TY - JOUR A1 - Lambrecht, Jennifer A1 - Bogda, Katja A1 - Koch, Helvi A1 - Nottbusch, Guido A1 - Spörer, Nadine T1 - Längsschnittliche Effekte der häuslichen und institutionellen Lernumwelt auf den Wortschatz von Grundschulkindern – ein Vergleich T1 - Comparing the effect of home and institutional learning environment on children’s vocabulary in primary school JF - Journal for educational research online - JERO N2 - Es wird angenommen, dass für den frühen Kompetenzerwerb eines Kindes neben dem familiären Hintergrund und Merkmalen des Kindes die Lernumgebungen eine wichtige Rolle spielen. Die vorliegende Studie verfolgte das Ziel, die Effekte der häuslichen und der institutionellen Lernumgebung von Kindergartenkindern auf den frühen Wortschatzerwerb zu vergleichen und notwendige Bedingungen für einen kompensatorischen Effekt der institutionellen Lernumgebung zu überprüfen. Anhand längsschnittlicher Daten von N = 557 Kindergartenkindern aus dem deutschen Nationalen Bildungspanel (NEPS) wurde untersucht, in welchem Ausmaß der familiäre Hintergrund und die Merkmale eines Kindes die häusliche und institutionelle Lernumgebung prädizieren und in welchem Ausmaß diese wiederum den Wortschatz in der Vorschule und in der ersten Klasse vorhersagen. Um zu überprüfen, ob die beiden Lernumgebungen einen jeweils eigenständigen Beitrag zur Prädiktion des Wortschatzes leisten, wurden nahezu identische Indikatoren zur Operationalisierung verwendet. Mittels Strukturgleichungsmodellierung wurden die Effekte geschätzt. Die Studie zeigte, dass die häusliche und institutionelle Lernumgebung eines Kindes kleine sowie voneinander abgrenzbare Effekte auf den Wortschatz hatten. Dabei war die häusliche Lernumwelt stärker mit dem familiären Hintergrund assoziiert, während die institutionelle Lernumgebung stärker durch Merkmale des Kindes selbst prädiziert wurde. Dies eröffnet neue Möglichkeiten der Diskussion kompensatorischer Effekte. N2 - It is assumed that additionally to the family background and child characteris-tics, the children’s learning environments are crucial for the acquisition of early competencies. This study aimed to compare the eff ects of home and institutional learning environment on young children’s vocabulary and to test necessary con-ditions for a potential compensatory eff ect of the institutional learning environ-ment. Using longitudinal data from N = 557 preschool children (German National Educational Panel Study), we analysed to what extent family background and children’s characteristics predicted home and institutional learning environments and to what extent these learning environments predicted vocabulary in pre-school and primary school. In order to test if both learning environments pre-dict vocabulary separately, we used almost identical indicators to operationalize them. The effects were estimated within a structural equation model. The study revealed that both, home and institutional learning environment, had small and separate eff ects on children’s vocabulary. The home learning environment was more closely related to the family background, while the institutional learning en-vironment was more closely related to the children’s characteristics. This evokes new possibilities to discuss compensatory effect. KW - Home learning environment KW - Institutional learning environment KW - Vocabulary KW - Compensatory effect KW - Institutionelle Lernumgebung KW - Häusliche Lernumgebung KW - Wortschatz KW - Kompensatorischer Effekt Y1 - 2019 SN - 1866-6671 VL - 11 IS - 2 SP - 86 EP - 115 PB - Waxmann CY - Münster ER - TY - JOUR A1 - Lambrecht, Jennifer A1 - Bogda, Katja A1 - Koch, Helvi A1 - Nottbusch, Guido A1 - Spörer, Nadine T1 - Die Rolle der Kindergartenqualität BT - eine Mehrebenenanalyse zur Prädiktion des Wortschatzes von Kindergartenkindern JF - Zeitschrift für Erziehungswissenschaft N2 - Neben familiären Merkmalen hat sich die Kindergartenqualität als bedeutsam für den Wortschatz von Kindergartenkindern gezeigt. Die drei Dimensionen der Kindergartenqualität, die Struktur‑, Orientierungs- und Prozessqualität, wurden bisher jedoch nicht simultan und domänenspezifisch in Bezug auf den Wortschatz untersucht. In der vorliegenden Studie wird der Frage nachgegangen, wie die Dimensionen der Kindergartenqualität unter Berücksichtigung familiärer Merkmale mit dem Wortschatz von Kindern auf Individual- und Kindergartenebene zusammenhängen. Die Datengrundlage bildete eine Teilstichprobe des nationalen Bildungspanels („National Educational Panel Study“, NEPS) mit N = 1165 Kindern in 139 Kindergärten. Die durchgeführten Mehrebenenanalysen ergaben, dass zur Prädiktion des Wortschatzes auf Individualebene die familiären Merkmale bedeutsam waren, während Unterschiede zwischen Kindergärten mittels der Kindergartenqualität erklärt werden konnten. Dabei waren alle drei Qualitätsdimensionen relevant. Die Ergebnisse werden vor dem Hintergrund verschiedener Qualitätskonzeptionen diskutiert. N2 - Besides family characteristics, pre-school quality is relevant for young children’s vocabulary. Pre-school quality consists of a structural, an orientational, and a processual dimension. In previous studies, however, these three dimensions have not been considered simultaneously and literacy-specific. In the present study we focused on the relation between family characteristics, the dimensions of pre-school quality, and children’s vocabulary on the level of the individual or specific pre-school. The data basis was a subsample of the German National Educational Panel Study (NEPS) consisting of N = 1165 children in 139 pre-schools. Multi-level regression models revealed the importance of family characteristics for predicting vocabulary on an individual level, while variance between pre-schools was explained by the quality of the pre-school. All three dimensions of pre-school quality turned out to be crucial. The results are discussed against the backdrop of different conceptions of quality. T2 - The role of pre-school quality: a multi-level analysis to predict pre-schoolers’ vocabulary KW - Disparities KW - Education and care KW - Multi-level analysis KW - Pre-school quality KW - Vocabulary KW - Disparitäten KW - Vorschule KW - Kindergartenqualität KW - Mehrebenenanalyse KW - Wortschatz Y1 - 2019 U6 - https://doi.org/10.1007/s11618-019-00872-6 SN - 1434-663X SN - 1862-5215 VL - 22 IS - 3 SP - 665 EP - 694 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Henke, Thorsten A1 - Bogda, Katja A1 - Lambrecht, Jennifer A1 - Bosse, Stefanie A1 - Koch, Helvi A1 - Maaz, Kai A1 - Spörer, Nadine T1 - Will you be my friend? A multilevel network analysis of friendships of students with and without special educational needs backgrounds in inclusive classrooms JF - Zeitschrift für Erziehungswissenschaft N2 - The objective of this study was to determine the relationship between having a special educational needs background (SEN) and the likelihood of having friends in inclusive classes. We assumed that a combination of individual, dyadic and contextual variables can sufficiently explain the relation between a SEN diagnosis and the likelihood of friendship. Data analysis was based on a cross-sectional sample of students (N = 1241) in second and third grade primary-school classes. To address the different levels adequately, the present study improves upon previous research in two ways: First, the sociometric data were analyzed with the p2 model, a specialized multilevel network model. Second, the study focused solely on friendships and emphasized the concept’s unique features with respect to inclusive education. Data analysis indicated that students with SEN had a decreased probability of becoming friends with their classmates compared to students without SEN. Even when individual, dyadic, and contextual variables were included into the model, the association between a SEN diagnosis and the likelihood of friendship persisted. The implications of the results are discussed with respect to their implications for inclusive teaching practice. KW - Friendship KW - Inclusion KW - Network Analysis KW - Social Participation Y1 - 2017 U6 - https://doi.org/10.1007/s11618-017-0767-x SN - 1434-663X SN - 1862-5215 VL - 20 SP - 449 EP - 474 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Koch, Jennifer A1 - Schaldach, Rüdiger A1 - Koechy, Martin T1 - Modeling the impacts of grazing land management on land-use change for the Jordan River region N2 - In this article, we describe a simulation method for investigating the impacts of different grazing land management strategies on the productivity of (semi-)natural vegetation and the resulting feedback on land-use change. In a first application, we analyze the effects of sustainable and intensive grazing land management in the Jordan River region. For this purpose, we adapt and use the regional version of the spatially explicit modeling framework LandSHIFT. Our simulation experiments indicate that the modeled feedback mechanism has a strong effect on the spatial extent of grazing land. Consequently, the results of our study underline that the inclusion of such feedback mechanisms in land- use models can help to represent and analyze the complex interactions between humans and the environment in a more differentiated and realistic way, but they also identify the demand for more detailed empirical data on grazing land degradation in order to further improve the explanatory power of the model. Y1 - 2008 UR - http://www.sciencedirect.com/science/article/B6VF0-4TPX0NJ-5/2/ 34ae74c07f60d91307937896c0378ddf U6 - https://doi.org/10.1016/j.gloplacha.2008.09.005 ER - TY - JOUR A1 - Schaldach, Rüdiger A1 - Wimmer, Florian A1 - Koch, Jennifer A1 - Volland, Jan A1 - Geissler, Katja A1 - Köchy, Martin T1 - Model-based analysis of the environmental impacts of grazing management on Eastern Mediterranean ecosystems in Jordan JF - Journal of environmental management N2 - Eastern Mediterranean ecosystems are prone to desertification when under grazing pressure. Therefore, management of grazing intensity plays a crucial role to avoid or to diminish land degradation and to sustain both livelihoods and ecosystem functioning. The dynamic land-use model LandSHIFT was applied to a case study on the country level for Jordan. The impacts of different stocking densities on the environment were assessed through a set of simulation experiments for various combinations of climate input and assumptions about the development of livestock numbers. Indicators used for the analysis include a set of landscape metrics to account for habitat fragmentation and the "Human Appropriation of Net Primary Production" (HANPP), i.e., the difference between the amount of net primary production (NPP) that would be available in a natural ecosystem and the amount of NPP that remains under human management. Additionally, the potential of the economic valuation of ecosystem services, including landscape and grazing services, as an analysis concept was explored. We found that lower management intensities had a positive effect on HANPP but at the same time resulted in a strong increase of grazing area. This effect was even more pronounced under climate change due to a predominantly negative effect on the biomass productivity of grazing land. Also Landscape metrics tend to indicate decreasing habitat fragmentation as a consequence of lower grazing pressure. The valuation of ecosystem services revealed that low grazing intensity can lead to a comparatively higher economic value on the country level average. The results from our study underline the importance of considering grazing management as an important factor to manage dry-land ecosystems in a sustainable manner. KW - Sustainable management of Mediterranean grazing land KW - Land-use modeling KW - Climate change KW - Landscape metrics KW - Ecosystem service value KW - Human Appropriation of Net Primary Production (HANPP) Y1 - 2013 U6 - https://doi.org/10.1016/j.jenvman.2012.11.024 SN - 0301-4797 SN - 1095-8630 VL - 127 IS - 9 SP - S84 EP - S95 PB - Elsevier CY - London ER -