TY - THES A1 - Lambrecht, Jennifer T1 - Warum machen wir nicht einfach Inklusion? BT - Entwicklung einer Theorie schulischer Inklusion T2 - Perspektive Schule N2 - Die Entwicklung einer Theorie zur schulischen Inklusion ist das zentrale Thema der Dissertation. Die Autorin nutzt empirische Analysen zur Umsetzung inklusiven Lernens sowie Daten zu sonderpädagogischen Förderschwerpunkten an inklusiven Grundschulen für die Erarbeitung von Bedingungen und Formen eines inklusiven Schulsystems. Empirische Daten zur Umsetzung inklusiver Bildung liegen aus vielen Bundesländern vor, es fehlte jedoch eine forschungsleitende Theorie zur Einordnung und Analyse der Daten. Jennifer Lambrecht hat diese Theorie auf Grundlage der Systemtheorie Luhmanns entwickelt. Sie differenziert zwischen Schulsystemen und verortet unterschiedliche Inklusionsverständnisse. Im Ergebnis entwickelt sie fünf Thesen zur schulischen Inklusion im allgemeinen Schulsystem und im Sonderschulsystem. Die Dissertation, die ein hochaktuelles Thema der empirischen Bildungsforschung behandelt, regt zum Mit- und Nachdenken an und generiert neue, interessante Forschungsfragen. KW - Inklusion KW - Schule KW - Theorie KW - Bildungssystem KW - Systemtheorie Y1 - 2020 SN - 978-3-7639-6117-7 IS - 1 PB - W. Bertelsmann Verlag CY - Bielefeld ER - TY - JOUR A1 - Lindner, Nadja A1 - Moeller, Korbinian A1 - Hildebrandt, Frauke A1 - Hasselhorn, Marcus A1 - Lonnemann, Jan T1 - Children's use of egocentric reference frames in spatial language is related to their numerical magnitude understanding JF - Frontiers in Psychology N2 - Numerical magnitude information is assumed to be spatially represented in the form of a mental number line defined with respect to a body-centred, egocentric frame of reference. In this context, spatial language skills such as mastery of verbal descriptions of spatial position (e.g., in front of, behind, to the right/left) have been proposed to be relevant for grasping spatial relations between numerical magnitudes on the mental number line. We examined 4- to 5-year-old’s spatial language skills in tasks that allow responses in egocentric and allocentric frames of reference, as well as their relative understanding of numerical magnitude (assessed by a number word comparison task). In addition, we evaluated influences of children’s absolute understanding of numerical magnitude assessed by their number word comprehension (montring different numbers using their fingers) and of their knowledge on numerical sequences (determining predecessors and successors as well as identifying missing dice patterns of a series). Results indicated that when considering responses that corresponded to the egocentric perspective, children’s spatial language was associated significantly with their relative numerical magnitude understanding, even after controlling for covariates, such as children’s SES, mental rotation skills, and also absolute magnitude understanding or knowledge on numerical sequences. This suggests that the use of egocentric reference frames in spatial language may facilitate spatial representation of numbers along a mental number line and thus seem important for preschoolers’ relative understanding of numerical magnitude. KW - spatial language KW - frames of reference KW - numerical development KW - mental number line KW - preschool children Y1 - 2022 U6 - https://doi.org/10.3389/fpsyg.2022.943191 SN - 1664-1078 SP - 1 EP - 13 PB - Frontiers CY - Lausanne, Schweiz ER - TY - JOUR A1 - Tosch, Frank T1 - Rochow & Reckahn JF - Brandenburgische Erinnerungsorte – Erinnerungsorte in Brandenburg : Band 1 Y1 - 2021 SN - 978-3-95410-294-5 SP - 197 EP - 208 PB - be.bra wissenschaft verlag CY - Berlin ER - TY - JOUR A1 - Westphal, Andrea A1 - Kalinowski, Eva A1 - Hoferichter, Clara Josepha A1 - Vock, Miriam T1 - K−12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review JF - Frontiers in Psychology N2 - We present the first systematic literature review on stress and burnout in K−12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K−12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K−12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K−12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K−12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond. KW - burnout KW - stress KW - COVID-19 KW - pandemic KW - K−12 teachers KW - remote teaching Y1 - 2022 U6 - https://doi.org/10.3389/fpsyg.2022.920326 SN - 1664-1078 SP - 1 EP - 29 PB - Frontiers CY - Lausanne, Schweiz ER - TY - THES A1 - Klinge, Denise T1 - Die elterliche Übergangsentscheidung nach der Grundschule BT - Werte, Erwartungen und Orientierungen N2 - Denise Klinge untersucht anhand von 25 narrativen Interviews, die mittels der qualitativen Inhaltsanalyse und der dokumentarischen Methode ausgewertet wurden, wie bei der Sekundarschulwahlentscheidung der Eltern für ihre Kinder habituelles und rationales Wählen nach Wert-Erwartungstheorien zusammenhängen. Die Autorin konzentriert sich damit auf die elterliche Übergangsentscheidung als eine Einflussgröße sozialer Bildungsungleichheit. Mit der empirischen Integration beider Theoriestränge (Habitustheorie und Wert-Erwartungstheorien), zeigt Denise Klinge zum einen mögliche Erweiterungen der Mechanismen primärer und sekundärer Herkunftseffekte und Komponenten der Wert-Erwartungstheorien auf. Zum anderen konnten unterschiedliche habituelle Entscheidungstypen rekonstruiert werden, welche tiefere Einblicke in das Entscheidungsverhalten geben. Y1 - 2016 SN - 978-3-658-14350-3 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Kempert, Sebastian Benjamin A1 - Götz, Regina A1 - Blatter, Kristine A1 - Tibken, Catharina A1 - Artelt, Cordula A1 - Schneider, Wolfgang A1 - Stanat, Petra T1 - Training Early Literacy Related Skills BT - To Which Degree Does a Musical Training Contribute to Phonological Awareness Development? JF - Frontiers in psychology N2 - Well-developed phonological awareness skills are a core prerequisite for early literacy development. Although effective phonological awareness training programs exist, children at risk often do not reach similar levels of phonological awareness after the intervention as children with normally developed skills. Based on theoretical considerations and first promising results the present study explores effects of an early musical training in combination with a conventional phonological training in children with weak phonological awareness skills. Using a quasi-experimental pretest-posttest control group design and measurements across a period of 2 years, we tested the effects of two interventions: a consecutive combination of a musical and a phonological training and a phonological training alone. The design made it possible to disentangle effects of the musical training alone as well the effects of its combination with the phonological training. The outcome measures of these groups were compared with the control group with multivariate analyses, controlling for a number of background variables. The sample included N = 424 German-speaking children aged 4–5 years at the beginning of the study. We found a positive relationship between musical abilities and phonological awareness. Yet, whereas the well-established phonological training produced the expected effects, adding a musical training did not contribute significantly to phonological awareness development. Training effects were partly dependent on the initial level of phonological awareness. Possible reasons for the lack of training effects in the musical part of the combination condition as well as practical implications for early literacy education are discussed. KW - phonological awareness KW - musical training KW - phonological training KW - preschool children KW - early literacy Y1 - 2016 U6 - https://doi.org/10.3389/fpsyg.2016.01803 SN - 1664-1078 VL - 7 PB - Frontiers Research Foundation CY - Lausanne ER - TY - GEN A1 - Kempert, Sebastian Benjamin A1 - Götz, Regina A1 - Blatter, Kristine A1 - Tibken, Catharina A1 - Artelt, Cordula A1 - Schneider, Wolfgang A1 - Stanat, Petra T1 - Training Early Literacy Related Skills BT - To Which Degree Does a Musical Training Contribute to Phonological Awareness Development? N2 - Well-developed phonological awareness skills are a core prerequisite for early literacy development. Although effective phonological awareness training programs exist, children at risk often do not reach similar levels of phonological awareness after the intervention as children with normally developed skills. Based on theoretical considerations and first promising results the present study explores effects of an early musical training in combination with a conventional phonological training in children with weak phonological awareness skills. Using a quasi-experimental pretest-posttest control group design and measurements across a period of 2 years, we tested the effects of two interventions: a consecutive combination of a musical and a phonological training and a phonological training alone. The design made it possible to disentangle effects of the musical training alone as well the effects of its combination with the phonological training. The outcome measures of these groups were compared with the control group with multivariate analyses, controlling for a number of background variables. The sample included N = 424 German-speaking children aged 4–5 years at the beginning of the study. We found a positive relationship between musical abilities and phonological awareness. Yet, whereas the well-established phonological training produced the expected effects, adding a musical training did not contribute significantly to phonological awareness development. Training effects were partly dependent on the initial level of phonological awareness. Possible reasons for the lack of training effects in the musical part of the combination condition as well as practical implications for early literacy education are discussed. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 311 KW - early literacy KW - musical training KW - phonological awareness KW - phonological training KW - preschool children Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-101943 ER - TY - JOUR A1 - Gerth, Sabrina A1 - Klassert, Annegret A1 - Dolk, Thomas A1 - Fliesser, Michael A1 - Fischer, Martin H. A1 - Nottbusch, Guido A1 - Festman, Julia T1 - Is Handwriting Performance Affected by the Writing Surface? BT - Comparing Preschoolers', Second Graders', and Adults' Writing Performance on a Tablet vs. Paper JF - Frontiers in psychology N2 - Due to their multifunctionality, tablets offer tremendous advantages for research on handwriting dynamics or for interactive use of learning apps in schools. Further, the widespread use of tablet computers has had a great impact on handwriting in the current generation. But, is it advisable to teach how to write and to assess handwriting in pre- and primary schoolchildren on tablets rather than on paper? Since handwriting is not automatized before the age of 10 years, children's handwriting movements require graphomotor and visual feedback as well as permanent control of movement execution during handwriting. Modifications in writing conditions, for instance the smoother writing surface of a tablet, might influence handwriting performance in general and in particular those of non-automatized beginning writers. In order to investigate how handwriting performance is affected by a difference in friction of the writing surface, we recruited three groups with varying levels of handwriting automaticity: 25 preschoolers, 27 second graders, and 25 adults. We administered three tasks measuring graphomotor abilities, visuomotor abilities, and handwriting performance (only second graders and adults). We evaluated two aspects of handwriting performance: the handwriting quality with a visual score and the handwriting dynamics using online handwriting measures [e.g., writing duration, writing velocity, strokes and number of inversions in velocity (NIV)]. In particular, NIVs which describe the number of velocity peaks during handwriting are directly related to the level of handwriting automaticity. In general, we found differences between writing on paper compared to the tablet. These differences were partly task-dependent. The comparison between tablet and paper revealed a faster writing velocity for all groups and all tasks on the tablet which indicates that all participants—even the experienced writers—were influenced by the lower friction of the tablet surface. Our results for the group-comparison show advancing levels in handwriting automaticity from preschoolers to second graders to adults, which confirms that our method depicts handwriting performance in groups with varying degrees of handwriting automaticity. We conclude that the smoother tablet surface requires additional control of handwriting movements and therefore might present an additional challenge for learners of handwriting. KW - handwriting KW - movement kinematics KW - writing acquisition KW - children KW - graphomotor control KW - tablet Y1 - 2016 U6 - https://doi.org/10.3389/fpsyg.2016.01308 SN - 1664-1078 VL - 7 PB - Frontiers Research Foundation CY - Lausanne ER - TY - GEN A1 - Gerth, Sabrina A1 - Klassert, Annegret A1 - Dolk, Thomas A1 - Fliesser, Michael A1 - Fischer, Martin H. A1 - Nottbusch, Guido A1 - Festman, Julia T1 - Is Handwriting Performance Affected by the Writing Surface? BT - Comparing Preschoolers', Second Graders', and Adults' Writing Performance on a Tablet vs. Paper N2 - Due to their multifunctionality, tablets offer tremendous advantages for research on handwriting dynamics or for interactive use of learning apps in schools. Further, the widespread use of tablet computers has had a great impact on handwriting in the current generation. But, is it advisable to teach how to write and to assess handwriting in pre- and primary schoolchildren on tablets rather than on paper? Since handwriting is not automatized before the age of 10 years, children's handwriting movements require graphomotor and visual feedback as well as permanent control of movement execution during handwriting. Modifications in writing conditions, for instance the smoother writing surface of a tablet, might influence handwriting performance in general and in particular those of non-automatized beginning writers. In order to investigate how handwriting performance is affected by a difference in friction of the writing surface, we recruited three groups with varying levels of handwriting automaticity: 25 preschoolers, 27 second graders, and 25 adults. We administered three tasks measuring graphomotor abilities, visuomotor abilities, and handwriting performance (only second graders and adults). We evaluated two aspects of handwriting performance: the handwriting quality with a visual score and the handwriting dynamics using online handwriting measures [e.g., writing duration, writing velocity, strokes and number of inversions in velocity (NIV)]. In particular, NIVs which describe the number of velocity peaks during handwriting are directly related to the level of handwriting automaticity. In general, we found differences between writing on paper compared to the tablet. These differences were partly task-dependent. The comparison between tablet and paper revealed a faster writing velocity for all groups and all tasks on the tablet which indicates that all participants—even the experienced writers—were influenced by the lower friction of the tablet surface. Our results for the group-comparison show advancing levels in handwriting automaticity from preschoolers to second graders to adults, which confirms that our method depicts handwriting performance in groups with varying degrees of handwriting automaticity. We conclude that the smoother tablet surface requires additional control of handwriting movements and therefore might present an additional challenge for learners of handwriting. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 308 KW - children KW - graphomotor control KW - handwriting KW - movement kinematics KW - tablet KW - writing acquisition Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-100384 ER - TY - JOUR A1 - Schmeer, Ernst T1 - PISA - Schülerleistungen im internationalen Vergleich Y1 - 2002 ER -