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April 15, 2017 - 04/2017

Gruppenbezogenes Denken und die Problematik der Identitätsbildung bei Kindern mit sonderpädagogischem Förderbedarf

Authors:

Deborah Ryszka (Universität Potsdam)


Abstract:
Contrary to the Anglo-Saxon language area in Europe, especially in Germany, a groupthink, respectively a thinking in categories of groups and collectives plays an important role, which has effect on everyday school life and especially on the identity formation of children with special educational needs. Therefore it seems necessary to raise the awareness of future teachers for an individualistic view of children with special educational needs. Read this article

Keywords:
groupthink, identity, self(concept), special educational need

March 15, 2017 - 03/2017

Selbstwirksamkeitserwartung - Was bedingt sie und wie kann sie gefördert werden?

Authors:
Karolina Urton (Universität zu Köln)

Abstract:

This paper shows that among both teachers and pupils the sense of self- efficacy has a definite effect on their ability to take on and manage a task in school life. To begin with, the article outlines Bandura’s (1997) theoretical construct of perceived self-efficacy. Subsequently it describes certain elements which are conducive to a person’s developing self-efficacy. Further, the article then provides concrete possibilities for enhancing the individual and collective sense of self-efficacy of both pupils and teachers.. Read this article


Keywords:
self-efficacy, pupils, teachers, support

October 15, 2016 - 10/2016

Reflexion kultureller Normen und deren Einfluss im Klassenraum

Authors:
Ursula Moffitt and Marcel Badra (Universität Potsdam)

Abstract:
Cultural norms influence our daily lives in many ways – from the way we interact with one another to how we view the world around us. For teachers, norms affect not only classroom content and curricula, but also the expectations they have about their students. This article provides a brief look into the impact of cultural norms in the classroom and offers some research-based tips for teachers to reflect on their own perspectives and create supportive learning environments for students of diverse cultural backgrounds. Read this article

Keywords:
cultural norms, culturally relevant teaching, polyculturalism, implicit theories

September 15, 2016 - 09/2016

Kulturelle Vorstellungen in der Lehrerbildung: Status quo und Möglichkeiten der Veränderung

Authors:
Sauro Civitillo, Prof. Dr. Linda Juang, Dr. Maja K. Schachner
(University of Potsdam)

Abstract:
Offering pre-service teachers the opportunity to examine their personal and pedagogical beliefs towards cultural diversity in education is a major task of teacher educators. As a result, many teacher training institutions have added programmes that deal with cultural diversity using different formats (e.g., course work, field experience), and methods (e.g., self-reflection, multicultural literacy) targeting student teachers’ cultural beliefs. The present review focuses on the effects of these programmes to understand what and how they work. Read this article

Keywords:
cultural diversity, beliefs, teacher preparation, literature review

August 15, 2016 - 08/2016

Klassenmanagement – Grundlagen, Strategien für die Praxis und Perspektiven für die Lehrerbildung

Author:
Marie-Luise Gehrmann (University of Potsdam)

Abstract:
Quality education can be defined as a teaching-learning-process, where all children of a learning group efficiently and individually use the available learning time. In this context, particularly children with emotional and behavioural problems pose a challenge for teachers. A key factor for quality education is an effective classroom management. This includes all teaching actions which establish and secure organisation and communication structures as well as the opportunity for active participation by the students. Fundamentals of classroom management are represented and exemplarily concretized for students with ADHD to show approaches for an inclusive education of these students. In conclusion, this article formulates perspectives for teacher training. Read this article

Keywords:
classroom management, ADHD, inclusion, teacher training

July 15, 2016 - 07/2016

Depressionen und Ängste bei Schüler_innen
Unauffällige Auffälligkeiten

Author:
Jana Grubert (University of Potsdam)

Abstract:
Anxious and depressive children and adolescents attract hardly any attention in school. Still they need support, just like pupils with behavioural problems, to avert risks in their socio-emotional development. Teachers can contribute to early identification of mental stress if they are aware of the corresponding unobtrusive symptoms. This article gives an overview over so-called internalising disorders, usual diagnostic methods and possible screening approaches in the school context. Read this article

Keywords:
diagnostic, socio-emotional development, depression, anxiety

June 15, 2016 - 06/2016

Stigmatisierungsprozesse – Sichtweisen, Forschungsbelege und Ableitungen für den inklusionsförderlichen Unterricht

Author:
Tanja-Maria Ewald (University of Potsdam)

Abstract:
In the context of structural changes in the school system and the corresponding development of teaching, the question remains whether the label „child with special educational needs (SFB)“ is affecting the social role, social position and social acceptability of children with special needs. Benefiting from a sociological point of view on the labeling process, consequent social roles as well as social acceptance among students with special needs in the classroom. This article offers guidelines for implications in the educational practice. This is achieved by focusing on the “contact hypothesis” and the didactic-methodological concept of cooperative learning. Read this article

Keywords:
stigmatisation  processes,  labeling, social  acceptance,  contact  theory,  cooperative learning

May 15, 2016 - 05/2016

Ebenen der Schulentwicklung zur Gesundheitsförderung in inklusiven Grundschulen

Author:
Karolina Urton (University of Cologne, University of Potsdam)

Abstract:
This article shows how a concept intending to promote health in inclusive primary schools may be implemented. The considerations are based on the multi-level model of inclusive school development (Mehrebenenmodell inklusiver Schulentwicklung, Heimlich, 2003). An essential aspect involves ways to develop preventive diagnostics and the support for emotional and behavioral development based on the concept of RTI (response to intervention). A key role in this respect is played by multi-professional collaboration. In addition to a description of procedure, practical advice for implementation is also given. To conclude, we deal with the question of possible effects of the health of all persons in the school. Read this article

Keywords:
multi-level model of inclusive school development, mental health, RTI, multiprofessional team

April 15, 2016 - 04/2016

Erzählfähigkeit im Grundschulalter

Author:
Theresa Gerlach (University of Potsdam)

Abstract:
Narrative skills are important language competencies children usually acquire on elementary and primary school level. They are discussed to have an impact on school success and social development. The basis for this article is the story grammar approach that is useful for both identifying a good narration and promoting narrative skills in school settings. This article also comments on further teaching methods to help children tell stories properly. Additionally, objectives of indirect promotion are discussed that arise from cognitive and language prerequisites for the development of narrative skills. Read this article

Keywords:
narration, language acquisition, language intervention, primary school

March 15, 2016 - 03/2016

Grundsteine inklusiver Praxis.
Brandenburger Grundschulkinder im inklusiven Unterricht

Authors:
Christian Jäntsch (University of Potsdam), Nadine Spörer (University of Potsdam)

Abstract:
The fedaral state of Brandenburg started a project to test inclusive education in primary schools [Pilotprojekt "Inklusive Grundschule" (PING)]. The goal was to find out how inclusive education can be successfully realized. Therefore, the PING-study aimed to identify characteristics of inclusive education that significantly influence students’ development regarding cognitiv and social attributes. This article introduces the PING-Study and summarizes key findings. Finally, we discuss some thoughts on supportive conditions in implementing inclusive education.  Read this article

Keywords:
Inclusion, education, primary school, pupil’s achievement, social participation

February 15, 2016 - 02/2016

Effective Support of Emotional and Social Competencies in Primary School with Lubo from outer Space!

Authors:
Dennis Hövel (University of Cologne, Germany), Thomas Hennemann (University of Cologne, Germany)

Abstract:
The article discusses the importance of manualized prevention programs to promote emotional and social skills in context overarching educational goals. The program "Lubo aus dem All!" is presented and described the content and teaching methodology possibilities for transferring the program elements into school day. Finally the four present studies of the program are imagine and discuss implications for practice: The theory of knowledge and the daily transfer of the teachers is substantially responsible for the effectiveness of the program.Read this article

Keywords:
prevention, Lubo aus dem All!, social-cognitive information processing, emotional and behavioural disorders

January 15, 2016 - 01/2016

When Children Do Not Want To Listen - or Are They Not Even Able To?!

Author:
Stefanie Borgward (University of Potsdam)

Abstract:
The auditory processing disorder (APD) is defined as an impairment of auditory functions while peripheral hearing capacity is in the normal range. Students with APD show impaired speech perception, particulary in a noisy environment, reduced phonological working memory capacities and problems in identifying and discriminating phonemes. This article describes APD and informs about the classroom-management of APD, including the arrangement of teaching, the teacher's speech behavior and changes in acoustic classroom-conditions. Read this article

Keywords:
auditory processing, acquisition of reading and spelling, arrangement of teaching, modification of speech, acoustic of classroom 

December 15, 2015 - 12/2015

Refugee Children in the Classroom: What Do We Know and What Can We Do?

Authors:
Linda Juang, Jana Vietze and Maja Schachner (University of Potsdam)

Abstract:
From an inclusion perspective, all children of diverse backgrounds have a right to quality education.  In the classroom, a key source of diversity is culture and migration. In Germany, however, understanding cultural and migration-based diversity in schools has been an understudied area (Faas, 2008). This is problematic, as children and youth of migrant and refugee background comprise an increasing proportion of the population in Germany and worldwide. Clearly, the success of these children in education, work, and society is crucial not only for them as individuals, but for society as a whole (Masten, Liebkind, & Hernandez, 2012). In this article we highlight what is known about children of refugee background, then give concrete recommendations how we can help facilitate their adaptation to school. We also provide references for further information and teaching material about refugees, migration and the school context in Germany and especially Brandenburg.Read this article

Keywords:
Culture, diversity, refugees, migration, classroom climate, parents

 

November 15, 2015 - 11/2015

Gespräche mit Kindern über ihre Schreibungen als Möglichkeit der Förderdiagnostik im Schriftspracherwerb

Authors:
Katrin Böhme (University of Potsdam) and Josefine Prengel (Papageno Primary School, Berlin-Mitte)

Abstract:
Young children who are poor spellers need special educational support as early as possible. To implement educational support in the writing classroom, we need to know about the spelling development of these children. One approach is an individual spelling strategy conference in which the students talk about their writing and the spelling strategies they use. These conferences are similar to thinking-aloud protocols or verbal reports. We conducted a qualitative study with N=16 3rd and 4th graders using verbal reports exploring children’s descriptions of spelling strategies. In this article, we present excerpts from these interviews, report some of our results and draw implications for classroom instruction to enhance children’s spelling development. Read this article

Keywords:
Spelling development, spelling strategies, inclusive assessment, verbal reports, thinking-aloud protocols

October 15, 2015 - 10/2015

Den Spaß in spaßig erkennen: Die Rolle der morphologischen Bewusstheit für das Leseverstehen

Author:
Dr. Elisabeth Fleischhauer (Bergische University of Wuppertal)

Abstract:
The German orthography reflects sounds and morphemes, i.e. prefixes, stems and ending (e.g. sav-iour [=stem and ending], un-be-liev-able [=Prefix, stem und ending]). Mor-phemes encode word information, e.g. its mean-ing, its word category. Recognising morphemes and interpreting their meaning is important for reading comprehension. Still, morphemes are largely neglected when teaching reading in pri-mary education. This article aims to show that awareness of morphemes promotes reading com-prehension. It further offers exercises to raise morphological awareness in primary school stu-dents. Read this article

Keywords:
reading and writing acquisition, inter-vention, morphological awareness

September 15, 2015 - 9/2015

Einstellungen im inklusiven Klassenzimmer - erkennen, verstehen und soziale Distanz verringern.

Author:
Anita Gerullis (University of Potsdam)

Abstract:
In inclusive classrooms children with and without disabilities study together closely. They show an overall better performance, however, the children with special needs lack good social integration. Classmates show an ample social distance towards kids with special needs. One reason behind this are attitudes children and teachers carry, even before a child with special needs joins the class. This article describes how to identify and quantify one´s attitudes and social distance in the context of inclusive schooling. Teachers are encouraged to systematically diagnose social distance in their classroom and reduce it. Read this article

Keywords:
inclusive classes, social distance, at-titudes, diagnostics

August 15, 2015 - 8/2015

Von Antidiskriminierung und Anpassung zu gelebter Multikulturalität im Schulkontext
Eine Handlungsempfehlung für Lehrer

Author:
Dr. Maja K. Schachner (University of Potsdam)

Abstract:
Germany is a country of immigration. Yet, the focus of the public integration debate lies on immigrants adopting the German mainstream culture, whereas there is not much support for immigrants maintaining traditions, languages and cultural practices from their countries of origin. Instead, there is a fear of “Überfremdung” (dominance of foreign influences). At the same time, research shows that openness towards cultural maintenance has a range of positive effects. This is especially the case in school and educational contexts, as our own studies with 5th and 6th grade students from Baden-Württemberg (South-West Germany) show. Embracing diversity may require some courage but it can really pay off, even when at first it may seem more straightforward and effective to focus on the adoption of a common mainstream culture. Read this article

Keywords:
Cultural diversity, multicultural school climate, integration, students with an immigrant background.

July 15, 2015 - 7/2015

Förderung emotional-sozialer Kompetenzen durch Tootling - Forschungsstand sowie Implementation und Evaluation in der schulischen Praxis

Authors:
Johanna Krull (University of Potsdam, University of Cologne) & Anna-Maria Hintz (University of Siegen)

Abstract:
Reinforcing positive student behavior in daily school routines can be challenging for teachers, especially when defiant or disruptive behavior is displayed simultaneously in the same classroom. So, positive and prosocial behaviors often remain unseen and unmentioned. In this article, tootling will be described as a practical procedure for school settings, which helps to focus the attention of both, students’ as well as
teachers’, towards the explicit and specific perception and appreciation of positive behavior. Read this article

Keywords:
disruptive behavior, classroom management, positive behavior support, tootling, social-emotional skills, heterogeneous classes

June 15, 2015 - 6/2015

Lernen durch Kooperation - Auswirkungen kooperativer Lernarrangements auf das Selbstkonzept von Kindern mit Verhaltensauffälligkeiten

Author:
Tanja-Maria Ewald (University of Potsdam)

Abstract:
This article looks at cooperative learning in the current school context consisting of more and more heterogeneous pupils. Based on looking at school being a place to learn, the learn-ing development of students is described. The goal is to describe school achievement using the theory of the “zone of proximal development” (Vygotsky, 1978) and the associated interactions with other pupils or teachers. This achievement is able to positively impact students´ self-concept by forcing interactions between pupils. Thus, coop-erative learning is portrayed as a didactical-meth-odological concept, using research results to show the possibility of such ways of teaching. Read this article

Keywords:
learning development, self-concept, cooperative learning, behavioral disorders

May 15,2015 - 5/2015

Soziale Ansteckung im Klassenzimmer
Das Risiko kennen, das Potenzial nutzen

Author:
Marie-Luise Gehrmann (University of Potsdam)

Abstract:
As part of the implementation of inclusion in Germany the number of children with behavioral problems in regular schools is growing.The question arises whether this might have an impact on the behavioral development of the children themselves as well as their classmates. In order to prevent undesirable influence processes and to encourage desirable ones information on what makes individuals susceptible to social contagion is required. Empirical results are reported. It is considered whether the structures of opportunity for social contagion are equal for all classmates. Furthermore, the paper pursues the question of who really is susceptible to contagion towards prosocial or dissocial behavior and what factors determine these effects. Finally, potentials for the prevention of and intervention for behavioral problems are identified.Read this article

Keywords:
behavioral problems, social contagion, peer contagion, inclusion, intervention

April 15, 2015 - 4/2015

Im Unterricht über Gefühle sprechen?
Emotionales Verständnis fördern

Author:
Theresa Gerlach (University of Potsdam)

Abstract:
Children’s ability to identify emotion is an essential competence that is associated with chil-dren’s behavior and social relationships in the class-room. Still, emotion understanding is rarely pro-moted in school. This article aims at justifying the necessity of explicitly training emotion understand-ing in early classroom settings. The paper also pro-vides information on training programs. For the benefit of child development and a good learning environment, programs such as these are suggested to be implemented into the classroom. Read this article

Keywords:
emotion understanding, training of emotional competences, social inclusion, primary school

March 15, 2015 - 3/2015

Maßnahmen zur Verbesserung der Lernmotivation in der Schule

Author:
Jannis Bosch (University of Potsdam)

Abstract:
Learning motivation is an important factor for school achievement, especially in the context of heterogeneous learning groups where demands in self-regulated learning are elevated. But what are the requirements in order to foster learning motivation of every pupil as best as pos-sible? In the first part of this paper several theories about the development and maintenance of learn-ing motivation will be presented. In the second part results of scientific studies designed to exam-ine aforementioned theories will be discussed with regard to validity and usability in the school sector. Read this article

Keywords:
Learning motivation, self-determined learning, attribution, self-regulated learning, mo-tivational training

February 15, 2015 - 2/2015

Diagnostik von Rechenschwäche
Von der Klassifikation zur entwicklungsorientierten Diagnostik

Author:
Miriam Balt (University of Potsdam)

Abstract:
The acquisition of mathematical com-petencies is a developmental process starting long before the first day at school. Consequently chil-dren have different mathematical prerequisites right from the beginning of their school career. Therefore it is inevitable to use well-functioning diagnostics to identify children who are at risk to develop an arithmetical weakness (medical term: dyscalculia) and to support these children regard-ing their individual needs. But how meaningful are the currently used diagnostics based on ICD-10 criteria to individually support children with mathematical learning difficulties? As a neces-sary alternative to the conventional classification development-oriented diagnostics are recom-mended to determine the next steps of a child’s individual mathematical development.  Read this article

Keywords:
diagnostics, arithmetical weakness, development of mathematical competencies

January 15, 2015 - 1/2015

Soziometrie und Netzwerkanalyse
Eine Methode zur Erfassung der Gruppendynamik in inklusiven Schulklassen

Author:
Pawel R. Kulawiak (University of Potsdam)

Abstract:
Reciprocal friendships and social in-teractions in groups represent an important issue in class climate research. Social integration of children with special educational needs in gen-eral education classrooms is more often exam-ined. Sociometric methods and network analysis become increasingly important for the assess-ment of social group dynamics in inclusive class-rooms. As an example these methods are applied to data from a sociometric interview conducted in an inclusive class. The social integration of children with special educational needs in this class is examined. Read this article

Keywords:
Sociometry, Network Analysis, So-cial Integration

December 15, 2014 - 2/2014

Lernverlaufsdiagnostik
Definition, Einsatzbereiche und Perspektiven für die pädagogische Praxis

Author:
Moritz Börnert (University of Potsdam)

Abstract:
Curriculum-based measurement (CBM) can be seen as a possibility to visualize in-dividual learning processes. These visualizations can help in the understanding the current mastery of learning and in the prevention of arising learn-ing difficulties. Therefore CBM could be an im-portant contribution to the success of inclusive school systems. In this article the concept of CBM is described and difficulties in test development and interpretation are discussed. Moreover an overview over existing instruments in German speaking countries is offered. Finally, the results of studies on the effect of CBM are summarized. Read this article

Keywords:
Curriculum-based measurement, In-clusive Education

November 15, 2014 - 1/2014

Selektiver Mutismus bei Grundschulkindern
Diagnose und Fördermöglichkeiten

Author:
Anja Starke (University of Potsdam, TU Dortmund)

Abstract:
Selective Mutism is a relatively rare anxiety disorder in early childhood. Selective mute children don’t speak in certain situation (e.g. in school) despite talking in other (e.g. at home). Due to a small prevalence and an unobtrusive behavior of those children selective mutism is often diagnosed rather late. In this article diagnostic options in the school context are presented. An overview of possible interventions and considerations for supporting mute children in school are given. Read this article

Keywords:
selective mutism, school, assessment, intervention