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See detailAußerschulisches Lesen und Lesekompetenz Zum Zusammenhang zwischen den Deutsch- und Französisch- Lesekompetenzen von Neuntklässlerinnen und Neuntklässlern und ihren außerschulischen Lesegewohnheiten in Luxemburg.
Reichert, Monique UL; Krämer, Charlotte UL; Rivas, Salvador UL et al

Scientific Conference (2018, November)

In Luxemburg erreichen viele Jugendliche ein gutes Lesekompetenzniveau nicht nur in einer, sondern gleich in zwei Sprachen. Allerdings wird wiederholt darauf hingewiesen, dass die Lesekompetenzen in ... [more ▼]

In Luxemburg erreichen viele Jugendliche ein gutes Lesekompetenzniveau nicht nur in einer, sondern gleich in zwei Sprachen. Allerdings wird wiederholt darauf hingewiesen, dass die Lesekompetenzen in Luxemburg stark mit dem familiären Hintergrund der Schülerinnen und Schüler zusammenhängen. Die vorliegende Studie soll jedoch über die Darstellung der Zusammenhänge zwischen den Deutsch- und Französisch-Lesekompetenzen und Einflussfaktoren wie sozio-ökonomischem Hintergrund, Migrationsstatus und Muttersprache hinausgehen. In der Tat stellt sich die Frage, ob es Faktoren gibt, die sich positiv auf das Lesekompetenzniveau der Schülerinnen und Schüler auswirken und auf die sie – anders als bei diesen mittlerweile gut belegten Faktoren – selbst Einfluss nehmen können? Das Leseverhalten Jugendlicher stellt hierfür einen naheliegenden Ansatzpunkt dar. Somit wurden die Schülerinnen und Schüler während der ÉpStan 2016 nicht nur zu ihrem familiären, schulischen und persönlichen Hintergrund befragt, sondern erstmals auch zu ihrem außerschulischen Leseverhalten. Hierbei wurde erfasst, wie häufig sie in ihrer Freizeit Texte unterschiedlicher Art (z. B. Erzählungen, Sachtexte, Zeitungsartikel, Foreneinträge oder Emails) lesen, und in welchen Sprachen sie dies tun. Mittels verschiedener Regressionsanalysen wurde der familiäre Hintergrund der Jugendlichen, ihr Leseverhalten, sowie ihr Lesekompetenzniveau im Deutschen und Französischen zueinander in Bezug gesetzt. Die aus diesen Analysen hervorgehenden Ergebnisse belegen eindrücklich, dass neben dem familiären Hintergrund auch die Lesehäufigkeit und die Sprache, in der die Schülerinnen und Schüler üblicherweise lesen, von Bedeutung für das erreichte Lesekompetenzniveau sind. Darüber hinaus haben insbesondere die Textsorten, mit denen sich die Jugendlichen in ihrer Freizeit auseinandersetzen, entscheidenden Einfluss auf ihre Deutsch- und ihre Französisch-Lesekompetenz. Insbesondere die Häufigkeit, mit der Jugendliche angeben, narrative Texte (wie Geschichten, Romane oder Erzählungen) zu lesen, steht deutlich in positivem Zusammenhang mit ihrer Lesekompetenz in beiden Sprachen. Der Vortrag schließt mit einer Diskussion bezüglich der außerordentlich hohen Attraktivität von digitalen Textsorten bei Kindern und Jugendlichen, und den Möglichkeiten, diese Vielfalt an primär kommunikativ bzw. interaktiv ausgerichteten Lesematerialien als lebensnahe, pädagogische „Sprungbretter“ zu nutzen, mit deren Hilfe zukünftige Leserinnen und Leser an zunehmend komplexere Texte herangeführt werden könnten. [less ▲]

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See detailFaut-il lire, et que faut-il lire, pour mieux savoir lire? La compréhension de textes parmi les adolescents: tentative d'explication des différences interindividuelles
Reichert, Monique UL; Krämer, Charlotte UL; Rivas, Salvador UL et al

Scientific Conference (2018, January 11)

En matière d’éducation en général, et plus précisément dans le contexte de l’acquisition de compétences et de connaissances scolaires, on ne cesse de souligner que dans beaucoup de pays il existe des ... [more ▼]

En matière d’éducation en général, et plus précisément dans le contexte de l’acquisition de compétences et de connaissances scolaires, on ne cesse de souligner que dans beaucoup de pays il existe des écarts importants entre des élèves en fonction de leur arrière-fond socio-économique, de leur langue maternelle, ou de leur statut de migration. Souvent, cependant, il importe de clarifier quelles pourraient être des caractéristiques qui interagissent avec les variables pré-mentionnées. Cela aiderait à saisir le pourquoi des ces différences et à élucider quelles mesures de soutien pourraient être adoptées. En supposant que la fréquence de lecture puisse avoir un impact important sur le niveau de lecture, nous nous intéressons, dans la présente étude, aux différences en matière de lecture et ce en fonction des différentes caractéristiques socio-culturelles et des habitudes de lecture des élèves. À cet effet, nous aurons recours aux données issues des Épreuves Standardisées de l’année 2016/2017. Tous les élèves du grade 9 de l’enseignement secondaire du Luxembourg y ont participé à des tests de lecture de textes en français et en allemand. En outre, ces mêmes élèves ont été questionnés sur leur arrière-fond socio-culturel, ainsi que sur leurs habitudes de lecture. Plus précisément, il leur était demandé d’indiquer à quelle fréquence ils lisaient différents types de textes en dehors de l’école. Les résultats montrent que les textes en format numérique sont ceux qui sont le plus attrayants pour les adolescents. Cette préférence générale pour des textes numériques se retrouve parmi tous les groupes socio-culturels sans exception. Des analyses de régression mettent en évidence que ce sont surtout le fait et la fréquence de lire des textes narratifs qui ont un impact sur les compétences de lecture, et ce même si on prend en compte les variables d’arrière-fond socio-culturel des élèves. La discussion des résultats mettra d’un côté l’accent sur l’importance de la lecture ainsi que sur les possibilités de stimuler la motivation de lecture auprès des jeunes, mais aussi sur la popularité croissante de textes en format numérique et les conséquences correspondantes. [less ▲]

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See detailFaut-il lire, et que faut-il lire, pour mieux savoir lire?
Reichert, Monique UL; Krämer, Charlotte UL; Rivas, Salvador UL et al

Scientific Conference (2018, January)

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See detailDo graphical cues effectively inform users? A socio-technical security study in accessing wifi networks.
Ferreira, Ana UL; Huynen, Jean-Louis UL; Koenig, Vincent UL et al

in Lecture Notes in Computer Science (2015), 9190

We study whether the padlock and the signal strength bars, two visual cues shown in network managers, convey their intended messages. Since users often choose insecure networks when they should not ... [more ▼]

We study whether the padlock and the signal strength bars, two visual cues shown in network managers, convey their intended messages. Since users often choose insecure networks when they should not, finding the answer is not obvious; in our study we clarify whether the problem lies in uninformative and ambiguous cues or in the user who, despite understanding the cues, chooses otherwise. This paper describes experiments and comments the results that bring evidence to our study. [less ▲]

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See detailHCI Design Methods in CBA: Lessons Learned and Recommendations Based on a Concept Map Use Case
Weinerth, Katja UL; Koenig, Vincent UL; Rivas, Salvador UL et al

in Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014 (2014)

This paper focuses on the user-centered design of a computer-based assessment (CBA) instrument for knowledge measurement. We describe relevant design steps in general and illustrate them via the design of ... [more ▼]

This paper focuses on the user-centered design of a computer-based assessment (CBA) instrument for knowledge measurement. We describe relevant design steps in general and illustrate them via the design of our usability improved CBA concept map instrument (ISO 9241-11, 1998; ISO 9241-210, 2010). We discuss design versus evaluation methods from a human-computer interaction (HCI) perspective and emphasize important design steps relevant for constructing usability improved assessment instruments in educational assessment. As these HCI methods are still seldom applied to CBA, this paper helps alleviate the dearth of literature and guidelines in this domain. Our objective is thus to provide the reader with a series of design recommendations for CBA, as derived both from HCI research; and to summarize lessons learned from our specific CBA design use case. [less ▲]

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See detailSocio-Technical Study On the Effect of Trust and Context when Choosing WiFi Names
Ferreira, Ana UL; Huynen, Jean-Louis UL; Koenig, Vincent UL et al

in Lecture Notes in Computer Science (2013), 8203

We study trust and context as factors influencing how people choose wireless network names. Our approach imagines the mindset of a hypothetical attacker whose goal is to ensnare unsuspecting victims into ... [more ▼]

We study trust and context as factors influencing how people choose wireless network names. Our approach imagines the mindset of a hypothetical attacker whose goal is to ensnare unsuspecting victims into accessing dishonest WiFi access points. For this purpose, we conducted an online survey. We used two separate forms. The first form asked a random group of participants to rate a list of wireless names according to their preferences (some real and others purposely made-up) and afterwards with implied trust in mind. The second form was designed to assess the effect of context and it asked a different set of respondents to rate the same list of wireless names in relation to four different contexts. Our results provide some evidence confirming the idea that trust and context can be exploited by an attacker by purposely, or strategically, naming WiFi access points with reference to trust or within certain contexts. We suggest, in certain cases, possible defence strategies. [less ▲]

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See detailA Blind Item-Review Process as a Method to Investigate Item Characteristics in Measuring Diverse Populations
Dogan, Enis; Rivas, Salvador UL

Scientific Conference (2012, April 15)

Detailed reference viewed: 6 (1 UL)
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See detailImproving Admission Decisions for a Teacher Training Program: The Case of a Multilingual and Multicultural Environment
Rivas, Salvador UL

Scientific Conference (2012, April 13)

Higher education institutions across the world use a combination of previous grades along with scores on verbal and quantitative aptitude tests in making admissions decisions for their various academic ... [more ▼]

Higher education institutions across the world use a combination of previous grades along with scores on verbal and quantitative aptitude tests in making admissions decisions for their various academic programs. Recent work suggests there are several additional factors that would likely add to the predictive validity of the admissions system, and be more fair to candidates (Harackiewicz et. al, 2002). These include measures of personality, creativity, situational judgment, critical thinking, and others (Kyllonen, 2005). Consequently, over the past several years, numerous programs in the U.S. and elsewhere have experimented with potential alternative or supplementary predictors (Peeters and Lievens, 2005; Kyllonen, 2008). The University of Luxembourg, in particular the Bachelor of Science in Education (BScE) program, will contribute to this debate by exploring and validating alternative/supplementary measures of social competency – in this case measures that gauge the potential for college success and capacity for effective teaching. Our study seeks to identify valid and reliable indicators of not only future academic success in the BScE program, but also of becoming an effective primary school teacher. Overall the goal of our project is: a) to consider what it means to be successful in school and as a teacher (and the measurement of these successful outcomes); b) to identify the most important constructs that will predict success in the BScE program; c) to examine alternative measures of these constructs with respect to psychometric properties, administrative and logistical concerns, and user acceptance, and d) to conduct a validity study examining the predictive validity of various candidate new measures in predicting successful outcomes. To accomplish this we use a sample of BScE program candidates that took a newly revised admissions exam in the summer of 2011, designed to measure both cognitive and noncognitive attributes. The composition of these candidates was made up of self-selected/self-motivated persons seeking admission to the BScE program, whose main objective is to train and prepare future primary school teachers. On average the BScE program receives yearly approximately 400 registration applications, of which about 300 complete the exam. The average age tends to be between 19 and 20 years; it is approximately 70% female; comes mostly from the classique (nearly 70%) and the technique (25%) academic tracks; and over 90% of the candidates are of Luxembourgish nationality. The noncognitive section of the exam measured basic socio-demographic characteristics and a host of social competencies ranging from personality, time management, team-work, individual adaptability, conscientiousness, teaching self-efficacy, and other attitudes and beliefs. Because some these measures are new in the multilingual context of Luxembourg, they had to be translated from English into French and German; thus requiring further investigation to establish their reliability and validity as predictors of future performance. With that in mind, this paper will report our findings investigating the psychometric and other statistical properties of our noncognitive measures. Moreover, we will report how these measures help profile successful students relative to two important validation criteria – their course grades and in-classroom teaching evaluations – measures of college success and effective teaching. [less ▲]

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See detailDeciphering Socioeconomic Status: Understanding the Association Between SES and Student Background Variables in the National Assessment of Educational Progress
Ogut, Burhan; Rivas, Salvador UL

Scientific Conference (2011, April 08)

National Assessment of Educational Progress uses proxies of socioeconomic status when reporting results by key groups. In order to examine the validity of these proxy variables, current study uses a ... [more ▼]

National Assessment of Educational Progress uses proxies of socioeconomic status when reporting results by key groups. In order to examine the validity of these proxy variables, current study uses a special sample of around 1300 students who took both NAEP and ECLS-K grade eight reading assessments. These students answered the background questionnaire in both assessments. In addition, ECLS-K also collected information from parents about their socioeconomic status. Therefore, measures of socioeconomic status found in ECLS-K were used to evaluate and understand the associations among SES and other proxy measures of SES found in NAEP. Results of this study allow for the evaluation of variables collected in NAEP to measure SES against parent-reported SES collected in ECLS-K. [less ▲]

Detailed reference viewed: 11 (0 UL)