@article{KobsEhlertLenkeitetal.2022, author = {Kobs, Scarlett and Ehlert, Antje and Lenkeit, Jenny and Hartmann, Anne Therese and Sporer, Nadine and Knigge, Michel}, title = {The influence of individual and situational factors on teachers' justice ratings of classroom interactions}, series = {Frontiers in psychology}, volume = {13}, journal = {Frontiers in psychology}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2022.789110}, pages = {18}, year = {2022}, abstract = {Teachers, as role models, are crucial in promoting inclusion in society through their actions. Being perceived as fair by their students is linked to students' feelings of belonging in school. In addition, their decisions of resource allocations also affect students' academic success. Both aspects underpin the importance of teachers' views on justice. This article aims to investigate what teachers consider to be just and how teacher characteristics and situational factors affect justice ratings of hypothetical student-teacher-interactions. In an experimental design, we randomly varied the description of the interacting student in text vignettes regarding his/her special educational need (SEN) (situational factor). We also collected data on teachers' attitudes toward inclusion and experiences with persons with disabilities (individual factors). A sample of in-service teachers in Germany (N = 2,254) rated randomized versions of two text vignettes. To also consider the effect of professional status, a sample of pre-service teachers (N = 275) did the same. Linear mixed effect models point to a negative effect of the SEN on justice ratings, meaning situations in which the interacting student is described with a SEN were rated less just compared to the control condition. As the interacting student in the situations was treated worse than the rest, this was indicative for the application of the need principle. Teachers with more positive attitudes toward inclusion rated the vignettes as significantly less just. Professional status also had a negative effect on justice ratings, with in-service teachers rating the interactions significantly lower than the pre-service teachers. Our results suggest that the teachers applied the principle of need in their ratings. Implications for inclusive teaching practices and future research are discussed further.}, language = {en} } @article{LenkeitHartmannEhlertetal.2022, author = {Lenkeit, Jenny and Hartmann, Anne and Ehlert, Antje and Knigge, Michel and Sp{\"o}rer, Nadine}, title = {Effects of special educational needs and socioeconomic status on academic achievement}, series = {International Journal of Educational Research}, volume = {113}, journal = {International Journal of Educational Research}, publisher = {Elsevier}, address = {Oxford}, issn = {0883-0355}, doi = {10.1016/j.ijer.2022.101957}, pages = {20}, year = {2022}, abstract = {Germany is continuously expanding its inclusive education system. Research provides evidence that students with special educational needs (SEN) in inclusive school settings show lower academic achievement and come from lower socioeconomic backgrounds than their peers without SEN. Identifying to what extent the disadvantages originating from both characteristics are confounded in predicting academic achievement, has been neglected in the German educational context. Using data of 1711 primary and secondary school students from a longitudinal study in the state of Brandenburg, this study evaluates to what degree SEN (in the areas of learning and emotional-social difficulties) and socioeconomic background (SES) are confounded in predicting academic initial achievement in reading and mathematics as well as their development over time. Using multilevel modelling techniques that nest three measurement points into students and students into classes, results identify SES and SEN as relevant predictors of achievement status and growth in both subjects. Only few and small mediation effects of SES were found, indicating that both SES and SEN remain independent risk factors for achievement. Understanding the origins of student disadvantage can help teachers to make better informed choices for designing support measures and aid policymakers' reasoning for resource allocations.}, language = {en} } @article{HornFritzscheEhlertetal.2021, author = {Horn, Peter and Fritzsche, Tom and Ehlert, Antje and Adani, Flavia}, title = {Tapping into the interplay of lexical and number knowledge using fast mapping}, series = {Infant behavior \& development : an international and interdisciplinary journal}, volume = {64}, journal = {Infant behavior \& development : an international and interdisciplinary journal}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0163-6383}, doi = {10.1016/j.infbeh.2021.101573}, pages = {11}, year = {2021}, abstract = {Language skills and mathematical competencies are argued to influence each other during development. While a relation between the development of vocabulary size and mathematical skills is already documented in the literature, this study further examines how children's ability to map a novel word to an unknown object as well as their ability to retain this word from memory may be related to their knowledge of number words. Twenty-five children were tested longitudinally (at 30 and at 36 months of age) using an eye-tracking-based fast mapping task, the Give-a Number task, and standardized measures of vocabulary. The results reveal that children's ability to create and retain a mental representation of a novel word was related to number knowledge at 30 months, but not at 36 months while vocabulary size correlated with number knowledge only at 36 months. These results show that even specific mapping processes are initially related to the acquisition of number words and they speak for a parallelism between the development of lexical and number-concept knowledge despite their semantic and syntactic differences.}, language = {en} } @article{SpoererLenkeitBosseetal.2020, author = {Sp{\"o}rer, Nadine and Lenkeit, Jenny and Bosse, Stefanie and Hartmann, Anne and Ehlert, Antje and Knigge, Michel}, title = {Students' perspective on inclusion}, series = {International journal of educational research}, volume = {103}, journal = {International journal of educational research}, publisher = {Elsevier Science}, address = {Oxford}, issn = {0883-0355}, doi = {10.1016/j.ijer.2020.101641}, pages = {13}, year = {2020}, abstract = {The goal of the present study was to analyze how students' attitudes towards inclusive education develop over the course of a school year and how these attitudes relate to students' peer relations. Sixth- and seventh-graders of 44 inclusive classes filled out a questionnaire at two measurement points within one school year to assess attitudes towards inclusive education and peer relations. Applying multilevel regression analyses it turned out that changes in peer relations over time were positively predicted by students' attitudes towards instructional adaptations for students with behaviour difficulties. Further, students with self-perceived behavior difficulties reported lower scores for peer relations compared to students without self-perceived difficulties. Results are discussed with respect to structural factors and individual characteristics affecting inclusive education.}, language = {en} } @article{HerzogEhlertFritz2017, author = {Herzog, Moritz and Ehlert, Antje and Fritz, Annemarie}, title = {A Competency Model of Place Value Understanding in South African Primary School Pupils}, series = {African Journal of Research in Mathematics, Science and Technology Education}, volume = {21}, journal = {African Journal of Research in Mathematics, Science and Technology Education}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1811-7295}, doi = {10.1080/18117295.2017.1279453}, pages = {37 -- 48}, year = {2017}, abstract = {Although the general development of mathematical abilities in primary school has been the focus of many researchers, the development of place value understanding has rarely been investigated to date. This is possibly due to the lack of conceptual approaches and empirical studies related to this topic. To fill this gap, a theory-driven and empirically validated model was developed that describes five sequential conceptual levels of place value understanding. The level sequence model gives us the ability to estimate general abilities and difficulties in primary school pupils in the development of a conceptual place value understanding. The level sequence model was tried and tested in Germany, and given that number words are very differently constructed in German and in the languages used in South African classrooms, this study aims to investigate whether this level sequence model can be transferred to South Africa. The findings based on the responses of 198 Grade 2-4 learners show that the English translation of the test items results in the same item level allocation as the original German test items, especially for the three basic levels. Educational implications are provided, in particular concrete suggestions on how place value might be taught according to the model and how to collect specific empirical data related to place value understanding.}, language = {en} }