Data Mining of Regional Economic Analysis Based on Mobile Sensor Network Technology

With the continuous development of regional economy, the difference of regional economy has also aroused the attention of all walks of life. Due to the limitations of the traditional research methods, the research results are relatively simple and unable to conduct a more comprehensive analysis. The traditional methods include the following: (1) analyze the evolution of regional logistics based on the location Gini coefficient and location quotient of GIS, and reflect the situation of industrial agglomeration from the annual change curve of the location Gini coefficient; (2) use SPSS12.0 software to perform multivariate or event factors, and analyze and calculate the factor score to sum up several principal component factors; and (3) the production function analysis method is used to measure the economies of scale and agglomeration. As an extension, the relationship between the estimated total output and the agglomeration index of the factor input to measure the uniform state of the industrial distribution department is an effective measurement method for the agglomeration economy. In order to promote the sustainable development of regional economy, this paper analyzes the regional economy comprehensively based on the emerging mobile sensor network technology and data mining technology. Firstly, this paper analyzes the location technology of mobile sensor networks based on sequential Monte Carlo, selects the C -means clustering method which is suitable for economic large-sample clustering analysis, and constructs a complete data mining model. Then, the model is used to analyze the economic, social, natural, and educational science and technology indicators of a certain region from 2015 to 2019. The results show that the first principal component weight of economic indicators is the highest proportion of fiscal revenue, which is 0.986. This shows that the role of fiscal revenue in economic indicators is greater. The main index of urban consumption is 72.0, which is the highest. This shows that the population growth rate and the average consumption of urban households in social indicators play a greater role. The first principal component of natural index has the highest weight of pollution emission, which is 0.47, while the second principal component has the highest weight of total energy consumption, which is 0.48. This shows that the pollution emissions and total energy consumption in the natural indicators play a greater role. In the educational science and technology index, the first principal component weight is the highest, which is 0.61. This shows that the education funds play an important role in educational science and technology indicators. Therefore, the data mining model based on mobile sensor network technology can comprehensively and accurately analyze various indicators of regional economy.

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

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.

Examining the dimensionality of pre-service teachers’ enthusiasm for teaching by combining frameworks of educational science and organizational psychology

The aim of this study was to obtain a holistic understanding of pre-service teachers’ enthusiasm for teaching (a subject) by examining its structure as well as relevant factors that may be related to it in the first phase of teacher education. For this purpose, we considered two strands of research: educational science and organizational psychology. Accordingly, the professional competence model and the job demands and resources model helped to identify factors that are associated with pre-service teachers’ enthusiasm for teaching. Responses of 211 pre-service biology teachers indicated that enthusiasm for teaching can be considered as one-dimensional. Moreover, we found positive relationships between enthusiasm for teaching and academic self-concept, intrinsic career choice motives and occupational commitment. In contrast, we detected negative relations between enthusiasm for teaching and both emotional exhaustion and intention to quit. No significant relations could be found for enthusiasm for teaching and both professional knowledge and extrinsic career choice motives. Our findings highlight the importance of enthusiasm for teaching in the earliest stage of teachers’ careers. Thus, our study points out relevant factors that could help to maintain high enthusiasm and to keep (pre-service) teachers healthy and in the profession.

Educational Perspectives on Mediality and Subjectivation: Introduction

The concept of the subject has long been a central construct of the social sciences, cultural studies and the humanities. While the philosophical roots of the concept go back to antiquity, new discourses have developed in recent years that critically question and further develop concepts such as subject or subjectivation. In addition to theoretical strands of discussion, the focus is increasingly on the empirical possibilities of subjectification research. It is becoming apparent that the constitutive power of digital mediality—also from the perspective of educational science—is playing an increasingly significant role in these contexts. The introductory chapter presents a brief outline of these developments and provides a first insight into the contributions in this volume.

The Short-Term Reliability of Metaphors as an Assessment Method

Metaphors are assumed to be a means of accessing implicit aspects of cognition. Metaphors, therefore, have been increasingly used in educational science as an innovative tool to examine a broad range of constructs. However, there are both empirical findings and theoretical considerations suggesting that metaphors are also by experiences that are salient just in the moment of production of the metaphor. Therefore, we examined in a sample of N = 95 students and professionals whether the metaphors of learning and the underlying conceptualization of learning that influence whether students adopt a deep or a surface approach in learning remained stable across 3 weeks. Results showed that although the sources on which the metaphors drew were subject to change, the underlying conceptualization of learning remained stable. However, there were no differences in the stability of metaphors in both groups. It be can concluded, therefore, that metaphors can be used as an indicator for underlying constructs such as the understanding of learning.

Academic Reform in Fractured Disciplines – On the Interaction of Bologna, New-Public-Management and the Dynamics of Disciplinary Development

At the intersection of science studies and higher education research, this contribution looks at the way in which the requirements of universities as organizations release development dynamics in academic disciplines and it analyses the interaction between discipline and organization. We will analyse German educational science, bearing in mind it is an example of disciplines that are fractured and consequently have little consensus in terms of fundamental theories and basic concepts. Firstly, we take on a quantitative approach and analyse the changes in degree courses at the structural level and the symbolic boundaries or conceptual distinctions following the transition to the Bachelor and Master system. Secondly, we take a close look at the negotiating processes and practices, as well as at the disciplinary orientations that determine these boundary shifts, using a qualitative approach that focuses on the actors. In group discussions with representatives of the German educational science at different universities it stood out that actors involved in course design are compelled to find an equilibrium between the demands of the discipline and those of the organization, and do so in very different ways. Finally, we discuss the extent to which close interaction between higher education reforms and academic disciplines can be figured out, particularly for disciplines seen as fractured and which do not have consensual common disciplinary standards.