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Sleep and Attention-Deficit/Hyperactivity Disorder (ADHD) have repeatedly been found to be associated with each other. However, the ecological validity of daily life studies to examine the effect of sleep on ADHD symptoms is rarely made use of. In an ambulatory assessment study with measurement burst design, consisting of three bursts (each 6 months apart) of 18 days each, 70 German schoolchildren aged 10–12 years reported on their sleep quality each morning and on their subjective ADHD symptom levels as well as their sleepiness three times a day. It was hypothesized that nightly sleep quality is negatively associated with ADHD symptoms on the inter- as well as the intraindividual level. Thus, we expected children who sleep better to report higher attention and self-regulation. Additionally, sleepiness during the day was hypothesized to be positively associated with ADHD symptoms on both levels, meaning that when children are sleepier, they experience more ADHD symptoms. No association of sleep quality and ADHD symptoms between or within participants was found in multilevel analyses; also, no connection was found between ADHD symptoms and daytime sleepiness on the interindividual level. Unexpectedly, a negative association was found on the intraindividual level for ADHD symptoms and daytime sleepiness, indicating that in moments when children are sleepier during the day, they experience less ADHD symptoms. Explorative analyses showed differential links of nightly sleep quality and daytime sleepiness, with the core symptoms of inattention and hyperactivity/impulsivity, respectively. Therefore, future analyses should take the factor structure of ADHD symptoms into account.
Die Lebensphase Alter befindet sich in einem fundamentalen demografischen, sozialen und kulturellen Wandel. Sie ist dabei ambivalent: Einerseits ist sie nicht mehr vorrangig eine Phase des Rückzugs, sondern kann aktiv gestaltet werden. Andererseits ist die Lebensphase durch krisenhafte Erlebnisse, wie etwa den Austritt aus dem Erwerbsleben, Verlust des Partners/der Partnerin oder gesundheitliche Veränderungen gekennzeichnet. Lernen wird umso wichtiger, als es Selbstbestimmung und Aktivität unterstützen und gleichzeitig kritische Lebensereignisse bewältigen helfen kann. In diesem Beitrag wird auf Lernen als erfahrungsreflexiver Prozess geschaut und dargestellt, wie dieser in unterschiedlichen informellen Bildungssettings für ältere Menschen stattfinden kann.
This monograph contributes to research in content and language integrated learning (CLIL). Amidst the absence of any educational standards as well as other research deficits, Chapter II sketches a conceptual framework with a competence model for multilingual CLIL classes in the social sciences. It develops a line of argument for the promotion of global discourse competence for democratic participation within a transnational civil society. The subsequent four chapters, comprising one conceptual, one methodological and two empirical contributions, look at different aspects of the conceptual framework. Chapter III defends the developed competence model and further specifies its idea of thought in proposing the construction of multilingual 'cosmopolitan classroom glocalities' for the genesis of 21st century skills. The example of #climonomics, a multilingual EU parliamentary debate about climate change, illustrates its practical realization within school education and exemplifies the contribution to education for sustainable development (ESD) and the value of democratic and participatory learning arrangements. Chapter IV introduces design-based action research (DBAR), the method used in Chapters V & VI. DBAR is a hybrid of action and design-based research and is thereby ideally suited for bridging the gap of theory and practice in educational research. Chapter IV argues for closer cooperation between academics and practitioners, along with pragmatic stakeholder participation by involving students and teachers into research, in a quest for inductively making practical knowledge scientific. Chapter V, more language-biased, draws on the notion of translanguaging and presents the concept of 'trans-foreign-languaging' as a multilingual approach to CLIL with first language (L1) use. During six weeks DBAR, a comprehensive CLIL teaching model with judicious and principled L1 use was designed together with the study group. The model offers affordance-based and differentiated methods for different learner types. Its genesis is reconstructed by a thick description of the natural classroom dynamics. Chapter VI, rather subjectbased, asks about the influence of such bilingual language use on emotions, in particular on the formation of political judgments. It suggests different ways to measure emotions during various natural classroom settings. The chapter concludes that CLIL with L1 use has the potential to engender a perfect equilibrium of emotional and rational learning, integrating emotions into learning and valuing its positive contribution towards appropriate and multilayered political judgments. The concluding Chapter VII binds the previous chapters together and discusses the results. Criteria for the generalization of the results are assessed, and limits demarcated. It highlights the contribution to CLIL research and looks into the future, suggesting further direct classroom interventions, also with the goal to prepare the research field for larger undertakings.
In this thesis, the focus is on the actions of primary school children using digital and analogue materials in comparable mathematical situations. To emphasise actions on different materials in the mathematical learning process, a semiotic perspective according to C. S. Peirce (CP 1931-35) on mathematics learning is adopted. This theoretical research perspective highlights the activity itself on diagrams as a mathematical activity and brings actions to the forefront of interest. The actions on comparable digital and analogue diagrams are the basis for the reconstruction of mathematical interpretations of learners in 3rd and 4th grade.
The research questions investigate to what extent possible differences between the reconstructed interpretations of the learners can be attributed to the different materials and what influence the material has on the mathematical relationships that the learners take into account in their actions to manipulate the diagram.
For the reconstruction of the diagram interpretations based on the learners' actions on the material, a semiotic specification of Vogel's (2017) adaptation of Mayring's (2014) context analysis is used. This specification is based on Peirce's triadic theory of signs (Billion, 2023). The reconstructed interpretations of the analogue and digital diagrams are compared in a second step to identify possible differences and similarities.
The results of the qualitative analyses show, among other things, that despite the different actions of the learners on the digital and analogue diagrams, it is possible to reconstruct the same diagram interpretations if the learners establish the same mathematical relationships between the parts of the diagrams in their actions. There are also passages in the analyses where the same diagram interpretations cannot be reconstructed based on the actions on the digital and analogue materials. If the digital material acts as a tool and automatically creates several relationships between the parts of the diagram triggered by an action, then the reconstruction of the learners' diagram interpretations based on the analysis of their actions is partially possible. If the tool automatically establishes relationships, these must then be interpreted by the learners using gestures and phonetic utterances to understand the newly created diagram. Thus, a tool changes how mathematical relationships are expressed, because learners no longer have to interpret the relationships before their actions to manipulate the diagram itself, but afterwards through gestures and phonetic utterances. Regarding diagrammatic reasoning according to Peirce (NEM IV), this means that with analogue material the focus is on the construction and manipulation of diagrams through rule-guided actions, whereas with digital material, which functions as a tool, there is more emphasis on observing the results of the manipulations on the diagram.
At the end of the thesis, a recommendation for teachers on how to design mathematics lessons for primary school children using digital and analogue materials will be derived from the results.
The literature cited in this summary can be found in the references of the presented thesis.
Mathematical arguments are central components of mathematics and play a role in certain types of modelling of potential mathematical giftedness. However, particular characteristics of arguments are interpreted differently in the context of mathematical giftedness. Some models of giftedness see no connection, whereas other models consider the formulation of complete and plausible arguments as a partial aspect of giftedness. Furthermore, longitudinal changes in argumentation characteristics remain open. This leads to the research focus of this article, which is to identify and describe the changes of argumentation products in potentially mathematically gifted children over a longer period. For this purpose, the argumentation products of children from third to sixth grade are collected throughout a longitudinal study and examined with respect to the use of examples and generalizations. The analysis of all products results in six different types of changes in the characteristics of the argumentation products identified over the survey period and case studies are used to illustrate student use of examples and generalizations of these types. This not only reveals the general importance of the use of examples in arguments. For one type, an increase in generalized arguments can be observed over the survey period. The article will conclude with a discussion of the role of argument characteristics in describing potential mathematical giftedness.
Betrachtet man die Lesebiographien vieler Schüler:innen und Studierender, so fällt auf, dass diese meistens von weißen, deutschen, männlichen Autoren geprägt sind bzw. ausschließlich aus diesen bestehen. Dies widerspricht jedoch ganz klar der Vielfalt und Diversität der Literaturlandschaft. Angeregt durch das Seminar "Was lesen? Kanonfragen an Universität und Schule" bei Frau PD Dr. Wernli im Wintersemester 2021/22 habe ich mir als Lehramtsstudent und angehender Deutschlehrer folgende Frage gestellt: Inwieweit wird diese ungerechte Geschlechterdifferenz und Unterrepräsentanz von Autorinnen institutionell von unserem Lehrplan Deutsch gefördert und wie verankert ist diese Differenz in unseren Lehrplänen?
Das aus der Sozialen-Welt-Theorie von A. L. Strauss stammende Konzept „pädagogische Technologien und Kernaktivitäten“ wurde bislang vorrangig auf grundlagentheoretische pädagogische Fragestellungen angewendet. Der vorliegende Beitrag überträgt dieses Konzept erstmalig auf die Erwachsenenbildung. Die Autoren unterstreichen in dem Beitrag, dass abduktive und relationale Verfahren geeignet sind, zwischen dem Mikrobereich der symbolisch vermittelten Interaktion in der Erwachsenenbildung und der Ebene des pädagogisch organisierten Systems des lebenslangen Lernens Verbindungen herzustellen.
Based on stereotype threat and stereotype lift theory, this study explores implicit stereotype threat effects of gender stereotypes on the performance of primary school children in mathematics. Moreover, effects of implicit gender stereotypical cues (gender-specific task material) on motivational aspects were explored, which have revealed mixed results in stereotype threat research in the past. N = 151 German primary school children (47.7% female; mean age: M = 9.81, SD = 0.60) calculated either stereotypical or neutral mathematical text problems before motivational aspects were assessed. Contradicting our expectations, results neither revealed a stereotype threat effect on girls’ performance nor a lift effect on the boys. Instead, girls calculating stereotypical tasks outperformed girls in the control group, whereas boys’ performance did not significantly differ compared to the control group. Regarding motivational aspects, only traditional gender differences emerged as girls reported significantly more pressure and tension calculating the mathematical tasks. The discussion focuses on the way in which stereotypes can affect children’s cognitive performance and in turn, their mathematical performance.