@article{53660,
abstract = {{In this paper, a group of nine international scholars reflect on the
collective responsibilities of stakeholders within inclusive educa-
tional settings. This reflection was prompted by the need to identify
specific elements which would support intentional, collective
responsibility to support authentic inclusion for all students. In
order to engender this collectivist mindset, mirroring the metaphor
of the nurturing village, the group conducted a qualitative study
based on structured and semi-structured dialogue, written reflec-
tions and previously constructed research to inform a framework to
support inclusivity more collectively. Results suggest that nurturing
spaces, empathetic relationships, supportive networks and targeted
teaching, all contribute to bona fide inclusion, especially if this
responsibility is shared and cohesive. Data further revealed that
inclusivity is a values-driven process which flourishes when all
stakeholders subscribe to common values and tenets regarding
socially just educational provision. The authors inculcate the vil-
lage-mindset, a now popularly received notion, reinforcing the
need for active and deliberate dialogue focusing on shared respon-
sibilities and vision. In this paper, we intend to reiterate the need for
educational systems which foster more collective, compassionate
and nurturing inclusive practice in educational settings.}},
author = {{Subban, Pearl and Woodcock, Stuart and Bradford, Brent and Romano, Allesandra and Sahli Lozano, Caroline and Kullmann, Harry and Sharma, Umesh and Loreman, Tim and Avramidis, Elias}},
journal = {{Teachers and Teaching}},
keywords = {{Inclusive education, inclusive schools, collective responsibility, school community, village mindset}},
number = {{5}},
pages = {{668--683}},
title = {{{What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion}}},
doi = {{10.1080/13540602.2024.2338398}},
volume = {{30}},
year = {{2024}},
}
@article{43135,
abstract = {{Previous research has identified the importance of teacher attitudes and self-efficacy in supporting inclusive education. This study involved a multi-national exploration of a further dimension of
inclusive education, collective efficacy, through the testing of a new tool, the Teacher Efficacy for Inclusive Practice-Collective (TEIP-C) Scale. The study also aimed to investigate whether teacher
attitudes, self-efficacy, collective efficacy and intention to teach in inclusive classrooms differ across countries. Participants included 1,523 teachers from Canada, Greece, Italy and Switzerland. Results
suggested a two-factor structure for the TEIP-C, Engagement, and Inclusive Pedagogies, with strong internal consistency for the scale. Several differences across countries were identified, with teachers
from Italy reporting more positive attitudes towards inclusion and a greater intention to teach in inclusive classrooms. Implications of the study in terms of further strengthening inclusive practice are
discussed.}},
author = {{Sharma , Umesh and Loreman , Tim and May , Fiona and Romano , Alessandra and Lozano , Caroline Sahli and Avramidis , Elias and Woodcock , Stuart and Subban , Pearl and Kullmann, Harry}},
journal = {{European Journal of Special Needs Education}},
keywords = {{Inclusive education, teacher attitudes, teacher self- efficacy, collective efficacy}},
number = {{2}},
pages = {{167–184}},
title = {{{Measuring collective efficacy for inclusion in a global context}}},
doi = {{10.1080/08856257.2023.2195075}},
volume = {{39}},
year = {{2024}},
}
@misc{49116,
author = {{Hüster, Jonas Maximilian}},
booktitle = {{Religionspädagogische Beiträge}},
issn = {{0173-0339}},
keywords = {{Religious studies, Education}},
number = {{1}},
pages = {{127--129}},
publisher = {{Universitatsbibliothek Bamberg}},
title = {{{Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten.}}},
doi = {{10.20377/rpb-263}},
volume = {{46}},
year = {{2023}},
}
@article{52806,
author = {{Gilbert, H. and Schürmann, M. and Liebendörfer, M. and Lawson, D. and Hodds, M.}},
issn = {{0020-739X}},
journal = {{International Journal of Mathematical Education in Science and Technology}},
keywords = {{Applied Mathematics, Education, Mathematics (miscellaneous)}},
pages = {{1--26}},
publisher = {{Informa UK Limited}},
title = {{{Post-pandemic online mathematics and statistics support: Practitioners’ opinions in Germany and Great Britain & Ireland}}},
doi = {{10.1080/0020739x.2023.2184282}},
year = {{2023}},
}
@article{45786,
abstract = {{Intending to counteract Klein’s second discontinuity in teacher education, we explored and applied the innovation of “interface ePortfolio” in the context of a geometry course for preservice teachers (PSTs). The tool offers the possibility of implementing the design principle of profession orientation. In the article, we theoretically clarify what we understand by this principle and locate our innovative concept against this theoretical background. We empirically investigate the extent to which counteraction against the second discontinuity is successful by analyzing reflection texts created in the interface ePortfolio, focusing on PSTs’ perspectives. Our qualitative content analysis shows that most of them perceive the innovation as helpful in the intended sense and indicates that the course concept, in general, and the interface ePortfolio, in particular, have helped establish relevant links between the course content and their later work as teachers.}},
author = {{Hoffmann, Max and Biehler, Rolf}},
issn = {{1863-9690}},
journal = {{ZDM – Mathematics Education}},
keywords = {{General Mathematics, Education}},
publisher = {{Springer}},
title = {{{Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course}}},
doi = {{10.1007/s11858-023-01505-3}},
year = {{2023}},
}
@article{46569,
abstract = {{AbstractExternal visualization (i.e., physically embodied visualization) is central to the teaching and learning of mathematics. As external visualization is an important part of mathematics at all levels of education, it is diverse, and research on external visualization has become a wide and complex field. The aim of this scoping review is to characterize external visualizations in recent mathematics education research in order to develop a common ground and guide future research. A qualitative content analysis of the full texts of 130 studies published between 2018 and 2022 applied a deductive-inductive coding procedure to assess four dimensions: visualization product or process, type of visualization, media, and purpose. The analysis revealed different types of external visualizations including visualizations with physical resemblance ranging from pictorial to abstract visualizations as well as three types of visualizations with structural resemblance: length, area, and relational visualizations. Future research should include measures of visualization products or processes to help explain the demands and affordances that different types of visualizations present to learners and teachers.}},
author = {{Schoenherr, Johanna and Schukajlow, Stanislaw}},
issn = {{1863-9690}},
journal = {{ZDM – Mathematics Education}},
keywords = {{General Mathematics, Education}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{Characterizing external visualization in mathematics education research: a scoping review}}},
doi = {{10.1007/s11858-023-01494-3}},
year = {{2023}},
}
@article{39976,
abstract = {{The context of the study is the increasing digitalisation of the living environment of primary school students, which is to be introduced into primary schools according to theoretical and educational policy guidelines. In this regard, further teacher
training on digital media in classrooms are particularly relevant, on the one hand to promote teachers’ digital-related pedagogical knowledge and content knowledge (DPaCK). On the other hand, studies also reveal positive correlations among teacher training, teaching activities, and students’ learning outcomes. In-service teacher training courses with adaptive support by a trainer in particular have
proven to be effective. Against the background of various research studies on professional development of teachers, a corresponding model of tripartite learning outcomes has been established and serves as a broad theoretical framework. However, the specific relationship between in-service teacher training with adaptive support, DPaCK, and computational thinking of primary school students in the context of the German primary school subject Sachunterricht has not been sufficiently studied. Therefore, the following research questions can be derived: (1) To what extent does training with adaptive support on the topic of learning robots contribute to the development of teachers’ DPaCK? (2) Which effects can be ascertained on the students’ computational thinking in technology-related Sachunterricht? To investigate this relationship, an intervention study in a pre-post design with an experimental group, a control group, and a baseline is appropriate. As results are not yet available at this point, the present paper focuses on the presentation of the theoretical background and empirical approaches.}},
author = {{Janicki, Nicole and Tenberge, Claudia}},
journal = {{Australasian Journal of Technology Education}},
keywords = {{technology education, teacher professionalisation, Computational Thinking, digitalization, learning robots}},
title = {{{Technology education in elementary school using the example of 'learning robots' – development and evaluation of an in-service teacher training concept}}},
doi = {{https://doi.org/10.15663/ajte.v9.i0.103}},
volume = {{9}},
year = {{2023}},
}
@article{47085,
author = {{Schubatzky, Thomas and Burde, Jan-Philipp and Große-Heilmann, Rike Isabel and Haagen-Schützenhöfer, Claudia and Riese, Josef and Weiler, David}},
issn = {{0360-1315}},
journal = {{Computers & Education}},
keywords = {{Education, General Computer Science}},
publisher = {{Elsevier BV}},
title = {{{Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media}}},
doi = {{10.1016/j.compedu.2023.104900}},
volume = {{206}},
year = {{2023}},
}
@article{49196,
author = {{Seitz, Simone and Häsel-Weide, Uta and Wilke, Yannik and Wallner, Melina}},
issn = {{1354-0602}},
journal = {{Teachers and Teaching}},
keywords = {{Arts and Humanities (miscellaneous), Education}},
pages = {{1--16}},
publisher = {{Informa UK Limited}},
title = {{{Expertise and professionalism for inclusive (mathematics) teaching and learning: reflections on findings from interdisciplinary professionalisation research}}},
doi = {{10.1080/13540602.2023.2284876}},
year = {{2023}},
}
@article{45484,
abstract = {{AbstractGraffiti is an urban phenomenon that is increasingly attracting the interest of the sciences. To the best of our knowledge, no suitable data corpora are available for systematic research until now. The Information System Graffiti in Germany project (Ingrid) closes this gap by dealing with graffiti image collections that have been made available to the project for public use. Within Ingrid, the graffiti images are collected, digitized and annotated. With this work, we aim to support the rapid access to a comprehensive data source on Ingrid targeted especially by researchers. In particular, we present IngridKG, an RDF knowledge graph of annotated graffiti, abides by the Linked Data and FAIR principles. We weekly update IngridKG by augmenting the new annotated graffiti to our knowledge graph. Our generation pipeline applies RDF data conversion, link discovery and data fusion approaches to the original data. The current version of IngridKG contains 460,640,154 triples and is linked to 3 other knowledge graphs by over 200,000 links. In our use case studies, we demonstrate the usefulness of our knowledge graph for different applications.}},
author = {{Sherif, Mohamed Ahmed and da Silva, Ana Alexandra Morim and Pestryakova, Svetlana and Ahmed, Abdullah Fathi and Niemann, Sven and Ngomo, Axel-Cyrille Ngonga}},
issn = {{2052-4463}},
journal = {{Scientific Data}},
keywords = {{Library and Information Sciences, Statistics, Probability and Uncertainty, Computer Science Applications, Education, Information Systems, Statistics and Probability}},
number = {{1}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{IngridKG: A FAIR Knowledge Graph of Graffiti}}},
doi = {{10.1038/s41597-023-02199-8}},
volume = {{10}},
year = {{2023}},
}
@techreport{46534,
abstract = {{We study the effect of education on health (hospital stays, number of diagnosed conditions, self-rated poor health, and obesity) over the life-cycle in Germany, using compulsory schooling reforms as a source of exogenous variation. Our results suggest a positive correlation of health and education which increases over the life-cycle. We do not, however, find any positive local average treatment effects of an additional year of schooling on health or health care utilization for individuals up to age 79. An exception is obesity, where positive effects of schooling start to be visible around age 60 and become very large in age group 75-79. The results in age group 75-79 need to be interpreted with caution, however, due to small sample size and possible problems of attrition.}},
author = {{Schmitz, Hendrik and Tawiah, Beatrice Baaba}},
keywords = {{Education, health, life-cycle effects, compulsory schooling}},
publisher = {{RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen}},
title = {{{Life-cycle health effects of compulsory schooling}}},
volume = {{1006}},
year = {{2023}},
}
@techreport{46536,
abstract = {{We study the effect of education on vaccination against COVID-19 and influenza in Germany and Europe. Our identification strategy makes use of changes in compulsory schooling laws and allows to estimate local average treatment effects for individuals between 59 and 91 years of age. We find no significant effect of an additional year of schooling on vaccination status in Germany. Pooling data from Europe, we conclude that schooling increases the likelihood to vaccinate against COVID by an economically negligible effect of one percentage point (zero for influenza). However, we find indications that additional schooling increases fear of side effects from COVID vaccination.}},
author = {{Monsees, Daniel and Schmitz, Hendrik}},
keywords = {{COVID, influenza, vaccination, education, compulsory schooling}},
publisher = {{RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen}},
title = {{{The effect of compulsory schooling on vaccination against COVID and Influenza}}},
volume = {{1011}},
year = {{2023}},
}
@article{47065,
abstract = {{The reform of the European academic landscape with the introduction of bachelor's and master's degree programs has brought about several profound changes for teaching and assessment in higher education. With regard to the examination system, the shift towards output-oriented teaching is still one of the most significant challenges. Assessments have to be integrated into the teaching and learning arrangements and consistently aligned towards the intended learning outcomes. In particular, assessments should provide valid evidence that learners have acquired competences that are relevant for a specific domain. However, it seems that this didactic goal has not yet been fully achieved in modeling education in computer science. The aim of this study is to investigate whether typical task material used in exercises and exams in modeling education at selected German universities covers relevant competences required for graphical modeling. For this purpose, typical tasks in the field of modeling are first identified by means of a content-analytical procedure. Subsequently, it is determined which competence facets relevant for graphical modeling are addressed by the task types. By contrasting a competence model for modeling with the competences addressed by the tasks, a gap was identified between the required competences and the task material analyzed. In particular, the gap analysis shows the neglect of transversal competence facets as well as those related to the analysis and evaluation of models. The result of this paper is a classification of task types for modeling education and a specification of the competence facets addressed by these tasks. Recommendations for developing and assessing student's competences comprehensively are given.}},
author = {{Soyka, Chantal and Ullrich, Meike and Striewe, Michael and Schaper, Niclas}},
journal = {{Enterprise Modelling and Information Systems Architectures}},
keywords = {{conceptual modeling, higher education, competence-oriented assessment, task analysis, graphical modeling}},
title = {{{Comparison of Required Competences and Task Material in Modeling Education}}},
doi = {{10.18417/EMISA.18.7}},
volume = {{18}},
year = {{2023}},
}
@article{49153,
author = {{Görel, Gamze and Franzen, Katja and Hellmich, Frank}},
issn = {{1354-0602}},
journal = {{Teachers and Teaching}},
keywords = {{Arts and Humanities (miscellaneous), Education}},
pages = {{1--14}},
publisher = {{Informa UK Limited}},
title = {{{Primary school teachers’ perspectives on the quality of inclusive education}}},
doi = {{10.1080/13540602.2023.2252347}},
year = {{2023}},
}
@article{40607,
abstract = {{AbstractTeachers’ in-depth diagnostic thinking has been shown to be crucial for student-centered teaching as they need to perceive and interpret students’ understanding for well-informed decision-making on adaptive teaching practices. The paper presents a content-related approach to analyzing diagnostic thinking processes with respect to the mathematical knowledge elements that prospective teachers identify as students’ resources and obstacles. Prospective teachers’ challenge is that some relevant knowledge elements first have to be unpacked, because compact concepts (such as the place value concept) or procedures (such as for multi-digit multiplication) comprise several smaller knowledge elements (such as the positional property) that have to be made explicit for students to foster their learning processes adequately. Our study examines what knowledge elements prospective teachers perceive and interpret in a transcript vignettes on multi-digit multiplication (of decimal and natural numbers) and its underlying basic arithmetic concepts (place value understanding and meaning of multiplication) in written diagnostic judgments on students’ resources and obstacles (N = 196). A comparative design within the vignette is used to investigate how far the process of perceiving can be supported by thematic cues. The analysis reveals that those knowledge elements cued in the vignette by being already unpacked and explicitly addressed are perceived and interpreted more often (but with lower correctness) than those that are uncued and therefore have to be unpacked by the prospective teachers themselves. This confirms the need to prepare prospective teachers for unpacking mathematical concepts themselves.}},
author = {{Dröse, Jennifer and Prediger, Susanne}},
issn = {{0173-5322}},
journal = {{Journal für Mathematik-Didaktik}},
keywords = {{Education, General Mathematics}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements}}},
doi = {{10.1007/s13138-022-00214-w}},
year = {{2023}},
}
@article{46155,
author = {{Bruns, Julia and Hagena, Maike and Gasteiger, Hedwig}},
issn = {{0742-051X}},
journal = {{Teaching and Teacher Education}},
keywords = {{Education}},
publisher = {{Elsevier BV}},
title = {{{Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?}}},
doi = {{10.1016/j.tate.2023.104270}},
volume = {{132}},
year = {{2023}},
}
@article{50613,
author = {{Hassani, S. and Jakob, K. and Schwab, S. and Hellmich, Frank and Löper, Marwin Felix and Görel, Gamze}},
issn = {{0300-4279}},
journal = {{International Journal of Primary, Elementary and Early Years Education.}},
keywords = {{Life-span and Life-course Studies, Education}},
number = {{8}},
pages = {{1339--1354}},
publisher = {{Informa UK Limited}},
title = {{{Fostering students’ peer relationships through the classroom-based intervention FRIEND-SHIP. Education 3-13}}},
doi = {{10.1080/03004279.2023.2267584}},
volume = {{53}},
year = {{2023}},
}
@article{45562,
abstract = {{AbstractBased on a literature review of studies on teachers’ professional competence and related assessment tools, this paper introduces a model of teacher education assessment. It is influenced by Miller’s (1990) framework of assessment in medical education and includes, among other aspects, performance assessments. This model is used to understand the potential effects of transferring assessment tools into a digital format with assessment feedback. Five examples for such a transfer will be discussed: three methods for various aspects of communication, a test for pedagogical content knowledge, and a test for content knowledge. All five are established instruments well-described in terms of validity. All five have recently been transferred into a digital format. The analysis of this transfer also reveals a potentially harmful effect of digital assessment. The closer an assessment instrument is to assessing action-related parts of professional competence, the more authenticity is required; however, digitisation tends to decrease this authenticity. This suggests that an increasing number of digital assessment tools in teacher education might result in an even more dominant focus on knowledge tests, ignoring other parts of professional competence. This article highlights the role of authenticity in validity and discusses the most suitable assessment format to address various parts of professional competence. It ends by highlighting the lessons learned from the transfer of assessment instruments into a digital format that other academic disciplines might find interesting.}},
author = {{Kulgemeyer, Christoph and Riese, Josef and Vogelsang, Christoph and Buschhüter, David and Borowski, Andreas and Weißbach, Anna and Jordans, Melanie and Reinhold, Peter and Schecker, Horst}},
issn = {{1434-663X}},
journal = {{Zeitschrift für Erziehungswissenschaft}},
keywords = {{Education}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods Über Validität und Authentizität: Effekte des Transfers von Testinstrumenten in ein digitales Format auf die erhobenen Aspekte der professionellen Handlungskompetenz}}},
doi = {{10.1007/s11618-023-01154-y}},
year = {{2023}},
}
@article{37613,
abstract = {{Chemical phenomena are only observable on a macroscopic level, whereas they are explained by entities on a non-visible level. Students often demonstrate limited ability to link these different levels. Augmented reality (AR) offers the possibility to increase contiguity by embedding virtual models into hands-on experiments. Therefore, this paper presents a pre- and post-test study investigating how learning and cognitive load are influenced by AR during hands-on experiments. Three comparison groups (AR, animation and filmstrip), with a total of N = 104 German secondary school students, conducted and explained two hands-on experiments. Whereas the AR group was allowed to use an AR app showing virtual models of the processes on the submicroscopic level during the experiments, the two other groups were provided with the same dynamic or static models after experimenting. Results indicate no significant learning gain for the AR group in contrast to the two other groups. The perceived intrinsic cognitive load was higher for the AR group in both experiments as well as the extraneous load in the second experiment. It can be concluded that AR could not unleash its theoretically derived potential in the present study.}},
author = {{Peeters, Hendrik and Habig, Sebastian and Fechner, Sabine}},
issn = {{2414-4088}},
journal = {{Multimodal Technologies and Interaction}},
keywords = {{augmented reality, chemistry education, models, experiment, cognitive load}},
number = {{2}},
publisher = {{MDPI AG}},
title = {{{Does augmented reality help to understand chemical phenomena during hands-on experiments?–Implications for cognitive load and learning}}},
doi = {{10.3390/mti7020009}},
volume = {{7}},
year = {{2023}},
}
@article{47151,
abstract = {{When it comes to mastering the digital world, the education system is more and more facing the task of making students competent and self-determined agents when interacting with digital artefacts. This task often falls to computing education. In the traditional fields of computing education, a plethora of models, guidelines, and principles exist, which help scholars and teachers identify what the relevant aspects are and which of them one should cover in the classroom. When it comes to explaining the world of digital artefacts, however, there is hardly any such guiding model. The ARIadne model introduced in this paper provides a means of explanation and exploration of digital artefacts which help teachers and students to do a subject analysis of digital artefacts by scrutinizing them from several perspectives. Instead of artificially separating aspects which target the same phenomena within different areas of education (like computing, ICT or media education), the model integrates technological aspects of digital artefacts and the relevant societal discourses of their usage, their impacts and the reasons behind their development into a coherent explanation model.}},
author = {{Winkelnkemper, Felix and Höper, Lukas and Schulte, Carsten}},
issn = {{1648-5831}},
journal = {{Informatics in Education}},
keywords = {{Computer Science Applications, Communication, Education, General Engineering}},
publisher = {{Vilnius University Press}},
title = {{{ARIadne – An Explanation Model for Digital Artefacts}}},
doi = {{10.15388/infedu.2024.09}},
year = {{2023}},
}