References of "Andersen, Katja Natalie 50000339"
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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 Sache und Sprache. Probleme und Perspektiven des Sachunterrichts (2021)

Detailed reference viewed: 85 (3 UL)
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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 Sache und Sprache. Probleme und Perspektiven des Sachunterrichts (2021)

Detailed reference viewed: 60 (6 UL)
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(4), 85

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See detailToward Better Tasks in Sustainability Education: Search for New Approaches on Online Platforms
Andersen, Katja Natalie UL

in Global Journal of Science Frontier Research (2021), 21(5), 1-6

The O-TAPSE study deals with the question to what extent the sustainable development goals (SDGs) formulated by the UN (2015) are addressed in the latest online tasks for primary science education. The ... [more ▼]

The O-TAPSE study deals with the question to what extent the sustainable development goals (SDGs) formulated by the UN (2015) are addressed in the latest online tasks for primary science education. The tasks of three online platforms were evaluated by four primary school teachers with regard to the occurrence of content on the SDGs. The results of the study and their analysis show a clear need for action to further implement these contents in online tasks. [less ▲]

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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 detailInklusionssensible Bildungsmaterialien als „Must-have“: Hilfen bei der Bewertung von Vorhandenem und eigenen Erstellung von Neuem
Vogt, Michaela; Andersen, Katja Natalie UL; Bagger, Anette et al

in Grundschule aktuell (2021), 17(155), 18-21

Möchte man im Unterricht den diversen Bedarfslagen aller SchülerInnen gerecht werden, steht man als Lehrperson vor vielseitigen Herausforderungen. Dass hier personelle Ressourcen eine zentrale Rolle ... [more ▼]

Möchte man im Unterricht den diversen Bedarfslagen aller SchülerInnen gerecht werden, steht man als Lehrperson vor vielseitigen Herausforderungen. Dass hier personelle Ressourcen eine zentrale Rolle spielen, wird zwar häufig betont, jedoch kaum schuladministrativ ausreichend berücksichtigt. Um die Lehrpersonen trotzdem handlungsfähig zu halten, müssen deshalb andere Optionen mitgedacht und im Sinne unterstützender Maßnahmen realisiert werden. Hierzu zählen u. a. eine umfängliche Professionalisierung in der LehrerInnenaus- und -weiterbildung wie ebenso Beratungsstrukturen für unterrichtliche Problemlagen. [less ▲]

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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)

Detailed reference viewed: 95 (5 UL)
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)

Detailed reference viewed: 81 (8 UL)
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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)

Detailed reference viewed: 43 (2 UL)
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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 (2021)

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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 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 ▲]

Detailed reference viewed: 115 (10 UL)
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 detailResponses to COVID-19
Andersen, Katja Natalie UL

Report (2020)

Detailed reference viewed: 38 (4 UL)
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 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 ▲]

Detailed reference viewed: 206 (13 UL)
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

Detailed reference viewed: 38 (1 UL)
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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)

Detailed reference viewed: 44 (5 UL)