Ludwigsburg, Germany

College of Education, Ludwigsburg
Ludwigsburg, Germany
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Renner G.,College of Education, Ludwigsburg | Irblich D.,Sozialpadiatrisches Zentrum Kreuznacher Diakonie Deutschland Sozialpadiatrisches Zentrum Kreuznacher Diakonie
Praxis der Kinderpsychologie und Kinderpsychiatrie | Year: 2016

Test Reviews in Child Psychology: Test Users Wish to Obtain Practical Information Relevant to their Respective Field of Work This study investigated to what extent diagnosticians use reviews of psychometric tests for children and adolescents, how they evaluate their quality, and what they expect concerning content. Test users (n = 323) from different areas of work (notably social pediatrics, early intervention, special education, speech and language therapy) rated test reviews as one of the most important sources of information. Readers of test reviews value practically oriented descriptions and evaluations of tests that are relevant to their respective field of work. They expect independent reviews that critically discuss opportunities and limits of the tests under scrutiny. The results show that authors of test reviews should not only have a background in test theory but should also be familiar with the practical application of tests in various settings.

Agency: European Commission | Branch: FP7 | Program: CSA-SA | Phase: SiS-2010- | Award Amount: 4.14M | Year: 2011

Following the recommendations of the Science Education Now: A renewed Pedagogy for the Future of Europe report, the Pathway Supporting Action is bringing together experts in the field of science education research and teachers communities, scientists and researchers involved in pioneering scientific research, policy makers and curriculum developers to promote the effective widespread use of inquiry and problem based science teaching techniques in primary and secondary schools in Europe and beyond. The proposed approach is based on three main axes that could facilitate the uptake of IBSE (Inquiry-Based Science Education): It a) proposes a standard-based approach to teaching science by inquiry that outlines instructional models that will help teachers to organise effectively their instruction, b) deploys a series of methods to motivate teachers to adopt inquiry based techniques and activities in their classrooms and c) offers access to a unique collection of open educational resources and teaching practices (linked with the science curricula) that have proven their efficiency and efficacy in promoting inquiry based education and that are expanding the limitations of classroom instruction. Such an approach enables all stakeholders (teachers, teachers trainers, curriculum developers, policy-makers) to examine their own practices in the light of the best performing approaches that set the standards on what can be achieved and provides them with a unique tool to bring about improvements in their everyday practice.

Renner G.,College of Education, Ludwigsburg | Lessing T.,University of Osnabrück | Krampen G.,University of Trier | Irblich D.,Sozialpadiatrisches Zentrum kreuznacher diakonie
Zeitschrift fur Neuropsychologie | Year: 2012

The present study evaluated the retest stability of the computerized "Testbatterie zur Aufmerksamkeitspräfung fär Kinder" (Test battery for the assessment of attention in children; KITAP) with 64 children aged 6-7 years who received treatment in a community mental health service for early assessment and intervention (social pediatric center). The retest interval was 14 to 28 days. Although the split-half reliability scores at both test sessions were very similar to the standardization sample, retest data showed only insufficient correlations ranging from.32 to.74. Significant mean differences between first and second administration were found for 12 of the 22 test scores showing both increase and decrease of performance. © 2012 Verlag Hans Huber, Hogrefe AG, Bern.

Renner G.,College of Education, Ludwigsburg | Mickley M.,College of Education, Ludwigsburg
Praxis der Kinderpsychologie und Kinderpsychiatrie | Year: 2015

A review of 23 German intelligence test manuals shows that test-authors do not exclude the use of their tests for children with disabilities. However, these special groups play a minor role in the construction, standardization, and validation of intelligence tests. There is no sufficient discussion and reflection concerning the issue which construct-irrelevant requirements may reduce the validity of the test or which individual test-adaptations are allowed or recommended. Intelligence testing of children with disabilities needs more empirical evidence on objectivity, reliability, and validity of the assessment-procedures employed. Future test construction and validation should systematically analyze construct-irrelevant variance in item format, the special needs of handicapped children, and should give hints for useful test-adaptations. © Vandenhoeck & Ruprecht GmbH & Co. KG, Göttingen 2015.

Binder U.,College of Education, Ludwigsburg
Zeitschrift fur Padagogik | Year: 2015

The contribution is in the tradition of science studies that, in an observant and analytical manner, try to reconstruct both knowledge production in its determinants as well as these determinants in order to provide results (i. e., that does not act in the mode of disciplinary identity formation or practice-related creation of meaning). Those perspectives traditionally chosen are supplemented with that of the analysis of argumentation in looking at the most recent history of general education. In this, the focus is on the question of in how far the extensive debates on the constitution of that discipline, held during the 1990s, have had an impact on current research.

Binder U.,College of Education, Ludwigsburg
Zeitschrift fur Padagogik | Year: 2012

The author inquires into the question of how the category of "future" is discussed in programmatic pedagogical writings of the early twentieth century. In this, his analysis focuses on the linguistic level, on the language in and with which pedagogy is tuned to the "future". The basic motives and argumentative patterns applied when using "future" are reconstructed in order to show by what German, Austrian, or French pedagogues orientate themselves when talking about "future".

Habekost A.,College of Education, Ludwigsburg | Aristov N.,College of Education, Ludwigsburg
Chemosphere | Year: 2012

Reductive dechlorination and debromination of halogenated biphenyls (PCBs) and diphenyl ethers (PBDEs) occurs efficiently at moderately elevated temperatures (350-600 °C) with zero valent iron (iron powder) in a nitrogen atmosphere. The proton donors tested were waste transformer oil, iso-octane, and n-decane. Observation of production of biphenyl and diphenyl ether and their condensation products indicates that the reaction is not simple pyrolysis, but a reduction. No halogenated organic products are observed. © 2012 Elsevier Ltd.

Aristov N.,College of Education, Ludwigsburg | Habekost A.,College of Education, Ludwigsburg
Chemosphere | Year: 2010

A flow tube reactor containing common commercial grade iron powder in a nitrogen atmosphere is capable of >99% reductive dehalogenation of organochlorides at 500°C. The reactor was tested with a series of organochlorides, including various PCBs and DDT, using toluene or Ca(OH) 2, as proton donors, the latter formed from quicklime and water. The products of dehalogenation are benzene, biphenyl, hydrocarbons and metal chloride, as detected by GC/GC-MS and wet chemical analytical methods. © 2010 Elsevier Ltd.

Binder U.,College of Education, Ludwigsburg
Zeitschrift fur Padagogik | Year: 2014

The state does not only administrate socio-cultural, -political, -economic, or -moral structures, it also intervenes formatively. Pedagogical institutions and modes play an important role in this context, in that they influence the prerequisites that are meant to ensure its existence. The educational system is the foremost medium in exerting an influence on citizens; just as semi-pedagogical state agitation allows influencing their attitudes, opinions, or beliefs. In addition, however, there is a third possibility of the state acting as educator: influence through legislation. Hardly any research has been done on this aspect. This contribution tries to fill that gap by looking at the junction between the sciences of law, politics, and education and by analyzing which pedagogical impetus is embedded in laws as a control instrument of the state.

The topos of internationalization represents a constitutive dimension of current reform discourses. It is striking that, in contrast to other modernizations, strategies of internationalization on university level are being consistently implemented without contradiction. Why is that? - That is the leading question of this contribution. The emergence of strategies of internationalization at colleges of education is reconstructed from the perspective of differentiation theory in order to thus find an explanation for the complete and consistent affirmation of 'internationalization' in the educational-scientific context.

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