This study examined adolescents' reasoning about intergroup social class friendships and marriage in rural Nepal. Participants (N = 591; 54% girls; Mage = 14.03; 20% Nepalese ethnic/caste minority; data collected in 2018) evaluated the potential for friendship and marriage between hypothetical pairs from different social class backgrounds. Adolescents demonstrated a strong awareness of social barriers to equality and autonomy in social relationships, including concerns about family reputation. Nevertheless, a high percentage anticipated resisting negative parental expectations and expressed overall optimism about social change. Notably, adolescents' social experiences influenced their views: Those who had experienced discrimination were less optimistic, whereas those attending schools with high social class diversity were more optimistic about social mobility.
Basiswissen zu Repositorien im Kontext von Open Research Data mit dem Fokus: Qualitätskriterien, Suche und Auswahl von Repositorien; Suche von Forschungsdaten, Zitieren von Daten.
Dieser Beitrag in der Zeitschrift „Gruppe. Interaktion. Organisation. (GIO)“ stellt die Ergebnisse einer Studie zu systemischen Faktoren verschiedener Formen der Kooperation in Netzwerken mit schulischen und außerschulischen Beteiligten dar. Schulische Netzwerke und Bildungslandschaften als Strategie zur Förderung von Innovationen haben sich im Bildungssystem etabliert. Die Einbeziehung außerschulischer Einrichtungen schafft neue Lernorte und eine breitere Palette an Bildungsangeboten. Der vorliegende Beitrag untersucht die Kontextspezifität verschiedener Kooperationsformen zwischen schulischen und außerschulischen Beteiligten in Bildungslandschaften im Zusammenhang mit systemischen Faktoren. Dabei wird ein Input-Prozess-Output-Modell mit manifesten Variablen angewendet, die im Längsschnitt in 17 Bildungslandschaften aus acht Kantonen der Schweiz erhoben wurden. Die Studie bestätigt einen positiven Zusammenhang von fachlichem Austausch während der Projektphase mit der wahrgenommenen emotionalen Entlastung und Professionalisierung am Ende der finanzierten Projektphase. Sämtliche Kooperationsformen hängen zudem positiv mit der Handlungskoordination der lokalen Projektleitung zusammen. Dies impliziert die Wichtigkeit der Unterstützung durch eine lokale Koordinationsstelle, um neben den positiven Auswirkungen für die schulischen und außerschulischen Beteiligten längerfristig auch positive Auswirkungen für die mit den Bildungslandschaften angesprochenen Kinder zu erreichen.
Drawing on international pedagogical discourse on multilingual learning contexts, extensive research on second language acquisition and learning, and our previous research on Ukrainian refugee perspectives on primary school in German-speaking Switzerland, the author examines experiences of learning German as a second language by displaced Ukrainian children in Swiss primary schools. The longitudinal study allowed for the exploration of dynamics of German language acquisition by displaced children in conditions of full immersion in the target language environment and the identification of factors influencing their second language learning and performance. The exploratory study was carried out within the framework of a qualitative methodology with data collection through semi-structured interviews, narrative inquiry, and participant observations as research tools. Data analysis revealed that the effects of the second language learning environment are the strongest compared to other learner-external factors and vary within the research period. Placed in regular Swiss classes to ensure their non-segregated mainstream education in the host country, displaced children are exposed to two languages at school – Standard German (the official language of school) and the Swiss dialect, which is spoken by the local Swiss population in the German-speaking part of Switzerland and, correspondingly, by the local school community. Although perceived in the early stages of inclusion as a major hindrance to meaningful learning and communication with peers, over time, the diglossic school setting has proven to be a path to displaced learners’ sociolinguistic competence and integration in the local school. Also, the learning of German by displaced children in conditions of full immersion is greatly influenced by the availability of structured forms of learning, exposure to interactional activities with native speakers in informal settings, and the target language socialization contexts.
School networks and educational landscapes have become established strategies for promoting innovations. Collaboration with extracurricular institutions expands the range of educational opportunities. This article examines how different forms of cooperation relate to benefits for professionals and students within the context of educational landscapes. Using latent change score models, we analyze the relationship between changes cooperation forms and associated outcomes over the course of a project. Data (N=197) were collected at two time points for each cohort between 2014 and 2019 across 17 educational landscapes in Switzerland. Results indicate that co-construction is positively associated with emotional relief for professionals, as well as with improved focus on students reflecting an enhanced ability to address diverse learning needs. No positive associations were found between any form of cooperation and either workload reduction or professionalization. Nevertheless, educational landscapes may improve mutual understanding and foster a shared educational perspective, underscoring the importance of sufficient time for negotiation processes among actors from diverse professional backgrounds in building effective and sustainable cooperation.
