Dina Kuhlee
Biographic Data
| ID | 6466846 |
|---|---|
| NAME | Dina Kuhlee |
| GIVEN NAMES | Dina |
| FAMILY NAME | Kuhlee |
| SIGNATURE | KUHLEE D |
| AFFILIATIONS | Carl von Ossietzky Universität Oldenburg |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Life Satisfaction of International Students: (How) Do Study Demands, Institutional, and Individual Resources Matter
International students are an important group at German higher education institutions. Yet few studies have considered the psychosocial situation of these students. The present study combines the study demands-resources model (SD-R model) and the acculturation framework to adapt the former to the specific situation of international students, and examines the effects of study demands, institutional resources, individual resources (acculturation or…
The Mediating Role of Perceived Stress and Student Engagement for Student Teachers’ Intention to Drop Out of University in Germany: An Analysis Using the Study Demands–Resources Model Under Pandemic a…
This article examines the interplay between study demands, institutional resources, and individual resources, specifically resilience, with the perceived stress, study engagement, and dropout intentions of student teachers using the Study Demands–Resources model. The aim is to describe the relevance of these variables in relation to student teachers’ intention to drop out of their studies as an indicator of student success. Further, we aim to exp…
Founding German vocational education: Kerschensteiner, Spranger and Fischer as key figures in the classical German VET theory
This introduction familiarises the readers of this Special Issue with some important information and arguments that set the life and work of Georg Kerschensteiner, Eduard Spranger and Aloys Fischer in context. In addition, it shows their relevance to current debates and policies in vocational education and training (VET) in both Germany and the Anglophone countries. As a first step, some important concepts in German VET that may cause difficulty …
The Impact of the Bologna Reform on Teacher Education in Germany: An Empirical Case Study on Policy Borrowing in Education
This article investigates aspects of policy transfer and educational borrowing in German higher education in the wake of the Bologna reforms of higher education in Europe. It examines the origins and results of the Bologna reform process in Germany. Focussing on teacher education, it highlights inconsistencies between political legitimation, reform discourse and objectives, the actual framework and its implementation. Based on an empirical case s…
Governance in der Lehrerausbildung: Analysen aus England und Deutschland: Governance in Initial Teacher Education: Perspectives on England and Germany
Governance in der Lehrerausbildung: Analysen Aus England und Deutschland : Governance in Initial Teacher Education
Federalism and corporatism: On the approaches of policy-making and governance in the dual apprenticeship system in Germany and their functioning today
Compared with England, where new implementations and programmes in the education system are often introduced at a striking pace, the German education system seems to be rather stable in its features and less dynamic in terms of reform and change. Hence, a phenomenon called ‘reform bottleneck’ ( Reformstau) has often been observed. This also applies to the field of Vocational Education and Training (VET), where the dual apprenticeship system with …
Governance in der Lehrerausbildung: Analysen Aus England und Deutschland : Governance in Initial Teacher Education
No prominent works on this page.
Governance in der Lehrerausbildung: Analysen Aus England und Deutschland : Governance in Initial Teacher Education
Governance in der Lehrerausbildung: Analysen aus England und Deutschland: Governance in Initial Teacher Education: Perspectives on England and Germany
Governance in der Lehrerausbildung: Analysen Aus England und Deutschland : Governance in Initial Teacher Education
Federalism and corporatism: On the approaches of policy-making and governance in the dual apprenticeship system in Germany and their functioning today
Compared with England, where new implementations and programmes in the education system are often introduced at a striking pace, the German education system seems to be rather stable in its features and less dynamic in terms of reform and change. Hence, a phenomenon called ‘reform bottleneck’ ( Reformstau) has often been observed. This also applies to the field of Vocational Education and Training (VET), where the dual apprenticeship system with …
The Impact of the Bologna Reform on Teacher Education in Germany: An Empirical Case Study on Policy Borrowing in Education
This article investigates aspects of policy transfer and educational borrowing in German higher education in the wake of the Bologna reforms of higher education in Europe. It examines the origins and results of the Bologna reform process in Germany. Focussing on teacher education, it highlights inconsistencies between political legitimation, reform discourse and objectives, the actual framework and its implementation. Based on an empirical case s…
Founding German vocational education: Kerschensteiner, Spranger and Fischer as key figures in the classical German VET theory
This introduction familiarises the readers of this Special Issue with some important information and arguments that set the life and work of Georg Kerschensteiner, Eduard Spranger and Aloys Fischer in context. In addition, it shows their relevance to current debates and policies in vocational education and training (VET) in both Germany and the Anglophone countries. As a first step, some important concepts in German VET that may cause difficulty …
Life Satisfaction of International Students: (How) Do Study Demands, Institutional, and Individual Resources Matter
International students are an important group at German higher education institutions. Yet few studies have considered the psychosocial situation of these students. The present study combines the study demands-resources model (SD-R model) and the acculturation framework to adapt the former to the specific situation of international students, and examines the effects of study demands, institutional resources, individual resources (acculturation or…
The Mediating Role of Perceived Stress and Student Engagement for Student Teachers’ Intention to Drop Out of University in Germany: An Analysis Using the Study Demands–Resources Model Under Pandemic a…
This article examines the interplay between study demands, institutional resources, and individual resources, specifically resilience, with the perceived stress, study engagement, and dropout intentions of student teachers using the Study Demands–Resources model. The aim is to describe the relevance of these variables in relation to student teachers’ intention to drop out of their studies as an indicator of student success. Further, we aim to exp…
Political science (4 works) · Sociology (4 works) · German (3 works) · Pedagogy (3 works) · Sociology and Education Studies (3 works) · Education (2 works) · Germany (2 works) · Great britain (2 works) · Grit, Self-Efficacy, and Motivation (2 works) · Law (2 works)