TY  - JOUR
A1  - Börnert-Ringleb, Moritz
A1  - Wilbert, Jürgen
T1  - The Association of Strategy Use and Concrete-Operational Thinking in Primary School
JF  - Frontiers in Education
N2  - Concrete-operational thinking depicts an important aspect of cognitive development. A promising approach in promoting these skills is the instruction of strategies. The construction of such instructional programs requires insights into the mental operations involved in problem-solving. In the present paper, we address the question to which extent variations of the effect of isolated and combined mental operations (strategies) on correct solution of concrete-operational concepts can be observed. Therefore, a cross-sectional design was applied. The use of mental operations was measured by thinking-aloud reports from 80 first- and second-graders (N = 80) while solving tasks depicting concrete-operational thinking. Concrete-operational thinking was assessed using the subscales conservation of numbers, classification and sequences of the TEKO. The verbal reports were transcribed and coded with regard to the mental operations applied per task. Data analyses focused on tasks level, resulting in the analyses of N = 240 tasks per subscale. Differences regarding the contribution of isolated and combined mental operations (strategies) to correct solution were observed. Thereby, the results indicate the necessity of selection and integration of appropriate mental operations as strategies. The results offer insights in involved mental operations while solving concrete-operational tasks and depict a contribution to the construction of instructional programs.
KW  - strategy use
KW  - thinking aloud
KW  - cognitive development
KW  - process data
KW  - primary school
Y1  - 2018
U6  - https://doi.org/10.3389/feduc.2018.00038
SN  - 2504-284X
VL  - 3
SP  - 1
EP  - 11
PB  - Frontiers Media
CY  - Lausanne
ER  - 
TY  - JOUR
A1  - Krull, Johanna
A1  - Wilbert, Jürgen
A1  - Hennemann, Thomas
T1  - Does social exclusion by classmates lead to behaviour problems and learning difficulties or vice versa?
BT  - a cross-lagged panel analysis
JF  - European journal of special needs education
N2  - Social participation of pupils with special educational needs (SEN) is a central topic in the current inclusion debate. Numerous studies have shown that the risk of social exclusion is considerably higher for children with SEN compared to their peers without SEN, especially for pupils with behaviour problems (BP) or learning difficulties (LD). Since most of these studies are based on cross-sectional designs, there is a lack of knowledge regarding the direction of the effects. This leads to the question to what extent BP and LD have an impact on pupils’ social position in the class and, vice versa, to what extent the social position has an effect on the development of BP and LD. To address these questions, we analysed sociometric data of 1244 primary school children. È A cross-lagged panel analysis was conducted. The results indicate that BP and LD in 1st grade lead to significantly less social acceptance by peers in 2nd grade but do not predict significantly higher social rejection. A directed influence of LD or BP on a higher social rejection cannot be found. Conversely, neither social acceptance nor social rejection at 1st grade has an influence on the development of BP or LD at grade two.
KW  - Inclusive education
KW  - social exclusion
KW  - emotional behaviour disorders
KW  - learning disabilities
KW  - cross-lagged panel design
KW  - primary school
Y1  - 2018
U6  - https://doi.org/10.1080/08856257.2018.1424780
SN  - 0885-6257
SN  - 1469-591X
VL  - 33
IS  - 2
SP  - 235
EP  - 253
PB  - Routledge, Taylor & Francis Group
CY  - Abingdon
ER  -