Considérer les processus d’évaluation à l’école comme une possibilité pour soutenir les élèves dans l’évaluation réaliste et le développement de leurs processus et leur comportement d’apprentissage : l’évaluation participative des performances o!re di!érentes possibilités pratiques pour favoriser la motivation d’apprendre, l’autoréflexion et la compréhension démocratique.

Feedback in der Schule? Das bedeutet häufig eine kurze Rückmeldung der Lehrer*innen an die Schüler*innen zu deren Mitarbeit. Dabei bietet eine etablierte Feedbackkultur im Unterricht breite Möglichkeiten, demokratisches Handeln zu üben und die Unterrichtsqualität zu verbessern, und muss keineswegs nur einseitig ausfallen.

Participer à l’enseignement dès le plus jeune âge – est-ce possible ? Les discussions et les processus de négociation et de décision ne nécessitent-ils pas une certaine maturité dont les enfants de trois ans ne disposent pas encore ? L’équipe mateneen s’est fait une idée du travail avec des enfants préscolaires et a constaté : que c’était tout à fait possible !

Partizipativer Unterricht, der nicht nur aus punktuell erlebter Teilnahme besteht, ist — wie Charlotte Keuler es im Leitartikel des vorliegenden Heftes formuliert — durch die Herausforderungen, vor die uns unsere globalisierte Welt stellt, in vielerlei Hinsicht unabdingbar geworden. Kommunikationsfähigkeit, interkulturelle Kompetenz, Wissensmanagement und andere oft zitierte „soft skills“ sind Schlüssel- kompetenzen des 21. Jahrhunderts.

Fachunterricht ist der zentrale Erfahrungsraum im Sozialisationsumfeld Schule. Er prägt schon allein aufgrund seines hohen zeitlichen Anteils im Tagesverlauf und der grundlegenden Funktion von Schule Handeln und Wahrnehmung von Lehrpersonen und Lernenden. Umso wichtiger ist es, ihn in die Gestaltung einer demokratischen Schulkultur einzubeziehen.

Theorie: Bei Personen mit chronischer Herzinsuffizienz (HFrEF) sind Stresserleben, Depressivität und Angst stark ausgeprägt, was die Krankheitsprogression negativ beeinflusst. Effektive Stressbewältigung erscheint daher für diese Patientengruppe von Relevanz, doch die Wirkung systematischer Entspannung bei HFrEF wurde bisher nicht untersucht. Methode: Personen mit HFrEF (Ø 61 Jahre, 74.1 % männlich) nahmen an einer kontrolliert randomisierten Pilotstudie teil, bei der Autogenes Training (n = 14) mit einer aktiven Kontrollgruppe (n = 13) verglichen wurde. Die primären (Stresserleben [TICS, STADI]), sekundären (physiologische Stressbelastung [Cortisol, Alpha-Amylase, sTNF-R1], Coping-Verhalten [SVF 120-S], selbstberichteter Gesundheitszustand [ASS-SYM]) und explorativen (Schwere der HFrEF [6MWT, NT-proBNP]) Outcomes wurden an drei Messzeitpunkten (T1: Baseline, T2: nach der zweimonatigen Intervention, T3: drei Monate nach Interventionsende) erfasst. Die kurz- und mittelfristigen Effekte sowie ihre Stabilität wurden untersucht. Ergebnisse: In der Interventionsgruppe zeigte sich an T2 eine signifikante Reduktion der Symptom- und Beschwerdenbelastung (rT2= .60), der Angst (rState,T2= .73, rTrait,T2= .58) sowie der Depression (rState,T2= .71, rTrait,T2= .58); p < .05. Auch die Gehstrecke verbesserte sich um durchschnittlich 49 m (rT2= .64, SDT2= 71.4, p < .05). Diese Effekte blieben an T3 stabil; p > .05. Die chronische Stressbelastung nahm von T1 zu T3 signifikant ab (rT3= .64, p < .05). In der Kontrollgruppe zeigte sich nur an T3 eine signifikante Reduktion der State-Angst (rT3= .65); p < .05. Diskussion: AT reduziert effektiv herzinsuffizienztypische Belastungen wie Angst, Depression und Stress und verbessert Symptom- und Problembereiche sowie die körperliche Fitness. Aufgrund seiner Wirksamkeit, geringen Kosten und Krankenkassenanerkennung sollte es Teil präventiver und rehabilitativer HFrEF-Behandlungsprogramme sein.

It is well known that bilevel optimization problems are hard to solve both in theory and practice. In this paper, we highlight a further computational difficulty when it comes to solving bilevel problems with continuous but nonconvex lower levels. Even if the lower-level problem is solved to -feasibility regarding its nonlinear constraints for an arbitrarily small but positive , the obtained bilevel solution as well as its objective value may be arbitrarily far away from the actual bilevel solution and its actual objective value. This result even holds for bilevel problems for which the nonconvex lower level is uniquely solvable, for which the strict complementarity condition holds, for which the feasible set is convex, and for which Slater’s constraint qualification is satisfied for all feasible upper-level decisions. Since the consideration of -feasibility cannot be avoided when solving nonconvex problems to global optimality, our result shows that computational bilevel optimization with continuous and nonconvex lower levels needs to be done with great care. Finally, we illustrate that the nonlinearities in the lower level are the key reason for the observed bad behavior by showing that linear bilevel problems behave much better at least on the level of feasible solutions.

There is a need to counteract the chronic progression of Parkinson’s disease (PD). This complex challenge requires new theoretical frameworks and practical strategies. In this study, we implemented group singing in line with the Singing Hospitals format and examined it through the lens of Polyvagal Theory to evaluate its potential benefits for people with PD. According to Polyvagal Theory, facilitating a shift in autonomic states from defense to safety and social engagement may enhance physiological regulation and thereby promote well-being across physical, mental, emotional, and social dimensions. In a pilot study, we recruited patients with PD and examined their responses to two group singing formats (weekly sessions: N1 = 13, one-day-workshop: N2 = 14) and a non-singing control group (N3 = 22). We designed scales of physical, mental, emotional, and social states that PD patients rated before and after eight one-hour singing sessions (N1) or an eight-hour singing workshop (N2). Findings show that PD patients benefited from group singing across both settings (large effect size: d = 2.43). Furthermore, self-reported interoceptive sensibility, used as a proxy for polyvagal autonomic reactivity, showed a substantial reduction in discomfort after weekly singing, while remaining constant in the control group (large effect size: d = 0.94). We observed the predicted singing-dependent effects and interpreted them as a shift in autonomic regulation consistent with Polyvagal Theory. Singing may represent a feasible, low-threshold resource for coping. Furthermore, Polyvagal Theory may provide an innovative framework for PD and help to bridge motor and non-motor symptoms.

Remote intelligence testing has multiple advantages, but cheating is possible without proper supervision. Proctoring aims to address this shortcoming, yet prior research on its effects has primarily investigated reasoning tasks, in which cheating is generally difficult. This study provides an overview of recent research on the effects of proctoring and on studies in intelligence test settings. Moreover, we conducted an empirical study testing the effects of webcam-based proctoring with a multidimensional intelligence test measuring reasoning, short-term memory, processing speed, and divergent thinking. The study was conducted in a low-stakes context, with participants receiving a fixed payment regardless of performance. Participants completed the test under proctored (n = 74, webcam consent), unproctored random (n = 75, webcam consent), or unproctored chosen (n = 77, no webcam consent) conditions. Scalar measurement invariance was observed for reasoning, processing speed, and divergent thinking, but not for memory. Proctoring had no significant main effect on test performance but showed a significant interaction with test type. Proctored participants outperformed the unproctored chosen group significantly in divergent thinking and scored descriptively higher in reasoning and processing speed, but slightly lower in memory. Observable cheating under proctored conditions was rare (4%), mostly involving note-taking or photographing the screen. We conclude that proctoring is crucial for easily cheatable tasks, such as memory tasks, but currently less critical for complex cognitive tasks.

Background: Women experience higher rates of adverse events and first rehospitalization after left ventricular assist device (LVAD) implantation compared with men. This study investigated the role of sex and preimplant psychosocial risk in recurrent hospitalizations. Methods: Data from 20,123 INTERMACS patients (21.3% women) were analyzed. Cumulative transition rates (e.g., home to hospitalization) were estimated and Andersen–Gill models, adjusted for covariates, examined the association between sex, preimplant psychosocial risk, and cumulative transition hazards for rehospitalization. State occupation probabilities, the mean number of hospitalizations, and the cumulative average length of hospital stay were calculated and stratified by sex and psychosocial risk. Results: Psychosocial risk preimplant was more prevalent in men than in women (21.4% vs. 17.5%, p < 0.001). The interaction of female sex and psychosocial risk increased rehospitalization hazards, independently of covariates [HRadj 1.11, 95% CI (1.01–1.22), p = 0.036]. One-year postimplant, women with vs. without psychosocial risk had 2.2 vs. 1.8 hospitalizations, while men experienced 1.8 vs. 1.7 hospitalizations, respectively. Women with vs. without psychosocial risk spent 20 vs.16 days hospitalized, and men 15 vs. 14 days (all p < 0.001). Conclusions: Preimplant psychosocial risk independently contributed to recurrent hospitalizations post-LVAD, particularly affecting women. The early identification and management of these factors may reduce rehospitalizations and improve clinical outcomes.