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(Personen: "Vieluf," und "Svenja")
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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
Making intercultural learning in EFL lessons interesting. The role of teaching processes and […]
Vieluf, Svenja; Göbel, Kerstin
Journal Article
| In: Teaching and Teacher Education | 2019
39677 Endnote
Author(s):
Vieluf, Svenja; Göbel, Kerstin
Title:
Making intercultural learning in EFL lessons interesting. The role of teaching processes and individual learning prerequisites and their interactions
In:
Teaching and Teacher Education, 79 (2019) , S. 1-16
DOI:
10.1016/j.tate.2018.11.019
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0742051X18304347
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract (english):
With a sample of 2047 German students in 93 classes we investigated whether students' perception of the interestingness of an EFL lesson with intercultural focus was explained by teaching processes, students' learning prerequisites, and their interactions. Our findings indicate that lessons during which teachers supported students' self-determination were perceived as more interesting by the students than other lessons. However, even these lessons were not perceived as interesting by all students. Within-class variation was partly explained by students' personal interest in EFL and intercultural sensitivity. Besides, differential effects of teaching processes were observed depending on these learning prerequisites. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Gender differences in reading achievement and enjoyment of reading. The role of perceived teaching […]
Hochweber, Jan; Vieluf, Svenja
Journal Article
| In: Journal of Educational Research | 2018
36779 Endnote
Author(s):
Hochweber, Jan; Vieluf, Svenja
Title:
Gender differences in reading achievement and enjoyment of reading. The role of perceived teaching quality
In:
Journal of Educational Research, 111 (2018) 3, S. 268-283
DOI:
10.1080/00220671.2016.1253536
URN:
urn:nbn:de:0111-pedocs-170406
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-170406
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Datenanlyse; Deutschland; Freude; Geschlechtsspezifischer Unterschied; Lesefertigkeit; Lesen; Mehrebenenanalyse; Motivation; Qualität; Schüler; Schuljahr 09; Sekundäranalyse; Sekundarstufe I; Unterricht; Wahrnehmung
Abstract (english):
The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management, adequate pacing, and a strong focus on language competencies were related to a less pronounced increase of girls' advantage in reading achievement during Grade 9. High levels of teacher support and focus on language competencies were related to smaller gender differences in enjoyment of reading at the beginning of Grade 9, though not associated with change of these differences over the school year. Our findings suggest that high teaching quality is not only related to higher reading achievement and reading enjoyment in classrooms as a whole, but may also help to mitigate the increase of gender gaps in reading achievement and motivation commonly observed in secondary school. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Does a lack of teachers' recognition of students with migration background contribute to […]
Vieluf, Svenja; Sauerwein, Markus
Journal Article
| In: European Educational Research Journal | 2018
38791 Endnote
Author(s):
Vieluf, Svenja; Sauerwein, Markus
Title:
Does a lack of teachers' recognition of students with migration background contribute to achievement gaps?
In:
European Educational Research Journal, (2018) , S. online first
DOI:
10.1177/1474904118810939
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Abstract (english):
Based on Honneth's recognition theory, this study aimed at investigating whether students with a migration background reported receiving less recognition from teachers than students without a migration background. Also, we explored whether such a difference contributed to explaining the disparity between the groups in reading achievement. To answer these research questions, we used data from a German study on school quality (STEG-S; n = 2105 students), and from the Programme for International Student Assessment (PISA; n = 6504 students). The results show that, indeed, students with a migration background experienced less recognition from teachers in terms of cognitive respect. Students reporting lower levels of cognitive respect from reading teachers further achieved poorer outcomes in the reading test at the end of the first term of grade 5, controlling for test results at the beginning of the term. Accordingly, cognitive respect from the reading teacher mediated the effect of the migration background on reading achievement. These effects were small but might accumulate over time. Hence, recognition in the classroom appears to be one piece of the puzzle for understanding how educational disadvantages persist and are reproduced for students with a migration background. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Die kulturelle Gebundenheit von Schulleistungen
Vieluf, Svenja
Book Chapter
| Aus: Reh, Sabine;Ricken, Norbert (Hrsg.): Leistung als Paradigma: Zur Entstehung und Transformation eines pädagogischen Konzepts | Wiesbaden: Springer VS | 2018
38534 Endnote
Author(s):
Vieluf, Svenja
Title:
Die kulturelle Gebundenheit von Schulleistungen
In:
Reh, Sabine;Ricken, Norbert (Hrsg.): Leistung als Paradigma: Zur Entstehung und Transformation eines pädagogischen Konzepts, Wiesbaden: Springer VS, 2018 , S. 371-394
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Abstract:
Der vorliegende Beitrag beschäftigt sich mit der Frage, inwieweit Schulleistungen als universell versus kulturgebunden konzeptualisiert werden sollten. Hierfür werden theoretische Überlegungen und empirische Befunde aus zwei theoretischen Perspektiven - einer ökokulturellen und einer sozialkonstruktivistischen - überblicksartig dargestellt. Der Beitrag kommt zu dem Schluss, dass einerseits grundlegende kognitive und motivationale Strukturen, die schulisches Lernen erst ermöglichen, universell auffindbar sind und, dass auch die groben Ziele sowie Rahmenbedingungen institutionalisierter schulischer Bildung transnational ähnliche Grundzüge aufweisen. Andererseits sind Prozesse des Erwerbs spezifischer Kompetenzen und Wissensinhalte sowie die Bedingungen ihres Nachweises in Leistungsüberprüfungssituationen tief verwurzelt in dynamischen und interagierenden kulturellen Kontexten.
DIPF-Departments:
Bildungsqualität und Evaluation
Unterrichtsforschung
Vieluf, Svenja; Göbel, Kerstin; Sauerwein, Markus
Book Chapter
| Aus: Gogolin, Ingrid; Georgi, Viola B.; Krüger-Potratz, Marianne; Lengyel, Dorit; Sandfuchs, Uwe (Hrsg.): Handbuch interkulturelle Pädagogik | Bad Heilbrunn: Klinkhardt | 2018
38198 Endnote
Author(s):
Vieluf, Svenja; Göbel, Kerstin; Sauerwein, Markus
Title:
Unterrichtsforschung
In:
Gogolin, Ingrid; Georgi, Viola B.; Krüger-Potratz, Marianne; Lengyel, Dorit; Sandfuchs, Uwe (Hrsg.): Handbuch interkulturelle Pädagogik, Bad Heilbrunn: Klinkhardt, 2018 , S. 216-218
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Qualität; Unterrichtsforschung; Interkulturalität; Interkulturelle Pädagogik; Interkultureller Vergleich; DESI <Deutsch-Englisch-Schülerleistungen-International>; Begriff; Definition; Mehrsprachigkeit; Textverständnis; Leseverstehen; Unterrichtsbeobachtung
DIPF-Departments:
Bildungsqualität und Evaluation
Specific effects of language transfer promoting teaching and insights into the implementation in […]
Göbel, Kerstin; Vieluf, Svenja
Journal Article
| In: Orbis scholae | 2017
38535 Endnote
Author(s):
Göbel, Kerstin; Vieluf, Svenja
Title:
Specific effects of language transfer promoting teaching and insights into the implementation in EFL-teaching
In:
Orbis scholae, 11 (2017) 3, S. 103-122
DOI:
10.14712/23363177.2018.279
URL:
http://www.cupress.cuni.cz/ink2_stat/index.jsp?include=AUC_clanek&id=5944&id=6683&casopis=1201&zalozka=1&predkl=0
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Englischunterricht; Fremdsprachenunterricht; Schuljahr 09; Schulform; Mehrsprachigkeit; Einsprachigkeit; Unterrichtsmethode; Transfer; Sprachkompetenz; Lernstrategie; DESI <Deutsch-Englisch-Schülerleistungen-International>; Schüler; Migrationshintergrund; Schülerleistung; Einflussfaktor; Deutschunterricht; Bilingualer Unterricht; Schülerleistungstest; Regressionsanalyse; Deutschland
Abstract (english):
The following contribution analyzes language transfer promoting instruction in the context of English as a foreign language (EFL) instruction in 9th grade secondary classes in Germany. By combining data from questionnaires, tests, and video-data, the article sheds light on learning outcomes in the context of language transfer promoting instruction and presents teaching practice of interlanguage reflection in ESL-teaching. Results indicate a positive correlation of language transfer promoting teaching with EFL listening comprehension at the beginning of grade 9. A correlation between language transfer promoting teaching did not show up with text reconstruction. The analysis of selected videos revealed sequences that hint at an attempt to promoting language transfer actually take place in classes of teachers reporting high importance for language transfer promoting teaching. However, these sequences do not display an elaborated language transfer promoting teaching. Language transfer promotion is implemented in a rather implicit way, while referring to German language only. Results indicate the need for elaborated strategies of implementation of language transfer promoting teaching. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
The same in German as in English? Investigating the subject-specificity of teaching quality
Praetorius, Anna-Katharina; Vieluf, Svenja; Saß, Steffani; Bernholt, Andrea; Klieme, Eckhard
Journal Article
| In: Zeitschrift für Erziehungswissenschaft | 2016
35940 Endnote
Author(s):
Praetorius, Anna-Katharina; Vieluf, Svenja; Saß, Steffani; Bernholt, Andrea; Klieme, Eckhard
Title:
The same in German as in English? Investigating the subject-specificity of teaching quality
In:
Zeitschrift für Erziehungswissenschaft, 19 (2016) 1, S. 191-209
DOI:
10.1007/s11618-015-0660-4
URL:
http://link.springer.com/article/10.1007/s11618-015-0660-4
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Deutschland; Deutschunterricht; Effektivität; Empirische Untersuchung; Englischunterricht; Klassenführung; Lehrer; Mehrebenenanalyse; Multivariate Analyse; Qualität; Schulklasse; Unterricht; Unterrichtsfach; Unterrichtsklima
Abstract:
Unterrichtsqualität wird oft als stabiles Personenmerkmal von Lehrkräften interpretiert. Inwiefern dies angemessen ist, wurde bislang jedoch kaum empirisch überprüft. Im vorliegenden Beitrag steht die Stabilität von Unterrichtsqualität über Unterrichtsfächer im Fokus. Zum einen wurde untersucht, inwiefern Value-added-Werte für Lehrkräfte, die die Fächer Deutsch und Englisch in einer Klasse unterrichten, über diese Fächer stabil ausgeprägt sind und zum anderen, wie stabil zwei Basisdimensionen von Unterrichtsqualität (Klassenführung und unterstützendes Unterrichtsklima) über Fächer hinweg ausgeprägt sind. Es wurden Daten von 25 Klassen mit ihren 548 Schülerinnen und Schülern analysiert, die in den Fächern Deutsch und Englisch von derselben Lehrkraft unterrichtet wurden. Ausgewertet wurden die Daten mittels multivariaten Mehrebenenanalysen sowie Generalisierbarkeitsanalysen. Die Valued-added-Werte wiesen einen hohen Zusammenhang auf. Bei beiden untersuchten Unterrichtsqualitätsdimensionen überwog der fachübergreifende Anteil an Unterrichtsqualität, wobei für Klassenführung kaum fachspezifische Anteile, für das unterstützende Unterrichtsklima hingegen substanzielle fachspezifische Anteile gefunden wurden. Die Befunde weisen auf die Bedeutsamkeit weiterer Studien zum Einfluss situationaler und kontextueller Bedingungen auf Unterrichtsqualität hin, um einen umfassenderen Eindruck bezüglich der Variation von Unterrichtsqualität über verschiedene Bedingungen hinweg zu erhalten. (DIPF/Orig.)
Abstract (english):
Teaching quality often is assumed to be a personal and stable characteristic of teachers. Whether this is true has scarcely been investigated empirically. In this study the extent to which value-added scores of teachers teaching German and English as a foreign language (EFL) to the same class remain consistent across subjects was investigated. Then, the consistency of two teaching quality dimensions-classroom management and motivational support-across subjects was explored. A sample consisting of 25 classes with 548 students to whom German and EFL were taught by the same teacher was analyzed using multivariate multilevel models and generalizability theory. The results showed that the value-added scores were highly correlated across subjects. While there was hardly any subject-dependent variance in classroom management, there was substantial subject-dependent variance in motivational support. The results indicate that it is important to conduct further studies on the situational and contextual factors that might influence teaching quality to gain a more comprehensive picture regarding the consistency of teaching quality across various conditions. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Ethnicity and migration
Vieluf, Svenja
Book Chapter
| Aus: Kuger, Susanne; Klieme, Eckhard; Jude, Nina; Kaplan, David (Hrsg.): Assessing contexts of learning: An international perspective | Cham: Springer | 2016
36723 Endnote
Author(s):
Vieluf, Svenja
Title:
Ethnicity and migration
In:
Kuger, Susanne; Klieme, Eckhard; Jude, Nina; Kaplan, David (Hrsg.): Assessing contexts of learning: An international perspective, Cham: Springer, 2016 (Methodology of educational measurement and assessment), S. 147-177
DOI:
10.1007/978-3-319-45357-6_6
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Migration; Ethnizität; Bildungschance; Gerechtigkeit; Bildungsindikator; Heterogenität; Bildungspolitik; Diskriminierung; Bildungserfolg; Schulkultur; Multikulturalität; Unterrichtsklima; Wirkung; Internationaler Vergleich; PISA <Programme for International Student Assessment>; Feldstudien
Abstract:
This chapter calls for a shift in the focus of international large-scale assessments (ILSAs) from the pure detection of immigrants' educational disadvantages towards a more comprehensive analysis of how and how well school systems address student diversity, considering not only the ethnicity of students but also its intersections with other dimensions of disadvantage. To this end, system-level assessment of public policies as well as of different forms of individual, institutional, and structural discrimination are proposed, as well as school-level assessment of multicultural school cultures and multicultural school climates. After summarizing the theoretical background for these themes, some thoughts on possible indicators implementable in ILSAs are developed, before specific measures, that were developed for and tested in the Programme for International Student Assessment (PISA) 2015 field trial, are described. It is concluded that the further development and implementation of these and other measures for purposes of policy monitoring will not only help the development of a more comprehensive understanding of ethnic inequalities in the education sector, but will also increse our understanding of how these inequalities are produced and perpetuated. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
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