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Sprach- und Schriftsprachförderung wirksam gestalten. Innovative Konzepte und Forschungsimpulse
Titz, Cora; Weber, Susanne; Wagner, Hanna; Ropeter, Anna; Geyer, Sabrina; Hasselhorn, Marcus (Hrsg.)
Compilation Book
| Stuttgart: Kohlhammer | 2020
40005 Endnote
Editor(s)
Titz, Cora; Weber, Susanne; Wagner, Hanna; Ropeter, Anna; Geyer, Sabrina; Hasselhorn, Marcus
Title:
Sprach- und Schriftsprachförderung wirksam gestalten. Innovative Konzepte und Forschungsimpulse
Published:
Stuttgart: Kohlhammer, 2020 (Bildung durch Sprache und Schrift, 4)
Publication Type:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Grundschullehrer; Lehrerfortbildung; Fachunterricht; Wortschatz; Grundschüler; Schüler; Sekundarstufe I; Lesekompetenz; Schreibkompetenz; Spracherziehung; Evaluation; Empirische Untersuchung; Deutschland; Sprachförderung; Konzeption; Schriftsprache; Sprachentwicklung; Kindertagesstätte; Erzieher; Professionalisierung; Lernstrategie; Denken; Emotion; Sprechen; Dialog; Frühkindliche Bildung; Kind; Interaktion; Typologie; Grundschule; Sachunterricht
Abstract:
Der Band stellt die BiSS-Entwicklungsprojekte vor. Diese haben das Ziel innovative und theoretisch fundierte Konzepte und Maßnahmen in der Sprachbildung, -förderung und Schriftsprachförderung zu erproben und zu optimieren. Sie schließen Forschungslücken zu Förderideen, die zwar aus theoretischer Sicht vielversprechend erscheinen, die aber bislang nicht praktisch umgesetzt wurden oder zu denen es wenig empirische Evidenzen gibt. Die einzelnen Kapitel des Bandes stellen Projekte aus dem Elementar-, Primar- und Sekundarbereich vor. Diskutiert werden deren theoretischer Hintergrund, die empirischen Befunde und die Nutzbarkeit der Ergebnisse für die Praxis. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Bildung im digitalen Wandel. Die Bedeutung für das pädagogische Personal und für die Aus- und […]
Wilmers, Annika; Anda, Carolin; Keller, Carolin; Rittberger, Marc (Hrsg.)
Compilation Book
| Münster: Waxmann | 2020
40603 Endnote
Editor(s)
Wilmers, Annika; Anda, Carolin; Keller, Carolin; Rittberger, Marc
Title:
Bildung im digitalen Wandel. Die Bedeutung für das pädagogische Personal und für die Aus- und Fortbildung
Published:
Münster: Waxmann, 2020 (Digitalisierung im Bildungsbereich, 1)
DOI:
10.31244/9783830991991
URN:
urn:nbn:de:0111-pedocs-207627
URL:
https://www.pedocs.de/frontdoor.php?source_opus=20762
Publication Type:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Ausbildung; Berufsbildung; Deutschland; Digitale Medien; Digitalisierung; Einstellung <Psy>; Elementarbereich; Erwachsenenbildung; Forschungsstand; Fortbildung; Frühpädagogik; Kompetenz; Kompetenzentwicklung; Lehrerausbildung; Lehrerbildner; Lehrerfortbildung; Literaturauswertung; Literaturrecherche; Literaturübersicht; Medieneinsatz; Methode; Qualität; Schule; Studie; Technologische Entwicklung; Weiterbildung; Wissenschaftliche Literatur
DIPF-Departments:
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.; […]
Journal Article
| In: European Journal of Psychological Assessment | 2020
40425 Endnote
Author(s):
Ackermann, Katharina; Martinelli, Anne; Bernhard, Anka; Ueno, Kathrin; Freitag, Christine M.; Büttner, Gerhard; Schmiedek, Florian; Schwenck, Christina
Title:
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
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
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-Departments:
Bildung und Entwicklung
Social and dimensional comparisons in the formation of German students' language self-concepts
Arens, A. Katrin; Helm, Friederike; Wolff, Fabian; Möller, Jens
Journal Article
| In: Journal of Experimental Education | 2020
39360 Endnote
Author(s):
Arens, A. Katrin; Helm, Friederike; Wolff, Fabian; Möller, Jens
Title:
Social and dimensional comparisons in the formation of German students' language self-concepts
In:
Journal of Experimental Education, 88 (2020) 2, S. 245-264
DOI:
10.1080/00220973.2019.1635069
URN:
urn:nbn:de:0111-pedocs-190075
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-190075
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Empirische Untersuchung; Schleswig-Holstein; Deutschland; Schüler; Sprache; Selbstkonzept; Leistung; Unterrichtssprache; Deutsch; Erste Fremdsprache; Englisch; Zweite Fremdsprache; Französisch; Latein; Mathematik; Vergleich; Gymnasium; Sekundarbereich; Fragebogen; Schulnoten; Strukturgleichungsmodell; Faktorenanalyse
Abstract (english):
This study extended the internal/external reference model to multiple languages including students' language of instruction, first foreign language, and second foreign language. We examined whether social and dimensional comparisons play similar roles in the formation of students' self-concept related to different languages and whether dimensional comparisons result in contrast or assimilation effects. All students had German as the language of instruction and English as the first foreign language. Students were divided into a subsample (N = 487) learning French as a second foreign language and a subsample (N = 481) learning Latin. Invariance tests demonstrated that the achievement-self-concept relations were similar across the subsamples, but interesting group differences became apparent when analyzing the French and Latin subsamples separately. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Personal peer victimization and ethnic peer victimization. Findings on their co-occurrence, […]
Arens, A. Katrin; Visser, Linda
Journal Article
| In: Child Abuse & Neglect | 2020
39700 Endnote
Author(s):
Arens, A. Katrin; Visser, Linda
Title:
Personal peer victimization and ethnic peer victimization. Findings on their co-occurrence, predictors, and outcomes from a latent profile analysis
In:
Child Abuse & Neglect, 99 (2020) , S. 104250
DOI:
10.1016/j.chiabu.2019.104250
URL:
https://www.sciencedirect.com/science/article/pii/S0145213419304272
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schüler; Grundschule; Immigrant; Peer-Group; Viktimisierung; Ethnische Gruppe; Muttersprache; Nationalität; Depression; Angst; Selbstachtung; Selbstkonzept; Gleichaltriger; Prädiktor; Datenanalyse; Sekundäranalyse; D-Hessen; D-Bayern; Deutschland
Abstract:
Background: Findings on whether immigrant students suffer from higher levels of peer victimization have been inconsistent, perhaps due to a blend of measures for personal and ethnic peer victimization. Objective: In this study, we investigated personal and ethnic peer victimization using latent profile analyses. The profiles were related to various predictor and outcome variables. Participants and Setting: The sample consisted of N = 4367 German elementary school students attending grades 3 and 4. Methods: The students responded to eight items addressing personal peer victimization and one item addressing ethnic peer victimization. Results: The findings indicated a three-profile solution. In Profile 1, students experienced a combination of personal and ethnic peer victimization; Profile 2 contained students without any victimization experiences; in Profile 3, students experienced personal peer victimization only. Relative to native German-speaking students, non-native German-speaking students had a higher chance to be classified in Profile 1 compared to Profiles 2 and 3. Both profiles of peer victimization (i.e., Profiles 1 and 3) were associated with negative outcomes including higher levels of different types of anxiety and depression, and lower levels of self-esteem and peer self-concept. Conclusions: Student subgroups of different patterns of peer victimization were found, whereby ethnic peer victimization was blended with personal peer victimization in one subgroup, and personal peer victimization was experienced in a pure form in another subgroup. The two victimization subgroups did not differ with regard to outcomes, but were differentially predicted by students' native language. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Soziale Herkunftseffekte in der Wahl der Hochschulform
Bachsleitner, Anna
Journal Article
| In: Zeitschrift für Erziehungswissenschaft | 2020
40310 Endnote
Author(s):
Bachsleitner, Anna
Title:
Soziale Herkunftseffekte in der Wahl der Hochschulform
In:
Zeitschrift für Erziehungswissenschaft, 23 (2020) 2, S. 394-425
DOI:
10.1007/s11618-020-00941-1
URN:
urn:nbn:de:0111-pedocs-233093
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-233093
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Hochschule; Universität; Fachhochschule; Berufsakademie; Übergang; Soziale Herkunft; Schülerleistung; Leistungstest; Schulabschluss; Studienwahl; Motiv <Psy>; Soziale Ungleichheit; Wirtschaftswissenschaft; Längsschnittuntersuchung; Multivariate Analyse; Regressionsanalyse; Empirische Untersuchung; Nordrhein-Westfalen; Berlin; Mecklenburg-Vorpommern; Sachsen-Anhalt; Deutschland
Abstract:
Die vorliegende Studie untersucht, basierend auf der Längsschnittstudie BIJU, die in den Bundesländern Nordrhein-Westfalen, Berlin, Mecklenburg-Vorpommern und Sachsen-Anhalt durchgeführt wurde, soziale Herkunftseffekte bei der Wahl der Hochschulform zu Studienbeginn. Dabei liegt der Fokus auf den dahinter liegenden Mechanismen sozial ungleicher Übertritte an Universitäten, Fachhochschulen und Berufsakademien. Diese werden über primäre Effekte (herkunftsspezifische Unterschiede in Schulabschlussnoten und standardisierten Testleistungen), sekundäre Effekte in Form von Motiven der Ausbildungswahl und Aspekte des Ausbildungsweges modelliert. Die Ergebnisse zeigen, dass Studierende aus akademischem Elternhaus überdurchschnittlich häufig eine Universität und unterdurchschnittlich häufig eine Fachhochschule besuchen. Bei multivariater Betrachtung können Unterschiede in der Art der Studienberechtigung, einer Berufsausbildung, der Englischleistung sowie den Ausbildungswahlmotiven Herkunftseffekte zum Teil vermitteln. Die Befunde bleiben auch bei ausschließlicher Betrachtung einer Studiengruppe, die an allen Hochschulformen umfangreich vertreten ist, den Wirtschaftswissenschaften, stabil. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Construction and validation of a test to assess (pre-service) teachers' technological pedagogical […]
Baier, Franziska; Kunter, Mareike
Journal Article
| In: Studies in Educational Evaluation | 2020
40716 Endnote
Author(s):
Baier, Franziska; Kunter, Mareike
Title:
Construction and validation of a test to assess (pre-service) teachers' technological pedagogical knowledge (TPK)
In:
Studies in Educational Evaluation, 67 (2020) , S. 100936
DOI:
10.1016/j.stueduc.2020.100936
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0191491X2030184X?via%3Dihub
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Deutschland; Lehramtsanwärter; Referendariat; Informationstechnologische Bildung; Unterricht; Unterrichtsqualität; Digitale Medien; Pädagogische Kompetenz; Wissen; Selbstbeurteilung; Bildungsforschung; Forscher; Bewertung; Testvalidität; Kompetenzmessung; Kompetenzentwicklung;
Abstract:
As society becomes increasingly digital, teachers must be trained to integrate technology effectively into their classrooms. Teachers' technological pedagogical knowledge (TPK), as defined in the TPACK framework, is considered an important prerequisite for effectively integrating technology. The TPACK framework has received a great deal of attention, yet few knowledge tests have been developed that directly assess TPK. However, those tests are crucial for evaluating the effectiveness of teacher education courses on technology integration. We have developed a 17-item test that covers teacher knowledge about various digital technologies as employed in teaching. Experts rated the items to represent the construct adequately. Data obtained from 245 pre-service teachers supports the test's internal structure. Concerning convergent and discriminant validity, the pre-service teachers' test scores were not related to their self-reported TPK, but to their self-reported technological knowledge. The test was sensitive to changes in pre-service teachers' TPK through teacher education courses. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
German pre-service teachers' evaluations of and reactions to interethnic social exclusion scenarios
Beißert, Hanna; Bonefeld, Meike
Journal Article
| In: Frontiers in Education | 2020
40848 Endnote
Author(s):
Beißert, Hanna; Bonefeld, Meike
Title:
German pre-service teachers' evaluations of and reactions to interethnic social exclusion scenarios
In:
Frontiers in Education, (2020) , S. 5:586962
DOI:
10.3389/feduc.2020.586962
URN:
urn:nbn:de:0111-pedocs-231031
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-231031
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Schüler; Soziale Ausgrenzung; Ethnischer Aspekt; Lehramtsstudent; Bewertung; Reaktion; Intervention; Befragung; Szenarium; Deutschland
Abstract (english):
This study investigated pre-service teachers' evaluations, reactions, and interventions with regard to interethnic exclusion scenarios in Germany. More specifically, we focused on pre-service teachers (N = 145, 99 female, Mage= 21.34) in the role of observers of exclusion among students. Using hypothetical scenarios in which either a German or a Turkish boy was excluded by other children of his class, we assessed teachers' evaluations of this exclusion behavior. This included evaluating how likely teachers were to intervene in the situation and what they would specifically do. The aim of this research was to examine whether the origin of an excluded student represents a relevant category for teachers' evaluations of and reactions to social exclusion. In addition, we aimed to determine whether teachers include aspects related to group functioning in their considerations. The analyses demonstrated that teachers generally reject social exclusion, with female participants rejecting exclusion even more than male participants. Further, participants evaluated the exclusion of a Turkish protagonist as more reprehensible than the exclusion of a German protagonist. Regarding the likelihood of intervention, the origin of the excluded person was only relevant for male participants; i.e., they were less likely to intervene when the excluded person was German than when the excluded person was Turkish. Analyses of teachers' reasoning revealed their strong focus on inclusion as a social norm, especially in cases of interethnic exclusion. That is, when participants reasoned about the exclusion of the Turkish protagonist, they referred to the social norm of inclusion much more than when talking about the German protagonist. In contrast, aspects related to group functioning were scarcely of importance. In terms of the specific actions that participants would undertake as a reaction to the exclusion situation, no differences related to the origin of the excluded person were found. Hence, the origin of the excluded person factored into both the evaluation of the exclusion and the likelihood of intervention, but once the decision to intervene was made, there were no differences in the specific actions. The results are discussed in light of practical implications and teacher training as well as in terms of implications for future research.
DIPF-Departments:
Bildung und Entwicklung
Social inclusion of refugee and native peers among adolescents. It is the language that matters!
Beißert, Hanna; Gönültaş, Seçil; Mulvey, Kelly Lynn
Journal Article
| In: Journal of Research on Adolescence | 2020
39287 Endnote
Author(s):
Beißert, Hanna; Gönültaş, Seçil; Mulvey, Kelly Lynn
Title:
Social inclusion of refugee and native peers among adolescents. It is the language that matters!
In:
Journal of Research on Adolescence, 30 (2020) 1, S. 219-233
DOI:
10.1111/jora.12518
URN:
urn:nbn:de:0111-dipfdocs-191435
URL:
http://www.dipfdocs.de/volltexte/2020/19143/pdf/jora_2020_1_Beissert_Goenueltas_Mulvey_Social_inclusion_of_refugee_and_native_peers_among_adolescents_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Flüchtlingsjugend; Sprachkompetenz; Einflussfaktor; Soziale Interaktion; Peergroup; Jugendlicher; Migrationshintergrund; Inklusion; Ausgrenzung; Akkulturation; Soziale Integration; Wirkung; Gesundheit; Wohlbefinden; Kommunikation; Entscheidung; Gymnasium; Sekundarstufe I; Herkunftsland; Befragung; Syrien; Deutschland
Abstract (english):
This study investigated the role of refugee status and language skills for adolescents' inclusion or exclusion decisions in hypothetical intergroup scenarios. 100 German adolescents (Mage = 13.65 years, SD = 1.93) were presented three scenarios in which groups of adolescents are planning leisure time activities, and peers from their own country (Germany) versus another country (Syrian refugees) with either good or bad German skills want to join them. Whereas adolescents' inclusion decisions did not differ between the German protagonist and the Syrian one with good German skills, the Syrian protagonist with bad German skills was less likely to be included than either of the other two. These findings have implications for understanding the role of language in adolescents' inclusion decisions. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
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
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