IGLU — Ergebnisse im internationalen und nationalen Vergleich — Erste Konsequenzen für die Grundschule

Bos, Wilfried; Lankes, Eva-Maria; Prenzel, Manfred; Schwippert, Knut; Valtin, Renate; Walther, Gerd

doi:10.1007/978-3-663-09944-4_4

Cited by 65 publications

(81 citation statements)

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“…Therefore, we need a responsible pedagogy that aims at the equality of opportunities and reduces unfair effects of an implicitly dichotomous gender-oriented education. This pedagogy must, in coherence with post-structural gender theories (BUTLER 1990) target a less dichotomous but fluid definition of gender than still present in pedagogical environments (BOS et al 2003). Such a pedagogical approach might also be a step to an equality of chances to appropriate spaces and shape society.…”

Section: Conclusion − Gender Space and Pedagogical Praxismentioning

confidence: 99%

“…Omnipresent from birth, and throughout primary school, this dichotomous societal system of gender differences is influential in many attribution processes (BOS et al 2003). Concerning education, it must be emphasized that different (learnt) abilities in the appropriation of spaces allocate chances of formation and participation in spatial decision making unequally and unfairly.…”

Section: Introduction -Gender and Spatially Related Abilitiesmentioning

confidence: 99%

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Gender-biased Appropriation of Space?

Gross¹,

Gryl²

2015

giforum

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Several studies indicate gender differences in spatial orientation, map reading, and the way people appropriate spaces for everyday action. Thereby, the most important factor of gender differences in spatially related abilities is socialization. Gender roles and differences are already present in primary school age, and gender differences in the appropriation of space may lead to unequal chances of societal participation. Therefore, it is worth drawing a focus on gender-biased education in primary geography learning. This study examines potential gender differences in primary school with subjective cartography, respectively mapping of children's everyday spaces.

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Section: Conclusion − Gender Space and Pedagogical Praxismentioning

confidence: 99%

Section: Introduction -Gender and Spatially Related Abilitiesmentioning

confidence: 99%

Gender-biased Appropriation of Space?

Gross¹,

Gryl²

2015

giforum

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“…Bereits im Grundschulalter lassen sich Faktoren wie ein bildungsferner familiärer Hintergrund oder mangelnde Sprachkenntnisse identifizieren, die mit einer ungünstigen schulischen Leistungsentwicklung einhergehen (z.B. Bos et al, 2010).…”

Section: Heterogene Schülervoraussetzungen Im Grundschulunterrichtunclassified

Adaptive Lerngelegenheiten in der Grundschule: Merkmale, methodisch-didaktische Schwerpunktsetzungen und erforderliche Lehrerkompetenzen

Hertel

2013

Individuelle Förderung Und Lernen in Der Gemeinschaft

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“…auch Baeriswyl et al 2007). in der Tat lässt sich aus Schulleistungsstudien erkennen (Bos et al 2003), dass auch heute noch die Bewertungsstandards über verschiedene Klassen und Schülergruppen hinweg nicht einheitlich sind, was dazu führt, dass sich die leistungsverteilungen an den verschiedenen Schulformen der Sekundarstufe erheblich überlappen (Baumert/Trautwein/Artelt 2003 Köller et al 2004;). Mittlere Schulabschlüsse können beispielsweise auch im beruflichen Schulsystem erworben werden und Absolventen der realschule erhalten mit einem bestimmten notendurchschnitt die Zugangsberechtigung zur gymnasialen Oberstufe.…”

Section: Die Kritik Am Gegliederten Schulsystemunclassified

Die Öffnung des Schulsystems: Fakt oder Fiktion?

Trautwein

Baeriswyl

Lüdtke

et al. 2008

ZfE

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schools were observed in their progress from the end of primary school (year 6) to the transfer into the upper secondary level gymnasium (year 10) or into alternative educational routes. indeed, almost half of the young people, who went to the gymnasium, previously studied at a middle-level general secondary school and not the preparatory Progymnasium; a strong indication of decoupling. Furthermore, the study shows that entry into the upper secondary level gymnasium is still possible for pupils despite weak performance at primary level. irrespective of the evidence for an opening of the education system, the findings also show that attending a Progymnasium has a significant effect on school biographies. The chance of transferring into the upper secondary level gymnasium is twice as high for graduates, who attended a Progymnasium, as for comparative pupils, who did not. Additionally, a privileged social background correlates with a high chance of entry into the upper secondary level gymnasium.

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IGLU — Ergebnisse im internationalen und nationalen Vergleich — Erste Konsequenzen für die Grundschule

Abstract: Developing primary schools, developing pupil learning -are these linked activities? 51 Tobias Erzmann Zum Verhältnis von Entwicklungs-und Erziehungsprozessen. Die Aktualität der Kinder-und Entwicklungspsychologie von Lew S. Wygotsky für Kindergarten und Grundschule heute

Cited by 65 publications

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Gender-biased Appropriation of Space?

Gender-biased Appropriation of Space?

Adaptive Lerngelegenheiten in der Grundschule: Merkmale, methodisch-didaktische Schwerpunktsetzungen und erforderliche Lehrerkompetenzen

Die Öffnung des Schulsystems: Fakt oder Fiktion?

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