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Improving reading rates and comprehension? Benefits and limitations of the reading acceleration […]
Korinth, Sebastian; Nagler, Telse
Zeitschriftenbeitrag
| In: Language and Linguistics Compass | 2021
41072 Endnote
Autor*innen:
Korinth, Sebastian; Nagler, Telse
Titel:
Improving reading rates and comprehension? Benefits and limitations of the reading acceleration approach
In:
Language and Linguistics Compass, 15 (2021) 3, S. e12408
DOI:
10.1111/lnc3.12408
URL:
https://onlinelibrary.wiley.com/doi/10.1111/lnc3.12408
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Empirische Forschung; Lesen; Leseverstehen; Lesegeschwindigkeit; Leistungssteigerung; Lesekompetenz; Schulanfänger; Unterrichtsmethode; Wirkung; Validität; Messverfahren; Aufmerksamkeit; Arbeitsgedächtnis; Einflussfaktor; Grundschüler; Sprache; Forschungsstand
Abstract (english):
The reading acceleration phenomenon refers to the effect that experimentally induced time constraints can generate instantaneous improvements of reading rate, accuracy and comprehension among typical and reading impaired readers of different age groups. An overview of studies applying the fading manipulation (i.e., letters are erased in reading direction), which induces the time constraints causing the acceleration phenomenon, is provided in the first part of this review. The second part summarises the outcomes of studies using a training approach called the reading acceleration program (RAP) that integrated core principles of the acceleration phenomenon to generate persistent reading performance improvements. Our review shows ample evidence for the validity of the acceleration phenomenon, since it has been replicated across various languages and populations. However, although there are several explanatory approaches for underlying mechanisms, none of them is well substantiated by empirical evidence so far. Similarly, although generally positive effects of RAP training were reported for several languages and groups of readers, the exact mechanisms causing improved reading rates and comprehension are not well understood. Our critical discussion points out several limitations of RAP that call for further research. However, we also highlight several benefits regarding RAP's potential as an intervention approach for enhancements in reading performance. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Literature review on co-located collaboration modeling using multimodal learning analytics. Can we […]
Praharaj, Sambit; Scheffel, Maren; Drachsler, Hendrik; Specht, Marcus
Zeitschriftenbeitrag
| In: IEEE Transactions on Learning Technologies | 2021
41441 Endnote
Autor*innen:
Praharaj, Sambit; Scheffel, Maren; Drachsler, Hendrik; Specht, Marcus
Titel:
Literature review on co-located collaboration modeling using multimodal learning analytics. Can we go the whole nine yards?
In:
IEEE Transactions on Learning Technologies, 14 (2021) 3, S. 367-385
DOI:
10.1109/TLT.2021.3097766
URL:
https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=9490371
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Learning Analytics; Modell; Kooperation; Gruppenarbeit; Qualität; Indikator; Einflussfaktor; Situation; Soziale Interaktion; Verhalten; Kommunikation; Nonverbale Kommunikation; Raum; Systematic Review
Abstract:
Collaboration is one of the important 21st-century skills. It can take place in remote or co-located settings. Co-located collaboration (CC) is a very complex process that involves subtle human interactions that can be described with indicators like eye gaze, speaking time, pitch, and social skills from different modalities. With the advent of sensors, multimodal learning analytics has gained momentum to detect CC quality. Indicators (or low-level events) can be used to detect CC quality with the help of measurable markers (i.e., indexes composed of one or more indicators) which give the high-level collaboration process definition. However, this understanding is incomplete without considering the scenarios (such as problem solving or meetings) of CC. The scenario of CC affects the set of indicators considered: for instance, in collaborative programming, grabbing the mouse from the partner is an indicator of collaboration; whereas in collaborative meetings, eye gaze, and audio level are indicators of collaboration. This can be a result of the differing goals and fundamental parameters (such as group behavior, interaction, or composition) in each scenario. In this review, we present our work on profiles of indicators on the basis of a scenario-driven prioritization, the parameters in different CC scenarios are mapped onto the indicators and the available indexes. This defines the conceptual model to support the design of a CC quality detection and prediction system. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Studying dietary intake in daily life through multilevel two-part modelling: A novel analytical […]
Ruf, Alea; Neubauer, Andreas B.; Ebner-Priemer, Ulrich; Reif, Andreas; Matura, Silke
Zeitschriftenbeitrag
| In: International Journal of Behavioral Nutrition and Physical Activity | 2021
41552 Endnote
Autor*innen:
Ruf, Alea; Neubauer, Andreas B.; Ebner-Priemer, Ulrich; Reif, Andreas; Matura, Silke
Titel:
Studying dietary intake in daily life through multilevel two-part modelling: A novel analytical approach and its practical application
In:
International Journal of Behavioral Nutrition and Physical Activity, 18 (2021) , S. 130
DOI:
10.1186/s12966-021-01187-8
URL:
https://ijbnpa.biomedcentral.com/articles/10.1186/s12966-021-01187-8
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Nahrungsaufnahme; Einflussfaktor; Statistische Analyse
Abstract:
Background: Understanding which factors influence dietary intake, particularly in daily life, is crucial given the impact diet has on physical as well as mental health. However, a factor might influence whether but not how much an individual eats and vice versa or a factor's importance may differ across these two facets. Distinguishing between these two facets, hence, studying dietary intake as a dual process is conceptually promising and not only allows further insights, but also solves a statistical issue. When assessing the association between a predictor (e.g. momentary affect) and subsequent dietary intake in daily life through ecological momentary assessment (EMA), the outcome variable (e.g. energy intake within a predefined time-interval) is semicontinuous. That is, one part is equal to zero (i.e. no dietary intake occurred) and the other contains right-skewed positive values (i.e. dietary intake occurred, but often only small amounts are consumed). However, linear multilevel modelling which is commonly used for EMA data to account for repeated measures within individuals cannot be applied to semicontinuous outcomes. A highly informative statistical approach for semicontinuous outcomes is multilevel two-part modelling which treats the outcome as generated by a dual process, combining a multilevel logistic/probit regression for zeros and a multilevel (generalized) linear regression for nonzero values. Methods: A multilevel two-part model combining a multilevel logistic regression to predict whether an individual eats and a multilevel gamma regression to predict how much is eaten, if an individual eats, is proposed. Its general implementation in R, a widely used and freely available statistical software, using the R-package brms is described. To illustrate its practical application, the analytical approach is applied exemplary to data from the Eat2beNICE-APPetite-study. Results: Results highlight that the proposed multilevel two-part model reveals process-specific associations which cannot be detected through traditional multilevel modelling. Conclusions: This paper is the first to introduce multilevel two-part modelling as a novel analytical approach to study dietary intake in daily life. Studying dietary intake through multilevel two-part modelling is conceptually as well as methodologically promising. Findings can be translated to tailored nutritional interventions targeting either the occurrence or the amount of dietary intake. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Evaluating sociometer theory in children's everyday lives. Inclusion, but not exclusion by peers at […]
Schmidt, Andrea; Dirk, Judith; Neubauer, A. B.; Schmiedek, Florian
Zeitschriftenbeitrag
| In: European Journal of Personality | 2021
40786 Endnote
Autor*innen:
Schmidt, Andrea; Dirk, Judith; Neubauer, A. B.; Schmiedek, Florian
Titel:
Evaluating sociometer theory in children's everyday lives. Inclusion, but not exclusion by peers at school is related to within-day change in self-esteem
In:
European Journal of Personality, 35 (2021) 5, S. 736-753
DOI:
10.1177/0890207020962328
URN:
urn:nbn:de:0111-dipfdocs-236877
URL:
https://www.pedocs.de/volltexte/2022/23687/pdf/EJP_2021_5_Schmidt_et_al_Evaluating_sociometer_theory_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Selbstwertgefühl; Soziale Anerkennung; Soziale Integration; Soziale Ausgrenzung; Einflussfaktor; Schule; Peer Group; Selbstbeurteilung; Soziometrie; Theorie; Längsschnittstudie; Deutschland
Abstract:
Sociometer theory proposes that a person's self-esteem is a permanent monitor of perceived social inclusion and exclusion in a given situation. Despite this within-person perspective, respective research in children's everyday lives is lacking. In three intensive longitudinal studies, we examined whether children's self-esteem was associated with social inclusion and exclusion by peers at school. Based on sociometer theory, we expected social inclusion to positively predict self-esteem and social exclusion to negatively predict self-esteem on within- and between-person levels. Children aged 9-12 years reported state self-esteem twice per day (morning and evening) and social inclusion and exclusion once per day for two (Study 1) and four weeks (Studies 2-3). Consistently across studies, we found that social inclusion positively predicted evening self-esteem on within- and between-person levels. By contrast, social exclusion was not associated with evening self-esteem on the within-person level. On the between-person level, social exclusion was negatively linked to evening self-esteem only in Study 1. Multilevel latent change score models revealed that children's self-esteem changed from mornings (before school) to evenings (after school) depending on their perceived daily social inclusion, but not exclusion. The findings are discussed in light of sociometer theory and the bad-is-stronger-than-good phenomenon.
DIPF-Abteilung:
Bildung und Entwicklung
Tackling scientific misconceptions. The element of surprise
Theobald, Maria; Brod, Garvin
Zeitschriftenbeitrag
| In: Child Development | 2021
41286 Endnote
Autor*innen:
Theobald, Maria; Brod, Garvin
Titel:
Tackling scientific misconceptions. The element of surprise
In:
Child Development, 92 (2021) 5, S. 2128-2141
DOI:
10.1111/cdev.13582
URL:
https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13582
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Missverständnis; Kind; Grundschulalter; Stichprobe; Lernprozess; Lernforschung; Pupillenreflex; Kognition; Revision; Überraschung; Überzeugung; Naturwissenschaftlicher Unterricht; Naturwissenschaftliches Denken; Widerspruch; Lernverhalten; Einflussfaktor; Kognitive Lerntheorie
Abstract:
Misconceptions about scientific concepts often prevail even if learners are confronted with conflicting evidence. This study tested the facilitative role of surprise in children's revision of misconceptions regarding water displacement in a sample of German children (N = 94, aged 6-9 years, 46% female). Surprise was measured via the pupil dilation response. It was induced by letting children generate predictions before presenting them with outcomes that conflicted with their misconception. Compared to a control condition, generating predictions boosted children's surprise and led to a greater revision of misconceptions (d = 0.56). Surprise further predicted successful belief revision during the learning phase. These results suggest that surprise increases the salience of a cognitive conflict, thereby facilitating the revision of misconceptions. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
English learner labeling. How English learner classification in kindergarten shapes teacher […]
Umansky, Ilana; Dumont, Hanna
Zeitschriftenbeitrag
| In: American Educational Research Journal | 2021
41541 Endnote
Autor*innen:
Umansky, Ilana; Dumont, Hanna
Titel:
English learner labeling. How English learner classification in kindergarten shapes teacher perceptions of student skills and the moderating role of bilingual instructional settings
In:
American Educational Research Journal, 58 (2021) 5, S. 993-1031
DOI:
10.3102/0002831221997571
URL:
https://journals.sagepub.com/doi/full/10.3102/0002831221997571
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Kindergarten; Englisch als Zweitsprache; Kind; Vorschulalter; Wirkung; Lehrer; Einstellung <Psy>; Bilingualer Unterricht; Einflussfaktor; Wahrnehmung; Schülerleistung; Grundschule; Schuljahr 01; Schuljahr 02; Grundschüler; Lesekompetenz; Naturwissenschaftliche Kompetenz; Mehrsprachigkeit; Befragung; Längsschnittuntersuchung; USA
Abstract:
Prior research has shown that English learner (EL) classification is consequential for students; however, less is known about how EL classification affects student outcomes. In this study, we examine one hypothesized mechanism: teacher perceptions. Using a national data set (Early Childhood Longitudinal Study-Kindergarten Cohort of 2010-2011 or ECLS-K:2011), we use coarsened exact matching to estimate the effect of kindergarten EL status on teachers' perceptions of students' academic skills. We further explore whether that impact is moderated by instructional setting (bilingual vs. English immersion). We find evidence that EL classification results in lower teacher perceptions. This impact is, however, moderated by bilingual environments. In bilingual classrooms, we do not find evidence that EL classification results in diminished perceptions. This study adds to research on teacher perceptions and the effects of EL classification. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Historical perspectives and contemporary challenges to education (Bildung) and citizenry in the […]
Ylimaki, Rose; Wilmers, Annika
Zeitschriftenbeitrag
| In: European Educational Research Journal | 2021
41239 Endnote
Autor*innen:
Ylimaki, Rose; Wilmers, Annika
Titel:
Historical perspectives and contemporary challenges to education (Bildung) and citizenry in the modern nation state: Comparative perspectives on Germany and the USA
In:
European Educational Research Journal, 20 (2021) 3, S. 257-277
DOI:
10.1177/14749041211004659
URL:
https://journals.sagepub.com/doi/10.1177/14749041211004659
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Bildungsreform; Bildungsstandards; Internationale Organisation; Internationale Zusammenarbeit; Diskursanalyse; Internationaler Vergleich; Deutschland; USA; Schulsystem; Öffentliche Schule; Bildungsgeschichte; Bildungssystem; Nationale Identität; Einflussfaktor; Diskurs; Schulorganisation; Schulform; Grundschule; Sekundarbereich; Bildungspolitik; Gegliedertes Schulsystem; Staatsbürgerliche Erziehung; Geschichte <Histor>
Abstract (english):
In this article, we provide a comparative analysis of public education in Germany and the US, focusing on historical and contemporary challenges to education, Bildung, and citizenry in the modern nation state. In particular, we examine relations among nation building processes and education, transnational discourses, mutual influences, and relations regarding public education over time, and identity building and citizenship within and between federal, nation state and international levels. Comparative methods are utilized to examine policy documents as well as the literature, looking for similarities and differences among key concepts and discourses. The article concludes by pointing out that a number of contemporary developments bringing public education to a crossroads today are not entirely new and that foundations of education theory are still relevant. At the same time, we suggest new cross-national dialogues regarding the challenges bringing public education to the crossroads today. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Bildungsgerechtigkeit - altbekannte Herausforderungen und neue Chancen
Maaz, Kai; Daniel, Annabell
Zeitschriftenbeitrag
| In: Die Schule für alle | 2021
42314 Endnote
Autor*innen:
Maaz, Kai; Daniel, Annabell
Titel:
Bildungsgerechtigkeit - altbekannte Herausforderungen und neue Chancen
In:
Die Schule für alle, (2021) 4, S. 13-16
URL:
https://www.ggg-web.de/service/ggg-downloads/category/363-dsfa-2021-4?download=1712:die-schule-fuer-alle-2021-4
Dokumenttyp:
3b. Beiträge in weiteren Zeitschriften; praxisorientiert
Sprache:
Deutsch
Schlagwörter:
Bildung; Gerechtigkeit; Bildungschance; Bildungserfolg; Einflussfaktor; Soziale Herkunft; Soziale Ungleichheit; Benachteiligung; Schule; Schüler; Bildungsbiografie; Schülerleistung; Kompetenzerwerb; Lernbedingungen; Familie; Soziales Milieu; Bildungssystem; Fördermaßnahme; Individuelle Förderung; Deutschland
Abstract:
Die pandemiebedingten Schulschließungen haben zuletzt noch einmal in aller Deutlichkeit aufgezeigt, was lange bekannt ist: Der Bildungserfolg junger Menschen hängt in hohem Maße von der sozialen Herkunft ab. Das verleiht auch der Diskussion über Maßnahmen zum Abbau sozialer Ungleichheit neue Dynamik. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Systematic reviews as object to study relevance assessment processes
Jäger-Dengler-Harles, Ingeborg; Heck, Tamara; Rittberger, Marc
Sammelbandbeitrag
| Aus: University of Sheffield (Hrsg.): Proceedings of ISIC: The Information Behaviour Conference, Pretoria, South Africa, 28th September to 1st October, 2020 | online: ISIC2020 | 2021
40653 Endnote
Autor*innen:
Jäger-Dengler-Harles, Ingeborg; Heck, Tamara; Rittberger, Marc
Titel:
Systematic reviews as object to study relevance assessment processes
Aus:
University of Sheffield (Hrsg.): Proceedings of ISIC: The Information Behaviour Conference, Pretoria, South Africa, 28th September to 1st October, 2020, online: ISIC2020, 2021 (Information Research. Suppl., Vol. 25, No. 4), S. #25
DOI:
10.47989/irisic2024
URL:
http://informationr.net/ir/25-4/isic2020/isic2024.html
Dokumenttyp:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Schlagwörter:
Qualitative Forschung; Qualitätskontrolle; Systematic Review; Entscheidung; Forschung; Entscheidungskriterium; Forschung; Forschungsergebnis; Informationsverhalten; Forscher; Einflussfaktor
Abstract (english):
Introduction. Systematic reviews are a method to synthesise research results for evidence-based decision-making on a specific question. Processes of information seeking and behaviour play a crucial role and might intensively influence the outcomes of a review. This paper proposes an approach to understand the relevance assessment and decision-making of researchers that conduct systematic reviews. Method. A systematic review was conducted to build up a database for text-based qualitative analyses of researchers' decision-making in review processes. Analysis. The analysis focuses on the selection process of retrieved articles and introduces the method to investigate relevance assessment processes of researchers. Results. There are different methods to conduct reviews in research, and relevance assessment of documents within those processes is neither one-directional nor standardised. Research on information behaviour of researchers involved in those reviews has not looked at relevance assessment steps and their influence in a review's outcomes. Conclusions. A reason for the varieties and inconsistencies of review types might be that information seeking and relevance assessment are much more complex and researchers might not be able to draw upon their concrete decisions. This paper proposes a research study to investigate researcher behaviour while synthesising research results for evidence-based decision-making.
DIPF-Abteilung:
Informationszentrum Bildung
Validation of the network of relationship inventory in female and male adolescents
Ackermann, Katharina; Martinelli, Anne; Bernhard, Anka; Ueno, Kathrin; Freitag, Christine M.; […]
Zeitschriftenbeitrag
| In: European Journal of Psychological Assessment | 2020
40425 Endnote
Autor*innen:
Ackermann, Katharina; Martinelli, Anne; Bernhard, Anka; Ueno, Kathrin; Freitag, Christine M.; Büttner, Gerhard; Schmiedek, Florian; Schwenck, Christina
Titel:
Validation of the network of relationship inventory in female and male adolescents
In:
European Journal of Psychological Assessment, 36 (2020) 2, S. 220-228
DOI:
10.1027/1015-5759/a000508
URN:
urn:nbn:de:0111-pedocs-218947
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-218947
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Jugendlicher; Freundschaft; Qualität; Messung; Junge; Mädchen; Geschlechtsspezifischer Unterschied; Soziale Beziehung; Einflussfaktor; Verhalten; Aggression; Validität; Erhebungsinstrument; Reliabilität; Fragebogenerhebung; Faktorenanalyse
Abstract:
Friendships and their different qualities have been shown to be important for adolescents' socio-emotional development and psychological adjustment. In empirical research on such friendship qualities, the Network of Relationship Inventory-Relationship Quality Version (NRI-RQV) is a widely used questionnaire. Here, we conduct an extensive validation of a German version of the NRI-RQV, investigating its factor structure, reliability, and concurrent validity, in a sample of N= 679 adolescents aged 13-18 years. Applying multigroup confirmatory factor analysis, we further test whether the factor structure of the friendship quality construct holds across groups of males and females. Results showed that a structure with nine correlated first-order factors fit the data well, indicating nine distinct friendship qualities in males and females. Measurement invariance testing suggested the same underlying friendship quality construct, albeit differences in mean scores per gender. As evidence for concurrent validity, closeness and discordant friendship qualities showed expected correlations with empathy and social problems, respectively, but not with aggressive behavior. Overall, results indicate good psychometric properties for the German version of the NRI-RQV as a measure of friendship qualities in both males and females. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
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