Klaus Zierer

Disciplinary traditions and the dissemination of knowledge. An international comparison of publication patterns in journals of education

This paper presents findings from two studies of publication patterns in leading English, German, European and US journals of education. The studies were funded by the German Research Association and conducted by an international team of researchers. All papers published in 14 selected journals between 2001 and 2010 were analysed in terms of their author profile, their methodological approach and their thematic focus. The analyses resulted in publication patterns for the selected journals and at an aggregated level for the four geographic areas in which journals are published, highlighting many similarities, but also distinct differences. As far as the differences are concerned, the lower share of female authors and the relative low proportion of papers drawing on empirical research in German journals are noteworthy. For US journals, the comparatively low importance of papers drawing on the international research discourse seems to be particularly important. Based on an analysis of related studies in this field the paper demonstrates a degree of alignment of publication patterns with disciplinary traditions and formation processes in the field of education. However, the trend analysis provided also shows that some of the traditional boundaries of education as an academic discipline are in a state of flux.

Educational expertise: the concept of ‘mind frames’ as an integrative model for professionalisation in teaching

Professionalisation in teaching has been the topic of extensive research in recent years, following in general two different approaches: the ‘competence-based approach’ and the ‘critical reflection approach’. With large-scale comparative studies such as PISA, TIMMS and PIRLS at the beginning of the 21st century, the former approach came to dominate the field and—especially in Germany—a specific model of professionalisation advanced to the status of a paradigm. However, this model does not seem unproblematic when one considers its roots. In this article I begin by inquiring into the concept and methodology behind the status quo in order to reveal its limitations. As a means of developing this concept further, I then introduce a model of educational expertise that takes as its theoretical foundation the didactic triangle, which has a rigid systematic structure for critical and reflective thinking about teaching and is backed up by empirical findings. At the core of this model of educational expertise are mind frames, a concept established by John Hattie. They may be seen as a theoretically founded and systematically structured interaction between competencies and attitudes backed up by empirical findings. Thus, they stand for an integrative model for professionalisation in teaching. Finally, I use this model to provide an outlook on university teacher education.

Die Kompetenz der Eltern ist von zentraler Bedeutung

Es existiert eine nahezu unüberschaubare Sammlung an Erziehungsstrategien für Familien. Alle versprechen sie Erfolg. Welche der verschiedenen Handlungsstrategien funktioniert wirklich? Eine Metaanalyse Tausender Primärstudien ergibt: Die Wirksamkeit einer Methode hängt immer von den Menschen ab.

Ist Erziehung zwecklos

? Oft beklagen sich Eltern in der Praxis über ihren Nachwuchs, dass er nicht gehorche. Sie fragen, ob elterliche Gebote und Maßregelungen überhaupt Sinn machen. Sollten Eltern die Erziehung vielleicht besser sein lassen, da sich Kinder ohnehin alles abschauen und so am besten lernen?

Why Comparing? Some Insights from a Comparison of Publications in Educational Journals in England and Germany.

This paper discusses rationales for comparative work in education and draws on two projects on analysing publications in educational journals internationally. It uses the cases of Germany and England to illustrate the points made. The paper outlines some of the major developments in education in these two countries and identifies their implications for the work of academics in this discipline. The main argument is that the analysis of journal publications provides for tracking of the development of academic disciplines, and that the comparisons of publication patterns in two countries offers insights into the particular starting points and trajectories of a field of study such as education.

Individuelle Förderung und Lernen in Gemeinschaft?!: Eine Qualitätsanalyse von Sachunterricht

Das hier vorgestellte Forschungsprojekt zielt auf die Auswertung der in den Jahren 2006 bis 2012 flachendeckend erhobenen Daten der Niedersachsischen Schulinspektion im Sachunterricht ab. Lassen sich Faktoren ermitteln, die das Urteil der Schulinspektorinnen und –inspektoren uber die zu bewertende Sachunterrichtsstunde beeinflussen?