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GRAFOS-2. Screening und Differentialdiagnostik der Grafomotorik im schulischen Kontext. Instrument zur Erfassung des grafomotorischen Entwicklungsstandes bei Kindern zwischen 4 und 9 Jahren. 2. vollständig überarbeitete Auflage
No full textDas neu normierte, komplett überarbeitete und ergänzte Verfahren GRAFOS-2 ermöglicht die entwicklungsorientierte, altersentsprechende Erfassung grafomotorischer Kompetenzen im Kindergarten- und Grundschulalltag: Die Kinder werden zu diesem Zweck durch die Rahmengeschichte »Das Fest der Tiere« geführt. GRAFOS-2 besteht aus drei Teilen: Einem Screening, einem Beobachtungsbogen, sowie einer weiterführenden Differentialdiagnostik
Bericht 2024. Studie zum schulischen Wohlbefinden (WESIR). Abschlussbericht
Get PDFZiel des WESIR Projekt war es, individuelle Merkmale und die Rolle des schulischen Umfelds auf das Wohlbefinden von Schüler:innen der Sekundarstufe I zu untersuchen und die Faktoren zu identifizieren, welche die Entwicklung des Wohlbefindens von Schüler:innen sowie Lehrpersonen beeinflussen
What drives non-linguists' hands (or mouse) when drawing mental dialect maps?
Get PDFIn perceptual dialectology, mental mapping is a popular tool used for eliciting attitudes and the spatial imprint of linguistic cognition from non-linguists, through tasking them with drawing about linguistic variations on maps. Despite the popularity of this method, research on the geometrical parameters of the shapes drawn on these maps has been limited. In our study, we utilized 500 mental maps, both digital and hand-drawn, introducing a new digital implementation for mental mapping (source code available). Our contribution presents the first perceptual dialectological outcomes of the Swiss German Dialects in Time and Space project, which recorded a socio-demographically balanced corpus containing a large amount of quantitative personal data about participants that represent the entire Swiss German dialect continuum. Our first research question explores how various sociolinguistic variables and other variables related to personal background influence the geometrical parameters of shapes drawn, such as the number of shapes, their coverage of the language area, and their compactness. Statistical modelling reveals that dialect identity plays the most important role, while educational background, urbanity, and regional differences also affect more parameters. The second research question investigates the comparability between hand-drawn and digital mental maps, showing that they are generally comparable in terms of geometrical aspects, with minor limitations due to specific technical considerations in our digital method
Evaluation Pilotprojekt «Schulen mit integrativen Prozessen» (SchiP) in Lyss - Bericht 2024
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Doing reflexivity in a self-directed learning setting
No full textSelf-reflection is becoming an increasingly important concern in compulsory school education, at least in German-speaking countries. Self-reflection is supposed to support pupils’ autonomy and to improve their learning process. In this chapter, we contextualize this claim in the context of reflexive modernity and turn to the challenges of reflection in everyday school routines. With a practice-theoretical perspective, we analyse the use of two different reflection tools in an ethnographic field study on autonomy-oriented learning settings in a secondary school. While the first instrument predominantly generates formulaic confessions, the second instrument initiates at least the beginnings of authentic self-reflection. In the conclusion, we consider the conditions under which practices of reflection – that actually deserve to be called reflection – could emerge
Measuring Depressive Symptoms Among Latinos in the US: A Psychometric Evaluation of the CES-D Boston Form
Get PDFPurpose: We examined the extent to which depressive symptomatology measures operate across different Latino subgroups as there is inconsistency regarding its performance across Latinos, a large and rapidly growing cultural group in the United States.
Methods: We evaluated the reliability and structural validity of the scores generated by the Center for Epidemiologic Studies Depression Boston Form (CES-D-B) using four distinct Latino samples residing in US: Mexicans, Venezuelans, Cubans, and “other Latinos” (total N=1033). To further explore structural validity of CES-D-B scores, we conducted measurement invariance analyses across different countries of origin, gender groups, educational levels, and languages of assessment (English, Spanish).
Results: For all four samples, CES-D-B scores were highly reliable, and the factor structure had a good to excellent fit to the data. While measurement invariance analyses for different educational levels indicated scalar invariance across all samples, the same level of measurement equivalency was achieved only for Mexicans and Venezuelans with varying gender and languages of assessment.
Conclusions: The findings indicated that CES-D-B scores are internally consistent, possess a strong fourfactor structure, and have somewhat equivalent psychometric properties across diverse Latino groups. Findings from this study highlight the importance of considering gender and languages of assessment when assessing depressive symptoms of various Latino subgroups
Un robusto ponte verso la formazione professionale
No full textIl pretirocinio di integrazione (PTI) è un successo. Oltre l’80% dei partecipanti lo ha completato con successo. Successivamente, circa il 70% ha completato un corso di formazione professionale di base di due o tre anni (AFC o CFP). Questo è quanto emerge dall’ultima valutazione del programma da parte dell’Alta scuola pedagogica di Berna. La valutazione include anche risultati qualitativi: per esempio, i formatori percepiscono i partecipanti come persone particolarmente impegnate. Quasi tre quarti di essi raggiungono il livello linguistico desiderato nell’orale e circa il 90% nello scritto. Nei primi cinque anni del programma, più di 4000 persone hanno preso parte a un PTI. A partire dall’estate 2024, il programma federale sarà reso permanente come offerta regolare nei Cantoni partecipanti
Wissen und Einstellungen zu Trans und Intergeschlechtlichkeit bei Lehrpersonen in Ausbildung: Ein Forschungsbericht mit Empfehlungen für die pädagogische Praxis
Get PDFAssociations between Teachers’ Beliefs and Their Perception of Hate Speech in School: A Study in Germany and Switzerland
Get PDFHate speech is a global issue that is also prevalent among adolescents and requires an educational response. Teachers handle hate speech as part of their professional role. To date, we know little about their beliefs in relation to the early stages of their interventional actions, specifically to their perception of hate speech in school. Thus, this study examined associations between teachers’ social dominance orientation, their pluralist attitude, and their hate speech perception in school. A sample of 471 secondary school teachers from 38 schools (Germany: n = 251; Switzerland: n = 220) participated in a self-report survey from December 2020 to April 2021 (MAge = 42.8 years; 57.7% females; 21.0% with migration status). Data from a total of 3,560 students from grades 7–9 (Germany: n = 1,841; Switzerland: n = 1,719) were matched with teachers’ data to control for students’ hate speech perception in school. Fixed effects multilevel regressions were run, including covariates (teachers’ age, gender, migration status, students’ hate speech perception), teachers’ social dominance orientation, pluralist attitude, and their hate speech perception in school. Teachers perceived a higher frequency of offline hate speech than online hate speech. Contrary to the hypotheses, social dominance orientation was positively associated with offline and online hate speech perception. As predicted, teachers’ pluralist attitude was positively linked to their off- and online hate speech perception. Further research must now clarify how the investigated beliefs and attitudes and teachers’ hate speech perception in school relate to other aspects of their professional competence