See detailResearch on Meaning Making in Luxembourgish Primary Science Education: Implications of a Space-Time-Analysis
Andersen, Katja Natalie

in Siry, Christina; Schreiber, Catherina; Gomez Fernandez, Roberto; Reuter, Bob (Eds.) Critical methodologies for researching teaching and learning (2022)

See detailPerspective luxembourgeoise: Conclusions sur le caractère inclusif des supports pédagogiques
Andersen, Katja Natalie; Vogt, Michaela; Bagger, Anette; Macchia, Vanessa; Bierschwale, Christoph

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. 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.

See detailBildung für nachhaltige Entwicklung als Kompetenzorientierung
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2021), 29(9), 197

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See detailBildung für Nachhaltige Entwicklung in luxemburgischen Lehrwerken: Ergebnisse der TAPSE-Studie
Andersen, Katja Natalie

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 2021 (2021)

Die empirisch-qualitative Studie Textbook Analysis in Primary Science Education (TAPSE; Andersen, 2020; 2018) identifizierte unterschiedliche Ausprägungen von Bildung für nachhaltige Entwicklung (BNE) in luxemburgischen Schulbüchern des Faches Éveil aux sciences. Fachliche und überfachliche Kompetenzen wurden ausdifferenziert, wobei sich zeigte, dass die Lehrwerke insgesamt nur begrenzt Inhalte über nachhaltige Entwicklung enthalten.

See detailDigitalisierung im Kontext von COVID-19
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2021), 29(4), 85

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See detailToward Better Tasks in Sustainability Education: Search for New Approaches on Online Platforms
Andersen, Katja Natalie

in Global Journal of Science Frontier Research (2021), 21(5), 1-6

The O-TAPSE study deals with the question to what extent the sustainable development goals (SDGs) formulated by the UN (2015) are addressed in the latest online tasks for primary science education. The tasks of three online platforms were evaluated by four primary school teachers with regard to the occurrence of content on the SDGs. The results of the study and their analysis show a clear need for action to further implement these contents in online tasks.

See detailWegweisende Themen in Fort- und Weiterbildung
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2021), 29(12), 281

See detailAufgaben des Grundschulunterrichts im Fokus einer Spiel- und Lernkultur
Andersen, Katja Natalie

in Peschel, Markus (Ed.) Didaktik der Lernkulturen (2021)

See detailQualitative Research on Science Education in School
Vogt, Michaela; Andersen, Katja Natalie

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 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.

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See detailDas Unterrichtsthema „Dinge im Wasser“ in Österreichs Schulbüchern des Sachunterrichts: Empirische Ergebnisse
Neuböck-Hubinger, Brigitte; Peschel, Markus; Andersen, Katja Natalie

in GDSU-Journal (2021), 10(12), 107-118

Textbooks are very complex subjects – with different graphical and textual representations and full of stumbling stones for pupils. This article focuses on Austrian textbooks in science education at the primary level, especially on the topic of “objects in water (floating)”. The analysis aims at showing how important this topic is in Austria and which linguistic challenges appear in current textbooks. 148 textbooks between 1900 and 2020 were reviewed, evaluated and compared with another science topic, i.e. “magnetism”. In addition, the text (N=9) are analyzed with regard to linguistic difficulties using the “Wiener Sachtextformel” and criteria according to Bamberger et al. (1989). Throughout the twentieth century, the topic “floating” was increasingly paid attention in Austrian textbooks and the analyzed texts correspond in principle with the primary level. However, a large variance was observed regarding word and sentence length and the frequency of using technical terms. Some exemplary examples illustrate the linguistic challenges.

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See detailDas Projekt ESERO Luxembourg: Konsequenzen für die Lehrerprofessionalisierung zum Thema Bildung für Nachhaltige Entwicklung
Andersen, Katja Natalie; Conrotte, Frederic; Trap, Guillaume; Battello, Nadia

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 2021 (2021)

17 Ziele für eine nachhaltige Entwicklung, sogenannte Sustainable Development Goals (SDGs), finden sich in der Agenda 2030 der Vereinten Nationen (BMZ, 2017). In den Blick geraten Themen wie Klimaschutz, Energie und neue Technologien, die im Rahmen von Bildung für nachhaltige Entwicklung (BNE) ihren Niederschlag finden. Im Projekt ESERO Luxembourg werden Fortbildungen und Unterrichtsmaterialien auf der Grundlage der Ermittlung von Bedarfen zu BNE entwickelt.

See detailSchwimmen oder treiben – Sinken oder untergehen: Die fachliche und semantische Bedeutung von Sprache im naturwissenschaftlich-orientierten Sachunterricht
Peschel, Markus; Neuböck-Hubinger, Brigitte; Andersen, Katja Natalie

in Franz, Ute; Haltenberger, Melanie; Hartinger, Andreas; Kantreiter, Julia; Michalik, Kerstin (Eds.) Sache und Sprache. Probleme und Perspektiven des Sachunterrichts (2021)

See detailBildsprache als Ausgangspunkt von Sprach- und Facharbeit im Sachunterricht: Empirische Ergebnisse zu Darstellungs- und Sprachebenen in Schulbüchern
Andersen, Katja Natalie; Peschel, Markus; Neuböck-Hubinger, Brigitte

in Franz, Ute; Haltenberger, Melanie; Hartinger, Andreas; Kantreiter, Julia; Michalik, Kerstin (Eds.) Sache und Sprache. Probleme und Perspektiven des Sachunterrichts (2021)

Language is of high importance for solving tasks in science education, as results of international assessments have repeatedly shown (cf. Andersen 2020; OECD, 2019). The empirical study LiST (Language in Science Tasks) raises the question, which challenges are to be found in terms of language in tasks used in current primary science textbooks. This article presents the results on tasks that activate the pupils’ reflection on basic concepts in science with special focus on pictorial language and the related verbal tasks. It shows examples of tasks that teachers see as supportive for the development of scientific concepts. The results presented here are discussed in the context of an increasing migration and linguistic diversity of primary school classes. On this basis, hypotheses are formulated for the successful conditions of a scientific concepts activating task construction for primary science education. On this basis, hypotheses for a successful task construction that activates scientific concepts in primary science education.

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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; Bagger, Anette; Macchia, Vanessa; Bierschwale, Christoph

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 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.

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See detailDeveloping multilingual practices in early childhood education through a professional development in Luxembourg
Kirsch, Claudine; Aleksic, Gabrijela; Mortini, Simone; Andersen, Katja Natalie

in International Multilingual Research Journal (2020), 4

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.

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See detailAssessing Task-orientation Potential in Primary Science Textbooks: Toward a New Approach
Andersen, Katja Natalie

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 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.

See detailKompetenzbasiertes Verständnis von Elternarbeit
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2020), 28(7/8), 169

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

in do Céu Ubaiara Brito, Ângela; Ferreira da Silva, Brigida Ticiane (Eds.) Educação em foco: ensaio de pesquisa (2020)

See detailResponses to COVID-19
Andersen, Katja Natalie

Report (2020)

See detailAssessment of the 2020 National Reform Programme
Andersen, Katja Natalie

Report (2020)

From the perspective of primary, secondary and higher education, the 2020 NRP focuses on the two objectives (1) dropping out of school with a target rate under 10% and (2) higher education with a target rate of people between 30 and 34 years of age having a HE qualification reaches 66%. At first glance, both of these target rates may not appear ambitious enough, since similar results have already been achieved in previous years (e.g., 9.3% ESL rate in 2015; see section 2.0). Nevertheless, in view of the specific situation of Luxembourg, which has the highest proportion of foreigners in the European Union, the rates described in the 2020 NRP appear appropriate. In order to achieve the objectives of the 2020 NRP on the ESL rate and the HE rate, the considerations formulated on lifelong learning appear to be of particular importance.

See detailImpact of COVID-19 crisis on Early Childhood Education and Care sector
Andersen, Katja Natalie

Report (2020)

See detailAufgaben als Führungskraft: Herausforderungen im Kontext von COVID-19
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2020), 28(12), 169

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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

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 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.

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See detailQualitätskriterien von inklusiven Bildungsmedien im Fach Mathematik - Theoretische und empirische Rahmenbedingungen
Bierschwale, Christoph; Vogt, Michaela; Andersen, Katja Natalie; Bagger, Anette; Macchia, Vanessa

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 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.

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See detailDeveloping Multilingual Pedagogies in Early Childhood: a review of the project MuLiPEC
Aleksic, Claudine; Aleksic, Gabrijela; Mortini, Simone; Andersen, Katja Natalie; Di Letizia, Laurence

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 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.

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

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., 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.

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

in Peschel, Markus; Carla, Ursula (Eds.) Praxisforschung Sachunterricht (2019)

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.

See detailEducation in Luxembourg
Andersen, Katja Natalie

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 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.

See detailDigital Education in Luxembourg
Andersen, Katja Natalie

Report (2019)

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

in Gruppe, Interaktion, Organisation : Zeitschrift fuer 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 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.

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

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 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.

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See detailDialog. Une publication du projet « Developing multilingual pedagogies in early childhood »
Kirsch, Claudine; Mortini, Simone; Andersen, Katja Natalie; Aleksic, Gabrijela

Learning material (2018)

See detailBilderbücher als Medium zum Valorisieren der Familiensprachen im Précoce
Andersen, Katja Natalie; Reuland, Claudine; Rios-Ney, Jessica

Scientific Conference (2018, April 26)

See detailPerspectives on Translanguaging as a Pedagogy in Luxembourg
Kirsch, Claudine; Aleksic, Gabrijela; Mortini, Simone; Degano, Sarah; Andersen, Katja Natalie

Presentation (2018, April 10)

See detailNaturwissenschaftliche Bildung aus lerntheoretischer Perspektive
Andersen, Katja Natalie

in Hugoth, Matthias (Ed.) Handbuch für Träger von Kindertageseinrichtungen (2018)

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See detailEvaluation of school tasks in the light of sustainability education: Textbook research in science education in Luxembourgish primary schools
Andersen, Katja Natalie

in Environmental Education Research (2018), 24(9), 1301-1319

This article describes a research project that aimed to classify different types of sustainability-related school tasks in terms of two central approaches in primary school education: action-based and task-based learning. Using a textbook analysis approach, the article clarifies implicit and explicit forms of sustainability education in school tasks in Luxembourgish science textbooks for Grades 1 to 6. The study uses a two-step analysis: first, scanning textbooks on content relating to sustainability; and, second, evaluating the teaching practices associated with this content apparent in the textbooks. Step one identifies the school tasks in which sustainability content is implicitly or explicitly addressed while step two analyzes which forms of action-based and task-based learning occur in these sustainability-related school tasks. Based on the results two claims can be made: first, that there is very little sustainability-related content in Luxembourgish primary science textbooks, and those topics raised mostly relate to sustainability only indirectly; secondly, action-based and task-based learning are undervalued in the context of sustainability-related school tasks; neither of the two was commonly found in school tasks in sustainability education.

See detailSchulbuchentwicklung in Luxemburg: Forschungsergebnisse der TAPSE-Studie
Andersen, Katja Natalie

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 2018 (2018)

See detail„Doing Science“: Erwerb von Kompetenzen im naturwissenschaftlichen Unterricht der École fondamentale
Siry, Christina; Andersen, Katja Natalie; Wilmes, Sara

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 2018 (2018)

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See detailNewsletter des Forschungsprojekts MuliPEC
Kirsch, Claudine; Mortini, Simone; Andersen, Katja Natalie; Aleksic, Gabrijela

Learning material (2018)

See detailTeaching and Learning in Natural Sciences for Grades 1-5
Thaçi, Lulzim; Mazreku, Ilir; Kastrati, Shpëtim; Andersen, Katja Natalie

Book published by Deutsche Gesellschaft für Internationale Zusammenarbeit (2018)

In the time we are living today, education in natural sciences is very important, where scientific knowledge, rapid development of technology and science technology play an important role in our daily life. Most jobs today require workers to be able to learn, be rational, think creatively and critically, make decisions, and solve problems. Understanding science and scientific processes help to develop these skills. Students are required to develop understanding of scientific concepts, conduct experiments, observe, learn from their practices, and contribute to their education learning processes by affecting both affective and cognitive skills as well as psychomotor skills. Recent research on learning in natural sciences shows that school today is not effective in achieving these goals, where an important reason is the lack of motivation and interest of students in natural sciences. In Kosovo, as well as in other countries, learning natural sciences at school is often considered difficult, meaningless, uninteresting, and irrelevant to the students' future. First results of the PISA International Assessment conducted in 2015 are very disappointing and confirm that the quality of education in Kosovo needs to improve urgently. The performance of Kosovo students in the natural sciences test is ranked at the bottom compared to all participating countries in this assessment, where most of the students from Kosovo have not achieved base competencies and skills up to the age of 15. PISA results also point to serious shortfalls in Kosovo with regards to other aspects of education quality, including teaching and learning in schools. These problems have also been identified by the Ministry of Education, Science and Technology (MEST), which in 2011 started preparations for changing the curricula at the pre-university level and started implementing it in all schools of Kosovo in 2017. This new curriculum is based on the competences of the 21st century. It is based on the achievement of competency scores for each of the 6 curriculum stages, where for primary education the results of competences for stages 1 and 2 have been compiled, the achievement of which is done through learning in natural sciences. The success of students in natural sciences depends on the work and dedication of teachers and students. This is achieved by using modern interactive and comprehensive approaches, methods, techniques and different forms of work. Many procedures are used for this purpose such as, new information, exercises, assignments, project work, practical work, etc. Various materials and tools such as models, diagrams and tables, chemical substances, tools from the kitchen or laboratory, instruments, computers and other educational technologies should also be used. This approach and these methods should serve to encourage independent, critical and creative thinking of students. For all these changes, we must have the well-trained teachers. This can be achieved through continuous teacher professional development, as well as continuous cooperation between them.

See detailInteraktive Lehr-/Lernmethoden in Éveil aux Sciences
Andersen, Katja Natalie

Scientific Conference (2017, October 24)

See detailScience teaching and learning in multilingual environments
Andersen, Katja Natalie

Scientific Conference (2017, April 10)

See detailMehrsprachigkeit von Kindern im Kontext der Naturwissenschaften: Empirische Befunde und Praxisbezüge
Andersen, Katja Natalie

in Hugoth, Matthias (Ed.) Handbuch für Träger von Kindertageseinrichtungen (2017)

Full Text
See detailTranslanguaging pedagogy in multilingual early childhood classes: A video ethnography in Luxembourg
Andersen, Katja Natalie

in Translation and Translanguaging in Multilingual Contexts (2017), 3(2), 167-183

This paper investigates translanguaging practices and pedagogy with very young children in the trilingual country of Luxembourg. Recent research has shown that in early childhood education in Luxembourg there is a focus on Luxembourgish to the exclusion of other languages and that this appears to exclude children with foreign language backgrounds from everyday institutional life. Our research asks how and in which forms can a translanguaging pedagogy offer young multilingual children opportunities to engage in literacy practices. Our empirical qualitative pilot study carried out among children aged 2 to 6 in Luxembourgish early childhood programs clarifies forms of translanguaging when instruction is accompanied by pictures and reading in German. The findings suggest that gesture and body language are part of translanguaging, providing multiple resources that enable the young multilingual learner to make meaning.

See detailKommunikation im Fokus der Elementarpädagogik
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2017), 25(5), 97

Full Text
See detailEinblicke in die Sprachideologien und Praktiken von Fachkräften in formalen und non-formalen Einrichtungen in Luxemburg
Kirsch, Claudine; Andersen, Katja Natalie; Mortini, Simone; DiLetizia, Laurence

Scientific Conference (2016, October 13)

Programme zur Förderung von alltagsintegrierter Mehrsprachigkeit in Kindertagesbetreuungen und Vorschulen sind selten. Das seit Mai 2016 laufende Forschungsprojekt MuLiPEC fokussiert die Entwicklung multilingualer Sprachpraktiken von Kindern im Alter von drei bis sechs Jahren sowie die zugrunde liegende Pädagogik im formalen und non-formalen Sektor der frühkindlichen Bildung. Für unsere Forschung ist von besonderem Interesse, die Beziehung zwischen den Sprachideologien der Erzieher/innen und Lehrer/innen und deren pädagogischen Handeln zu hinterfragen und die Reflexion über die Sprachpraktiken im Rahmen einer Weiterbildung und Forschungstreffen zu explizieren. Die Studie widmet sich der Analyse der Ideologien und Praktiken sowie der Effizienz unserer Weiterbildung zur Entwicklung einer mehrsprachigen Pädagogik. Im Vortrag werden der Aufbau des Forschungsprojektes mitsamt der besonderen Sprachensituation in Luxemburg sowie der dem Projekt zugrunde liegenden Weiterbildung vorgestellt und erste Einblicke in Sprachideologien der Fachkräfte gegeben.

See detailMit Postern die Welt erkunden
Andersen, Katja Natalie

Scientific Conference (2016, February 18)

See detailSpiel und Erkenntnis in der Grundschule: Theorie - Empirie - Konzepte
Andersen, Katja Natalie

Book published by Kohlhammer (2016)

Während der Kindergarten eine selbstverständliche Domäne des kindlichen Spiels darstellt, ist die Bedeutung des Spiels in der Grundschule als produktives Element der Didaktik des Unterrichts bis heute kaum ins Blickfeld getreten. Das Buch fragt nach der Bedeutung des Spiels in der Schule und nach Spielformen, die sich produktiv im Unterricht einsetzen lassen. Es führt dafür das theoretische Wissen über die Struktur des Spiels mit dem Wissen um die kindliche Erkenntnistätigkeit im Rahmen einer qualitativ-empirischen Studie zusammen und entwickelt Grundsätze der Unterrichtsgestaltung in der Grundschule, um Elemente des Spielens und Erkennens im Unterricht zu verknüpfen.

See detailMultilingualism and multimodality in Luxembourgish early childhood education
Andersen, Katja Natalie

in Grucza, Sambor; Olpinska-Szkielko, Magdalena; Romanowski, Piotr (Eds.) Advances in understanding multilingualism: A global perspective (2016)

See detailQualität frühkindlicher Bildung im europäischen Vergleich
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2016), 24(5), 97

See detailEducators’ and teachers’ understanding of developing multilingual oracies
Kirsch, Claudine; Andersen, Katja Natalie

Scientific Conference (2015, September 09)

Luxembourg, where three official languages are used concurrently, is also the EU member state with the highest proportion of resident foreigners. Currently, sixty percent of nursery children do not speak Luxembourgish as a first language. Already as six-year-olds, they will have to meet the challenge of a trilingual education system. Findings demonstrate that differences in educational achievement are strongly correlated with the social and cultural backgrounds of the pupils. In the last ten years, early childhood education has seen the rapid development of non-formal educational institutions in response to societal and political pressures that demanded a greater focus on language development, school preparation and social inclusion. The exponential growth requires better provision and staff training. Our in-service training for educators and teachers aimed at the development of the children’s multiple languages through the use of books, pictures and rhymes. During and after the training, the practitioners video-recorded their practices to aid reflection. Our continuing empirical qualitative study, based on visual ethnography, interviews and a survey, investigates both the oracy practices and the practitioners’ perspectives on language development. The presentation will focus on the practitioners and show that they occasionally underestimated the children’s language efforts, misinterpreted translanguaging, and were unsure of their structuring of activities. The collaborative reflections enabled them to develop new practices that capitalize on the children’s languages.

See detailHandlungsorientierung und Aufgabenorientierung im Fach Éveil aux Sciences
Andersen, Katja Natalie

Scientific Conference (2015, May 16)

See detailMultilingual oracies in formal and informal settings in Luxembourg
Andersen, Katja Natalie; Kirsch, Claudine

Scientific Conference (2015, April 20)

Symposium: Spaces for translanguaging in diverse language learning situations While translanguaging has been described as a natural practice amongst multilinguals in our globalized world, it is uncommon in formal and informal educational institutions (Creese & Blackledge, 2010; García, 2009). Translanguaging capitalizes on the learners’ diverse resources and encourages them to draw on their entire semiotic repertoire thereby promoting deep level learning. It is transformative in that it contributes to cognitive and personal development, and develops language and literacy practices that challenge traditional teaching which tends to reproduce social inequalities (García & Wei, 2014). Our presentations focus on data from research projects in three countries that show how learning is mediated when practitioners (e.g. teachers, teacher assistants, educators, parents) adopt child-centred teaching models, implement a “funds of knowledge” theoretical perspective (Gonzalez, Moll & Armanti, 2005), create bridges between the home and school languages, and encourage translanguaging, including gestures and other body language. This view is particularly relevant to young children. We argue that translanguaging harmonizes with models of early years pedagogy which foreground the co-construction of learning between child and adult. We will present four qualitative, small-scale studies, three of them longitudinal. Research was undertaken in a community class in England, a nursery class in France, nursery and primary schools in Luxembourg and crèches and day care centres in Luxembourg. The researchers used a mix method approach comprising video and audio recordings, interviews, field notes and documents to collect data on regular intervals. The presentations will situate the studies within the local and national contexts that mediate the pedagogical practices and present interactions between the practitioners and the children aged between 3 and 11. The key discussion points are the need to create “safe spaces” (Conteh & Brock, 2011) in order to “activate” children’s and practitioners’ translanguaging abilities, the particular challenges practitioners face, and implications for policies and practice. Jean Conteh: Translanguaging as pedagogy in multilingual primary classrooms in England- from the margins to the mainstream Using data from small-scale, longitudinal, ethnographic research in a complementary class situated in a multilingual community in a city in the north of England, this presentation will analyse the interactions between multilingual teachers and their pupils, using a “funds of knowledge” theoretical perspective. It will consider the implications for policy and practice for both teaching and learning. Latisha Mary and Andrea Young: Supporting very young learners in transition from home to school: Translanguaging in a French nursery school class with emergent bilingual children. This paper focuses on the translanguaging practices of a teacher in France with three-year old children and their families. It illustrates how she harnesses the children’s language repertoires as resources and how she creates ‘safe spaces’. Her inclusive linguistic approach appears to facilitate the children’s learning and adjustment to their first year in formal education. Claudine Kirsch: Translanguaging of children and teachers during storytelling activities with iTEO in nursery and primary schools in Luxembourg The project addresses the need for innovative didactic methods to manage the diversity and heterogeneity in Luxembourg’s trilingual schools. The paper shows how learning takes place when teachers and emergent bilinguals translanguage during storytelling activities on the iPad App iTEO. Katja Andersen and Claudine Kirsch: Multilingual oracies in formal and informal settings in Luxembourg The empirical qualitative study, based on visual ethnography, structured interviews and a survey, is situated at the transition from formal to informal education sectors in Luxembourg. The aim is to study explicit and implicit forms of multilingual oracies in the interactions between 3 to 6 year-olds and their educators within practices of using pictures and rhymes. References Conteh, J. and Brock, A. (2011) “Safe spaces”? Sites of bilingualism for young learners in home, school and community, International Journal of Bilingual Education and Bilingualism, 14:3, 347-360. Creese, A. and Blackledge, A. (2010) Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching? The Modern Language Journal, 94, i. García, O. (2009) Bilingual education in the 21st century: A global perspective. West Sussex, UK: Wiley-Blackwell. García, O. and Wei, L. (2014) Translanguaging: Language, Bilingualism and Education. New York: Palgrave Macmillan. González, N., Moll, L. and Amanti, C. (eds) (2005) Funds of Knowledge: Theorising Practices in Households, Communities and Classrooms. New York: Routledge.

See detailVernetzung von Theorie und Praxis: Herausforderungen an die Aus- und Weiterbildung im frühkindlichen Bereich
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2015), 23(6), 123

See detailBildungspläne im nationalen und internationalen Diskurs (Reprint)
Andersen, Katja Natalie

in Schmidt, Christian (Ed.) Handbuch für die erfolgreiche Leitung einer Kindertageseinrichtung (2015)

See detailBildungspläne im nationalen und internationalen Diskurs
Andersen, Katja Natalie

in Hugoth, Matthias (Ed.) Handbuch für Träger von Kindertageseinrichtungen (2015)

See detailSprache und Identität: Aktivieren von Sprachressourcen bei Kindern
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2015), 23(07/08), 147

See detailPartizipation aus Sicht der Erziehungswissenschaft (Reprint)
Andersen, Katja Natalie

in Schmidt, Christian (Ed.) Handbuch für die erfolgreiche Leitung einer Kindertagesstätte (2015)

See detailNaturwissenschaftlicher Unterricht an der Luxemburger École fondamentale
Andersen, Katja Natalie; Siry, Christina; Hengesch, Georges

in MENJE (Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse); Université du Luxembourg (Eds.) Bildungsbericht Luxemburg 2015. Analysen und Befunde (Band 2) (2015)

See detailMultilingual Oracies (MULTORA): Bilder, Verse und Bücher in Kindertageseinrichtungen und dem C1
Andersen, Katja Natalie; Kirsch, Claudine

Scientific Conference (2014, July 24)

See detailNaturwissenschaftliches Lernen und Lehren im vorschulischen Kontext (Reprint)
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2014), 22(07/08), 174-176

See detailPartizipation aus Sicht der Erziehungswissenschaft
Andersen, Katja Natalie

in Hugoth, Matthias (Ed.) Handbuch für Träger von Kindertageseinrichtungen (2014)

See detailNaturwissenschaftliches Lernen und Lehren im vorschulischen Kontext
Andersen, Katja Natalie

in Schmidt, Christian (Ed.) Handbuch für die erfolgreiche Leitung einer Kindertageseinrichtung (2014)

See detailPädagogische Konzepte
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2014), 22(9), 191

See detailPsychische Erkrankungen
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2013), 21(11), 255

See detailTeaching and learning of natural science in grades 1-5 of primary school: Manual for teacher training
Musai, Bardhyl; Andersen, Katja Natalie; Kastrati, Rexhep; Sahiti, Luan; Bejtuhallu, Rasim; Grapci, Linda; Beka, Arlinda; Thaçi, Lulzim

Book published by Deutsche Gesellschaft für Internationale Zusammenarbeit (2013)

Natural science education is an important part of general education of children at school. In the era of information explosion and the rapid development of technology, it is impossible for the school to be a place which transmit information to children and require from them to memorize. Kosovo, as other Western Balkan countries, aims to join the EU in a near future, which means its strategic goal is to be a knowledge society, i.e. one that, among other things, equips schoolchildren with lifelong skills and gives them opportunities to build and create their knowledge, instead of transmitting information. School enables children to use discovery skills as scientists do, solve problems and actively participate in knowledge construction. Education in natural science subjects in Kosovo during the past decade has marked a continous progress. In 2001, the new objective-based curriculum was drafted, which differs from the previous traditional system by integrating the natural sciences into a common and very qualitative programme. However, efforts to raise the quality in education continue, and teachers are aware that their subject contents should be transformed further, and the teaching methods should be enriched. Teacher training needs are identified and analyzed in the survey “Overview on Training Needs of Education Management Staff and Subject Teachers in Mathematics and Natural Sciences” This survey was carried out by the “Capacity Development in the Basic Education Sector in Kosovo” (GIZ/CDBE) Programme.

See detailPädagogik der Hortbetreuung: Perspektiven für den Primar- und Sekundarstufenbereich
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2012), 20(4), 90-92

See detailPerspektivenvielfalt im Fokus reformpädagogischer Modelle
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2012), 20(2), 37-38

See detailErziehungswissenschaftliche Engpässe
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2012), 20(12), 274-275

See detailProfessionalisierung in pädagogischen Handlungsfeldern: Diskurs zur Neubewertung der Leistung
Andersen, Katja Natalie

in KiTa aktuell - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2012), 20(5), 133-134

See detailPädagogik der Hortbetreuung: Perspektiven für den Primar- und Sekundarstufenbereich (Reprint)
Andersen, Katja Natalie

in KiTa aktuell BW - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2012), 21(4), 101-103

See detailProfessionalität in Erziehungs- und Lehrberufen: Qualifizierung von akademischen Fachkräften (Reprint)
Andersen, Katja Natalie

in KiTa aktuell MO - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2011), 19(6), 151-152

See detailKindliches Spiel und Bildung im spieltheoretischen Diskurs
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2011), 19(2), 30-31

See detailPerspektiven zur Theorie der Bindung: Aspekte sozialen Kompetenzerwerbs
Andersen, Katja Natalie

in Schmidt, Christian (Ed.) Handbuch für die erfolgreiche Leitung einer Kindertagesstätte (2011)

See detailBildungs- und Bindungsforschung: Qualifizierte Förderung von Kompetenzen
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2011), 19(7/8), 170-172

See detailHeterogenität im Diskurs der Elternarbeit
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2011), 19(9), 198-199

See detailProfessionalität in Erziehungs- und Lehrberufen: Qualifizierung von akademischen Fachkräften
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2011), 19(5), 117-118

See detailResilienz und Kreativität: Förderung grundlegender Kompetenzfelder
Andersen, Katja Natalie; Paraschou, Athina

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2011), 19(1), 12-13

See detailInterkulturalität und Mehrsprachigkeit: Sprachförderung in der Zusammenarbeit mit Eltern
Andersen, Katja Natalie; Paraschou, Athina

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2011), 19(3), 70-71

See detailStrukturen, Methoden und Modelle der Partizipation
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2010), 18(2), 28-30

See detailZeit erfahrbar machen: Überlegungen zum Denken und Erkennen von Kindern (Reprint)
Andersen, Katja Natalie

in KiTa aktuell NRW - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2010), 19(11), 220-221

See detailBildungsprozesse im Übergang vom Kindergarten zur Grundschule
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2010), 18(11), 230

See detailBildungs- und Rahmenpläne für KiTas und Grundschulen: Beispiel Naturwissenschaft
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2010), 18(11), 220-221

See detailSpielerischer Umgang mit Schrift und Sprache: Zugänge zum kreativen Schreiben
Andersen, Katja Natalie

in Praxis Grundschule (2010), 33(1), 43-45

See detailMethoden des Sachlernens: Werkstattarbeit versus Stationsbetrieb
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2010), 18(5), 110-111

See detailInklusion im Übergang vom Kindergarten zur Grundschule: Das Beispiel der flexiblen Schuleingangsphase
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2010), 18(7/8), 163

See detailPädagogik des Darstellenden Spiels: Eine fächerübergreifende Konzeption zum Thema ‘Mutig sein’
Andersen, Katja Natalie

in Sache - Wort - Zahl. Lehren und Lernen in der Grundschule (2010), 38(107), 19-23

See detailZeit erfahrbar machen: Überlegungen zum Denken und Erkennen von Kindern
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2010), 18(3), 58-59

See detailKind und Sache: Anregungen für eine Pädagogik individueller Unterschiede
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2010), 18(9), 175-176

See detailBildungsprozesse im Übergang vom Kindergarten zur Grundschule (Reprint)
Andersen, Katja Natalie

in KiTa aktuell ND - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2010), 18(11), 230

See detailKonstruktivismus und Sachunterricht: Konstruktivistische Implikationen zum Thema ‘Luft’
Andersen, Katja Natalie

in Sache - Wort - Zahl. Lehren und Lernen in der Grundschule (2010), 38(108), 18-22

See detailÄsthetische Bildung und Erziehung: Zur Bedeutung von Ansätzen zur ästhetischen Bildung und Erziehung in der Betreuung der unter Dreijährigen
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2010), 18(6), 128-129

See detailLernumgebungen im Sachunterricht: Differenziertes Arbeiten - selbstgesteuertes Lernen
Andersen, Katja Natalie

Book published by Klett/Kallmeyer (2010)

See detailMethodenpool Grundschule: Unterricht konstruktivistisch gestalten
Andersen, Katja Natalie

Book published by Beltz (2010)

See detailWissenskonstruktion im Dialog zwischen Alt und Jung: Förderung visueller Lesekompetenz
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2010), 18(1), 4-5

See detailZur inneren Dialektik offener Lehr- und Lernformen: Perspektiven der Projektmethode
Andersen, Katja Natalie; Groot-Bramel, Simon

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2010), 18(10), 196-197

See detailErkunden von Sachzusammenhängen in Gruppenprozessen: Das spielerische Experimentieren als Erkenntnisprozess
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2009), 17(12), 247-248

See detailKonfliktmanagement im Spektrum von Interkulturalität
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2009), 17(9), 181-182

See detailBilder lesen und verstehen
Andersen, Katja Natalie

in Sache - Wort - Zahl. Lehren und Lernen in der Grundschule (2009), 37(105), 8-13

See detailSpielzeugwelten
Andersen, Katja Natalie

in Duncker, Ludwig; Lieber, Gabriele (Eds.) Bildung in der Kindheit: Handbuch zum ästhetischen Lernen für Kindergarten und Grundschule (2009)

See detailKinderarmut und ihre Auswirkungen auf Bewegungsaktivitäten
Andersen, Katja Natalie

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2009), 17(10), 202-203

See detailÄsthetische Erfahrung: Kunst und Pädagogik als dialektische Beziehung in den Jeux Dramatiques
Andersen, Katja Natalie

in Grundschulmagazin (2005), 73(1), 37-40

See detailWahrnehmung in der Leibphänomenologie: Zur Mehrperspektivität leiblicher Interaktion und sinnlicher Wahrnehmung im Theaterspiel
Andersen, Katja Natalie

in Duncker, Ludwig; Sander, Wolfgang; Suhrkamp, Carola (Eds.) Perspektivenvielvalt im Unterricht (2005)

See detailSpiel in der Grundschule: Multiple Funktionen - maßgebliche Aufgaben
Andersen, Katja Natalie; Schwander, Michael Wolfgang

Book published by Klinkhardt (2005)

See detailGrundschulkinder in Harmonie bringen: Eine Kultur des Bewegens
Andersen, Katja Natalie

in Grundschulmagazin (2003), 71(3/4), 29-32

See detailSchreiben als kulturelle Tätigkeit in der Grundschule
Andersen, Katja Natalie

in Forneck, Hermann; Lippitz, Wilfried (Eds.) Literalität und Bildung (2001)

See detailLebenslange Bewegungskultur: Betrachtungen zum Kulturbegriff und zu Möglichkeiten seiner Übertragung auf Bewegungsaktivitäten
Andersen, Katja Natalie

Book published by Bertelsmann (2001)