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The assumption social studies and science in primary education to be a key-component in realizing inclusive teaching in primary classrooms for all children but especially for children with emotional and behavioral difficulties in special needs education is fundamental to this work. Nevertheless, there is nearly no research-based evidence on how potentials for inclusion and social learning are used in primary schools or special schools nor is there research on how teaching is planned, realized, and accounted for. This desiderate is addressed in this work. By analyzing and thereby linking the discourses in social studies and science in primary education and special education for children with emotional and behavioral difficulties, principles for education and teaching in both domains are summarized. This is the theoretical foundation of a mixed- methods-study with a two-step-design to explore the teaching practices and teachers’ beliefs of teachers in inclusive primary schools and special schools for children with emotional and behavioral difficulties in North Rhine-Westfalia, Germany. The study is composed of a partly standardized questionnaire survey (n= 80) followed by qualitive interviews with teachers as experts (n = 10). Data is consequently triangulated to explore the structure of teaching practices and possible determinants concerning the teachers, framework conditions and the learning groups. The results indicate that life-world-oriented education, disturbed student-teacher-interactions and professional lesson planning between child, method and teaching materials are important issues for the development of inclusive teaching in social studies and science in primary education. Consequently, the study outlines future fields of research and development derived from an explorative view at teaching practices in inclusive and separative education settings. Ausgangspunkt bildet die Annahme, dass der Sachunterricht, als Kernfach der Primarstufe über seinen Allgemeinbildungsanspruch, der eine vielperspektivische und an der Lebenswelt der Kinder orientierte Sacherschließung beinhaltet, ein besonderes Potenzial sowohl für ein Lernen in inklusiven Lerngruppen wie spezifisch für Schülerinnen und Schüler mit sonderpädagogischem Förderbedarf im Bereich der sozial-emotionalen Entwicklung besitzt. Wie diese Potenziale in der Praxis genutzt werden bzw. wie sich eine diesbezügliche Praxis im Gemeinsamen Unterricht der Grundschule bzw. Förderschule überhaupt gestaltet, stellt jedoch ein umfassendes Desiderat dar, dem sich die vorliegende Arbeit widmet. Als analytische Referenzpunkte werden die bisher weitgehend unverbundenen Bezugsdiskurse der Sachunterrichtsdidaktik sowie der Sonderpädagogik im Förderschwerpunkt emotionale und soziale Entwicklung hinsichtlich ihrer zentralen pädagogisch-didaktischen Leitprinzipien befragt und in Beziehung zueinander gesetzt. Die geschaffene theoretisch-konzeptionelle Grundlagen bildet den Rahmen für eine zweiphasige Mixed-Methods-Studie zur Unterrichtspraxis sowie handlungsleitenden Motiven von Lehrkräften im Gemeinsamen Unterricht sowie an Förderschulen mit dem Förderschwerpunkt emotionale und soziale Entwicklung in Nordrhein- Westfalen. Die Erhebung setzt sich aus einer teilstandardisierte Fragenbogenerhebung (n = 80) sowie nachgelagerten qualitative Experteninterviews (n = 10) zusammen, deren Ergebnisse über eine konsequente Triangulationsstrategie aufeinander bezogen werden, um die sachunterrichtliche Angebotsstruktur sowie damit verknüpfte Einflussfaktoren auf Ebene der Lehrkräfte, der Rahmenbedingungen sowie der Lerngruppen im Vergleich der beiden Beschulungssettings zu explorieren. Die Ergebnisse werfen dabei bedeutsame Frage für die konzeptionelle Weiterentwicklung einer inklusiven Sachunterrichtsdidaktik im Kontext von Lebensweltorientierung, gestörten Lehr-Lern-Interaktionen sowie professionellem Planungshandeln zwischen Kind, Methode und Material auf. Die Untersuchung umreißt hierzu gemäß ihrem explorativen Charakter mögliche zukünftige Entwicklungsfelder.
Inclusive education / mainstreaming --- Teaching of students with emotional & behavioural difficulties --- Sachunterricht; Primarbereich; Schulform; Sonderschule; Grundschule; Sonderpädagogischer Förderbedarf; Sonderpädagogik; Affektive Entwicklung; Soziale Entwicklung; Unterrichtsgestaltung; Unterrichtsstörung; Integrative Beschulung; Fachdidaktik; Unterrichtspraxis; Lehrer; Inklusion; Pädagogik; Didaktik; Umfrage; Fragebogenerhebung; Interview; Nordrhein-Westfalen; Deutschland; Instruction in natural science subjects; Primary school science and social studies; Primary education; Primary level; Type of school; School for the handicapped; Special needs school; Special school; Elementary School; Primary school; Primary school lower level; Special Educational Needs; Remedial instruction sciences; Special education for the handicapped; Special needs education; Affective development; Social change; Social development; Specialized didactics; Subject didactics; Teaching practice; Teacher; Inclusion; Pedagogics; Sciences of education; Training method; Questionnaire survey; North Rhine-Westphalia; North-Rhine Westphalia; Germany
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On the one hand, expectations of primary school teachers are high. On the other hand, a specific pedagogical professionalism of primary school teachers is doubted again and again. In fact, a compilation of requirements and competences that apply specifically to primary school teachers does not yet exist. While in the discourse on professional theory, challenges for and demands on the professionalism of secondary school teachers seem to be discussed and empirically developed, in the discourse on primary school pedagogy, methodological-didactic questions as well as structural framework conditions come into view, without grasping the consequences for the actions of primary school teachers and framing them in terms of professional theory. The aim of this volume is therefore to link the two discourses more closely and to look at the professionalisation of primary school teachers from different perspectives. Einerseits sind die Erwartungen an Grundschullehrkräfte hoch. Andererseits wird immer wieder eine spezifische pädagogische Professionalität von Grundschullehrkräften bezweifelt. Tatsächlich existiert eine Zusammenstellung von Anforderungen und Kompetenzen, die speziell für Grundschullehrkräfte gelten, bislang nicht. Während im professionstheoretischen Diskurs vorrangig Herausforderungen für und Anforderungen an die Professionalität von Lehrkräften der Sekundarstufe diskutiert und empirisch erschlossen zu werden scheinen, geraten im grundschulpädagogischen Diskurs methodisch- didaktische Fragen sowie strukturelle Rahmenbedingungen in den Blick, ohne dabei die Konsequenzen für das Handeln von Grundschullehrkräften zu fassen und professionstheoretisch zu rahmen. Ziel dieses Bandes ist es daher, die beiden Diskurse stärker miteinander zu verbinden und die Professionalisierung von Grundschullehrkräften aus unterschiedlichen Perspektiven in den Blick zu nehmen.
Education
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Philosophy & theory of education
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Schools
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Professionalisierung; Lehrer; Lehrberuf; Lehramt; Lehramtsstudiengang; Lehrerausbildung; Primarbereich; Grundschule; Grundschulpädagogik; Pädagogisches Handeln; Professionalität; Kompetenz; Profession; Inklusion; Akademisierung; Disziplin
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The MEET Special Issue aims at showing the gains in geothermal energy that can be achieved using a variety of techniques, depending on the geological setting of the underground. Among the list of exploitation concepts, enhanced geothermal systems (EGS) are particularly interesting, as their application is much less dependent of the underground setting, allowing, in turn, a large geographical deployment and market penetration in Europe. The challenges of EGS are multiple in terms of investment costs, the testing of novel reservoir exploitation approaches with an inherent risk of induced seismicity, and the presence of aggressive geothermal brines, damaging infrastructures. The conversion of oil wells or coproduction of heat or electricity together with oil is also addressed. This Special Issue summarizes the output of the H2020 MEET project based on laboratory experiments, geological field works on high-quality analogues, advanced reservoir modeling, the development of a decision-maker tool for investors and specific demonstration activities, such as chemical stimulation or the innovative monitoring of deep geothermal wells, and the production of electrical power via small-scale binary technology tested in various geological contexts in Europe.
Research & information: general --- Soultz-Sous-Forêts --- geothermal site --- heat exchanger --- scales --- sulfates --- sulfides --- As and Sb-bearing galena --- crystal growth --- crystal shapes --- fracture network --- Death Valley --- Noble Hills --- power law distribution --- multiscale analysis --- geothermal reservoir characterization --- Noble Hills granite --- Owlshead Mountains granite --- metamorphic grade --- fluid/rock interactions --- newly formed minerals --- element variations --- geothermal reservoir --- deep geothermal energy --- EGS --- Variscan fold-and-thrust belt --- district heating and cooling --- economic indicators --- CO2 abatement cost --- sensitivity analysis --- fracturing processes --- fluid circulation --- granite alteration --- low to moderate regional strain --- blind geothermal system --- compositional anomalies --- hierarchical clustering --- self-organizing maps --- unconventional reservoirs --- geothermal --- OVSP --- well seismic data --- fault --- fracture --- geothermal derisking --- FWI --- numerical modelling --- inversion --- imaging --- permeability --- fluid–rock interactions --- slate --- temperature --- time-dependent --- pressure solution --- dissolution --- Soultz-sous-Forêts --- hydro-thermal modeling --- conversion --- clustering --- upscaling --- heat --- electricity --- scenarios --- LCOE --- LCOH --- NPV --- CO2 emissions --- Upper Rhine Graben --- geothermal brine --- scaling --- metal sulfides --- thermodynamic --- kinetics --- oil --- corrosion --- geology --- stress --- fluid pressure --- Mohr diagrams --- fracturing --- greywackes --- slates --- deep geothermal reservoir --- structural model --- thermo-hydraulic simulations --- MEET H2020 project --- fracture network variability --- granite --- spacing distribution --- fracture intensity P10 --- well placement --- CO2-EGS --- water-EGS --- discrete fracture networks --- THM modeling --- enhanced geothermal systems (EGS) --- fractured granite --- core flooding experiments --- autoclave experiments --- Cornubian Batholith --- Enhanced Geothermal Systems (EGS) --- Variscan rocks --- quartzite --- claystone --- graywacke --- gouge --- fracture transmissivity --- effective stress --- United Downs --- hydraulic stimulation --- equivalent permeability field --- exposed analogue --- enhanced geothermal system --- fractures --- n/a --- Soultz-Sous-Forêts --- fluid-rock interactions --- Soultz-sous-Forêts --- Iwantja / Indulkana / Granite Downs (SA Central Australia SG53-09)
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