References of "Pit-Ten Cate, Ineke 50008840"
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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 detailL’inclusion au Luxembourg : définitions, opinions et disposition à la mise en œuvre de pratiques éducatives inclusives
Pit-Ten Cate, Ineke UL; Powell, Justin J W UL; Krischler, Mireille UL

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 detailInklusion in Luxemburg: Definitionen, Ansichten und Bereitschaft zur inklusiven Bildung
Pit-Ten Cate, Ineke UL; Powell, Justin J W UL; Krischler, Mireille UL

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 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 detailTeacher expectations and emotions concerning students with special needs or immigrant background
Pit-Ten Cate, Ineke UL; Krischler, Mireille UL

Scientific Conference (2021, August 23)

Teachers are faced with increasingly heterogenous student groups, whereby the successful inclusion of all students largely depend on teachers´ competence and attitudes. Attitudes are understood as a ... [more ▼]

Teachers are faced with increasingly heterogenous student groups, whereby the successful inclusion of all students largely depend on teachers´ competence and attitudes. Attitudes are understood as a multifaceted construct with cognitive, affective and conative components. In the current study we investigated to what extent teachers´ expectations concerning students´ academic performance - reflecting the cognitive component of attitudes - varied as a function of specific student characteristics (special educational needs and immigrant background). In addition, we assessed teachers´ emotions - reflecting the affective component of attitudes - concerning the inclusion of these students in mainstream education. Result confirmed previous findings that teachers´ expectations and emotions vary as a function of student characteristics. Teachers had lower expectations of the academic performance of students with learning difficulties than students with challenging behaviour, whereby the estimates of German proficiency were also affected by the immigrant background of the student. Teachers felt however less positive about the inclusion of students with challenging behaviour than of students with learning difficulties, regardless of the immigrant background of the student. Results will be discussed in relation to theory and their practical implications. [less ▲]

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See detailPsychological wellbeing of parents of very young children with type 1 diabetes – baseline assessment
De Beaufort, Carine; Pit-Ten Cate, Ineke UL; Schierloh, Ulrike et al

in Frontiers in Endocrinology (2021), 12(721028),

Background: Type 1 diabetes in young children is a heavy parental burden. As part of pilot phase of the KIDSAP01 study, we conducted a baseline assessment in parents to study the association between ... [more ▼]

Background: Type 1 diabetes in young children is a heavy parental burden. As part of pilot phase of the KIDSAP01 study, we conducted a baseline assessment in parents to study the association between hypoglycemia fear, parental wellbeing and child behavior. Methods: All parents were invited to fill in baseline questionnaires: hypoglycemia fear survey (HFS), WHO-5, Epworth Sleepiness Scale and Strength and Difficulties Questionnaire (SDQ). Results: 24 children (median age: 5-year, range 1-7 years, 63% male, mean diabetes duration: 3 ± 1.7 years) participated. 23/24 parents filled out the questionnaires. We found a higher score for the hypoglycemia fear behavior 33.9 ± 5.6 compared to hypoglycemia worry 34.6 ± 12.2. Median WHO-5 score was 16 (8 - 22) with poor well-being in two parents. Median daytime sleepiness score was high in five parents (>10). For six children a high total behavioral difficulty score (>16) was reported. Pro social behavior score was lower than normal in six children (<6). Parental well-being was negatively associated with HFS total (r = - 0.50, p <.05) and subscale scores (r = - 0.44, p <.05 for HFS-Worry and HFS-Behavior), child behavior (r = - 0.45, p = .05) and positively with child age (r = 0.58, p <.01). HFS, parental well-being nor daytime sleepiness are associated with the HbA1c. Conclusion: Regular screening of parental well-being, hypoglycemia fear and child behavior should be part of routine care to target early intervention. [less ▲]

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See detailIncreasing the diversity of the teacher workforce: Socio-political challenges to reducing inequalities in access to teacher education programs.
Pit-Ten Cate, Ineke UL; Rivas, Salvador UL; Busana, Gilbert UL

in Frontiers in Education (2021), 6

Cross-border migration leads to a diversification of societies, which is reflected in the education system, where classrooms are composed of students with heterogeneous cultural, linguistic, socio ... [more ▼]

Cross-border migration leads to a diversification of societies, which is reflected in the education system, where classrooms are composed of students with heterogeneous cultural, linguistic, socio-economic characteristics. However, this diversity is only to a limited extent reflected in the teacher population, even though teachers from different backgrounds can bring specific intercultural competencies, have more positive attitudes toward multicultural heterogeneity and act as role models. To facilitate the diversification of the teaching profession, it is imperative that the cohorts of students entering teacher education programs represent the diversity of societies, however studies have shown students with migration background or from families with lower socio-economic status are underrepresented in such programs. This study considered the demographic constellation of applicants for admission into the teacher education program in Luxembourg (2015-2019) and investigated to what extent the admission process (dis)advantages certain groups. Results revealed that although applications come from diverse backgrounds, proficiency in the country´s native languages poses a disadvantage for students with migration background. In addition, applicants coming from more privileged families stand a better chance of being admitted. Results are interpreted within the framework of social mobility and social reproduction. Implications for the admission to the teachers education program are discussed. [less ▲]

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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 detailWhat´s in a diagnosis: The Effect of Externalizing and Internalizing Students´ Behaviour on Pre-service Teachers' Classroom Management and Interaction Strategies
Glock, Sabine UL; Pit-Ten Cate, Ineke UL

in British Journal of Educational Psychology (2021), 91(4), 1185-1201

Background. All over the word, classrooms are getting more and more diverse and teachers are required to effectively manage these classes even when students have special education needs (SEN). Aims. The ... [more ▼]

Background. All over the word, classrooms are getting more and more diverse and teachers are required to effectively manage these classes even when students have special education needs (SEN). Aims. The study aimed to investigate classroom management strategies and interpersonal teacher behaviour in relation to students internalizing and externalizing behaviour, whereby we varied the diagnosis of special educational needs. Sample. Two hundred and fifty-four German pre-service teachers (143 female) with a mean age of 26.04 years participated in the study. Method. Using an experimental between-subjects design, a fictitious student was described as exhibiting either internalizing or externalizing behaviour. Additionally, we varied whether the student was diagnosed as having SEN or not. The participants were asked to indicate which strategies they would apply and how they would interact with students. Results. Results showed that teacher interaction in response to both students with internalizing and externalizing behaviour approached ideal interpersonal teacher behaviour (i.e. high level of cooperativeness with certain level of dominance), whereas pre-service teachers applied all classroom management strategies to minimize effects of student behaviour on learning time. Although pre-service teachers adapted their responses based on type of behaviour, they only made allowances for internalizing behaviour while their response to externalizing behaviour did not vary much as a function of a SEN diagnosis. Conclusions. Together, these findings highlight the importance of providing preservice teachers with the pedagogical knowledge concerning effective classroom management and flexible use of strategies in response to diverse student needs in inclusive classrooms. [less ▲]

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See detailEinleitung: Lernstörungen im multilingualen Kontext – Eine Herausforderung
Ugen, Sonja UL; Schiltz, Christine UL; Fischbach, Antoine UL et al

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

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See detailDifferenzialdiagnose und weitere Aspekte
Wollschläger, Rachel UL; Muller, Claire UL; Pit-Ten Cate, Ineke UL

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

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See detailLernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen.
Ugen, Sonja UL; Schiltz, Christine UL; Fischbach, Antoine UL et al

Book published by Melusina Press (2021)

Um Kinder mit einer Lernstörung durch möglichst angepasste Hilfsmaßnahmen unterstützen zu können, ist eine umfassende Diagnostik maßgeblich. Die Diagnostik von Lernstörungen stellt vor allem in ... [more ▼]

Um Kinder mit einer Lernstörung durch möglichst angepasste Hilfsmaßnahmen unterstützen zu können, ist eine umfassende Diagnostik maßgeblich. Die Diagnostik von Lernstörungen stellt vor allem in multilingualen Kontexten - wie in Luxemburg - eine Herausforderung dar. Auch werden derzeit vorwiegend im Ausland entwickelte diagnostische Tests durchgeführt, welche die luxemburgischen Besonderheiten, wie etwa das Erlernen der schriftsprachlichen und mathematischen Kompetenzen in einer Zweit- oder Drittsprache, nicht berücksichtigen. Ausgehend vom aktuellen Forschungs- und Wissensstand wird ein vertieftes Verständnis im Hinblick auf Lese- und Rechtschreibstörungen und Rechenstörungen dargelegt. Darauf aufbauend werden diagnostische Vorgehensweisen sowie pädagogische Hilfsmaßnahmen mithilfe von Erfahrungswerten praktizierender Fachkräfte aus dem luxemburgischen Förderbereich vorgestellt. [less ▲]

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See detailErweitertes Testinventar
Fischer, Jessica UL; Pit-Ten Cate, Ineke 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 detailFallbeispiele
Fischer, Jessica UL; Pit-Ten Cate, Ineke UL

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

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See detailDiagnostik von Lernstörungen im luxemburgischen Grundschulsystem
Fischer, Jessica UL; Pit-Ten Cate, Ineke UL

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

Detailed reference viewed: 144 (5 UL)