News / Aktuelles
Please mention: Since 2018, our journal is freely available (Open Access) after only one year, currently until Issue 2/2017!
Since 2018, articles in the DDS get a digital object identifier (doi) and can thus be persistently addressed. The identificators (the doi names) lead directly to the digital location of the designated object.
"DDS - Die Deutsche Schule" has been accepted into the Emerging Sources Citation Index (ESCI)!
The editorial board has just been informed that Clarivate Analytics, which has taken over the Intellectual Property and Science Division from Thomson Reuters, has on our application reviewed the journal DDS and has accepted it into the Emerging Sources Citation Index. Therewith the journal is standing on the threshold of being accepted into the Science Citation Index Expanded (SCIE), where it will receive an Impact Factor. The Impact Factor provides information about how often the articles of a particular journal have been cited in other publications. That means that publications in the DDS will definitely be recognized much better in future. It's paying off to be author in the DDS!
For topical reasons:
Free preprint of a contribution referring to the proposed "Education Council" for Germany (by Hans Brügelmann and Annemarie von der Groeben)
For topical reasons - the proposed establishment of an "Education Council" for Germany -, the journal DDS publishes a free preprint of the contribution for discussion "A Network for Educational Justice". The authors - the former professor for educational science and education journalist Prof. Dr. Hans Brügelmann and the educational reformer and former Didactical Director of the "Laboratory School" Bielefeld Dr. h.c. Annemarie von der
Groeben - are co-initiators of the petition "Bildungsgerechtigkeit: Die Zeit drängt" ["Educational Justice: Time Is Short"]. In their engaged statement now published in the DDS, they deal with urgent reponsibilities of and various reasons and models for such an education council and demand a clear focus on educational justice: "The Federal Government and the federal states must now discharge their responsibility for more educational justice and step in quickly. Hence, as we write in our petition: Time is short!" Download free of charge
Issue 2/2018: Inclusive Education at Schools
One of the topical educational-political key challenges is the adaptation of the school system to the demands of the UN Convention on the Rights of Persons with Disabilities, which was signed in 2009. Following a strict interpretation of the Convention, general schools have to become the primary places of education for all children and youth, covering the entire range of individual, social, and cultural heterogeneity. Hence, dealing with heterogeneity will become the normal situation in every school and its general pedagogical task, with the individual pupils’ needs being the central reference point in a learning arrangement, which is adequate for all. This includes multiple necessary adjustments of the school system on various action and control levels.
The issue of the implementation of inclusive education in schools has been broached in many studies since 2010. Usually, these studies focus on partial aspects of the overall field of inclusion. Only high methodical efforts make it possible to cover the different action and control levels and thus the complexity and dynamics of ongoing changes in the Federal States as a whole; as a result, there exist only a few studies to that so far.
Based on the results of four major, already completed evaluation studies, the contributions of the focus topic will show, on the one hand, which measures are appropriate to realize inclusive schooling in the fields of structural enhancement of schools, institutional advisory and assistance structures, and subject-related conceptual arrangement of pedagogical processes. On the other hand, the contributions will point to still existing knowledge gaps and appoint possible pursuing evaluation and research issues.
Topical issues and articles online
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