Inka Bormann
Datos Biográficos
| ID | 902891 |
|---|---|
| NOMBRE | Inka Bormann |
| NOMBRES | Inka |
| APELLIDO | Bormann |
| FIRMA | BORMANN I |
| AFILIACIONES | Freie Universität Berlin |
| ORCID | 0000-0002-9372-7334 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAS | 21 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 4 |
| PRIMER AÑO DE PUBLICACIÓN | 2002 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 3 |
Trust between educators and migrant Arab parents in Germany
Guideline-based interviews with 22 Arab parents and 24 educators were conducted. • Parents and educators provided elaborate definitions of trust. • Only little overlap in themes for signs of (lack of) trustworthiness was found. • A partial mismatch between parents’ and educators’ perceptions was shown. • Implications for educator training and the advancement of trust theory are discussed. Past research has shown that trust between parents and edu…
Exploring the Interplay of Cognition and Emotion in Trust Relationships With Cognitive‐Affective Maps
This paper relates to the debate on cognition‐based and affect‐based uni‐dimensional trust by addressing the interconnectedness of cognition and emotion. It puts forward the thesis that trust is always relationship‐based and that the perceived characteristics on the basis of which a trustee is considered trustworthy by a trustor in this relationship are cognitions that have different emotional values (valences). Analyzing the valences of such cog…
Quantifying emotionally grounded discursive knowledge with cognitive-affective maps
Belief systems matter for all kinds of human social interaction. People have individual cognitions and feelings concerning processes in their environment, which is why they may evaluate them differently. Belief systems can be visualized with cognitive-affective maps (CAMs; as reported by Thagard (in: McGregor (ed) EMPATHICA: A computer support system with visual representations for cognitive-affective mapping, AAAI Press, CA, 2010)). However, it …
Covid-19 and its effects
This paper develops informed assumptions on the potential loss of trust as an unintended side-effect of the measures in education to contain the spread of the COVID-19 pandemic. Well-founded concerns according to which the pandemic-induced closure of educational facilities and the shift to digitalized distance education are contributing to increased social inequality in education serve as a starting point for the argumentation. The paper contends…
Trust in Educational Settings—What It Is and Why It Matters. European Perspectives
This editorial paper introduces the relevance of trust in educational settings. It discusses interdisciplinary approaches to trust, reflects upon the relationships between trust and education and how trust has so far been studied in educational research. In addition, a comprehensive model of trust is introduced as a framework for the individual papers of this special issue that altogether, through different disciplinary and methodological lenses,…
Trust in Educational Settings
The theoretical and empirical foundations of research on trust in education are still weak. To contribute to a better understanding of the role of trust in educational systems, this final article of the special issue “Trust in educational settings. European perspectives” highlights the findings from the contributions in this special issue and links them to insights and concepts from interdisciplinary trust research. Furthermore, it identifies and…
Home–School Interaction
This paper addresses parental trust in schools (hereafter referred to as “parent trust”) in relation to different situations of school-based involvement. More precisely, the study seeks to examine how selected situations of parental school-based involvement (parent-teacher conferences and parents’ evenings) are relevant to trust, and what facets of trustworthiness are activated in each situation. In line with the ‘comprehensive model of trust’ br…
“And Then We’ll Just Check If It Suits Us” – Cognitive-Affective Maps of Social Innovation in Early Childhood Education
The idea of a simple execution of an innovation invented by other actors than those who are expected to apply it, is a truism. We assume, however, in this paper the idea of a discursive production of knowledge on the application of an innovation across different levels of the education system. We aim to shed light on an innovation’s ‘journey’ from educational policy over training providers to teams of professionals in early childhood education an…
Wissenssoziologische Diskursanalysen als Verfahren rekonstruktiver Bildungsforschung
Sustainability Governance at Universities
Erziehungswissenschaft
Um dem Verhältnis von Sprache, erziehungswissenschaftlichem Wissen, Politik und Gesellschaft genauer nachzugehen, will der vorliegende Beitrag zeigen, wie mit Hilfe diskursanalytischer Zugange disziplinspezifische erkenntnispolitische Mechanismen identifiziert werden. In der überblicksartigen Zusammenschau zentraler erziehungswissenschaftlicher Arbeiten werden hierzu zum einen Studien referiert, die sich mit unterschiedlichen Schwerpunkten dem er…
How education for sustainable development is implemented in Germany
Governance-Regime des Transfers von Bildung für nachhaltige Entwicklung
Diskursanalyse als Verfahren einer wissensorientierten Governance-Forschung
Trust in the education system – thoughts on a fragile bridge into the future
This article discusses trust and its evident crisis with a particular focus on the education system (1). Subsequently, the function of trust in the complex knowledge-based society is highlighted (2). Using implementation of evidence-based governance in education as an example, this paper shows how social complexity increases by linking several partial systems (3). This is followed by a discussion of some perspectives on how these combinations can…
Innovationen im Bildungswesen
Indikatoren des Neuen
Die Diskussion in diesem Band sorgt für eine sachliche Fundierung und Verbreitung der Debatte um soziale Innovationen. Das Verhältnis von Innovation und Gesellschaft insbesondere bei der Beobachtung sozialen Wandels sowohl in konkreten organisationalen als auch in allgemein gesellschaftlichen Zusammenhängen wird aufgezeigt: Es gilt, Innovationen als temporär fixierte Lösungen für soziale Probleme zu thematisieren.
Bildung für nachhaltige Entwicklung
Zwischenräume der Veränderung
Introduction
Kompetenzen der Bildung für nachhaltige Entwicklung
In aktuellen OECD- und UNESCO-Dokumenten sowie dem Nationalen Aktionsplan fÃ1⁄4r die UN-Dekade "Bildung fÃ1⁄4r nachhaltige Entwicklung" wird gefordert, Kriterien und Standards zu entwickeln, mit denen die Qualität von nachhaltigkeitsbezogenen Bildungsprozessen weiter konkretisiert und der Kompetenzerwerb in formellen und informellen Kontexten festgestellt werden kann. Um darÃ1⁄4ber fundierte Aussagen treffen zu können, bedarf es einer angemessene…
Organisationsentwicklung und organisationales Lernen von Schulen
Trust in the education system – thoughts on a fragile bridge into the future
This article discusses trust and its evident crisis with a particular focus on the education system (1). Subsequently, the function of trust in the complex knowledge-based society is highlighted (2). Using implementation of evidence-based governance in education as an example, this paper shows how social complexity increases by linking several partial systems (3). This is followed by a discussion of some perspectives on how these combinations can…
Zwischenräume der Veränderung
Kompetenzen der Bildung für nachhaltige Entwicklung
In aktuellen OECD- und UNESCO-Dokumenten sowie dem Nationalen Aktionsplan fÃ1⁄4r die UN-Dekade "Bildung fÃ1⁄4r nachhaltige Entwicklung" wird gefordert, Kriterien und Standards zu entwickeln, mit denen die Qualität von nachhaltigkeitsbezogenen Bildungsprozessen weiter konkretisiert und der Kompetenzerwerb in formellen und informellen Kontexten festgestellt werden kann. Um darÃ1⁄4ber fundierte Aussagen treffen zu können, bedarf es einer angemessene…
Introduction
How education for sustainable development is implemented in Germany
Organisationsentwicklung und organisationales Lernen von Schulen
Trust in Educational Settings—What It Is and Why It Matters. European Perspectives
This editorial paper introduces the relevance of trust in educational settings. It discusses interdisciplinary approaches to trust, reflects upon the relationships between trust and education and how trust has so far been studied in educational research. In addition, a comprehensive model of trust is introduced as a framework for the individual papers of this special issue that altogether, through different disciplinary and methodological lenses,…
Governance-Regime des Transfers von Bildung für nachhaltige Entwicklung
Organisationsentwicklung und organisationales Lernen von Schulen
Kompetenzen der Bildung für nachhaltige Entwicklung
In aktuellen OECD- und UNESCO-Dokumenten sowie dem Nationalen Aktionsplan fÃ1⁄4r die UN-Dekade "Bildung fÃ1⁄4r nachhaltige Entwicklung" wird gefordert, Kriterien und Standards zu entwickeln, mit denen die Qualität von nachhaltigkeitsbezogenen Bildungsprozessen weiter konkretisiert und der Kompetenzerwerb in formellen und informellen Kontexten festgestellt werden kann. Um darÃ1⁄4ber fundierte Aussagen treffen zu können, bedarf es einer angemessene…
Zwischenräume der Veränderung
Introduction
Bildung für nachhaltige Entwicklung
Indikatoren des Neuen
Die Diskussion in diesem Band sorgt für eine sachliche Fundierung und Verbreitung der Debatte um soziale Innovationen. Das Verhältnis von Innovation und Gesellschaft insbesondere bei der Beobachtung sozialen Wandels sowohl in konkreten organisationalen als auch in allgemein gesellschaftlichen Zusammenhängen wird aufgezeigt: Es gilt, Innovationen als temporär fixierte Lösungen für soziale Probleme zu thematisieren.
Innovationen im Bildungswesen
Diskursanalyse als Verfahren einer wissensorientierten Governance-Forschung
Trust in the education system – thoughts on a fragile bridge into the future
This article discusses trust and its evident crisis with a particular focus on the education system (1). Subsequently, the function of trust in the complex knowledge-based society is highlighted (2). Using implementation of evidence-based governance in education as an example, this paper shows how social complexity increases by linking several partial systems (3). This is followed by a discussion of some perspectives on how these combinations can…
Governance-Regime des Transfers von Bildung für nachhaltige Entwicklung
Erziehungswissenschaft
Um dem Verhältnis von Sprache, erziehungswissenschaftlichem Wissen, Politik und Gesellschaft genauer nachzugehen, will der vorliegende Beitrag zeigen, wie mit Hilfe diskursanalytischer Zugange disziplinspezifische erkenntnispolitische Mechanismen identifiziert werden. In der überblicksartigen Zusammenschau zentraler erziehungswissenschaftlicher Arbeiten werden hierzu zum einen Studien referiert, die sich mit unterschiedlichen Schwerpunkten dem er…
How education for sustainable development is implemented in Germany
Wissenssoziologische Diskursanalysen als Verfahren rekonstruktiver Bildungsforschung
Sustainability Governance at Universities
“And Then We’ll Just Check If It Suits Us” – Cognitive-Affective Maps of Social Innovation in Early Childhood Education
The idea of a simple execution of an innovation invented by other actors than those who are expected to apply it, is a truism. We assume, however, in this paper the idea of a discursive production of knowledge on the application of an innovation across different levels of the education system. We aim to shed light on an innovation’s ‘journey’ from educational policy over training providers to teams of professionals in early childhood education an…
Covid-19 and its effects
This paper develops informed assumptions on the potential loss of trust as an unintended side-effect of the measures in education to contain the spread of the COVID-19 pandemic. Well-founded concerns according to which the pandemic-induced closure of educational facilities and the shift to digitalized distance education are contributing to increased social inequality in education serve as a starting point for the argumentation. The paper contends…
Trust in Educational Settings—What It Is and Why It Matters. European Perspectives
This editorial paper introduces the relevance of trust in educational settings. It discusses interdisciplinary approaches to trust, reflects upon the relationships between trust and education and how trust has so far been studied in educational research. In addition, a comprehensive model of trust is introduced as a framework for the individual papers of this special issue that altogether, through different disciplinary and methodological lenses,…
Trust in Educational Settings
The theoretical and empirical foundations of research on trust in education are still weak. To contribute to a better understanding of the role of trust in educational systems, this final article of the special issue “Trust in educational settings. European perspectives” highlights the findings from the contributions in this special issue and links them to insights and concepts from interdisciplinary trust research. Furthermore, it identifies and…
Home–School Interaction
This paper addresses parental trust in schools (hereafter referred to as “parent trust”) in relation to different situations of school-based involvement. More precisely, the study seeks to examine how selected situations of parental school-based involvement (parent-teacher conferences and parents’ evenings) are relevant to trust, and what facets of trustworthiness are activated in each situation. In line with the ‘comprehensive model of trust’ br…
Quantifying emotionally grounded discursive knowledge with cognitive-affective maps
Belief systems matter for all kinds of human social interaction. People have individual cognitions and feelings concerning processes in their environment, which is why they may evaluate them differently. Belief systems can be visualized with cognitive-affective maps (CAMs; as reported by Thagard (in: McGregor (ed) EMPATHICA: A computer support system with visual representations for cognitive-affective mapping, AAAI Press, CA, 2010)). However, it …
Trust between educators and migrant Arab parents in Germany
Guideline-based interviews with 22 Arab parents and 24 educators were conducted. • Parents and educators provided elaborate definitions of trust. • Only little overlap in themes for signs of (lack of) trustworthiness was found. • A partial mismatch between parents’ and educators’ perceptions was shown. • Implications for educator training and the advancement of trust theory are discussed. Past research has shown that trust between parents and edu…
Exploring the Interplay of Cognition and Emotion in Trust Relationships With Cognitive‐Affective Maps
This paper relates to the debate on cognition‐based and affect‐based uni‐dimensional trust by addressing the interconnectedness of cognition and emotion. It puts forward the thesis that trust is always relationship‐based and that the perceived characteristics on the basis of which a trustee is considered trustworthy by a trustor in this relationship are cognitions that have different emotional values (valences). Analyzing the valences of such cog…
Political science (17 obras) · Sociology and Education Studies (8 obras) · Public relations (7 obras) · Sociology (7 obras) · Economics (6 obras) · Social science (6 obras) · Computer Science (5 obras) · Corporate governance (5 obras) · Psychology (5 obras) · Economic and Social Issues (4 obras)