Die Broschüre soll einen ersten Einblick in den Bereich der Rechtsprechung und der Gerichtsorganisation geben. Besonders beleuchtet die Broschüre den Ablauf eines Strafverfahrens und stellt die Verfahrensbeteiligten vor. Redaktionsschluss: 01.07.2024

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Das folgende Forschungsprojekt beschäftigt sich mit metakognitiven und motivationalen Fähigkeiten als Teilbereiche des selbstgesteuerten Lernens. Es untersucht den Nutzen und die Grenzen von Lerntagebüchern, die zugeschnitten wurden auf Grundschülerinnen und Grundschüler mit Migrationshintergrund. Das Ziel der Studie war es herauszufinden, ob und wie selbststeurungsbezogene Lernprozesse durch den Einsatz von Lerntagebüchern gemessen und verändert werden können. Hierzu führten 28 Grundschülerinnen und Grundschüler 14 Wochen lang während des Unterrichts ein halbstandardisiertes Lerntagebuch in Anlehnung an Wohland/Spinath (2004). Zur Messung von Veränderungen in metakognitiven und motivationalen Fähigkeiten füllten 43 Schülerinnen und Schüler zweier Experimentalgruppen und einer Kontrollgruppe vor und nach der Lerntagebuch-Intervention standardisierte Fragebögen aus. Weiterhin wurden die 28 Lerntagebücher der Experimentalgruppen inhalts- und prozessanalytisch ausgewertet. Außerdem wurden Interviews mit den Lehrkräften über ihre Unterrichtspraxis geführt und einige Schülerinnen und Schüler zu ihrer Wahrnehmung der Lerntagebucharbeit befragt. Die Ergebnisse der Analyse der Lerntagebuchdaten zeigen, dass die 28 Schülerinnen und Schüler mit Migrationshintergrund erfolgreich ihren Lernprozess bei der Bearbeitung einer Aufgabe verbalisierten. Sie haben weiterhin erfolgreich Vorhersagen über ihre Vorgehensweisen zur Lösung einer Aufgabe getroffen. Die Lerntagebücher unterstützten sie darin, ihre metakognitiven Erfahrungen (Efklides/Petkaki 2005) zu kalibrieren (Desoete/Roeyers 2006). Den Lernenden ist es gelungen, ihre Repräsentationen über das Lösen einer Aufgabe aufeinander (fein-) abzustimmen, während sie daran arbeiteten. Mit Hilfe von Zeitreihenanalysen konnte gezeigt werden, dass die Schülerinnen und Schüler die Fragen im Lerntagebuch gegen Ende der Intervention oberflächlicher beantworteten und die Lerntagebücher tendenziell weniger häufig ausgefüllt wurden (negative Trends). Eine Erklärung für die geringere Antworthäufigkeit, die zu negativen Verlaufskurven über die Zeit führten, könnte sein, dass die Instruktionsdichte durch den Mix an offenen und geschlossenen Fragen im Lerntagebuch zu hoch war. Die Lernenden haben sich möglicherweise so an die Fragen bzw. Antwortformate gewöhnt, dass die Motivation, in das Lerntagebuch zu schreiben, geringer wurde. / The following research project focuses on metacognitive and motivational skills as aspects of self-regulated learning. It studies the usability and the limitations of learning diaries that are designed to foster those skills for elementary school students with a migrational background. The goal of the study is to know whether and how self-regulated learning processes can be measured and changed through the use of learning diaries. Therefore 28 students of an elementary school in Berlin worked for 14 weeks with a semi-standardized learning diary which was designed in accordance to Wohland/Spinath (2004) and which was integrated in classroom teaching. To measure the changes in metacognitive and motivational skills 43 students in two experimental groups and one control group had to fill in self-report questionnaires before and after the diary-intervention. The 28 learning diaries of the two experimental groups were content and process analyzed. Furthermore interviews were conducted with teachers about their classroom teaching and with students about their perception of working with a diary. The questionnaire data showed that the learning diary could be useful for fostering metacognitive but not motivational skills. The results of the diary data showed that the 28 students with a migrational background were able to verbalize their learning process when working on a specific task. They were also able to make predictions about their own approach towards solving a task. The learning diaries supported the calibration (Desoete/Roeyers 2006) of their metacognitive experiences (Efklides/Petkaki 2005). Students were able to fine-tune their representations about solving a task as they went on with task processing. Time-series-analysis showed that towards the end of the intervention there was a tendency to answer with superficial and lower frequency responses (negative trends). One explanation for the lower frequency of responses, which led to negative curves over time, could be that too much instructional support was elicited through the learning diary's mix of open and closed questions. The learners may have adjusted to the prompts and answer formats leading to a decrease in motivation to write.

In recent years, the Internet has increasingly been used to provide significant resources for student to learn mathematics and to learn about mathematics, as well as significant resources for teachers to support these. Effective access to and use of these has been hampered in practice by limited facilities in schools and the limited experience of many mathematics teachers with the Internet for mathematical purposes. This paper offers models for understanding the effective use of Internet resources, based on typologies of resources for learning and teaching mathematics. Six categories of Internet resources for mathematics student use are identified: (i) Interactive resources; (ii) Reading interesting materials; (iii) Reference information; (iv) Communication; (v) Problem solving; and (vi) Webquests. Similarly, five categories of Internet resources for mathematics teacher use are identified: (i) Lesson preparation; (ii) Official advice and support; (iii) Professional engagement; (iv) Commercial activity and support; and (v) Local school web sites. The paper recognises that web resources can be used in a range of ways, including supporting both teaching and learning. The prospects for sound use of the Internet are briefly described in terms of these models of use.

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By examining relevant academic literature this essay aims to investigate how and when teachers are supposed to use the target language in their language teaching. Many studies have shown that the target language is the obvious choice in language teaching, whereas other studies have shown that there are big advantages in using the first language instead. In this literature study the data was collected mainly from the databases LIBRIS, Linguistics Collection and ERIC (EBSCO), and thereafter the nine steps model of Polit and Beck (2017, pp. 88–109) was used for identifying relevant data. The findings in this study suggest that there are both pros and cons with using the first language in foreign language teaching. Some of the pros are that there is suggested to be easier to include all the students in the teaching, and that they develop a better understanding when hearing the instructions in their first language. At the same time however, some researchers mean that a mixture of the L1 and the target language can lead to confusion for both the teachers and the students. In this study there is also shown that many teachers hesitate to use the target language in their teaching due to lack of knowledge in their teaching area, a further explanation is that it goes faster and is seen as more effective to hold the teaching in the first language. Even though it is suggested that the first language makes the foreign language teaching easier the most researchers and teachers mean that it is immensely important to hear the target language being spoken, since the students otherwise will find it hard to be motivated to learn a language that they never hear. A method that is being positively spoken upon is Code-switching, which means that the speaker switches between the first language and the target language. This can be seen as a tool that can be used in many different ways in order to include as many students as possible in the language teaching.

Anläßlich der "Stoppt-Strauß"-Plaketten ist der Beitrag bestrebt, im Sinn praktischer Konkordanz einen angemessenen Ausgleich widerstreitender Grundrechte zu finden, zwischen der "positiven" Meinungsfreiheit des Plaketten tragenden Schülers einerseits, den Grundrechte Andersdenkender sowie schulrechtlichen Regelungen als "allgemeinen Gesetzen" im Sinne von Art. 5 Abs. 2 GG.

Zeitschrift des Vereins der Altafraner e.V.

Zeitschrift des Vereins der Altafraner e.V.

Zeitschrift des Vereins der Altafraner e.V.