References of "Vogt, Michaela"
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See detailDigitizing Inclusion in a Changing World: Comparing insights into four European countries for matching new global realities
Andersen, Katja Natalie UL; Vogt, Michaela; Bagger, Anette et al

Scientific Conference (2022)

Inclusion and digitalization are among the driving forces in global discourses on education and learning. These global realities cause extensive transformations at local, national, and international ... [more ▼]

Inclusion and digitalization are among the driving forces in global discourses on education and learning. These global realities cause extensive transformations at local, national, and international levels. At the same time, the goal of inclusion is directly interwoven with local conditions, understandings, and historically grown valuations. The concept oscillates between universally shared norms and highly divergent local implementations. Regarding the focus of the symposium it can be assumed that especially in the course of digitalization as one main reaction of the corona pandemic, learning materials are not only expected to be inclusion oriented but also need to be combinable with digital demands to address alls kinds of inequalities amongst students appropriately. Learning materials thus are a central momentum to expatiate on transformations of a changing world. In correspondence with the congress theme, the symposium will therefore discuss how a reflection on centrifugal forces of interdependence and individuality can be located in the context of the immediate everyday life in schools and educational practice. In order to be able to discuss these tensions and current changes within educational practices starting from learning materials, an anchor point is needed in order to open up the international comparison of local specifics. The anchor point for this symposium is a criteria catalog which enables the international comparison of learning materials in their cultural contexts and provides a visualization of local particularities in the field of learning materials (Vogt et al. 2021). If these results are put into relation with the inclusive landscapes in different countries, further insights of relevance for inclusion as a global topic can be generated. The data basis springs from the ITM project (2018-2021, funded by Erasmus+) and other international collections of material. Speakers with expertise in regard to the triangulation of learning materials, inclusion and digitalization from four European universities (Ostrava, Czech Republic; Bielefeld, Germany; Luxemburg and Örebro, Sweden) present their findings in the symposium, more in-depth talks about national perspectives as well as a concluding wrap up. The following research questions are a guideline for each section of the symposium: 1. What are the local specifics and constellations as well as understandings of inclusion as a global reality that are being mirrored in teaching material? 2. How can the international comparison of teaching material impact the advancement of inclusion on a local level? 3. How can international comparative educational research become a driving force in the productive negotiation of globally relevant tensions? The contributions are methodologically based on group discussions and expert interviews about selected learning materials, their quality and criteria for evaluating them. These exchanges have been evaluated with the qualitative content analysis by Mayring (2015). Discourse analysis and context analysis were applied. Furthermore, source corpora of learning material were developed and materials were examined using a qualitative content analysis. This refers to the ITM project from Luxembourg, Örebro and Bielefeld University (Erasmus funding line, 2018-2021) as well as the contribution by Ostrava University. The material mainly comes from primary school education and takes into account various subjects, e.g. mathematics and natural sciences. By looking at the results of the interviews and the analysis of teaching materials as well as on the findings about the cultural and local conditions the presenters were able to develop a deeper understanding about how learning materials are set up for inclusive learning processes and about the underpinning understanding of inclusion in different cultural settings. This is the needed foundation to contextualize everyday practices of teaching and learning with the demands of education within the digital condition. [less ▲]

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See detailPerspective luxembourgeoise: Conclusions sur le caractère inclusif des supports pédagogiques
Andersen, Katja Natalie UL; Vogt, Michaela; Bagger, Anette et al

in Forum für Politik, Gesellschaft und Kultur in Luxemburg (2022), 423

Cette contribution s’appuie sur les conclusions du projet European Comparison of Inclusive Teaching Materials (ITM) lancé en 2018. Cette collaboration regroupant l’Allemagne (Prof. Dr. M. Vogt, C ... [more ▼]

Cette contribution s’appuie sur les conclusions du projet European Comparison of Inclusive Teaching Materials (ITM) lancé en 2018. Cette collaboration regroupant l’Allemagne (Prof. Dr. M. Vogt, C. Bierschwale), le Luxembourg (Prof. Dr. K. Andersen), la Suède (Prof. Dr. A. Bagger) et l’Italie (Prof. Dr. V. Macchia, Prof. Dr. A. Augschöll, A. Ardemagni) cherche un moyen de définir le caractère inclusif des supports pédagogiques. C’est dans cette perspective qu’a été développé un catalogue de critères permettant d’évaluer la pertinence des supports pédagogiques en vue de leur utilisation dans des contextes d’enseignement inclusif. La présente contribution présente ces critères en les mettant en parallèle avec les conclusions des recherches menées au Luxembourg. [less ▲]

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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 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: Challenges in Physics Education (2021)

Specific features in the three steps of theoretical framing, data collection and data analysis characterise qualitative research on science education. As a general tendency, the qualitative paradigm ... [more ▼]

Specific features in the three steps of theoretical framing, data collection and data analysis characterise qualitative research on science education. As a general tendency, the qualitative paradigm contributes to research results that are gained by the interpretation of non-numerical data collected through a rather open, not hypothesis-driven, process-like research (Bortz and Döring in Research methods and evaluation: for human and social scientists. Springer Medizin, Heidelberg, 2016; Lamnek and Krell in Qualitative social research: With online material. Beltz, Weinheim, 2016). Beyond this pragmatic shortcut to the paradigmatic perspective, it should be emphasised that the following contribution is based on a fundamental understanding of qualitative research in the sense of a multidimensional modular system. The individual components of this system can be used and combined flexibly. However, this must happen based on the solid foundation of theory and the principled orientation towards the object of research or research questions. This contribution presents and discusses current trends in qualitative research on science education in schools. The chapter focusses on the four steps (a) theoretical groundwork for a research project in didactics, (b) data collection implying sampling, methods and technical support, (c) data analysis with its diverse methods and criteria of quality and (d) the interpretation of the analysed data related to the theoretical framework as well as to the research field. [less ▲]

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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 detailLandscapes of Educational Inclusion – International comparison
Vogt, Michaela; Andersen, Katja Natalie UL; Bagger, Anette et al

in International Journal of Inclusive Education (n.d.)

Detailed reference viewed: 31 (0 UL)