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Bereits im vorschulischen Bereich, aber vor allem in der Grundschule entwickeln Kinder wichtige Kompetenzen für spätere Bildungsabschlüsse. Doch die Kompe-tenzunterschiede zwischen den Schüler:innen sind bereits zu Beginn der Grund-schulzeit beträchtlich. Somit kommt den Lehrkräften die überaus wichtige Aufga-be zu allen Kindern den für sie besten Bildungsweg zu ermöglichen. Um dieser Herausforderung zu begegnen, müssen Diagnostik und Förderung im Unterricht Hand in Hand gehen. Deshalb wird die Diagnosekompetenz von Lehrkräften als wichtige Voraussetzung für gelingenden Unterricht angesehen. Diese Dissertation widmet sich nun eben dieser wichtigen Kompetenz. Dabei wird sie als mehrdimen-sionales Konstrukt angesehen, zu dem neben der Beurteilung von fachlichen Kompetenzen auch die Einschätzung des Leistungsstandes und die Schlussfolge-rung hinsichtlich notwendiger Förderung im Unterricht gehören. Anhand dreier Artikel sowie ergänzender theoretischer Betrachtungen wurde die Diagnosekompe-tenz hinsichtlich möglicher Einflussfaktoren, der Bedeutung für den Unterricht sowie für die Lehrer:innenbildung untersucht.
Brandenburg startete im Schuljahr 2012/2013 das Pilotprojekt „Inklusive Grundschule“ (PING). 35 dieser Pilot-Grundschulen wurden wissenschaftlich begleitet (vgl. Spörer, Schründer-Lenzen, Vock & Maaz, 2015). In diesem Beitrag berichten wir Befunde zum sozialen Selbstkonzept, wie die Kinder das Klassenklima erleben und wie sie sich von ihrer Lehrkraft angenommen fühlen. Untersucht wurden 1.435 Kinder in 61 inklusiven Klassen der Jahrgangsstufen 2 und 3. Es finden sich keine durchgängigen Nachteile bei Selbstkonzept und erlebtem Klassenklima für Kinder mit sonderpädagogischem Förderbedarf (SPF), jedoch fühlen sich diese weniger von ihren Lehrkräften angenommen.
Calcularis is a computer-based training program which focuses on basic numerical skills, spatial representation of numbers and arithmetic operations. The program includes a user model allowing flexible adaptation to the child's individual knowledge and learning profile. The study design to evaluate the training comprises three conditions (Calcularis group, waiting control group, spelling training group). One hundred and thirty-eight children from second to fifth grade participated in the study. Training duration comprised a minimum of 24 training sessions of 20 min within a time period of 6-8 weeks. Compared to the group without training (waiting control group) and the group with an alternative training (spelling training group), the children of the Calcularis group demonstrated a higher benefit in subtraction and number line estimation with medium to large effect sizes. Therefore, Calcularis can be used effectively to support children in arithmetic performance and spatial number representation.
Calcularis is a computer-based training program which focuses on basic numerical skills, spatial representation of numbers and arithmetic operations. The program includes a user model allowing flexible adaptation to the child's individual knowledge and learning profile. The study design to evaluate the training comprises three conditions (Calcularis group, waiting control group, spelling training group). One hundred and thirty-eight children from second to fifth grade participated in the study. Training duration comprised a minimum of 24 training sessions of 20 min within a time period of 6–8 weeks. Compared to the group without training (waiting control group) and the group with an alternative training (spelling training group), the children of the Calcularis group demonstrated a higher benefit in subtraction and number line estimation with medium to large effect sizes. Therefore, Calcularis can be used effectively to support children in arithmetic performance and spatial number representation.
Was veranlasste die an „Belcantare Brandenburg“ beteiligten Bildungsinstitutionen, dieses Projekt zu verwirklichen? Sind ländliche und städtische Singprojekte gleichermaßen zu planen? Wie wirksam war und ist „Belcantare Brandenburg“? Diesen u. a. Fragen widmet sich die repräsentative Dokumentation, die im Rahmen der wissenschaftlichen Begleitung des Projektes durch den Lehrstuhl Musikpädagogik und Musikdidaktik der Universität Potsdam entstanden ist. Vorderstes Anliegen war es hierbei, die erarbeiteten Fragestellungen aus unterschiedlichen Forschungsperspektiven zu beantworten. An dieser Forschungsarbeit wirkten Studierende mit und reflektierten in ihren wissenschaftlichen Qualifikationsarbeiten im Projekt erschlossene theoretische und praktische Erfahrungen zum Singen in der Grundschule. „Belcantare Brandenburg“ ist ein Singprojekt zur Fortbildung für Grundschullehrerinnen und Grundschullehrer, das mit freundlicher Unterstützung der Ostdeutschen Sparkassenstiftung und der Sparkasse Uckermark über einen Zeitraum von zwei Jahren die Qualität der Singarbeit von Lehrkräften aus der Uckermark zielgerichtet weiterentwickelte.
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.
This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions à 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances.
This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions à 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances.
Im deutschsprachigen Raum existiert eine Vielzahl von Modellen zur Entwicklung der Rechtschreibkompetenz von Grundschulkindern. Es zeigen sich starke Übereinstimmungen in der Vorstellung von aufeinanderfolgenden Kompetenzniveaus, wobei in allen Modellen drei Niveaus auftreten: 1) noch nicht lautgetreue Schreibungen, 2) lautgetreue Schreibungen und 3) orthographisch korrekte Schreibungen. Die Kriterien, auf Basis derer ein Kind dem jeweiligen Niveau zugeordnet wird, bleiben jedoch vage. Ebenso fehlt eine umfassende empirische Überprüfung der Modelle. Die vorliegende Längsschnittstudie untersuchte zu drei Messzeitpunkten (Anfang Klasse 2, Ende Klasse 2, Ende Klasse 3) die Schreibungen von N = 697 Grundschulkinder mit standardisierten Rechtschreibtests. Mittels latenter Transitionsanalyse wurden drei Profile identifiziert: 1) Überwiegend nicht lautgetreu 2) Überwiegend lautgetreu und 3) Überwiegend korrekt. Auch die durchlaufenen Pfade und Übergangswahrscheinlichkeiten stützen die angenommene hierarchische Struktur der Modelle.
Background: Cross-sectional studies detected associations between physical fitness, living area, and sports participation in children. Yet, their scientific value is limited because the identification of cause-and-effect relationships is not possible. In a longitudinal approach, we examined the effects of living area and sports club participation on physical fitness development in primary school children from classes 3 to 6.
Methods: One-hundred and seventy-two children (age: 9-12 years; sex: 69 girls, 103 boys) were tested for their physical fitness (i.e., endurance [9-min run], speed [50-m sprint], lower- [triple hop] and upper-extremity muscle strength [1-kg ball push], flexibility [stand-and-reach], and coordination [star coordination run]). Living area (i.e., urban or rural) and sports club participation were assessed using parent questionnaire.
Results: Over the 4 year study period, urban compared to rural children showed significantly better performance development for upper- (p = 0.009, ES = 0.16) and lower-extremity strength (p < 0.001, ES = 0.22). Further, significantly better performance development were found for endurance (p = 0.08, ES = 0.19) and lower-extremity strength (p = 0.024, ES = 0.23) for children continuously participating in sports clubs compared to their non-participating peers.
Conclusions: Our findings suggest that sport club programs with appealing arrangements appear to represent a good means to promote physical fitness in children living in rural areas.