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(Schlagwörter: "Studentin")

Promoting the dispositional dimension of competency in undergraduate computing programs MacKellar, Bonnie Kathleen; Kiesler, Natalie; Raj, Rajendra K.; Sabin, Mihaela; McCauley, Renée; […] Book Chapter | Aus: American Society for Engineering Education (Hrsg.): Proceedings of the 2023 Annual Conference and Exposition of the American Society for Engineering Education, June 25 - 28, 2023, Baltymore, MD | Washington; D.C.: ASEE | 2023 43953 Endnote: Author(s): MacKellar, Bonnie Kathleen; Kiesler, Natalie; Raj, Rajendra K.; Sabin, Mihaela; McCauley, Renée; Kumar, Amruth N.
Title: Promoting the dispositional dimension of competency in undergraduate computing programs
In: American Society for Engineering Education (Hrsg.): Proceedings of the 2023 Annual Conference and Exposition of the American Society for Engineering Education, June 25 - 28, 2023, Baltymore, MD, Washington; D.C.: ASEE, 2023 , S. 1-15
URL: https://peer.asee.org/43018
Publication Type: 4. Beiträge in Sammelbänden; Beiträge in Proceedings mit Peer-Review-System
Language: Englisch
Keywords: Befragung; Bewusstmachung; Charakterbildung; Curriculum; Empirische Untersuchung; Förderung; Grundstudium; Informatik; Kompetenzerwerb; Mixed-Methods-Design; Persönlichkeitsmerkmal; Pilotstudie; Quasi-Experiment; Reflexion <Phil>; Student; Studentin; Vignette <Methode>
Abstract (english): The Computing Curricula 2020 (CC2020) report, issued by the ACM and IEEE Computer Society, identified knowledge, skills, and dispositions as the three main components of competency for undergraduate programs in computer engineering, computer science, cybersecurity, information systems, information technology, and software engineering, as well as data science. As earlier generations of curricular guidelines in computing have described knowledge and skills to some extent, the notion of dispositions is relatively new to computing. Dispositions are cultivable behaviors, such as adaptability, meticulousness, and self-directedness, that are desirable in the workplace. Multiple employer surveys and interviews confirm that dispositions are as crucial for success in the workplace as the knowledge and skills students develop in their academic programs of study. As such, the CC2020 report describes eleven dispositions that are expected of competent computing graduates. These are distinct and separate from the technical knowledge and disciplinary skills of computing and engineering. Dispositions are also distinct from baseline or cross-disciplinary skills, such as critical thinking, problem-solving, teamwork, and communication. In contrast, dispositions are inherently human characteristics that describe individual qualities and behavioral patterns that lead to professional success. Dispositions are learnable, not necessarily teachable. This work-in-progress paper motivates dispositions within computing disciplines and presents the background of this approach. It also discusses the use of reflection exercises and vignettes in understanding, promoting, and fostering behavioral patterns that undergraduate computing students identify as related to dispositions they experience in the course. Preliminary data and results from the study are also presented.
DIPF-Departments: Informationszentrum Bildung

Reading persuasive texts affects preservice teachers' beliefs about cultural diversity in the […] Dignath, Charlotte; Fink, Jonathan; Kunter, Mareike Journal Article | In: Journal of Teacher Education | 2022 40972 Endnote: Author(s): Dignath, Charlotte; Fink, Jonathan; Kunter, Mareike
Title: Reading persuasive texts affects preservice teachers' beliefs about cultural diversity in the classroom
In: Journal of Teacher Education, 73 (2022) 2, S. 188-200
DOI: 10.1177/00224871211002460
URL: https://journals.sagepub.com/doi/10.1177/00224871211002460
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Lehramtsstudent; Lehramtsstudentin; Lehrerausbildung; Überzeugung; Vorwissen; Text; Lektüre; Beeinflussung; Einstellung <Psy>; Vielfalt; Experiment; Experimentell-empirische Methode; Deutschland
Abstract (english): Research has suggested that teachers' beliefs toward culturally diverse classrooms are affected during teacher education. Text reading, as one of the major learning activities in initial teacher education, is supposed to affect teachers' educational concepts and beliefs. We conducted two experiments to test the impact of reading a positively or negatively oriented persuasive text about diversity on preservice teachers' belief change. In Study 1 (N = 42), we found that belief change varied significantly as a function of the direction of the text, and that the reading of the texts led to a significantly stronger belief change if the text was in alignment with participants' prior beliefs. Study 2 (N = 57) revealed a middle-sized, but non-significant moderator effect for prior knowledge (p = .08, ƞp2 = .06), suggesting that participants with more prior knowledge were less likely to be persuaded by the text. The results provide new insights into factors that affect the development of preservice teachers' diversity beliefs.
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Fostering pre-service teachers' theoretical knowledge application. Studying with and without […] Baier, Franziska; Maurer, Christina; Dignath, Charlotte; Kunter, Mareike Journal Article | In: Instructional Science | 2021 41506 Endnote: Author(s): Baier, Franziska; Maurer, Christina; Dignath, Charlotte; Kunter, Mareike
Title: Fostering pre-service teachers' theoretical knowledge application. Studying with and without text-based cases
In: Instructional Science, 49 (2021) 6, S. 855-876
DOI: 10.1007/s11251-021-09560-7
URL: https://link.springer.com/article/10.1007%2Fs11251-021-09560-7
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Lehrerausbildung; Lehramtsstudiengang; Wissenschaftstheorie; Wissensanwendung; Förderung; Fallbeispiel; Lernmethode; Lehramtsstudentin; Empirische Forschung; Evidenz; Quasi-Experiment; Klassenmanagement; Kontrollgruppe; Vergleichsuntersuchung; Deutschland
Abstract: As knowledge derived from scientific theory can be helpful for teachers to reflect on their everyday teaching, universities have the challenging task of teaching this knowledge in such a way that pre-service teachers are able to apply it to their later teaching. Case-based learning has emerged as a promising method to foster pre-service teachers' scientific knowledge application throughout university teacher education. However, surprisingly, empirical evidence for its effectiveness as compared to more traditional instructional interventions in teacher education is still inconclusive, partly being due to constraints concerning the employed comparison groups. The present quasi-experimental study (conducted in the field of classroom management) investigated the effect of studying exactly the same theoretical content with and without text-based cases on scientific knowledge application (as measured by a vignette test) in a sample of 101 pre-service teachers. Although the study found a small advantage for the case-based learning group, it demonstrated that scientific knowledge application may also be effectively fostered in a more traditional instructional course. The findings and their implications are discussed against the background of cognitive theories on inert knowledge and how to prevent it in teacher education. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen

Individual differences in perceptions of social presence. Exploring the role of personality in […] Weidlich, Joshua; Kreijns, Karel; Bastiaens, Theo Journal Article | In: Open Education Studies | 2021 41371 Endnote: Author(s): Weidlich, Joshua; Kreijns, Karel; Bastiaens, Theo
Title: Individual differences in perceptions of social presence. Exploring the role of personality in online distance learning
In: Open Education Studies, 3 (2021) , S. 188-201
DOI: 10.1515/edu-2020-0153
URL: https://www.degruyter.com/document/doi/10.1515/edu-2020-0153/html
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Soziale Interaktion; Wahrnehmung; Fernunterricht; Online; Persönlichkeit; Typologie; Persönlichkeitsmerkmal; Literaturübersicht; Student; Studentin; Fernuniversität; Hagen; Befragung; Fragebogen; Likert-Skala; Deutschland
Abstract: Social presence is a central concept relating to interpersonal aspects in online distance learning. However, the conditions and determinants of its emergence are not yet fully understood. As a construct rooted in social psychology, the potential of individual differences predicting perceptions of social presence has been largely neglected, thus, constituting a gap in our understanding. In a sample of 201 online distance education students, the merits of a trait-level view of social presence were investigated. To this end, personality was assessed using the Big Five personality inventory, exploring both a dimensional and a typological approach. Results suggest that specific personality typologies may be more prone to perceptions of social presence, thus calling for an extension of our theoretical modeling of the construct. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung

An exploratory latent class analysis of student expectations towards learning analytics services Whitelock-Wainwright, Alexander; Tsai, Yi-Shan; Drachsler, Hendrik; Scheffel, Maren; Gašević, Dragan Journal Article | In: The Internet and Higher Education | 2021 41381 Endnote: Author(s): Whitelock-Wainwright, Alexander; Tsai, Yi-Shan; Drachsler, Hendrik; Scheffel, Maren; Gašević, Dragan
Title: An exploratory latent class analysis of student expectations towards learning analytics services
In: The Internet and Higher Education, 51 (2021) , S. 100818
DOI: 10.1016/j.iheduc.2021.100818
URL: https://www.sciencedirect.com/science/article/pii/S1096751621000270?via%3Dihub
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Learning Analytics; Hochschulbildung; Student; Studentin; Erwartung; Service; Individueller Unterschied; Exploration; Befragung; Fragebogen; Latent-Class-Analyse; Niederlande
Abstract: For service implementations to be widely adopted, it is necessary for the expectations of the key stakeholders to be considered. Failure to do so may lead to services reflecting ideological gaps, which will inadvertently create dissatisfaction among its users. Learning analytics research has begun to recognise the importance of understanding the student perspective towards the services that could be potentially offered; however, student engagement remains low. Furthermore, there has been no attempt to explore whether students can be segmented into different groups based on their expectations towards learning analytics services. In doing so, it allows for a greater understanding of what is and is not expected from learning analytics services within a sample of students. The current exploratory work addresses this limitation by using the three-step approach to latent class analysis to understand whether student expectations of learning analytics services can clearly be segmented, using self-report data obtained from a sample of students at an Open University in the Netherlands. The findings show that student expectations regarding ethical and privacy elements of a learning analytics service are consistent across all groups; however, those expectations of service features are quite variable. These results are discussed in relation to previous work on student stakeholder perspectives, policy development, and the European General Data Protection Regulation (GDPR). (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung

Same same but different? Non-traditional students and alumni in Germany Brändle, Tobias; Ordemann, Jessica Journal Article | In: Studia paedagogica | 2020 40626 Endnote: Author(s): Brändle, Tobias; Ordemann, Jessica
Title: Same same but different? Non-traditional students and alumni in Germany
In: Studia paedagogica, 25 (2020) 4, S. 17
DOI: 10.5817/SP2020-4-2
URN: urn:nbn:de:0111-pedocs-252224
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-252224
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Student; Studentin; Alumne; Studium; Zweiter Bildungsweg; Motivation; Studienleistung; Berufseintritt; Erfolg; Sozialer Status; Einkommen; Vergleich; Literaturbericht; Deutschland
Abstract (english): The article gives an overview about current research of non-traditional students and alumni in Germany. Its aim is to highlight similarities and differences with their traditional counterparts. The paper concentrates on the motivation to study, the study performance, and labor market success (status and income) of those who do not hold a traditional higher education entry certificate but entered university via their occupational qualification. We show a widespread divergence in findings from no statistical difference at all to clear differences between non-traditionals and traditionals. This holds true, with regard to student motivation, study performance, and labor market success after graduation. We conclude that biggest challenge are the non-completion rates of non-traditionals, which pose a development task for institutions of higher education.
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Students' social, emotional and intercultural competencies and their development in school settings Mornar, Mirta; Matić Bojić, Jelena; Odak, Iva; Eliasson, Nina; Gøtzsche, Katinka; Jurko, Lana; […] Journal Article | In: Šolsko polje | 2020 40961 Endnote: Author(s): Mornar, Mirta; Matić Bojić, Jelena; Odak, Iva; Eliasson, Nina; Gøtzsche, Katinka; Jurko, Lana; Kozina, Ana; Ojsteršek, Aleš; Sälzer, Christine; Veldin, Manja; Vieluf, Svenja
Title: Students' social, emotional and intercultural competencies and their development in school settings
In: Šolsko polje, 31 (2020) 3/4, S. 115-137
DOI: 10.32320/1581-6044.31(3-4)115-137
URL: https://www.pei.si/ISSN/1581_6044/3-4-2020/1581-6044.31(3-4)115-137.pdf
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Schüler; Schülerin; Emotionale Kompetenz; Interkulturelle Kompetenz; Soziale Kompetenz; Wohlbefinden; Schulerfolg; Schülerleistung; Literaturbericht; Schule; Förderung; Intervention; Selbstwertgefühl; Respekt; Zwischenmenschliche Beziehung; Unterrichtsmethode; Unterrichtsorganisation; Wirkung
Abstract (english): As the field of social and emotional learning has developed and grown over the last decades, so too has the number of different programmes seek-ing to achieve various SEL goals, resulting in a significant body of research on the topic. Meanwhile, there has also been an increase in the number of programmes aimed at developing intercultural competencies. For the pur-pose of developing a new programme for social and emotional learning, we reviewed the key characteristics of existing evidence-based social, emo-tional and intercultural learning programmes, including their theoretical and conceptual backgrounds, content, methodological and organisation-al aspects, and their evaluation. This review has revealed multiple similar-ities between these two approaches (i.e. social and emotional and intercul-tural), presenting a rationale for their integration. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

Weiblicher Halbakt mit Schutzmaske. Zur Wirkungsgeschichte von Wehrerziehung und vormilitärischer […] Wiegmann, Ulrich Journal Article | In: Jahrbuch für Historische Bildungsforschung | 2018 38022 Endnote: Author(s): Wiegmann, Ulrich
Title: Weiblicher Halbakt mit Schutzmaske. Zur Wirkungsgeschichte von Wehrerziehung und vormilitärischer Ausbildung in der DDR
In: Jahrbuch für Historische Bildungsforschung, 23 (2018) , S. 205-233
URN: urn:nbn:de:0111-pedocs-166104
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-166104
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Keywords: Deutschland-DDR; Studentin; Militärische Erziehung; Geschichte <Histor>; Frau; Sozialistische Erziehung; Wehrerziehung; Wirkung; Bildanalyse; Ikonografie; Fotografie; Interpretation; 20. Jahrhundert
Abstract: Im Mittelpunkt des Aufsatzes steht eine Privatfotografie, die Studentinnen während der Lagerausbildung in Zivilverteidigung zeigen. Die Bildquelle soll Antwort auf die Frage nach den Wirkungen der sog. sozialistischen Wehrerziehung geben. Das Foto wird ikonografisch und ikonologisch interpretiert. Im Ergebnis ergibt sich, dass es eine Gruppe Studierender zeigt, die statistisch das Höchstmaß an Identifikation mit der DDR aufwiesen und sich trotzdem gegen den Versuch einer zunehmenden militärischen Ordnung und Disziplinierung des Sozialen, gegenüber doktrinär geprägten Feindbildern und militärideologischen und -politischen Zumutungen sträubten, auch wenn sich der kollektive Einspruch im Schutz eines zeitweilig nichtöffentlichen Raums ereignete und sich die gemeinschaftliche Distanzierung von der Lagerausbildung in Zivilverteidigung lediglich auf einem Privatfoto als groteske Inszenierung artikuliert. (DIPF/Autor)
DIPF-Departments: Bibliothek für Bildungsgeschichtliche Forschung

Flanker performance in female college students with ADHD. A diffusion model analysis Merkt, Julia; Singmann, Henrik; Bodenburg, Sebastian; Goossens-Merkt, Heinrich; Kappes, Andreas; […] Journal Article | In: ADHD Attention Deficit and Hyperactivity Disorders | 2013 34063 Endnote: Author(s): Merkt, Julia; Singmann, Henrik; Bodenburg, Sebastian; Goossens-Merkt, Heinrich; Kappes, Andreas; Wendt, Mike; Gawrilow, Caterina
Title: Flanker performance in female college students with ADHD. A diffusion model analysis
In: ADHD Attention Deficit and Hyperactivity Disorders, 5 (2013) 4, S. 321-341
DOI: 10.1007/s12402-013-0110-1
URL: http://link.springer.com/article/10.1007%2Fs12402-013-0110-1
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Anpassungsstörung; Aufmerksamkeit; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Deutschland; Empirische Untersuchung; Frau; Kognitive Prozesse; Konflikt; Leistungstest; Neuropsychologie; Psychodiagnostik; Studentin; Vergleich; Verhaltensauffälligkeit
Abstract: Attention Deficit Hyperactivity Disorder (ADHD) is characterized by poor adaptation to environmental demands that leads to various everyday life problems. The present study had four aims: (1) To compare performance in a flanker task in female college students with and without ADHD (N = 39) in a classical analyses of reaction time and error rate and studying the underlying processes using a diffusion model, (2) to compare the amount of focused attention, (3) to explore the adaptation of focused attention, and (4) to relate adaptation to psychological functioning. The study followed a 2-between (Group: ADHD vs. control) × 2-within (Flanker Conflict: incongruent vs. congruent) × 2-within (Conflict Frequency: 20% vs. 80%) design. Compared to a control group the ADHD group displayed prolonged response times accompanied by fewer errors in a flanker task. Results from diffusion model analyses revealed that members of the ADHD group showed deficits in nondecisional processes (i.e., higher nondecision time) and leaned more towards accuracy than participants without ADHD (i.e., setting higher boundaries). The ADHD group showed a more focused attention and less adaptation to the task conditions which is related to psychological functioning. Deficient nondecisional processes and poor adaptation are in line with theories of ADHD and presumably typical for the ADHD population, although this has not been shown using a diffusion model. However, we assume that the cautious strategy of trading speed of for accuracy is specific to the subgroup of female college students with ADHD and might be interpreted as a compensation mechanism.
DIPF-Departments: Bildung und Entwicklung