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Citations since 2016
9 Research Items
Systematic reviews are the method of choice to synthesize research evidence. To identify main topics (so-called hot spots) relevant to large corpora of original publications in need of a synthesis, one must address the “three Vs” of big data (volume, velocity, and variety), especially in loosely defined or fragmented disciplines. For this purpose,...
In this study, we investigated the differential effect of regional economic prosperity on mean student cognitive achievement by analysing data from a “natural experiment” in Palestine. Its main regions, Gaza and the West Bank, inhabited by a population sharing history, culture and gene pool, were only recently separated, yet distinctively affected...
Complex Problem Solving (CPS) and reasoning are considered as correlated, but not equivalent (Stadler, Becker, Gödker, Leutner, & Greiff, 2015). However, empirical evidence for incremental validity of constructs beyond reasoning regarding CPS is scarce. This includes evidence for CPS self-concept (CPS SC; cf. Meißner, Greiff, Frischkorn, & Steinmay...
Zusammenfassung Ob persönliche religiös-weltanschauliche Überzeugungen von Lehrkräften deren berufliches Denken und Handeln beeinflussen und ob sie es beeinflussen sollten, ist immer wieder Gegenstand öffentlicher Diskussionen. Angesichts eines dahingehend unbefriedigenden Forschungsstands, insbesondere im europäischen Kontext, wurde der Erklärungs...
Zusammenfassung Digitalisierung verändert zunehmend die kulturelle Bildung. Im Zuge des technologischen Fortschritts werden auch soziale Interaktionen, ästhetische Erfahrungen und Ausdrucksformen transformiert. In diesem Beitrag wird über eine konfigurierende Forschungssynthese zur Kartierung des sich entwickelnden Forschungsfeldes zur Digitalisier...
Im hier vorgestellten Teil des Metaprojekts zum Förderschwerpunkt, Forschung zur Digitalisierung in der kulturellen Bildung (DiKuBi) steht die Synthese quantitativ-empirischer Forschung im Fokus. Forschungssynthesen gewinnen-ausgehend von der Bewährung dieses Ansatzes in anderen Disziplinen-auch in der Bildungsforschung an Bedeutung. Sie sind geeig...
Teachers’ religious or worldview beliefs are often assumed to impact their way of teaching. Public debates in Western countries about teachers wearing headscarfs, about evangelical science teachers refusing to teach evolution theory or about confessional requirements of teachers at faith-based schools indicate that this assumption has societal and political implications. There is also a fierce debate on whether connections between teachers’ religious or worldview beliefs and their professional thinking and acting should be viewed as legitimate at public (state) schools that are obliged to be ‘neutral’ regarding religion and worldviews – while there is still scarce empirical evidence on this topic. Thus, empirical evidence regarding links between teachers’ religious or worldview beliefs on the one hand and their profession-related beliefs on the other hand is needed. The aim of this research project is to examine these links for the German context.
https://www.dikubi-meta.fau.de/ This meta-project enables the research community to self-reflect. It brings together the topic fields in the funding guidelines based on the institutions’ own international, empirically-grounded expertise and research syntheses, and classifies these fields in terms of their significance for society and educational science. In doing so, the meta-project incorporates results from ongoing projects. By organising regular workshops and focused symposia at academic conferences, it encourages and supports the networking of the funded researchers, both among one another and with projects on related topics across Germany and abroad. Within the framework of gathering empirical data, synergy effects are to be enhanced through coordinated data collection. The meta-project also supports the projects that receive focused funding with a range of services, such as further training in managing their research data. Developments and project results in the focus field are constantly monitored. On the basis of findings and insights gained in this and the wider field of research, as well as taking into account the latest developments in society and the education system, prospects for further research are developed and highlighted. With structures created specifically for this purpose, the meta-project offers young scientists opportunities to network and to receive further training in cross-project issues of content and methodology. Practice-orientated publications and events for a broader expert audience help promote the meta-project’s results. The meta-project regularly engages in scientific exchange with similar projects, including discussion of interdisciplinary topics such as challenges in and for society, as well as questions of how to support young scientists, research data management and transfer. https://www.paedagogik.phil.fau.de/teamkontakt/lehrstuhl2/; https://www.lebi.phil.fau.de/