Schulzeitverkürzung und Studiendauer

Der vorliegende Wiederabdruck eines 1937 publizierten Textes rückt die Aktualität der damaligen bildungspolitischen Reformbemühungen zur Schulzeitverkürzung und Studiendauer in den Vordergrund. (DIPF/Bal)

High-stakes testing and Educational Governance – insights and innovations in European school systems. Special Issue Editorial

International research with regard to the intended as well as to the unintended outcomes and effects of high-stakes testing shows that the impact of high-stakes tests has important consequences for the participants involved in the respective educational systems. The purpose of this special issue is to examine the implementation of high-stakes testing in different national school systems and to refer to the effects in view of the concept of Educational Governance. (DIPF/Orig.)

How do teachers prepare their students for statewide exit exams? A comparison of Finland, Ireland, and the Netherlands

Statewide exit exams are often believed to have a positive impact on school effectiveness and the alignment between instructional practice and state standards because of their mandatory nature and the stakes attached for students and teachers. They may also, however, lead to teaching to the test and to a perceived de-professionalization of the teaching role. While some studies suggest a narrowing of contents and an increase in teacher-centered instruction, little is known about how the impact on instructional practices and teacher cognitions varies between different exam systems. This study compares the strategies teachers use to prepare their students for the exams at the end of upper secondary education in Finland, Ireland, and the Netherlands using a standardized questionnaire survey with responses from 385 teachers. The goal was to develop hypotheses about the relationship between differences in the exam procedures and the stakes attached, and the differences in teacher preparation strategies. The results suggest country-specific variations regarding teacher beliefs as to how much time should be spent on exam preparation; however, there were smaller differences in the strategies applied. Regression analyses indicated that the way in which preparation intensity was associated with the stakes for students and schools, and the attitudes towards the exams themselves varied across the three countries. The different exam systems appeared to affect preparation in markedly different ways, but nevertheless led to the exercise of comparable strategies. (DIPF/Orig.)

Governing the transition to higher levels of education and differences between achievement and school grades by gender

The author will explore the performance of boys and girls in external examinations in Slovenia at the beginning of upper secondary and tertiary education. These are critical points in students’ educational career at which he/she has to choose a school/university. Since both transitions are managed centrally by appropriate authorities, this is also a question of Educational Governance. Transitions between levels of education should, above all, assure fairness in selection procedures. At the point of transition to upper secondary schools we will explore differences between students’ achievements in various school subjects tested at the national assessment of knowledge (NA), and their school grades by gender. Since only school grades are used as admission criteria to upper secondary schools, this comparison of school grades with external and more objective measure of students’ achievement will show possible bias. In Slovenia admission to tertiary education usually consists of (externally assessed) Matura results and school grades in the last two years of upper secondary school. The author will compare the effects of both most commonly used measures of academic achievement on admission in view of gender differences. Study courses where selection procedure was actually applied will be of specific interest since they can show signs of (un)fairness. Results show signs of bias and build case for better Educational Governance. (DIPF/Orig.)

Impact of hypomineralized teeth and sociobehavioral aspects on caries development: a prospective cohort study

Aim: This prospective cohort study was to evaluate the independent and mutual effects of socioeconomic, oral health behaviors and individual clinical factors, including enamel hypomineralization, as possible risk factors for increase in caries experience in second primary molar (SPM) over a period of 2-years. Methods: Children (n=216) aged 4-6 years were examined for hypomineralized second primary molar (HSPM) and dental caries in school settings and were recalled every 6 months. The caregivers filled out a semi-structured questionnaire about their socio-demographic and oral health-related behaviors. Data analysis was performed using a hierarchical model with three levels. Multiple analyses were performed at each level and variables with p<0.20 were tested by stepwise multiple Generalized Estimating Equation. Results: At final examination, 33.3% of the children had developed new caries lesions in SPM. The model showed that the number of years of mother’s schooling and the caregiver´s perception about their children’s caries experience played a protective role in the incidence of dental caries. Children who had white spot lesions were more likely to develop new carious lesions in SPM. Children with HSPM showed no higher incidence of caries in their SPM than those without HSPM. Conclusions: Clinical, socioeconomic and behavioral factors impacted on caries development in primary second molars. However, further studies are required to better understand the role of HSPM in caries development in other age groups.

Tri-level study: modification. Task 5: an examination of driver characteristics and collision producing errors of accident and traffic violation repeaters. Final report.

National Highway Traffic Safety Administration, Washington, D.C.