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Diagnostik und schulische Interventionsmaßnahmen bei psychischen Auffälligkeiten
Schwenck, Christina; Mähler, Claudia; Hasselhorn, Marcus (Hrsg.)
Compilation Book
| Göttingen: Hogrefe | 2023
43260 Endnote
Editor(s)
Schwenck, Christina; Mähler, Claudia; Hasselhorn, Marcus
Title:
Diagnostik und schulische Interventionsmaßnahmen bei psychischen Auffälligkeiten
Published:
Göttingen: Hogrefe, 2023 (Tests und Trends in der pädagogisch-psychologischen Diagnostik, 19)
URL:
https://www.hogrefe.com/de/shop/diagnostik-und-schulische-interventionsmassnahmen-bei-psychischen-auffaelligkeiten-97159.html
Publication Type:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Angst; Autismus; Computernutzung; Diagnostik; Entwicklungspsychologie; Entwicklungsstörung; Intervention; Jugendlicher; Kind; Lernschwierigkeit; Mutismus; Prävention; Psychische Entwicklung; Schule; Selbstverletzendes Verhalten; Soziales Verhalten; Suchtgefährdung; Therapie; Verhaltensauffälligkeit
Abstract:
Etwa 70% der psychischen Auffälligkeiten und Erkrankungen entwickeln sich im Kindes- und Jugendalter, und eine frühzeitige Diagnostik und Intervention sind entscheidend für den langfristigen Verlauf und die Prognose. Dabei kommt dem Lebensumfeld Schule eine bedeutsame Rolle beim frühzeitigen Erkennen, bei der Zuweisung zu adäquaten Hilfsangeboten und beim kompetenten Umgang mit den Auffälligkeiten und Erkrankungen im Alltag zu. Dieses Buch gibt einen Überblick über häufige psychische Auffälligkeiten bei Schüler:innen, die Möglichkeiten, diese zu diagnostizieren, und über inner- und außerschulische Interventionsmöglichkeiten. Neben einer Einführung in die Thematik und einem Ausblick auf schulische Präventionsmöglichkeiten werden Störungen des Sozialverhaltens, ADHS, Angststörungen, Autismusspektrumstörungen, selbstverletzendes Verhalten, Selektiver Mutismus, Computerspiel- und Internetsucht und Lernschwierigkeiten von Expert:innen aus Wissenschaft und Praxis behandelt, die einen Einblick in die Symptomatik, aktuelle diagnostische Ansätze und schulische Interventionsmöglichkeiten geben. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Agency in educational technology. Interdisciplinary perspectives and implications for learning […]
Brod, Garvin; Kucirkova, Natalia; Shepherd, Joshua; Jolles, Dietsja; Molenaar, Inge
Journal Article
| In: Educational Psychology Review | 2023
43652 Endnote
Author(s):
Brod, Garvin; Kucirkova, Natalia; Shepherd, Joshua; Jolles, Dietsja; Molenaar, Inge
Title:
Agency in educational technology. Interdisciplinary perspectives and implications for learning design
In:
Educational Psychology Review, 35 (2023) , S. 25
DOI:
10.1007/s10648-023-09749-x
URL:
https://link.springer.com/article/10.1007/s10648-023-09749-x
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Adaptives System; Auswahl; Computerunterstütztes Lernen; Design; Digitale Medien; Forschung; Handlungskompetenz; Interdisziplinarität; Kind; Kontrolle; Lernumgebung; Lernziel; Philosophie; Schüler; Technologie
Abstract:
Advancing learners' agency is a key educational goal. The advent of personalized EdTech, which automatically tailor learning environments to individual learners, gives renewed relevance to the topic. EdTech researchers and practitioners are confronted with the same basic question: What is the right amount of agency to give to learners during their interactions with EdTech? This question is even more relevant for younger learners. Our aim in this paper is twofold: First, we outline and synthesize the ways in which agency is conceptualized in three key learning disciplines (philosophy, education, and psychology). We show that there are different types and levels of agency and various prerequisites for the effective exercise of agency and that these undergo developmental change. Second, we provide guiding principles for how agency can be designed for in EdTech for children. We propose an agency personalization loop in which the level of agency provided by the EdTech is assigned in an adaptive manner to strike a balance between allowing children to freely choose learning content and assigning optimal content to them. Finally, we highlight some examples from practice. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Digitalisierung in der Grundschule
Lorenz, Ramona; Goldhammer, Frank; Glondys, Manuel
Book Chapter
| Aus: McElvany, Nele; Lorenz, Ramona; Frey, Andreas; Goldhammer, Frank; Schilcher, Anita; Stubbe, Tobias C. (Hrsg.): IGLU 2021: Lesekompetenz von Grundschulkindern im internationalen Vergleich und im Trend über 20 Jahre | Münster: Waxmann | 2023
43959 Endnote
Author(s):
Lorenz, Ramona; Goldhammer, Frank; Glondys, Manuel
Title:
Digitalisierung in der Grundschule
In:
McElvany, Nele; Lorenz, Ramona; Frey, Andreas; Goldhammer, Frank; Schilcher, Anita; Stubbe, Tobias C. (Hrsg.): IGLU 2021: Lesekompetenz von Grundschulkindern im internationalen Vergleich und im Trend über 20 Jahre, Münster: Waxmann, 2023 , S. 197-214
URL:
https://www.waxmann.com/index.php?eID=download&buchnr=4700
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Computerunterstütztes Lernen; Deutschland; Digitale Medien; Digitalisierung; Empirische Untersuchung; Grundschule; Grundschüler; IGLU <Internationale Grundschul-Lese-Untersuchung>; Internationaler Vergleich; Lernbedingungen; Lesekompetenz; Leseunterricht; Medienausstattung; Medienkompetenz; Mediennutzung; Wirkung
Abstract:
Mit dem vorliegenden Kapitel werden einleitend bisherige Befunde zur Ausstattung von Grundschulen mit digitalen Medien und zur Nutzungsweise im Unterricht im Kontext des Lesens dargestellt. Anschließend folgen die aktuellen Ergebnisse zu diesen beiden Bereichen anhand der Internationalen Grundschul-Lese-Untersuchung 2021 (IGLU 2021). (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Erziehungswissenschaftliche Wissensgeschichte aus der Distanz, oder: Die Vermessung […]
Erdmann, Daniel; Vogel, Katharina
Book Chapter
| Aus: Oberdorf, Andreas (Hrsg.): Digital Turn und Historische Bildungsforschung: Bestandsaufnahme und Forschungsperspektiven | Bad Heilbrunn: Klinkhardt | 2022
43408 Endnote
Author(s):
Erdmann, Daniel; Vogel, Katharina
Title:
Erziehungswissenschaftliche Wissensgeschichte aus der Distanz, oder: Die Vermessung erziehungswissenschaftlichen "Grundwissens" durch Methoden aus dem Bereich des "distant reading" Ein Werkstattbericht
In:
Oberdorf, Andreas (Hrsg.): Digital Turn und Historische Bildungsforschung: Bestandsaufnahme und Forschungsperspektiven, Bad Heilbrunn: Klinkhardt, 2022 , S. 17-32
DOI:
10.25656/01:24850
URN:
urn:nbn:de:0111-pedocs-248503
URL:
https://www.pedocs.de/frontdoor.php?source_opus=24850
Publication Type:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Deutsch
Keywords:
18. Jahrhundert; 19. Jahrhundert; 20. Jahrhundert; 21. Jahrhundert; Analyse; Automatisiertes System; Bildungsgeschichte; Computerunterstütztes Verfahren; Digitale Medien; Digitalisierung; Erziehungswissenschaft; Grundwissen; Historische Bildungsforschung; Historische Quelle; Längsschnittuntersuchung; Methode; Modellierung; Projekt; Wissenschaftsforschung
Abstract (english):
Der vorliegende Werkstattbericht soll am Beispiel unseres DFG-geförderten Projektes "EWiG. Was ist erziehungswissenschaftliches Grundwissen? Wissensgeschichtliche Analysen 1780-2000" Möglichkeiten und Grenzen von distant reading in der historischen Wissens(geschichts)- und Wissenschaftsforschung zur Diskussion stellen, in dem wir uns eher konventionellen und vermeintlich gut bekannten Genres und Datenkorpora (Lehrbücher, Klassiker und Geschichten der Pädagogik zwischen 1780 und 2000) auf bisher wenig verbreiteten Wegen und mit entsprechenden Werkzeugen annähern. Wir beginnen mit einem rudimentären Überblick über Ziele und Quellen des Projektes; im Anschluss stellen wir nach kurzen Erläuterungen der jeweils zur Anwendung gekommenen methodischen Verfahren erste Ergebnisse unserer Analysen vor, bevor wir mit einem Fazit zur Frage schließen, ob und inwiefern das alles als digital turn zu begreifen ist. (DIPF/Orig.)
DIPF-Departments:
Bibliothek für Bildungsgeschichtliche Forschung
Effective use of learner-generated data in teacher training activities
Drachsler, Hendrik
Working Papers
| 2022
43208 Endnote
Author(s):
Drachsler, Hendrik
Title:
Effective use of learner-generated data in teacher training activities
Published:
Brussels: European Schoolnet Academy, 2022
URL:
http://www.eun.org/documents/411753/817341/Effective+Use+of+Learner-Generated+Data+in+Teacher+Training+Activities+v3.pdf/6e1bfeb2-b981-4170-a251-01e496173d08
Publication Type:
5. Arbeits- und Diskussionspapiere; Handreichung für die Praxis
Language:
Englisch
Keywords:
Analyseverfahren; Computerprogramm; Datenanalyse; Datenschutz; Datenschutzgesetz; Ethik; Learning Analytics; Lehrerausbildung; Technologie; Trainingsprogramm
Abstract:
This report contains an analysis of the effective use of learner-generated data with a specific focus on teacher training. The use of learner-generated data in research is coined Learning Analytics. So far very little is published about learner-generated data in the context of teacher training. The following report aims to introduce teacher trainers, policymakers and practitioners to learning analytics. It defines learning analytics and describes the core dimensions of it, such as stakeholders, objectives, data, technologies, ethics & privacy, and required competencies to exploit the benefits of learning analytics. After a comprehensive introduction to learning analytics, the report shows practical examples of learning analytics applications. It describes how learner-generated data can be identified, captured, and visualised on learner analytics dashboards. It also provides examples of public-funded and commercial applications of learning that take advantage of learning analytics in schools these days. Finally, the report outlines a potential teacher training program inspired by university master programs on learning analytics. It also suggests two training scenarios (a low-tech and a high-tech scenario) that could be used for the training of teachers on learner-generated data. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
shinyReCoR: A shiny application for automatically coding text responses using R
Andersen, Nico; Zehner, Fabian
Journal Article
| In: Psych | 2021
41458 Endnote
Author(s):
Andersen, Nico; Zehner, Fabian
Title:
shinyReCoR: A shiny application for automatically coding text responses using R
In:
Psych, 3 (2021) 3, S. 422-446
DOI:
10.3390/psych3030030
URL:
https://www.mdpi.com/2624-8611/3/3/30
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Natürliche Sprache; Sprachverarbeitung; Text; Codierung; Computerprogramm; Methodologie
Abstract (english):
In this paper, we introduce shinyReCoR: a new app that utilizes a cluster-based method for automatically coding open-ended text responses. Reliable coding of text responses from educational or psychological assessments requires substantial organizational and human effort. The coding of natural language in responses to tests depends on the texts' complexity, corresponding coding guides, and the guides' quality. Manual coding is thus not only expensive but also error-prone. With shinyReCoR, we provide a more efficient alternative. The use of natural language processing makes texts utilizable for statistical methods. shinyReCoR is a Shiny app deployed as an R-package that allows users with varying technical affinity to create automatic response classifiers through a graphical user interface based on annotated data. The present paper describes the underlying methodology, including machine learning, as well as peculiarities of the processing of language in the assessment context. The app guides users through the workflow with steps like text corpus compilation, semantic space building, preprocessing of the text data, and clustering. Users can adjust each step according to their needs. Finally, users are provided with an automatic response classifier, which can be evaluated and tested within the process. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Simultaneous constrained adaptive item selection for group-based testing
Bengs, Daniel; Kröhne, Ulf; Brefeld, Ulf
Journal Article
| In: Journal of Educational Measurement | 2021
40702 Endnote
Author(s):
Bengs, Daniel; Kröhne, Ulf; Brefeld, Ulf
Title:
Simultaneous constrained adaptive item selection for group-based testing
In:
Journal of Educational Measurement, 58 (2021) 2, S. 236-261
DOI:
10.1111/jedm.12285
URL:
https://onlinelibrary.wiley.com/doi/abs/10.1111/jedm.12285
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Adaptives Testen; Aufgabe; Auswahl; Computerunterstütztes Verfahren; Empirische Untersuchung; Gruppe; Leistungsmessung; Modell; Simulation; Technologiebasiertes Testen; Test
Abstract (english):
By tailoring test forms to the test‐taker's proficiency, Computerized Adaptive Testing (CAT) enables substantial increases in testing efficiency over fixed forms testing. When used for formative assessment, the alignment of task difficulty with proficiency increases the chance that teachers can derive useful feedback from assessment data. The application of CAT to formative assessment in the classroom, however, is hindered by the large number of different items used for the whole class; the required familiarization with a large number of test items puts a significant burden on teachers. An improved CAT procedure for group‐based testing is presented, which uses simultaneous automated test assembly to impose a limit on the number of items used per group. The proposed linear model for simultaneous adaptive item selection allows for full adaptivity and the accommodation of constraints on test content. The effectiveness of the group‐based CAT is demonstrated with real‐world items in a simulated adaptive test of 3,000 groups of test‐takers, under different assumptions on group composition. Results show that the group‐based CAT maintained the efficiency of CAT, while a reduction in the number of used items by one half to two‐thirds was achieved, depending on the within‐group variance of proficiencies.
DIPF-Departments:
Bildungsqualität und Evaluation
Model‐based treatment of rapid guessing
Deribo, Tobias; Kröhne, Ulf; Goldhammer, Frank
Journal Article
| In: Journal of Educational Measurement | 2021
41271 Endnote
Author(s):
Deribo, Tobias; Kröhne, Ulf; Goldhammer, Frank
Title:
Model‐based treatment of rapid guessing
In:
Journal of Educational Measurement, 58 (2021) 2, S. 281-303
DOI:
10.1111/jedm.12290
URL:
https://onlinelibrary.wiley.com/doi/10.1111/jedm.12290?af=R
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Leistungstest; Testkonstruktion; Messverfahren; Computerunterstütztes Verfahren; Frage; Antwort; Verhalten; Dauer; Problemlösen; Modell; Student; Medienkompetenz; Item-Response-Theory; Multiple-Choice-Verfahren; Validität; Panel; Längsschnittuntersuchung
Abstract (english):
The increased availability of time-related information as a result of computer-based assessment has enabled new ways to measure test-taking engagement. One of these ways is to distinguish between solution and rapid guessing behavior. Prior research has recommended response-level filtering to deal with rapid guessing. Response-level filtering can lead to parameter bias if rapid guessing depends on the measured trait or (un-)observed covariates. Therefore, a model based on Mislevy and Wu (1996) was applied to investigate the assumption of ignorable missing data underlying response-level filtering. The model allowed us to investigate different approaches to treating response-level filtered responses in a single framework through model parameterization. The study found that lower-ability test-takers tend to rapidly guess more frequently and are more likely to be unable to solve an item they guessed on, indicating a violation of the assumption of ignorable missing data underlying response-level filtering. Further ability estimation seemed sensitive to different approaches to treating response-level filtered responses. Moreover, model-based approaches exhibited better model fit and higher convergent validity evidence compared to more naïve treatments of rapid guessing. The results illustrate the need to thoroughly investigate the assumptions underlying specific treatments of rapid guessing as well as the need for robust methods. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Automated and controlled processes in comprehending multiple documents
Hahnel, Carolin; Goldhammer, Frank; Kroehne, Ulf; Mahlow, Nina; Artelt, Cordula; Schoor, Cornelia
Journal Article
| In: Studies in Higher Education | 2021
41420 Endnote
Author(s):
Hahnel, Carolin; Goldhammer, Frank; Kroehne, Ulf; Mahlow, Nina; Artelt, Cordula; Schoor, Cornelia
Title:
Automated and controlled processes in comprehending multiple documents
In:
Studies in Higher Education, 46 (2021) 10, S. 2074-2086
DOI:
10.1080/03075079.2021.1953333
URN:
urn:nbn:de:0111-pedocs-243880
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-243880
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Student; Lesen; Dokument; Vielfalt; Informationsverarbeitung; Verhalten; Lesegeschwindigkeit; Kognitive Prozesse; Arbeitsgedächtnis; Leseverstehen; Kognitive Kompetenz; Test; Computerunterstütztes Verfahren; Datenanalyse; Empirische Untersuchung; Deutschland
Abstract:
The study investigates automated and controlled cognitive processes that occur when university students read multiple documents (MDs). We examined data of 401 students dealing with two MD sets in a digital environment. Performance was assessed through several comprehension questions. Recorded log data gave indications about students' time allocation, corroboration, and sourcing. Independent measures were used for reading speed to tap the effects of automatic processing and for working memory and single-text reading comprehension to tap effects of controlled processing, with working memory considered the mental capacity for performing controlled processing. We found that faster readers completed the MD tasks faster and showed more corroboration behavior. At the same time, students skilled in comprehension allocated more time to processing MD tasks and were more likely to show MD-specific behaviors of corroboration and sourcing. Students' success in MD tasks was predicted by reading speed and working memory, with the effect of working memory being mediated by single-text comprehension. Behavioral indicators contributed independently in predicting students' MD comprehension. Results suggest that reading MDs resembles a problem-solving situation where students need to engage in controlled, non-routine processing to build up a comprehensive representation of MDs and benefit from highly automated, lower-level reading processes. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Developmental trajectories of phonological information processing in upper elementary students with […]
Schmidt, Claudia; Brandenburg, Janin; Busch, Jenny; Büttner, Gerhard; Grube, Dietmar; […]
Journal Article
| In: Reading Research Quarterly | 2021
40003 Endnote
Author(s):
Schmidt, Claudia; Brandenburg, Janin; Busch, Jenny; Büttner, Gerhard; Grube, Dietmar; Mähler, Claudia; Hasselhorn, Marcus
Title:
Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities
In:
Reading Research Quarterly, 56 (2021) 1, S. 143-171
DOI:
10.1002/rrq.299
URN:
urn:nbn:de:0111-pedocs-227500
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-227500
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Grundschüler; Schüler; Phonologie; Informationsverarbeitung; Lernschwierigkeit; Lesefertigkeit; Rechtschreibung; Entwicklung; Gedächtnis; Kognitive Prozesse; Schuljahr 03; Schuljahr 04; Schuljahr 05; Test; Computerunterstütztes Verfahren; Datenanalyse; Empirische Untersuchung; Längsschnittuntersuchung; Deutschland
Abstract:
Deficits in phonological information processing in upper elementary students with specific learning disabilities in reading or spelling may increase, decrease, or remain stable over time. The authors examined the development of phonological processing longitudinally in 209 students (109 with learning disabilities and 100 typically achieving; n = 127 boys) in Germany, from grade 3 to grade 5 (ages 8-11; mean age at recruitment = 8 years 6.78 months, SD = 5.39 months). Latent change score models revealed that the development of rapid automatized naming was best described as a decreasing deficit, whereas a persistent deficit in phonological awareness was observed. Differences between students with and without learning disabilities regarding the phonological loop increased over time. Further, there were no developmental differences as a function of reading versus spelling deficits. Theoretical and practical implications are discussed. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
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