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Kind(er) und Kindheit(en) im Blick der Forschung. Zentrale theoretische Figuren und ihre empirische […] Schierbaum, Anja; Diederichs, Miriam; Schierbaum, Kristina (Hrsg.) Sammelband | Wiesbaden: Springer | 2024 44425 Endnote: Herausgeber*innen: Schierbaum, Anja; Diederichs, Miriam; Schierbaum, Kristina
Titel: Kind(er) und Kindheit(en) im Blick der Forschung. Zentrale theoretische Figuren und ihre empirische Erkundung
Erscheinungsvermerk: Wiesbaden: Springer, 2024 (Kinder, Kindheiten und Kindheitsforschung, 30)
Dokumenttyp: 2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Sprache: Englisch; Deutsch

Vom Sprachprofi zum Sprachförderprofi. Linguistisch fundierte Sprachförderung in Kita und […] Voet Cornelli, Barbara; Geyer, Sabrina; Müller, Anja; Lemmer, Rabea; Schulz, Petra Monographie | Weinheim: Beltz | 2023 43695 Endnote: Autor*innen: Voet Cornelli, Barbara; Geyer, Sabrina; Müller, Anja; Lemmer, Rabea; Schulz, Petra
Titel: Vom Sprachprofi zum Sprachförderprofi. Linguistisch fundierte Sprachförderung in Kita und Grundschule
Erscheinungsvermerk: Weinheim: Beltz, 2023
URL: https://www.beltz.de/fachmedien/paedagogik/produkte/details/49579-vom-sprachprofi-zum-sprachfoerderprofi.html
Dokumenttyp: 1. Monographien (Autorenschaft); Monographie
Sprache: Deutsch
Abstract: Kinder sind bestens dafür ausgestattet, eine oder auch mehrere Sprachen zu lernen. Durch eine gezielte Sprachförderung können Kinder mit Deutsch als Erstsprache wie auch Kinder mit Deutsch als Zweitsprache so unterstützt werden, dass alle gleichermaßen von den Bildungsangeboten in Kita und Grundschule profitieren. Dieses Fachbuch bereitet Sprachförderkräfte auf diese wichtige Aufgabe vor. Basierend auf aktuellen Forschungsergebnissen zum Erst- und Zweitspracherwerb liefert es das nötige Hintergrundwissen und konkrete Förderanregungen. In acht Fördereinheiten für Kita und Grundschule zeigen die Autorinnen, wie linguistisch fundierte Sprachförderung umgesetzt werden kann. Ergänzend stehen im Downloadbereich zahlreiche Fördermaterialien zur Verfügung. Die 2. Auflage wurde vollständig aktualisiert und enthält Querverweise zum Einsatz der gleichnamigen Förderbox der Autorinnen, die 2022 im Beltz Verlag erschienen ist. Das Buch wendet sich an pädagogische Fachkräfte, Lehrkräfte und Studierende sowie an Ausbilder_innen. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Openness in education as a praxis. From individual testimonials to collective voices Bozkurt, Aras; Gjelsvik, Torunn; Adam, Taskeen; I Asino, Tutaleni; Atenas, Javiera; Bali, Maha; […] Zeitschriftenbeitrag | In: Open Praxis | 2023 44317 Endnote: Autor*innen: Bozkurt, Aras; Gjelsvik, Torunn; Adam, Taskeen; I Asino, Tutaleni; Atenas, Javiera; Bali, Maha; Blomgren, Constance; Bond, Melissa; J Bonk, Curtis; Brown, Mark; Burgos, Daniel; Conrad, Dianne; Costello, Eamon; Cronin, Catherine; Czerniewicz, Laura; Deepwell, Maren; Deimann, Markus; J DeWaard, Helen; A Dousay, Tonia; Ebner, Martin; Farrow, Robert; Gil-Jaurena, Inés; Havemann, Leo; Inamorato, Andreia; Irvine, Valerie; P Karunanayaka, Shironica; Kerres, Michael; Lambert, Sarah; Lee, Kyungmee; Makoe, Mpine; I Marín, Victoria; Mikroyannidis, Alexander; Mishra, Sanjaya; Naidu, Som; Nascimbeni, Fabio; Nichols, Mark; Olcott, Don; Ossiannilsson, Ebba; Otto, Daniel; Cecilia Padilla Rodriguez, Brenda; Paskevicius, Michael; Roberts, Verena; Saleem, Tooba; Schuwer, Robert; C Sharma, Ramesh; Stewart, Bonnie; M Stracke, Christian; Tait, Alan; Tlili, Ahmed; Ubachs, George; Weidlich, Joshua; Weller, Martin; Xiao, Junhong; Zawacki-Richter, Olaf
Titel: Openness in education as a praxis. From individual testimonials to collective voices
In: Open Praxis, 15 (2023) 2, S. 76-112
DOI: 10.55982/openpraxis.15.2.574
URL: https://openpraxis.org/articles/10.55982/openpraxis.15.2.574
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
DIPF-Abteilung: Informationszentrum Bildung

Teachers' proactive behaviour. Interactions with job characteristics and professional competence […] Jörg, Verena; Hartmann, Ulrike; Philipp, Anja; Kunter, Mareike Zeitschriftenbeitrag | In: British Journal of Educational Psychology | 2023 44398 Endnote: Autor*innen: Jörg, Verena; Hartmann, Ulrike; Philipp, Anja; Kunter, Mareike
Titel: Teachers' proactive behaviour. Interactions with job characteristics and professional competence in a longitudinal study
In: British Journal of Educational Psychology, 2024 (2023) 94, S. 198-215
DOI: 10.1111/bjep.12642
URL: https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjep.12642
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Teachers' social and emotional competencies. A lever for social and emotional learning in schools Odak, Iva; Marušić, Iris; Matić Bojić, Jelena; Puzić, Saša; Bakić, Hrvoje; Eliasson, Nina; […] Zeitschriftenbeitrag | In: Sociology and Space | 2023 44272 Endnote: Autor*innen: Odak, Iva; Marušić, Iris; Matić Bojić, Jelena; Puzić, Saša; Bakić, Hrvoje; Eliasson, Nina; Gasteiger Klicpera, Barbara; Gøtzsche, Katinka; Kozina, Ana; Perković, Iva; Roczen, Nina; Tomé, Gina; Veldin, Manja
Titel: Teachers' social and emotional competencies. A lever for social and emotional learning in schools
In: Sociology and Space, 61 (2023) 1, S. 105-122
DOI: 10.5673/sip.61.1.5
URL: https://hrcak.srce.hr/clanak/438194
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract (english): The present paper focuses on social and emotional learning, and highlights empirical findings on its importance for teachers, students and schools. The importance of social and emotional learning in school settings has been a central focus of research for the last 30 years. The development of teachers' social and emotional competencies has been an essential factor for improving social and emotional learning of students. Only when teachers are able to create a school climate in which students feel included and welcome, students can develop and enhance their social and emotional competencies. In this paper, we outline the main conceptual frameworks on social and emotional learning, emphasizing the CASEL framework, relevant for both young people and adults. We proceed by focusing on teachers' social and emotional competencies, as teachers are one of the key figures for fostering and developing social and emotional competencies in school settings. Afterwards, we address the issue of development of teachers' social and emotional competencies in various settings. The last part of the paper links teachers' and students' social and emotional competencies. We stress the importance of teachers' social and emotional competencies for healthy teacher-student relationships, and students' well-being and academic achievement. As teachers also need support for the development of these competencies, we advocate for comprehensive school-wide approach, in order to ensure the successful implementation of social and emotional learning in classrooms.
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Vom Sprachprofi zum Sprachförderprofi. 160 Karten zur linguistisch fundierten Sprachförderung in […] Voet Cornelli, Barbara; Geyer, Sabrina; Lemmer, Rabea; Müller, Anja; Schulz, Petra Monographie | Weinheim: Beltz | 2022 43694 Endnote: Autor*innen: Voet Cornelli, Barbara; Geyer, Sabrina; Lemmer, Rabea; Müller, Anja; Schulz, Petra
Titel: Vom Sprachprofi zum Sprachförderprofi. 160 Karten zur linguistisch fundierten Sprachförderung in Kita und Grundschule
Erscheinungsvermerk: Weinheim: Beltz, 2022
Dokumenttyp: 1. Monographien (Autorenschaft); Monographie
Sprache: Deutsch
DIPF-Abteilung: Bildung und Entwicklung

Revisiting the electrophysiological correlates of valence and expectancy in reward processing. A […] Paul, Katharina; Angus, Douglas J.; Bublatzky, Florian; Dietrich, Raoul; Endrass, Tanja; […] Verschiedenartige Dokumente | 2022 43084 Endnote: Autor*innen: Paul, Katharina; Angus, Douglas J.; Bublatzky, Florian; Dietrich, Raoul; Endrass, Tanja; Greenwood, Lisa-Marie; Hajcak, Greg; Jack, Bradley N.; Korinth, Sebastian P.; Kroczek, Leon O. H.; Lucero, Boris; Mundorf, Annakarina; Nolden, Sophie; Peterburs, Jutta; Pfabigan, Daniela M.; Schettino, Antonio; Shing, Yee Lee; Turan, Gözem; Molen, Melle J. W. van der; Wieser, Matthias J.; Willscheid, Niclas; Mushtaq, Faisal; Pavlov, Yuri G.; Poutois, Gilles
Titel: Revisiting the electrophysiological correlates of valence and expectancy in reward processing. A multi-lab replication
Erscheinungsvermerk: Charlottesville; VA: PsyArXiv Preprints, 2022
DOI: 10.31234/osf.io/4uy2c
URL: https://psyarxiv.com/4uy2c/
Dokumenttyp: 5. Arbeits- und Diskussionspapiere; weitere Arbeits- und Diskussionspapiere
Sprache: Englisch
Abstract: Two event-related brain potential (ERP) components elicited during feedback processing are the frontocentral feedback-related negativity (FRN), followed by the posterior P300. According to the Error-Related Reinforcement Learning Theory (Holroyd & Coles, 2002), the FRN amplitude is largest when the outcome is negative and unexpected. Complementing this, studies on the subsequent P300 have often reported larger amplitudes for positive than negative outcomes. In an influential ERP study, Hajcak et al., (2005) manipulated outcome valence and expectancy in a guessing task. However, they found that the FRN component was larger for negative (no-reward) than positive (reward) outcomes, irrespective of expectancy. Conversely, the P300 component was larger for unexpected than expected outcomes, irrespective of valence. These results were at odds with prominent theories and extant literature. Here, we aim to replicate these results within the #EEGManyLabs project (Pavlov et al., 2021). Across thirteen labs we will not only undertake a close replication, but test the robustness of these effects to analytical choices (e.g. quantification of ERPs) and supplement the findings with Bayesian multilevel linear models to test for the reported absence of the effects. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Detrimental effects of daily worries on affective well-being and cognitive performance in […] Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; […] Forschungsdaten/Instrumente | Center for Open Science | 2022 42925 Endnote: Autor*innen: Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; Schmiedek, Florian
Titel: Detrimental effects of daily worries on affective well-being and cognitive performance in elementary school children. An ambulatory assessment study
Erscheinungsvermerk: : Center for Open Science, 2022
DOI: 10.17605/OSF.IO/V829S
URL: https://osf.io/v829s/
Dokumenttyp: 6. Forschungsdaten; Instrumente; Datenkollektion/Dataset
Sprache: Englisch; Deutsch
DIPF-Abteilung: Bildung und Entwicklung

Wie adaptiv ist Sprachförderung für Kinder mit Deutsch als Zweitsprache? Eine Studie zum […] Geyer, Sabrina; Müller, Anja Zeitschriftenbeitrag | In: Zeitschrift für angewandte Linguistik | 2021 41630 Endnote: Autor*innen: Geyer, Sabrina; Müller, Anja
Titel: Wie adaptiv ist Sprachförderung für Kinder mit Deutsch als Zweitsprache? Eine Studie zum sprachlichen Handeln in der Zweitsprachförderung
In: Zeitschrift für angewandte Linguistik, 74 (2021) 1, S. 31-60
DOI: 10.1515/zfal-2021-2052
URL: https://www.degruyter.com/document/doi/10.1515/zfal-2021-2052/html
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Anpassung; Deutsch als Zweitsprache; Deutschland; Einflussfaktor; Empirische Untersuchung; Erzieher; Grammatik; Kind; Kindergarten; Sprachanalyse; Sprachförderung; Sprachgebrauch; Sprachkompetenz; Sprachtest; Syntax; Vergleich; Videoaufzeichnung; Zweitsprachenerwerb
Abstract (english): This paper focuses on the definition, operationalization and empirical investigation of adaptivity in the context of language training. We discuss a study that aimed at answering the question whether kindergarten teachers adapt their language to the specific needs of children with German as a second language in language training situations. Specifically, we investigated whether teachers use subordinate clauses and specific language training techniques to present or elicit subordinate clauses more frequently when working with children who had not yet acquired subordinate clauses than teachers supporting children who already had. Fifteen teachers were videotaped during language support sessions. Ten children who were supported during these sessions had not yet acquired subordinate clauses (n = 18), the other five teachers supported children with no additional needs in this area (n = 7). The teachers' language was analysed both quantitatively and qualitatively in terms of the frequency of use of different subordinate clauses (e. g. position of the verb, subordinating conjunctions, different types of clauses) and the use of language support techniques (e. g. corrective feedback, expansions, questions) that aimed at presenting or eliciting subordinate clauses. A comparison of the two groups showed no differences in the teachers' language depending on whether they supported children with or without additional needs regarding subordinate clauses. Therefore, the teachers' language cannot be considered to be adaptive. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Ambulatory assessment of rumination and worry. Capturing perseverative cognitions in children's […] Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; […] Zeitschriftenbeitrag | In: Psychological Assessment | 2021 41467 Endnote: Autor*innen: Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; Schmiedek, Florian
Titel: Ambulatory assessment of rumination and worry. Capturing perseverative cognitions in children's daily life
In: Psychological Assessment, 33 (2021) 9, S. 827-842
DOI: 10.1037/pas0001020
URN: urn:nbn:de:0111-pedocs-243171
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-243171
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Kind; Denken; Wiederholung; Negativität; Kognition; Affekt; Wohlbefinden; Arbeitsgedächtnis; Leistung; Messverfahren; Validität; Psychometrie; Grundschüler; Fragebogen; Test; Smartphone; Empirische Untersuchung; Frankfurt a.M.; Deutschland
Abstract: Rumination and worry are common forms of perseverative cognition in children. Research has started to target perseverative cognitions in the everyday life of children, however, valid measurement instruments reliably capturing rumination and worry in children's daily life are still missing. We conducted two ambulatory assessment studies validating short scales suitable for the measurement of rumination and worry in children's daily life. Results of the first study (N = 110, 8-11 year-olds, 31 days, up to 4 daily measurements) supported a unidimensional structure of the rumination scale. Rumination was associated with negative affect (but not positive affect) on the within- and on the between-person level. On the between-person level, children who ruminated more showed poorer working memory performance. In the second study (N = 84, 8-10 year-olds, 21 days, up to 3 daily measurements), findings of Study 1 were largely replicated. Moreover, we established a unidimensional worry scale in Study 2 reliably capturing worry in children's daily life. Importantly, Study 2 showed that worry and rumination share common variance but can be differentiated in children. On the within-person level, higher levels of worry were associated with higher levels of negative affect and lower levels of positive affect. On the between-person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life.person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung