References of "Martin, Romain 50002316"
     in
Bookmark and Share    
Peer Reviewed
See detailA meta-analysis of the effectiveness of bilingual programs in Europe
Aleksic, Gabrijela UL; Ferring, Dieter UL; Martin, Romain UL

Scientific Conference (2015, March)

The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates ... [more ▼]

The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context. Thorough literature searches uncovered 101 European studies, with only seven meeting the inclusion criteria. Two studies were excluded from further analyses. Results from the random-effects model of the five remaining studies indicate a small positive effect (g = 0.23; 95% CI [0.10, 0.36]) for bilingual over submersion programs on reading of language-minority children. Thus, this meta-analysis supports bilingual education—that is, including the home language of language-minority children—in school instruction. However, the generalizability of the results is limited by the small number of studies on this topic. More published studies on bilingual education in Europe are needed as well as closer attention to the size of the effects. [less ▲]

Detailed reference viewed: 66 (1 UL)
Full Text
Peer Reviewed
See detailL’orientation lors du passage « fondamental-secondaire » au Luxembourg : une nouvelle approche centrée sur les compétences?
Houssemand, Claude UL; Meyers, Raymond UL; Martin, Romain UL et al

Scientific Conference (2015, January 29)

La réforme de l’enseignement fondamental a introduit en 2009 de nouvelles modalités d’enseignement et d’évaluation au Luxembourg : les trois cycles d’apprentissage de deux ans, les socles de compétences ... [more ▼]

La réforme de l’enseignement fondamental a introduit en 2009 de nouvelles modalités d’enseignement et d’évaluation au Luxembourg : les trois cycles d’apprentissage de deux ans, les socles de compétences, l’évaluation sans notes chiffrées mais en termes de compétences. À partir de 2012-2013, les bilans intermédiaires et le bilan de fin de cycle remplacent les bulletins à notes chiffrées en tant qu’outils d’évaluation utilisés dans la procédure d’orientation à la fin du fondamental. Les modalités du passage de l’école fondamentale au lycée sont adaptées en conséquence. Les grandes lignes de la procédure d’orientation en vigueur depuis 1996 sont maintenues. Le conseil d’orientation, composé de l’inspecteur et de l’enseignant principal de l'enfant, ainsi que de professeurs de l’enseignement secondaire et secondaire technique, se prononce sur l’orientation de l’élève. L’avis d’orientation, formulé et motivé par le conseil d’orientation, est dorénavant appelé « décision d’orientation » pour souligner son caractère contraignant, sauf si les parents introduisent un recours, ce qui entraine l'organisation d'épreuves d'accès à l'enseignement secondaire et secondaire technique. Les éléments à la base de la décision d’orientation restent inchangés : - Les apprentissages et la progression de l’élève, consignés dorénavant dans les bilans intermédiaires et le bilan de fin de cycle ; - L’avis du titulaire de classe et l’avis des parents ; - L’avis du psychologue si les parents le demandent ; - Les résultats aux épreuves communes. Ces épreuves en allemand, français et mathématiques sont les mêmes pour tous les élèves du pays. Ces dernières, et là se trouve la nouveauté, renseignent sur le développement des compétences de l’élève par rapport aux niveaux de compétence attendus à la fin de ce dernier cycle. Cette procédure d'orientation adaptée, plus centrée sur les compétences, est la suite logique de la réforme du fondamental. Mais quels sont les enjeux et les conséquences pratiques pour les élèves et les parents, notamment d'origine étrangère? Ce changement est-il purement cosmétique ou aura-t-il un réel impact sur les pratiques d'orientation? [less ▲]

Detailed reference viewed: 155 (11 UL)
Full Text
See detailKompetenzunterschiede aufgrund des Schülerhintergrundes
Muller, Claire UL; Reichert, Monique UL; Gamo, Sylvie UL et al

in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)

Kapitel 3 befasst sich mit dem Einfluss von Merkmalen des Schülerhintergrundes auf die in den ÉpStan gemessenen Kompetenzen. Diskrepanzen in den erfassten Kompetenzbereichen werden dabei im Hinblick auf ... [more ▼]

Kapitel 3 befasst sich mit dem Einfluss von Merkmalen des Schülerhintergrundes auf die in den ÉpStan gemessenen Kompetenzen. Diskrepanzen in den erfassten Kompetenzbereichen werden dabei im Hinblick auf folgende vier Hintergrundvariablen untersucht: sozioökonomischer Status, Migrationshintergrund, Sprachhintergrund, sowie das Geschlecht der Schülerinnen und Schüler. Bestehende Unterschiede werden vergleichend für die Jahre 2011, 2012 und 2013 aufgeführt (Zyklus 3.1 und Ve/9e). Das einflussreichste Merkmal ist dabei der sozioökonomische Status, gefolgt von der zuhause gesprochenen Sprache. Der Migrationshintergrund wirkt sich in geringerem Maße bis gar nicht auf die Kompetenzen aus. Der Einfluss des Geschlechtes zeigt sich konform mit einer großen Anzahl von Befunden aus der Forschung: Mädchen erzielen im Durchschnitt bessere Ergebnisse in den Sprachen, während Jungen in Mathematik besser abschneiden. [less ▲]

Detailed reference viewed: 148 (25 UL)
Full Text
See detailMise en place d’une démarche qualité pour le dispositif ÉpStan
Dierendonck, Christophe UL; Milmeister, Marianne UL; Milmeister, Paul UL et al

in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)

Detailed reference viewed: 132 (34 UL)
Full Text
See detailUnterschiede zwischen Schullaufbahnen
Fischbach, Antoine UL; Lorphelin, Dalia UL; Keller, Ulrich UL et al

in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)

Detailed reference viewed: 70 (13 UL)
Full Text
See detailAllgemeine Befunde zum luxemburgischen Schulwesen
Hornung, Caroline UL; Hoffmann, Danielle UL; Lorphelin, Dalia UL et al

in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)

Detailed reference viewed: 113 (26 UL)
Full Text
See detailHerausforderungen und Perspektiven: Erfolgreich mit Heterogenität umgehen
Martin, Romain UL; Ugen, Sonja UL; Fischbach, Antoine UL

in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)

Detailed reference viewed: 91 (9 UL)
Full Text
See detailÉpreuves Standardisées : Objectifs et méthodologie
Ugen, Sonja UL; Fischbach, Antoine UL; Reichert, Monique UL et al

in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)

Detailed reference viewed: 67 (6 UL)
Full Text
See detailÉpreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013
Martin, Romain UL; Ugen, Sonja UL; Fischbach, Antoine UL

Book published by University of Luxembourg, LUCET (2015)

Detailed reference viewed: 149 (40 UL)
Full Text
Peer Reviewed
See detailA meta-analysis on the effectiveness of bilingual programs in Europe
Aleksic, Gabrijela UL; Ferring, Dieter UL; Martin, Romain UL

in Review of Educational Research (2015), 85(1), 92-128

The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates ... [more ▼]

The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context. Thorough literature searches uncovered 101 European studies, with only seven meeting the inclusion criteria. Two studies were excluded from further analyses. Results from the random-effects model of the five remaining studies indicate a small positive effect (g = 0.23; 95% CI [0.10, 0.36]) for bilingual over submersion programs on reading of language-minority children. Thus, this meta-analysis supports bilingual education—that is, including the home language of language-minority children—in school instruction. However, the generalizability of the results is limited by the small number of studies on this topic. More published studies on bilingual education in Europe are needed as well as closer attention to the size of the effects. [less ▲]

Detailed reference viewed: 85 (6 UL)
Full Text
See detailTablet-based visuo-spatial training tool for preschoolers
Cornu, Véronique UL; Pazouki, Tahereh; Martin, Romain UL

Poster (2015)

In the context of numerical development, visuo-spatial skills are are assumed to provide an early foundation for later mathematical learning. First evidence for positive effects of visuo-spatial training ... [more ▼]

In the context of numerical development, visuo-spatial skills are are assumed to provide an early foundation for later mathematical learning. First evidence for positive effects of visuo-spatial training on numerical performance in children has recently been provided (Cheng & Mix, 2014). In sum, visuo-spatial training can be considered as being a promising approach for enhancing young children’s early math performance and providing them with a sound foundation for later mathematical learning. Nevertheless, rarely any visuo-spatial training material is currently available for the preschool setting. Based on this, we have developed a tablet-based visual-spatial intervention tool for preschoolers. This tool has been specifically designed for the school setting and should be administered by a teacher to a whole classroom or a small group of children. In terms of design, the tablet workspace is conceptualized as an electronic blackboard being used in combination with external material such as booklets. A multitude of tasks targeting different levels of visual-spatial abilities have been developed and will be presented. This tool is currently being scientifically evaluated in the context of a first classroom based intervention study in Luxembourgish kindergartens (N=125). In a pretest-posttest design, we are evaluating changes in visuo-spatial abilities and potential transfer effects on numerical abilities in the intervention group (n=68) compared to a “teaching as usual” control group (n=57). The intervention is carried out twice per week (20 minutes per session) over a period of 10 weeks. Only near transfer effects could be observed, but no further transfer to non-trained transformation skills and early math abilities. Training effects were thus restricted to skills that have been specifically targeted during training sessions. [less ▲]

Detailed reference viewed: 121 (31 UL)
Full Text
See detailUnterschiede zwischen Schulformen
Keller, Ulrich UL; Villanyi, Denise UL; Fischbach, Antoine UL et al

in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)

Detailed reference viewed: 107 (15 UL)
See detailBildungsungleichheiten im luxemburgischen Bildungssystem
Hadjar, Andreas UL; Fischbach, Antoine UL; Martin, Romain UL et al

in Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse, SCRIPT & Université du Luxembourg, FLSHASE (Ed.) Bildungsbericht Luxemburg 2015. Band 2: Analysen und Befunde (2015)

Detailed reference viewed: 189 (29 UL)
Full Text
See detailAssessment of problem solving and higher order thinking
Greiff, Samuel UL; Martin, Romain UL

in Spector, J. M. (Ed.) Encyclopedia of Educational Technology (2015)

Detailed reference viewed: 317 (59 UL)
Full Text
Peer Reviewed
See detailIncentives and gaming environments for changing commuter behaviour
Kracheel, Martin UL; McCall, Roderick UL; Koenig, Vincent UL et al

Scientific Conference (2014, September 30)

The project aims to produce a pervasive, gamified system that tries to incentivize mobility behaviour change by offering alternative activities in contrast to usual journeys in such way that it will ... [more ▼]

The project aims to produce a pervasive, gamified system that tries to incentivize mobility behaviour change by offering alternative activities in contrast to usual journeys in such way that it will reduce traffic, emissions and, in the end, save money. The alternatives, for example, such as taking different modes of transport, are incentivised through gamification. In order to develop this pervasive system, we analysed existing mobility patterns of commuters in Luxembourg. The methodology that we developed consists of a questionnaire, a smartphone application and focus group interviews. This paper presents the findings of the questionnaire and how they influence the design of the gamified pervasive application. [less ▲]

Detailed reference viewed: 183 (15 UL)