References of "Krämer, Charlotte 50003703"
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See detailLesen und Lesekompetenz in einer digitalisierten Welt
Reichert, Monique; Krämer, Charlotte UL

in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

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See detailLa lecture et les compétences en lecture dans un monde digitalisé
Reichert, Monique; Krämer, Charlotte UL

in LUCET; SCRIPT (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021)

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See detailRésultats du monitoring scolaire national ÉpStan dans le contexte de la pandémie de COVID-19
Fischbach, Antoine UL; Colling, Joanne UL; Levy, Jessica UL et al

in LUCET; SCRIPT (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021)

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See detailRésultats du monitoring scolaire national ÉpStan dans le contexte de la pandémie de COVID-19 (Matériels supplémentaires)
Fischbach, Antoine UL; Colling, Joanne UL; Levy, Jessica UL et al

in LUCET; SCRIPT (Eds.) Rapport National sur l´Éducation au Luxembourg 2021 (2021)

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See detailBefunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19 Pandemie (Supplement)
Fischbach, Antoine UL; Colling, Joanne UL; Levy, Jessica UL et al

in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

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See detailBefunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19- Pandemie
Fischbach, Antoine UL; Colling, Joanne UL; Levy, Jessica UL et al

in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

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See detailImpulsvortrag: Evaluierung und Standardisierung des "Sproochentests"
Krämer, Charlotte UL; Sonnleitner, Philipp UL

Presentation (2021, October 27)

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See detailPodcast Café du Savoir. Episode 2: Alternative Prüfungsformen
Lenz, Thomas UL; Krämer, Charlotte UL; Kang, Liana et al

Speeches/Talks (2021)

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See detailSocial Inequality in Education: Academic Achievement of First-, Second-, and Later-Generation Immigrant Students in Luxembourg
Rivas, Salvador UL; Reichel, Yanica UL; Krämer, Charlotte UL et al

Scientific Conference (2021, April 08)

Students with immigrant backgrounds are often disadvantaged in public educational systems. In Luxembourg, about 50% of primary and secondary school students have an immigrant background, most notably from ... [more ▼]

Students with immigrant backgrounds are often disadvantaged in public educational systems. In Luxembourg, about 50% of primary and secondary school students have an immigrant background, most notably from Italy, the former Yugoslavia and Portugal. Using data from Luxembourg’s national school monitoring program, we investigate and document for the first time, existing and emerging differences in academic achievement among different immigrant generations of students. Our results indicate that student achievement in Math, German and French is differentially affected by immigrant generational status and language spoken at home. In addition, we find secondary effects of student social background. [less ▲]

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See detailBewertungshilfe zur Unterrichtseinheit #gemeinsamlesen
Krämer, Charlotte UL

in Programme for Innovative Teaching and Training (PITT): #digitallife (2021)

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See detailZur fairen Bewertung von Lernprodukten
Krämer, Charlotte UL

in Programme for Innovative Teaching and Training (PITT): #digitallife (2021)

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See detailBewertungshilfe zur Unterrichtseinheit #bewegteballaden
Krämer, Charlotte UL

in Programme for Innovative Teaching and Training (PITT): #digitallife (2021)

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See detailBewertungshilfe zur Unterrichtseinheit #ichhassedich
Krämer, Charlotte UL

in Programme for Innovative Teaching and Training (PITT): #digitallife (2021)

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See detailBewertungshilfe zur Unterrichtseinheit #keinfilter
Krämer, Charlotte UL; Kang, Liana; Bissen, Manuel

in Programme for Innovative Teaching and Training (PITT): #digitallife (2021)

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See detailLese- und Rechtschreibstörungen
Fischer, Jessica UL; Krämer, Charlotte UL; Ugen, Sonja UL

in Ugen, Sonja; Schiltz, Christine; Fischbach, Antoine (Eds.) et al Lernstörungen im multilingualen Kontext. Diagnose und Hilfestellungen (2021)

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See detailInequalities in the Luxembourgish Educational System: Effects of Language Proficiency on Math Performance Among Different Generations of Immigrant Students
Krämer, Charlotte UL; Rivas, Salvador UL; Reichel, Yanica UL et al

Poster (2020, November 12)

Research indicates students with immigrant background are disadvantaged in educational systems of the host country (e.g., OECD, 2018). In Luxembourg, roughly half of the school population has an immigrant ... [more ▼]

Research indicates students with immigrant background are disadvantaged in educational systems of the host country (e.g., OECD, 2018). In Luxembourg, roughly half of the school population has an immigrant background (Lenz & Heinz, 2018), and several studies indicate these students are considerably disadvantaged in terms of educational achievement levels (Hadjar et al., 2015, 2018). Lower achievement may be partly due to difficulties related to displacement and settling of 1st generation immigrant students. Second and later generation students may however also experience disadvantages as they speak languages at home that are different from the two main languages of instruction (i.e., German and French), and their parents may be less familiar with the educational system and less able to provide support for their children (Alba & Foner, 2016). This may explain why educational inequalities persist; however little is known about the influence of language proficiency of different generations of immigrant students on their performance in other school subjects. Therefore, our poster focuses on the effect of generation after controlling for the effect of language on math competency. Using data from the Luxembourg School Monitoring Programme (Épreuves Standardisées) for the 2016 cohort of 9th grade students in the two main tracks of secondary school (n=4,339), we conduct regression analysis to investigate to what extent language proficiency in German and French and generational status have an impact on math performance. Data indicates that language proficiency in both German and French explains a significant proportion of variance in math performance. In addition, there is a generation effect, whereby 3rd and later generation immigrant students achieve a higher level of math competency than students of the 1st or 2nd generation. Results will be discussed in terms of social mobility and educational inequality. [less ▲]

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See detailForging and Paving a Future: Immigrant Status and Academic Achievement in Luxembourg
Rivas, Salvador UL; Reichel, Yanica UL; Krämer, Charlotte UL et al

Scientific Conference (2019, August 21)

In the United States, much has been written about the upward or downward social mobility of the so-called, “New Second Generation”. In Europe, this topic has only recently begun to take shape; mostly in ... [more ▼]

In the United States, much has been written about the upward or downward social mobility of the so-called, “New Second Generation”. In Europe, this topic has only recently begun to take shape; mostly in regard to the Netherlands, Germany, France and the UK. In the context of Luxembourg, however, there is very little literature on this topic even though nearly 50% of its population is now of immigrant status. Though small in geography and population, Luxembourg is a founding member of the E.U. and quite literally in the heart of continental Europe. It hosts a diverse set of immigrant groups, continuously attracting economic and some political immigrants, most notably from Italy, the former Yugoslavia and Portugal. Each of these groups arriving at a specific sociohistorical moment: Italians at the height of the steel industry, former Yugoslavians fleeing war, and Portuguese to meet construction and service industry needs. Consequently, Luxembourg is truly a multilingual and multicultural country that makes for a fascinating microcosm to test and explore existing theories of immigrant integration. Its context presents a unique opportunity to study and extrapolate from to anticipate the needs of immigrants elsewhere. Using 2016 data from Luxembourg’s school monitoring programme (ÉpStan), we investigate existing and emerging differences in academic achievement among 1st, 2nd, and later generation immigrant groups in Luxembourg. We analyse math and language proficiencies (German and French) among a cohort of secondary school students (9th grade, N=6286). Preliminary results indicate clear generational differences. These are interpreted in relation to immigrant group characteristics and acculturation in Luxembourg. Implications for the new second generation in the European context will be discussed. [less ▲]

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See detailZeit- und Zukunftskonzepte in Konrads von Würzburg "Trojanerkrieg"
Krämer, Charlotte UL

Doctoral thesis (2019)

Den Ausgangspunkt für diese Untersuchung zu Konrads von Würzburg „Trojanerkrieg“ – einem durch den Tod des Autors 1287 unvollendet gebliebenen Roman von mehr als 40.000 Versen, der als der am weitesten ... [more ▼]

Den Ausgangspunkt für diese Untersuchung zu Konrads von Würzburg „Trojanerkrieg“ – einem durch den Tod des Autors 1287 unvollendet gebliebenen Roman von mehr als 40.000 Versen, der als der am weitesten verbreitete deutschsprachige Antikenroman des Mittelalters gilt – bilden die Zeit- und Zukunftskonzepte der in der erzählten Welt physisch präsenten menschlichen Akteure: Was wissen sie über ihre Zukunft? Wie weit reicht die Zeitspanne, die sie aus ihrem jeweiligen Jetztpunkt antizipieren, in die Zukunft voraus, und welche Entwürfe eigenen Handelns schmieden sie? Wie gehen sie mit konkurrierenden Zukunftsmodellen um, insbesondere mit solchen, die die Möglichkeit eines alternativen Geschehensverlaufs eröffnen? Kurz: Wie stellt Konrad im „Trojanerkrieg“ das Verhältnis des handelnden Menschen zur eigenen Zukunft dar? Augenfällig ist das Spannungsfeld zwischen kausaler und finaler Handlungsmotivierung, in dem sich die Figuren in unterschiedlichen Geschehenszusammenhängen – als Eltern, Liebende oder Rächende – bewegen: Einerseits werden sie immer wieder mit Informationen über die Zukunft konfrontiert, die eigentlich außerhalb ihres „natürlichen“ Wissenshorizonts liegen und ihren Handlungsspielraum erweitern. Andererseits wird dieser von verschiedenen metaphysischen Mächten (wie etwa Gott, Glück und Zufall) eingeschränkt oder gar gänzlich nivelliert. Denn Konrad spielt im „Trojanerkrieg“ mit der Eigendynamik der fatalen Prozesse, die den Untergang der Trojaner vorbereiten: Anders etwa als den Protagonisten der volkssprachlichen Heldenepik gelingt es seinen Figuren nicht, Konflikte durch die Anwendung von Gewalt beizulegen – vielmehr entstehen dadurch neue Probleme. Als Alternative zur gewaltsamen Reaktion werden zukunftsorientiertere Handlungsstrategien diskutiert, wobei Konrad sich besonders für den Umschlagpunkt interessiert, an dem aus subjektiven Handlungsplänen eine Geschichte scheiternder Personenverbände entsteht, weil die Zukunftskonzepte der Figuren überwiegend über keine oder nur eine minimale soziale Ausdehnung verfügen. [less ▲]

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