Explore the vast range of titles available.

Supervision and mentoring are highly relevant aspects of research integrity. Codes of Conduct, such as the ALLEA code of conduct, stipulate the relevance of training researchers how to conduct research well and about the role supervision plays in preventing unacceptable research practices. The Dutch Code of Conduct, for example, explicitly states that universities are responsible for facilitating training about research integrity. We developed a course for supervisors to address their responsibility and role in training early career researchers in research integrity. This contribution describes what evidence base was used to design this course and how the course is experienced by supervisors who participated in its piloting in early 2022. A total of 147 subscribed to the course in the testing phase, and seventeen participants obtained a certificate. The main lessons from the experiences with this course and the literature are 1) to tailor supervisor courses to the small amounts of time that supervisors can schedule to take these courses and to adjust the content and assignments to their needs, 2) to make online courses very attractive, but that need to be combined with 3) a face-to-face meeting to motivate them to finish the course in time and it might help to enable shared reflection by sharing personal experiences. (DIPF/Orig.)

The Diversity in Science towards Social Inclusion-Non-formal Education in Science for Students' Diversity (DiSSI) project aimed to provide a holistic perspective on diversity, focusing specifically on cultural and ethnic identities, language, socioeconomic background, gender, as well as differing levels of achievement. In particular, the work presented in this paper aims to tackle consciously the issues surrounding teaching and learning in socio-economically deprived areas through non-formal education. This paper presents the results of a pilot study that examined how students participating in non-formal education engage with multi-modal pedagogical approaches designed to address multiple dimensions of diversity via an intersectionality lens. Working with diverse groups requires varied methods; as such, a mixed-method approach was employed in the study to ensure the research team authentically captured and engaged with the lived experiences of the participants. The study aimed to generate best practices that augment the science capital of students, which are applicable across various contexts of diversity. The pedagogical approaches, while not novel in science education literature, were rarely utilised by the teacher and thus were rarely experienced by the students. Participants reported a greater sense of autonomy and ownership of the science through participation in the DiSSI programme. Preliminary results indicate an overall positive experience for students and teachers alike and offer insights into the overall lived experiences of participants, which inform future work. (DIPF/Orig.)

Purpose: A systematic literature review has neglected for years in both national and international vocational educational and training (VET) policy research. Recently, scholarly interest in and the need for such a review has increased rapidly. This review introduces the application of the systematic literature review method, with a focus on research work completed in European VET policy. Approach: To investigate the value and applicability of the systematic literature review method in European VET policy research, we conducted a pilot study following the guidelines and procedures presented by Gessler and Siemer. Findings: First, the process of conducting a literature review and its major methodological steps are described, followed by a descriptive analysis of the sample and characteristics of the studies reviewed. Second, initial insights into the research methodology and the topics that emerged during its application are presented. Altogether, we documented a first attempt to systematize research on European VET policy, including lessons learned from conducting a systematic literature review. Conclusion: The review revealed that although research on international European VET policy research has increased in recent years, hardly any systematization of the current research has been proposed. Instead, most research has been limited to identifying specific country-related factors. By comparison, we propose a systematic approach to reviewing research on European VET policy, being well aware of the strengths and limitations of the proposed method and the results. Thus, this systematic review presents a substantial starting point and research agenda for further studies on this topic. (DIPF/Orig.)

This paper presents the development of an instrument for the assessment of system competence in the field of Education for Sustainable Development (ESD). Based on an already existing, more complex model of system competence for the school subject geography, [the authors] have developed a test that refers to central themes and principles of ESD using exclusively closed answer formats. Building on the results of cognitive laboratories and expert feedback from various fields, the instrument was (further) developed in an iterative process of feedback and revision. [The authors] conducted a quantitative pilot study with N = 366 8th and 9th grade students. The results indicate that the development of our system competence test was successful - the overall test yielded a high reliability and only very few items were not working as intended. Furthermore, the difficulties of the items were appropriate for the ability levels of the students and the results of a confirmatory factor analysis (CFA) suggest that the newly developed test measures system competence with one dimension. As the test is compact, easy to interpret, and yet reliable, it is particularly suitable for monitoring purposes in the field of ESD. (Orig.).

Im Rahmen des Artikels wird das Rahmenkonzept zur Messung von Lesekompetenz über die Lebensspanne im Nationalen Bildungspanel (NEPS) skizziert. Dabei werden zwei zentrale Dimensionen dieser Rahmenkonzeption, (a) Textfunktionen bzw. Textsorten und (b) kognitive Anforderung der Leseitems, im Detail dargestellt und vor dem Hintergrund relevanter theoretischer Modelle und Forschungsbefunde diskutiert. Zudem werden Ergebnisse einer Pilotstudie berichtet, die die Angemessenheit des Lesekompetenztests für die Forschungsintentionen des NEPS basierend auf Analysen zur Dimensionalität und Schwierigkeit der Lesekompetenztests auf Basis einer Stichprobe von 447 Erwachsenen darstellen. Spezieller Fokus des Beitrags ist dabei die Frage, ob Textsorten und kognitive Anforderungen als strukturelle Elemente der Rahmenkonzeption insofern angemessen sind, als dass beide (auch) im Erwachsenenalter erlauben, hinreichend zwischen guten und schwachen Lesern zu differenzieren. Zudem werden Ergebnisse zur Dimensionalität des Lesekompetenztests dargestellt. Basierend auf einem Vergleich eines eindimensionalen und zwei unterschiedlichen mehrdimensionalen Modellen gehen wir der Frage nach, ob Textsorten und/oder kognitive Anforderungen der Items separate Dimensionen der Lesekompetenz ausmachen oder die im NEPS gemessene Lesekompetenz - wie intendiert - als eindimensionales Fähigkeitskonstrukt aufgefasst werden kann. Die Ergebnisse werden vor dem Hintergrund der Möglichkeiten und Limitationen des Lesekompetenztests des Nationalen Bildungspanels und der relevanten Forschungsliteratur zur Lesekompetenz diskutiert. (DIPF/Orig.). This article sketches the framework for assessing reading competence across the lifespan in the German National Educational Panel Study (NEPS). It gives a detailed presentation of the two central dimensions in the framework: (a) text functions and text types and (b) the cognitive requirements of reading tasks. These are discussed against the background of relevant theoretical models and research findings. A pilot study of 447 adults is reported that analyzed the dimensionality and difficulty of the reading competence test for adults. Results indicated that the test meets the NEPS research goals. The article focuses particularly on whether text types and cognitive requirements prove to be appropriate structural elements for the framework, that is, whether each distinguishes sufficiently between good and poor readers. Results also report on the dimensionality of the reading competence test. A comparison between one unidimensional and two different multidimensional models examined whether the text types and/or cognitive requirements of the items/tasks are separate dimensions of reading competence, or whether the reading competence measured in NEPS can - as intended - be conceived as a unidimensional construct. Results are discussed against the background of the scope and limitations of the NEPS reading competence test and the relevant research literature on reading competence. (DIPF/Orig.).

Mathematical Literacy wird als wichtige Voraussetzung zum Lösen mathematikbezogener Alltagsprobleme angesehen. Daher ist im Projekt \"NEPS - Nationales Bildungspanel\" Mathematik als eine zentrale Domäne in der Untersuchung von Kompetenzentwicklung über die Lebensspanne berücksichtigt. Um die Entwicklung mathematischer Kompetenz von Individuen verfolgen zu können, werden Testinstrumente benötigt, die dieses Konstrukt kohärent und konsistent messen. Diese Instrumente basieren auf einer theoretischen Rahmenkonzeption mathematischer Kompetenz über die Lebensspanne. Die Rahmenkonzeption unterscheidet eine inhaltliche und eine kognitive Dimension. In den Inhaltsbereichen werden vier mathematische Leitideen berücksichtigt. Die kognitive Komponente besteht aus sechs Prozessen, die zum Lösen mathematischer Probleme notwendig sind. Mit der Unterscheidung dieser zwei Dimensionen ist die NEPS Rahmenkonzeption anschlussfähig an die Konzeptionen der PISA Studien und der Bildungsstandards für Mathematik. Im Fokus des Artikels steht die ausführliche Beschreibung der NEPS-Rahmenkonzeption für mathematische Kompetenz über die Lebensspanne. Zunächst beschreibt der Artikel detailliert die Konzeption mathematischer Kompetenz, die den NEPS-Mathematiktests zugrunde liegt. Anhand von Beispielitems für verschiedene Altersgruppen wird das Zusammenspiel von Inhaltsbereichen und kognitiver Komponente veranschaulicht. Schließlich werden auf Grundlage der NEPS-Pilotstudien der Klasse 9 und der Erwachsenen erste Hinweise auf die Qualität der Tests dargestellt. (DIPF/Orig.). Mathematical literacy is regarded as an important prerequisite to mastering problems of everyday life. In the German National Educational Panel Study (NEPS), mathematics has therefore been included as a central domain of competence development over the lifespan. To track the development of mathematical competence in individuals, instruments are needed that provide coherent and consistent measures. The instruments are based on a theoretical framework of mathematical competence over the lifespan. The framework consists of a content-related and a cognitive dimension. The content areas differentiate between four overarching ideas of mathematics. The cognitive component consists of six cognitive processes that are needed to solve mathematics-related problems. Following this structure, the NEPS framework for mathematical competence is compatible with the underlying framework of the PISA studies and with the framework of the German Mathematics Education Standards. The main focus of the manuscript is to accurately describe the NEPS framework of mathematical competence over the lifespan. First, the concept of mathematical competence, on which the NEPS mathematics tests are based, is explained in detail. Then, exemplary items for different age groups illustrate the interplay of content areas and cognitive components. Finally, initial insight into the tests' quality is provided on the basis of pilot studies in Grade 9 of secondary school and in the adult samples. (DIPF/Orig.).

Steigende Anforderungen der Informationsgesellschaft bedürfen einer eigenständigen und kontinuierlichen Aneignung von Wissen. Dies zeigt sich in schulischen Aus- und Weiterbildungskontexten ebenso wie in Beruf und Freizeit. Erfolgreiches Lernen erfordert daher neben kognitiven Kompetenzen (z.B. Lesekompetenz oder mathematische Kompetenz) insbesondere auch die Befähigung, das eigene Lernen zu regulieren. Metakognition ist eine zentrale Komponente im Prozess des selbstregulierten Lernens. Konzeptuell sind zwei Facetten der Metakognition zu unterscheiden, eine Wissens- und eine Regulationskomponente. Um Entwicklungsverläufe zur Metakognition und den Einfluss kognitiver und motivationaler Variablen abbilden zu können, bedarf es Längsschnittstudien. Ein Ziel des Nationalen Bildungspanels (National Educational Panel Study, NEPS) ist es daher, neben kognitiven Komponenten auch Metakognition bzw. Aspekte der Selbstregulation in den jeweiligen Phasen des Lebenslaufs zu erfassen. Nach einem Überblick über den Ansatz zur Erfassung des selbstregulierten Lernens (Metakognition bzw. Selbstregulation) im NEPS fokussiert der vorliegende Beitrag auf die Diagnose metakognitiven Wissens mittels eines neu entwickelten Instruments (z. T. in empirisch variierten Versionen) für Schülerinnen und Schüler der Sekundarstufe. Ergebnisse zweier Pilotstudien werden präsentiert und in Hinblick auf ihre theoretische und praktische Bedeutsamkeit, auch bezüglich weiterer NEPS-Entwicklungen diskutiert. (DIPF/Orig.). Educational processes in modern information societies require personal initiative - not only in institutional contexts but also in out-of-school and working environments. Besides cognitive competencies (e.g., reading or mathematical literacy), a person's ability to regulate his/her own learning processes is therefore of particular importance for successful learning and working. Metacognition is a central component in the process of self-regulated learning. It is defined as cognition about cognition and encompasses two components: the knowledge component and the regulation component. To better understand how metacognition evolves and how its development is influenced by cognitive and motivational components, the German National Educational Panel Study (NEPS) aims at assessing different aspects of metacognition as well as self-regulation in the respective phases of the lifespan. The present paper gives an overview on the general approach of assessing metacognition and self-regulation within the NEPS, focusing on the assessment of one specific component of metacognition, namely, metacognitive knowledge. Results from two pilot studies on a newly developed test instrument (with two experimentally varied versions of the test) for secondary school students are presented. The results concerning the metacognitive knowledge test are discussed not only with regard to further developments within the NEPS but also with regard to their theoretical and practical implications. (DIPF/Orig.).

Im Mittelpunkt dieses Beitrags steht die Vorstellung und empirische Erprobung einer Rahmen- und Testkonzeption zur Erfassung von Information and Communication Technologies Literacy (ICT Literacy) im Rahmen der National Educational Panel Study (NEPS). Das Ziel dieser Studie ist es, ICT Literacy anhand längsschnittlich angelegter Datenerhebungen über die gesamte Lebensspanne und mit Hilfe objektiver und zunächst Papier-und-Bleistiftbasierter Testverfahren zu erfassen. Deshalb ist es notwendig, reliable und valide Testinstrumente zu entwickeln, die sich für die längsschnittliche Erfassung von ICT Literacy eignen. Hierfür wurde auf der Grundlage der Rahmen- und Testkonzeption zunächst ein Itempool für Schülerinnen und Schüler der Sekundarstufe I entwickelt und in drei Pilotstudien (Klassenstufen 5, 7 und 9) erprobt. Für den Itempool wurden zufriedenstellende Item- und Skalenwerte ermittelt. Die Ergebnisse wiesen darüber hinaus auf die Eignung des Instrumentariums für längsschnittliche Erhebungen hin. Die Validitätsprüfungen sprachen für eine ausreichende inhaltliche Validität des Itempools und seine Fairness im Hinblick auf Geschlecht und Schulart. Im Sinne der Kriteriumsvalidität ergaben sich inhaltlich gut interpretierbare Zusammenhänge mit Merkmalen der Computervertrautheit. (DIPF/Orig.). In this article, we present an assessment framework for assessing information and communication technologies literacy (ICT literacy) in the context of the National Educational Panel Study (NEPS). NEPS is the first study aiming to examine ICT literacy longitudinally across the lifespan using objective paper-pencil test instruments. To do so, it is necessary to develop reliable and valid test instruments that are capable of assessing ICT literacy longitudinally. On the basis of an assessment framework, we developed in an initial step an item pool for assessing the ICT literacy of secondary school students and tested the item pool in three pilot studies (Grade 5, 7 and 9). The item and scale analyses provided satisfying results and the item pool proved to be suitable for assessing ICT literacy longitudinally. In addition, validity analyses showed a satisfactory content validity and a high test fairness with regard to gender and school type. Concerning criterion validity, there were expected correlations with variables of computer familiarity. (DIPF/Orig.).

This survey investigated the extent to which a concept such as the German evaluation concept of peer review might be capable to be implemented to another cultural context. The study surveyed the factors both supporting and inhibiting to implement peer review into another cultural context using the example of China. The research design is based on the lesson-drawing approach. Peer review is a model for evaluating quality assurance in schools and it works in a participative manner within a flat organisational hierarchy. The transfer of peer review to Chinese schools requires an open approach, using a flexible pilot. This study used an interpretation framework based on a Chinese cultural model. The paper argues that the peer review concept could be implemented to the Chinese context, but the concept clearly needs to be adapted to the Chinese context. The supporting and inhibiting factors derived from this study enable us to draw lessons about how to support and adapt policies to different cultural contexts. (DIPF/Orig.).

Der erste Teil des Artikels beschreibt die Rahmenkonzeption naturwissenschaftlicher Kompetenz des NEPS - Bildungsverläufe in Deutschland. Sie bildet die Grundlage für die Messung naturwissenschaftlicher Kompetenz über die Lebensspanne. Das Rahmenkonzept und die Definition naturwissenschaftlicher Kompetenz sind durch das Programme for International Student Assessment (PISA), die Standards der American Association for the Advancement of Science (AAAS) sowie durch die Deutschen Bildungsstandards für den mittleren Bildungsabschluss beeinflusst. Gemäß diesen Quellen ist naturwissenschaftliche Kompetenz wichtig für jedermann. Sie ist eine der Grundlagen der Allgemeinbildung und des lebenslangen Lernens. Die Kontexte und Inhaltsbereiche, die die Basis für die Aufgabenentwicklung und für die Messung naturwissenschaftlicher Kompetenz bilden, wurden diesen Vorgaben entsprechend ausgewählt. Der Artikel präsentiert die Kontexte und Inhaltsbereiche, die diese Anforderungen erfüllen und die es darüber hinaus erlauben, NEPS theoretisch und methodisch mit anderen nationalen und internationalen Large-Scale Assessments zu verbinden. Der zweite Teil des Artikels widmet sich dem Prozess der Itementwicklung. Da NEPS auf die Messung naturwissenschaftlicher Kompetenz über die Lebensspanne abzielt, müssen Testinstrumente für eine Vielzahl verschiedener Altersgruppen entwickelt werden. Die psychometrischen Eigenschaften der Großpilottests für Kindergartenkinder, sowie für Kinder der sechsten und neunten Klasse werden berichtet. Der Artikel schließt mit einem Ausblick auf weitere geplante Studien zur Validierung der bisherigen Ergebnisse und zur Verlinkung der verschiedenen Tests über die Altersstufen. (DIPF/Orig.). The first part of the paper describes the science framework of the National Educational Panel Study (NEPS) that forms the basis for assessing scientific literacy over a person's lifespan. The framework and its definition of scientific literacy are influenced by the Programme for International Student Assessment (PISA), by the American Association for the Advancement of Science (AAAS) and by the German educational standards for the end of Grade 10. All of these sources claim that scientific literacy is important for everyone: It forms a basis for general education, has to be applicable to everyday situations and is a source for lifelong learning. Thus, the contexts and components providing the foundation for item development and for measuring scientific literacy had to be chosen accordingly. This paper presents a selection of contexts and content areas that meet this demand and that, at the same time, allow NEPS to be theoretically and methodologically linked to other national and international large-scale assessments. The second part of the paper is concerned with the process of item selection. Since NEPS aims to measure scientific literacy over the lifespan, tests for a variety of different age groups have to be developed. Psychometric properties of pilot study tests for children in kindergarten, Grade 6 and Grade 9 are presented. The paper concludes with an outlook of further ways to validate the preliminary findings and of linking tests for different age groups. (DIPF/Orig.).