References of "Martin, Romain 50002316"
     in
Bookmark and Share    
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: 171 (25 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: 190 (15 UL)
See detailThe measurement and the meaning of problem solving in PISA 2012
Martin, Romain UL; Greiff, Samuel UL

Presentation (2014, September)

Detailed reference viewed: 37 (1 UL)
Peer Reviewed
See detailKonstruktion und Validierung einer domänenspezifischen Need for Cognition-Skala
Keller, Ulrich UL; Preckel, Franzis; Strobel, Anja et al

Scientific Conference (2014, September)

Detailed reference viewed: 90 (8 UL)
See detailGlobal best practices in the teaching of complex problem
Greiff, Samuel UL; Wüstenberg, Sascha UL; Martin, Romain UL

Presentation (2014, September)

Detailed reference viewed: 54 (2 UL)
Peer Reviewed
See detailReading in German versus reading in French: Are there different attributes that determine the difficulty of reading comprehension items in both languages?
Reichert, Monique UL; Sonnleitner, Philipp UL; Martin, Romain UL

Poster (2014, August 26)

The current study aims at identifying those cognitive and linguistic attributes that best describe and explain reading test performance in two languages, and of individuals with different language ... [more ▼]

The current study aims at identifying those cognitive and linguistic attributes that best describe and explain reading test performance in two languages, and of individuals with different language backgrounds. German and French language teachers from Luxembourg secondary schools were asked to rate a number of either German or French reading tasks with regard to a list of cognitive and linguistic attributes. The teachers’ item attribute ratings were then linked to the empirical data collected in a large-scale study among Luxembourg 9th graders. Based on the initial item-attribute assignments, ideal item-response patterns could be presumed and compared to real examinees’ response patterns by using a linear logistic test modeling approach. The results from the different modeling steps show (a) whether the theoretical assumptions underlying the difficulty in reading comprehension items hold, (b) whether they hold for both German and French, and (c) whether they hold for participants with different language backgrounds. [less ▲]

Detailed reference viewed: 65 (4 UL)
Peer Reviewed
See detailBilingualism Enriches the Poor: Enhanced Cognitive Control in Low-Income Minority Children
Engel de Abreu, Pascale UL; Cruz-Santos, Anabela; Tourinho, Carlos et al

Scientific Conference (2014, July 16)

Research question: Living in poverty is often accompanied by conditions that can negatively influence cognitive development (Noble, Norman, & Farah, 2005). Is it possible that being bilingual might ... [more ▼]

Research question: Living in poverty is often accompanied by conditions that can negatively influence cognitive development (Noble, Norman, & Farah, 2005). Is it possible that being bilingual might counteract these effects? This study explores whether the cognitive advantage associated with bilingualism in executive functioning (Bialystok, Craik, Green, & Gollan, 2009) extends to young immigrant children challenged by poverty and, if it does, which specific processes are most affected. Methods: 80 second graders from low-income families participated in the study. Half of the children were first or second generation immigrants to Luxembourg, originally from Northern Portugal, who spoke both Luxembourgish and Portuguese on a daily basis. The other matched half of children lived in Northern Portugal and spoke only Portuguese. Children completed measures of vocabulary and visuo-spatial tests of working memory, abstract reasoning, selective attention, and interference suppression. Results: Two broad cognitive factors of executive functioning—representation (abstract reasoning and working memory) and control (selective attention and interference [less ▲]

Detailed reference viewed: 104 (8 UL)
Full Text
See detailA meta-analysis of the effectiveness of bilingual programs in Europe
Aleksic, Gabrijela UL; Ferring, Dieter UL; Martin, Romain UL

in International Congress on Education, Innovation and Learning Technologies (2014, July)

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: 71 (2 UL)
Full Text
Peer Reviewed
See detailExecutive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as “poor readers”
Engel de Abreu, Pascale UL; Abreu, Neander; Nikaedo, Carolina et al

in Frontiers in Psychology [=FPSYG] (2014), 5

This study examined executive functioning and reading achievement in 106 6- to 8-year-old Brazilian children from a range of social backgrounds of whom approximately half lived below the poverty line. A ... [more ▼]

This study examined executive functioning and reading achievement in 106 6- to 8-year-old Brazilian children from a range of social backgrounds of whom approximately half lived below the poverty line. A particular focus was to explore the executive function profile of children whose classroom reading performance was judged below standard by their teachers and who were matched to controls on chronological age, sex, school type (private or public), domicile (Salvador/BA or São Paulo/SP) and socioeconomic status. Children completed a battery of 12 executive function tasks that were conceptual tapping cognitive flexibility, working memory, inhibition and selective attention. Each executive function domain was assessed by several tasks. Principal component analysis extracted four factors that were labeled “Working Memory/Cognitive Flexibility,” “Interference Suppression,” “Selective Attention,” and “Response Inhibition.” Individual differences in executive functioning components made differential contributions to early reading achievement. The Working Memory/Cognitive Flexibility factor emerged as the best predictor of reading. Group comparisons on computed factor scores showed that struggling readers displayed limitations in Working Memory/Cognitive Flexibility, but not in other executive function components, compared to more skilled readers. These results validate the account that working memory capacity provides a crucial building block for the development of early literacy skills and extends it to a population of early readers of Portuguese from Brazil. The study suggests that deficits in working memory/cognitive flexibility might represent one contributing factor to reading difficulties in early readers. This might have important implications for how educators might intervene with children at risk of academic under achievement. [less ▲]

Detailed reference viewed: 726 (144 UL)
See detailA meta-analysis of the effectiveness of bilingual programs in Europe
Aleksic, Gabrijela UL; Ferring, Dieter UL; Martin, Romain UL

Scientific Conference (2014, June)

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: 72 (2 UL)
Peer Reviewed
See detailLes jugements des enseignants sur l’intelligence des élèves sont prédictifs de la qualité de vie à long terme
Fischbach, Antoine UL; Baudson, Tanja Gabriele; Preckel, Franzis et al

Scientific Conference (2014, June)

Detailed reference viewed: 62 (6 UL)
Full Text
Peer Reviewed
See detailDifférence de genre en mathématiques chez les élèves de 3ème et 9ème année d’étude : Etude à grande échelle au Grand-Duché de Luxembourg
Gamo, Sylvie UL; Sonnleitner, Philipp UL; Hornung, Caroline UL et al

Poster (2014, June)

ÉpStan (Épreuves Standardisées) est une étude annuelle à grande échelle réalisée à Luxembourg depuis 2009. Les ÉpStan ont pour objectif d’évaluer le système éducatif luxembourgeois, en particulier le ... [more ▼]

ÉpStan (Épreuves Standardisées) est une étude annuelle à grande échelle réalisée à Luxembourg depuis 2009. Les ÉpStan ont pour objectif d’évaluer le système éducatif luxembourgeois, en particulier le niveau de compétences atteint en mathématiques des élèves de 3ème et de 9ème année d’étude (âgés en moyenne de 8 ans vs. 14 ans). A partir des résultats mathématiques ÉpStan 2013 du primaire et du secondaire, cette recherche vise d’une part, à examiner si l’écart de performance mathématique entre les sexes constaté par PISA 2012 chez les élèves de 15 ans luxembourgeois est confirmé chez les élèves de 14 ans et chez les élèves plus jeunes (8 ans), (Robinson, & Theule Lubienski, 2011) et d’autre part, à tester si les écarts de performance entre les sexes reflètent des différences de motivation et de confiance en soi et d’anxiété. [less ▲]

Detailed reference viewed: 91 (9 UL)
Full Text
Peer Reviewed
See detailWorking memory screening, school context, and socioeconomic status: An analysis of the effectiveness of the Working Memory Rating Scale in Brazil
Engel de Abreu, Pascale UL; Nikaedo, C.; Abreu, N. et al

in Journal of Attention Disorders (2014), 18(4), 301-311

Objective: The study explores the psychometric properties of the Brazilian-Portuguese version of the Working Memory Rating Scale (WMRS-Br) in a population of 355 young children from diverse socioeconomic ... [more ▼]

Objective: The study explores the psychometric properties of the Brazilian-Portuguese version of the Working Memory Rating Scale (WMRS-Br) in a population of 355 young children from diverse socioeconomic status and schooling backgrounds. Method: Public and private school teachers completed the WMRS-Br and children were assessed on a range of objective cognitive measures of fluid intelligence, working memory, and attention. Results: Reliability and validity of the WMRS-Br were excellent across the public and private school sample. The WMRS-Br manifested substantial links with objective measures of working memory and medium links with selective attention, switching, and interference suppression. Confirmatory factor analyses suggest that a shorter version of the scale provides an adequate fit to the data. Conclusion: The WMRS-Br represents a valid screening tool in a Latin American context that has the potential to improve the early detection of working memory deficits in children growing up in poverty. [less ▲]

Detailed reference viewed: 204 (11 UL)
See detailLänderbericht Luxemburg: Épreuves Standardisées (ÉpStan)
Fischbach, Antoine UL; Martin, Romain UL

Presentation (2014, May)

Detailed reference viewed: 53 (6 UL)
Full Text
Peer Reviewed
See detailPredicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence
Hornung, Caroline UL; Schiltz, Christine UL; Brunner, Martin UL et al

in Frontiers in Psychology [=FPSYG] (2014), 5

Early number competence, grounded in number-specific and domain-general abilities, is supposed to lay the foundation for later math achievement. Few longitudinal studies tested a comprehensive model for ... [more ▼]

Early number competence, grounded in number-specific and domain-general abilities, is supposed to lay the foundation for later math achievement. Few longitudinal studies tested a comprehensive model for early math development. Using structural equation modeling and mediation analyses, we studied the influence of kindergarteners’ basic cognitive abilities (i.e., nonverbal number sense, working memory, fluid intelligence, and receptive vocabulary) and their early number competence (i.e., symbolic number skills) on first grade math achievement (arithmetic, shape and space, and number line estimation) assessed one year later. Latent regression models revealed that nonverbal number sense and working memory are central building blocks for developing early number competence in kindergarten and that early number competence is key for first grade math achievement. Fluid intelligence significantly predicted arithmetic and number line estimation while receptive vocabulary significantly predicted shape and space after controlling for early number competence. In sum we suggest that early math achievement draws on different constellations of number-specific and domain-general mechanisms. [less ▲]

Detailed reference viewed: 339 (35 UL)
Peer Reviewed
See detailAssessing Mathematical Competencies within the Luxembourgish School Monitoring Program: Covering the range from 1st to 9th grade.
Sonnleitner, Philipp UL; Gamo, Sylvie UL; Hornung, Caroline UL et al

Scientific Conference (2014, April)

As a direct reaction to alarmingly poor student performance in PISA, like many other European countries Luxembourg started to establish a very ambitious school monitoring program: the Épreuves ... [more ▼]

As a direct reaction to alarmingly poor student performance in PISA, like many other European countries Luxembourg started to establish a very ambitious school monitoring program: the Épreuves Standardisées (ÉpStan). One of the core competencies that are measured is, of course, mathematical achievement. Beginning with grade 1 and continued in grade 3 and grade 9, students’ proficiency in several mathematical sub-competencies is assessed. Students have to demonstrate their mathematical problem solving skills in theoretical as well as applied contexts. This design not only allows for tracking individual students’ development of mathematical abilities but also allows for a better understanding of factors that influence this process ̶ a rich and valuable source for the determination of risk factors and the implementation of individual support programs. However, due to the early beginning of this comprehensive program and the heterogeneity of Luxembourg’s students in terms of cultural background and spoken language, several challenges arise, especially for test development. We will present and discuss the theoretical framework of mathematical competencies that is assessed within the ÉpStan and we will show how we are currently using possibilities of computer-based assessment and test design in order to respond to these challenges. [less ▲]

Detailed reference viewed: 123 (35 UL)
Peer Reviewed
See detailGender differences in mathematics achievement in 3rd and 9th grade students: A large-scale study in Luxembourg.
Gamo, Sylvie UL; Sonnleitner, Philipp UL; Hornung, Caroline UL et al

Poster (2014, March 30)

Since 2009, ÉpStan (Épreuves Standardisées) is an annual large-scale study in Luxembourg. It aims to evaluate Luxembourg's school system, in particular students’ achieved competency level in mathematics ... [more ▼]

Since 2009, ÉpStan (Épreuves Standardisées) is an annual large-scale study in Luxembourg. It aims to evaluate Luxembourg's school system, in particular students’ achieved competency level in mathematics implemented in 3rd and 9th grade. The present study aims to investigate whether the existing gender gap in mathematics among 15-year-olds revealed by PISA 2012 can be confirmed in ÉpStan 9th grade and if it already exists in younger students’ mathematics performance (ÉpStan 3rd grade) (Robinson, & Theule Lubienski, 2011). Further, we study wether a gender gap in students’ drive, motivation and self-beliefs concerning mathematics performance exists. [less ▲]

Detailed reference viewed: 108 (9 UL)
Peer Reviewed
See detailChronotype und Schule: Zusammenhänge zu Leistung und affektiv-motivationalen Variablen
Preckel, Franzis; Tanja Gabriele, Baudson; Brunner, Martin et al

Scientific Conference (2014, March)

Detailed reference viewed: 125 (8 UL)