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Germany is considered a role model for dealing with past mass atrocities. In particular, the social reappraisal of the Holocaust is emblematic of this. However, when considering the genocide on the Herero and Nama in present-day Namibia, it is puzzling that an official recognition was only pronounced after almost 120 years, in May 2021. For a long time, silence surrounded this colonial cruelty in German political discourse. Although the discourse on German responsibility toward Namibia emerged after the end of World War II, it initially appeared detached from the genocide. That silence on colonial atrocities is to be considered a cruelty itself. Studies on silence have been expanding and becoming richer. Building on these works, the paper sets two goals: First, it advances the theorization of silence by producing a new typology, which is then integrated into discourse-bound identity theory. Second, it applies this theory to the analysis of the silencing and later acknowledging of the genocide on the Herero and Nama by German political elites. To this end, Bundestag debates, official documents, and statements by relevant political actors are analyzed in the period from 1980 to 2021. The results reveal the dynamics between hegemonic and counter-hegemonic discursive formations, how those are shifting in a period of 40 years, and what role silence plays in it. Beyond our emphasis on the genocide on the Herero and Nama, our findings might benefit future studies as the approach proposed in this paper can make silence a tangible research object for global studies.
The Will to Play. Performance and Construction of Royal Masculinity in Early Modern History Plays
(2015)
Die vorliegende Arbeit untersucht Männlichkeitskonzepte in der Frühen Neuzeit, wobei das Hauptaugenmerk auf die dramatische Konstruktion der Figur des Königs gerichtet wird. Anhand von zehn Historiendramen der 1590er wird zum einen die diskursive Komplexität königlicher Männlichkeit in der Renaissance untersucht, um darauf aufbauend deren performative Darstellung zu analysieren. Im Theorieteil werden Männlichkeit und Herrschaft im elisabethanischen England mithilfe zeitgenössischer Texte diskutiert und durch den Genderdiskurs und die Performativität von Gender erweitert. Der darauf folgende Methodikteil entwickelt aus den gewonnenen Erkenntnissen eine Semiotik von königlicher Männlichkeit, die anschließend im Analyseteil anhand der ausgewählten Historiendramen evaluiert wird.
The influence of situational interest on the appropriate use of cognitive learning strategies
(2017)
This study explores the role of two facets of situational interest, interestingness and
personal significance, as predictors of the adequate use of three types of cognitive
learning strategies (rehearsal strategies, organizational strategies, and elaboration
strategies). In order to attain this goal, it introduces a new measure of the adequacy
of the use of cognitive learning strategies by using the distance between teachers’
estimates of appropriate use of learning strategies for a specific task and students’
reported strategic behavior.
Based on a theoretical model of the use of cognitive learning strategies, the study
shows, by means of structural equation modeling, that different facets of situational
interest play different roles in predicting students’ surface and deep processing. In
summary, it was found that experienced personal significance played a major role
in predicting deep-processing strategies for a significant proportion of the 34 tasks
in this study, whereas interestingness fell short of expectations.
Limitations did arise owing to some missing values, which may blur the findings at
the lower interest and achievement end for the student sample. Nevertheless, suggestions
have been made for future research, which can help teachers of history
classes to determine components of success, namely experienced personal significance,
when designing tasks and consequently provide effective learning tasks to
their classes.
Data-driven decision-making and data-intensive research are becoming prevalent in many sectors of modern society, i.e. healthcare, politics, business, and entertainment. During the COVID-19 pandemic, huge amounts of educational data and new types of evidence were generated through various online platforms, digital tools, and communication applications. Meanwhile, it is acknowledged that educa-tion lacks computational infrastructure and human capacity to fully exploit the potential of big data. This paper explores the use of Learning Analytics (LA) in higher education for measurement purposes. Four main LA functions in the assessment are outlined: (a) monitoring and analysis, (b) automated feedback, (c) prediction, prevention, and intervention, and (d) new forms of assessment. The paper con-cludes by discussing the challenges of adopting and upscaling LA as well as the implications for instructors in higher education.
Prior to the emergence of Big Data and technologies such as Learning Analytics (LA), classroom research focused mainly on measuring learning outcomes of a small sample through tests. Research on online environments shows that learners’ engagement is a critical precondition for successful learning and lack of engagement is associated with failure and dropout. LA helps instructors to track, measure and visualize students’ online behavior and use such digital traces to improve instruction and provide individualized support, i.e., feedback. This paper examines 1) metrics or indicators of learners’ engagement as extracted and displayed by LA, 2) their relationship with academic achievement and performance, and 3) some freely available LA tools for instructors and their usability. The paper concludes with making recommendations for practice and further research by considering challenges associated with using LA in classrooms.
Netzwerke der Regional Cross-Border Governance haben in der EU insbesondere in den vergangenen zwei Jahrzehnten einen spürbaren Bedeutungszuwachs erfahren. Sie stellen hochkomplexe Governancestrukturen dar und bieten für beteiligte Akteure einen großen Mehrwert. Die EUSDR und EUSALP sind eine weitere Fortentwicklung von RCBG und können in verschiedenen Bereichen nachweisbare Erfolge vorweisen, werden jedoch der hohen im Vorfeld postulierten Erwartungshaltung nicht gerecht. RCBG-Netzwerke und insbesondere die Makroregionalen Strategien tragen in gewisser Weise zu einer territorialen Differenzierung der EU bei, diese sind jedoch noch weit davon entfernt, dass die zum Teil postulierte Erwartungshaltung bezüglich einer „(Makro-)Regionalisierung der EU“ erfüllt wird.
This thesis is concerned with proposals that aimed at transforming or reforming the English-speaking world so that it could continue to dominate the world in the future. In the late 19th and early 20th centuries, these ideas emerged from the discourse of Anglo-Saxonism that represented the Anglo-Saxon ‘race’ as the most developed ‘race’ in the world which could, therefore, ‘legitimately’ rule the world. In the later 20th century, an Atlantic discourse developed, which appeared to address further nations in the group of world leaders. However, it seems to rely on similar discursive elements as Anglo-Saxonism, which only includes the English-speaking world. The construction of the respective discourses is examined in late 19th/early 20th century writings by authors broadly associated with the British Empire as well as in Union Now, a 1939 book by U.S.-American Clarence K. Streit. The latter part presents the focus of this thesis. Streit developed a new concept of a world order in which a world state – the Atlantic Union – was to be established. In a first step, it should only be founded by a nucleus of the 15 ‘leading’ democracies in the world and should subsequently be expanded. In addition to the connection between Anglo-Saxonism and Atlanticism which is investigated in Streit's writings, his network and prominence are analyzed, as are the resolutions Streit's supporters introduced into the U.S. Congress and Streit's stance on imperialism.
Abstract concepts and ideas from Computer Science Education can benefit from immersive visualizations that can be provided in virtual environments. This thesis explores the effects of the key characteristics of virtual environments, immersion and presence, on learning outcomes in Educational Virtual Environments for learning Computer Science.
Immersion is a quantifiable description of the technology to immerse the user into the virtual environment; presence describes the subjective feeling of 'being there'. While technological immersion can be seen as a strong predictor for presence, motivational traits, cognition, and the emotional state of the user also influence presence. A possible localization of these technological and person-specific variables in Helmke's pedagogical supply-use framework is introduced as the Educational Framework for Immersive Learning (EFiL). Presence is emphasized as a central criterion influencing immersive learning processes. The EFiL provides an educational understanding of immersive learning as learning activities initiated by a mediated or medially enriched environment that evokes a sense of presence.
The idea of Computer Science Unplugged is pursued by using Virtual Reality technology in order to provide interactive virtual learning experiences that can be accurately displayed, schematizing, substantiating, or metaphorical. For exploring the effects of virtual environment characteristics on learning, the idea of Computer Science Replugged focuses 'hands-on' activities and combines them with immersive technology. By providing a perception of non-mediation, Computer Science Replugged might enable experiences that can contribute additional possibilities to the real activity or enable new activities for teaching Computer Science.
Three game-based Educational Virtual Environments were developed as treatments: 'Bill's Computer Workshop' introduces the components of a computer; 'Fluxi's Cryptic Potions' uses a metaphor to teach asymmetric encryption; 'Pengu's Treasure Hunt' is an immersive visualization of finite state machines. A first study with 23 middle school students was conducted to test the instruments in terms of selectivity, the devices' induced levels of presence, and adequacy of the selected learning objectives. The second study with 78 middle school students playing the environments on different devices (laptop, Mobile Virtual Reality, or head-mounted-display) assessed motivational, cognitive, and emotional factors, as well as presence and learning outcomes.
An overall analysis showed that pre-test performance, presence, and the previous scholastic performance in Maths and German predict the learning outcomes in the virtual environments. Presence could be predicted by the student's positive emotions and by the technological immersion. The level of immersion had no significant effect on learning outcomes. While a good-fitting path analysis model indicated that the assumed relations deriving from the EFiL are largely correct for 'Bill's Computer Workshop' and 'Fluxi's Cryptic Potions', not all results of the overall path analysis were significant for the analyses of the particular environments.
Presence seems to have a small effect on learning outcomes while being influenced by technological and emotional factors. Even though the level of immersion can be used to predict the level of presence, it is not an appropriate predictor for learning outcomes. For future studies, the questionnaires have to be revised as some of them suffered from poor scale reliabilities. While the second study could provide indications that the localization of presence and immersion in an existing educational supply-use framework seems to be appropriate, many factors had to be blanked out.
The thesis contributes to existing research as it adds factors that are crucial for learning processes to the discussion on immersive learning from an educational perspective and assesses these factors in hands-on activities in Educational Virtual Environments for Computer Science Education.
This paper aims at the documentation of the results of a study dealing with the relationship between in-group and out-group attitudes. The research enquires into the question whether nationalistic, patriotic, and anti-immigration attitudes are only correlated with each other or whether there is a causal relationship. The presentation of the Mplus output together with the correlation and covariance matrices will allow the readers to control the results and, if they want to do it, to test alternative models.
Following an “agency-oriented Urban Theory” as advanced by Smith (2001), this study takes the urban landscape of Vinh City in Central Vietnam as a starting point into an investigation of multiple visions of modernity (Eisenstadt, 2000) put forward by social actors, as well as into urban change resulting from the implementation of such visions. Focusing on the period from 1973 to 2011, it traces the application of three different visions for urban development in Vinh: The Socialist City, The Modern and Civilized City, and the Participatory City. Projects aiming at implementing these visions in Vinh that are presented in this study have one thing in common: they are informed by a specific view of what a city is and what it should be, and their implementation aims at changing the city in the desired direction. This goal involves not only physical change of the city, but also institutional change in the urban society. To grasp the interplay between visions of a modern city, their application through concrete projects, and the results of these implementations, the study operates with two specific terms: modern projects, and urban change. After introducing Vinh and its history, the thesis presents the period of the vision of The Socialist City and its application in Vinh through cooperation between Vietnam and the German Democratic Republic in the 1970s. It then moves on to contemporary period starting in the 1990s, during which varying and conflicting modern projects for the city were put forward by different social actors cooperating in joint projects on urban development: the Modern and Civilized City and the Participatory City. While the modes of cooperation differed between the two periods, the study concludes with the argument that the impact of these transnational projects has led to path-dependent, as well as ambivalent, urban change in Vinh.
My dissertation examines literary mythologies of privacy in the authoritarian Russia of 1953–1985. This era was marked by an expansion of “non-state spheres,” or areas of life of which the Communist state increasingly released its control after Joseph Stalin’s death in 1953. Political elites, architects, and designers, as well as ordinary citizens co-constructed and explored the rising spheres through the languages of their respective fields—by producing regulations and laws, designing and erecting new types of buildings, developing new and modernizing already familiar everyday objects as well as devising new ways of integrating these objects into private and public spaces. Alongside these voices, transformations in the cultural sphere in general, and literature in particular, were most vocal. The late Soviet era witnessed the dissolution of the ossified ideology of socialist realism that focused on the glorification of the “new Soviet man” and had held culture in its tight grips since the 1930s. Starting from the 1950s, writers increasingly focused on portraying areas of life that lay beyond one’s public commitments and experimented with new meanings, codes, and forms to give shape to novel spheres of experience of the “late Soviet man” that can be subsumed under the concept of the “private sphere.”
The analytical framework of my dissertation is built around the journey to understand the mechanisms and architecture that powered the imagination of models of distancing oneself from the state and the society at large—scenarios of privacy, as we may call them today. I examine Russian prose and drama of the 1950s–1980s as a laboratory for the ideas of privacy, which was increasingly sought in the society disillusioned by the Communist doctrine and thus progressively alienating from active participation in the public sphere. I analyze the meanings that writers incorporated into new and old forms of domesticity—private flats that became progressively widespread throughout the 1950s–1980s, rooms in communal apartments, individual houses—to determine the spectrum of concepts that nurtured the idea of privacy in the late Soviet literary imagination. I also examine representations of reciprocal paradigms of relations between subjects from which the state and society at large were increasingly excluded. In the examples that I analyze, forms of private withdrawals variate from establishing control over liminal spaces or escaping into the world of feelings and emotions and building a connection to a person or space (significant for the characters for private rather than public reasons) to experimenting with language and pursuing one’s idiolect despite the ubiquitous “officialese,” as well as living in temporalities asynchronous with the public time.
Beyond revealing the visions of different, non-state existences in the late Soviet era, my text also advocates examining the role of official literature as a platform for subversion and change that was no less important in an authoritarian state than dissident literature. I see officially published texts as a cultural subaltern who defies the state of affairs and slowly but firmly turns the “state sphere” into a public one by pushing its own agenda through publications that test and gain ground for bolder visions of Soviet life that are not predicated on the commitment to the public sphere. With individual mechanisms of power assertion employed by the state or literature in the late Soviet era well-researched, the framework is still missing that would capture the shifts of borders between the private and public spheres under the influence of these actors. In devising such framework, I build upon sociological theories of disattendability and civil inattention that Erving Goffman conceived to describe conventions of individual behavior and social interaction in public. Extending these theories toward the studies of literary politics, I argue that by envisioning scenarios of a private retreat and bringing them into officially published editions, literature normalized privacy as a late Soviet imaginary and, therefore, continuously heightened its own disattendability, thereby expanding the borders of the private sphere. On the side of the state, the border was defined by the triggers of disturbance of civil inattention: privacy was conceded in return for disattendability. Under such conditions, literature became a bizarre “private kitchen” that performed private and public functions simultaneously—similar to the kitchens in newly-built individual apartments that were popular loci of socialization in the late Soviet era. It turned into a place where one can escape—it became one of the “niches of privacy” where it was possible to discuss and negotiate the world, in which the society lived or to which it should strive. At the same time, it assumed the role of a surrogate for the public sphere within the “state” sphere by pushing its own agenda through the publication of literary texts that sought to imagine a person rather than a cog in the Communist machine and thus transformed socialist realism into a literary current “with a human face.”
In my research, privacy, literature, and politics are bound together to reveal a vibrant spectacle of the continuous interaction between the state, cultural elites, and the citizens, in which thresholds are erected and crossed incessantly. Fictional private sites were battlefields for the production and contestation of ideologies, and the exposure of these literary wars to the public eye played a fundamental role in shifting the borders between the private and the public spheres in an authoritarian late Soviet Russia. The patterns of relations between the state and culture that I uncover in my dissertation resonate in neo-authoritarian twenty-first-century Russia, making privacy an important lens for our insight into the role of culture in rising authoritarian and failing democratic systems across the globe.
”Volkstümliche Musik” is a significant phenomenon (at least) of the early 1990s. The analysis of this phenomenon can paradigmatically represent the discursive practices and sub-thought systems of large parts of the population of the Federal Republic of Germany at this time. ”Volkstümliche Musik” depends on the political situation and indirectly deals with the needs and problems of individuals which result from such a situation and which lie in the deep structure of their mentalities. It thus takes on a cultural function.
The impact of urban development on local residents in the urban periphery oscillates between processes of empowerment and processes of marginalization as well as between state-controlled order and decentralized self-organization. Consequently local authorities, including urban planners and local residents need to negotiate their respective roles in the production and usage of urban space defined by transition, transformation and ambiguity. Therefore, this work examines the underlying patterns, interactions and structures which define the negotiation of state-society relations in the framework of a porous peri-urban landscape in Vietnam’s secondary cities.
In Chapter 1, peri-urban areas are defined as space of transformation where pattern of rural land use are intertwined with pattern of urban land use to create an urban-rural interface with blurred boundaries. The main characteristic of the spatial pattern in Tam Kỳ and Buôn Ma Thuột is rooted urban porosity leading to the spatial intertwining of rural, peri-urban and urban spaces. The emerging urban landscape can be defined as peri-urban city. Three main themes define this peri-urban city beyond porosity: (1) processes of transformation creating the peri-urban city, (2) networks of power and control as means to adapt to these transformations and (3) mobility as prerequisite for ability to benefit from the changing landscape in peri-urban cities.
Chapter 2 describes how state authorities, urban planners and private investors at the local level in Tam Kỳ and Buôn Ma Thuột use porous space to reproduce the city based on their aspirations. This leads to a cargo cult urbanism, where urban planning is rooted in future aspirations for the city. Plans and construction efforts reference the image of a modern urban future and produce the image of a city, which does not exists in the real urban space of Tam Kỳ and Buôn Ma Thuột. In the meantime, practices based in peri-urban space are often contradictory to the official aspirations of local state authorities
Chapter 3 explores this emerging divergence between the aspired urban space by the state and the reality of urban space rooted in material and social porosity. Traditional, newly accessible and environmental porosity provide an array of accessible space which transforms the peri-urban city into a social arena of encounters and interaction. Consequently, porosity enables local residents to maintain urban space as commons. This counters the push towards the privatization of urban space by state and private actors and creates multiple aspirations for the urban future.
Rooted in urban space as commons, porosity enables the usage of peri-urban space as spaces of resistance as discussed in Chapter 4. Mobility and interaction are means of reproduction in the porous ambiguity of urban materiality but also become means of everyday resistance. The emerging spatialities of emancipation provide opportunities for an emerging urban citizenship. Urban materiality and urban citizenship have a mutually constitutive relationship.
Securitization Theory has been applied and advanced continuously since the publication of the seminal work “Security – A New Framework for Analysis” by Buzan et al. in 1998. Various extensions, clarifications and definitions have been added over the years. Ontological and epistemological debates as well as debates about the normativity of the concept have taken place, furthering the approach incrementally and adapting it to new empirical cases. This paper aims at contributing to the improvement of the still useful framework in a more general way by amending it with well-established findings from another discipline: Psychology. The exploratory article will point out what elements of Securitization Theory might benefit most from incorporating insights from Psychology and in which ways they might change our understanding of the phenomenon. Some well-studied phenomena in the field of (Social) Psychology, it is argued here, play an important role for the construction and perception of security threats and the acceptance of the audience to grant the executive branch extraordinary measures to counter these threats: availability heuristic, loss-aversion and social identity theory are central psychological concepts that can help us to better understand how securitization works, and in which situations securitizing moves have great or little chances to reverberate. The empirical cases of the 9/11 and Paris terror attacks will serve to illustrate the potential of this approach, allowing for variances in key factors, among them: (point in) time, system of government and ideological orientation. As a hypotheses-generating pilot study, the paper will conclude by discussing further research possibilities in the field of Securitization.
In the public debate it is often assumed that communication in so-called “Echo Chambers” - online structures in which like-minded people share mostly messages that confirm their mutual, shared attitudes - can lead to negative outcomes such as increased societal polarization between groups holding opposing beliefs. This thesis aimed to examine this assumption from a psychological perspective and substantiate it empirically. First, based on existing research and psychological theories, a working definition of Echo Chambers was formulated, that highlights two key factors: Selective Exposure to attitudinally congruent messages and communication in homogeneous networks. Then, three studies were conducted to test links between these factors and two individual-level outcomes that are associated to subjects’ actual behavior: Their False Consensus, that is, how strongly subjects perceive the public in agreement with their own attitudes, and their Intergroup Bias, which reflects to which degree subjects’ identify as members of an in-group that is in conflict with negatively perceived out-groups. The studies employed questionnaire-based, experimental, as well as real-word data driven approaches. Overall, they confirm that exposure to Echo Chamber-like online structures can indeed lead to a more favorably distorted perception of public opinions and to more signs of Intergroup Bias in subjects’ communicational style. Thus, the thesis provides first psychologically founded empirical evidence for effects of online Echo Chamber exposure on behavior-related individual-level outcomes. The results can serve as a basis for further research as well as for the discussion of possible strategies to counter negative effects of online Echo Chambers.
My study examines how the configuration of the capitalist frontier through extractivism shapes ethnicity, gender, and intersectionality in the areas surrounding a nickel mine in Sorowako (East Luwu District, South Sulawesi), logging and coal mining along the Lalang River (Murung Raya District, Central Kalimantan) Indonesia. The colonial frontier intersects with the capitalist frontier and provides the circumstances for its formation. The colonial restrictions, religions, commodities, the imposition of labor discipline, and political changes have molded ethnic identities and relationships with nature. Furthermore, using autoethnography and Feminist Political Ecology, I combine my experiences as a woman academic-activist with the experiences of the people in my research area. I identify how communities and individuals interact with the multiple-frontier in everyday life by defining the configuration of the frontier from above and below. Thus, my dissertation contributes to understanding how I, the community, and the capitalist frontier landscape are contained and can potentially transform into multidimensional resistance. I develop a link between the body as the interior frontier and the extractive landscape to be transformed into a perspective of “Tubuh-tanah air” as a future arena of engagement and resistance to extractivism.
Many communication scholars agree that political communication in the 21st century has permanently changed due to the enormous shifts in mass media communications landscape. Today, political culture and public debate are characterized by a highly individualistic and consumption-oriented electorate conditioned by a hypermedialized public sphere spawned by the so-called “Digital Revolution”.
Confronted with a fluid and volatile communications landscape, political actors of the 21st century have had to develop new strategies to fulfill their functional role in the public arena and satisfy their audiences’ expectations. This has had massive impact on the communication logistics of perhaps the world’s most powerful political office and the ultimate of collective meaning-making and national identity in the United States: that of the American Presidency.
The perception of Barack Obama’s 2008 election campaign as epitomizing such shifts in the collective meaning-making processes lies at the core of this research project. The analyzes Barack Obama’s 2008 presidential election campaign with respect to its underlying communicational and performative concept(s), and its impact on the socio-ontological dimension of the office of the American Presidency in the 21st century.
While storytelling and performative staging have always been crucial to the American presidential office (Cornog 2004; Woodward 2007, Weiss 2008), this research project aims to show how “telling a story” and staging it properly have become the sine qua non for American presidential political communication. This case study of Barack Obama’s 2008 presidential election campaign examines the central role that imaginative processes, their narrative formation and performative staging play in 21st century political dialog. Furthermore the dissertation suggests, that these paradigmatic shifts demand a refinement of existing socio-political concepts of the institution of the American Presidency.
Due to their high numbers, refugees’ labour market inclusion has become an important topic for Germany in recent years. Because of a lack of research on meso-level actors’ influences on labour market inclusion and the transcendent role of organizations in modern societies, the article focuses on the German professional chambers’ role in the process of refugee inclusion. The study shows that professional chambers are intermediaries between economic actors, the government and refugees, which all follow their own logics and ideas of labour market inclusion (the state, the market and the community logic). The measures taken by professional chambers mainly reflect a governmental logic (to reduce refugee unemployment) combined with a market logic (to provide human resources to economic actors). A community logic (altruism) only comes into play as a rather unintended consequence of measures addressing the other two logics. The measures of two types of professional chambers are compared. Close similarities between them reveal that the organization type is of theoretical relevance to explain the type of measures organizations opt for.
Religion can unite and divide, it can lead to a strengthening or a weakening of identity and legitimacy. Religion can stoke conflicts but it can also pacify them – within societies and in international politics. Religion endures and it can exist independently of states, it can constitute them, and it can provide new forms of states, societies, and empires. Arguably, religion shapes or even constitutes the international society of states, an aspect so far neglected in the field of International Relations. The dissertation provides a new definition of religion for International Relations and the English School in particular. Based upon this understanding of religion, the five publications presented in the dissertation provide new analytical and theoretical concepts and approaches to fill the research gap. Religion is integrated into the theoretical framework of the English School in the form of a “prime institution” and with the help of the “quilt model”. While the former expands the theoretical framework, the latter adds an analytical layer. Based upon this definition religion is also introduced as a concept (“hybrid actorness”) in Foreign Policy Analysis, opening it up to become less state-centrist and more transnational-oriented, thereby boosting its relevance considering the evolving international (global) society. In another step, the Securitization framework of analysis is expanded to include (freedom) of religion. By revisiting the publications, the dissertation is able to identify next steps in terms of avenues of research. Finally, the dissertation reveals areas of study which contribute to increasing the pertinence of IR, particularly of the English School.
An investigative study of newly released archive material representing six decades of Royal Court Theatre history including analyses of the productions of John Osborne’s Look Back in Anger, Edward Bond’s Early Morning, Caryl Churchill’s Cloud Nine, Jim Allen’s Perdition, Sarah Kane’s Blasted, and debbie tucker green’s Stoning Mary.
Sixty years after the first season of the English Stage Company was launched at the Royal Court Theatre there is no theatre maker and theatre scholar in the world who has not heard of this first writer’s theatre in Britain: it famously put the angry young Jimmy Porter on stage, it helped put an end to stage censorship in Britain and has through the years been one of the most important engines for new writing in the English speaking world. The who-is-who of British playwrighting started off, visited or ended up at “the most important theatre in Europe” (New York Times).
But no matter how big the names attached to a theatre are, it is the everyday battles of budgets, politics and compromises that really are a theatre’s history. Like a detective story, this first independent study of the Royal Court delves deep into the newly opened Royal Court Archives to fully bring to light some of the most controversial decisions, struggles and compromises that shaped the Royal Court.
Which skills may student teachers be expected to have, after all, after having completed their first period of practical training at school? After three to six semesters of studying and a six-week long period of practical training at school, what may be expected from them when it comes to those professional skills as being expected from professional teachers? Which skills may they be expected to have in their fifth semester of studying, at a stage when, in the context of their studies, student teachers in Bavaria are doing their subject-related periods of practical training? And what may a trainee teacher be expected to have achieved at the end of his or her teaching training? Finally, which skills may professional teachers be expected to have which may not be expected from trainee teachers?
Questions like these give expression to a problem a team of professors, lecturers and responsible school supervisors has dedicated their efforts to. The overall objective of the collaboration was to define skills and indicators that describe developing processes between the beginning of studies and being a professional teacher. For this purpose, one reached back to current empirical findings from the field of pedagogical and psychological teaching quality research. Generally, due to the fact that pedagogical work focuses on achieving certain objectives, it is always normative. Usually empiricists hesitate when it comes to deductively deriving normative skills from the findings of quality research, even more as the data situation concerning certain sub-dimensions is rather contradictory. But still: in the course of an individual, biographical professionalization process, teacher training aims at providing each individual with abilities that will make him/her a good teacher or allow for “high-quality” teaching. Everybody working in the field of teacher training is aware of the fact that, when it comes to the practical aspects of teacher training, general formulations require concrete action. An illustrative example is the individual counselling of students or trainee teachers: After having given a lesson, each student and his/her tutor reflect on positive and less positive aspects by reaching back to quality criteria. And this is exactly what this paper is about: It tries to offer an advisory tool for students, trainee teachers, teachers, school administrations and school supervising authorities, by providing information about which concrete skills may be expected at a defined stage of professionalization and how these skills can be identified.
This paper is the result of a two-year collaboration; its release is meant to contribute to a debate on the topic among a larger public. Following the introductory remarks, in the first section of the paper Mägdefrau, Kufner and Hank present the theoretical basis: The criteria for selecting the dimensions of qualities of teaching as well as the spiral-curricular structure of the standards given in Section II are explained. Furthermore, there are some brief comments on possible practical applications.
Then in Sections II and III the standards of the collaborating authors are presented. Section II presents the standards according to the chosen dimensions of teacher behavior. That is, the reader will find the respective skills and indicators for the four phases of the Bavarian teacher education system (period of practical training at school, subject-didactic period of practical training, traineeship, and professional teacher training) in sequence. The first two phases refer to the university phase, the third to the training phase at school after graduating, and the forth describes the skills teachers should have at their disposal and continually develop through teacher trainings. (For an overview, see Figure 1.) This juxtaposition allows for easily pursuing the skills development process supposed to be achieved phase by phase for each dimension and sub-dimension. Then section III once again gives an overview of the standards according to the four phases, so that e. g. students in their first semester may see at first sight what skills they are expected to have after their first period of practical training at school.
Tropical dry forests and woodlands are comprised of trees that are specially adapted to the harsh climatic and edaphic conditions, providing important ecosystem services for communities in an environment where other types of tropical tree species would not survive. Due to cyclic droughts which results in crop failure and death of livestock, the inhabitants turn to charcoal production through selective logging of preferred hardwood species for their livelihood support. This places the already fragile dryland ecosystem under risk of degradation, further impacting negatively on the lives of the inhabitants.
The main objective of the doctoral study was to evaluate the nature of degradation caused by selective logging for charcoal production and how this could be addressed to ensure the woodlands recover without impacting negatively on the producers’ livelihoods. To achieve this objective, the author formulated four main specific objectives namely: 1) To assess the impact of selective logging for charcoal production on the dry woodlands in Mutomo District; 2) To evaluate the characteristics of the charcoal producers that enforces their continued participation in the trade; 3) To assess the potential for adoption of agroforestry to supply wood for charcoal production, and; 4) To evaluate the potential for recovery of the degraded woodlands through sustainable harvesting of wood for charcoal production. The findings based on the four objectives were compiled into to four scientific papers as a part of a cumulative dissertation. Three of these papers have already been published in peer reviewed journals while the final one is under review.
The study used primary data collected in Mutomo District, Kenya through a forest inventory and household survey both conducted between December 2012 and June 2013. The study confirmed that the main use of selectively harvested trees is charcoal production. Consequently, this leads to degradation of the woodlands through reduction in tree species richness, diversity and density. Furthermore, the basal area of the preferred species is significantly less than the other species. However, the results also show that the woodlands have a high potential to recover if put under a suitable management regime since they have a high number of saplings. The study recommends a harvesting rate of 80% of the Mean Annual Increment (MAI), which would ensure the woodlands recover after 64 years. This is about twice the duration it would take if no harvesting is allowed but it would be easier to implement as it allows the producers to continue earning some money for their livelihood.
The study also demonstrates that charcoal production is an important livelihood source for many poor residents of Mutomo District who have no alternative sources of income. As such, addressing the problem of this degradation would require an innovative approach that does not compromise on the livelihoods of these poor people. An intervention that involves total ban on charcoal production would therefore not be acceptable or even feasible unless people are assured of alternative sources of income. The study recommends an intervention with overarching objectives geared towards: 1) diversification of the livelihood sources of the producers to gradually reduce their dependence on charcoal; 2) introduction of preferred charcoal trees in agroforestry systems especially through Famer Managed Natural Regeneration (FMNR) to reduce pressure on the natural woodlands; 3) controlled harvesting of hardwoods for charcoal production from the natural woodlands at a rate below the MAI; 4) promotion of efficient carbonisation technologies and practices to increase charcoal recovery; 5) promotion of efficient combustion technology and cooking practices to reduce demand side pressure, and; 6) encourage fuel switching to other fuels like LPG and electricity.
Feature binding has been proven to be a common and general mechanism underlying human information processing and action control. There is strong evidence showing that when humans perform a task, stimuli (e.g., the target, the distractor) and responses are bound together into an episodic representation, called an event file or a stimulus-response (S-R) episode, which can be retrieved upon feature repetition. As compared with the target and the distractor, the context (i.e., an additional stimulus presented together with the target and the distractor, but not associated with any response keys throughout the whole course of the task), which is considered as task-irrelevant, did not receive that much attention in previous studies. The current thesis was aimed to provide insights into the different roles the context plays in S-R binding and retrieval. Specifically, in Study One and Two, the role of context as an element that can be integrated into an S-R episode was investigated, with a focus on the saliency and the inter-trial variability of the contextual stimulus. Both properties were found to influence how the context is integrated into an S-R episode. More specifically, results show that both saliency and inter-trial variability determine whether the context is directly bound in a binary fashion with the response, or it enters in to a configural binding together with another stimulus and the response. In Study Three, intrigued by the role of context as an event segmentation factor in the event perception literature, whether the context can demarcate the integration window of an S-R episode was tested. Results provide consistent evidence that sharing a common context leads to a stronger binding between a stimulus and the response, as compared with the condition when these elements are separated by different contexts, thereby suggesting a binding principle of common context. Taken together, the current thesis specifies the role of context in S-R binding and retrieval, and sheds some light on how contextual information influences human behavior.
Recently, non- and paraverbal properties of literary texts at the level of documentary inscription (i.e. materiality), seen individually or as aspects of a so-called ‘material text’, that is, the union of materiality and verbal sign systems, received an increasing amount of attention in textual scholarship and literary studies. Here, ‘meaning’ or at least ‘semantic potentiality’ has been attributed to both or either and physical features of texts have been construed as hitherto neglected aspects of literary communication and literary aesthetics. In what follows, I will present a brief conspectus of the current debate and then try to provide a reconstruction of underlying ideas by answering the question ‘how does a material text mean?’. Taking a descriptive meta-perspective and focusing on conceptual and methodological clarification, I try to clarify the somewhat blurry expressions ‘meaning’, ‘to mean’ and the like by translating them into the distinct terminology of semiotics and transferring them into the theoretical framework of an instrumentalist notion of signs.
This study examines the dynamics which lead to revitalization of everyday life in the public spaces of Cagayan de Oro, a medium-sized urban center in Northern Mindanao, the Philippines. By employing the oriental philosophies together with western thoughts such as Henri Lefebvre, Alain Touraine and Jürgen Habermas, this study elucidates that the core of perceived, lived and conceived spaces is ‘the Subject.’ Once the Subject utilizes the public sphere to instill social action, social space is ultimately produced. Hawkers, grassroots environmental activists, street readers and artists are the social Subjects who partake in the vibrancy of public spaces. The social Subjects utilize public spaces as venues of social transformation. Thus, this study argues that the social Subjects’ role in democratic process lead to inclusivity of the marginalized sector in the public spaces of the city.
This study is an urban history of Cagayan de Oro (Northern Mindanao, Philippines), a city in a developing region, which faced urban transformation from the end of WWII in 1945 to 1980. It employed a multidisciplinary approach wherein the city’s demographic, economic and infrastructural changes were analyzed. The study revealed that Cagayan had grown and transformed from a traditional town into an urban centre whereby its demography had continuously expanded with high rates of natural increase and large streams of in-migrants; while its economic activities had shifted from agricultural production to commerce and industrialization. Its economic transition was due to the promotion of Cagayan as the “Gateway to the South” or “Gateway to Northern Mindanao” by the deciding elites who were part of the transnational economic system that supplied resources to the developed countries such as the United States and Japan. As a result, the growth of Cagayan was not directed towards the masses but instead to the elites and their foreign allies. Cagayan experienced inertia in terms of infrastructural development. Therefore the absorption of foreign structures resulted to an artificial form of urban transformation in Cagayan.
With respect to religious motivations for political participation and civic engagement, scholars have set their focus on social capital and the recruiting potential for volunteers inside religious communities. Less attention has been paid to individual religious impulses, but also to reasons for which people step out from deliberative processes, especially in regard to the Eastern European Orthodox cultural context. We are approaching this under-explored research field in this dissertation, with focus on the Romanian city of Timișoara, and look at three particular aspects: the influence of religious perceptions on political protests (analysis of the 1989 revolution), the manner in which religion motivates young people to volunteer (view on a local community project) and factors determining people to retreat from public engagement (analysis of citizens` local committees). The research methods are qualitative - interviews, group discussions and analytical interpretation. Results show that non- or less religious young people are encouraged to protest by an indefinable supernatural force and motivated by moral interests (need for dignity and a fair treatment / procedural justice), more than material ones (distributive justice). When engaging in the community, the impulse partially comes from an intrinsic spirituality and a privatized experience with the divine. Giving up civic engagement has nothing to do with remuneration, but with the need for freedom of expression and moral appreciation.
Earlier research showed that religion is related to participation
among adolescents. It emphasized the effects of belonging (affiliation to groups and traditions) on community service among Western populations. This article takes one step further and focuses on religiosity as a potential motivation for community problem solving during adolescence and young adulthood, in the Eastern European Orthodox cultural setting. Data comes from several semistructured interviews with participants in a civic project conducted in the city of Timisoara (Romania). Findings indicated a low impact of the social religious component on engagement. The cognitive dimension of belief and the emotional bonding (prayer, ritual connection to the higher reality) function as indirect motivators, through the moral element of behavior. Results also showed a privatization of spiritual life at young adults (the invisible religion): estrangement from doctrines and the development of an individualistic type of morality, meant to drive volunteer activities further.
Noise in schools is considered a massive stress factor for teachers because of various reasons and can therefore lead to performance deficits in the job, but also to physical and psychological impairments. Consequently, research on school noise and its effects is essential. The three studies presented in this paper examined the immediate effects of noise on student teachers and the collateral effects on practicing teachers.
In the first and second study, two experiments were conducted to examine the effects of noise during breaks on stress experience, performance in a concentration test, and error correction of a dictation. Based on the transactional stress model (Lazarus & Folkman, 1984), it was hypothesized that noise leads to an increase in stress experience. According to the maximal adaptability theory (Hancock & Warm, 1989, 2003), noise should initially cause optimal performance, but in the long run should cause performance impairment. For this purpose, in the first study 74 and in the second study 104 student teachers of the University of Passau worked on two different concentration tests and corrected a student’s dictation while listening to short, continuous, or no noise. In both experiments, continuous noise led to an increase in the experience of stress. Neither short nor continuous noise led to a deterioration in concentration performance. Further, different findings emerged: In the first experiment, a short concentration test in combination with continuous noise led to positive effects in dictation correction, i.e., subjects showed better performance in error correction. In the second experiment, a long concentration test combined with short or continuous noise resulted in negative effects, i.e., subjects made more errors in the subsequent correction of dictation. It can be concluded that school noise can, on the one hand, increase the experience of stress and, on the other hand, promote or limit teachers’ subsequent performance. The latest, however, seems to depend on the specific situation of the individual.
In the first part of the third study, the focus was on teachers’ coping styles and experienced stress. Since coping styles have been shown to have a major impact on mental health, it was reasonable to assume that the stress experience caused by noise would vary depending on the coping style. Based on the stress-strain model (Rudow, 2000) and the transactional stress model (Lazarus & Folkman, 1984), it was hypothesized that teachers with risky coping styles experience more stress symptoms. Therefore, an online study was conducted to investigate whether there were differences in psychological and physical symptoms between teachers with different coping styles. For this purpose, 99 Bavarian elementary and middle school teachers were surveyed. Four professional coping styles resulted from the overarching scales of professional commitment and resilience. The healthy type (high commitment, high resilience), the unambitious type (low commitment, high resilience), type A (high commitment, low resilience), and type burnout (low commitment, low resilience) differed in terms of threat appraisal, noise stress, voice and hearing problems, and noise-related burnout. Compared to the healthy type, the risk types − type A and type burnout − exhibited higher stress experience and were generally more susceptible to school noise than the healthy type. This is the first study to show that school noise is particularly hazardous for teachers with risky coping styles.
The second part of the third study focused on the impact pathways of school noise. Associations between teachers’ individual characteristics and the consequences of school noise were hypothesized. Based on the simplified model of teacher stress (van Dick & Wagner, 2001), we examined 159 Bavarian elementary and middle school teachers to determine whether noise stress and vocal fatigue mediate the association between noise sensitivity and noise-related burnout. Results indicated that noise stress mediated the relationship between noise sensitivity and vocal fatigue; vocal fatigue mediated the relationship between noise stress and noise-related burnout; noise stress and vocal fatigue serially mediated the relationship between noise sensitivity and noise-related burnout. This is the first study to show links between noise-sensitive teachers and noise stress, voice problems, and noise-related burnout.
Research on flipped classroom instruction has substantially advanced in the past ten years. Flipped classroom refers to an instructional approach in which students study educational videos at home and do homework assignments in class. Since an increasing number of teachers wants to adopt the flipped classroom approach in their practice, further research—particularly in the context of secondary education—is clearly required. The two presented studies in this thesis aimed at examining the effectiveness of flipped classroom instruction in secondary education by conducting a meta-analytic synthesis of prior studies and an intervention study with a methodologically new approach. Specifically, the studies investigated whether and under which conditions the flipped classroom approach has a positive impact on student achievement and which learners benefit most from a flipped or video-based classroom.
In the first study, meta-analytic methods were used to examine whether the flipped classroom approach, after controlling for sampling error, positively effects student achievement in secondary education. Effect sizes were calculated for the research designs pre-test-post-test (Time), post-test only (PostOnly) and pre-test-post-test with control group (Treatment). Moreover, the impact of four moderator variables as boundary conditions of flipped classroom effectiveness was estimated: disciplinary field, length of the intervention, use of a quiz and use of a learning management system. The meta-analytical findings for the effect size Treatment confirmed the effectiveness of flipped classroom on student achievement in comparison to traditional instruction (Cohen’s d = 0.42). Moderator analyses on the effect size Time showed stronger effects for subjects in the STEM area (science, technology, engineering, mathematics) than for foreign languages and humanities. The effect sizes were also higher for shorter intervention studies than for longer ones and if quiz at home had been left out. Moderator analyses on the effect sizes PostOnly and Treatment made clear that the effect sizes for intervention studies without a learning management system were higher than with a learning management system.
The second study aimed to compare flipped classroom with other forms of video-based instruction and determine which types of students benefit most from video-based instruction. Thirty-eight school classes with 848 ninth-grade students took part in a quasi-experimental pre-post-test intervention study over the course of four weeks. Two independent variables were completely crossed resulting in four experimental conditions: video (at home vs. in class) and instructional method (student-centred vs. teacher-centred). Multilevel analyses revealed that all four experimental conditions were equally effective in promoting students’ learning gains. At-risk, average and excellent students profited least from video-based instruction. Confident and independent students had the highest learning gains from pre- to post-test. The study constitutes a first step towards a comprehensive evaluation of flipped classroom by using a better-controlled research design and may contribute to a more objective discussion about the positive effects of flipped classroom.
Southeast Asia is one of the most dynamic regions in the world. This volume offers a timely approach to Southeast Asian Studies, covering recent transitions in the realms of urbanism, rural development, politics, and media. While most of the contributions deal with the era of post-independence, some tackle the colonial period and the resulting developments. The volume also includes insights from Southern India.
As a tribute to the interdisciplinary project of Southeast Asian Studies, this book brings together authors from disciplines as diverse as area studies, sociology, history, geography, and journalism.
The focus of this study is a single manuscript in a Tai Nuea village near Mueang Sing in northwestern Laos, copied in 1935 and entitled Pukthanusati (Pali buddhānussati) ‘the Recollection of the Buddha.’ It is written in the Tai Nuea language and Lik Tho Ngok or ‘Bean Sprout’ script, and is in the form of a jātaka or narrative story of a former lifetime of the Buddha, the most popular genre for recitation. The thesis examines the lay manuscript culture of which it is a part and the language and orthography of its contents, and then provide a phonemic transcription and annotated English translation of the text together a complete glossary of terms and images of the manuscript.
The detailed study of this one manuscript is used as an entry point for a broader investigation of Lik manuscript culture as found in Mueang Sing today, including the distinct roles of the Lik and Tham orthographies, scribal vocation, manuscript production, uses and functions, and the contents of the texts. The Pukthanusati text is then the basis for examination of phonological aspects of language use in the recitation of Lik manuscript literature and the historical context of the dialect’s phonemes as well as Burmese and Indic forms occurring as loanwords. The Lik Tho Ngok orthography is also placed in context through an overview of its historical development, including possible prototypes and phonological influences, the twentieth century reforms of some traditional orthographies and the question of orthographic depth. The Lik Tho Ngok orthography as found in the manuscript studied is then described in detail, with tables and accompanying notes illustrating the inventories of consonant and vowel glyphs, consonant clusters, ligatures and special orthographic forms, use of subscripts and superscripts, numerals, punctuation, and the Tai Nuea spelling system. The phonemic transcription and annotated English translation of the text illustrate the rhyming structure and other features of specialised language use in Lik manuscript culture.
The Tai Nuea and a number of closely related Tai groups have generally been overlooked in the field of Buddhist Studies. The study of this manuscript culture therefore contributes to our understanding of local practices on the northern periphery of Theravāda Buddhist influence in mainland Southeast Asia in addition to responding to an urgent need to examine and document this endangered scribal tradition and it specialised use of language and orthography.
While in some Eastern European countries a wave of colored revolutions challenged existing political orders, Belarus has remained largely untouched by mass protests. In Minsk, the diffusion of democratic ideas leading to the mobilization of population meets a stable authoritarian regime. Nevertheless, the stagnating democratization process cannot be only attributed to the strong authoritarian rule and abuse of power. Indeed, Belarusian president Alexander Lukashenko still enjoys popularity by a large part of the population. Although international observers report that elections in Belarus have never been free and fair, few commentators doubt that Lukashenko would not have won in democratic elections. This evidence suggests that the regime succeeded in building a strong legitimizing basis, which has not been seriously challenged during the last two decades. This paper explores the authoritarian stability in Belarus by looking at the patterns of state ideology. The government effectively spreads state ideology since the early 2000s. Ideology departments have been created in almost all state institutions. The education sector has been affected by the introduction of the compulsory course "The Fundamentals of Belarusian State Ideology" at all universities, and increasing attention to the patriotic education at schools. Based on document analysis, I trace the creation of "ideological vertical" in Belarus and focuse on the issue of ideology in education and youth policy sectors.
This cumulative thesis consists of six single contributions: five independent essays and an introductory chapter. All of the conributions have been published or accepted for publication. The overarching scope of these essays is to analyze different factors accounting for the stability of post-Soviet authoritarian regimes and the obstacles, which Western democracy promoters can face when dealing with autocrats. The starting point for these enquiries has been the striking inability of Western democracies and in particular of the European Union to encourage and to assist political transformation in the majority of the post-Soviet republics.
Die Forschung zu Lehrkrafturteilen hat in den letzten drei Jahrzehnten beträchtliche Fortschritte gemacht. Die Bedeutung des Lehrkrafturteils und die Variabilität in der Urteilsgenauigkeit erfordern eine eingehendere Untersuchung. Basierend auf der Überprüfung früherer Studien wurde ein systematischer analytischer Rahmen vorbereitet, der aus drei Hauptstudien besteht, um das Verständnis der Prozesse und Merkmale von Lehrkrafturteilen zu erweitern. In den drei vorgestellten Studien wurde insbesondere untersucht, wie Lehrkrafturteile durch verschiedene Schülermerkmale generiert werden, welche Möglichkeiten es gibt, die Urteilsgenauigkeit von Lehrkräften zu verbessern und ob die Urteilsgenauigkeit von Lehrkräften im Laufe der Zeit stabil bleiben kann.
In der ersten Studie wurde das Linsenmodell der Theorie der sozialen Beurteilung angewendet, um die Einschätzungen von Lehrpersonen über die Leistung von Schülerinnen und Schülern und ihre Strategien der Informationsverarbeitung besser zu verstehen. 260 Lehrkräfte aus sieben chinesischen Grundschulen wurden gebeten, aus sieben Informationsquellen Schülermerkmale auszuwählen und zu bewerten, anhand derer sie die Leistungen der Schüler beurteilen könnten. Die Lehrpersonen entwickelten eine klare Hierarchie der verwendeten Datenquellen. Die besten Informationen wurden aus den Fähigkeiten und Einstellungen der Schülerinnen und Schüler gewonnen und die am wenigsten wichtigen Informationen aus der sozialen Interaktion mit anderen sowie aus der Schüler-Demografie. Um genauere Einschätzungen zu treffen, sollten die Lehrkräfte über gültige Indikatoren für die Schülerleistung informiert werden.
Die zweite Studie zielte darauf ab, die Urteilsgenauigkeit von Lehrkräften und die Leistung der Schülerinnen und Schüler durch den Einsatz von Classroom-Response-Systemen („Clickern“) zu fördern. 20 Schulklassen mit 459 Schülerinnen und Schülern der sechsten Klasse und ihren Mathematiklehrkräften wurden für eine fünfwöchige quasi-experimentelle Interventionsstudie mit einem Pre- und Post-Test in drei Gruppen eingeteilt. Die Ergebnisse zeigen, dass beide Ziele weitgehend erreicht werden konnten. Schülerinnen und Schüler der Clicker-Gruppe haben durch die Intervention mehr mathematisches Wissen erworben als Studenten der Tagebuch- und Kontrollgruppe. Die Lehrkrafturteile aller drei Gruppen wurden vom Pre- zum Post-Test genauer. Lehrpersonen, die Clicker verwendeten, beurteilten jedoch mit höchster Genauigkeit. Clicker können als wertvolles Werkzeug zur Verbesserung der Urteilsgenauigkeit von Lehrkräften empfohlen werden.
In der dritten Studie wurde die zeitliche Stabilität der Urteilsgenauigkeit der Lehrkräfte hinsichtlich Motivation, Emotion und Leistung der Schülerinnen und Schüler untersucht. Neun Klassen mit 326 Sechstklässlern einer chinesischen Grundschule und ihren Mathematiklehrpersonen nahmen an der Studie teil. Die Schüler arbeiteten an einem standardisierten Mathematik-Test und einem Selbstbeschreibungsfragebogen zu Motivation und Emotion. Die Lehrpersonen beurteilten die Motivation, Emotion und Leistung jedes einzelnen Schülers anhand einzelner Items. Das Lehrkrafturteil und die Eigenschaften der Schülerinnen und Schüler wurden innerhalb von vier Wochen zweimal gemessen. Die Ergebnisse zeigten, dass die Lehrkräfte in der Lage waren, die Schülerleistungen mit hoher Genauigkeit, die Motivation der Schülerinnen und Schüler mit mäßiger bis hoher Genauigkeit und die Emotion der Schülerinnen und Schüler meist mit geringer Genauigkeit zu bewerten. Die Urteilsgenauigkeit der Lehrpersonen war sehr stabil mit nur geringen Veränderungen an den verschiedenen Genauigkeitskomponenten. Es kann gefolgert werden, dass chinesische Grundschullehrkräfte in der Lage sind, zu verschiedenen Zeitpunkten faire Urteile über Schülerleistungen und der Motivation ihrer Schülerinnen und Schüler zu treffen. Die Emotionen der Schülerinnen und Schüler sind für Lehrpersonen jedoch schwer zu erfassen.