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(Schlagwörter: "Fertigkeit")
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Quality of parental homework involvement. Predictors and reciprocal relations with academic […]
Dumont, Hanna; Trautwein, Ulrich; Nagy, Gabriel; Nagengast, Benjamin
Journal Article
| In: Journal of Educational Psychology | 2014
34345 Endnote
Author(s):
Dumont, Hanna; Trautwein, Ulrich; Nagy, Gabriel; Nagengast, Benjamin
Title:
Quality of parental homework involvement. Predictors and reciprocal relations with academic functioning in the reading domain
In:
Journal of Educational Psychology, 106 (2014) 1, S. 144-161
DOI:
10.1037/a0034100
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Begabung; Datenanalyse; Deutschland; Einflussfaktor; Eltern; Hauptschule; Hausaufgabe; Hilfe; Lesefertigkeit; Mitwirkung; Prognose; Qualität; Realschule; Schüler; Schülerleistung; Schuljahr 05; Schuljahr 07; Sozioökonomische Lage; Strukturgleichungsmodell; Variable; Wirkung; Wirkungsforschung
Abstract:
This study examined predictors of the quality of parental homework involvement and reciprocal relations between the quality of parental homework involvement and students' reading achievement and academic functioning in a reading-intensive subject (German). Data from 2,830 students in nonacademic tracks and their parents who were surveyed in both Grades 5 and 7 were analyzed. The quality of parental homework involvement was assessed via student reports. It was conceptualized as a multidimensional construct and measured by 3 dimensions proposed by self-determination theory: parental control, parental responsiveness, and parental structure. Whereas students' academic functioning in Grade 5 predicted the way parents became involved in the homework process in Grade 7, the quality of parents' help with homework did not depend on their socioeconomic background. Reciprocal relations between the quality of parental homework involvement and children's academic functioning were observed: Low academic functioning of students in Grade 5 resulted in more parental control in Grade 7, and more parental control in Grade 5 was associated with lower academic functioning in Grade 7. Similarly, high academic functioning in Grade 5 resulted in more parental responsiveness and structure in Grade 7, and more parental responsiveness and structure in Grade 5 were associated with better academic functioning in Grade 7. (journal abstract)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Reading, writing, and math self-concept in elementary school children. Influence of dimensional […]
Ehm, Jan-Henning; Lindberg, Sven; Hasselhorn, Marcus
Journal Article
| In: European Journal of Psychology of Education | 2014
33872 Endnote
Author(s):
Ehm, Jan-Henning; Lindberg, Sven; Hasselhorn, Marcus
Title:
Reading, writing, and math self-concept in elementary school children. Influence of dimensional comparison processes
In:
European Journal of Psychology of Education, 29 (2014) 2, S. 277-294
DOI:
10.1007/s10212-013-0198-x
URL:
http://link.springer.com/10.1007/s10212-013-0198-x
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Baden-Württemberg; Empirische Untersuchung; Faktorenanalyse; Fragebogen; Grundschüler; Hessen; Leistungstest; Lesefertigkeit; Mathematische Kompetenz; Rechtschreibung; Schülerleistung; Selbstkonzept
Abstract:
The internal/external (I/E) frame of reference model (Marsh, Am Educ Res J 23:129-149, 1986) conceptualizes students' self-concepts as being formed by dimensional as well as social comparison processes. In the present study, the I/E model was tested and extended in a sample of elementary school children. Core academic skills of reading, writing, and math were related to corresponding and non-corresponding self-concept facets to determine the onset of dimensional contrast effects. School achievement and domain-specific academic self-concepts of 1,114 students from grades 1 to 3 were assessed. Negative paths were found for math achievement on reading self-concept and for reading achievement on math self-concept in the third grade. Math achievement was not associated negatively with writing self-concept. Positive influences were found within the verbal domain for writing achievement on reading self-concept from grade 1 onward. The results suggest a broad interpretation of the I/E model in which contrast as well as assimilation effects are possible. Factors influencing the dimensional comparison processes are discussed. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Wirksamkeit schulrelevanter Förderung in Kindertagesstätten
Hasselhorn, Marcus; Kuger, Susanne
Journal Article
| In: Zeitschrift für Erziehungswissenschaft | 2014
34333 Endnote
Author(s):
Hasselhorn, Marcus; Kuger, Susanne
Title:
Wirksamkeit schulrelevanter Förderung in Kindertagesstätten
In:
Zeitschrift für Erziehungswissenschaft, 17 (2014) 2, S. 299-314
DOI:
10.1007/s11618-013-0473-2
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Deutschland; Empirische Forschung; Fertigkeit; Förderung; Förderungsmaßnahme; Forschungsstand; Frühpädagogik; Intervention; Kindertagesstätte; Kompensatorische Erziehung; Kompetenz; Programm; Training; Vorschulerziehung; Wirkung
Abstract:
Auf der Basis einer Sichtung vorliegender internationaler wie nationaler Forschungsbefunde zur allgemeinen und differenziellen Wirksamkeit der pädagogischen Arbeit in Kindertagesstätten, der kontrollierten Evaluation von Modellprojekten zur kompensatorischen Förderung im vorschulischen Bereich und zu wirksamkeitsgeprüften Programmen zur gezielten Förderung individueller Lernvoraussetzungen werden mehrere Schlussfolgerungen herausgearbeitet: Erstens wirkt sich ein früher Besuch von Kindertageseinrichtungen - ab dem dritten Lebensjahr - positiv auf die Entwicklung schulrelevanter Kompetenzen aus. Zweitens basieren die entwicklungsförderlichen Wirkungen von Kindertagesstätten vorwiegend auf der Qualität der realisierten Anregungsangebote, die derzeit in Deutschland noch erheblich ausbaufähig sind. Drittens können in breit angelegten und intensiven Modellprojekten der Verbesserung des gesamten Regelangebots einer Einrichtung kompensatorische Fördereffekte auch für benachteiligte Kindergruppen nachgewiesen werden, insbesondere wenn sie gekoppelt sind mit günstigen Anregungsbedingungen in der Familie und später auch in der Schule. Und viertens liegen nachweislich wirksame fokussierte Trainingsprogramme vor, die geeignet sind, um in Kindertagesstätten eingesetzt zu werden. Für eine Umsetzung dieser Möglichkeiten in der Praxis von Kindertagesstätten sind allerdings noch einige Herausforderungen zu bewältigen.
Abstract (english):
The present paper summarizes international and national research findings on the general and differential effectiveness of pedagogical work in early childhood education and care settings, evaluations of pilot projects on compensatory preschool education as well programs to support individual learning abilities. Based on these findings, the following conclusions are drawn: First, attending early childhood education and care settings at an early age (after the age of three) has a positive influence on the development of academic competences. Second, the effectiveness of these settings depends on the instructional quality, which could be considerably improved in Germany. Third, pilot projects on programs to support individual learning abilities could show that compensatory effects for disadvantaged groups of children exist, especially when they are interlinked with stimulating conditions in the family and at school. Fourth, effective training programs exist that can be implemented in early childhood education and care. However, a number of challenges need to be met before they can be successfully implemented.
DIPF-Departments:
Bildung und Entwicklung; Bildungsqualität und Evaluation
Erfassung der Selbstregulation vor dem Schuleintritt
Suchodoletz, Antje von; Gawrilow, Caterina; Gunzenhauser, Catherine; Merkt, Julia; […]
Journal Article
| In: Psychologie in Erziehung und Unterricht | 2014
34625 Endnote
Author(s):
Suchodoletz, Antje von; Gawrilow, Caterina; Gunzenhauser, Catherine; Merkt, Julia; Hasselhorn, Marcus; Wanless, Shannon; McClelland, Megan
Title:
Erfassung der Selbstregulation vor dem Schuleintritt
In:
Psychologie in Erziehung und Unterricht, 61 (2014) 3, S. 165-174
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Arbeitsgedächtnis; Aufmerksamkeit; Bewegung <Motorische>; Datenerfassung; Deutschland; Diagnostik; Empirische Untersuchung; Entwicklung; Entwicklungspsychologie; Entwicklungstest; Fertigkeit; Fremdeinschätzung; Frühpädagogik; Kindergarten; Kognitive Entwicklung; Kognitive Prozesse; Koordination; Mathematik; Messung; Pädagogische Psychologie; Psychologische Forschung; Reliabilität; Schulanfang; Schulreife; Selbstregulation; Test; Validität; Vorschulkind; Vorwissen; Wortschatz
Abstract:
Selbstregulation ist für die Bewältigung (vor)schulischer Anforderungen von zentraler Bedeutung. Entsprechend der theoretischen Annahmen von Blair und Ursache (2011) steuern exekutive Funktionen die Selbstregulation von Handlungen. Im Rahmen der vorliegenden Studie wird die Validität verschiedener Verfahren zur Erfassung von Selbstregulation vor dem Schuleintritt sowie deren Zusammenhang zu schulrelevanten Vorläuferfertigkeiten untersucht. Die Selbstregulation von 311 Vorschulkindern im Alter zwischen drei und sieben Jahren wurde mit Aufgaben zu exekutiven Funktionen, dem Head-Toes-Knees-Shoulders Test sowie über Fremdeinschätzungen der Mütter und Erzieherinnen bzw. Erzieher erfasst. Die Ergebnisse zeigen, dass Konvergenzunterschiede zwischen den Verfahren bestehen. Weitergehende Analysen weisen darauf hin, dass die verschiedenen Verfahren zur Erfassung von Selbstregulation einen unterschiedlichen Anteil der Varianz schulrelevanter Vorläuferfertigkeiten erklären.
Abstract (english):
Self-regulation is an important aspect of school readiness. In their theory of self-regulation, Blair and Ursache (2011) assume that executive function serve a critical role in regulating behavior. The present study explores the validity of different self-regulation measures before school entry and their relationship to school relevant precursor skills. Self-regulation of 311 preschool children between the ages three and seven years was assessed using executive function tasks, the Head-Toes-Knees-Shoulders Task, and parent and teacher reports. Results demonstrate heterogeneity in convergence between measures. Further analyses showed that the diverse measures of self-regulation explain a different amount of variance in emerging academic outcomes.
DIPF-Departments:
Bildung und Entwicklung
Computer-based adaptive speed tests
Bengs, Daniel; Brefeld, Ulf
Book Chapter
| Aus: Stamper, J.;Pardos, Z.;Mavrikis, M.;McLaren, B. M. (Hrsg.): Proceedings of the 7th International Conference on Educational Data Mining (EDM 2014) | Worcester; MA: International Educational Data Mining Society | 2014
35205 Endnote
Author(s):
Bengs, Daniel; Brefeld, Ulf
Title:
Computer-based adaptive speed tests
In:
Stamper, J.;Pardos, Z.;Mavrikis, M.;McLaren, B. M. (Hrsg.): Proceedings of the 7th International Conference on Educational Data Mining (EDM 2014), Worcester; MA: International Educational Data Mining Society, 2014 , S. 221-224
URL:
http://www.educationaldatamining.org/EDM2014/index.php?page=proceedings
Publication Type:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Adaptives Testen; Algorithmus; Analyse; Antwort; Computerunterstütztes Verfahren; Empirische Forschung; Konzentration; Leistungstest; Lesefertigkeit; Lesetest; Psychometrie; Test; Theorie; Zeit
Abstract:
The assessment of a person's traits is a fundamental problem in human sciences. Compared to traditional paper & pencil tests, computer based assessments not only facilitate data acquisition and processing but also allow for adaptive and personalized tests so that competency levels are assessed with fewer items. We focus on speeded tests and propose a mathematically sound framework in which latent competency skills are represented by belief distributions on compact intervals. Our algorithm updates belief based on directional feedback; adaptation rate and difficulty of the task at hand can be controlled by user-defined parameters. We provide a rigorous theoretical analysis of our approach and report on empirical results on simulated and real world data, including concentration tests and the assessment of reading skills. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Organisationales Lernen von Schulen im Kontext datenbasierter Steuerung
Feldhoff, Tobias; Gromala, Lisa; Brüsemeister, Thomas
Book Chapter
| Aus: Holtappels, Heinz Günter (Hrsg.): Schulentwicklung und Schulwirksamkeit als Forschungsfeld | Münster: Waxmann | 2014
34778 Endnote
Author(s):
Feldhoff, Tobias; Gromala, Lisa; Brüsemeister, Thomas
Title:
Organisationales Lernen von Schulen im Kontext datenbasierter Steuerung
In:
Holtappels, Heinz Günter (Hrsg.): Schulentwicklung und Schulwirksamkeit als Forschungsfeld, Münster: Waxmann, 2014 , S. 241-257
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Analyse; Außerschulische Tätigkeit; Evidenz; Feedback; Fertigkeit; Führung; Kooperation; Lehrer; Lehrerkollegium; Lernende Organisation; Management; Organisation; Organisationsentwicklung; Partizipation; Reform; Schule; Schulentwicklung; Schulinspektion; Schulverwaltung; Steuerung; Struktur; Wertorientierung; Wissen
Abstract:
Im vorliegenden Artikel charakterisieren die Autoren (1) detailliert die einzelnen Dimensionen des Organisationslernens und (2) zeigen exemplarisch das Analysepotential des Kapazitätenansatzes zur Beschreibung und Untersuchung schulischer Verarbeitungsprozesse als Reaktion auf eine evidenzbasierte Steuerung. (3) Zum Abschluss wird auf Fragen eingegangen, die sich aus dem Ansatz der Kapazitäten Organisationalen Lernens für die evidenzbasierte Steuerung ergeben. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Effects of biliteracy on third language reading proficiency, the example of Turkish-German […]
Rauch, Dominique
Book Chapter
| Aus: Grommes, Patrik;Hu, Adelheid (Hrsg.): Plurilingual education: Policies - practice - language development | Amsterdam: Benjamins | 2014
35179 Endnote
Author(s):
Rauch, Dominique
Title:
Effects of biliteracy on third language reading proficiency, the example of Turkish-German bilinguals
In:
Grommes, Patrik;Hu, Adelheid (Hrsg.): Plurilingual education: Policies - practice - language development, Amsterdam: Benjamins, 2014 , S. 199-217
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Bilingualismus; Deutsch; Empirische Untersuchung; Englisch; Fragebogen; Hamburg; Lesefertigkeit; Leseverstehen; Migrationshintergrund; Multivariate Analyse; Regressionsanalyse; Schüler; Schuljahr 09; Spracherwerb; Sprachgebrauch; Sprachkompetenz; Test; Türkisch; Zweite Fremdsprache
Abstract (english):
The paper at hand compares the effects of bilingual language use and biliteracy on third language reading comprehension. Data of 280 9th-graders from 14 schools in Hamburg, Germany, were analyzed for the research. Using a questionnaire on language use at home, 142 students were identified as monolingual speakers of German and 138 students as bilingual speakers of Turkish and German. All students were tested in reading comprehension in German (GRC) and English (ERC), which is the third language of the bilinguals. Students with a background in Turkish were tested in Turkish reading comprehension (TRC), too. On the basis of the TRC and GRC test the bilingual students were grouped into fully biliterate students and partially biliterate. Controlling for a set of comprehensive cognitive and socio-economic variables, multivariate regression analysis revealed a negative association between the oral use of Turkish and German in daily life and English reading comprehension but a positive association of biliteracy in Turkish and German and English reading comprehension. In contrast to a bilingualism, which is related to spoken language only, biliteracy seems to be positively associated with third language acquisition. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Computer-based assessment of complex problem solving. Concept, implementation, and application
Greiff, Samuel; Wüstenberg, Sascha; Holt, Daniel; Goldhammer, Frank; Funke, Joachim
Journal Article
| In: Educational Technology Research and Development | 2013
33459 Endnote
Author(s):
Greiff, Samuel; Wüstenberg, Sascha; Holt, Daniel; Goldhammer, Frank; Funke, Joachim
Title:
Computer-based assessment of complex problem solving. Concept, implementation, and application
In:
Educational Technology Research and Development, 61 (2013) 3, S. 407-421
DOI:
10.1007/s11423-013-9301-x
URL:
https://link.springer.com/article/10.1007%2Fs11423-013-9301-x
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Bewertung; Bildung; Computerunterstütztes Verfahren; Deutschland; Fertigkeit; Intervention; Itembank; Problemlösen; Student; Test; Testkonstruktion; Wissen
Abstract (english):
Complex Problem Solving (CPS) skills are essential to successfully deal with environments that change dynamically and involve a large number of interconnected and partially unknown causal influences. The increasing importance of such skills in the 21st century requires appropriate assessment and intervention methods, which in turn rely on adequate item construction, delivery, and scoring. The lack of assessment tools, however, has slowed down research on and understanding of CPS. This paper first presents the MicroDYN framework for assessing CPS, which is based on linear structural equation systems with input and output variables and opaque relations among them. Second, a versatile assessment platform, the CBA Item Builder, which allows the authoring, delivery, and scoring of CPS tasks for scientific and educational purposes is introduced. Third, we demonstrate the potential of such a tool for research by reporting an experimental study illustrating the effect of domain specific content knowledge on performance in CPS tasks both on an overall performance and on a process level. The importance of accessible and versatile technical platforms not only for assessment and research but also for intervention and learning are discussed with a particular focus on educational contexts.
DIPF-Departments:
Bildungsqualität und Evaluation
Gender differences in both tails of the distribution of numerical competencies in preschool children
Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Journal Article
| In: Educational Studies in Mathematics | 2013
33534 Endnote
Author(s):
Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven
Title:
Gender differences in both tails of the distribution of numerical competencies in preschool children
In:
Educational Studies in Mathematics, 84 (2013) 2, S. 201-208
DOI:
10.1007/s10649-013-9488-0
URL:
http://link.springer.com/article/10.1007%2Fs10649-013-9488-0
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Fertigkeit; Frankfurt a.M.; Geschlechtsspezifischer Unterschied; Junge; Kindergarten; Leistung; Mädchen; Mathematische Kompetenz; Test; Vergleichsuntersuchung; Vorschulalter
Abstract (english):
Gender differences in mathematical achievement have been examined in a wide range of age groups but only a few studies addressed this issue in preschool children. We compared preschool girls (n=570) and boys (n=524) from Germany with regard to numerical competencies. Differences in overall group means and the frequency of representation at low, middle, or high levels of performance were explored for girls and boys. Analysis of overall group means revealed that boys showed a better performance than girls (d=.32). The analysis of frequencies showed differences in both tails but not in the middle of the distribution of numerical competencies. While boys were more often found at higher levels of performance, girls were found to be overrepresented in the low-ability end of the distribution. These findings demonstrate that gender differences in mathematical achievement can emerge before school entry and stress the importance of further research looking for gender divides in mathematical achievement in preschool children from different countries as well as possible underlying factors.
DIPF-Departments:
Bildung und Entwicklung
Working memory capacity in preschool children contributes to the acquisition of school relevant […]
Preßler, Anna‑Lena; Krajewski, Kristin; Hasselhorn, Marcus
Journal Article
| In: Learning and Individual Differences | 2013
33063 Endnote
Author(s):
Preßler, Anna‑Lena; Krajewski, Kristin; Hasselhorn, Marcus
Title:
Working memory capacity in preschool children contributes to the acquisition of school relevant precursor skills
In:
Learning and Individual Differences, 23 (2013) 1, S. 138-144
DOI:
10.1016/j.lindif.2012.10.005
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Arbeitsgedächtnis; Deutschland; Empirische Untersuchung; Fertigkeit; Frankfurt a.M.; Kind; Kognitive Prozesse; Leistung; Mathematische Kompetenz; Phonologie; Schulanfänger; Test; Vorschulalter
Abstract (english):
The aim of the present study was to investigate whether preschool children with limitations in the visual or phonological working memory are disadvantaged in the acquisition of school relevant precursor skills at school entry. A sample of 92 children was divided into three subgroups depending on their performance in visual and phonological working memory tasks in their last year before school entry (T1). At T1 the children were tested on cognitive measures as well as quantity-number competencies and phonological awareness tasks. Shortly after school entry (T2), the precursor skills were assessed again. The findings indicate that preschool children with reduced phonological working memory capacity show weaker numerical competencies before school entry and weaker phonological awareness skills at the beginning of school compared to an unimpaired control group. On the other hand, visual working memory limitations in preschool only affect numerical competencies before and particularly after school entry.
DIPF-Departments:
Bildung und Entwicklung
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