Session Information
99 ERC ONLINE 25 B, Interactive Poster Session
Interactive Poster Session
MeetingID: 846 6745 5675 Code: 3kRTuq
Contribution
In the current debate about schools teaching inclusion and digitalisation are two key topics. The combination of inclusion and digitalisation creates new synergy effects for good teaching. This is the focus of the project BRIDGES at the University of Vechta. Scientific and practice-oriented research for methods of dealing successfully with heterogeneity and inclusion will be strengthened and the promotingcompetences in this area will be integrated into the development of new teaching strategies. In a sub-project, these effects are used to support students in the fifth grade in narrative writing. The learning application ’Reise nach Narrativa digital – eine Welt voller Geschichten’ (Journey to Narrativa Digital- a World Full of Stories) has been developed as a promising and well-structured support for inclusive German lessons. In a longitudinal study with an experimental-control group design, the support improvement of narrative writing skills of students in the fifth grade has been investigated within three measurement points (pre, post, follow up). The sample consisted of approximately 350 fifth graders from seven schools in Germany. The experimental group received 90 minutes of writing training per week during eight weeks. The developed learning software is based on the well-known model from Hayes and Flower (1980). The application systematically guides students through the process of writing until a complete story is created at the end of the application. There are numerous differentiations in the application for the heterogeneous learning group. Furthermore the application is designed to be as barrier-reduced as possible. In addition to the individual work on their own story, the young people receive and give feedback.
The control group has only attended regular classes while the experimental group received their training. The quantitative and qualitative development of the text production, the writing-related self-concept, the motivation to write and the attitude towards digital writing were evaluated. The measurements were taken one week before and one week after the intervention for both groups. After three months follow-up surveys were conducted to investigate long-term effects. The first results from the study will be presented on the poster.
Method
The evaluation is designed as an effectiveness study. It will be conducted in a study with a two-group-design and pre-post-follow-up study to analyse the effectiveness of the application on narrative writing skills. The following superordinated research question will be investigated: Does the web application support students in their narrative writing skills? In addition to analysing the effectiveness of the application on the whole group, different subgroups will also be considered. Diagnostic and survey methods, that are as standardised and meaningful as possible, were chosen to capture the most important target areas of the intervention. These areas are essential for answering the research question. In addition to the dependent variables, questionnaires were also used to enable the subsequent formation of subgroups. The survey consists of the following elements: 45-minutes writing test to assess the quantity and quality of narrative writing competence (NAEP, 2011; Schulden & Hillenbrand, 2018), questionnaire to assess writing socialisation, writing-related self-concept, writing habits, writing motivation (from the DESI study, Wagner, Helmke & Rösner, 2009), writing-related self-efficacy (Glaser 2004), digital writing attitude (self-created items), and evaluation of the application (self-created items on the key implementation variables acceptability, appropriateness and feasibility, Petermann, 2014), SDQ (Strenghts and Difficulties Questionnaire) (Goodman, 1997), SLS (Salzburger Lesescreening, Mayringer & Wimmer, 2014) (Salzburg Reading Screening), LSL (Lehrereinschätzliste für Lern- und Sozialverhalten, Petermann & Petermann, 2013) (teacher assessment list for social and learning behaviours).
Expected Outcomes
The study aims to find out whether the web application supports students in their narrative writing skills. The web application offers many different elements designed to enable inclusive use in the classroom so that all students can improve their narrative writing skills. The differences between the subgroups (e.g. pupils with weak reading skills, a migration background, a diagnosed special educational need) will be investigated and a comparison to the control group will be made.
References
Mayringer, H. & Wimmer, H. (2014). Salzburger Lese Screening für die Klassenstufen 2-9 (SLS 2-9) (Salzburg Reading Screening for Grades 2-9). Göttingen: Hogrefe. Glaser, C. (2004). Förderung der Schreibkompetenz bei Grundschülern: Effekte einer integrierten Vermittlung kognitiver Schreibstrategien und selbstregulatorischer Fertigkeiten (Promoting Writing Competence in Primary School Students: Effects of Integrated Teaching of Cognitive Writing Strategies and Self-Regulatory Skills). Potsdam: Universität Potsdam. Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A Research Note. Journal of Child Psychology and Psychiatry, 38, 581–586. Hayes, J. R. & Flower, L.S. (1980). Identifying the Organization of Writing Processes. In Gregg, L. W. & Steinberg E. R. (Eds.), Cognitive processes in writing, 3–30. Petermann, F. (2014). Implementationsforschung: Grundbegriffe und Konzepte (Implementation Research: Basic Terms and Concepts). In: Psychologische Rundschau (Psychological Review), 65, 122-128. Petermann, U. & Petermann, F. (2013). LSL: Lehrereinschätzliste für Sozial- und Lernverhalten (Teacher Assessment List for Social and Learning Behaviours). Göttingen: Hogrefe. Schulden, M. & Hillenbrand, C. (2018). Textbeurteilungsmatrix Erzählendes Schreiben (TBES) (Text Assessment Matrix Narrative Writing). Unveröffentlichtes Manuskript (Unpublished manuscript). Carl von Ossietzky Universität Oldenburg (University of Oldenburg). U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2011 Writing Assessment. Wagner, W. Helmke, H. & Rösner, E. (2009). Deutsch Englisch Schülerleistungen International. Dokumentation der Erhebungsinstrumente für Schülerinnen und Schüler, Eltern und Lehrkräfte (German English Pupil Achievement International. Documentation of Survey Instruments for Pupils, Parents and Teachers). Frankfurt am Main: GFPF.
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