Comics as a literary-didactic method and their use for reducing gender differences in reading literacy at the primary level of education

The aim of the present study was to examine the effect of the systematic use of comics as a literary-didactic method to reduce gender differences in reading literacy and reading motivation at the primary level of education. It was assumed that the use of comics would have a positive effect on pupils’ reading literacy and reading motivation, while also reducing the aforementioned differences between boys and girls. The dimensions of reading literacy and reading motivation were examined in experimental and control groups, before and after the intervention, by means of questionnaires and tests for pupils. The sample consisted of 143 pupils from second to fifth grade from two Slovenian primary schools in a rural environment, of which 73 pupils participated in the experimental group and 70 pupils represented the control group. Effects of the use of comics as a literary-didactic method were not found: using comics as a literary-didactic method did not have a statistically significant effect on pupils’ reading literacy and reading motivation. However, when the four-way structure of the research (taking into account the age and gender of the pupils) was considered, some subgroups showed a statistically significant increase in reading interest and attitude towards reading. No reduction of gender differences in reading literacy and reading motivation was found. Based on the results, guidelines for further research are established and suggestions are offered for teachers’ work. (DIPF/Orig.)

Lehrererwartungen und Ethnizität. Innerschulische Chancendeterminanten bei Migrantenschülern in den Niederlanden

Der Autor legt dar, daß es in den Niederlanden immer noch eine indirekt von ständischen Prinzipien bestimmte Schule gibt, in der die soziale Herkunft der Schüler das Lehrerverhalten bestimmt und an den Schüler je nach Schichtzugehörigkeit unterschiedliche Anforderungen gestellt werden. Der Beitrag untersucht aber auch die Rolle des Faktors Ethnizität bei der Behandlung und Beurteilung von Schülern. Die Arbeit ist Teil einer größeren Repräsentativstudie, die an 44 niederländischen Grundschulen mit einem hohen Anteil von Migrantenschülern durchgeführt wurde. In der Untersuchung erwies sich die Schichtzugehörigkeit der Schüler als bedeutsamer als die ethnische Zugehörigkeit. Das hat auch Konsequenzen für pädagogische Maßnahmen. (DIPF/Orig.)

‚Verständige Musikpraxis’ als Gegenstand von Musikunterricht zwischen Leiblichkeit und diskursivem Lernen

This article deals with a pedagogical concept called "Verständige Musikpraxis". It wants to elicit whether and if how its effects might be empirically relevant. Starting point is an analysis of a suite of 4 videotaped music lessons with an emphasis on singing in the classroom in primary schools. The taped lessons show a similarity in structure: a phase of practising is mostly followed by a phase of practical learning and reflection, which in turn is interrupting the process. In the phenomenological theory of learning this moment of irritation is a hallmark of the learning process per se. (DIPF/Orig.)