Zum Verlauf des Zweitspracherwerbs im Migrationskontext

Zusammenfassung Die Entwicklung der mündlichen und schriftlichen Kenntnisse in Deutsch und der Sprache des Herkunftslandes bei Angeh?rigen der ersten und zweiten Einwanderergeneration aus den Gastarbeiter-Anwerbel?ndern, bei Aussiedlern und neuen Zuwanderergruppen wird beschrieben und Erkl?rungsfaktoren für Unterschiede werden mit Hilfe bivariater und multivariater Verfahren untersucht. Die Deutschkenntnisse der ersten Generation steigen zwischen 1984 und 2001 kaum an, wohingegen Aussiedler und Zuwanderer in kurzer Zeit relativ gute Fortschritte aufweisen. Die meisten Befragten sind bilingual. Defizite bei Deutschkenntnissen variieren nach Herkunftsland. Der Zweitspracherwerb erfolgt im Generationenverlauf, d.h. in Deutschland geborene Personen mit Migrationshintergrund haben in der Regel bessere Deutschkenntnisse als die erste Generation. Die Aufenthaltsdauer hat per se keinen Einfluss auf den Spracherwerb, ebenso wie das Geschlecht, w?hrend das Einwanderungsalter und die Schulbildung entscheidende Faktoren sind. Personen mit niedrigem Einwanderungsalter, Personen, die eine weiterführende Schule im Herkunftsland oder eine h?here Schule in Deutschland abgeschlossen haben, haben eine h?here relative Chance, gute mündliche und schriftliche Deutschkenntnisse zu erwerben.      

An Evaluation of Videomodeling on Fundamental Motor Skill Performance of Preschool Children

Proficiency in fundamental motor skills (FMS) is important for both the health and the overall growth and development of young children. To identify factors that facilitate the development of FMS, the study provided preliminary data on the effect of videomodeling (VM) on the acquisition of FMS by typically developing young children. Participants were six conveniently selected typically developing preschool-age children from an early care and education center. A multiple-baseline-across-participants single-subject research design was used to evaluate VM effects. Motor skill acquisition was assessed with validated developmental sequences of the standing long jump and the overarm throw. The results demonstrated that the VM intervention improved participants’ FMS performance and the improvement was maintained even after the withdrawal of the VM, 2 weeks after the last VM session. Qualitative data collected via a self-report enjoyment scale and field notes with the instructors elicited four factors that might have affected participants’ performance: their attention and motivation to perform the task and the skill complexity and reproduction. The data suggest that VM may be an efficient strategy for teaching FMS to preschool-age children.     

The Contribution of Reasoning to the Utilization of Feedback from Software When Solving Mathematical Problems

This study investigates how students’ reasoning contributes to their utilization of computer-generated feedback. Sixteen 16-year-old students solved a linear function task designed to present a challenge to them using dynamic software, GeoGebra, for assistance. The data were analysed with respect both to character of reasoning and to the use of feedback generated through activities in GeoGebra. The results showed that students who successfully solved the task were engaged in creative reasoning and used feedback extensively.     

Finnish children’s views on the ideal school and learning environment

This grounded-theory study involved how Finnish children describe their ideal school and learning environment and considers how their notions should be valued in the development of schools to better respond to the challenges of the future. The school children, aged 10–12 years, participated in the study by writing a story about a school in which they would be happy to study. Ninety-three children’s stories were coded and analysed, and a model of the ideal school and learning environment based on their ideas was developed. This model school, called a Broadening and Empowering Learning Environment, is designed to contribute to children’s physical, educational, cultural and socio-emotional well-being, offers opportunities for fantasy and innovation, and employs creative and sports-based learning methods, among others, in both formal and informal settings. The study showed that children, as educational stakeholders, are well aware of the potential of modern schools and of the different aspects that would enhance their ability to learn and their satisfaction with schooling.     

Algebraic Generalization Strategies Used by Kuwaiti Pre-service Teachers

This study reports on the algebraic generalization strategies used by elementary and middle/high school pre-service mathematics teachers in Kuwait. They were presented with 9 tasks that involved linear, exponential, and quadratic situations. The results showed that these pre-service teachers had difficulty in generalizing algebraic rules in all 3 types of tasks. The most difficult problems were those involving exponents; they seemed to confuse exponential growth with the multiplication of n. Although they used several strategies such as explicit, recursive, and chunking, they tended to rely on explicit reasoning. They saw the explicit rule as a quick and easy rule to be used. In order to improve students’ understanding of algebraic reasoning, we must improve the understating of generalization. Teachers’ programs should put more emphasis on the type of content that teachers need to learn rather than on how much mathematics credits teachers need.     

Students’ intention to take online courses in high school: A structural equation model of causality and determinants

Offering an online integrated high-school course or subject for the first time involves many challenges. Better understanding the factors that affect students’ willingness to participate in the experience could provide support for better implementation of such a strategic initiative. In addition, it is important to understand how personal factors can influence the success of such an endeavour. This study develops a comprehensive structural equation model that captures most causal factors related to offering a high-school course online for the first time. A sample of public and private secondary school students (Grades 10, 11 and 12) in Abu Dhabi were administered an online survey regarding offering free online courses. The instrument was reviewed by other experts in curriculum, information technology and teaching and learning. The final instrument contained dimensions related to student perception of ease of use of e-learning, usefulness, self-efficacy, skills, style, student self-reported performance in certain subjects, use of social media, school support, teacher support, general support, access to the internet, and preferences behavioural intentions to use e-learning. The analysis provides a structural equation model with acceptable statistical fits and with many significant causal relationships. The paths representing direct and indirect effects of the construct predictors on intention to use provided statistical evidence of the validity of the 13 component predictors. Results show significant links between intention to use e-learning, perception of easiness, perception of usefulness, and other factors such as user characteristics and support. Use of social network affect intention to use e-learning indirectly thorough other variables. Limitations and implications of the study in general and as it concerns Abu Dhabi are highlighted.