References of "Andersen, Katja Natalie 50000339"
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See detailDas Projekt ESERO Luxembourg: Konsequenzen für die Lehrerprofessionalisierung zum Thema Bildung für Nachhaltige Entwicklung
Andersen, Katja Natalie UL; Conrotte, Frederic; Trap, Guillaume et al

in Luxembourg Centre for Educational Testing (LUCET), Universität Luxemburg; Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques (SCRIPT) (Eds.) Nationaler Bildungsbericht Luxemburg 2020 (2021)

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See detailBildsprache als Ausgangspunkt von Sprach- und Facharbeit im Sachunterricht: Empirische Ergebnisse zu Darstellungs- und Sprachebenen in Schulbüchern
Andersen, Katja Natalie UL; Peschel, Markus; Neuböck-Hubinger, Brigitte

in Franz, Ute; Haltenberger, Melanie; Hartinger, Andreas (Eds.) et al GDSU Jahresband 2020: Sache und Sprache (2021)

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See detailSchwimmen oder treiben – Sinken oder untergehen: Die fachliche und semantische Bedeutung von Sprache im naturwissenschaftlichorientierten Sachunterricht
Peschel, Markus; Neuböck-Hubinger, Brigitte; Andersen, Katja Natalie UL

in Franz, Ute; Haltenberger, Melanie; Hartinger, Andreas (Eds.) et al GDSU Jahresband 2020: Sache und Sprache (2021)

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See detailSpiel im Kontext einer Aufgabenkultur des Grundschulunterrichts: Diskussion der Ergebnisse der SEiSU-Studie
Andersen, Katja Natalie UL

in Peschel, Markus (Ed.) Didaktik der Lernkulturen (2021)

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See detailDigitalisierung im Kontext von COVID-19
Andersen, Katja Natalie UL

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2021), 29

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See detailDas Unterrichtsthema „Dinge im Wasser“ in Österreichs Schulbüchern: Empirische Ergebnisse
Neuböck-Hubinger, Brigitte; Peschel, Markus; Andersen, Katja Natalie UL

in GDSU-Journal (2021), 10

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See detailBildung für Nachhaltige Entwicklung in luxemburgischen Lehrwerken: Ergebnisse der TAPSE-Studie
Andersen, Katja Natalie UL

in Luxembourg Centre for Educational Testing (LUCET), Universität Luxemburg; Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques (SCRIPT) (Eds.) Nationaler Bildungsbericht Luxemburg 2020 (2021)

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See detailResearch on Meaning Making in Luxembourgish Primary Science Education: Implications of a Space-Time-Analysis
Andersen, Katja Natalie UL

in Siry, Christina; Schreiber, Catherina; Gomez Fernandez, Roberto (Eds.) et al Critical methodologies for researching teaching and learning (2021)

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See detailDeveloping multilingual practices in early childhood education through a professional development in Luxembourg
Kirsch, Claudine UL; Aleksic, Gabrijela UL; Mortini, Simone UL et al

in International Multilingual Research Journal (2020), 4

This paper investigates seven early education practitioners’ attitudes towards multilingual activities and translanguaging as well as their actual practices in Luxembourg. They took part in a professional ... [more ▼]

This paper investigates seven early education practitioners’ attitudes towards multilingual activities and translanguaging as well as their actual practices in Luxembourg. They took part in a professional development comprising a course, coaching, and regular meetings to deepen their understanding of multilingualism and language learning, and enable them to implement activities in multiple languages. The findings, drawn from questionnaires, observations, and interviews, show that all practitioners opened up towards multilingual activities and translanguaging, increased activities in such languages, and translanguaged frequently. The practitioners analyzed their beliefs and practices, connected theory and practice, constructed new knowledge, developed positive attitudes and changed their practice. This study is the first one to investigate the attitudes and practices of professionals in formal and non-formal education settings as well as the effect of professional development in Luxembourg. It also addresses the research gap regarding professional development on multilingualism in early childhood. [less ▲]

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See detailAufgaben als Führungskraft: Herausforderungen im Kontext von COVID-19
Andersen, Katja Natalie UL

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2020), 28(12), 169

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See detailAssessing Task-orientation Potential in Primary Science Textbooks: Toward a New Approach
Andersen, Katja Natalie UL

in Journal of Research in Science Teaching (2020), 57

Task orientation is currently a prominent concept under discussion in primary school didactics. It focuses on tasks along which pupils acquire competences on distinct levels of competence. The qualitative ... [more ▼]

Task orientation is currently a prominent concept under discussion in primary school didactics. It focuses on tasks along which pupils acquire competences on distinct levels of competence. The qualitative empirical study TAPSE (Textbook Analysis in Primary Science Education) pursues the question which conception of task orientation is present in current textbooks in primary science education. The study follows two foci: (a) The introduction of a new category system for the analysis of the task-orientation potential of tasks, based on the further development of existing category systems for analyzing tasks; and (b) the analysis of 994 task statements in science textbooks with respect to the didactic quality of their task orientation. The sample included nine primary science textbooks, four from Germany, and five from Luxembourg. Textbooks were selected from the most frequently sold series in the respective country. All tasks of the textbooks were analyzed deductively and inductively by four coders in three steps: (a) Identifying tasks with task-oriented potential; (b) itemizing different types of task-orientation potential; and (c) comparing the textbooks with respect to countryand period-specific manifestations of task orientation. Analysis indicated that (a) there are few tasks which meet the criteria of task orientation; (b) distinct types of task orientation can be generated, among which implicit forms dominate; and (c) differences occur in the characteristics of task orientation between older and newer textbooks as well as between German and Luxembourgish ones. Central points of discussion ensue from this: The need to develop models for social and cognitive activation for tasks, challenges for professional development for teachers, and support for pupils—in particular high achieving heterogenization. [less ▲]

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See detailResponses to COVID-19
Andersen, Katja Natalie UL

Report (2020)

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See detailQualitative Research on Science Education in School
Vogt, Michaela; Andersen, Katja Natalie UL

in Treagust, David F.; Fischer, Hans E.; Girwidz, Raimund (Eds.) Physics Education (2020)

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See detailPolitical Correctness unter dem Aspekt der Anerkennung in der Migrationsgesellschaft: Eine kritische Reflexion von Schulbüchern in der Primar- und Sekundarstufe
Paraschou, Athina; Andersen, Katja Natalie UL

in Jahrbuch für Pädagogik (2020), 2018(1), 119-134

Political Correctness (PC) has been mainly discussed in the focus of language so far; this paper widens the viewpoint by the dimension of PC in the context of language and pictures. PC should activate ... [more ▼]

Political Correctness (PC) has been mainly discussed in the focus of language so far; this paper widens the viewpoint by the dimension of PC in the context of language and pictures. PC should activate pupils to reflect human images linguistically and visually. Language and pictures as powerful instruments of representations can contribute to the inclusion or exclusion of people. With increasing heterogeneity and diversity, school has a particular responsibility to support children and youths in their development to self-critical citizens and to prepare them for social interaction with the 'other'. This paper asks which constructive moments for the questioning of ambiguities and which opportunities but also limitations primary and secondary schoolbooks for natural sciences and ethics comprise for reflection of PC in focus of recognition and participation. Along examples of language and pictures, it will be shown how the medium schoolbook activates pupils to reflect and articulate about oneself and about the 'other' focusing on recognition. [less ▲]

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See detailAssessment of the 2020 National Reform Programme
Andersen, Katja Natalie UL

Report (2020)

From the perspective of primary, secondary and higher education, the 2020 NRP focuses on the two objectives (1) dropping out of school with a target rate under 10% and (2) higher education with a target ... [more ▼]

From the perspective of primary, secondary and higher education, the 2020 NRP focuses on the two objectives (1) dropping out of school with a target rate under 10% and (2) higher education with a target rate of people between 30 and 34 years of age having a HE qualification reaches 66%. At first glance, both of these target rates may not appear ambitious enough, since similar results have already been achieved in previous years (e.g., 9.3% ESL rate in 2015; see section 2.0). Nevertheless, in view of the specific situation of Luxembourg, which has the highest proportion of foreigners in the European Union, the rates described in the 2020 NRP appear appropriate. In order to achieve the objectives of the 2020 NRP on the ESL rate and the HE rate, the considerations formulated on lifelong learning appear to be of particular importance. [less ▲]

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See detailKompetenzbasiertes Verständnis von Elternarbeit
Andersen, Katja Natalie UL

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2020), 28(7/8), 169

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See detailQualitätskriterien von inklusiven Bildungsmedien im Fach Mathematik - Theoretische und empirische Rahmenbedingungen
Bierschwale, Christoph; Vogt, Michaela; Andersen, Katja Natalie UL et al

in Kölner Online Journal für Lehrer*innenbildung (2020), 2(2), 1-25

This article deals with the development of quality criteriaof inclusive teaching materials in mathematics. As part of an international comparative research design, group discussions were held with primary ... [more ▼]

This article deals with the development of quality criteriaof inclusive teaching materials in mathematics. As part of an international comparative research design, group discussions were held with primary school math teachers. After analyzing the content of the group discussions there were sixcriteria that characterize inclusive teaching material in mathematics, including the structure of the material, individualization, collaborativelearning, conceptualization e.g. with regard to principles of mathematical education, mathematical task culture and metacognitive support. The findings presented in the form of the criteria catalogprovide new impulses for teacher trainings and the development of inclusive teaching material. [less ▲]

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See detailToward New Approaches for Developing a High Quality Education System in Brazil
Andersen, Katja Natalie UL

in do Céu Ubaiara Brito, Ângela; Ferreira da Silva, Brigida Ticiane (Eds.) Educação em foco: ensaio de pesquisa (2020)

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See detailDeveloping Multilingual Pedagogies in Early Childhood: a review of the project MuLiPEC
Aleksic, Claudine UL; Aleksic, Gabrijela UL; Mortini, Simone UL et al

Scientific Conference (2019, November 27)

Developing Multilingual Pedagogies in Early Childhood: a review of the project The project MuLiPEC (2016-2019) addresses the need for multilingual pedagogies in early childhood education in Luxembourg. It ... [more ▼]

Developing Multilingual Pedagogies in Early Childhood: a review of the project The project MuLiPEC (2016-2019) addresses the need for multilingual pedagogies in early childhood education in Luxembourg. It offered a professional development (PD) course to develop the practitioners’ knowledge and skills in relation to multilingualism and effective pedagogies as well as their practices, and analysed the effects of the PD on the practitioners and the children’s languaging. We offered a first 15-hour course to 46 practitioners from formal and non-formal education settings. Of these, seven continued during one academic year. They were coached and took part in six network meetings where we discussed their practices. To analyse the results, we drew on observations of the PD and in the research settings, video-recorded activities, and interviews. The results show that all 46 participants opened up to multilingual education and deepened their understanding of multilingualism, language development and multilingual pedagogies. Furthermore, the seven focus practitioners implemented activities in multiple languages and deployed effective language supportive strategies. Five of them developed holistic and child-centred multilingual pedagogies. This paper presents these positive findings and raises questions related to the sustainability of PD course and the need to continue the implementation of these effective pedagogies. [less ▲]

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