TY - JOUR A1 - Keitel, Christine A1 - Kaiser, Gabriele T1 - Assessing mathematics in Europe : the Federal Republic of Germany Y1 - 1994 ER - TY - JOUR A1 - Kaiser, Gabriele A1 - Rogers, Patricia T1 - Gender and mathematics education Y1 - 1994 ER - TY - JOUR A1 - Kaiser, Gabriele A1 - Rogers, Patricia T1 - Introduction : equity in mathematics education Y1 - 1995 ER - TY - JOUR A1 - Kaiser, Gabriele T1 - Results from a comparative empirical study in England and Germany on the learning of mathematics in context Y1 - 1995 ER - TY - JOUR A1 - Aissen-Crewett, Meike T1 - Using art to express unspeakable anxiety : children's art as a tool for intervention and therapy with sexually abused children Y1 - 1995 ER - TY - BOOK ED - Rogers, Patricia ED - Kaiser, Gabriele T1 - Equity in mathematics education : influences of feminism and culture Y1 - 1995 PB - Falmer Press CY - Basingstoke ER - TY - BOOK A1 - Schröder, Eberhard A1 - Bödeker, Katja A1 - Edelstein, Wolfgang T1 - The development of formal thought : a manual including measurement procedures and descriptive analyses T3 - Materialien aus der Bildungsforschung Y1 - 2000 SN - 3-87985-080-1 VL - 68 PB - Max-Planck-Inst. für Bildungsforschung CY - Berlin ER - TY - BOOK A1 - Schröder, Eberhard A1 - Bödeker, Katja A1 - Edelstein, Wolfgang T1 - The development of concrete thought : a manual including measurement procedures and descriptive analyses T3 - Materialien aus der Bildungsforschung Y1 - 2000 SN - 3-87985-079-8 VL - 67 PB - Max-Planck-Inst. für Bildungsforschung CY - Berlin ER - TY - BOOK A1 - Schröder, Eberhard A1 - Bödeker, Katja A1 - Edelstein, Wolfgang T1 - The development of syllogistic reasoning : a manual including measurement procedures and descriptive analyses T3 - Materialien aus der Bildungsforschung Y1 - 2000 SN - 3-87985-081-X VL - 69 PB - Max-Planck-Inst. für Bildungsforschung CY - Berlin ER - TY - BOOK A1 - Schröder, Eberhard A1 - Bödeker, Katja A1 - Edelstein, Wolfgang T1 - Proportional, combinatorial, and correlational reasoning : a manual including measurement procedures and descriptive analyses T3 - Materialien aus der Bildungsforschung Y1 - 2000 SN - 3-87985-082-8 VL - 70 PB - Max-Planck-Inst. für Bildungsforschung CY - Berlin ER - TY - JOUR A1 - Giest, Hartmut T1 - Instruction and learning in elementary school Y1 - 2001 SN - 87-7288-841-5 ER - TY - JOUR A1 - Giest, Hartmut A1 - Walgenbach, Wilhelm T1 - System-learning - a new challenge to education : bridging special field to transdisciplinary learning. Y1 - 2002 ER - TY - JOUR A1 - Giest, Hartmut A1 - Lompscher, Joachim T1 - Formation of learning activity and theoretical thinking in science teaching Y1 - 2003 ER - TY - JOUR A1 - Giest, Hartmut T1 - Qualifying for the future : hypermedia and internet in teacher training Y1 - 2004 ER - TY - JOUR A1 - Giest, Hartmut T1 - The formation experiment in the age of hypermedia and distance learning N2 - Searching for an adequate method to investigate human development (especially the development of theoretical thinking) Vygotsky and his collaborators developed the causal genetic method The basic idea of this method consists in the investigation of psychic functions and structures by their formation under controlled conditions'(for instance via a formation experiment in classroom). But is this method also applicable in instructional settings using modern communications media? This paper is an attempt to find. an answer to the question: By what means is the investigation of the formation of theoretical thinking realizable through the application of the causal-genetic method in instructional settings using hypermedia and distance learning? However, a closer examination of the question itself shows that there are three interrelated aspects, namely: the investigation and formation of theoretical thinking; distance learning using modern communications media; the causal-genetic method. It will be shown that in a formation experiment learning with a hyper-media- educational program, which is based on the theory of learning- activity,' students reach a new level of cognitive development which is characterized by the growing ability of complex and dialectical thinking Y1 - 2004 ER - TY - JOUR A1 - Giest, Hartmut A1 - Wiesemann, Jutta A1 - von Reeken, Dietmar T1 - Editorial Y1 - 2008 SN - 978- 3-7815-1609-0 ER - TY - JOUR A1 - Giest, Hartmut T1 - The Formation Experiment in the Age of Hypermedia and Distance Learning Y1 - 2008 ER - TY - JOUR A1 - Schünemann, Nina A1 - Spörer, Nadine A1 - Brunstein, Joachim Clemens T1 - Integrating self-regulation in whole-class reciprocal teaching - a moderator-mediator analysis of incremental effects on fifth graders' reading comprehension JF - Contemporary educational psychology N2 - In this classroom intervention study, reciprocal teaching (RI) of reading strategies was combined with explicit instruction in self-regulated learning (SRL) to promote the reading comprehension of fifth-grade students (N = 306). Twelve intact classes were randomly assigned either to an RT + SRL condition or to an RI condition without explicit instruction in self-regulation. Three additional classes served as a no-treatment comparison group. Strategies instruction was delivered by trained assistants in conventional German language lessons. Students practiced the application of these strategies in small groups. Both at posttest and at maintenance (8 weeks after the intervention), students in the two intervention conditions (RT and RI + SRL) outperformed comparison students in measures of reading comprehension, strategy-related task performance, and self-efficacy for reading. Relative to RI students, students in the RI + SRL condition were better able to maintain training-induced performance gains over the follow-up interval. A moderated mediation analysis revealed that this difference in the sustainability of the two treatments was (a) mediated by the successful mastery of the learned strategies and (b) most evident among students with poor reading fluency skills. KW - Reciprocal teaching KW - Reading comprehension KW - Self-regulated learning KW - Reading fluency KW - Reading strategies Y1 - 2013 U6 - https://doi.org/10.1016/j.cedpsych.2013.06.002 SN - 0361-476X SN - 1090-2384 VL - 38 IS - 4 SP - 289 EP - 305 PB - Elsevier CY - San Diego ER - TY - JOUR A1 - Spörer, Nadine A1 - Schuenemann, Nina T1 - competence: Analyzing effects on reading comprehension, reading strategy performance, and motivation for reading JF - Learning and instruction : the journal of the European Association for Research on Learning and Instruction N2 - In this study, reciprocal teaching (RT) was combined with specific self-regulation procedures to promote the reading comprehension of fifth grade students. Twenty four classes with N = 534 students were assigned to RT plus strategy implementation procedures (RT +SIP), RT plus outcome regulation procedures (RT + ORP), RT plus strategy implementation and outcome regulation procedures (RT+ SRL), or RT without explicit instruction in self-regulation. At maintenance students assigned to the three self-regulation conditions outperformed RT students according to a standardized measure of reading comprehension. RT+ SIP and RT + SRL students outperformed RI as well as RI + ORP students using a measure of reading strategy performance. However, reading comprehension was only mediated by strategy performance under the RT + SRL condition. Among students assigned to the RI + ORP condition, an improvement in reading motivation between pretest and posttest and between posttest and maintenance was observed. (C) 2014 Elsevier Ltd. All rights reserved. KW - Reading comprehension KW - Self-regulated learning KW - Reading strategies KW - Educational intervention research Y1 - 2014 U6 - https://doi.org/10.1016/j.learninstruc.2014.05.002 SN - 0959-4752 VL - 33 SP - 147 EP - 157 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Koch, Helvi A1 - Spörer, Nadine T1 - Students improve in reading comprehension by learning how to teach reading strategies BT - an evidence-based approach for teacher education JF - Psychology Learning and Teaching N2 - In this intervention study, we investigated how we could teach university students who were majoring in education to teach reading strategies. The goal of the study was to analyze whether and to what extent students would benefit from the intervention with respect to their own learning. Did their own reading skills improve after they attended the intervention? The sample consisted of n = 61 students who were assigned to one of two conditions: (a) an adaption of reciprocal teaching; and (b) a control group that was not taught how to teach reading strategies. The evidence-based teaching method used in the intervention condition consisted of three elements: modeling, scaffolding, and repeated practice. Training success was assessed in a pre-posttest control group design with standardized reading comprehension and reading speed tests. To compare the development of the students in the two conditions, repeated measures ANOVAs were used. At posttest, intervention students outperformed control students in reading comprehension as well as in reading speed. KW - Reading strategies KW - reciprocal teaching KW - teacher education Y1 - 2017 U6 - https://doi.org/10.1177/1475725717700525 SN - 1475-7257 SN - 2057-3022 VL - 16 SP - 197 EP - 211 PB - Sage Publ. CY - London ER -