Hochschulschriftenserver der Pädagogischen Hochschule Freiburg
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Understanding student errors in comparing data sets with boxplots
Full text linkAbstract
In the boxplot, the box always represents – regardless of its area – the middle half of the data and thus a measure of variability (interquartile range). However, when students first learn about boxplots, they are usual already familiar with other forms of statistical representations (e.g., bar or circle graphs) in which a larger area represents a higher frequency of observations. If students erroneously apply this well-established area-represents-frequency schema to boxplots, it results in a systematic error which we describe as the consequence of an incomplete conceptual change. We empirically validated difficulty-generating characteristics that allow the differentiation between item types with varying complexity (item level) and aimed to identify profiles (person level) that differ depending on which schema was used in which item type. For this purpose, we conducted two cross-sectional studies with N = 100 university students (study 1) and N = 297 participants who finished secondary school or higher (study 2) and used generalized linear mixed models (item level) and k-means clustering with predefined cluster centers (person level) to test our hypotheses. We could replicate the systematic error that was described in previous research and found new difficulty-generating characteristics in boxplot items. Our results support the notion of different profiles potentially emerging based on varying degrees of conceptual change. From an instructional perspective, information about individual progress in conceptual change could be considered for tailoring individualized interventions
School nurses in Germany—pilot projects and consolidation
Full text linkZusammenfassung
Schulgesundheitsfachkräfte (SGFK, engl. School Nurses) leisten einen wichtigen Beitrag zur Förderung und zum Schutz der Gesundheit von Kindern und Jugendlichen im schulischen Umfeld. Sie sind spezialisierte Pflegefachkräfte mit Zusatzqualifikation, die eine verbindende Rolle zwischen Schul- und Gesundheitssystem übernehmen. Zu ihren Aufgaben zählen die gesundheitliche Betreuung chronisch kranker Kinder und Jugendlicher, die Früherkennung psychischer Auffälligkeiten, Gespräche mit Eltern, gesundheitsbezogene Aufklärung, die Unterstützung beim Zugang zu Gesundheits- und Hilfesystemen sowie die Übernahme einer Vertrauensfunktion. In Deutschland ist die gesundheitliche Versorgung von Kindern und Jugendlichen an Schulen bislang unzureichend. Inwieweit SGFK diese Versorgungslücke schließen können, wurde im Rahmen einzelner Modellprojekte geprüft. Dabei kamen SGFK an Regelschulen zum Einsatz und ihre Wirkung auf gesundheitliche Outcomes von Schülerinnen und Schülern wurde evaluiert. Obwohl die Ergebnisse dieser Projekte vielversprechend sind, fehlt es bislang an einer flächendeckenden Implementierung von SGFK im deutschen Schulsystem. Der vorliegende Artikel gibt einen Überblick über den aktuellen Stand des Einsatzes von SGFK an deutschen Schulen. Die Ergebnisse einer Recherche werden vorgestellt, der zufolge Modellprojekte bislang in 8 Bundesländern durchgeführt und teilweise verstetigt wurden. Der Artikel beleuchtet die zentrale Rolle von SGFK bei der Erfüllung vielfältiger gesundheitsbezogener Bedarfe von Kindern und Jugendlichen und stellt internationale Evidenz zur Wirksamkeit ihres Einsatzes dar. Abschließend wird diskutiert, weshalb SGFK trotz ihres Potenzials bislang nicht flächendeckend etabliert sind und wie ihre Einbindung ins deutsche Schulsystem gelingen kann.Abstract
School nurses have an important contribution to make in promoting and protecting the health of children and adolescents in schools. They are specialized healthcare professionals with additional qualifications who act as a link between the school and the healthcare system. Their responsibilities include providing medical care for chronically ill children and adolescents, early detection of mental health problems, talking with parents, providing health-related information and support in accessing health and welfare services, and filling the role of a trusted confidant. Healthcare in German schools is still inadequate. The extent to which school nurses can close this supply gap was examined in selected pilot projects. For this purpose, school nurses were deployed in mainstream schools and their impact on students’ health outcomes was evaluated. Although results from these projects are promising, there is still no nationwide implementation of school nurses in the German school system. This article provides an overview of the current status of school nurses deployed in German schools. The presented study results show that model projects have been carried out in eight federal states to date, some of which will be continued. The article highlights the central role of school nurses in meeting the diverse health-related needs of children and adolescents and presents international evidence demonstrating the effectiveness of their use. Finally, it discusses why school nurses have not yet been established across the board despite their potential and how they can be successfully integrated into the German school system
Post-aquaculture land use regime succession in coastal Bangladesh
Full text linkThis paper takes a multi-perspective approach to investigate recent trends of land use and land cover change [LULCC] in the vicinity of Mongla, Bangladesh. The regional land use dynamics is the result of many overlapping domains experiencing profound changes in geomorphology, migration patterns, local economies, sea level rise, sustainability efforts, salinization, and altering livelihoods; all shape recent changes in the local deltascape. As in many other tropical river deltas, large-scale aquaculture has long been a dominant land use, now showing clear signs of onsetting decline. The research documented in this article focusses on investigating this specifically post-aquaculture land use change. To investigate the most recent LULCCs in the study area, a remote sensing approach was used to classify land use and land cover types, to map sand infills, and to create thematic layers between 1988 and 2023. The results show an onsetting decline of aquaculture and a strong increase of sealed surfaces of both industry and sprawl. These changes were interpreted as the emergence of a new land use regime, replacing aquaculture as the hitherto main driver of land use change. This non-deterministic regime change, driven by ecological, socio-economic, and political factors, promotes the idea of a succession of land use regimes and the rise of distinctly post-aquaculture land use regimes, emerging from compounding local drivers. This paper thus lays the groundwork for research into the implications and future sustainability of this new regime, which are crucial to anticipate and mitigate future risks stemming from natural and anthropogenic hazards
Klettern und Inklusion - eine Analyse des szeneeigenen Diskurses in Bezug auf Behinderung
Full text linkDer Klettersport hat in den letzten Jahrzehnten stark an gesellschaftlicher Bedeutung gewonnen, während zugleich Inklusion verstärkt als Ziel sportlicher Organisationen formuliert wird, insbesondere in Bezug auf Menschen mit Behinderung. Vor diesem Hintergrund geht die vorliegende Arbeit der Frage nach, wie Behinderung im Kontext des Kletterns im szeneeigenen Diskurs thematisiert wird und welche Bedeutungen ihr dabei zugeschrieben werden.
Methodisch basiert die Untersuchung auf einer wissenssoziologischen Diskursanalyse nach Keller, ergänzt durch Verfahren der Grounded Theory. Analysiert werden einschlägige Beiträge des DAV-eigenen Bergsportmagazins Panorama seit der Veröffentlichung des Positionspapiers zu Inklusion im Jahr 2014. Ziel der Arbeit ist es, zentrale Deutungsmuster, Argumentationslogiken und implizite Annahmen im Diskurs zu rekonstruieren und diese vor dem Hintergrund sozial- und kulturwissenschaftlicher Modelle von Behinderung und Inklusion einzuordnen.
Die Arbeit leistet damit einen Beitrag zur sozialwissenschaftlichen Auseinandersetzung mit Klettersport als gesellschaftlichem Praxisfeld und eröffnet eine diskursanalytische Perspektive auf die Bedingungen von Teilhabe und Ausschluss
Structural Analysis of the German Self‐Report Questionnaire for Anxiety and Depression in People With Disorders of Intellectual Development (SAD‐IE)
Full text linkBackground
Anxiety disorders and depression are among the most common mental disorders in people with disorders of intellectual development (DID). As many symptoms are not directly observable, diagnoses should not be based solely on third‐party assessment. The aim of the study was the development and structural analysis of a self‐report questionnaire (SAD‐IE) for anxiety and depression in people with DID.
Methods
Based on the specific diagnostic criteria of DM‐ID‐2, a trial version of the SAD‐IE with 49 items was constructed in plain language. After contacting N = 233 institutions across all 16 German federal states, N = 286 adults with DID and their proxies were included. The factorial structure of the SAD‐IE was analyzed using confirmatory factor analysis for ordinal data (CFA, WLSMV estimation).
Results
The CFA showed that a two‐factor model captured the latent structure of the SAD‐IE best (CFI = 0.956, TLI = 0.954, RMSEA = 0.040, SRMR = 0.069), with 39 of the original items having sufficient discriminatory power. The first factor, depression, was reliably represented by 22 items ( r (it,c) = 0.520–0.770; α = 0.900, ω = 0.901) and the second factor, anxiety, by 17 items ( r (it,c) = 0.504–0.796; α = 0.895, ω = 0.897).
Conclusion
The German SAD‐IE is a reliable self‐report questionnaire measuring the major symptoms of anxiety and depression in people with borderline, mild, or moderate DID. It provides the foundation for an urgently needed self‐assessment in addition to existing third‐party assessments, ensuring a more comprehensive diagnosis. Further evaluation in practice is recommended.
Summary
The SAD‐IE is a self‐report questionnaire in German that can be completed independently or with little assistance by people with borderline or mild to moderate DID. Instructions and items of the SAD‐IE are written in plain language, and pictures for augmentative and alternative communication (AAC) are provided. The SAD‐IE takes into account the deviations in anxiety and depression in people with DID compared to the general population. The SAD‐IE includes relevant items to diagnose anxiety and depression, as well as two additional items to measure general psychological distress. The SAD‐IE is designed as a screening tool but could also be used to monitor subjective changes in symptoms during follow‐up assessments or in research
Interprofessional Collaboration in Obstetric and Midwifery Care—Multigroup Comparison of Midwives’ and Physicians’ Perspective
Full text linkBackground: Interprofessional collaboration (IPC) is considered fundamental for integrated, high-quality woman-centered care. This study analyzes concordance/differences in the perspectives of midwives and physicians on IPC and Equitable Communication (EC) in prenatal/postpartum (PPC) and birth care (BC). Methods: The short form of the ICS Scale (ICS-R with eight items) adapted for the midwifery context, and the EC scale (three items) were completed by 293 midwives and 215 physicians in Germany. Profession- and the setting-specific differences were analyzed using t-tests and ANOVA with repeated measurements. Confirmatory factor analysis with nested model comparisons test the fairness of the scales. Results: Midwives’ ratings of all IPC aspects were systematically lower than physicians’ in both care settings (variance component professional group: η2p = 0.227/ 0.318), esp. for EC (d = 1.22–1.41). Both groups rated EC higher in BC. The setting effect was less pronounced among physicians for the ICS-R items than among midwives. Violations of test fairness reveal validity deficiencies when using the aggregated EC sum score for group comparisons. Conclusions: Fundamental professional differences were found in the IPC assessment between physicians and midwives. The results enhance the understanding of IPC dynamics and provide starting points for action to leverage IPC’s potential for woman-centered care
Bilderbücher erzählen Kindergarten. Ergebnisse eines Seminarprojekts
Full text linkDer Seminarbericht umfasst studentische Arbeiten, deren gemeinsames Thema die Analyse von Bilderbüchern ist, in denen Kindertagesbetreuung thematisiert wird. Die einzelnen Arbeiten setzen dabei unterschiedliche inhaltliche Schwerpunkte
Can failure be made productive also in Bayesian reasoning? A conceptual replication study
Full text linkThe composite instructional design PS-I combines an initial problem-solving phase (PS) with a subsequent explicit instruction phase (I). PS-I has proven effective for conceptual learning in comparison to instructional designs with the reverse order (I-PS), especially when the explicit instruction phase productively builds on students’ erroneous or incomplete (i.e., failed) solution attempts. Building on student solutions during explicit instruction may support students to integrate their intermediate knowledge (acquired during problem solving) with the newly introduced knowledge components. While these effects have been shown for learning the concept of variance in multiple studies, it remains unclear whether these effects generalize to other situations. We conducted a conceptual replication study of Loibl and Rummel (Loibl and Rummel, Learning and Instruction 34:74–85, 2014a) choosing Bayesian reasoning as target knowledge. 75 students were assigned to four conditions in a 2 × 2 design (factor 1: PS-I vs. I-PS; factor 2: instruction phase with vs. without typical student solutions). In contrast to Loibl and Rummel (2014a), we did neither find a main effect for PS-I vs. I-PS, nor for building on typical student solutions. The missing effect of PS-I can be explained by the fact that students merely activated their prior knowledge on probabilities without exploring the problem-solving space and without becoming aware of their knowledge gaps. The missing effect of building on typical student solutions can be explained by a mismatch of the solutions generated and the ones included in the explicit instruction. Therefore, building on typical student solutions did not foster an integration of students’ intermediate knowledge and the introduced knowledge components
Professionelle Entwicklung durch reflektiertes Experimentieren
Full text linkDie Dissertation bezieht sich auf eine Studie zur Untersuchung von Lernprozessen von Lehrpersonen, welche im Rahmen einer Fortbildung an Schweizer Schulen das Luuise-Verfahren („Lehrpersonen unterrichten und untersuchen integriert, sichtbar und effektiv“) nutzen, um ihren Unterricht weiterzuentwickeln. Dies geschieht anhand von retrospektiven Interviews mit teilnehmenden Personen unter Anwendung der Grounded Theory-Methodologie. Als Ergebnis wird ein Modell des Lernens von Lehrpersonen entwickelt, welches angelehnt ist an Modelle zum Lernen im Prozess der Arbeit. In der Diskussion wird das Ergebnismodell mit pragmatistischen Ansätzen in Verbindung gebracht, welche die Bedeutung der handlungsorientierten Reflexion bei der Weiterentwicklung des professionellen Handelns betonen. Als ein wesentliches Ergebnis zeigt sich die Wirksamkeit selbstgesteuerter Lernprozesse über experimentieren und reflektieren, welche durch eine Fortbildung angestossen und unterstützt werden. Auch erweisen sich die pragmatistischen Ansätze nach Dewey und Schön als ergiebig für die Interpretation der identifizierten und aus der Anwendung des Luuise-Verfahrens resultierenden Lernprozesse
Can feedback from students to teachers improve different dimensions of teaching quality in primary and secondary education? A hierarchical meta-analysis
Full text linkThis meta-analysis summarizes the available evidence on the effectiveness of student feedback interventions in primary and secondary schools on different aspects of teaching quality. It aims to examine indications of success conditions for an effective use of student feedback in practice. The analysis included 23 studies with 314 effect sizes. We estimated an overall weighted mean effect size of d = 0.27 based on a three-level random-effects model. For effectiveness with respect to various dimensions of teaching quality, only minor and mostly nonsignificant differences were found. Further moderator analyses showed larger effect sizes for studies in which teachers received support for interpreting student feedback and implementing changes in their teaching. Moreover, studies in which teachers were encouraged to discuss the feedback with their students have larger effect sizes than studies in which teachers were not encouraged to do so. Item and answering scale characteristics also showed significant effects on the effectiveness of student feedback. Implications for further research and the use of student feedback in schools are discussed