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Störungsfreier Unterricht ist eine wichtige Grundlage für erfolgreiches Lernen ...

„Dass störungsfreier Unterricht eine wichtige Grundlage ist für erfolgreiches Lernen, gerade auch für Schüler mit ungünstigen Voraussetzungen, wissen wir seit Langem – unter anderem aus den Pisa-Erhebungen.“

Univ.-Prof. DDr. Eckhard Klieme, Die Zeit online am 7. Februar 2018

Rechtzeitig eingreifen ...

„Von denjenigen, die später jugendliche Gewalt- und Intensivtäter werden, sind die allermeisten schon in der Grundschulzeit auffällig.“

Univ.-Prof. Dr. Bernd Ahrbeck, Deutsche Welle online am 26. Jänner 2018

Zustimmung zu Männlichkeitsnormen bei türkischen Jugendlichen und bei Jugendlichen aus dem ehemaligen Jugoslawien hoch ...

„Alle Migrantengruppen berichten mehr als doppelt so häufig davon, in der Kindheit schwere elterliche Gewalt erfahren zu haben; d.h. sie wurden geschlagen, getreten oder verprügelt. Die Zustimmung zu Männlichkeitsnormen – gemessen über Aussagen wie z.B. „Ein Mann, der nicht bereit ist, sich gegen Beleidigungen mit Gewalt zu wehren, ist ein Schwächling“ – ist nur für einen sehr kleinen Anteil der deutschen Befragten festzustellen (2,7 %); bei den türkischen Jugendlichen und bei den Jugendlichen aus dem ehemaligen Jugoslawien liegt der Anteil sechsmal so hoch.“

Univ.-Prof. Dr. Christian Pfeiffer u. a., „Zur Entwicklung der Gewalt in Deutschland“ (2018), S. 17

Auswirkungen elterlicher Gewalt ...

„Während deutsche Jugendliche nur zu 8,7 % berichten, mindestens eine Form der schweren elterlichen Gewalt in der Kindheit erlebt zu haben, sind es unter allen Migrantinnen und Migranten 22,7 %, d.h. etwa drei Mal mehr Jugendliche. […] Jugendliche, die in sehr positiven familiären Umständen aufgewachsen sind, haben zu 3,8 % in den letzten zwölf Monaten eine Gewalttat ausgeführt; zu 0,7 % gehören sie den Mehrfachgewalttätern an. Bei Jugendlichen in sehr negativen familiären Umständen liegen die Raten mit 18,4 bzw. 6,8 % um ein Vielfaches höher.“

Univ.-Prof. Dr. Christian Pfeiffer u. a., „Zur Entwicklung der Gewalt in Deutschland“ (2018), S. 39f

Die Bedeutung von Sanktionen ...

„Wenn Lehrer klar signalisieren, dass Gewalt unerwünscht ist und Gewaltverhalten entdeckt und sanktioniert wird, hält dies davon ab, zum Gewalttäter zu werden, insbesondere auch jene Schüler, die zu Hause Gewalt erleben.“

Univ.-Prof. Dr. Christian Pfeiffer u. a., „Zur Entwicklung der Gewalt in Deutschland“ (2018), S. 41

Faktoren, die ein positives Schul- und Unterrichtsklima stören und damit Resilienz behindern ...

Faktoren, die ein positives Schul- und Unterrichtsklima stören und damit Resilienz behindern

  • Die Schülerinnen und Schüler hören der Lehrerin/dem Lehrer nicht zu.
  • Im Klassenzimmer ist es oft laut, und es geht drunter und drüber.
  • Die Lehrerin/der Lehrer muss lange warten, bis die Schülerinnen und Schüler ruhig werden.
  • Die Schülerinnen und Schüler können nicht ungestört arbeiten.
  • Die Schülerinnen und Schüler fangen erst lange nach Beginn der Stunde an zu arbeiten.

Vodafone Stiftung (Hrsg.), „Erfolgsfaktor Resilienz“ (2018), S. 9

Resilient students attend schools with a positive school climate ...

„Our results reveal that resilient students attend schools with a positive school climate, i.e. schools where students and teachers work together in an orderly environment and student truancy is low.“

Prof. Dr. Tommaso Agasisti u. a., „Academic resilience“ (2018), S. 7

Positive classroom climate ...

„Several studies based on cross-country analysis of PISA data have highlighted the importance of a positive classroom climate for students’ academic achievement.“

Prof. Dr. Tommaso Agasisti u. a., „Academic resilience“ (2018), S. 19

Schools where class sizes are larger tend to have lower disciplinary climate ...

„Schools where class sizes are larger tend to have lower disciplinary climate, perhaps because larger classes are more difficult to manage.“

Prof. Dr. Tommaso Agasisti u. a., „Academic resilience“ (2018), S. 3

The likelihood that disadvantaged students will be resilient is higher in schools where students report a good disciplinary climate ...

„Across the vast majority of education systems examined, the likelihood that disadvantaged students will be resilient is higher in schools where students report a good disciplinary climate, compared to schools with more disruptive environments, even after accounting for differences in student and school socio-economic status and other factors associated with resilience. Attending orderly classes in which students can focus and teachers provide well-paced instruction is beneficial for all students, but particularly so for the most vulnerable students.“

Prof. Dr. Tommaso Agasisti u. a., „Academic resilience“ (2018), S. 34

Positive, trustworthy, good-quality relationships protect students ...

„Positive, trustworthy, good-quality relationships protect students from loneliness, low academic performance, and mental and physical health problems. By contrast, negative and poor-quality relationships and experiences at school, such as bullying, can result in students skipping classes, performing poorly and even dropping out of school entirely.“

Dr. Tarek Mostafa u. a., „Science teachers’ satisfaction: Evidence from the PISA 2015 teacher survey“ (2018), S. 51

Orderly, supportive and positive environment ...

„Research into what makes schools effective finds that learning requires an orderly, supportive and positive environment both in and outside the classroom. In effective schools, students engage in learning activities, rarely miss class and have few disciplinary problems. From the teacher’s perspective, this means an environment that is conducive to instruction and that facilitates classroom management.“

Dr. Tarek Mostafa u. a., „Science teachers’ satisfaction: Evidence from the PISA 2015 teacher survey“ (2018), S. 69

Students tend to perform better in schools that provide an environment that is conducive to learning ...

„Students tend to perform better in schools that provide an environment that is conducive to learning. Most of all, this means that students listen to the teacher, treat other students with respect, and do not disrupt the flow of instruction (disciplinary climate).“

OECD (Hrsg.), „PISA in Focus 76“ (September 2017), S. 2

Schools where the incidence of bullying is high by international standards ...

„Schools where the incidence of bullying is high by international standards (more than 10 % of students are frequently bullied) score 47 points lower in science, on average, than schools where bullying is less frequent (schools where less than 5 % of students are frequently bullied). This difference in performance between the two types of schools remains substantial (around 25 score points) even after accounting for differences in schools’ socio-economic profile.“

OECD (Hrsg.), „PISA In Focus 74“ (Juli 2017), S. 3

Bullying, cyberbullying, discrimination, exclusion and violence lower performance at school ...

Evidence shows that bullying, cyberbullying, discrimination, exclusion and violence lower performance at school.

EU-Kommission (Hrsg.), Education and Training Monitor 2017 (2017), S. 87

Pupils respecting teachers ...

„When asked whether pupils respect teachers, just over 40 per cent of respondents either ‘tended to disagree or strongly disagreed’ in the UK. In comparison, only around 15 per cent and 5 per cent of respondents in China and Singapore respectively said pupils did not respect teachers.“

Migration Advisory Committee (Hrsg.), „Partial review of the Shortage Occupation List“ (2017), S. 45

Girls seem more prone to be victims of psychological/relational forms of bullying ...

„Both sexes are at about equal risk of being bullied, but boys are more likely to be subjected to physical violence and threats, while girls seem more prone to be victims of psychological/relational forms of bullying, which can involve such actions as excluding others or spreading rumours.“

UNICEF (Hrsg.), „A Familiar Face. Violence in the lives of children and adolescents“ (2017), S. 39

Gewissenhaftigkeit einer der beiden Schlüsselaktoren für Bildungserfolg ...

„In the case of school, conscientiousness is the most important factor aside from cognitive abilities when it comes to school performance.“

Dr. Richard Göllner u. a., „Is doing your homework associated with becoming more conscientious?“. In: Journal of Research in Personality 71 (2017), S. 1

Gewissenhaftigkeit „just as important“ ...

„Conscientiousness falls into the category of ‘‘non-cognitive” factors that are now acknowledged as complementary to but just as important as cognitive ability in determining human capital outcomes, such as educational attainment and occupational success.“

Dr. Richard Göllner u. a., „Is doing your homework associated with becoming more conscientious?“. In: Journal of Research in Personality 71 (2017), S. 1

Unsafe learning environments create a climate of fear and insecurity ...

„Unsafe learning environments create a climate of fear and insecurity and a perception that teachers do not have control or do not care about students’ well-being, and this reduces the quality of education for all students.“

UNESCO (Hrsg.), „School Violence and Bullying“ (2017), S. 27

UK: 16-year-olds who were bullied at school were twice as likely to be without education, employment or training ...

„A 2010 study in the UK found that 16-year-olds who were bullied at school were twice as likely to be without education, employment or training, and to have lower wage levels at age 23 and 33, than those who were not bullied. In turn, young men who are not in education, employment or training, are three times more likely to suffer from depression and five times more likely to have a criminal record.“

UNESCO (Hrsg.), „School Violence and Bullying“ (2017), S. 28

Gewalt an Schulen in den letzten fünf Jahren zugenommen ...

„Nach ihrer allgemeinen Einschätzung zur Entwicklung von Gewalt an Schulen in Deutschland gefragt, gehen 59 Prozent der befragten Lehrer davon aus, dass Gewalt an Schulen in den letzten fünf Jahren zugenommen hat, lediglich 4 Prozent glauben, dass Gewalt an Schulen eher abgenommen hat. 36 Prozent sehen diesbezüglich keine größeren Veränderungen.“

forsa (Hrsg.), „Gewalt gegen Lehrkräfte“ (2016), S. 3

Gewalt gegen Lehrkräfte ...

„55 Prozent der Lehrer geben an, dass ihnen aus den letzten fünf Jahren Fälle an ihrer Schule bekannt sind, in denen Lehrkräfte in irgendeiner Form psychischer Gewalt ausgesetzt waren. 23 Prozent geben an, dass sie selbst an ihrer Schule schon einmal Ziel von Beschimpfungen, Diffamierungen, Mobbing, Drohungen oder Belästigungen waren.“

forsa (Hrsg.), „Gewalt gegen Lehrkräfte“ (2016), S. 12

Kinder, die nach eigenen Angaben ihre Impulse (zumindest einigermaßen) gut im Griff haben ...

„Kinder, die nach eigenen Angaben ihre Impulse (zumindest einigermaßen) gut im Griff haben und Kinder, die sich nach eigenen Angaben (zumindest einigermaßen) gut anderen gegenüber durchsetzen, haben seltener sehr schlechte und häufiger sehr gute mathematische und naturwissenschaftliche Schulleistungen.“

Univ.-Prof. Dr. Kristina Frey, „Soziale Kompetenz von Kindern in Deutschland am Ende der Grundschulzeit“, in Wendt u. a., „TIMSS 2015. Mathematische und naturwissenschaftliche Kompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich“ (2016), S. 346

Absentismus ...

„Auffallend hohe Quoten von Schulleitungen, die das Lernen und Schulklima an ihrer Schule durch Absentismus gefährdet sehen, finden sich in Finnland (44 Prozent), Österreich (49 Prozent), Slowenien (53 Prozent) und Kanada (56 Prozent).“

Univ.-Prof. Dr. Kristina Reiss u. a., „PISA 2015. Eine Studie zwischen Kontinuität und Innovation“ (2016), S. 210

Österreich in allen Perspektiven (Opfer und Täter; Anm.: beim Bullying) im negativsten Drittel ...

„Im internationalen Vergleich rangiert Österreich in allen Perspektiven (Opfer und Täter; Anm.: beim Bullying) im negativsten Drittel der HBSC-Länder, bei den 13- und 15-Jährigen sogar jeweils unter den Top 6.“

BM für Gesundheit (Hrsg.), „Österreichischer Kinder- und Gesundheitsbericht“ (2016), S. 106

Höheres Depressionsrisiko ...

„Langfristig hat sich gezeigt, dass Kinder und Jugendliche, die während ihrer Schulzeit Opfer von Bullying-Attacken waren, ein signifikant höheres Depressionsrisiko im Erwachsenenalter aufweisen.“

BM für Gesundheit (Hrsg.), „Österreichischer Kinder- und Gesundheitsbericht“ (2016), S. 103

Children with special educational needs and disabilities (SEND) are particularly vulnerable to bullying ...

„Children with special educational needs and disabilities (SEND) are particularly vulnerable to bullying and more likely to be over-represented in bullying experiences.“

NESET (Hrsg.), „How to Prevent and Tackle Bullying and School Violence“ (2016), S. 27

Both safety and order are positively associated with student outcomes ...

„Safety and order in schools refer to the degree of physical and emotional security, along with an orderly disciplinary climate. Both safety and order are positively associated with student outcomes in a number of countries.“

Dr. Trude Nilsen u. a., „Teacher Quality, Instructional Quality and Student Outcomes“ (2016), S. 53f

A better disciplinary climate and student performance go hand-in-hand ...

„According to PISA data, students say that their teachers are more likely to use all teaching practices if there is a better disciplinary climate (except for student-oriented strategies), a system of classroom management in place, and students feel supported by their teachers and have good relations with them. Other PISA findings also show that the disciplinary climate in mathematics lessons and student performance go hand-in-hand.“

OECD (Hrsg.), „Ten Questions for Mathematics Teachers“ (2016), S. 29

Student truancy has a discernible effect on the learning environment ...

„Pervasive truancy in a school seems to affect even students who may not be truants themselves. […] Student truancy has a discernible effect on the learning environment and, ultimately, on student performance and engagement.“

OECD (Hrsg.), „PISA 2015 Results. Policies and Practices for Successful Schools“ (2016), S. 36

Students who skip school score lower ...

„On average across OECD countries, students who had skipped a whole day of school at least once in the two weeks prior to the PISA assessment score 45 points lower in the science assessment than students who had not skipped a day of school (33 points lower after accounting for the socio-economic profile of students and schools).“

OECD (Hrsg.), „PISA 2015 Results. Policies and Practices for Successful Schools“ (2016), S. 36

What makes schools effective ...

„Research into what makes schools effective finds that learning requires an orderly, supportive and positive environment both in and outside the classroom.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 81

Skills needed to succeed in school - and beyond ...

„Skills such as persistence, independence, following instructions, working well within groups, dealing with authority figures and fitting in with peers are needed for students to succeed in school – and beyond.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 218

Schulschwänzen ...

„On average across OECD countries, students who had skipped a whole day of school at least once in the two weeks prior to the PISA assessment score 45 points lower in the science assessment than students who had not skipped a day of school (33 points lower after accounting for the socio-economic profile of students and schools).“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 81

Zuspätkommen ...

„On average across OECD countries, students who had arrived late for school at least once in the two weeks prior to the PISA assessment score 27 points lower on the science assessment than students who had never arrived late, and 23 points lower after accounting for the socio-economic profile of students and schools.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 84

Respektlosigkeit ...

„The most negative association with science performance, both before and after accounting for the socio-economic status of students and schools, is students lacking respect for their teachers, followed by student truancy, students skipping classes and students intimidating or bullying other students.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 93

Disciplinary climate in the classroom an essential element ...

„The main influence on mathematics scores was the disciplinary climate in the classroom, an essential element of back-to-basics education.“

Dr. Alfonso Echazarra u. a., „How teachers teach and students learn: Successful strategies for school“ (2016), S. 10

Bullying a significant problem in Austrian schools ...

„Bullying, which can contribute to emotional and behavioural problems, including anxiety and depression, weak performance in school, and increased absenteeism and truancy, constitutes a significant problem in Austrian schools.“

OECD (Hrsg.), „OECD Reviews of School Resources – Austria“ (2016), S. 56

The lack of pedagogical support staff is also of concern ...

Österreich: „The lack of pedagogical support staff is also of concern considering the apparent problem of bullying in schools. According to data from the World Health Organization’s (WHO) Health Behaviour in School-aged Children survey for 2009/10, 40 % of children aged 11, 13 and 15 reported having been bullied at school at least once in the past couple of months.“

OECD (Hrsg.), „OECD Reviews of School Resources – Austria“ (2016), S. 176

Students who had skipped school at least once ...

„Students who had skipped school at least once in the two weeks prior to the PISA test are three times more likely to be low performers in mathematics than students who had not skipped school.“

OECD (Hrsg.), „Low-Performing Students“ (2016), S. 102

Students with an immigrant background ...

„Students with an immigrant background […] on average in the OECD, are 1.2 times more likely to have reported arriving late for school at least once in the two weeks prior to the PISA test. These greater risks for students with an immigrant background are particularly pronounced in Austria, Belgium, Germany, France and Israel.“

Dr. Anna Gromada u. a., „Student Learning Time“ (2016), S. 48

Im OECD-Mittel beträgt der Faktor 1,26, in Österreich ist er mit 1,93 am größten.

Classrooms and schools with more disciplinary problems ...

„Classrooms and schools with more disciplinary problems are less conducive to learning, since teachers have to spend more time creating an orderly environment before instruction can begin.“

OECD (Hrsg.), „Education Indicators in Focus“ (Februar 2015), S. 3

Disruptive student behaviour reduces teaching time ...

„Disruptive student behaviour reduces teaching time and thus opportunities for learning for all students in a classroom and it is also related to student attendance in school.“

OECD (Hrsg.), „Teaching in Focus, Nr. 9“ (Jänner 2015), S. 4

Probleme mit verhaltensauffälligen, uninteressierten Schülern ...

„Aus den meisten Studien geht hervor, dass Probleme mit verhaltensauffälligen, uninteressierten Schülern den wichtigsten Belastungsfaktor darstellen.“

Anne Urbutt, „Belastungen im Lehrerberuf: Faktoren der Belastung und Strategien der Belastungsbewältigung“ (2015), S. 23

Schikanieren bzw. Bullying von Mitschülerinnen oder Mitschülern ...

„35,0 % (Anm.: der 11- bis 17-jährigen SchülerInnen Österreichs) beteiligten sich laut Selbstbericht in den letzten paar Monaten zumindest einmal am Schikanieren bzw. Bullying von Mitschülerinnen oder Mitschülern. 32,5 % berichten, zumindest einmal Opfer von Bullying-Attacken geworden zu sein.“

Bundesministerium für Gesundheit (Hrsg.), „Gesundheit und Gesundheitsverhalten von österreichischen Schülerinnen und Schülern“ (2015), S. 9

14,1 % der (Anm.: 11- bis 17-jährigen) Schülerinnen und Schüler von wiederholtem Bullying betroffen

„Von wiederholtem Bullying, also mehrmals monatlich oder öfter, waren nach eigenen Angaben 14,1 % der (Anm.: 11- bis 17-jährigen) Schülerinnen und Schüler betroffen.“

Bundesministerium für Gesundheit (Hrsg.), „Gesundheit und Gesundheitsverhalten von österreichischen Schülerinnen und Schülern“ (2015), S. 53

Native children tend to experience more incidents of bullying when ...

„Native children tend to experience more incidents of bullying when there are more immigrant children in the same classroom.“

Univ.-Prof. Dr. Peter Jensen, „Immigrants in the classroom and effects on native children“ (2015), S. 1

Classroom climate is an important contributor to student achievement ...

„Classroom climate is an important contributor to student achievement: the better the classroom disciplinary climate, the more time spent on actual teaching and learning.“

Francesc Masdeu Navarro, „Learning support staff: A literature review“ (2015), S. 16

Evidence shows that a positive classroom climate ...

„Evidence shows that a positive classroom climate is associated with both cognitive and motivational outcomes, including improved academic performance, motivation, engagement, school satisfaction, self-esteem and fewer disruptive behaviours.“

Francesc Masdeu Navarro, „Learning support staff: A literature review“ (2015), S. 16

Attending schools with a better disciplinary climate positively affects ...

„Attending schools with a better disciplinary climate positively affects students’ scores in Mathematics.“

EU-Kommission (Hrsg.), „Teaching Practices in Primary and Secondary Schools in Europe“ (2015), S. 115

Study after study suggests that the best-performing students ...

„Study after study suggests that the best-performing students are ‚good‘ students. A good student is one who is disciplined, follows rules, acts appropriately and respectfully towards teachers and fellow students, recognises authority, can sit for long periods of time, and follows instructions.“

OECD (Hrsg.), „The ABC of Gender Equality in Education“ (2015), S. 53

Girls’ better marks may reflect the fact that they tend to ...

„Girls’ better marks may reflect the fact that they tend to be ‚better students‘ than boys: they tend to do what is required and expected of them, thanks to better self-regulation skills, and they are more driven to excel in school. […] Disruptive behaviour and lack of engagement with school among boys affects not only the boys themselves, but often the entire class.“

OECD (Hrsg.), „The ABC of Gender Equality in Education“ (2015), S. 157

More class time with student discipline ...

„Teachers in TALIS 2013 report spending, on average, more class time with student discipline – 13 percent of class time – than on administrative tasks – 8 percent of class time.“

Gabriela Moriconi u. a., „Supporting teachers and schools to promote positive student behaviour in England and Ontario (Canada)“ (2015), S. 14

Strong emphasis on academic success ...

„Overall, some of school characteristics that were found to be associated with achievement are (ordered by the strength of the correlation): strong emphasis on academic success, strong and orderly school environment, and adequate environment and resources.“

EU-Kommission (Hrsg.), „Teaching Practices in Primary and Secondary Schools in Europe“ (2015), S. 21f

Smaller classes often seen as beneficial ...

„Smaller classes are often seen as beneficial because they allow teachers to focus more on the needs of individual students and reduce the amount of class time needed to deal with disruptions.“

OECD (Hrsg.), Education at a Glance 2015: OECD Indicators“ (2015), S. 416

Higher proportion of students with behavioural problems ...

„Larger classes are associated with a higher proportion of students with behavioural problems, which, in turn, is associated with less time spent on teaching and learning activities.“

OECD (Hrsg.), Education at a Glance 2015: OECD Indicators“ (2015), S. 418

Correlation between class size and behaviour problems ...

„There is a positive correlation between average class size and the reported proportion of students with behaviour problems.“

OECD (Hrsg.), Education at a Glance 2015: OECD Indicators“ (2015), S. 418

Jungen und Mädchen mit geringerer Selbstbeherrschung ...

„Jungen und Mädchen mit geringerer Selbstbeherrschung weisen als Erwachsene eine schlechtere Gesundheit, weniger Wohlstand, weniger erzieherisches Geschick und eine höhere Kriminalitätsrate auf als diejenigen mit größerer Selbstbeherrschung.“

Univ.-Prof. Dr. Terrie E. Moffitt u. a., „Ein besseres Leben dank früher Selbstbeherrschung“ in „Spektrum der Wissenschaft“ vom Dezember 2014, S. 44

Across OECD countries, 18 % of students ...

„Across OECD countries, 18 % of students skipped at least one class and 15% skipped at least an entire day of school without authorisation in the two weeks before the PISA test. […] In most high-performing school systems, such as Hong Kong-China, Japan, Korea and Shanghai-China, virtually no student skips classes or days of school.“

OECD (Hrsg.), „PISA in Focus“, Nr. 35, Jänner 2014, S. 1f

16% of the variation in mathematics performance ...

„16% of the variation in mathematics performance across OECD countries can be explained by differences in the proportions of students who skip school.“

OECD (Hrsg.), „PISA in Focus“, Nr. 35, Jänner 2014, S. 2

Some 7 % of students in Japan and 9 % of students in Korea ...

„Some 7 % of students in Japan and 9 % of students in Korea attend schools where more than 10 % of students skipped a day or a class at least once in the two weeks prior to the PISA test; by contrast, across OECD countries, an average of 73 % of students attend such schools.“

OECD (Hrsg.), „PISA in Focus“, Nr. 35, Jänner 2014, S. 3

Showing up in school, paying attention, and behaving in class ...

„Completing high school requires many other skills besides those measured by achievement tests, including showing up in school, paying attention, and behaving in class.“

Dr. Tim Kautz u. a., „Fostering and Measuring Skills: Improving Cognitive and Non-Cognitive Skills to Promote Lifetime Success“ (2014), S. 16

Students who are bullied are more likely to experience academic difficulties ...

„Students who are bullied are more likely to experience academic difficulties, including underachievement, lower attendance and dropping out, among others.“

UNICEF (Hrsg.), „Hidden in Plain Sight: A statistical analysis of violence against children“ (2014), S. 120

Children who are bullied are likely to experience a range of negative psychological outcomes ...

„Children who are bullied are likely to experience a range of negative psychological outcomes, including depression, anxiety, thoughts of suicide and low life satisfaction. […] The social, emotional and psychological effects of bullying can be severe and can persist throughout childhood into adulthood.“

UNICEF (Hrsg.), „Hidden in Plain Sight: A statistical analysis of violence against children“ (2014), S. 120

Early antisocial behaviors are highly predictive of adolescent and adult antisocial behaviors ...

„The literature in criminology and psychology demonstrates that early antisocial behaviors are highly predictive of adolescent and adult antisocial behaviors. Antisocial behaviors measured between ages 7 and 11 strongly predict criminal behaviors in adulthood.“

Univ.-Prof. Dr. James Heckman u. a., „Understanding the Mechanisms Through Which an Influential Early Childhood Program Boosted Adult Outcomes“ (2014), S. 19

Student discipline and behavioural issues. ...

„One in five teachers across countries – and more than one in three in Austria, Hungary, Korea and Slovenia – indicated that he or she needs professional development to address student discipline and behavioural issues.“

Dr. Andreas Schleicher, PISA-Koordinator der OECD, „Equity, Excellence and Inclusiveness in Education“ (2014), S. 40

Disciplinary climate is one of few school-level characteristics that show a significant positive relationship with performance ...

„Disciplinary climate is one of few school-level characteristics that show a significant positive relationship with performance consistently across countries, even after accounting for other school features and students’ background.“

OECD (Hrsg.), „PISA in Focus“, Nr. 32, September 2013, S. 4

Teachers in England: Mental health problems as a result of disruptive pupil behaviour ...

„In a recent survey of teachers in England, nearly 40 % of teachers of the 1000 questioned had considered leaving the profession because of disruptive pupil behaviour; and more than a fifth said they had developed mental health problems as a result.“

Dr. Qing Gu u.a., „Challenges to teacher resilience: conditions count“. In: „British Educational Research Journal“, Vol. 39, No. 1, Februar 2013, S. 23f

Students who reported that their peers don’t listen to what the teacher says ...

„Students who reported that, during their lessons, their peers don’t listen to what the teacher says, there is noise and disorder, the teacher has to wait a long time for students to quieten down, students cannot work well, and students don’t start working for a long time after the lesson begins tend to think that school is not useful for them or for their future.“

OECD (Hrsg.), „PISA in Focus 24“ (Jänner 2013), S. 2

Das Internet fördere die Bereitschaft der Jugendlichen, böse und gemein gegenüber anderen zu sein ...

„Insgesamt sind über 80 % der befragten Pädagogen der Meinung, dass das Internet die Bereitschaft der Jugendlichen fördere, böse und gemein gegenüber anderen zu sein. Darüber hinaus sind fast drei Viertel der Ansicht, dass die Umgangssprache zwischen den Jugendlichen härter und gewaltbereiter geworden sei (72 %).“

Bündnis gegen Cybermobbing (Hrsg.), „Cyberlife – Spannungsfeld zwischen Faszination und Gefahr“ (2013), S. 69

SchulabbrecherInnen in Schweden ...

„Young people feel that the adult world has let them down. Many say that they started to skip class when they were in compulsory school, but that adults turned a blind eye to this and never followed up.“

EU-Kommission (Hrsg.), „10 reasons for dropping-out” (2013), S. 8

Erhebung unter SchulabbrecherInnen Schwedens ...

„The two foremost causes for dropping-out are bullying and insufficient pedagogical support, but young people also mention the work environment and insufficient support after extended absences. Everyone knows that the working environment is important to learning; young people have described a chaotic, boisterous and loud environment where it is impossible to concentrate.“

EU-Kommission (Hrsg.), „10 reasons for dropping-out” (2013), S. 30

Children with conduct disorders ...

„Disobedient and aggressive behaviors measured as early as ages 3-5 predict later childhood conduct disorders and adolescent arrests. Most children with conduct disorders experience social difficulties in adulthood, whereas only 8 percent of children without conduct disorders experience such difficulties. Similarly, many children with antisocial behavior around ages 8-10 become antisocial adults and chronic criminal offenders. Almost all antisocial adults were antisocial children.“

Univ.-Prof. Dr. James Heckman u. a., „Understanding the mechanisms through which an influential early childhood program boosted adult outcomes“ (2013), S. 19

Early antisocial behaviors are highly predictive of adolescent and adult antisocial behaviors ...

„The literature in criminology and psychology demonstrates that early antisocial behaviors are highly predictive of adolescent and adult antisocial behaviors. Antisocial behaviors measured between ages 7 and 11 strongly predict criminal behaviors in adulthood.“

Univ.-Prof. Dr. James Heckman u. a., „Understanding the mechanisms through which an influential early childhood program boosted adult outcomes“ (2013), S. 19

Students who attended schools with disorderly environments ...

„TIMSS and PIRLS 2011 results showed that students who attended schools with disorderly environments and who reported more frequent bullying had much lower achievement than their counterparts in safe and orderly schools.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 115

The educational achievements of Korea ...

„The educational achievements of Korea rest primarily on the intense discipline and work ethic of its students, encouraged and pushed by parents and teachers.“

Dr. Randall S. Jones, „Education Reform in Korea“ (2013), S. 5

Auszeit für Jugendliche, die ständig massiv stören ...

„Viele Sekundarschulen gehen inzwischen dazu über, für Jugendliche, die am Unterricht nicht interessiert sind und ständig massiv stören, die in diesem Sinne untragbar sind, eine Auszeit zu organisieren, die der Besinnung dient und eine andere Lernumgebung zur Verfügung stellt.“

Univ.-Prof. Dr. Jürgen Oelkers, Vortrag im Forum St. Peter Zürich, 26. März 2012

Gesundheit der Lehrkräfte ...

„Dass sich zahlreiche arbeitsbezogene Einflussfaktoren auf die Gesundheit der Lehrkräfte auswirken, ist vielfach belegt. Besonders eindeutig sind die negativen Auswirkungen von Zeitdruck und fehlenden Erholungspausen sowie von Unterrichtsstörungen bzw. dem Verhalten schwieriger Schüler (ggf. in zu großen Klassen).“

Univ.-Prof. Dr. Andreas Krause u.a., „Ergebnisse der Lehrerbelastungsforschung“ in Rothland (Hrsg.), „Belastung und Beanspruchung im Lehrerberuf“ (2012), S. 63

Selbstkontrolle als entscheidende Kompetenz ...

„Studien zeigen, dass sich die Selbstkontrolle in der Kindheit und Jugend sehr effektiv trainieren lässt, wenn man im Kindergarten und der Schule darauf achtet, entsprechende Situationen und Handlungszusammenhänge zu schaffen.“

Univ.-Prof. DDr. Manfred Spitzer, „Digitale Demenz: Wie wir uns und unsere Kinder um den Verstand bringen“ (2012), S. 242

The most frequently occurring problem ...

„The Trends in International Mathematics and Science Study (TIMSS) showed that disruptive pupil behaviour in the classroom is perceived by head teachers to be the most frequently occurring problem for most countries.“

Department for Education (Hrsg.), „Pupil behaviour in schools in England“ (2012), S. 4

Temporäre Schulausschlüsse in Englands Schulen häufig ...

„In 2009/10, there were 279,260 fixed period exclusions from state funded secondary schools, 8.59 % of the state-funded secondary school population (of which 28,440 were from Academies, 14.72 % of the academy population).“

Department for Education (Hrsg.), „Pupil behaviour in schools in England“ (2012), S. 49

Gründe für unbefristete Schulausschlüsse in Englands öffentlichem Schulwesen ...

„The most common reason recorded for permanent exclusion in all state funded schools in 2009/10 was persistent disruptive behaviour (29.0 %). The second most common reason was physical assault against a pupil at 17.1 %“

Department for Education (Hrsg.), „Pupil behaviour in schools in England“ (2012), S. 50

Dänemark: Absenteeism of a student can lead to penalties ...

Dänemark: „Absenteeism of a student triggers not only support, but can also lead to penalties such as forced examinations or loss of study grants.“

EU-Kommission (Hrsg.), „Reducing early school leaving: Efficient an Effective Policies in Europe“ (2012)

Nötige Ruhe und Disziplin in der Klasse ...

„Etwa 32 % (Anm.: der 15-Jährigen Österreichs) berichten, dass es von ihren Lehrpersonen ‚die meisten‘ oder ‚alle‘ oft nicht schaffen, ‚die nötige Ruhe und Disziplin in der Klasse herzustellen‘.“

Univ.-Prof. Dr. Ferdinand Eder, „PISA 2009, Nationale Zusatzanalysen – Einzelzusammenfassungen“ (2011), S. 22

Je störungsärmer der Unterricht, umso höher sind die Leistungen ...

„Je störungsärmer der Unterricht ist und je mehr effektive Lernzeit zur Verfügung steht, umso höher sind die Leistungen der Schülerinnen und Schüler.“

Univ.-Prof. Dr. Mareike Kunter u.a., „Professionelle Kompetenz von Lehrkräften“ (2011), S. 88

Klassen, in denen die Zeit effektiv genutzt wurde ...

„Klassen, in denen die Zeit effektiv genutzt wurde und in denen nur wenige Störungen des Unterrichtsablaufs auftraten, zeigten nicht nur mehr Wissenszuwachs, sondern auch günstige motivationale Entwicklungen.“

Univ.-Prof. Dr. Mareike Kunter u.a., „Professionelle Kompetenz von Lehrkräften“ (2011), S. 354

Disziplinprobleme im Unterricht sind für viele Lehrkräfte eine Quelle besonderer Belastung ...

„Disziplinprobleme im Unterricht sind für viele Lehrkräfte eine Quelle besonderer Belastung, wie COACTIV-Ergebnisse konsistent mit den Befunden anderer Studien gezeigt haben.“

Univ.-Prof. Dr. Mareike Kunter u.a., „Professionelle Kompetenz von Lehrkräften“ (2011), S. 354

Typically in a Shanghai classroom, students are fully occupied and fully engaged ...

„Typically in a Shanghai classroom, students are fully occupied and fully engaged. Non-attentive students are not tolerated. […] This is rather different from classrooms in other cultures, where students may not be required to be fully engaged or attentive throughout the entire lesson. Such intense concentration is considered a student’s responsibility in Chinese culture.“

OECD (Hrsg.), „Strong Performers and Successful Reformers in Education“ (2011), S. 92

Smaller class sizes may facilitate the development of attentiveness ...

„By making it easier for teachers to limit disruptive behavior, smaller class sizes may facilitate the development of attentiveness and self-control.“

Univ.-Prof. Dr. Thomas S. Dee u. a., „The Non-Cognitive Returns to Class Size“ in „Educational Evaluation and Policy Analysis“ (2011), S. 25

Discipline and student misbehaviour ...

„Teachers throughout the world cite classroom management, including discipline and student misbehaviour, as one of the most important problems they face.“

Univ.-Prof. Dr. Theo Wubbels, „An international perspective on classroom management“ (2011), S. 113

Finnischer Erfolg nicht wegen Gesamtschule ...

„Wann immer von Bildungsexperten das finnische Vorbild zitiert wird, stellt sich binnen Kurzem heraus, dass der finnische Erfolg in erster Linie einer besseren Schuldisziplin, weniger fremdsprachigen Schülern und einer effizienteren Einbindung der Familien zu verdanken ist, nicht aber einem allen anderen Ländern überlegenen Schulmodell (schon gar nicht der Gesamtschule).“

Univ.-Prof. Dr. Gerhard Strejcek, Salzburger Nachrichten vom 14. September 2010

Wer Disziplin missachtet, verhindert Bildung ...

„Wer Disziplin missachtet, verhindert Bildung. […] Auch ein so auf Freiheit und Mündigkeit bedachter Denker wie Kant räumt der Disziplinierung in der Pädagogik eine besondere Bedeutung ein.“

Univ.-Prof. Dr. Marian Heitger, Die Presse vom 25. Mai 2010

Efficient classroom management is a robust predictor of the quality of instruction and of students’ learning gains ...

„Efficient classroom management – that is, preventing disruption and using classroom time effectively – is a robust predictor of the quality of instruction and of students’ learning gains.“

Univ.-Prof. Dr. Jürgen Baumert u. a., „Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress“. In: „American Educational Research Journal“, März 2010, S. 146

ESL is often concentrated in schools, in which the school environment is characterised by violence ...

„ESL (Anm.: ESL = Early School Leaving) is often concentrated in schools [...], in which the school environment is characterised by violence, disruptive behaviour of pupils, and high levels of absenteeism.“

EU-Kommission (Hrsg.), „Reducing early school leaving“ (2010), S. 9f

Persistent absentees ...

„Persistent absentees were seven times more likely to become NEET than their counterparts.“

Sarah Gracey u.a., „Changing the NEET mindset“ (2010), S. 7

A high level of absenteeism in lower secondary is very often followed by dropout in upper secondary ...

„Research shows that a high level of absenteeism in lower secondary is very often followed by dropout in upper secondary.“

Cecilia Lyche, „Taking on the Completion Challenge: A Literature Review on Policies to Prevent Dropout and Early School Leaving“ (2010), S. 17

Correlations between discipline problems and measures of burnout ...

„Significant correlations have been found between discipline problems and measures of burnout.“

Univ.-Prof. Dr. Einar Skaalvik u.a., „Teacher self-efficacy and teacher burnout: A study of relations“. In: „Teaching and Teacher Education“ (2010), S. 1061