mid-adolescents have similar grieving rules as adults. However, they are more inclusive when it comes to losses of ex-partners, pets and people with intellectual disabilities. Possible sources of (self-)disenfranchisement are parasocial relationships and the duration of grief. Open communication about grieving rules is suggested to prevent possible disenfranchisement.

Patterns of Participation in Organized Leisure Activities of Young People in Low and Middle Secondary Educational Tracks in Germany

Organized leisure activities are an important component of learning with a great potential for positive youth development. The available research has grown in the past decade but is still lacking differentiated analysis of specific activity determinants and longitudinal designs. Based on retrospectively collected quantitative data (n=1,547) at the end of low/ middle secondary schools in Germany (9th/10th grades), this study explores patterns of organized activity participation over the school years using LCA (Latent Class Analysis). Four latent classes could be identified on the basis of eight manifest activity determinants: None-Actives, Minor-Actives, Multiple-Actives, and Committed-Actives. Sociodemographic indicators as well as social, cultural, and economic capital predict the assignment to these classes.

Morality - The Task of Caregivers? The Role of Parenting for the Moral Self and Moral Identity in Childhood and Adolescence

ABSTRACT The terms moral self and moral identity are sometimes used synonymously. Attempts to differentiate the concepts of moral self and moral identity across age groups have been made theoretically, but rarely empirically. In theoretical discourses, the moral self was seen more as a precursor construct in childhood for moral identity in adolescence. Empirical delineation of these two age groups (childhood and adolescence) has received less attention. The present study aims to compare these two groups (children and adolescents) and examines the role of parenting styles for moral self in childhood and moral identity in adolescence, and prosocial behavior to add to this research gap. A total of 391 first- to eleventh-grade students (196 children and 195 adolescents) from public primary and secondary schools in Germany participated in the study. A comparison of the two models (children and adolescents) shows significant differences in the postulated path models. While parental warmth evokes significant associations in childhood, the path model for adolescents only reveals significant associations with parental strictness.

독일 특수교육의 역사에서 시대별 특수학교 명칭의 변천 과정과 시사점 탐색

Terms related to disability reflect the reflection of times and philosophies of the time, and with what conceptualized vocabulary they should be expressed has been dealt with as a major topic in academia. This paper viewed that there must have been reasonable social public opinions and purposes in the process of changing the names of special schools, and mainly paid attention to understanding the paradigm shift in special education through the foregoing. In Germany, the names of special schools attended by students with disabilities have been changed several times. In this study, the names were divided into ‘Hilfsschule’, ‘Sonderschule’, and ‘Förderschule’ and the process of changing the names was generally examined. Whereas ‘Hilfsschule’ was introduced in that it was a positive term on humanitarian grounds, ‘Sonderschule’ helped organize 10 different types of special schools into one school system and establish a thoroughly independent school system. The name ‘Förderschule’, which has represented special schools in Germany since the 2000s, can be seen as emphasizing the need for special educational support. ‘Special schools for students with disabilities’ are being changed into ‘support centers for all students who need support.’ As concerns about terms that reflect the trends of the times are a common topic regardless of eras or societies, it is expected that examining the process of changing the names of special schools in Germany will have many implications for us as well.

Protestanat schools in Germany. The school's religious profile as a subject of pedagogical discourse

Public schools maintain denominational neutrality. They are schools for all students regardless of their worldview. In democratic countries, there are also schools declaring links with a specific religious tradition. These are often schools with a high level of education. However, they differ in their understanding of the relationship between the declared religious profile and socio-cultural pluralism. In this article, I will analyze the identity of evangelical schools in Germany on the example of selected pedagogical discourses in this area.

Use of Multiple-Choice Items in Summative Examinations: Questionnaire Survey Among German Undergraduate Dental Training Programs.

Multiple-choice examinations are frequently used in German dental schools. However, details regarding the used item types and applied scoring methods are lacking. This study aims to gain insight into the current use of multiple-choice items (ie, questions) in summative examinations in German undergraduate dental training programs. A paper-based 10-item questionnaire regarding the used assessment methods, multiple-choice item types, and applied scoring methods was designed. The pilot-tested questionnaire was mailed to the deans of studies and to the heads of the Department of Operative/Restorative Dentistry at all 30 dental schools in Germany in February 2023. Statistical analysis was performed using the Fisher exact test (P<.05). The response rate amounted to 90% (27/30 dental schools). All respondent dental schools used multiple-choice examinations for summative assessments. Examinations were delivered electronically by 70% (19/27) of the dental schools. Almost all dental schools used single-choice Type A items (24/27, 89%), which accounted for the largest number of items in approximately half of the dental schools (13/27, 48%). Further item types (eg, conventional multiple-select items, Multiple-True-False, and Pick-N) were only used by fewer dental schools (≤67%, up to 18 out of 27 dental schools). For the multiple-select item types, the applied scoring methods varied considerably (ie, awarding [intermediate] partial credit and requirements for partial credit). Dental schools with the possibility of electronic examinations used multiple-select items slightly more often (14/19, 74% vs 4/8, 50%). However, this difference was statistically not significant (P=.38). Dental schools used items either individually or as key feature problems consisting of a clinical case scenario followed by a number of items focusing on critical treatment steps (15/27, 56%). Not a single school used alternative testing methods (eg, answer-until-correct). A formal item review process was established at about half of the dental schools (15/27, 56%). Summative assessment methods among German dental schools vary widely. Especially, a large variability regarding the use and scoring of multiple-select multiple-choice items was found.

Teachers' competence: How to protect teachers' mental health from the burden caused by students' private in-class use of technical devices?

The current study investigated how students' private in-class use of technical devices is associated with teachers' mental health. Data of 361 teachers from primary and secondary schools in Germany were assessed via online surveys. The present cross-sectional results show a positive association between burden caused by the students' private in-class use of technical devices and teachers' depression symptoms. Both were negatively linked to teachers' positive mental health (PMH) and teachers' competence in handling students' private in-class use of technical devices. In a moderated mediation analysis, the association between burden and depression symptoms was mediated by PMH. Teachers' competence moderated the link between PMH and depression symptoms. Specifically, the higher the competence, the weaker the relationship between both variables. Thus, the protective effect of teachers' competence could be especially important in persons with low PMH. Competence training in handling students' use of technical devices is discussed as a potential step that could protect teachers' mental health.

Staying connected: implementing avatar robots at schools in Germany and Japan.

With advancements in communication technologies and internet connectivity, avatar robots for children who cannot attend school in person due to illness or disabilities have become more widespread. Introducing these technologies to the classroom aims to offer possibilities of social and educational inclusion. While implementation is still at an experimental level, several of these avatars have already been introduced as a marketable service. However, various obstacles impede widespread acceptance. In our explorative qualitative case study we conducted semi-structured interviews with eight individuals involved in the implementation of the avatar robots AV1 in Germany and eleven participants involved with implementing OriHime in Japan. We analyzed and compared implementation processes, application areas, access and eligibility, and the potential and limitations of avatars at schools. We identified structural similarities and differences in both countries. In the German cases the target is defined as temporary use for children who cannot attend school in person because of childhood illness, with the clear goal of returning to school. Whereas in Japan OriHime is also implemented for children with physical or developmental disabilities, or who cannot attend school in person for other reasons. Our study suggests that avatar technologies bear high potential for children to stay socially and educationally connected. Yet, structures need establishing that grant equal access to avatar technologies. These include educational board regulations, budgets for funding avatar technologies and making them accessible to the public, and privacy protection standards that are adequate, yet do not create implementation hurdles that are too high. Furthermore, guidelines or training sessions on technical, educational and psychosocial aspects of including avatar technologies in the classroom for teachers are important for successful implementation. Since our Japanese cases suggest that expanding the area of application beyond childhood illness is promising, further research on the benefits for different groups is needed.

Appreciation of multilingual teaching activities by secondary school students in Germany: findings from a quasi-experimental intervention study on teaching French

ABSTRACT Recognising and appreciating linguistic diversity and different cultural identities is an important educational goal for the development of our societies [Council of Europe 2007. From Linguistic Diversity to Plurilingual Education: Guide for the Development of Language Education Policies in Europe. Council of Europe Publishing; 2020. Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume. Council of Europe Publishing]. This paper presents the results of a quasi-experimental pre–post control-group study on the implementation of multilingual teaching activities in teaching French as a second foreign language at secondary grammar schools in Germany (in total n = 221 students, a convenience sample of 207th grade classes). Results of analysis of questionnaires and interviews with students show a positive appreciation of multilingual teaching activities, especially among students with migration background who have been raised plurilingually, and an increase in the appreciation of multilingual teaching activities among students who have been raised monolingually in the lingua franca German. Furthermore, the results indicate that the intervention was relevant to students’ intercultural learning in terms of fostering their appreciation of multilingual teaching activities, even though the teaching materials prepared for the study were not implemented consistently in all participating classes.

Which students skip school? A comparative study of sociodemographic factors and student absenteeism using PISA data.

This article explores which students-with regard to gender, socio-economic background and migration background-skip school in Germany, Japan, Sweden and the United Kingdom (UK) according to PISA data. Students who skip school are observed in many countries, but there is not much systematic research that studies this across countries. Comparable data is to a large extent missing. PISA data offers an opportunity to use comparable data. In PISA, students were asked in 2018, 2015 and 2012 whether they had skipped school a whole day in the last two weeks prior to their completion of the PISA student questionnaire. Patterns of how absence relates to sociodemographic factors vary in countries and school systems. In the comparison between the four countries the UK stands out as having a higher percentage of students who have reported that they have skipped school than in the other countries. This does not seem to be related to any specific group of students. Japan also stands out with a lower percentage of students who have reported that they have skipped school. According to PISA data, skipping school is more related to socio-economic background than any other of the variables studied. The socio-economic background seems to be related to skipping school in all three PISA studies in Sweden and the UK. Gender seems not to be an important factor in the four countries. In Sweden and Germany there is a lower percentage of non-immigrant students who report that they have skipped school than first-and second-generation immigrant students. In the UK the figures are more ambiguous. When the percentages of students skipping school are compared over time and in the countries, it is difficult to find any trends, but the data only covered three measurements during a period of six years, which may be too short a time span to see trends.

Work-related behavior and experience patterns of music educators - a basis for intervention.

Music educators are subjected to many physical and psychological stresses encountered in the workplace. These stresses could be counteracted by certain work-related behavior and experience patterns as personal resources to reduce the negative consequences of stress. The aim of the study was to determine the existing work-related behavioral and experiential patterns and the characteristics of the Work-Related Behavior and Experience Patterns (Arbeitsbezogenes Verhaltens- und Erlebensmuster - AVEM) questionnaire dimensions in the professional group of music educators according to age group. A total of 205 music educators (66.3% female) from various music schools in Germany participated in the online survey. The subjects were divided into 3 age groups (AG): AG I: ≤35 years, AG II: 36-45 years, AG III: ≥46 years. In addition to sociodemographic and occupational data, the standardized AVEM questionnaire was used according to Schaarschmidt and Fischer. The age and occupation-related data were evaluated in a correlation analysis with the expression of AVEM dimensions. A total of 71.4% of the music educators were ≥46 years old group. Another 12.8% belonged to AG II, and 15.8% belonged to AG III. The sex distribution in the 3 age groups was comparable (p = 0.261). The expression of all AVEM dimensions was within the reference range. The most pronounced dimension, with a stanine value of M±SD 5.2±2.15, was the willingness to spend. There was also no significant difference in the assignment to the 4 patterns in the 3 age groups (p = 0.669). Age showed a negative correlation with the experience of social support (ρ = -0.354). The age-independent and high intervention-requiring expressions of the AVEM risk patterns A and B led to the recommendation of workplace prevention and health promotion measures. Therefore, it seems reasonable to promote appropriate stress management measures and resilience during studies. Int J Occup Med Environ Health. 2024;37(2):176-93.