2005 volume 2 number 1

To the Topic "Examples for Perspectives, Methods and Empiricism in Educational Research"

Sandra Schaffert, Bernhard Schmidt

This text gives a short overview about the articles to the topic "Examples for Perspectives, Methods and Empiricism in Educational Research" of the second issue of the "bildungsforschung".

Quizshow Knowledge Against the Background of Empirical Educational Research

Sylva Panyr, Ewald Kiel, Swantje Meyer, Joachim Grabowski

Two empirical surveys lead us to the question: to what extent does knowlegde required by quiz shows represent education of different social strata? In our judgment the value of quiz show knowledge is comprised of three base points: in its accessibility that spans all social strata; in the range of knowledge required from academic knowledge to questions relating to one's socialisation; and in the possibility to use this interplay to create an educational game of identification and demarcation.

Bildung. Statements - Positions - Comments - Impetus.

Ernst Begemann

This text intends to initiate a critical view of the german term "Bildung", the determination of its content and of its origin. This is to be considered urgent, because the debate in a broad, also a scientific public remains undone, although the word/ the term "Bildung" is in multifaceted use (in German-speaking countries). These inspection of "Bildung" is also urgent, because the word and term "Bildung" can not be translated internationally and its content is not naturally known.

Social Milieus as an Instrument for Marketing on Target Groups in Adult Education

Jutta Reich

This article illustrates the contribution of research on social milieus to the marketing on target groups in adult education. Selected results of a large scale study on participation in adult education will clarify that marketing adult education in terms of social milieus does not only deal with the integration of the wealthy and educated; it also and particularly aims at the integration of the less educated and disadvantaged.

Co-operations between apprenticing institutions and learning places in the vocational education – A multi-disciplinary perspective

Olga Zlatkin-Troitschanskaia

The article is based on the following thesis: The dual vocational education system is not structured for co-operations beyond exclusively formal co-ordinations. In the lawfully codified and structural-functional framework within the system of vocational education, formal co-ordinations totally represent the "normal case" in order to guarantee organizational-administrative courses of action. "Non co-operations" (at least between the institutions of different institutional type) can therefore be regarded as a sign of the "trouble-free" functioning system of vocational education in Germany.

Supporting school development by qualitative evaluation. An example concerning a comprehensive secondary school.

Bernhard Babic

The qualitative evaluation of the structural changes in a comprehensive secondary school (which is not very common in Germany) proves again that it is possible to achieve significant and sophisticated results using this scientific approach. This reminds of the fact that the object of evaluation is the most important deciding factor in the choice of methods. Another finding is that evaluative studies are particularly suited for a combination of research and teaching. This evaluation was succesfully carried out in the most part by students of education science at the Munich Ludwig-Maximilians University in the course of a research methods seminar.

Educational Quality Research: Methodology and Inventary of a qualitative exlorative study

Ulf-Daniel Ehlers

In the discussion about the best strategy for e-learning it becomes more an more clear that e-learning has to be based on the learner. To find essential factors which are important to e-learning quality from a learners perspective the article describes an exploratory study. The data are the basis for an extensive qualitative inventary which now can serve as the basis to understand what quality from a learners perspective can be.