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Technischer Bericht der Evaluation des Praxissemesters in Hessen
Mähler, Marius; Staab, René; Kuhn, Corinna
Book Chapter
| Aus: Böhnert, Anne; Grölz, Katrin; Hartig, Katja; Klingebiel, Franz; Müller, Andrea; Staab, René (Hrsg.): Das Praxissemester im Lehramtsstudium in Hessen | Münster: Waxmann | 2023
43804 Endnote
Author(s):
Mähler, Marius; Staab, René; Kuhn, Corinna
Title:
Technischer Bericht der Evaluation des Praxissemesters in Hessen
In:
Böhnert, Anne; Grölz, Katrin; Hartig, Katja; Klingebiel, Franz; Müller, Andrea; Staab, René (Hrsg.): Das Praxissemester im Lehramtsstudium in Hessen, Münster: Waxmann, 2023 , S. 31-49
URL:
https://www.pedocs.de/volltexte/2023/26207/pdf/Boehnert_et_al_2023_Das_Praxissemester_im_Lehramtsstudium.pdf#page=32
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Datenaufbereitung; Datenerhebung; Datenmanagement; Design; Deutschland; Durchführung; Evaluation; Frankfurt am Main; Hessen; Kassel; Längsschnittuntersuchung; Lehramtsstudiengang; Methode; Praxissemester; Qualitative Forschung; Quantitative Forschung
Abstract:
Der folgende Beitrag beschreibt die Planung, Durchführung und Aufbereitung der qualitativen Neben- bzw. Vorabstudien und der quantitativen Hauptstudie des Evaluationsprojektes. Zu Beginn wird ein kurzer Überblick über die qualitativen Neben- bzw. Vorabstudien an den verschiedenen Standorten gegeben. Im Anschluss wird das Erhebungsdesign und die Erhebungsdurchführung der quantitativen Hauptstudie an den verschiedenen Standorten beschrieben, dabei liegt der Fokus auf den standortspezifischen Erhebungsdurchführungen der unterschiedlichen Befragtengruppen zu den entsprechenden Messzeitpunkten. Abschließend wird der Umgang mit den in der quantitativen Hauptstudie erfassten Daten vorgestellt, dabei werden die modell-, kohorten- und standortspezifischen Herausforderungen, welche sich durch das komplexe Design der Studie ergeben, verdeutlicht. (DIPF/Orig.)
Abstract (english):
The following article describes the planning, implementation and processing of the qualitative side and preliminary studies and the quantitative main study of the evaluation project. At the beginning, a short overview of the qualitative side and preliminary studies at the different locations is given. Subsequently, the survey design and the survey implementation of the quantitative main study at the different locations will be described, focusing on the location-specific survey implementations of the different respondent groups at the corresponding measurement points. Finally, the handling of the data collected in the main quantitative study is presented, highlighting the model-, cohort- and location-specific challenges that arise from the complex studydesign. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Wie unterstützen Eltern die häuslichen Lernaktivitäten von Kindern mit Lernstörung? Eine […]
Brandenburg, Janin; Huschka, Sina Simone
Journal Article
| In: Kindheit und Entwicklung | 2021
41202 Endnote
Author(s):
Brandenburg, Janin; Huschka, Sina Simone
Title:
Wie unterstützen Eltern die häuslichen Lernaktivitäten von Kindern mit Lernstörung? Eine Längsschnittstudie
In:
Kindheit und Entwicklung, 30 (2021) 2, S. 116-126
DOI:
10.1026/0942-5403/a000337
URL:
https://econtent.hogrefe.com/doi/10.1026/0942-5403/a000337
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Kind; Lernschwierigkeit; Kontrollgruppe; Lernaktivität; Hausaufgabe; Praxis; Eltern; Hilfe; Unterstützung; Fragebogen; Längsschnittuntersuchung; Frankfurt am Main; Deutschland
Abstract:
Theoretischer Hintergrund: Für Kinder mit Lernstörung (LS) hören die Lernproblemen nicht mit dem Unterrichtsschluss auf, sondern setzen sich bei den Hausaufgaben fort. Dennoch ist über die Hausaufgabenpraxis bei LS wenig bekannt. Fragestellung: Ziel war es, die familiäre Hausaufgabenpraxis bei Kindern mit und ohne LS längsschnittlich zu untersuchen. Methode: 82 Eltern (davon 47 von einem Kind mit LS) wurden zu vier Zeitpunkten befragt und latente Veränderungsmodelle gerechnet. Ergebnisse: Eltern von Kindern mit LS berichteten mehr Kontrolle und Konflikte bei den Hausaufgaben und nahmen ihre Hilfe als weniger kompetent wahr. Auch forderten sie von ihren Kindern weniger Anstrengung ein. Längsschnittlich nahmen bei beiden Gruppen die Hausaufgabenkontrolle sowie die familiäre Belastung ab. Diskussion und Schlussfolgerung: Die schwierigere Hausaufgabensituation bei Kindern mit LS legt nahe, das Thema bei der Diagnostik anzusprechen und zu eruieren, wie die Familien entlastet werden können. (DIPF/Orig.)
Abstract (english):
Theoretical Background: Although research suggests that parents become more involved in the homework process when their child exhibits problems in school, most research has not focused on children with learning disorders (LDs). Therefore, little is known about how parents of children with LDs support their children's learning. In addition, only a few longitudinal studies exist, even though parental homework involvement is likely to change throughout schooling. Objective: Parental homework involvement for children with and without LDs during the transition from primary to secondary school was examined. Specifically, we investigated (a) interindividual differences in the amount of homework support provided by parents of children with and without LDs, as well as (b) the linear trend and the interindividual stability of parents' homework involvement. Method: In this 2-year longitudinal study, 82 parents (47 parents of a child with LDs) completed a questionnaire on homework involvement at four measurement points every 6 months. The questionnaire consisted of four scales: (a) parental competence regarding help with homework, (b) parental homework control, (c) parent-child conflicts during homework, and (d) parents' effort attribution. Results: Bivariate correlations between the scales were mostly insignificant with two exceptions: (1) the more competent parents felt in helping with homework, the more they made use of control, and (2) parents who made more use of homework control, reported more parent-child conflicts than parents who controlled their child's homework to a lesser extent. Latent change score models revealed that parents continuously reduced homework control over the 2-year period and that parent-child conflicts during homework also significantly decreased - both for families of children with LDs and those without. The interindividual differences between parents, however, remained relatively constant over time, suggesting high rank-order stability of parental homework involvement. The results further showed that compared with parents of children without LDs, parents of children with LDs reported a higher frequency of homework control and increased homework conflict. They also felt less competent to effectively help with homework. Significant group differences were also found concerning parents' emphasis on effort: Parents of children with LDs attributed school success less strongly to effort. Discussion and Conclusion: Overall, the study showed that the homework situation is more stressful in families of children with LDs than in those without LDs. The longitudinal results further support the idea that parental homework involvement does not remain consistent over time but rather undergoes some changes as children grow older and transfer to secondary school. Thus, caution is warranted when generalizing results from cross-sectional studies on parental homework involvement to different grade levels. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Orthographic knowledge predicts reading and spelling skills over and above general intelligence and […]
Zarić, Jelena; Hasselhorn, Marcus; Nagler, Telse
Journal Article
| In: European Journal of Psychology of Education | 2021
39952 Endnote
Author(s):
Zarić, Jelena; Hasselhorn, Marcus; Nagler, Telse
Title:
Orthographic knowledge predicts reading and spelling skills over and above general intelligence and phonological awareness
In:
European Journal of Psychology of Education, 36 (2021) 1, S. 21-43
DOI:
10.1007/s10212-020-00464-7
URN:
urn:nbn:de:0111-pedocs-227493
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-227493
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Rechtschreibung; Wissen; Schreibkompetenz; Lesekompetenz; Phonologie; Sprachbewusstheit; Intelligenz; Grundschüler; Schuljahr 03; Test; Empirische Untersuchung; Frankfurt am Main; Deutschland
Abstract (english):
It is widely accepted that general intelligence and phonological awareness contribute to children's acquisition of reading and spelling skills. A further candidate in this regard is orthographic knowledge (i.e., the knowledge about permissible letter patterns). It consists of two components, word-specific (i.e., the knowledge of the spelling of specific words) and general orthographic knowledge (i.e., the knowledge about legal letter patterns of a writing system). Among German students, previous studies have shown that word-specific orthographic knowledge contributes to both reading and spelling. The results regarding general orthographic knowledge and its contribution to reading and spelling are inconsistent. The major goal of the present study was to determine the incremental predictive value of orthographic knowledge for reading and spelling skills among German elementary-school children (N= 66), over and above the contribution of general intelligence and phonological awareness. The second goal was to examine whether there is a difference between the two subtypes of orthographic knowledge in the amount of their respective contribution to reading and spelling performance. The results show that word-specific as well as general orthographic knowledge con- tribute to both reading and spelling performance, over and above intelligence and phonological awareness. Furthermore, it reveals that both word-specific and general orthographic knowledge explain more variance of spelling compared to reading. Possible explanations for these results, limitations, and implications of the study are being discussed. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
The bright and the dark side of peer relationships. Differential effects of relatedness […]
Schmidt, Andrea; Neubauer, Andreas B.; Dirk, Judith; Schmiedek, Florian
Journal Article
| In: Developmental Psychology | 2020
40172 Endnote
Author(s):
Schmidt, Andrea; Neubauer, Andreas B.; Dirk, Judith; Schmiedek, Florian
Title:
The bright and the dark side of peer relationships. Differential effects of relatedness satisfaction and frustration at school on affective well-being in children's daily lives
In:
Developmental Psychology, 56 (2020) 8, S. 1532-1546
DOI:
10.1037/dev0000997
URL:
https://content.apa.org/fulltext/2020-34331-001.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Gleichaltriger; Beziehung; Bedürfnis; Gefühlsleben; Wohlbefinden; Selbstbestimmung; Theorie; Schule; Tagebuch; Grundschule; Schüler; Schuljahr 04; Schuljahr 05; Schuljahr 06; Empirische Untersuchung; Frankfurt am Main; Deutschland
Abstract (english):
Satisfaction and frustration of the basic psychological need for relatedness have been postulated to play a vital role for affective well-being. Yet, this prediction has not been thoroughly tested in school children's everyday lives. In this work, we examined the association between relatedness satisfaction and frustration at school on daily and average positive affect (PA) and negative affect (NA) using ambulatory assessment in three intensive longitudinal studies with children aged 9-12 (total N = 317). In Study 1, fourth to sixth graders reported their PA and NA two times daily and their relatedness satisfaction and frustration once a day for two weeks. In Study 2 (Study 3), fourth graders (fifth graders) reported their PA and NA four times daily and their relatedness satisfaction and frustration once a day for four weeks. Across the three studies, relatedness satisfaction and frustration were psychometrically separable and exhibited differential effects such that relatedness satisfaction was significantly associated primarily with PA, and relatedness frustration was significantly associated only with NA at between- and within-person levels. Explaining inter-individual differences suggested that the association between daily relatedness and affective well-being was weaker for generally highly integrated children and stronger for usually rather excluded children.
DIPF-Departments:
Bildung und Entwicklung
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