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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 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 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 Multilingualism Research Journal (2020)

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 detailDinge im Wasser: Was findet sich dazu in Österreichs Sachunterrichtsbüchern?
Neuböck-Hubinger, Brigitte; Peschel, Markus; Andersen, Katja Natalie UL

in GDSU-Journal (2020), 10

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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 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 (2020)

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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 (2020)

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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),

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

in Ferreira da Silva, Brigida Ticiane (Ed.) Education in Amapá (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 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 (2020)

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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 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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See detailThe Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg.
Kirsch, Claudine UL; Aleksic, Gabrijela; Andersen, Katja Natalie UL et al

Scientific Conference (2019, May 15)

In sum, these findings show that the PD made the practitioners reflect on their language use, which, in turn, contributed to a positive stance towards multilingualism (Egert et al., 2018; Garrity et al ... [more ▼]

In sum, these findings show that the PD made the practitioners reflect on their language use, which, in turn, contributed to a positive stance towards multilingualism (Egert et al., 2018; Garrity et al., 2015; Peeters, Cameron, Lazzari, et al., 2014). The partly contradictory findings – embracing translanguaging while holding on to language separation - are reminiscent of other studies showing that practitioners do not simply substitute one set of beliefs with a different one but can hold contradictory beliefs (Levin and Wadmany, 2006). Reflecting on the professional development carried out in New York, Seltzer (2018) reported that the participating teachers simultaneously evidenced ideological shifts and deficit thinking, such as defining children’s linguistic skills as baby talk. [less ▲]

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See detailProfessionalisierung von Lehrpersonen in der Migrationsgesellschaft unter dem Aspekt der Diversitätssensibilisierung
Paraschou, Athina; Andersen, Katja Natalie UL

in Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (2019)

In a globalized world, in which migration has a decisive influence on social reality, cultural as well as linguistic diversity have become a natural part of our everyday life. At School as a social ... [more ▼]

In a globalized world, in which migration has a decisive influence on social reality, cultural as well as linguistic diversity have become a natural part of our everyday life. At School as a social institution, children and young adults meet with their diverse cultural, religious and familial interests and traditions. School education has to reflect the heterogeneity of cultures, languages, and lifestyles, and has to consider the “other” as a contribution to identity and personality development, especially because different patterns of orientation and action have a central influence on individual as well as group-related meaning making. In this context, didactic material for the application in lessons has a great impact. This paper discusses, first, the results of an analysis of texts and images in primary and secondary textbooks with regard to dealing with migration-related heterogeneity in a diversity sensitive way and, secondly, follows the hypothesis that a realignment of teachers’ professionalization in the handling of heterogenization is essential, so that pupils receive support in order to think beyond cultural grid systems and to sensitize them in all areas of learning and life for a constructive interaction in the world society. [less ▲]

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See detailEducation in Luxembourg
Andersen, Katja Natalie UL

Report (2019)

Overall, reforms and changes in almost all sectors of education were launched over the past six months. In early childhood education, the introduction of the mini crèches made a contribution to a ... [more ▼]

Overall, reforms and changes in almost all sectors of education were launched over the past six months. In early childhood education, the introduction of the mini crèches made a contribution to a comprehensive implementation of early childhood education and care across Luxembourg, assuring at the same a first contact for the youngest with the multilingual education programme. In primary education, the focus was on quality assurance and on the introduction of assistance measures adapted to learning difficulties and the implementation of inclusive schools. In addition, the production of ICT materials for primary school classes was expanded in 2019. Changes in secondary education took place in the sectors of smart technologies trainings and continued the smooth transition from lower to upper secondary education. Furthermore, changes were made in adapting the end of study exams in secondary education according to international standards. Changes in higher education were based on the four-year-plan 2018-2021 of the University of Luxembourg, focusing on quality assurance, advancing learning and teaching, working on the achievement of international excellence in research, and fostering entrepreneurship. Some actions have been taken, however, others are still on its way and need to be implemented. The challenges to be addressed are the maintenance of multilingualism as an asset of education and training systems at all levels, the ability of the Luxembourgish education system to integrate children and youth from different backgrounds, and the ability to overcome inequalities in learning outcomes. The reforms undertaken form the foundation for addressing the challenges in the short and medium term. [less ▲]

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See detailDigital Education in Luxembourg
Andersen, Katja Natalie UL

Report (2019)

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See detailBildung für nachhaltige Entwicklung in der Grundschule: Praxisrelevante Ergebnisse einer international-vergleichenden Studie in Deutschland und Luxemburg
Andersen, Katja Natalie UL

in Peschel, Markus; Carla, Ursula (Eds.) Dimensionen des Sachunterrichts: Kinder - Sachen - Welten (2019)

National und international wird der Bildung für nachhaltige Entwicklung (BNE) vielfache Beachtung geschenkt. Während frühere Ansätze zur Nachhaltigkeitsentwicklung vor allem die Verknüpfung von ... [more ▼]

National und international wird der Bildung für nachhaltige Entwicklung (BNE) vielfache Beachtung geschenkt. Während frühere Ansätze zur Nachhaltigkeitsentwicklung vor allem die Verknüpfung von Wirtschaftswachstum und Umweltpolitik fokussierten (WCED 1987, UN 1992), stehen in aktuellen Berichten die Begriffe Bildung und Erziehung im Zentrum (UNESCO 2012, 2016, 2018). Es wird gefordert, „Schule und Gemeinde in ein Netzwerk formaler und nicht-formaler Bildungsprozesse für nachhaltige Entwicklung“ (UNESCO 2012: 32) einzubinden. In den Kerncurricula für den Sachunterricht findet das Thema Nachhaltigkeitsentwicklung explizite Erwähnung (u.a. Hessisches Kultusministerium 2011), jedoch gelingt die Verankerung von BNE im Unterricht nur zögerlich (UNESCO 2017). Aktuelle Studien zeigen, dass Schulbücher häufig für das Lernen BNE-bezogener Inhalte Verwendung finden (Romàn & Busch 2016); in Luxemburg hat eine Arbeitsgruppe von Pädagogen Aufgabenstellungen zu BNE für Schulbücher konzipiert (Andersen 2017). In diesem Beitrag werden zunächst die zentralen Inhalte von BNE mit Bezug auf den Sachunterricht dargestellt, um anschließend das Forschungsdesign und die für die Schulpraxis wichtigen Ergebnisse der TAPSE-Studie vorzustellen. Daraus leiten sich Konsequenzen für die praktische Arbeit im Sachunterricht ab. [less ▲]

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See detailThe influence of a professional development on teachers’ and carers’ multilingual practices in early childhood education in Luxembourg
Kirsch, Claudine UL; Aleksic, Gabrijela UL; Andersen, Katja Natalie UL

Scientific Conference (2018, November 08)

The need for multilingual pedagogies has been recognized and several multilingual programmes have been implemented in early childhood in Europe. In Luxembourg, where this study is based, laws were voted ... [more ▼]

The need for multilingual pedagogies has been recognized and several multilingual programmes have been implemented in early childhood in Europe. In Luxembourg, where this study is based, laws were voted in 2017 that require early years practitioners to develop Luxembourgish, familiarize children with French, and value home languages. To develop inclusive multilingual practices, the authors of this presentation developed a 30-hour professional development programme (thereafter PD) which was long-term, collaborative, inquiry-based, performance-oriented, and included coaching. The participants carried out and video-record activities based on books and rhymes in several languages, reflected on these, and received feedback. This case-study examines the influence of the PD on the understanding of language learning and practices of two teachers and five carers working in schools and crèches. The data stem from a questionnaire completed three times; twelve interviews; six observations of the training; 30 video-recorded activities; ten coaching reports, and emails. The methods of data analysis comprise paired samples t-test, correlational analysis, content analysis and triangulation. The findings show a positive effect of the PD on understanding of language learning and practices. The teachers and some carers developed a better understanding of social constructivist learning theories which influenced their practices that began to focus on interactions between adults and children, and amongst children. The other carers understood the relevance of dialogue and carried out activities in several languages but their overall practice did not change. The findings confirm that collaborative, inquiry-based PD can be transformative (Gaikhorst et al., 2017; Prenger et al., 2017) and change perspectives and practices to some extent (Buschmann & Sachse, 2018). In addition, they add to the dearth of literature on PD on multilingual education in early years (Egert, 2015). Buschmann, A., & Sachse, S. (2018). Heidelberg interaction training for language promotion in early childhood settings. European Journal of Education, 53(1), 66-78. Egert, F. (2015). Meta-analysis on the impact of in-service professional development programs for preschool teachers on quality ratings and child outcomes. Gaikhorst, L., Beishuizen, J. J. J., Zijlstra, B. J. H., & Volman, M. L. L. (2017) The sustainability of a teacher professional development programme for beginning urban teachers, Cambridge Journal of Education, 47(1), 135-154. Prenger, R., Poortman, C. L., & Handelzalts, A. (2017). Factors influencing teachers’ professional development in networked professional learning communities. Teaching and Teacher Education, 68(1), 77-90. [less ▲]

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