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Multilingualism as Field of Action in Intercultural School Development (MIKS)

Version
1.0.0
Resource Type
Dataset : Survey and aggregate data
Creator
  • Fürstenau, Sara (Institut für Erziehungswissenschaft (Westfälische Wilhelms-Universität Münster))
Publication Date
2016-12-05
Contributor
  • GESIS (Distributor)
  • GESIS (Hosting Institution)
Language
German
Classification
  • CESSDA Topic Classification:
    • Education
    • Language and linguistics
Free Keywords
Schema: TheSoz
teacher; multilingualism; integration; German as a second language; school
Description
  • Abstract

    (Note: in addition to the here described quantitative cross-sectional study, within the study there has also been conducted a qualitative study using guided interviews. The data of the qualitative study are provided by the partner DIPF under controlled access conditions – the link is available under “Further Remarks”) Topics: I) Self-efficacy expectations General self-efficacy expectations as a teacher: towards the class, towards individual children, in dealing with the students; specific self-efficacy expectations in the context of multilingualism: when considering different languages in in the classroom, while encouraging to speak languages other than German, in dealing with the parents who do not speak German. II) Knowledge concerning learning and teaching in the context of multilingualism Everyday knowledge on multilingualism, knowledge based on scientific findings on multilingualism: multilinguism as barrier/chance, consideration and promotion of family languages other than German by the school, Presence of multilingualism in the school-image. III) Action strategy Daily contact and experience with multilingualism in school and in the lessons: consideration and promotion of non-German languages in the classroom, confidence in dealing with multilingual students, promotion of German as a main language in class and during recess, experiences with family languages other than German in class. IV) Significance of the area of multilingualism in personal education and trainings Preparation for multilingual classes / groups in studies, legal clerkship, training and education. Demography: occupation within school, number of years at school, spoken languages. Additionally coded: school, school’s migration history, participant code.
Temporal Coverage
  • 2014-05-01 / 2014-10-30
  • 2016-01-01 / 2016-03-31
Geographic Coverage
  • North Rhine-Westphalia (DE-NW)
Sampled Universe
Educational staff at primary schools in NRW that participated in a further training in how to use available multilingualism in class productively
Sampling
Non-probability: Purposive; Sampling Procedure Comment: Non-probability Sample: Purposive Sample
Time Dimension
  • Longitudinal: Panel
Collection Mode
  • Self-administered questionnaire: Paper
  • Self-administered questionnaire
Data and File Information
  • Number of Variables: 49
Availability
Download
A - Data and documents are released for academic research and teaching.
Rights
All metadata from GESIS DBK are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain Dedication. However, GESIS requests that you actively acknowledge and give attribution to all metadata sources, such as the data providers and any data aggregators, including GESIS. For further information see https://dbk.gesis.org/dbksearch/guidelines.asp
Alternative Identifiers
  • ZA6255 (Type: ZA-No.)
  • 1 (Type: VerbundFDB)
Publications
  • Fürstenau, S., Huxel, K. (2017): Mehrsprachigkeit als Handlungsfeld Interkultureller Schulentwicklung. Eine Interventionsstudie in Grundschulen: Schlussbericht. [Universität Münster, Institut für Erziehungswissenschaft]. doi: 10.2314/GBV:892794208.

Update Metadata: 2020-10-21 | Issue Number: 18 | Registration Date: 2017-02-20

Fürstenau, Sara (2016): Mehrsprachigkeit als Handlungsfeld Interkultureller Schulentwicklung (MIKS). Version: 1.0.0. GESIS Datenarchiv. Dataset. https://doi.org/10.4232/1.12706