Journal for Educational Research Online-JERO最新文献_第2页

Validity of Automated Learning Progress Assessment in English Written Expression for Students with Learning Difficulties 英语书面表达中自动学习进度评估对学习困难学生的有效性

IF 1.3

Journal for Educational Research Online-JERO Pub Date : 2021-11-30 DOI: 10.31219/osf.io/yh3zj

Sterett H. Mercer, Joanna Cannon

{"title":"Validity of Automated Learning Progress Assessment in English Written Expression for Students with Learning Difficulties","authors":"Sterett H. Mercer, Joanna Cannon","doi":"10.31219/osf.io/yh3zj","DOIUrl":"https://doi.org/10.31219/osf.io/yh3zj","url":null,"abstract":"We evaluated the validity of an automated approach to learning progress assessment (aLPA) for English written expression. Participants (n = 105) were students in Grades 2–12 who had parent-identified learning difficulties and received academic tutoring through a community-based organization. Participants completed narrative writing samples in the fall and spring of one academic year, and some participants (n = 33) also completed a standardized writing assessment in the spring of the academic year. The narrative writing samples were evaluated using aLPA, four hand-scored written expression curriculum-based measures (WE-CBM), and ratings of writing quality. Results indicated (a) aLPA and WE-CBM scores were highly correlated with ratings of writing quality; (b) aLPA and more complex WE-CBM scores demonstrated acceptable correlations with the standardized writing subtest assessing spelling and grammar, but not the subtest assessing substantive quality; and (c) aLPA scores showed small, statistically significant improvements from fall to spring. These findings provide preliminary evidence that aLPA can be used to efficiently score narrative writing samples for progress monitoring, with some evidence that the aLPA scores can serve as a general indicator of writing skill. The use of automated scoring in aLPA, with performance comparable to WE-CBM hand scoring, may improve scoring feasibility and increase the likelihood that educators implement aLPA for decision making.","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48006344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of socioeconomic, cultural, and structural factors in daycare attendance among refugee children 社会经济、文化和结构因素在难民儿童日托中的作用

IF 1.3

Journal for Educational Research Online-JERO Pub Date : 2021-03-30 DOI: 10.31244/JERO.2021.01.02

Christoph Homuth, E. Liebau, Gisela Will

{"title":"The role of socioeconomic, cultural, and structural factors in daycare attendance among refugee children","authors":"Christoph Homuth, E. Liebau, Gisela Will","doi":"10.31244/JERO.2021.01.02","DOIUrl":"https://doi.org/10.31244/JERO.2021.01.02","url":null,"abstract":"Previous research has found that ethnic educational inequalities arise even before children enroll in primary school. It has been shown that especially for migrants, early participation in education has a positive impact on later educational outcomes, with the acquisition of the host-country language being one of the main mechanisms driving this effect. With the influx of over one million refugees into Germany in recent years, the integration of migrant children, especially refugee children, into the educational system is more salient in educational politics than ever. The first empirical findings on early and preschool education among refugees have shown that while a considerable share of refugee children attend a daycare center, they do so at lower rates than native and other migrant children. This paper aims to examine whether inequalities in the early education of refugee children can be explained by diff erent socioeconomic and migration-related factors known to be associated with inequality in daycare attendance and to explore whether additional refugee-specific factors aff ect the likelihood of enrollment in preschool education. With data from the IAB-BAMF-SOEP Survey of Refugees in Germany and the study Refugees in the German Educational System (ReGES), we show that conventional explanatory variables do affect refugee children’s attendance of daycare centers. In addition to children’s age, the employment status of the mother, and the length of stay in Germany are particularly important. However, we see regional differences in participation in preschool education that cannot be explained by the municipal childcare supply.","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44197986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Die Bedeutung von Bildungsressourcen für die Arbeitsmarktintegration Geflüchteter am Beispiel syrischer Asylsuchender in Deutschland 教育资源对于难民在德国的难民寻求庇护者在劳动力市场一体化方面的重要性

IF 1.3

Journal for Educational Research Online-JERO Pub Date : 2021-03-30 DOI: 10.31244/JERO.2021.01.06

Christian Hunkler, Aileen Edele, Stefan Schipolowski

{"title":"Die Bedeutung von Bildungsressourcen für die Arbeitsmarktintegration Geflüchteter am Beispiel syrischer Asylsuchender in Deutschland","authors":"Christian Hunkler, Aileen Edele, Stefan Schipolowski","doi":"10.31244/JERO.2021.01.06","DOIUrl":"https://doi.org/10.31244/JERO.2021.01.06","url":null,"abstract":"Die Relevanz von Bildung für die Arbeitsmarktintegration von Migranten ist gut belegt. Die Migrationsbedingungen von Geflüchteten und ihre Bildungsressourcen weichen jedoch von denen anderer Migranten ab, da sie ihre Bildungslaufbahn häufig unterbrechen müssen und die Passung ihrer Abschlüsse für den Arbeitsmarkt des Ziellandes nicht sicherstellen können. Daher ist unklar, mit welchen Bildungsressourcen Gefl üchtete ankommen und inwiefern diese Ressourcen ihre Arbeitsmarktintegration begünstigen. Der vorliegende Beitrag untersucht (a) welche Bildungsressourcen syrische Geflüchtete bei ihrer Ankunft in Deutschland besitzen und (b) wie diese Ressourcen mit ihrer Arbeitsmarktintegration zusammenhängen. Als Datengrundlage dienen Angaben syrischer Geflüchteter in Bayern, für die ein umfangreiches Set an Bildungsindikatoren erhoben wurde, unter anderem Bildungsabschlüsse und ein Test naturwissenschaftlichen Wissens. Ein großer Anteil (65%) der Befragten berichtet, ihre Bildungslaufbahn unterbrochen zu haben. Trotzdem sind ihre Bildungsabschlüsse mit dem naturwissenschaftlichen Wissen in ähnlicher Weise assoziiert wie in einer deutschen Vergleichsstichprobe. Multivariate Analysen zeigen zudem, dass Bildungsressourcen auch für Geflüchtete zentral für die Arbeitsmarktplatzierung sind. Beachtenswert ist dabei, dass das naturwissenschaftliche Wissen ein besserer Prädiktor ist als die Bildungsabschlüsse. Folglich stellt Bildung und insbesondere deren Qualität, wie durch den naturwissenschaftlichen Wissenstest indiziert, eine wichtige Ressource für die Arbeitsmarktintegration Geflüchteter dar.","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"2021 1","pages":"157-181"},"PeriodicalIF":1.3,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47352150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Destination-language acquisition of recently arrived immigrants: Do refugees differ from other immigrants? 新移民的目的语习得:难民与其他移民不同吗?

IF 1.3

Journal for Educational Research Online-JERO Pub Date : 2021-03-30 DOI: 10.31244/JERO.2021.01.05

Cornelia Kristen, Julian Seuring

{"title":"Destination-language acquisition of recently arrived immigrants: Do refugees differ from other immigrants?","authors":"Cornelia Kristen, Julian Seuring","doi":"10.31244/JERO.2021.01.05","DOIUrl":"https://doi.org/10.31244/JERO.2021.01.05","url":null,"abstract":"This article describes new immigrants’ levels of destination-language proficiency shortly after taking up residence in Germany. The focus lies on a comparison of refugees from Syria with new arrivals from Italy, Poland, and Turkey, who came as economic immigrants, for family reasons, or as students. The theoretical account builds upon a well-established model of language acquisition, according to which language fluency is a function of exposure, efficiency, and incentives. The empirical study is based on data from the first wave of the ENTRA project (“Recent Immigration Processes and Early Integration Trajectories in Germany”) that covers about 4,600 young adults. The analyses reveal that most individuals improve their proficiency over time. Syrians’ experience a faster learning curve than those of other immigrant groups. The conditions identified as relevant to language fluency largely reflect the findings of previous studies. They indicate that language learning is a general process that, for the most part, does not differ across the four groups. Exposure is the major force driving language acquisition. There are also indications that certain kinds of exposure, such as attending language classes, are especially beneficial for individuals with lower resource endowments. In addition, Syrian refugees profit more than other new arrivals from increased levels of language exposure, such as from taking language courses, pursuing education or being active on the labor market.","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"2021 1","pages":"128-156"},"PeriodicalIF":1.3,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44588023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Mathematics and science proficiency of young refugees in secondary schools in Germany 德国中学年轻难民的数学和科学能力

IF 1.3

Journal for Educational Research Online-JERO Pub Date : 2021-03-30 DOI: 10.31244/JERO.2021.01.03

S. Schipolowski, Aileen Edele, N. Mahler, Petra Stanat

{"title":"Mathematics and science proficiency of young refugees in secondary schools in Germany","authors":"S. Schipolowski, Aileen Edele, N. Mahler, Petra Stanat","doi":"10.31244/JERO.2021.01.03","DOIUrl":"https://doi.org/10.31244/JERO.2021.01.03","url":null,"abstract":"Reliable information on the integration of refugee students in the German educational system is scarce. In this paper, we examine refugee students’ proficiency in mathematics, biology, chemistry, and physics in comparison to other students with and without an immigrant background, including non-refugee foreign-born students. We analyzed test data from 44,882 ninth-grade students, including 939 refugees, who participated in a national educational monitoring study in Germany (IQB Trends in Student Achievement 2018). In a series of regression models, we estimated the extent to which differences in students’ language proficiency and their families’ social background account for disparities in mathematics and science achievement. Compared to students without an immigrant background, refugee students’ achievement scores were on average 15 to 17 points lower (on a scale with SD = 10 for all ninth-grade students in Germany). Refugees also scored substantially lower than non-refugee foreign-born students (difference of 7 to 10 points). Taking social background and language proficiency into account substantially reduced refugees’ achievement disadvantage to 2 to 5 points compared to students without an immigrant background and to 1 to 5 points compared to non-refugee foreign-born students, with language proficiency explaining the largest proportion of variance. The remaining disparities correspond to a learning gain of roughly one school year in Germany. The results emphasize the importance of providing effective support aimed at fostering refugees’ proficiency in the language of instruction.","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"2021 1","pages":"78-104"},"PeriodicalIF":1.3,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42237437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Junge Geflüchtete in Vorbereitungsklassen: Wem gelingt der nächste Schritt? 进入准备班里的男孩:谁做得到?

IF 1.3

Journal for Educational Research Online-JERO Pub Date : 2021-03-30 DOI: 10.31244/JERO.2021.01.04

C. Diehl, S. Schumann

{"title":"Junge Geflüchtete in Vorbereitungsklassen: Wem gelingt der nächste Schritt?","authors":"C. Diehl, S. Schumann","doi":"10.31244/JERO.2021.01.04","DOIUrl":"https://doi.org/10.31244/JERO.2021.01.04","url":null,"abstract":"Seit 2015 ist eine große Anzahl Geflüchteter nach Deutschland gekommen. Viele von ihnen, insbesondere junge Menschen, besuchen sogenannte Vorbereitungsklassen an beruflichen Schulen. Ziele dieser Klassen sind vor allem der Erwerb von Deutschkenntnissen und die Vorbereitung auf eine spätere Berufsausbildung. Der vorliegende Beitrag untersucht (1) die Übergänge junger Geflüchteter nach der Vorbereitungsklasse und (2) welche Faktoren den Übergang in einen Regelbildungsgang vorhersagen. Zu den ersten zwei Messpunkten einer Längsschnittstudie (t1 in der Vorbereitungsklasse für Geflüchtete, t2 ein Jahr später) befragten wir 333 junge Geflüchtete im Südwesten Deutschlands (82% männlich; Durchschnittsalter = 18.9 Jahre). Zu den Instrumenten gehörten ein Online-Fragebogen, ein Online-Test der kognitiven Fähigkeiten und ein Online-Test der Deutschkenntnisse. Etwa 37 Prozent wiederholten die Vorbereitungsklasse, während 60 Prozent in einen Regelbildungsgang übergingen. Die Deutschkenntnisse zum ersten Messzeitpunkt sowie Kontakte zu Flüchtlingshelfer*innen (t1) erhöhen die Wahrscheinlichkeit auf den Übergang in einen Regelbildungsgang signifikant. Andere Indikatoren wie der Bildungshintergrund der Geflüchteten und ihrer Eltern, die Persönlichkeit, Motivation und Aspirationen hatten keine signifikanten Auswirkungen. Die Befunde können als primäre (Sprachkenntnisse) und als sekundäre Effekte der ethnischen Herkunft (Informationen über das Bildungssystem durch Kontakte zu Einheimischen) interpretiert werden.","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"2021 1","pages":"105-127"},"PeriodicalIF":1.3,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44781558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The education of recently arrived refugees in Germany: Conditions, processes, and outcomes 最近抵达德国的难民的教育：条件、过程和结果

IF 1.3

Journal for Educational Research Online-JERO Pub Date : 2021-03-30 DOI: 10.25656/01:22064

Aileen Edele, Cornelia Kristen, Petra Stanat, Gisela Will

引用次数: 7

Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape 在冠状病毒大流行期间，学生有学习的手段吗?数字时代学生对远程学习的需求

IF 1.3

Journal for Educational Research Online-JERO Pub Date : 2020-07-01 DOI: 10.31234/osf.io/5ngm9

M. Händel, S. Bedenlier, M. Gläser-Zikuda, R. Kammerl, B. Kopp, A. Ziegler

{"title":"Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape","authors":"M. Händel, S. Bedenlier, M. Gläser-Zikuda, R. Kammerl, B. Kopp, A. Ziegler","doi":"10.31234/osf.io/5ngm9","DOIUrl":"https://doi.org/10.31234/osf.io/5ngm9","url":null,"abstract":"Across the globe, 2020 terms began under conditions incited by the corona pandemic. Within a relatively short amount of time, universities started to develop and implement online courses for distance learning. These changes in learning and teaching may well have been a challenge for students.The current study is about an online survey at a German full-scale university investigating the unique circumstances under which students began the digital 2020 summer term. Of approximately 38,500 students, N = 5,563 students from across all institutional faculties took part in the survey. Results indicate how well students are equipped with devices for digital learning; what kind of experiences they have already made with online learning; and how competent they reported feeling regarding digital learning. Moreover, group differences between faculties, degrees, and gender were investigated. The study provides important insights into digital higher education during the exceptional pandemic situation. The results are intended to feed into student counselling systems via support by way of access to devices or courses regarding digital key competences, or through counselling for students with special social burdens.","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43715380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16

Das Ganze ist mehr als die Summe seiner Teile. Schulkomposition, Schulzufriedenheit und normverletzendes Verhalten 全部超过每一块的总和它包括分析成绩和规范

IF 1.3

Journal for Educational Research Online-JERO Pub Date : 2020-01-01 DOI: 10.25656/01:19117

Franziska Nikolov, H. Dumont

引用次数: 1

German university student's reasons for dropout. Identifying latent classes 德国大学生辍学的原因。识别潜在类别

IF 1.3

Journal for Educational Research Online-JERO Pub Date : 2020-01-01 DOI: 10.25656/01:20977

Divan Mouton, Hui Zhang, Bernhard Ertl

引用次数: 9