Results 1-20 of 626.
((author:Schuller, author:Anne-Marie) OR (author:Ugen, author:Sonja) OR (author:Hoffmann, author:Danielle) OR (author:Martin, author:Romain) OR (author:Schiltz, author:Christine) OR (author:Hornung, author:Caroline))

Bookmark and Share    
Full Text
See detailSprach- und Leseunterschiede zwischen portugiesischen Migrantenkindern mit und ohne Klassenwiederholung in Luxemburg.
Ertel Silva, Cintia UL; Hornung, Caroline UL; Schiltz, Christine UL

in University of Luxembourg, LUCET; Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse, SCRIPT, (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

Antônio ist ein Junge aus Luxemburg im schulpflichtigen Alter. Er wird demnächst Lesen und Schreiben lernen. Antônios Eltern sind Portugiesen, und zu Hause sprechen sie nur ihre Muttersprache. In Cycle 1 ... [more ▼]

Antônio ist ein Junge aus Luxemburg im schulpflichtigen Alter. Er wird demnächst Lesen und Schreiben lernen. Antônios Eltern sind Portugiesen, und zu Hause sprechen sie nur ihre Muttersprache. In Cycle 1 (Vorschule) hat Antônio Luxemburgisch sprechen gelernt. Seit er in der Vorschule mit der Sprache in Berührung gekommen ist, hat er sich einen großen Wortschatz in Luxemburgisch angeeignet. Wortschatzkenntnisse gehören zu den wichtigsten Voraussetzungen für das Lesen (Lervåg & Aukrust, 2010). Kinder, die das Lesenlernen mit umfangreicheren Wortschatzkenntnissen beginnen, haben bessere Chancen auf Lernerfolge beim Lesen. Für Kinder in Luxemburg ist es eine große Herausforderung, dass der Schriftspracherwerb in Deutsch erfolgt, das für die meisten von ihnen eine Fremdsprache ist, und nicht in Luxemburgisch, also der Sprache, die sie zuvor in Cycle 1 gelernt haben. [less ▲]

Detailed reference viewed: 25 (0 UL)
Full Text
See detailDifférences de performance dans les compétences langagières et en lecture entre élèves à parcours scolaire régulier et irrégulier, issus de familles immigrées portugaises au Luxembourg.
Ertel Silva, Cintia UL; Hornung, Caroline UL; Schiltz, Christine UL

in University of Luxembourg, LUCET; Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse, SCRIPT (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021)

Detailed reference viewed: 16 (0 UL)
Full Text
Peer Reviewed
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)

Detailed reference viewed: 29 (2 UL)
Full Text
Peer Reviewed
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)

Detailed reference viewed: 36 (8 UL)
Peer Reviewed
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)

Detailed reference viewed: 44 (10 UL)
Peer Reviewed
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)

Detailed reference viewed: 40 (7 UL)
Peer Reviewed
See detailFair Assessment of Cognitive Abilities in Multilingual Children
Kijamet, Dzenita UL; Ugen, Sonja UL

Scientific Conference (2021, November 11)

Detailed reference viewed: 99 (5 UL)
Peer Reviewed
See detailUsing Automatic Item Generation in the context of the Épreuves Standardisées (Épstan): A pilot study on effects of altering item characteristics and semantic embeddings
Michels, Michael Andreas UL; Hornung, Caroline UL; Inostroza Fernandez, Pamela Isabel UL et al

Scientific Conference (2021, November 11)

Assessing mathematical skills in national school monitoring programs such as the Luxembourgish Épreuves Standardisées (ÉpStan) creates a constant demand of developing high-quality items that is both ... [more ▼]

Assessing mathematical skills in national school monitoring programs such as the Luxembourgish Épreuves Standardisées (ÉpStan) creates a constant demand of developing high-quality items that is both expensive and time-consuming. One approach to provide high-quality items in a more efficient way is Automatic Item Generation (AIG, Gierl, 2013). Instead of creating single items, cognitive item models form the base for an algorithmic generation of a large number of new items with supposedly identical item characteristics. The stability of item characteristics is questionable, however, when different semantic embeddings are used to present the mathematical problems (Dewolf, Van Dooren, & Verschaffel, 2017, Hoogland, et al., 2018). Given culture-specific knowledge differences in students, it is not guaranteed that illustrations showing everyday activities do not differentially impact item difficulty (Martin, et al., 2012). Moreover, the prediction of empirical item difficulties based on theoretical rationales has proved to be difficult (Leighton & Gierl, 2011). This paper presents a first attempt to better understand the impact of (a) different semantic embeddings, and (b) problem-related variations on mathematics items in grades 1 (n = 2338), 3 (n = 3835) and 5 (n = 3377) within the context of ÉpStan. In total, 30 mathematical problems were presented in up to 4 different versions, either using different but equally plausible semantic contexts or altering the problem’s content characteristics. Preliminary results of IRT-scaling and DIF-analysis reveal substantial effects of both, the embedding, as well as the problem characteristics on general item difficulties as well as on subgroup level. Further results and implications for developing mathematic items, and specifically, for using AIG in the course of Épstan will be discussed. [less ▲]

Detailed reference viewed: 49 (8 UL)
Peer Reviewed
See detailDevelopment of a screeneing tool for functional vision impairments in early childhood
Monteiro, Sara UL; Esch, Pascale UL; Hipp, Géraldine et al

Scientific Conference (2021, November 11)

Cerebral Visual Impairment (CVI) is a term used to designate a neurological disorder of the visual pathways impacting visual processes at any given level (Lueck et al., 2019). Due to the advances n ... [more ▼]

Cerebral Visual Impairment (CVI) is a term used to designate a neurological disorder of the visual pathways impacting visual processes at any given level (Lueck et al., 2019). Due to the advances n perinatal and medicinal care, CVI’s occurrence has increased significantly over the last years (Chokron & Dutton, 2016). The condition almost always entails aggregated functional vision impairments, i.e., limitations on the use of binocular vision during everyday tasks (Dutton, 2015). CVI can have effects on school achievements if undetected. Early detection is thus key to offer appropriate aids to avoid a negative impact on learning processes. The aim of this project is to develop a large-scale screener at the beginning of formal schooling, to identify functional vision impairments early on. For this reason, a set of items assessing different visual functions will be incorporated into the Luxembourgish school monitoring program. Based on a theoretical model of object recognition (Humphreys and Riddoch, 1987), we developed items that can be administered in a classroom setting which target different stages of visual perceptual processing, as well as visual functions connected with both dorsal and ventral streams, visual spatial processing and visual memory. We will present the design of the large-scale screener in relation to the theoretical model, as well as the rationale used to include or exclude various perceptual visual functions in the final test. Furthermore, we will explain the foreseen data collection and tool validation processes. [less ▲]

Detailed reference viewed: 209 (6 UL)
Full Text
Peer Reviewed
See detailAutomatic Integration of Numerical Formats Examined with Frequency-tagged EEG
Marinova, Mila UL; Georges, Carrie UL; Guillaume, Mathieu et al

in Scientific Reports (2021)

How humans integrate and abstract numerical information across different formats is one of the most debated questions in human cognition. We addressed the neuronal signatures of the numerical integration ... [more ▼]

How humans integrate and abstract numerical information across different formats is one of the most debated questions in human cognition. We addressed the neuronal signatures of the numerical integration using an EEG technique tagged at the frequency of visual stimulation. In an oddball design, participants were stimulated with standard sequences of numbers (<5) depicted in single (digits, dots, number words) or mixed notation (dots – digits, number words – dots, digits – number words), presented at 10Hz. Periodically, a deviant stimulus (>5) was inserted at 1.25 Hz. We observed significant oddball amplitudes for all single notations, showing for the first time using this EEG technique, that the magnitude information is spontaneously and unintentionally abstracted, irrespectively of the numerical format. Significant amplitudes were also observed for digits – number words and number words – dots, but not for digits – dots, suggesting an automatic integration across some numerical formats. These results imply that direct and indirect neuro-cognitive links exist across the different numerical formats. [less ▲]

Detailed reference viewed: 46 (2 UL)
Peer Reviewed
See detailThe Impact of the COVID-19 Pandemic on the Luxembourgish Education System: Differences between students based on background characteristics in elementary and secondary school
Fischbach, Antoine UL; Colling, Joanne UL; Levy, Jessica UL et al

Scientific Conference (2021, November)

Policy responses to the COVID-19 pandemic (e.g., school closure, home-schooling) have affected students at various stages of education all over the world and were found to increase inequalities in ... [more ▼]

Policy responses to the COVID-19 pandemic (e.g., school closure, home-schooling) have affected students at various stages of education all over the world and were found to increase inequalities in academic achievement (OECD, 2021). The present study is based on fully representative large-scale data from the Luxembourg School Monitoring Programme (Épreuves Standardisées; ÉpStan; LUCET, 2021). The ÉpStan are assessing key competencies of primary and secondary school students in different subjects (e.g., German, French and Math). To allow a fair performance comparison, socio-economic and socio-cultural backgrounds of students (e.g., gender, migration and language background) are systematically taken into consideration. The ÉpStan 2020 entail data from approximatively 25.000 students from five different grades (elementary and secondary school), from 15.000 parents (elementary school) and comparative data from 160.000 students from previous cohorts, thus providing key empirical findings on the pandemic’s impact on the Luxembourgish education system. In the present contribution, we analyze a) how the results of standardized achievement tests compare to previous cohorts and under consideration of students’ socio-economical and socio-cultural background, as well as b) how parents and students perceived home-schooling with regard to aspects such as coping, technical equipment, motivation or contact to teachers. First results indicate that in Grades 1, 5, 7 and 9, standardized achievement scores were generally stable in comparison to previous years. However, in Grade 3, students’ competency scores in German (primary language of instruction in elementary school) listening comprehension worsened substantially. Furthermore, third graders from socio-economically disadvantaged households and/or students that do not speak Luxembourgish/German at home did worse in German reading comprehension than their peers from socio-economically advantaged households and/or speaking Luxembourgish/German at home. Concerning the perception of home-schooling, students coped rather well with the situation, with German being a bit more challenging in primary school and math in secondary school. Findings concerning motivation and enjoyment of home-schooling were mixed, with primary school students’ motivation being comparably to the regular school setting but approximately half of the secondary school students being less motivated than in the regular school setting. Furthermore, all households seem to have been well equipped, with the situation being slightly more favorable in socio-economically advantaged households. For the majority of students, the contact with teachers was frequent, with teachers having adapted their type of support to the needs of their students (e.g., more personal contact towards students from socio-economically disadvantaged households). To conclude, it can be said that no systematic negative trend has been identified in students’ achievement scores. Only German listening comprehension in Grade 3 has worsened substantially and these skills should therefore be fostered as early as possible. Overall, students coped rather well with home-schooling without, however, particularly enjoying it. While students entering the pandemic with favorable background characteristics (e.g., higher socio-economic status, speaking a language of instruction at home) managed better both regarding competencies and perception of home-schooling, students with less favorable background characteristics have received more differentiated support. These findings underline that already existing inequalities in the Luxembourgish school system have in parts been intensified by the pandemic. References LUCET. (2021). Épreuves Standardisées (ÉpStan). https://epstan.lu OECD. (2021). The State of School Education: One Year into the COVID Pandemic. OECD Publishing. https://doi.org/10.1787/201dde84-en [less ▲]

Detailed reference viewed: 152 (11 UL)
Peer Reviewed
See detailDevelopment of a large-scale screener for functional vision impairments in early childhood
Monteiro, Sara UL; Esch, Pascale UL; Hipp, Géraldine et al

Scientific Conference (2021, October 21)

Cerebral Visual Impairment (CVI) is a term used to designate a neurological disorder of the visual pathways impacting visual processes at any given level (Lueck et al., 2019). Due to the advances in ... [more ▼]

Cerebral Visual Impairment (CVI) is a term used to designate a neurological disorder of the visual pathways impacting visual processes at any given level (Lueck et al., 2019). Due to the advances in perinatal and medicinal care, CVI’s occurrence has increased significantly over the last years (Chokron & Dutton, 2016). The condition almost always entails aggregated functional vision impairments, i.e., limitations on the use of binocular vision during everyday tasks (Dutton, 2015). CVI can have effects on school achievements if undetected. Early detection is thus key to offer appropriate aids to avoid a negative impact on learning processes. The aim of this project is to develop a large-scale screener at the beginning of formal schooling, to identify functional vision impairments early on. For this reason, a set of items assessing different visual functions will be incorporated into the Luxembourgish school monitoring program. Based on a theoretical model of visual perceptual processing (Humphreys and Riddoch, 1987), we developed timed and non-timed items that can be administered in a large-scale classroom setting which target different stages of visual perceptual processing. Furthermore, we included visual functions connected with both dorsal and ventral streams, visual spatial processing, visual exploration and visual memory. We will present the design of the large-scale screener in relation to the theoretical model, as well as the rationale used to include or exclude various perceptual visual functions in the final test. Furthermore, we will explain the planned data collection and tool validation processes. [less ▲]

Detailed reference viewed: 159 (14 UL)
Full Text
Peer Reviewed
See detailArtificial intelligence and machine learning: an introduction for orthopaedic surgeons
Ley, Christophe UL; Martin, R. Kyle; Pareek, Ayoosh et al

in Knee Surgery, Sports Traumatology, Arthroscopy (2021)

The application of artificial intelligence (AI) and machine learning to the field of orthopaedic surgery is rapidly increasing. While this represents an important step in the advancement of our specialty ... [more ▼]

The application of artificial intelligence (AI) and machine learning to the field of orthopaedic surgery is rapidly increasing. While this represents an important step in the advancement of our specialty, the concept of AI is rich with statistical jargon and techniques unfamiliar to many clinicians. This knowledge gap may limit the impact and potential of these novel techniques. We aim to narrow this gap in a way that is accessible for all orthopaedic surgeons. With this manuscript, we introduce the concept of AI and machine learning and give examples of how it can impact clinical practice and patient care. [less ▲]

Detailed reference viewed: 10 (0 UL)