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Leuders J.,Freiburg University of Education
British Journal of Visual Impairment | Year: 2016

In this article, touch and hearing are analysed regarding their use in inclusive mathematics education of children who are blind, focussing on the development of the number concept in primary school. Relevant publications from different psychological and educational disciplines were compiled resulting in a research synthesis. This review shows that acoustic teaching material is a viable option to supplement tactile material for representing number. In practice, decisions have to be made about the most valuable resources regarding the individual needs of the child with visual impairment, the situation in the inclusive classroom and the concrete learning objectives for all children. To facilitate decisions in choosing or designing teaching material, an evaluation procedure is proposed and explained with examples. © The Author(s) 2015. Source


Ploetzner R.,Freiburg University of Education | Schlag S.,University of Wuppertal
Computers and Education | Year: 2013

In an experimental study, we investigated whether making use of a cognitive learning strategy (1) improves learning from different expository animations, (2) leads to an acquisition of knowledge which is available beyond the learning period, and (3) equally benefits students with low and high cognitive ability alike. A total of 152 sixth graders participated in the study: 69 students learned from an animation about the dances of honeybees and 83 students learned from an animation about sailing. With respect to both animations, the students who made use of the learning strategy significantly outperformed the students who had to write a summary. Effect sizes are medium to large. The beneficial effects of the learning strategy were also verified one week after the learning took place. The results of this study do not support the assumption that students with low and high cognitive ability benefit differently from the strategy. © 2013 Elsevier Ltd. All rights reserved. Source


Kendel F.,Charite - Medical University of Berlin | Wirtz M.,Freiburg University of Education | Dunkel A.,Charite - Medical University of Berlin | Lehmkuhl E.,Charite - Medical University of Berlin | Regitz-Zagrosek V.,Charite - Medical University of Berlin
Journal of Affective Disorders | Year: 2010

Background: Both the depression modules of the Hospital Anxiety and Depression Scale (HADS-D) and the Patient Health Questionnaire (PHQ-9) are widely used for the screening of depression. We analyzed the dimensionality and the item fit of both scales individually and across the scales. Moreover, we sought to identify items which evidenced item response bias associated with age and gender. Methods: The depression subscales HADS-D and the PHQ-9 were administered to 1271 patients (mean age 67.2; 22.5% women) undergoing coronary artery bypass graft surgery (CABG). Rasch analyses were performed to assess the overall fit of the model, individual item fit and differential item functioning (DIF). Results: Rasch analysis revealed that the HADS-D and the PHQ-9 feature a common core construct containing six items of the HADS-D and three items of the PHQ-9. Two of these items are identical with the 2-item short form of the PHQ-9. In addition, fatigability was the only somatic item that fitted the model. No substantial DIF was observed. Limitations: The generalizability of these results might be restricted to patients awaiting CABG. Conclusions: The short form of the PHQ-9 seems to be an economic and valid instrument for the screening of depression, which indicates the same latent construct that is captured by six items of the HADS-D. Further studies are needed to evaluate whether the addition of fatigability might enhance the validity of the PHQ-2 in this patient population. © 2009 Elsevier B.V. All rights reserved. Source


Ploetzner R.,Freiburg University of Education | Lowe R.,Curtin University Australia
Computers in Human Behavior | Year: 2012

Despite the rapid and widespread adoption of animations in education, there is still no systematic account of the main characteristics of expository animations that have been targeted by educational research. A literature search and analysis was conducted to address this deficiency. First, overviews, reviews, and meta-analyses were analysed to extract an initial set of dimensions to characterise expository animations. Next, a representative set of descriptions of expository animations used in past research on learning from animation was retrieved from the research literature. The animations employed in the 44 investigations analysed covered 30 different topics in 14 different domains. The characterisation developed distinguishes attributes that are inherent characteristics of animations from attributes that are external supplements to animations. The potential advantages of the characterisation developed as a framework for future research on learning from animation are discussed. © 2012 Elsevier Ltd. All rights reserved. Source


Korner M.,Albert Ludwigs University of Freiburg | Wirtz M.A.,Freiburg University of Education
BMC Health Services Research | Year: 2013

Background: Effective patient-centred health care requires internal participation, which is defined as interprofessional patient-centred teamwork. Many scales are designed for measuring teamwork from the perspective of one type of health care professional (e.g. physician or nurse), rather than for the use for all health care professionals as well as patients. Hence, this paper's purpose is to develop a scale for measuring internal participation from all relevant perspectives and to check its psychometric properties. Methods. In a multicentre cross-sectional study, a 6-item Internal Participation Scale (IPS) was developed and administered to 661 health care professionals (staff) and 1419 patients in 15 rehabilitation clinics to test item characteristics, acceptance, reliability (internal consistency) and construct validity. Additionally, we performed an exploratory factor analysis (EFA) to determine the factorial structure and explained variance. Confirmatory factor analysis (CFA) was used to verify the theoretically assumed one-dimensional factorial structure. Results: A total of 275 health care professionals and 662 patients participated, and the complete data sets of 272 staff members and 536 patients were included in the final analysis. The discrimination index was above.4 for all items in both samples. Internal consistency was very good, with Cronbach's alpha equalling.87 for the staff and.88 for the patient sample. EFA supported a one-dimensional structure of the instrument (explained variance: 61.1% (staff) and 62.3% (patients)). CFA verified the factorial structure, with the factor loadings exceeding.4 for five of six items in both samples. Global goodness-of-fit indices indicated a good model fit, with a Tucker-Lewis index (TLI) of.974 (staff) and.976 (patients) and a comparative fit index (CFI) of.988 (staff) and.989 (patients). The root mean square error of approximation (RMSEA) amounted to.068 for the patient sample and.069 for the staff sample. There is evidence of construct validity for both populations. Conclusions: The analysis of the scale's psychometric properties resulted in good values. The scale is a promising instrument to assess internal participation from the perspective of both patients and staff. Further research should investigate the scale's psychometric properties in other interprofessional health care settings to examine its generalizability as well as its sensitivity to change. © 2013 Körner and Wirtz; licensee BioMed Central Ltd. Source

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