{"data":{"id":"10.5159/iqb_label_v1","type":"dois","attributes":{"doi":"10.5159/iqb_label_v1","prefix":"10.5159","suffix":"iqb_label_v1","identifiers":[{"identifier":"1","identifierType":"VerbundFDB"}],"alternateIdentifiers":[{"alternateIdentifierType":"VerbundFDB","alternateIdentifier":"1"}],"creators":[{"name":"Lehmann, Rainer","nameType":"Personal","givenName":"Rainer","familyName":"Lehmann","affiliation":[],"nameIdentifiers":[{"schemeUri":"https://orcid.org","nameIdentifier":"https://orcid.org/0000-0002-6322-8665","nameIdentifierScheme":"ORCID"}]},{"name":"Nikolova, Roumiana","nameType":"Personal","givenName":"Roumiana","familyName":"Nikolova","affiliation":[],"nameIdentifiers":[{"schemeUri":"https://orcid.org","nameIdentifier":"https://orcid.org/0000-0003-4769-5367","nameIdentifierScheme":"ORCID"}]},{"name":"Peek, Rainer","nameType":"Personal","givenName":"Rainer","familyName":"Peek","affiliation":[],"nameIdentifiers":[]},{"name":"Senatsverwaltung Für Bildung, Jugend Und Sport Des Landes Berlin","nameType":"Organizational","affiliation":[],"nameIdentifiers":[{"schemeUri":"https://viaf.org","nameIdentifier":"https://viaf.org/viaf/133235176","nameIdentifierScheme":"VIAF"},{"schemeUri":"https://isni.org","nameIdentifier":"https://isni.org/isni/0000000110109278‏","nameIdentifierScheme":"ISNI"}]},{"name":"Humboldt-Universität Zu Berlin","nameType":"Organizational","affiliation":[],"nameIdentifiers":[{"schemeUri":"https://viaf.org","nameIdentifier":"https://viaf.org/viaf/159934161","nameIdentifierScheme":"VIAF"},{"schemeUri":"https://ror.org","nameIdentifier":"https://ror.org/038t2yw28","nameIdentifierScheme":"ROR"}]}],"titles":[{"lang":"de","title":"Lernausgangslagen arbeitsrelevanter Basiskompetenzen im Förderschwerpunkt Lernen für die Jahrgänge 8-10 (LABEL)"},{"lang":"en","title":"Status Quo in Learning of work-relevant basic Competences in Educational Needs in \"Learning\" for the Grade 8-10 (LABEL)"}],"publisher":"IQB - 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    <subject xml:lang="de" subjectScheme="FIS">Deutschkompetenz</subject>
    <subject xml:lang="de" subjectScheme="FIS">Deutschland</subject>
    <subject xml:lang="de" subjectScheme="FIS">Einstellung (Psy)</subject>
    <subject xml:lang="de" subjectScheme="FIS">Förderbedarf</subject>
    <subject xml:lang="de" subjectScheme="FIS">Förderschule</subject>
    <subject xml:lang="de" subjectScheme="FIS">Handlungskompetenz</subject>
    <subject xml:lang="de" subjectScheme="FIS">Kompetenz</subject>
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    <subject xml:lang="de" subjectScheme="FIS">Förderschwerpunkt Lernen</subject>
    <subject xml:lang="de" subjectScheme="FIS">Lernstandserhebung</subject>
    <subject xml:lang="de" subjectScheme="FIS">Mathematische Kompetenz</subject>
    <subject xml:lang="de" subjectScheme="FIS">Problemlösen</subject>
    <subject xml:lang="de" subjectScheme="FIS">Schlussfolgern</subject>
    <subject xml:lang="de" subjectScheme="FIS">Schüler</subject>
    <subject xml:lang="de" subjectScheme="FIS">Schülereinstellung</subject>
    <subject xml:lang="de" subjectScheme="FIS">Schuljahr 08</subject>
    <subject xml:lang="de" subjectScheme="FIS">Schuljahr 09</subject>
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    <subject xml:lang="de" subjectScheme="FIS">Sonderpädagogik</subject>
    <subject xml:lang="de" subjectScheme="FIS">Berlin</subject>
    <subject xml:lang="de" subjectScheme="FIS">Übergang Schule - Beruf</subject>
    <subject xml:lang="de" subjectScheme="FIS">Lernausgangslage</subject>
    <subject xml:lang="de" subjectScheme="FIS">Sonderpädagogische Förderung</subject>
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    <subject xml:lang="en" subjectScheme="ERIC, FIS">German Achievement</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Germany</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Attitudes (Psy)</subject>
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    <subject xml:lang="en" subjectScheme="ERIC, FIS">Special Schools</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Action Competence</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Achievement</subject>
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    <subject xml:lang="en" subjectScheme="ERIC, FIS">Learning Disabilities</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Competency Tests</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Mathematics Achievement</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Problem Solving</subject>
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    <subject xml:lang="en" subjectScheme="ERIC, FIS">Student Attitudes</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Grade 8</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Grade 9</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Grade 10</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Special Education</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Berlin City</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">School to Work Transition</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Learning Background</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Special Programs</subject>
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    <description xml:lang="de" descriptionType="Abstract">Im Kontext der Diskussion um Fragen der Standardsicherung im Bildungswesen und um die Weiterentwicklung von Schule wird in zunehmendem Maße die Notwendigkeit gesehen, lernbiografisch entscheidende Kompetenzen des Bildungssystems in den Blick zu nehmen. Das Projekt nahm für die Abschlussjahrgänge der Berliner Schulen mit dem Förderschwerpunkt Lernen* in Form eines Large-Scale-Assessment Fragen zur Situation von Schüler*innen vor dem Übergang in berufsqualifizierende Maßnahmen in den Blick. Das Projekt zielte im Hinblick auf ausgewählte arbeitsrelevante Basiskompetenzen darauf, in systemischer Perspektive Informationen über die besondere Situation von Schüler*nnen gegen Ende ihrer Schulzeit an Schulen mit dem Förderschwerpunkt Lernen* bereit zu stellen. Das Projekt hatte fünf zentrale Zielstellungen: 1. die Bilanzierung erreichter Lernstände der Schüler*innen in der Oberstufe der Schulen mit dem Förderschwerpunkt Lernen* in Berlin (Jahrgangsstufen 8-10) in ausgewählten schulischen Fachgebieten, namentlich sprachlicher Art (Wortkenntnis und Leseverständnis), im Umgang mit diskontinuierlichen Texten (Karten, Tabellen und Diagrammen) und in der Mathematik als Schlüsselkompetenzen zur Teilhabe an gesellschaftlichen Prozessen, und zwar insbesondere am Erwerbsleben, 2. die Beschreibung von Einstellungen derselben Schüler*innen hinsichtlich ihrer Zukunftsorientierung in den Bereichen Lernen und Arbeit, 3. die Erfassung der fächerübergreifenden Kompetenz Problemlösen, gemessen über Aufgaben mit offener Problemstruktur in einer Teilstichprobe von Schülern*innen, 4. eine Differenzierung der bilanzierten Lernstände und Einstellungen nach Bezirken, Schulen, Klassenstufen und Klassen innerhalb Berlins und schließlich 5. das Aufdecken von Zusammenhängen zwischen erreichten Lernständen und entwickelten Einstellungen auf der einen Seite und individuellen Schülermerkmalen (Alter, Geschlecht, Herkunftssprache, kognitive Voraussetzungen, Schullaufbahndaten) sowie spezifischen schulischen Angebotsstrukturen (Praktika und insbesondere Schüler*innenfirmen) auf der anderen. (Projekt/IQB)

*Zum Erhebungszeitpunkt: "Schulen für Lernbehinderte"</description>
    <description xml:lang="en" descriptionType="Abstract">For the graduation years of Berlin's schools for students with learning difficulties, the project conducted a large scale assessment of questions on the situation of students before the transition to vocational qualification measures. With regard to selected basic competences relevant to work, the project aimed to provide information from a systemic perspective on the special situation of students towards the end of their schooling. The project had five central goals: 1. to assess the learning status achieved by students in the upper grades of Berlin's schools for students with learning difficulties (grades 8-10) in selected school subject areas, namely of a linguistic nature (knowledge of words and reading comprehension), in dealing with discontinuous texts (maps, tables, and diagrams) and in mathematics as key competences for participation in social processes, especially in working life, 2. to describe the attitudes of the same students with regard to their future orientation in the areas of learning and work, 3. to record the interdisciplinary competence in problem solving, measured by tasks with an open problem structure in a partial sample of students, 4. to differentiate the observed learning statuses and attitudes according to districts, schools, class levels and classes within Berlin and finally 5. to uncover the correlations between achieved  learning statuses and developed attitudes on the one hand and individual students characteristics (age, gender, language of origin, cognitive prerequisites, school career data) as well as specific school infrastructure (internships and in particular students companies) on the other hand. (IQB)</description>
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