Wahrnehmung und Interpretation von Unterrichtsstörungen aus Schülerperspektive sowie aus Sicht der Lehrpersonen.

The contribution is based on an understanding of teaching as an interaction system that encompasses all parties in the classroom. Social order in classrooms is established through mutual awareness, which includes the perception of classroom disruptions. Using qualitative data, this paper examines the extent to which students’ and teachers’ perspectives coincide with respect to both the perception of classroom disruptions and the teachers’ reaction to discipline disruptions. For this purpose, classrooms were categorized into either infrequent-disruption or frequent-disruption classrooms. The results show, firstly, a high correspondence between teachers’ and students’ perception of classroom disruptions; secondly, a self-serving bias in the teachers’ perception of their own reactions on discipline disruptions; and thirdly, a different interpretation of the term discipline disruption in infrequent- and frequent-disruption classrooms. The possibility that teachers themselves might cause classroom disruptions is discussed. In addition, the concept of classroom management is put into perspective.

Courses in the language and culture of origin and their impact on youth development in cultural transition: A study among immigrant and dual heritage youth in Switzerland

Elena Makarova traces how the concept of intercultural education in German-speaking European countries promotes the inclusion of courses in the Language and Culture of Origin (LCO) for immigrant youth in the school curriculum of host countries. Such courses are assumed to have positive effects on the development of immigrant youth in the host country. Particularly, it has been suggested that participation in LCO courses increases the self-esteem of immigrant youth, facilitates the development of their bicultural identity and improves their integration in the host society. However, there is a lack of empirical evidence on the nature of the effects of LCO course attendance on the acculturation of immigrant youth and their cultural identity. Accordingly, the aim of the study detailed in the chapter is to examine the impact of immigrant youth’s attitudes towards LCO courses and of their attendance of such courses on their acculturation and cultural identity.

Shaping the values of the next generation: Value transmission processes within the family

Abstract: Research on human values within the family focuses on value congruence between the family members (Knafo & Schwartz, 2004), based on the assumption that transmission of values is part of a child’s socialization process. Within the family, values are not only implicitly transmitted through this process but also explicitly conveyed through the educational goals of parents (Grusec et al., 2000; Knafo & Schwartz, 2003; 2004, 2009). However, there is a lack of empirical evidence on the role of family characteristics in the value transmission process, especially for families with young children. Thus, the study presented had multiple aims: Firstly, it analyzed the congruency between mothers’ and fathers’ values and their value-based educational goals. Secondly, it examined the influence of mothers’ and fathers’ socio-demographic characteristics on their educational goals. Thirdly, it analyzed the differences in parental educational goals in families with daughters and families with sons. Finally, it examined the congruency between children’s values and the value-based educational goals of their parents. The value transmission process within families with young children was analyzed using data from complete families (child, mother and father) in Switzerland (N = 265). The survey of children consisted of 139 boys and 126 girls aged between 7 and 9 years. Parents’ values and parental educational goals were assessed using the Portrait Value Questionnaire (PVQ-21) (Schwartz, 2005). Children’s’ values were assessed using the Picture-Based Value Survey for Children (PBVS-C) (Döring et al., 2010). Regarding the role of the family context in the process of shaping children’s values, the results of the study show that, on average, parents are similar not only with respect to their value profiles but also with regard to their notion as to which values they would like to transmit to their children. Our findings also suggest that children’s values at an early age are shaped more strongly by mothers’ values than by fathers’ values. Moreover, our results show differences in value transmission with respect to the child’s gender. In particular, they suggest that value transmission within the family has a greater influence on female than on male offspring.

Immigrant students’ psychological adjustment in the school context: A meta-synthesis of qualitative research on acculturation

This contribution focuses on the characteristics of the school context and their impact on immigrant students’ acculturation and adjustment at school. Research suggests that the ways immigrants acculturate is related to their well being (e.g. Phinney, et al., 2001; Ward & Rana-Deuba, 1999), although findings have been contradictory across methods and studies (e.g. Rogler, 1991; Escobar & Vega, 2001). Debates in acculturation research currently center on issues of acculturation measurement (e.g. Berry, 2009; Rudmin, 2009), as most research is conducted in the quantitative tradition. In addition, some have suggested (Birman, 2011) that research on acculturation in the tradition of cross-cultural psychology adopts an overly individualistic perspective, and lacks attention to the specific contexts of acculturation. Alternatively, the contextual approach proposes that the relationship between acculturation and adjustment is shaped by the surrounding context (Birman & Simon, 2013). For immigrant children, schools are the setting where the process of acculturation unfolds, and an important context in which to study their adjustment and well being (Birman, et al., 2007; Makarova & Herzog, 2011). Though rarely used in this tradition of acculturation research (Chirkov, 2009), qualitative methods are uniquely suited to gain insight to facilitate theory development, as well as appreciate the contextual nature of the acculturation process. Yet we are not aware of efforts to synthesize the empirical qualitative literature on this topic. Applying the methodology of meta-synthesis for qualitatieve research (Walsh & Downe, 2005) our contribution attempts to integrate results from qualitative studies on impact of acculturation on immigrant students’ psychological adjustment in the school context. For this purpose 84 articles which matched the inclusion criteria were selected. Overall, the results of our study show that within the school context a number of structural as well as process characteristics can be identified as crucial for immigrant youth psychological adjustment. Moreover, our findings indicate that immigrant youths’ psychological adjustment is related to other individual outcomes of acculturation in the school context such as behavioral adjustment, peer-relationships, academic achievement and identity development of immigrant youth.

Unterrichtsstörungen – ein multiperspektivischer Zugang

Das Verständnis vom Unterricht als Interaktionssystem (vgl. Breidenstein, 2010; Brophy & Good, 1976; Jackson, 1968; Mehan, 1998; Vanderstraeten, 2001), unterstreicht die Bedeutung der gegenseitigen Wahrnehmung von Unterrichtsstörungen für den Aufbau von sozialer Ordnung im Unterricht (vgl. Herzog, 2002, 2011; Kieserling, 1999, S. 110ff.; Luhmann, 1984; Vanderstraeten, 2001). Somit sind Unterrichtsstörungen nicht im Fehlverhalten einzelner Schülerinnen und Schüler zu verorten, sondern als Ergebnis einer unzulänglich funktionierenden Interaktionsbasis des Unterrichts zu verstehen. Dabei grenzen wir den Begriff der Unterrichtsstörung auf Störungen der sozialen Ordnung des Unterrichts ein. Unterrichtsstörungen können sich demgemäss in Form von Regelverletzungen, Schwatzen, Dazwischenrufen, Missachtung der Lehrerautorität, Rempeleien etc. äußern, wobei oft auch Disziplinprobleme miteingeschlossen werden (vgl. Nolting, 2002). Das Defizit der bisherigen Forschung, die entweder die Schüler- oder die Lehrerperspektive fokussierte (Woolfolk Hoy & Weinstein 2006, p. 206), wird im vorliegenden Beitrag durch einen multiperspektivischen Zugang, der beide Perspektiven einander gegenüberstellt, behoben. Dazu analysieren wir die Wahrnehmung von Unterrichtsstörungen aus der Sicht der Lehrpersonen sowie aus der Sicht der Schülerinnen und Schüler derselben Schulklassen. Die erste Fragestellung lautet daher, inwiefern sich die Wahrnehmung von Unterrichtsstörungen in Abhängigkeit vom Ausmaß der Störung zwischen der Lehrperson und ihren Schülerinnen und Schüler unterscheidet. Die zweite Fragestellung betrifft die Reaktion der Lehrkräfte auf Unterrichtsstörungen. Dabei untersuchen wir, wie weit die Wahrnehmung der Lehrerreaktionen auf Unterrichtsstörungen durch die Schülerinnen und Schüler mit der Selbstwahrnehmung der Lehrperson übereinstimmt. In methodischer Hinsicht verfolgt die Studie einen multimethodischen Ansatz, der sowohl quantitative als auch qualitative Daten zur Analyse der Forschungsfragen beizieht. Die Datenbasis der Analysen stammt aus einem Forschungsprojekt, das in fünf deutschsprachigen Kantonen der Schweiz durchgeführt wurde und zwei Phasen umfasste. In der ersten (quantitativen) Projektphase wurden Schülerinnen und Schüler (N = 4394) sowie deren Lehrpersonen (N = 225) der 5. Primarstufe mittels eines standardisierten Fragebogens befragt (Makarova, Schönbächler, & Herzog, 2008). Für die zweite (qualitative) Forschungsphase wurden 24 Klassen nach typologischen Kriterien ausgewählt. In diesen mittlerweile 6. Klassen gaben Schülerinnen und Schüler in Einzel- und Gruppeninterviews (N = 192) vertiefende Auskünfte zum Unterricht (Schönbächler, Makarova, & Herzog, 2009). Eine auf den Interviewanalysen beruhende Ergebniszusammenstellung wurde den Lehrpersonen (N = 20) der in der zweiten Forschungsphase beteiligten Klassen zur Stellungnahme vorgelegt (Makarova, Schönbächler, & Herzog, 2010). Im Hinblick auf die erste Fragestellung zeigen die Ergebnisse eine weitgehende Übereinstimmung von Lehrer- und Schülerperspektive bei der Wahrnehmung von Unterrichtsstörungen, und zwar sowohl in Klassen mit niedrigem als auch in solchen mit hohem Störausmaß. Unterschiede zwischen der Lehrer- und Schülerwahrnehmung zeigen sich jedoch bei der zweiten Fragestellung. Die Lehrkräfte der Klassen mit hohem Störausmaß beurteilen hierbei ihre Reaktion auf Unterrichtsstörungen weit vorteilhafter als ihre Schülerinnen und Schüler. Zudem legen unsere Ergebnisse eine semantische Instabilität des Begriffs Unterrichtsstörungen nahe, in dem sie eine unterschiedliche Bedeutung von Unterrichtsstörung in Klassen mit hohem und tiefem Störausmaß belegen. Insgesamt erweist sich die im vorliegenden Beitrag angewandte Multiperspektivität in der Erfassung von Unterrichtsstörungen als gewinnbringend, da dadurch die Komplexität der sozialen Situation des Unterrichts veranschaulicht werden kann.

Drug-eluting stents vs. bare metal stents in patients with cardiogenic shock: a comparison by propensity score analysis.

BACKGROUND In patients with cardiogenic shock, data on the comparative safety and efficacy of drug-eluting stents (DESs) vs. bare metal stents (BMSs) are lacking. We sought to assess the performance of DESs compared with BMSs among patients with cardiogenic shock undergoing percutaneous coronary intervention (PCI). METHODS Out of 236 patients with acute coronary syndromes complicated by cardiogenic shock, 203 were included in the final analysis. The primary endpoint included death, and the secondary endpoint of major adverse cardiac and cerebrovascular events (MACCEs) included the composite of death, myocardial infarction, any repeat revascularization and stroke. Patients were followed for a minimum of 30 days and up to 4 years. As stent assignment was not random, we performed a propensity score analysis to minimize potential bias. RESULTS Among patients treated with DESs, there was a lower risk of the primary and secondary endpoints compared with BMSs at 30 days (29 vs. 56%, P < 0.001; 34 vs. 58%, P = 0.001, respectively) and during long-term follow-up [hazard ratio 0.43, 95% confidence interval (CI) 0.29-0.65, P < 0.001; hazard ratio 0.49, 95% CI 0.34-0.71, P < 0.001, respectively]. After propensity score adjustment, all-cause mortality was reduced among patients treated with DESs compared with BMSs both at 30 days [adjusted odds ratio (OR) 0.26, 95% CI 0.11-0.62; P = 0.002] and during long-term follow-up (adjusted hazard ratio 0.40, 95% CI 0.22-0.72; P = 0.002). The rate of MACCE was lower among patients treated with DESs compared with those treated with BMSs at 30 days (adjusted OR 0.42, 95% CI 0.19-0.95; P = 0.036). The difference in MACCEs between devices approached significance during long-term follow-up (adjusted hazard ratio 0.60, 95% CI 0.34-1.01; P = 0.052). CONCLUSION DESs appear to be associated with improved clinical outcomes, including a reduction in all-cause mortality compared with BMSs among patients undergoing PCI for cardiogenic shock, possibly because of a pacification of the infarct-related artery by anti-inflammatory drug. The results of this observational study require confirmation in an appropriately powered randomized trial.

Mitochondrial leucine tRNA level and PTCD1 are regulated in response to leucine starvation

Pentatricopeptide repeat domain protein 1 (PTCD1) is a novel human protein that was recently shown to decrease the levels of mitochondrial leucine tRNAs. The physiological role of this regulation, however, remains unclear. Here we show that amino acid starvation by leucine deprivation significantly increased the mRNA steady-state levels of PTCD1 in human hepatocarcinoma (HepG2) cells. Amino acid starvation also increased the mitochondrially encoded leucine tRNA (tRNA(Leu(CUN))) and the mRNA for the mitochondrial leucyl-tRNA synthetase (LARS2). Despite increased PTCD1 mRNA steady-state levels, amino acid starvation decreased PTCD1 on the protein level. Decreasing PTCD1 protein concentration increases the stability of the mitochondrial leucine tRNAs, tRNA(Leu(CUN)) and tRNA(Leu(UUR)) as could be shown by RNAi experiments against PTCD1. Therefore, it is likely that decreased PTCD1 protein contributes to the increased tRNA(Leu(CUN)) levels in amino acid-starved cells. The stabilisation of the mitochondrial leucine tRNAs and the upregulation of the mitochondrial leucyl-tRNA synthetase LARS2 might play a role in adaptation of mitochondria to amino acid starvation.

DAPK loss in colon cancer tumor buds: implications for migration capacity of disseminating tumor cells.

Defining new therapeutic strategies to overcome therapy resistance due to tumor heterogeneity in colon cancer is challenging. One option is to explore the molecular profile of aggressive disseminating tumor cells. The cytoskeleton-associated Death-associated protein kinase (DAPK) is involved in the cross talk between tumor and immune cells at the invasion front of colorectal cancer. Here dedifferentiated tumor cells histologically defined as tumor budding are associated with a high risk of metastasis and poor prognosis. Analyzing samples from 144 colorectal cancer patients we investigated immunhistochemical DAPK expression in different tumor regions such as center, invasion front, and buds. Functional consequences for tumor aggressiveness were studied in a panel of colon tumor cell lines using different migration, wound healing, and invasion assays. DAPK levels were experimentally modified by siRNA transfection and overexpression as well as inhibitor treatments. We found that DAPK expression was reduced towards the invasion front and was nearly absent in tumor buds. Applying the ECIS system with HCT116 and HCT116 stable lentiviral DAPK knock down cells (HCTshDAPK) we identified an important role for DAPK in decreasing the migratory capacity whereas proliferation was not affected. Furthermore, the migration pattern differed with HCTshDAPK cells showing a cluster-like migration of tumor cell groups. DAPK inhibitor treatment revealed that the migration rate was independent of DAPK's catalytic activity. Modulation of DAPK expression level in SW480 and DLD1 colorectal cancer cells significantly influenced wound closure rate. DAPK seems to be a major player that influences the migratory capability of disseminating tumor cells and possibly affects the dynamic interface between pro- and anti-survival factors at the invasion front of colorectal cancer. This interesting and new finding requires further evaluation.

Mobile Temporalities: Place, Ruination and the Dialectics of Time

In this chapter I explore the ambiguous, contradictory and often transient ways the past enters into our lives. I shed light on the interplay of mobility and temporality in the lifeworlds of two Somalis who left Mogadishu with the outbreak of the war in the 1990s. Looking into the ways they actively make sense of this crucial ‘memory-place’ (Ricoeur 2004), a place that that has been turned into a landscape of ruins and rubble, alternative understandings of memory and temporality will emerge. Instead of producing a continuum between here and there, and now and then, the stories and photographs discussed in this chapter form dialectical images – images that refuse to be woven into a coherent picture of the past. By emphasising the dialectical ways these two individuals make sense of Mogadishu’s past and presence, I am following Walter Benjamin’s cue to rethink deeply modern analytical categories such as history, memory and temporality by highlighting the brief, fragmented moments of their appearance in everyday life.

Localising moralities: power and temporality in Southeastern Europe

Introduction to a special issue