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Ludwigsburg, Germany

Binder U.,College of Education, Ludwigsburg
Zeitschrift fur Padagogik | Year: 2015

The contribution is in the tradition of science studies that, in an observant and analytical manner, try to reconstruct both knowledge production in its determinants as well as these determinants in order to provide results (i. e., that does not act in the mode of disciplinary identity formation or practice-related creation of meaning). Those perspectives traditionally chosen are supplemented with that of the analysis of argumentation in looking at the most recent history of general education. In this, the focus is on the question of in how far the extensive debates on the constitution of that discipline, held during the 1990s, have had an impact on current research. Source

Binder U.,College of Education, Ludwigsburg
Zeitschrift fur Padagogik | Year: 2012

The author inquires into the question of how the category of "future" is discussed in programmatic pedagogical writings of the early twentieth century. In this, his analysis focuses on the linguistic level, on the language in and with which pedagogy is tuned to the "future". The basic motives and argumentative patterns applied when using "future" are reconstructed in order to show by what German, Austrian, or French pedagogues orientate themselves when talking about "future". Source

Binder U.,College of Education, Ludwigsburg
Zeitschrift fur Padagogik | Year: 2014

The state does not only administrate socio-cultural, -political, -economic, or -moral structures, it also intervenes formatively. Pedagogical institutions and modes play an important role in this context, in that they influence the prerequisites that are meant to ensure its existence. The educational system is the foremost medium in exerting an influence on citizens; just as semi-pedagogical state agitation allows influencing their attitudes, opinions, or beliefs. In addition, however, there is a third possibility of the state acting as educator: influence through legislation. Hardly any research has been done on this aspect. This contribution tries to fill that gap by looking at the junction between the sciences of law, politics, and education and by analyzing which pedagogical impetus is embedded in laws as a control instrument of the state. Source

The topos of internationalization represents a constitutive dimension of current reform discourses. It is striking that, in contrast to other modernizations, strategies of internationalization on university level are being consistently implemented without contradiction. Why is that? - That is the leading question of this contribution. The emergence of strategies of internationalization at colleges of education is reconstructed from the perspective of differentiation theory in order to thus find an explanation for the complete and consistent affirmation of 'internationalization' in the educational-scientific context. Source

Renner G.,College of Education, Ludwigsburg | Lessing T.,University of Osnabruck | Krampen G.,University of Trier | Irblich D.,Sozialpadiatrisches Zentrum kreuznacher diakonie
Zeitschrift fur Neuropsychologie | Year: 2012

The present study evaluated the retest stability of the computerized "Testbatterie zur Aufmerksamkeitspräfung fär Kinder" (Test battery for the assessment of attention in children; KITAP) with 64 children aged 6-7 years who received treatment in a community mental health service for early assessment and intervention (social pediatric center). The retest interval was 14 to 28 days. Although the split-half reliability scores at both test sessions were very similar to the standardization sample, retest data showed only insufficient correlations ranging from.32 to.74. Significant mean differences between first and second administration were found for 12 of the 22 test scores showing both increase and decrease of performance. © 2012 Verlag Hans Huber, Hogrefe AG, Bern. Source

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