Institut Forschung und Entwicklung
Dauerhafte URI für die Sammlunghttps://irf.fhnw.ch/handle/11654/59
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Ergebnisse nach Hochschule und Institut
Publikation Teaching quality in kindergarten. professional development and quality of adaptive learning support enhances mathematical competency(Springer, 2024) Dunekacke, Simone; Wullschleger, Andrea; Grob, Urs; Heinze, Aiso; Lindmeier, Anke; Vogt, Franziska; Kuratli Geeler, Susanne; Leuchter, Miriam; Meier-Wyder, Anuschka; Seemann, Selma; Moser Opitz, ElisabethAbstractAdaptive learning support provided by kindergarten teachers before and after (macro-adaptive learning support) as well as during mathematical learning activities (micro-adaptive learning support) is a cross-cutting concept of teaching quality. Effective adaptive learning support enhances children’s learning. However, providing it is challenging and teachers need professional development (PD) to improve the quality of their support. This study investigates the mediating role of teaching quality between PD programs for kindergarten teachers and the development of children’s mathematical competency. 122 kindergarten teachers and their 825 pupils participated in the study. The teachers were randomly assigned to three groups. Two groups attended PD sessions designed to foster either macro- or micro-adaptive learning support. The third was the materials-only control group. The data was analyzed using a self-developed rating instrument focusing on generic and domain-specific elements of teaching quality related to macro- and micro-adaptive learning support. The multilevel latent change model analysis revealed that the PD programs had positive and significant effects on the teaching quality of kindergarten teachers. A significant positive relationship was also found between micro-adaptive learning support and changes in children’s mathematical competency. However, an indirect effect of teaching quality could not be detected, and the PD programs did not have a total effect on children’s mathematical competency. The study reinforces the importance of PD that specifically targets macro- and micro-adaptive learning support for kindergarten teachers. The mediation between PD and mathematical competency development requires further investigation.01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Ist Aktionsbezogene Kompetenz von Erzieherinnen differenziell förderbar? Eine Validierungsstudie(WTM Verlag, 2020) Lindmeier, Anke; Seemann, Selma; Kuratli-Geeler, Susanne; Wullschleger, Andrea; Dunekacke, Simone; Leuchter, Miriam; Vogt, Franziska; Moser Opitz, Elisabeth; Heinze, Aiso; Siller, Hans-Stefan; Weigel, Wolfgang; Wörler, Jan Franz04B - Beitrag KonferenzschriftPublikation Mathematische Kompetenzen von Schülerinnen und Schülern mit dem Förderschwerpunkt geistige Entwicklung. Eine Querschnittstudie(Pabst Science Publishers, 01.01.2015) Garrote, Ariana; Moser Opitz, Elisabeth; Ratz, Christoph01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Social acceptance in inclusive classrooms. Which teaching practices and characteristics matter?(17.09.2018) Garrote, Ariana; Krähenmann, Helena; Wullschleger, Andrea; Schnepel, Susanne; Felder, Franziska; Jaquiéry, Lea; Moser Opitz, Elisabeth06 - PräsentationPublikation Favoriser l’intégration sociale de tous au sein de classes inclusives. Quelle contribution des enseignants?(22.10.2015) Garrote, Ariana; Sermier Dessemontet, Rachel; Moser Opitz, Elisabeth; Felder, Franziska06 - PräsentationPublikation The social participation of pupils with special educational needs in inclusive classrooms. A multidimensional perspective(12.09.2018) Garrote, Ariana; Moser Opitz, Elisabeth06 - PräsentationPublikation Mathematische Kompetenzen von Schülerinnen und Schülern mit dem Förderschwerpunkt Geistige Entwicklung. Erste Ergebnisse einer Pilotstudie(Beltz Juventa, 01.01.2014) Moser Opitz, Elisabeth; Garrote, Ariana; Ratz, Christoph01A - Beitrag in wissenschaftlicher ZeitschriftPublikation The role of teacher feedback behavior in social processes in standardized classroom discussions(09.06.2022) Garrote, Ariana; Moser Opitz, Elisabeth06 - PräsentationPublikation Numerische Kompetenzen von Schülerinnen und Schülern mit dem Förderschwerpunkt geistige Entwicklung. Eine Querschnittstudie(20.06.2014) Garrote, Ariana; Ratz, Christoph; Moser Opitz, Elisabeth06 - PräsentationPublikation Facilitating the social participation of pupils with special educational needs in mainstream schools. A review of school-based interventions(Elsevier, 01.01.2017) Garrote, Ariana; Sermier Dessemontet, Rachel; Moser Opitz, Elisabeth01A - Beitrag in wissenschaftlicher Zeitschrift