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Modelling Early Childhood Teachers' Mathematics-Specific Professional Competence and Its Differential Growth through Professional Development -- An Aspect of Structural Validity
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Lindmeier, Anke; Seemann, Selma; Kuratli-Geeler, Susanne; Wullschleger, Andrea; Dunekacke, Simone; Leuchter, Miriam; Vogt, Franziska; Opitz, Elisabeth Moser; Heinze, Aiso – Research in Mathematics Education, 2020
Research on teacher knowledge has been criticised for taking too narrow a view on expertise. Therefore, teacher competence frameworks have been developed that are closely related to professional demands. Their practice-oriented conceptualisations have led to innovative measures with situative demands. However, there is still a lack of knowledge on…
Descriptors: Early Childhood Teachers, Teacher Competencies, Professional Development, Intervention
Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers. 2nd Edition
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Hanemann, Ulrike, Ed.; Scarpino, Cassandra, Ed. – UNESCO Institute for Lifelong Learning, 2016
The UNESCO Institute for Lifelong Learning (UIL) has published a second edition of "Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers." This compilation of case studies from all world regions presents promising literacy and numeracy programmes that use information and…
Descriptors: Educational Technology, Technology Uses in Education, Literacy Education, Numeracy
Evaluation of Maths Training Programme for Children with Learning Difficulties
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Ehlert, Antje; Fritz, Annemarie – South African Journal of Childhood Education, 2013
In the German school system, children are seen as educationally impaired when they are more than two grades behind in their performance in several areas of learning, and this has been the case for several years. A special problem is the fact that support measures are often effective only to a limited extent, or only for a short period. The study…
Descriptors: Learning Disabilities, Numeracy, Grade 3, Grade 1
Fostering Early Numerical Skills at School Start in Children at Risk for Mathematical Achievement Problems: A Small Sample Size Training Study
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Hasselhorn, Marcus; Linke-Hasselhorn, Kathrin – International Education Studies, 2013
Eight six-year old German children with development disabilities regarding such number competencies as have been demonstrated to be among the most relevant precursor skills for the acquisition of elementary mathematics received intensive training with the program "Mengen, zählen, Zahlen" ["quantities, counting, numbers"] (MZZ,…
Descriptors: Foreign Countries, Preschool Children, Developmental Disabilities, Numeracy
Harnessing the Potential of ICTs for Literacy Teaching and Learning: Effective Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets, and Computers
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Hanemann, Ulrike, Ed. – UNESCO Institute for Lifelong Learning, 2014
Different technologies have been used for decades to support adult education and learning. These include radio, television and audio and video cassettes. More recently digital ICTs such as computers, tablets, e-books, and mobile technology have spread at great speed and also found their way into the teaching and learning of literacy and numeracy…
Descriptors: Information Technology, Educational Technology, Technology Integration, Videoconferencing
Effectiveness Measures for Cross-Sectional Studies: A Comparison of Value-Added Models and Contextualised Attainment Models
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Lenkeit, Jenny – School Effectiveness and School Improvement, 2013
Educational effectiveness research often appeals to "value-added models (VAM)" to gauge the impact of schooling on student learning net of the effect of student background variables. A huge amount of cross-sectional studies do not, however, meet VAM's requirement for longitudinal data. "Contextualised attainment models (CAM)"…
Descriptors: Academic Achievement, Mathematics Achievement, Program Effectiveness, Foreign Countries