@article{34827, abstract = {{ZusammenfassungZu den ersten geometrischen Begriffen, die Kinder bereits im Elementar- und Primarbereich lernen, zählen u. a. Viereck, Rechteck und Quadrat. Studien zeigen, dass Lernende bereits früh individuelle Vorstellungen, sog. individuelle Begriffskonzepte, zu diesen Begriffen aufbauen. Zwar wird die Entwicklung von Begriffsverständnis in verschiedenen mathematikdidaktischen Stufenmodellen dargestellt, diese sind jedoch generisch und beschreiben nicht explizit die Entwicklung der ersten individuellen Begriffskonzepte von Lernenden zu Viereck, Rechteck und Quadrat. Aus empirischer Sicht liegen verschiedene Studien vor, die einzelne Aspekte der individuellen Begriffskonzepte von Lernenden unterschiedlicher Altersgruppen zu diesen Begriffen ausleuchten. Um Begriffsbildungsprozesse aus empirischer Sicht detaillierter entlang der jeweils vorherrschenden individuellen Begriffskonzepte zu beschreiben, fehlen insbesondere Studien in der Grundschule, die alle vier Klassenstufen betrachten und dabei differenzierte Erkenntnisse zu verschiedenen theoretischen Indikatoren des Begriffsverständnisses liefern. Daher geht die vorliegende Studie der Frage nach, welches Verständnis der Begriffe Viereck, Rechteck und Quadrat Schülerinnen und Schüler der Jahrgangsstufen 1, 2, 3 und 4 zeigen. Dazu wurde eine Quasi-Längsschnittstudie mit N = 456 Grundschulkindern (ca. 100 pro Jahrgangsstufe) durchgeführt. Die Ergebnisse geben detaillierte Einblicke in die individuellen Begriffskonzepte der Lernenden und zeigen, dass Lernende zunehmend Eigenschaften der Figuren berücksichtigen, jedoch individuelle Begriffskonzepte über lange Zeit auch prototypisch geprägt sind. Implikationen dieser Ergebnisse für Forschung und Praxis werden diskutiert.}}, author = {{Bruns, Julia and Unterhauser, Elisabeth and Gasteiger, Hedwig}}, issn = {{0173-5322}}, journal = {{Journal für Mathematik-Didaktik}}, keywords = {{Education, General Mathematics}}, number = {{2}}, pages = {{581--623}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat}}}, doi = {{10.1007/s13138-021-00185-4}}, volume = {{42}}, year = {{2021}}, } @article{49891, abstract = {{This case study looks at a self-directed learning process of a professional classical-trained musician adopting a previously unknown digital-material musical device. In order to achieve the desired artistic result, the musician has to modify his music-related action in favour of the device’s calls for action, which are shown to him by a preset session. For this purpose, a specific interface relation must be established in the connection between the user and the device. The case study is contrasted with data from its framing research project. Findings include aspects as affirmation or degrees of unfamiliarity and their respective impacts on the subject’s action repertoires. A model of learning in the context of digital media or interfaces is introduced and discussed. It offers a specific potential for identifying particularities of how meaning and functionality of digital-material musical devices are embedded into everyday artistic contexts.}}, author = {{Neuhausen, Timo and Wernicke, Carsten and Ahlers, Michael}}, issn = {{1752-7066}}, journal = {{Journal of Music, Technology & Education}}, keywords = {{Music, Education, Music Technology}}, number = {{2}}, pages = {{287--304}}, publisher = {{Intellect}}, title = {{{Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets}}}, doi = {{10.1386/jmte_00027_1}}, volume = {{13}}, year = {{2021}}, } @article{52704, abstract = {{ Research on student transition into Higher Education (HE) has taken different theoretical perspectives. First, studies investigated personal variables such as students´ self-efficacy, emotions and motivation regarding the transition from school to HE. A second strand of research focused on contextual variables, for instance college effectiveness research. With this paper, we combine both the personal and the contextual approach. We aim to investigate the interaction between personal and contextual diversity during the transition into HE, taking into account students’ diversity in particular with regard to gender and individual characteristics, such as self-efficacy. We explored the heterogeneity in students’ personal characteristics by conducting a latent profile analysis (LPA) based on students’ intrinsic motivation, self-efficacy and anxiety before entering Higher Education. LPA resulted in three distinct profiles, with significant differences in how students perceived the first year. This finding suggests that students’ personal characteristics when entering Higher Education influence how they experience the study environment. To investigate the interplay between individual and contextual differences in more detail, we conducted a qualitative longitudinal study with 14 first-year students in parallel with the panel survey. We found that individual students react very differently to specific characteristics and events of the first-year environment. Our study adds to the growing body of research that aims to grasp the complexity of interactions between individual and contextual differences. Specifically, we illustrate how combining quantitative and qualitative methods can provide new insights into person-context interactions. }}, author = {{Jenert, Tobias and Brahm, Taiga}}, issn = {{2295-3159}}, journal = {{Frontline Learning Research}}, keywords = {{Education}}, number = {{2}}, pages = {{50--77}}, publisher = {{EARLI}}, title = {{{The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach}}}, doi = {{10.14786/flr.v9i2.669}}, volume = {{9}}, year = {{2021}}, } @article{53363, abstract = {{AbstractIn this survey paper we aim to provide an overview of research on mathematics textbooks and, more broadly, curriculum resources as instruments for change related to mathematical content, instructional goals and practices, and student learning of mathematics. In particular, we elaborate on the following themes: (1) The role of curriculum resources as instruments for change from a theoretical perspective; (2) The design of curriculum resources to mediate the implementation of reform ideas and innovative practice; (3) Teachers’ influence on the implementation of change through curriculum resources; (4) Students’ influence on the implementation of change through curriculum resources; and (5) Evidence of curriculum resources yielding changes in student-related factors or variables. We claim that, whilst textbooks and curriculum resources are influential, they alone cannot change teachers’ teaching nor students’ learning practices in times of curricular change. Moreover, more knowledge is needed about features of curriculum resources that support the implementation of change. We contend that curriculum innovations are likely to be successful, if teachers and students are supported to co- and re-design the relevant curriculum trajectories and materials in line with the reform efforts and their own individual needs.}}, author = {{Rezat, Sebastian and Fan, Lianghuo and Pepin, Birgit}}, issn = {{1863-9690}}, journal = {{ZDM – Mathematics Education}}, keywords = {{General Mathematics, Education}}, number = {{6}}, pages = {{1189--1206}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Mathematics textbooks and curriculum resources as instruments for change}}}, doi = {{10.1007/s11858-021-01309-3}}, volume = {{53}}, year = {{2021}}, } @article{44683, abstract = {{AbstractOne of the most prevalent features of digital mathematics textbooks, compared to traditional ones, is the provision of automated feedback on students’ solutions. Since feedback is regarded as an important factor that influences learning, this is often seen as an affordance of digital mathematics textbooks. While there is a large body of mainly quantitative research on the effectiveness of feedback in general, very little is known about how feedback actually affects students’ individual content specific learning processes and conceptual development. A theoretical framework based on Rabardel’s theory of the instrument and Vergnaud’s theory of conceptual fields is developed to study qualitatively how feedback actually functions in the learning process. This framework was applied in a case study of two elementary school students’ learning processes when working on a probability task from a German 3rd grade digital textbook. The analysis allowed detailed reconstruction of how students made sense of the information provided by the feedback and adjusted their behavior accordingly. This in-depth analysis unveiled that feedback does not necessarily foster conceptual development in the desired way, and a correct solution does not always coincide with conceptual understanding. The results point to some obstacles that students face when working individually on tasks from digital mathematics textbooks with automated feedback, and indicate that feedback needs to be developed in design-based research cycles in order to yield the desired effects.}}, author = {{Rezat, Sebastian}}, issn = {{1863-9690}}, journal = {{ZDM Mathematics Education}}, keywords = {{General Mathematics, Education}}, number = {{6}}, pages = {{1433--1445}}, publisher = {{Springer}}, title = {{{How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies}}}, doi = {{10.1007/s11858-021-01263-0}}, volume = {{53}}, year = {{2021}}, } @article{35778, abstract = {{AbstractThe aim of the special issue is to bring together important current international research on innovative teaching and learning practices in mathematics in engineering education, and to develop deeper understandings of the characteristics of current teaching and learning practices that can inform the design and implementation of future innovative practice. The focus of this review paper is to provide a state-of-the-art overview of this emerging field at the cross-roads between mathematics and engineering education, in addition to introducing the papers of this special issue. To guide this paper, we posed three review questions: (1) How can current (teaching/learning/study) practices of mathematics in engineering education be characterized with a view towards innovation?; (2) What are the ‘resources’ (cognitive, material, digital, social) used, and what are those that appear also well suited for innovative courses?; (3) What are promising innovative practices in mathematics in engineering education, and what are the implications for curriculum reform? Looking back across the studies we summarized in the review, we conclude that they are lagging behind the more fundamental changes that are happening in engineering education, whilst addressing selected aspects of innovative changes within the current system of engineering education. At the same time, the nine papers of this special issue contribute new perspectives for innovative practices in mathematics in engineering education, for a better understanding of current practices and for future research.}}, author = {{Pepin, Birgit and Biehler, Rolf and Gueudet, Ghislaine}}, issn = {{2198-9745}}, journal = {{International Journal of Research in Undergraduate Mathematics Education}}, keywords = {{Education, Mathematics (miscellaneous)}}, number = {{2}}, pages = {{163--188}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices}}}, doi = {{10.1007/s40753-021-00139-8}}, volume = {{7}}, year = {{2021}}, } @article{35702, abstract = {{AbstractMathematics Learning Support Centres are becoming more and more common in higher education both internationally and in Germany. Whereas it is clear that their quality largely depends on a functioning interaction in consultations, little is known about how such consultations proceed in detail. On the basis of models from the literature and recorded support sessions (N = 36), we constructed a process model that divides consultations into four ideal–typical phases. In the individual consultations, forward or backward leaps occur, but overall the model seems to describe the data well. A high intercoder reliability shows that it can be applied consistently on real data by different researchers. An analysis of the consultations between students and tutors shows that both mainly work on past attempts or thoughts of the students to solve the exercise or problems and on concrete strategies to solve a problem within the session. In contrast, very little time is dedicated to summarizing and reflecting the solution. The data allows for a more in-depth discussion of what constitutes quality in advising processes and how it might be further explored. Practically, the model may structure support sessions and help in focussing on different goals in different phases.}}, author = {{Schürmann, Mirko and Panse, Anja and Shaikh, Zain and Biehler, Rolf and Schaper, Niclas and Liebendörfer, Michael and Hilgert, Joachim}}, issn = {{2198-9745}}, journal = {{International Journal of Research in Undergraduate Mathematics Education}}, keywords = {{Education, Mathematics (miscellaneous)}}, number = {{1}}, pages = {{94--120}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Consultation Phases in Mathematics Learning and Support Centres}}}, doi = {{10.1007/s40753-021-00154-9}}, volume = {{8}}, year = {{2021}}, } @article{35781, author = {{Podworny, Susanne and Biehler, Rolf}}, issn = {{1098-6065}}, journal = {{Mathematical Thinking and Learning}}, keywords = {{Developmental and Educational Psychology, Education, General Mathematics}}, number = {{4}}, pages = {{291--311}}, publisher = {{Informa UK Limited}}, title = {{{The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study}}}, doi = {{10.1080/10986065.2021.1922837}}, volume = {{24}}, year = {{2021}}, } @article{35751, author = {{Frischemeier, Daniel and Biehler, Rolf and Podworny, Susanne and Budde, Lea}}, issn = {{0141-982X}}, journal = {{Teaching Statistics}}, keywords = {{Education, Statistics and Probability}}, number = {{S1}}, pages = {{S182--S189}}, publisher = {{Wiley}}, title = {{{A first introduction to data science education in secondary schools: Teaching and learning about data exploration withCODAPusing survey data}}}, doi = {{10.1111/test.12283}}, volume = {{43}}, year = {{2021}}, } @article{37644, abstract = {{Research on technological educationininterdisciplinary scienceand socialstudies (Sachunterricht) in German primary schools emphasizes that childrenare generally interested in technology. While several STEAM initiatives point towards a growing recognition of technological literacy, the consideration of technology education ininterdisciplinaryscience and social studies is quite underrepresented in practice as well as in research and teacher training.Takinginto accountthe UN-CRPDclaims foran inclusive educational system andthus alsothe right to equally participate in a free society,participation in society through participation in technological development is a fundamental common goal of technological and inclusive education and part of widely recognized technological literacy.It is therefore not well understood how teaching and learning arrangementscan consider and satisfythe needs of all different students. The research project the present paper is part of tries to unveil the appearance of student’s basic needs in relation to technological educationfor all children. Thisinitial quantitative part of a grounded theory study examined the subjective significance of basic psychological needs in interdisciplinary science studies in primary educationto allow for a well-reasoned sample choice for subsequent interviews. Quantitative results point towards some revisions regarding the instrument used and several implications on the diversity of students ́needs in science and social studies. Future research is needed with larger samples for factor-analysis.}}, author = {{Schröer, Franz and Tenberge, Claudia}}, issn = {{1893-1774}}, journal = {{TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap}}, keywords = {{Inclusion, basic needs, Technology Education, Primary Education, autonomy, competence, social relatedness}}, location = {{Rauma (FIN)}}, number = {{2}}, pages = {{322--331}}, publisher = {{TECHNE SERIES}}, title = {{{Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools}}}, volume = {{28}}, year = {{2021}}, } @article{35737, author = {{Biehler, Rolf and Fleischer, Franz Yannik}}, issn = {{0141-982X}}, journal = {{Teaching Statistics}}, keywords = {{Education, Statistics and Probability}}, pages = {{S133--S142}}, publisher = {{Wiley}}, title = {{{Introducing students to machine learning with decision trees using CODAP and Jupyter Notebooks}}}, doi = {{10.1111/test.12279}}, volume = {{43}}, year = {{2021}}, } @article{37231, abstract = {{ZusammenfassungIn diesem Beitrag der Zeitschrift Gruppe. Interaktion. Organisation. (GIO) wird das Instrument zur Diagnose pädagogischer Kompetenzen von Pflegelehrpersonen (PädKomPflege) vorgestellt.Die Berufsbildung in der Pflege ist durch sich verändernde inhaltliche und gesetzliche Anforderungen geprägt. Verschiedene landesspezifische rechtliche Vorgaben führen zu einem sehr heterogenen Bild von Qualifikationen und Kompetenzen der Pflegelehrpersonen. Die Anrechnung bereits erworbener Kompetenzen auf pflegepädagogische Studiengänge sowie die Kompetenzerfassung und -bilanzierung in Berufsbildungseinrichtungen spielt daher eine wichtige Rolle. Vor diesem Hintergrund wurde das Instrument PädKomPflege entwickelt und erprobt. Grundlage des Kompetenzmodells sind die Empfehlungen der Kultusministerkonferenz (2004) zu den Standards für die (allgemeine) Lehrerbildung sowie Expertenworkshops und -interviews mit PflegedidaktikerInnen. Die empirische Erprobung erfolgte an einer Stichprobe von 1096 Pflegelehrpersonen. Psychometrische Analysen auf Grundlage der klassischen Testtheorie sowie IRT-basierte Analysen führten zu einer Überarbeitung des Instruments, welches nun als zweisprachiges Online-Self-Assessmenttool (eng./deut.) vorliegt. Die Validierung der deutschsprachigen Version fand anhand von 545 TeilnehmerInnen im Jahr 2016 statt, sodass ein geprüftes Instrument mit 54 Items in den fünf Hauptskalen (Unterricht, Beurteilung, Beratung, Lernortkooperation sowie Organisations- und Schulentwicklung) und 18 Subskalen zur Verfügung steht.Sowohl klassische als auch probabilistische Testgütekriterien werden erfüllt. Die Skalen weisen hohe interne Konsistenzen auf (α > 0,80) und sind überwiegend konstruktvalide. So lassen sich für 17 der 18 Subskalen ordinale Raschmodelle anpassen. Auf der Ebene der Hauptskalen können Partial Credit Modelle für alle Items von modellkonformen Subskalen einer Hauptskala angepasst werden. Das Instrument kann zur individuellen Kompetenzdiagnostik, zur Identifikation von Bildungsbedarfen in Schulen des Gesundheitswesens und im Kontext beruflicher Bildungsprozesse genutzt werden. In der Onlineversion erhalten Teilnehmende abschließend ein individuelles Kompetenzprofil mit möglichen Vergleichswerten. Das Tool kann begleitend zu Qualifizierungsprozessen als Monitoring-Instrument oder zur individuellen Kompetenzbilanzierung eingesetzt werden.}}, author = {{Schürmann, Mirko and Bender, Elena and Grebe, Christian}}, issn = {{2366-6145}}, journal = {{Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)}}, keywords = {{Organizational Behavior and Human Resource Management, Applied Psychology, Developmental and Educational Psychology, Education, Social Psychology}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen}}}, doi = {{10.1007/s11612-021-00574-w}}, year = {{2021}}, } @book{37274, abstract = {{How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects.}}, author = {{Dahmen, Stephan}}, keywords = {{Youth, Welfare State, Transitions, Human Service Organizations, Institutional Ethnography, Activation, Sociology of Conventions, Work, Education, Educational Research, Sociology of Education, Social Pedagogy, History of Education, Bielefeld University Press}}, pages = {{312}}, publisher = {{Bielefeld University Press}}, title = {{{Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}}}, doi = {{10.14361/9783839457061}}, year = {{2021}}, } @book{37273, abstract = {{How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects.}}, author = {{Dahmen, Stephan}}, keywords = {{Youth, Welfare State, Transitions, Human Service Organizations, Institutional Ethnography, Activation, Sociology of Conventions, Work, Education, Educational Research, Sociology of Education, Social Pedagogy, History of Education, Bielefeld University Press}}, pages = {{312}}, publisher = {{Bielefeld University Press}}, title = {{{Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}}}, doi = {{10.14361/9783839457061}}, year = {{2021}}, } @article{37445, abstract = {{A prerequisite for child reading support at school is adequate assessment. Embedding (repeated) assessment into daily teaching routine is often challenging for teachers in terms of time and organization. The use of digital tools can help teachers in the assessment process (in preparation, evaluation, documentation, etc.). A digital assessment tool (Graz Reading Comprehension test: GraLeV), focusing on assessing reading comprehension skills in Grades 3 and 4 is currently being developed in Austria. This reading assessment covers reading comprehension at the word, sentence, and text level. Text level is assessed via two subtests (Subtest I: presentation of nonsense-stories and corresponding questions, and Subtest II: maze selection). The other levels consist of one subtest each. This paper focusses on the subtests at text level. More specifically, the paper reports the results of two studies. Study 1 describes the development phases and the first piloting of these two subtests (data collection: 10/2019-12/2019). Testing 273 students with preliminary versions of the subtests (Subtest I: 30 items, Subtest II: 60 items) produced information on (a) item difficulty, (b) item discriminatory power, and (c) time limits for future speed testing. Items not meeting the required quality criteria were excluded. The final version of Subtest I consists of 16 questions referring to eight different, short, nonsense-texts. Its testing time (without instructions) is three minutes. The final version of the Subtest II consists of 2 texts each with 15 maze selections (30 items) and testing time is 100 seconds. The internal consistency is found to be good for Subtest I (α=.87) and Subtest II (α=.78 to .80). Study 2 reports on testing for validity and retest-reliability (data collection: 09/2020-11/2020). Student scores in another reading comprehension test, together with teacher assessments of reading comprehension, were used to assess congruent validity. Divergent validity was assessed using teacher assessments of mathematical and socio-emotional skills. As expected, the correlations with the congruent measures were higher than those with the divergent measures. A subsample was tested twice with the GraLeV. Retest-reliability was acceptable for Subtest II. However, the scores obtained at time 2 were higher compared to those at time 1 in both subtests. This is probably the result of increased student familiarity with the digital device and the digital test environment at time 2. The results are discussed in the light of teachers’ needs for standardized digital assessments in order to facilitate the tailoring of student reading support.  }}, author = {{Seifert, Susanne and Paleczek, Lisa}}, issn = {{1479-4403}}, journal = {{Electronic Journal of e-Learning}}, keywords = {{Computer Science Applications, Education}}, number = {{5}}, pages = {{pp336--348}}, publisher = {{Academic Conferences International Ltd}}, title = {{{Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation}}}, doi = {{10.34190/ejel.19.5.2467}}, volume = {{19}}, year = {{2021}}, } @article{37443, abstract = {{AbstractThe range of teaching materials now available is becoming increasingly diverse. Despite this, however, the use and influence of textbooks in teaching still remains very high. When instructing reading comprehension, teachers often use textbooks as the basis for teaching in language lessons. Establishing a good match between textbooks and the skills to be acquired is therefore essential. In this paper, I investigate whether textbooks used in Austrian schools can adequately support the teaching of reading comprehension skills. Since reading comprehension is the basis for acquiring knowledge in all subjects, science textbooks are examined in addition to (German) language lesson textbooks. Thus, the content pages of four language textbooks and four science textbooks for fourth and sixth grade were analysed in terms of five different categories, i.e. general structural setup, learning goals, text types, text structures, and activities. The results reveal clear variations with respect to learning goals in language textbooks. For example, the extent to which reading comprehension is addressed ranges from 13.64 to 69.70%, depending on the book used. Although not addressed as a learning goal in the science textbooks, reading comprehension is often presupposed, especially in sixth grade. While the instruction of reading comprehension ought to entail coverage of reading strategies, this is often neglected, or only dealt with indirectly. Given the diversity of textbooks analysed, it seems all the more important to stress that teachers should: 1) clarify the goals and teaching strategies of a book before using it, 2) become aware of strategies that support the development of students' reading comprehension, and 3) use textbooks as a complementary (and not sole) tool to support reading comprehension in all subjects.}}, author = {{Seifert, Susanne}}, issn = {{2211-1662}}, journal = {{Technology, Knowledge and Learning}}, keywords = {{Computer Science Applications, Human-Computer Interaction, Education, Mathematics (miscellaneous)}}, number = {{2}}, pages = {{383--405}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade}}}, doi = {{10.1007/s10758-021-09490-w}}, volume = {{26}}, year = {{2021}}, } @article{37439, author = {{Krammer, Mathias and Seifert, Susanne and Gasteiger-Klicpera, Barbara}}, issn = {{0305-5698}}, journal = {{Educational Studies}}, keywords = {{Education}}, pages = {{1--19}}, publisher = {{Informa UK Limited}}, title = {{{The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects}}}, doi = {{10.1080/03055698.2021.1875320}}, year = {{2021}}, } @article{37442, author = {{Paleczek, Lisa and Seifert, Susanne and Schöfl, Martin}}, issn = {{0007-1013}}, journal = {{British Journal of Educational Technology}}, keywords = {{Education}}, number = {{6}}, pages = {{2145--2161}}, publisher = {{Wiley}}, title = {{{Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten}}}, doi = {{10.1111/bjet.13163}}, volume = {{52}}, year = {{2021}}, } @article{37455, abstract = {{AbstractSchool classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.}}, author = {{Dockrell, J. E. and Papadopoulos, T. C. and Mifsud, C. L. and Bourke, L. and Vilageliu, O. and Bešić, E. and Seifert, Susanne and Gasteiger-Klicpera, B. and Ralli, A. and Dimakos, I. and Karpava, S. and Martins, M. and Sousa, O. and Castro, S. and Søndergaard Knudsen, H. B. and Donau, P. and Haznedar, B. and Mikulajová, M. and Gerdzhikova, N.}}, issn = {{0256-2928}}, journal = {{European Journal of Psychology of Education}}, keywords = {{Developmental and Educational Psychology, Education}}, number = {{2}}, pages = {{293--320}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Teaching and learning in a multilingual Europe: findings from a cross-European study}}}, doi = {{10.1007/s10212-020-00523-z}}, volume = {{37}}, year = {{2021}}, } @article{37474, abstract = {{Abstract Due to the COVID-19 crisis, many courses have been offered digitally. Using data from n = 1,173 business students participating in a preparatory mathematics course at a German university that covered the same content as in 2018, 2019 and 2020, we examine how students’ participation and the effect of the preparatory course changed. The data show that the participation rate has fallen slightly, but students’ participation is rather similar to preceding years. Interestingly, students have participated more intensively. There are clear signs of dishonesty in the self-test (use of a calculator) and significant changes in predictors of performance. In particular, the effect of students’ engagement in the course on their performance substantially increased. Further, we found a gender gap in performance affecting women. Finally, the data show that digital courses can be as effective as on-campus courses.}}, author = {{Büchele, Stefan and Liebendörfer, Michael and Lankeit, Elisa}}, issn = {{0268-3679}}, journal = {{Teaching Mathematics and its Applications: An International Journal of the IMA}}, keywords = {{Education, General Mathematics}}, number = {{4}}, pages = {{478--496}}, publisher = {{Oxford University Press (OUP)}}, title = {{{Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university}}}, doi = {{10.1093/teamat/hrab013}}, volume = {{40}}, year = {{2021}}, }