News / Aktuelles
Issue 2/2016: "School and Evaluation"
Why talking about evaluation? During the last twenty years, it has become self-evident in the educational field and especially in schools to think "evaluation-oriented". It has been written a lot about school programs, school inspections, nation-wide tests, etc., and those have been put into practice; thus this focus topic might seem quite unnecessary. But the supposedly self-evident term "evaluation" is used for many things, which indeed also serve for testing, control, and accountability, but which are just not the same as "evaluation". Evaluation does not only mean to identify a current state and to measure its distance from a target state, but always also a supporting valuation (valere [lat.] = to be strong, to be valuable), i.e. the determination of the state of strength: The aim of evaluations is to find out to what extent the target state has already been reached and how this can turn out better – this is emphasized by the articles of the new issue of the DDS, which also make make suggestions for the implementation of evaluations and for the use of the results.
Recently published: Supplement 13 of the DDS with the topic "Qualification for Language Promotion"
The 13th supplement of the DDS deals with programs and projects for the professionalization of schoolteachers and educational staff. It has been emphasized time and again that systematic language facilitation is necessary for all pupils, especially for those who grow up multilingually. It follows, firstly, that we need different concepts, which are adapted to the respective linguistic requirements, and, secondly, that various concepts and programs are required which include all parties involved in the educational process: children and youth, parents, and especially pre-school educational staff, schoolteachers, and those who are teaching this staff.
On the one hand, the articles of this supplement consider programs, which shall ensure that all teachers in all phases of teacher training have to deal with questions of linguistic education, and on the other hand, they present results from various (inter-)national empirical studies, which show how broad the spectre of the issues to be studied is, in order that linguistic education can be implemented in the multilinguistic school at all levels and that all actors will be involved.
New: The whole series "Educational Research - Disciplinary Approaches" now as Special Collection
With the issue "Educational Research - Disciplinary Approaches", the journal DDS is starting a new series - the so-called "Special Collections". Thereby contributions from the journal regarding special topics shall be jointly published in irregular intervals in order to make them availabale to a public other than the subscribers. The issues are available as e-books or as books on demand.
The first issue of the "Special Collections" comprises the articles which were published from 2011 to 2015 in the series "Educational Research - Disciplinary Approaches".
Empirical educational research is not only issue and field of work of a single discipline, but its embedment is highly interdisciplinary. Educational science, psychology with its subdiscipline educational psychology, and educational sociology are involved, moreover economis of education, educational geography, and also political science, insofar as it deals for example with questions of education political governance. With regard to norm-setting processes, jurisprudence is involved, too. For some time past, neurosciences also raise the claim to make an empirical contribution to educational processes.
In order to facilitate a broad reception of empirical educational research and to introduce it to the administrative and/or political discourse, it is important to know the specific approaches of the discipilines to the issue, as the case may be also their specific limitations, in order to take them duly in consideration. This volume wants to make a contribution to this end.
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