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Copyright of Zeitschrift für Angewandte Linguistik is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: In conjunction with written literacy both research and the international comparative studies PISA and IGLU focus in particular on difficulties with reading comprehension, while spelling is treated rather marginally. In particular, little research has been published in German-speaking countries on the specific difficulties of children with spelling difficulties and potential influencing factors. Aims: On the one hand, the paper aims to provide information about the spelling phenomena with which students with special educational needs have the greatest difficulties at the end of elementary school. On the other hand, it should make clear which (meta-)linguistic-cognitive functions have the strongest influence on spelling performance. Methods: N=253 students were assessed in terms of their spelling performance, reading skills, phonological information processing (phonological awareness, naming speed, working memory), processing speed and cognitive abilities. In order to be able to make a statement about the spelling difficulties of the participating students, the orthographic skills were qualitatively evaluated in a differentiated manner. The influence of (meta-)linguistic-cognitive functions was determined using correlation and regression analyses. Results: Participating students have particular difficulties with the spelling of the /s/- or /z/-phoneme and prefixes as well as the use of the umlauts <ä> or <äu> and double consonance at morpheme boundaries at the end of primary school. However, errors can still be identified which indicate that the phonological principle has not yet been fully mastered. The strongest influence on spelling performance was demonstrated for phonological awareness. Conclusions With regard to the acquisition of correct spelling, the promotion of phonological awareness should not be neglected for students with special educational needs, even at the end of primary school. Morpheme-based approaches are suitable for dealing with specific spelling difficulties. [ABSTRACT FROM AUTHOR]

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the present study was to test the measurement quality and valid interpretation of the test scores of the scales for the assessment of self-determined motivation of elementary school children (SESMO) measuring five motivational regulation types posited by self-determination theory (intrinsic, identified, introjected, extrinsic, amotivated). In the present study, this self-report measure for elementary school children was firstly examined by using a sample of N = 679 primary school children from grades 3 to 4 in mathematics and German. When testing the factor structure, multiple confirmatory factor models (CFA) were compared to an exploratory structural equation model (ESEM) and two bi-factor models (B-CFA, B-ESEM), and measurement invariance across gender and grade levels was analyzed. The criterion-related interpretation of the test scores was investigated by exploring the relations to various external criteria (i.e., self-reported grades, self-concept, concentration, student-teacher relationship, enjoyment, and anxiety in class). Results of CFA provided support for the appropriateness of a 5-factor structure in both domains. However, the B-ESEM model showed the best fit to the data when compared to all other models. Measurement invariance across gender and grade levels was sufficiently established. The more self-determined types of motivation (i.e., intrinsic, identified) were more likely to relate to more favorable external criteria than more externally determined types of motivation (i.e., introjected, extrinsic) or amotivation. [ABSTRACT FROM AUTHOR]

Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This longitudinal study examines the extent to which inclusive primary school students with special needs regarding their emotional and behavioral difficulties development (SEN) differ from classmates without SEN with respect to the perceived classroom climate, the teacher acceptance and the social participation (from a self and peer perspective). The study was conducted with to a total of 999 children, including N = 66 with SEN, at the end of third and fourth grade using selected scales from the Questionnaire for the Assessment of Emotional and Social School Experiences (FEESS 3–4, Rauer & Schuck, 2003) and sociometric nominations. In addition to the analyses of the effect of the factor SEN, the influences of the levels of internalizing as well as externalizing problems (assessed with the Strengths and Difficulties Questionnaire, Goodman, 2001) were considered. In summary, the factor SEN has a significant, negative influence on all dependent variables examined, with consistently high effect sizes. Although positive developments for these children in terms of self-perceived social integration and the feeling of being accepted over time could be mapped, the effect sizes are small. The differentiated analysis shows that higher levels of externalizing behavioral problems as well as higher levels of peer problems are associated with a reduced class climate, acceptance by the peers and acceptance by the teacher but with a higher level of rejection by the peers. Internalizing behavioral problems in the sense of emotional problems had no significant influence on the expression of the dependent variables examined here. There were isolated significant interactions of the problem scales with time (positive effect of emotional problems on peer rejections, positive effects of externalizing behavior problems on feelings of acceptance and peer nominations), but the effect sizes were small. [ABSTRACT FROM AUTHOR]

The present study investigates how Klauer's (inductive) reasoning training and its effect on cognitive abilities are associated with Need for Cognition (NFC; the motivation to engage in cognitive efforts and enjoying it) of the trainees. 145 (in the end 121) preschool as well as primary school children (age 6 to 7 years) were trained with Klauer's inductive reasoning training Keiner ist so schlau wie ich (KISSWI; English translation: No one is as smart as me). The correlation between NFC and the subsequent change of cognitive abilities during the KISSWI-training as well as the training effect on NFC was examined. Overall, a correlation of r =.22 was found between NFC and the subsequent change of cognitive abilities during the training. There was also a small positive training effect on NFC from pre- to posttest (d = 0.21). On intelligence (CFT-1), Klauer's inductive training showed a small effect (pretest to posttest d = 0.39). These results provide first evidence that NFC interacts with Klauer's inductive reasoning training and underline the importance of considering individual differences of the trainees for cognitive training success. >Σ: 175 words. [ABSTRACT FROM AUTHOR]

Adults and young people without a migrant background attribute lower competencies and performances to persons with a Turkish migrant background, the largest migrant group in Germany. To what extent such (negative) implicit attitudes are already present among elementary school children in the fourth grade is unclear and was tested within this study. Furthermore, it was examined whether children with a Turkish migrant background and without a migrant background differ in their attitudes. It was also analyzed whether the variables social integration, perceived discrimination and identification with country of residence as well as the country of origin were related with the extent of implicit attitudes. Data came from 240 fourth graders (44.6% female, 18.3% with a Turkish migrant background). To measure implicit attitudes, the children worked on an implicit association test. Furthermore, they answered questions about variables of interest. It turned out that fourth-graders hold negative implicit attitudes (d = 0.21). In contrast to children with a Turkish migrant background, children without a migrant background had on average negative implicit attitudes (d = 0.39). For the whole sample it was found that a higher identification with Germany (ß =.14), the country of residence, was associated with negative implicit attitudes (R2 =.03). The results are discussed in terms of content and methodological aspects. Implications for research and practice are presented. [ABSTRACT FROM AUTHOR]

Copyright of Perspektive Mediation is the property of Verlag Oesterreich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Praxis der Kinderpsychologie und Kinderpsychiatrie is the property of Vandenhoeck & Ruprecht GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As young visitors represent "the museum audience of the future", museums should be particularly committed to engaging children in museum experiences pursuing a child-oriented approach to art communication and education. The analysis of museum communication from a linguistic perspective seems thus a promising way of exploring the target-group-specificity of museum educational resources explicitly designed for addressing young audiences. Explanatory videos featured on museum websites which present the museum itself or masterpieces of its collections are examples of digital tools employed by museums to introduce children to art and encouraging them to become devoted visitors. The paper presents the findings of a case study of a sample of German and Italian museum explanatory videos for primary school children, aiming at analyzing the linguistic and multimodal strategies used by museums in order to transfer knowledge about art, artists and exhibitions in a child-centered explanatory style. Of particular interest in this context is the question of whether and to what extent these videos encourage a participatory, play-based access to art or enable an experience-oriented approach to art-related contents, as advocated by current trends in museum communication and education. [ABSTRACT FROM AUTHOR]

Abstract: Despite the widespread use of the Test Battery of Attentional Performance (TAP) and its child version (KiTAP), there are few studies on the convergent and criterion-related validity of both procedures. In this study, elementary-school children aged 8 to 11 years (N = 99) completed the corresponding subtests from both batteries. Moreover, we assessed indicators of test motivation and the children's school grades. The correlations between the test batteries were small in size. Comparisons of normative data revealed significant differences between batteries. Analyses of test motivation pointed to the advantages of the KiTAP. Performance measures of both batteries correlated only weakly with school grades. The results question the reliability, validity, and quality of normative data for both test batteries in elementary-school-aged children. In the diagnostic practice with children, we must interpret the examination findings obtained from the TAP and KiTAP procedures with caution since examination results may vary depending on the test battery used. [ABSTRACT FROM AUTHOR]

Educational landscapes in the sense of school-centred networks involve a variety of educational locations and actors for the optimised support of pupils. Successful cooperative relationships between schools and non-school actors have the potential to benefit all actors involved (not only pupils). The project “BiG 2.0 Bildung digital im Generationenverbund” (Digital education in intergenerational networks) of the Stiftung Bildungspakt Bayern promotes model projects for the establishment of school cooperation networks in which intergenerational learning takes place with the help of digital media. The report introduces the subject matter and presents the project as well as its evaluation. [ABSTRACT FROM AUTHOR]

Copyright of FiFo Berichte is the property of University of Cologne, FiFo Institute for Public Economics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The 1913 decree on the "Instruction of School Children about the Essence and Significance of Tourism", which was issued by the Ministry for Religion and Education in Vienna, had been preceded by a series of reports from all the provincial school authorities in the crownlands of the Austrian half of the Habsburg Monarchy. Using these documents, the author compares the discursive positions taken by the regional authorities in their evaluation of tourism. She analyzes statements estimating the point of departure for tourist development in the respective regions, as well as assessments about "friendly" or "hostile" behaviour towards visitors. In this way, the heterogeneous regional structures of imperial Austria become visible, as does the cultural negotiation about what was "one's own" and "foreign". In addition, the pedagogical context allows links to be made between the societal canon of values and the meaning of tourism. [ABSTRACT FROM AUTHOR]

Copyright of Praxis der Kinderpsychologie und Kinderpsychiatrie is the property of Vandenhoeck & Ruprecht GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The book "Working Group Analytically with Children and Adolescents" deals with various aspects of group analysis with children and adolescents in the German-speaking region. Topics such as working with parent-child groups, group therapy for children with accompanying parent groups, and group work with elementary school children are discussed. The book emphasizes the importance of the playful moment and the transitional space in working with children and adolescents. It provides a practical overview of group analytic work with children and adolescents and promotes understanding of this work. The book "Designing Dynamic Processes for Leadership, Consulting, Teams, and Organizations in the 21st Century" by Heidelberg addresses the topic of designing dynamic processes in various areas such as leadership, consulting, teams, and organizations in the 21st century. It was published by Carl-Auer and has 320 pages at a price of €49.00. [Extracted from the article]

The monograph "The Production of Difference in Primary School. A Long-Term Ethnography" by Claudia Machold and Carmen Wienand examines differentiating practices of students, parents, and teachers regarding ethnically-coded, performance-related, and background-related differences in primary school. Norms of Germanness, meritocratic justice, and the influence of family background on academic performance are analyzed. The authors present data-based portraits of students to illustrate the educational trajectory of individual students. The text deals with the practice of educational biography and school recommendations in primary school and argues that the production of difference takes on a homologous form and should be further investigated. The article "Weinheim: Beltz Juventa, p. 1938" by Krassimir Stojanov from 2011 discusses and analyzes the concept of educational justice and mentions the book "Educational Justice. Reconstructions of a Contested Concept" by Stojanov as well as the journal article "ZISU Vol. 12 2023". [Extracted from the article]

When teaching is considered as a process of subjectivation, the focus is initially on the addressees for whom it is primarily organised – the pupils. In view of the relationality of addressing practices, however, we try to show in this article that the addressing process must be examined as at least reciprocal. Based on a transcript fragment from a primary school mathematics lesson conducted by a teacher student in her first internship, we show how a mentor teacher addresses the student and a pupil during the lesson with regard to the subject matter and thus determines the order of the lesson from the background. The reconstruction shows a double situational subjectivation process in which the mentor teacher`s ideas about teaching are enforced through strong positioning. [ABSTRACT FROM AUTHOR]

Art lessons in elementary school give children the opportunity to gain insights into themselves and the world through perception and action, and to position themselves in their own work design. This suggests that the formation of the personality and orientation towards the artistic should be the focus of art education efforts. In the outlined lesson example, it becomes clear how a clear topic orientation initially directs the content of the creative debate. The subsequent impulse through contemporary art and contact with the artist Jonathan Meese opens a project-oriented path that challenges artistic thinking and acting in a special way and provokes individual work processes in the children. [ABSTRACT FROM AUTHOR]

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspektive Mediation is the property of Verlag Oesterreich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Beiträge zur Lehrerinnen - und Lehrerbildung is the property of Schweizerische Gesellschaft fur Lehrerinnen- und Lehrerbildung (SGL) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal for Educational Research Online / Journal für Bildungsforschung Online is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Slovo a Slovesnost is the property of Academy of Sciences of the Czech Republic, Czech Language Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The association between academic self-concept and achievement is assumed to be reciprocal. Although a large amount of research has been interpreted as demonstrating a bidirectional association, these results are typically based on variants of the classical cross-lagged panel model and often include only one achievement indicator in the models. Results with more recently developed methodological approaches, for example, the random-intercept cross-lagged panel model, are hardly found so far. The present study aimed to test the association between math self-concept and math achievement with different models to evaluate whether positive cross effects can be demonstrated with the alternative models. Drawing on a sample of 1952 elementary students from Grade 1 to Grade 3, results of structural equation modeling yielded noticeable differences. While effects of achievement on self-concept can be demonstrated in all models, the evidence for the reverse effects is rather weak. The results are discussed with regard to the theoretical assumptions and appropriate methodological approaches. [ABSTRACT FROM AUTHOR]

Based on the role of the anamnesis in behavioral therapy, the anamnesis questionnaires for children and adolescents within the behavioral diagnostics system (VDS) are presented together with their theoretical anchoring. The content and structure of all VDS1-KJ sheets are presented, which, in addition to a basic sheet, are divided into additional sheets for infants and toddlers, children of kindergarten age, children of primary school age, and children of school and youth age and, in addition to the third-party anamnesis by the legal guardians, also one Self-anamnesis questionnaire for children and young people in secondary schools, illustrated with a case study. [ABSTRACT FROM AUTHOR]

Children today are growing up with the Internet and a broad media repertoire. To research information online, they use search engines, children's search engines or video platforms. They are exposed to different formats of content with varying degrees of quality, which they have to learn to deal with. This article describes the author's research project. The goal of the dissertation project is to survey the state of information literacy of elementary school children. The results are to serve as a basis for formulating recommendations for the design of lessons in order to integrate the promotion of information literacy into elementary school in a meaningful way. [ABSTRACT FROM AUTHOR]

Although in recent years there has been an increased awareness of the life situation of students with experiences of violence, trauma, behavioral problems or mental illness, approaches of rehistoricizing diagnostics that address precisely these groups are rather an exception in the school context. The concept of ›rehistoricization‹, coined by Wolfgang Jantzen, was initially developed in nonschool fields of work in special education and deinstitutionalization, but it also opens up important perspectives for school pedagogy for an understanding diagnosis of the educational processes of children and adolescents with disabilities, especially in the case of cognitive impairments, behavioral problems or mental illnesses. The article outlines a framework of understanding diagnostics and emphasizes the importance of rehistoricization for school fields of work and their transformation in terms of inclusive school and teaching development. [ABSTRACT FROM AUTHOR]

Our study focuses on expiring relationships between language policy in the educational context and the users of foreign languages (i.e. pupils). The theoretical part of the study introduces the term language policy and indicates its development in the Czech Republic over the recent years. The empirical part aims to describe how the pupils perceive the German language. Methodologically, we use qualitative analysis of language portraits and interviews. The research sample consists of 25 students (8th grade). Our results show the instrumentalized function of the German language and focus on the usage of the German language. Based on our results, we suggest some changes in language policy that would better fit pupils' perceptions of languages. [ABSTRACT FROM AUTHOR]

The German Mathematical Society (DMV) is an organization dedicated to the promotion of science and research in mathematics. The board and presidency of the DMV consist of various mathematics professors and researchers, including President Prof. Dr. Joachim Escher and Vice President Prof. Dr. Dorothea Bahns. The DMV offers various membership options, including discounted fees for students and schoolchildren, as well as special contributions for the unemployed. Members regularly receive communications from the DMV as well as a selected journal. The DMV is recognized as a non-profit organization and is based in Berlin. [Extracted from the article]