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(Personen: "Roczen," und "Nina")
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How do the participants evaluate the HAND in HAND programme? Results of semi-structured focus group […]
Vieluf, Svenja; Denk, Albert; Rožman, Mojca; Roczen, Nina
Book Chapter
| Aus: Kozina, Ana (Hrsg.): Social, emotional and intercultural competencies for inclusive school environments across Europe: Relationships matter | Hamburg: Kovač | 2020
39656 Endnote
Author(s):
Vieluf, Svenja; Denk, Albert; Rožman, Mojca; Roczen, Nina
Title:
How do the participants evaluate the HAND in HAND programme? Results of semi-structured focus group interviews
In:
Kozina, Ana (Hrsg.): Social, emotional and intercultural competencies for inclusive school environments across Europe: Relationships matter, Hamburg: Kovač, 2020 (Studien zur Schulpädagogik, 89), S. 195-218
URL:
https://www.verlagdrkovac.de/volltexte/11406/11406_Kozina%20ED%20-%20Social%20emotional%20and%20intercultural%20competencies%20for%20inclusive%20school%20environments%20across%20Europe.pdf#page=196
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Teilnehmer; Evaluation; Programm; Summative Evaluation; Formative Evaluation; Gruppe; Interview; Intervention; Wirkung
Abstract (english):
This chapter summarises and discusses how participants evaluated the HAND in HAND programme. It is based on responses to two questions asked during semi-structured focus group interviews which comprised part of a more comprehensive evaluation of the HAND in HAND programme. The findings complement the experimental outcome evaluation but they also serve a formative purpose, i.e. to help identify the starting points for improving the programme. In terms of the summative outcome evaluation, the results show that many participants liked the programme (particularly the teachers, less so the students) and that the programme had positive short-term effects on the participants' mood and on the group atmosphere in several groups. However, only a few participants observed long-term effects. One reason for the latter finding may be that many school staff groups reported difficulties in imple-menting exercises, practices or ideas from the programme within their everyday pedagogical practice. Hence, the programme could probably gain from including longer-term support with respect to implementation. Other suggestions for improvement derived from the interviews are designing the intervention according to a real 'whole-school' approach and better supporting the autonomy of students. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Development of the assessment for use in evaluation of the HAND in HAND programme
Roczen, Nina; Endale, Wubamlak; Vieluf, Svenja; Rožman, Mojca
Book Chapter
| Aus: Kozina, Ana (Hrsg.): Social, emotional and intercultural competencies for inclusive school environments across Europe: Relationships matter | Hamburg: Kovač | 2020
39654 Endnote
Author(s):
Roczen, Nina; Endale, Wubamlak; Vieluf, Svenja; Rožman, Mojca
Title:
Development of the assessment for use in evaluation of the HAND in HAND programme
In:
Kozina, Ana (Hrsg.): Social, emotional and intercultural competencies for inclusive school environments across Europe: Relationships matter, Hamburg: Kovač, 2020 (Studien zur Schulpädagogik, 89), S. 131-156
URL:
https://www.verlagdrkovac.de/volltexte/11406/11406_Kozina ED - Social emotional and intercultural competencies for inclusive school environments across Europe.pdf#page=132
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Bewertung; Messung; Entwicklung; Pilotstudie; Externe Evaluation; Methode; Vielfalt; Messinstrument
Abstract (english):
This chapter presents how the measures targeting social, emotional and intercultural/transcultural (SEI) competencies as well as classroom climate used to externally evaluate the HAND in HAND programme were developed and selected. In the first section, we describe the assessment strategy for our summative and formative evaluation, which consists of applying a multimethod approach that combines self-reports, other-reports, a sociometric measure, vignettes and interviews to measure possible effects of the HAND in HAND programme, find out how participants experienced the programmes and discover levers to help improve the programmes. In the second section, we look at the process of selecting the questionnaire scales based on a pilot study that was conducted in three countries (Slovenia, Croatia, Sweden). We conclude by presenting the final instruments used for the HAND in HAND programme evaluation. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Evaluation of the HAND in HAND programme. Results from questionnaire scales
Rožman, Mojca; Roczen, Nina; Vieluf, Svenja
Book Chapter
| Aus: Kozina, Ana (Hrsg.): Social, emotional and intercultural competencies for inclusive school environments across Europe: Relationships matter | Hamburg: Kovač | 2020
39655 Endnote
Author(s):
Rožman, Mojca; Roczen, Nina; Vieluf, Svenja
Title:
Evaluation of the HAND in HAND programme. Results from questionnaire scales
In:
Kozina, Ana (Hrsg.): Social, emotional and intercultural competencies for inclusive school environments across Europe: Relationships matter, Hamburg: Kovač, 2020 (Studien zur Schulpädagogik, 89), S. 157-194
URL:
https://www.verlagdrkovac.de/volltexte/11406/11406_Kozina%20ED%20-%20Social%20emotional%20and%20intercultural%20competencies%20for%20inclusive%20school%20environments%20across%20Europe.pdf#page=158
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Externe Evaluation; Fragebogen; Skala; Quantitative Daten; Programm; Effekt
Abstract (english):
A principal focus of the evaluation of the HAND in HAND programme is tracing back causal effects on the student and/or school staff programmes. We investigate whether the programme had the expected effects on social, emotional and intercultural competencies (hereinafter SEI competencies) and classroom learning environments. In this chapter, we present results regarding the programme's effectiveness that are based on questionnaire scales from the student and school staff evaluation instrument. These results are part of the experimental outcome evaluation. We compare the experimental groups to the control group in the pre- and post-measurements. Our analysis of the short-term programme effects reveals some of the programme's expected effects in all participating countries. However, many effects in an unexpected direction were also observed. Hence, the HAND in HAND programme may be judged as effective, although its effects are complex and appear to be both positive and negative depending on the specific outcome being examined.
DIPF-Departments:
Bildungsqualität und Evaluation
The HAND in HAND programme. Evaluation report
Vieluf, Svenja; Rožman, Mojca; Roczen, Nina
Working Papers
| 2020
40924 Endnote
Author(s):
Vieluf, Svenja; Rožman, Mojca; Roczen, Nina
Title:
The HAND in HAND programme. Evaluation report
Published:
Frankfurt am Main: DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, 2020
URN:
urn:nbn:de:0111-pedocs-207908
URL:
https://www.pedocs.de/frontdoor.php?source_opus=20790
Publication Type:
5. Arbeits- und Diskussionspapiere; Forschungsbericht/Projektberichte/Schulrückmeldungen
Language:
Englisch
Abstract (english):
This report presents the results of a summative mixed-methods evaluation of a school-based intervention, the HAND in HAND programme. The HAND in HAND programme aimed at building more inclusive schools by fostering the social, emotional and intercultural (SEI) competencies of students and school staff. The evaluation had the aim to determine how effective the programme was in achieving this aim, whether it had unintended effects, what participants themselves thought about the programme, and what we learned in the evaluation process about possible starting points for a further improvement of the programme.
DIPF-Departments:
Lehr und Lernqualität in Bildungsprozessen
Evaluation of the HAND in HAND programme. Documentation of the questionnaire scales
Roczen, Nina; Rožman, Mojca; Vieluf, Svenja; Lalla, Julia; Dahlström, Helene; […]
Research Data, Diagnostic Instruments
| Pedagoski Inštitut | 2020
39921 Endnote
Author(s):
Roczen, Nina; Rožman, Mojca; Vieluf, Svenja; Lalla, Julia; Dahlström, Helene; Lund Nielsen, Birgitte; Kozina, Ana; Müller, Fabian; Puzić, Saša
Title:
Evaluation of the HAND in HAND programme. Documentation of the questionnaire scales
Published:
Ljubljana: Pedagoski Inštitut, 2020
URL:
http://handinhand.si/wp-content/uploads/2020/02/Documentation_Questionnaire_Scales_ENG.pdf
Publication Type:
6. Forschungsdaten; Instrumente; Dokumentarische Aufbereitung (inkl. Skalenhandb.)
Language:
Englisch
Keywords:
Fragebogen; Skala; Schüler; Lehrer; Dokumentation; Projekt; Emotionale Intelligenz; Soziale Kompetenz; Selbstbewusstsein; Selbstmanagement; Soziales Bewusstsein; Soziale Kompetenz; Klassenklima; Interkulturelle Kompetenz; Multikulturalität; Antidiskriminierung
Abstract (english):
This overview documents the self-reported questionnaire scales used in the evaluation of the EU Erasmus+ project HAND in HAND. In addition to the questionnaire scales documented in the following, many other instruments such as other-reports, interviews, sociometric measures and vignettes were used for the evaluation of the project. General information on the HAND in HAND project, the complete questionnaires including the above mentioned measures and the evaluation report in which all measures and the respective results are described can be found on the HAND in HAND project page (http://handinhand.si/).
DIPF-Departments:
Bildungsqualität und Evaluation
Social, emotional and intercultural competencies. A literature review with a particular focus on […]
Nielsen, Birgitte Lund; Laursen, Hilmar Dyrborg; Reol, Lise Andersen; Jensen, Helle; Kozina, Ana; […]
Journal Article
| In: European Journal of Teacher Education | 2019
39139 Endnote
Author(s):
Nielsen, Birgitte Lund; Laursen, Hilmar Dyrborg; Reol, Lise Andersen; Jensen, Helle; Kozina, Ana; Vidmar, Masa; Rasmusson, Maria; Marušić, Iris; Denk, Albert; Roczen, Nina; Jurko, Svetlana; Ojstersek, Ales
Title:
Social, emotional and intercultural competencies. A literature review with a particular focus on the school staff
In:
European Journal of Teacher Education, 42 (2019) 3, S. 410-428
DOI:
10.1080/02619768.2019.1604670
URN:
urn:nbn:de:0111-pedocs-180860
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-180860
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Lehrer-Schüler-Beziehung; Soziale Kompetenz; Emotionale Kompetenz; Interkulturelle Kompetenz; Intervention; Professionalität; Weiterentwicklung; Literaturbericht
Abstract (english):
Framed by the EU-project Hand in Hand focusing on Social, Emotional and Intercultural (SEI) competencies among students and school staff the paper discusses implementation and professional competencies based on a literature review. Five themes were identified: 1) Intercultural/transcultural competency is not often referred to in the same research as social-emotional learning, though socio-emotional aspects appear to be `in the core´, 2) it is crucial to be aware of agency among school staff in a SEI-implementation, 3) successful implementation is about more than the activities in the specific program, it is rather about elements in synergy and professional learning over time, 4) the subtle balance between adaptation and fidelity might best be addressed in an adaptive curriculum emphasizing active ingredients, and 5) this is a field with many intervention studies, but it is urgent to consider if the psychometric measures are sufficiently sensitive to catch the subtle changes related to SEI-competencies. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Assessing global competence in PISA 2018. Challenges and approaches to capturing a complex […]
Sälzer, Christine; Roczen, Nina
Journal Article
| In: International Journal of Development Education and Global Learning | 2018
38479 Endnote
Author(s):
Sälzer, Christine; Roczen, Nina
Title:
Assessing global competence in PISA 2018. Challenges and approaches to capturing a complex construct [Englischer Zweitabdruck von Sälzer & Roczen, 2018]
In:
International Journal of Development Education and Global Learning, 10 (2018) 1, S. 5-20
DOI:
10.18546/IJDEGL.10.1.02
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Globalisierung; Kompetenz; Konzeption; Interkulturelle Kompetenz; Globales Lernen; Messung; Herausforderung; PISA <Programme for International Student Assessment>; Internationaler Vergleich; Vergleichsuntersuchung
Abstract:
International large-scale assessments such as the Programme for International Student Assessment (PISA) yield comparative indicators of student achievement in various competence domains. This article focuses on global competence as a suggested cross-curricular domain for the PISA 2018 study. The measurement of global competence is related to a number of challenges, which are elaborated, described and discussed. As these challenges have so far not been sufficiently targeted, Germany, among several other countries, has decided not to assess global competence in the upcoming PISA cycle. In conclusion, propositions are made regarding viable options to capture global competence in international comparative studies so that established quality standards can be met. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Die Messung von Global Competence im Rahmen von PISA 2018. Herausforderungen und mögliche Ansätze […]
Sälzer, Christine; Roczen, Nina
Journal Article
| In: Zeitschrift für Erziehungswissenschaft | 2018
38214 Endnote
Author(s):
Sälzer, Christine; Roczen, Nina
Title:
Die Messung von Global Competence im Rahmen von PISA 2018. Herausforderungen und mögliche Ansätze zur Erfassung eines komplexen Konstrukts
In:
Zeitschrift für Erziehungswissenschaft, 21 (2018) 2, S. 299-316
DOI:
10.1007/s11618-018-0818-y
URN:
urn:nbn:de:0111-pedocs-155201
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-155201
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Globalisierung; Kompetenz; Konzeption; Interkulturelle Kompetenz; Globales Lernen; Messung; Herausforderung; PISA <Programme for International Student Assessment>; Internationaler Vergleich
Abstract:
Dieser Beitrag befasst sich mit dem Konstrukt der sogenannten Global Competence und deren geplanter Erfassung als lehrplanübergreifende Kompetenz im Rahmen von PISA 2018. Mit diesem Vorhaben sind einige Herausforderungen verbunden, die beschrieben und diskutiert werden. Aufgrund dieser - bisher nicht zufriedenstellend gelösten - Herausforderungen wird Deutschland wie mehrere weitere Staaten auf die Erfassung von Global Competence in PISA 2018 verzichten. In einem Ausblick werden Vorschläge erarbeitet, wie Global Competence in einer international vergleichenden Bildungsstudie so erfasst werden könnte, dass die etablierten Qualitätsstandards erreicht werden. (DIPF/Orig.)
Abstract (english):
This work deals with Global Competence as a suggested cross-curricular domain for the PISA study of 2018. Measuring Global Competence is related to a number of challenges, which are elaborated, described and discussed. As these challenges have not been sufficiently targeted up to now, Germany, among several other countries, decided not to assess Global Competence in the upcoming PISA assessment. Conclusively, propositions are made regarding viable options to capture Global Competence in international comparative studies so that established quality standards can be met. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Hand in hand. SEI programmes for school staff, a review catalogue
Birgitte, Nielsen; Andersen, Réol; Laursen Hilmar, Dyrborg; Kozina, Ana; Perše Tina, Vršnik; […]
Working Papers
| 2018
38224 Endnote
Author(s):
Birgitte, Nielsen; Andersen, Réol; Laursen Hilmar, Dyrborg; Kozina, Ana; Perše Tina, Vršnik; Sälzer, Christine; Aleš, Ojsteršek; Lana, Jurko; Oskarsson, Magnus; Roczen, Nina; Marusic, Iris
Title:
Hand in hand. SEI programmes for school staff, a review catalogue
Published:
Ljubljana: Pedagoški Inštitut ; Educational Research Institute, 2018
URL:
http://handinhand.si/wp-content/uploads/2018/01/D11_HAND_SEI-programmes-for-school-staff_CATALOGUE.pdf
Publication Type:
5. Arbeits- und Diskussionspapiere; Arbeits- und Diskussionspapier (keine besondere Kategorie)
Language:
Englisch
Keywords:
Dänemark; Deutschland; Emotionale Kompetenz; Evidenz; Forschung; Interkulturelle Kompetenz; Katalog; Kroatien; Lehrerkollegium; Programm; Projekt; Qualifizierung; Schweden; Slovenien; Soziale Kompetenz
Abstract:
The HAND in HAND: Social and Emotional Skills for Tolerant and Non-Discriminative Societies project will develop an open-access systemic policy tool - an EU-based universal social, emotional and intercultural (SEI) learning programme (a programme for students and school staff) based on multiculturalism and diversity awareness that fosters inclusion and develops more tolerant and non-discriminative learning environments for all students (including immigrant and refugee students) to prevent discriminative bullying, segregation and early school leaving. [...] The project aims to change the role of SEI competencies in educational setting in the consortium countries (Slovenia, Croatia, Germany, Sweden, Denmark) and wider. [...] The catalogue presents a collection of evidence-based SEI programmes for school staff. Through researching the background and the practices that have already been used in the consortium countries and worldwide, it was explored what already exists, what works and what can be learnt from previously developed SEI programmes when planning our own programme, with a view to advancing policy, practice and research. Therefore, a catalogue of existing SEI programmes was developed, i.e. a catalogue aimed at developing school staff's SEI competencies, based on a systematic review of the literature and the existing good practices from national (consortium) contexts. The catalogue is divided into the following two sections: - International catalogue: an international catalogue of the programmes aiming to improve the school staff's SEI competencies is presented first, followed by - national catalogues of the countries participating in the project (Croatia, Denmark, Germany, Slovenia, Sweden). [...] (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
How school influences adolescents' conflict styles
Roczen, Nina; Abs, Hermann Josef; Filsecker, Michael
Journal Article
| In: Journal of Peace Education | 2017
37675 Endnote
Author(s):
Roczen, Nina; Abs, Hermann Josef; Filsecker, Michael
Title:
How school influences adolescents' conflict styles
In:
Journal of Peace Education, 14 (2017) 3, S. 325-346
DOI:
10.1080/17400201.2017.1345728
URN:
urn:nbn:de:0111-pedocs-172533
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-172533
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schule; Schulklima; Einflussfaktor; Jugendlicher; Konflikt; Soziales Verhalten; Gewalt; Konfliktlösung; Schüler-Schüler-Beziehung; Schüler-Lehrer-Beziehung; Konflikttraining; Intervention; Strukturgleichungsmodell; Deutschland
Abstract:
The willingness to solve conflicts without violence and to strive for a reconciliation of interests is of central significance for the continued existence of democracies. In this paper, we aim to analyse school related determinants of adolescents' conflict behaviour. Models predicting the conflict styles of 'integrating', 'dominating', 'avoiding' and 'obliging' were developed drawing on different school climate and school development variables. At the individual level, almost all our hypotheses were confirmed. The highest correlations were found between an open classroom climate and the participation in a class council on the one hand, and an integrating conflict style on the other. On the class level however, most of the anticipated effects did not turn out to be significant. We hope that by providing information about different school climate and school development variables' impacts on adolescents' conflict styles, we can contribute to a more effective promotion of constructive conflict behaviour in adolescents. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
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