Diversity in the teachers’ lounge in Germany – casting doubt on the statistical category of ‘migration background’

2021 ◽  
pp. 147490412110549
Author(s):  
Lisa Rosen ◽  
Marita Jacob
Keyword(s):  
Panel Study ◽  
Migration Background ◽  
The Other ◽  
Educational Science ◽  
National Education ◽  
Migration Research ◽  
Intercultural Competencies ◽  
Educational Migration ◽  
Methodological Considerations ◽  
Teacher Data

Teachers with so-called migration backgrounds are often assumed to possess higher intercultural competencies or skills for more adequately dealing with migration-related diversity than other teachers. However, these assumptions of higher intercultural competencies, specific pedagogical orientations and attitudes have rarely been systematically empirically examined. On the other hand, such a utilitarian ethnicization is increasingly criticized by migration researchers in educational science in Germany as furthering stigmatization and deprofessionalization. Against this background, our paper aims to contribute to the lively discourse about teacher with so-called migration backgrounds. We start with analysing teacher data from the German National Education Panel Study (NEPS). Our analyses indicate that teachers with and without so-called migration backgrounds do not differ significantly in most respects. These findings led us to methodological considerations with regard to the (non-)usefulness of the statistical category of ‘migration background’ in educational migration research.

MEMBANGUN PENDIDIKAN KARAKTER SEJAK USIA DINI

Edupedia ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 55-64
Author(s):  
Agus Supriyadi
Keyword(s):  
Human Resources ◽  
Character Education ◽  
Moral Values ◽  
The Other ◽  
Educational Institutions ◽  
Early Age ◽  
National Education ◽  
Other Hand ◽  
The Government ◽  
The One

Character education is a vital instrument in determining the progress of a nation. Therefore the government needs to build educational institutions in order to produce good human resources that are ready to oversee and deliver the nation at a progressive level. It’s just that in reality, national education is not in line with the ideals of national education because the output is not in tune with moral values on the one hand and the potential for individuals to compete in world intellectual order on the other hand. Therefore, as a solution to these problems is the need for the applicationof character education from an early age.

scholarly journals The Evaluation of School Administrators' Views on the Need for Professional Development of Teachers regarding the Use of Technology in Physics Classes

2020 ◽  
Vol 8 (4) ◽  
pp. 58
Author(s):  
Gurcan Uzal ◽  
Aytekin Erdem
Keyword(s):  
Professional Development ◽  
School Administrators ◽  
Demographic Characteristics ◽  
The Other ◽  
Statistical Techniques ◽  
National Education ◽  
Use Of Technology ◽  
Physics Classes ◽  
Professional Development Needs ◽  
The City

The aim of the study is to investigate the school administrators' views on the professional development needs of teachers regarding the use of technology in physics classes. The participants of the study were 121 executive teachers from the city of Kocaeli. The data for the research was obtained using the survey model and was compiled with the help of a five point Likert type scale. The data collected by a scale with the reliability coefficient of 0.92 were analyzed using descriptive and inferential statistical techniques. As a result of the analysis, it was found that the administrators completely agreed with the use of the LCD panels in the teaching of physics subjects, while only agreeing with the other items. In addition, the opinions of school administrators regarding the professional development needs of teachers for the use of technology in physics classes does not differ according to demographic characteristics, but significantly do however, according to gender and experience. In light of the results, recommendations were made for researchers, administrators and the Ministry of National Education.

Young People in Transition: The National Identity of Minority Youth

2018 ◽  
pp. 274-302
Author(s):  
Anthony Heath ◽  
Konstanze Jacob ◽  
Lindsay Richards
Keyword(s):  
Young People ◽  
Social Integration ◽  
Ethnic Group ◽  
Minority Groups ◽  
Statistical Significance ◽  
Migration Background ◽  
Minority Youth ◽  
The Other ◽  
Religious Groups ◽  
The One

This chapter uses CIL4EU data to investigate strength of identification with the nation and with the ethnic group. It explores how these vary across ethnic and religious groups, generations, and destination countries and how far these differences can be explained by processes of social integration on the one hand or perceptions of being excluded on the other hand. The key findings are that young people with a migration background are less likely than those without a migration background to identify strongly with their country of residence. This holds true more or less irrespective of their ethnic group or religion. Differences between European and non-European minority groups, and between Muslims and members of other non-Christian religions were generally modest in size, rarely reached statistical significance and were dwarfed by the overall gap between minorities and the majority.

ANALISIS TERHADAP SOAL PENILAIAN AKHIR SEMESTER TINGKAT SD/MI DALAM PERSPEKTIF HIGH ORDER THINK SKILLS

2020 ◽  
Vol 12 (33) ◽  
Author(s):  
Yudha Andana Prawira ◽  
Titim Kurnia
Keyword(s):  
Critical Thinking ◽  
Critical Reflection ◽  
Descriptive Analysis ◽  
High Order ◽  
Point Of View ◽  
The Other ◽  
National Education ◽  
The One ◽  
High Level ◽  
High Level Thinking

The National Education World is currently trying to improve the ability of its students to think critically and creatively. One of these efforts has been pursued through evaluations that also lead to critical reflection. This research is a descriptive analysis of the final semester evaluation questions that are examined from the point of view of high-level thinking [HOTS]. The reference to the HOTS criteria is that the researcher refers to the opinions of King and his friends. From the manuscript data, the issues examined are samples from the Bandung area. The results of the analysis show that 10 out of 15 HOTS ranges proposed by King are already included in the scripts made by the teachers. On the one hand, it shows the teacher's creativity in compiling questions. On the other hand, all these questions do not refer to the HOTS criteria as planned. Therefore, there is a need to increase teachers' skills in compiling scripts as HOTS. This increase can be done through teacher training.Keywords: Evaluation, HOTS, critical thinking and creativity thingking

scholarly journals Coming to Grips With Variation in Sociocultural Interpretations: Methodological Considerations

2019 ◽  
Vol 50 (10) ◽  
pp. 1198-1215 ◽  
Author(s):  
Marina Terkourafi
Keyword(s):  
Empirical Research ◽  
The Other ◽  
Social Variables ◽  
Bottom Up ◽  
Context Sensitive ◽  
Age Class ◽  
Other Hand ◽  
Context Variables ◽  
Methodological Considerations

Empirically capturing sociocultural interpretations—situated interpretations of linguistic expressions shared among members of a group—can be difficult for two reasons: First, the interpretations themselves cannot be directly observed and, second, the contexts that enable these interpretations cannot be defined independently of them. Yet, the reality of such interpretations attested in piece after piece of empirical research calls for an explanation. This article outlines a bottom-up methodology that seeks to extract context-sensitive definitions of, on one hand, sociocultural interpretations and, on the other hand, the context variables that covary with them, from the data itself. Uptake-based definitions of sociocultural interpretations are empirically verifiable and include speaker, context, and addressee contributions to the bringing about of a certain sociocultural interpretation. Dynamic definitions of macro-social variables (gender, age, class, ethnicity, region, etc.) can emerge by gradually abstracting over the minimal contexts that are found to enable particular sociocultural interpretations. The article outlines with examples how this methodology can be applied to spoken conversational data, as well as some of its limitations.

scholarly journals Brazilian legislation and the school inclusion of individuals with communication disorders

Revista CEFAC ◽  
2019 ◽  
Vol 21 (3) ◽  
Author(s):  
Vanessa Boldarini de Godoy ◽  
Lia Netto Vaz Faiad ◽  
Maria Aparecida Miranda de Paula Machado ◽  
Patrícia de Abreu Pinheiro Crenitte ◽  
Dionísia Aparecida Cusin Lamônica ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Federal Government ◽  
Hearing Impairment ◽  
Communication Disorders ◽  
The Other ◽  
Special Educational Needs ◽  
Inclusion Criteria ◽  
Effective School ◽  
National Education ◽  
Brazilian Legislation

ABSTRACT Objective: to verify if the current Brazilian Legislation assures the effective school inclusion of individuals with communication disorders. Methods: the present study is an integrative review. Legislation related to the topic was searched on public databases, such as the website of the Planalto Palace (Brazilian Federal government headquarters), the website of the Culture and Education Ministry (Ministério de Educação e Cultura - MEC) the website of the National Education Council from Federal Government. Brazilian laws, ordinances and guidelines regarding special education of individuals with autism, intellectual disability, hearing impairment and dyslexia were consulted, since the descriptor "Communication Disorders" did not show any results. Results: twenty-one (21) identified norms met the inclusion criteria. Among these, thirteen (13) address disabilities in a generalized manner. The other eight (8) regulations are specific in relation to autism, intellectual disability, hearing impairment and dyslexia. Conclusion: despite the significant number of norms, the current Brazilian legislation does not allow for real school inclusion. Individuals with communication disorders do not have a specific legislation that could guide the peculiarities of each disorder, as well as their special educational needs. Thus, it was concluded that these individuals need legal support respecting their specificities, to allow their effective school inclusion.

Genetic Findings and Methodological Considerations in Manic Depressive Disease

1970 ◽  
Vol 117 (538) ◽  
pp. 267-274 ◽  
Author(s):  
George Winokur
Keyword(s):  
Affective Disorder ◽  
Clinical Picture ◽  
Psychiatric Illness ◽  
Genetic Data ◽  
The Other ◽  
Manic Depressive ◽  
History Of ◽  
The Difference ◽  
Methodological Considerations ◽  
Depressive Episodes

Primary affective disorder is defined as an illness which is characterized by depressions or manias or both. This illness is seen in an individual who has no history of any preexisting psychiatric illness except for uncomplicated episodes of depression or mania. Clinically there are two types of primary affective disorder. The first is manic depressive disease (bipolar psychosis) which may be considered as a primary affective disorder in which mania is seen; usually, but not always, depression is also seen in this kind of patient. The other type may be called depressive disease; a synonym that might be used is unipolar psychosis; here only depressive episodes are seen (one or more episodes). In addition to the difference in the clinical picture, considerable genetic data exist which indicate that the two illnesses are quite distinct from each other.

scholarly journals Revitalisasi Pendidikan Berbasis Keunggulan Lokal Dalam Bingkai KTSP

2018 ◽  
Vol 16 (1) ◽  
pp. 1-14
Author(s):  
Anung Priambodo
Keyword(s):  
The Other ◽  
Education Curriculum ◽  
National Education ◽  
Local Content ◽  
The People ◽  
The Government ◽  
Implementation Level

Abstract: Indonesia's biodiversity and all the other potentials that are fairly abundant must be utilized to improve the welfare of the people. One mechanism that is expected to be able transform potential into aktus is education. Through the Ministry of National Education, the government sought the implementation level of the education curriculum (SBC) to connect the implementation of local excellence as part of the curriculum in school. Local advantages can be put in the subjects of local content (Muatan lokal) or integrated with other subjects. It is expected that learners can identify and develop potential advantages in the area to be objects that benefit for society. Keywords: revitalization, local advantages, and KTSP

scholarly journals Pemikiran Pendidikan Islam Perspektif KH. M. Hasyim Asy’ari

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Mukani Mukani
Keyword(s):  
Character Education ◽  
Conceptual Framework ◽  
The Other ◽  
Alternative Solution ◽  
Young Generation ◽  
Positive Contribution ◽  
Next Generation ◽  
Cognitive Intelligence ◽  
National Education ◽  
Educational Thinking

<span><em>Education thought of KH. M. Hasyim Asy’ari is the concept of character </em><span><em>education, but also consistently gives positive contribution to the Indonesia </em><span><em>civilization. Its dedication not only focuses on one field, but also on </em><span><em>education, politic, social, religion, physical confrontation, organization, </em><span><em>and the other intellectual works. Not only to educate young generation </em><span><em>through Tebuireng Pesantren that was built, but for next generation, KH. </em><span><em>M. Hasyim Asy’ari has inherited many books or holy books that able as </em><span><em>main reference to search alternative solution of various problems that</em><br /><span><em>faced by nation. KH. M. Hasyim Asy’ari has been given fundamental </em><span><em>conceptual framework for national education. Technical and operational </em><span><em>steps must still be reviewed to implement the educational thinking. </em><span><em>Figure of NU’s founding at some point want to do the balancing for </em><span><em>education in Indonesia. Not only formality aspects, but also substance</em><br /><span><em>of the meaning of education must be internalized and implemented in </em><span><em>the life of students. In the end, Indonesia education is expected able to </em><span><em>produce “product” that not only have cognitive intelligence (smart), but </em><span><em>also have good virtue.</em><br /><span><strong>keywords: </strong><span><em>Contribution, Struggle, Character Education, KH. M. Hasyim</em><br /><span><em>Asy’ari</em></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /><br class="Apple-interchange-newline" /></span></span>

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