Search results for author:"Wolfgang Schneider"
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Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study
Learning and Instruction Vol. 19, No. 6 (December 2009) pp. 513–526
This article reports results of a four-year longitudinal study that investigated the impact of specific and non-specific precursors on mathematical school achievement. Preschool quantity-number competencies (QNC) predicted mathematical achievement...
Rethinking Strategy Instruction: Direct Reading Strategy Instruction versus Computer-Based Guided Practice
Journal of Research in Reading Vol. 36, No. 2 (May 2013) pp. 223–240
There are many established reading strategy training programmes, which explicitly teach strategic and meta-cognitive knowledge to improve reading comprehension. Although instruction in strategy knowledge leads to improvements in meta-cognitive...
Learning and Instruction Vol. 17, No. 2 (April 2007) pp. 172–183
Educational films for children aim to impart knowledge about a certain topic. In the present paper, it is investigated how much and what kind of information children can remember from educational films and how knowledge acquisition through films...
Home-based literacy activities and children's cognitive outcomes: A comparison between Australia and Germany
International Journal of Educational Research Vol. 71, No. 1 (2015) pp. 75–85
Home-based literacy activities (HBLA) such as reading with a child and their impact on cognitive competencies have been widely investigated. However, few comparison studies between different countries have been conducted. This study compares HBLA in ...
e-Motional Learning in Primary Schools: FearNot! An Anti-Bullying Intervention Based on Virtual Role-Play with Intelligent Synthetic Characters
Electronic Journal of e-Learning Vol. 6, No. 2 pp. 111–118
Addressing the problems of bullying in schools, this paper presents a novel and highly innovative pedagogical approach, building on the immersive power of virtual role-play. Educational role-play is widely accepted as a powerful instrument to change ...
Scott E. J. Watson; Natalie Vannini; Sarah Woods; Kerstin Dautenhahn; Maria Sapouna; Sibylle Enz; Wolfgang Schneider; Dieter Wolke; Lynne Hall; Ana Paiva; Elizabeth Andre; Ruth Aylett
Educational Research Vol. 52, No. 1 (March 2010) pp. 61–80
Background and purpose: Many holistic anti-bullying interventions have been attempted, with mixed success, while little work has been done to promote a "self-help" approach to victimisation. The rise of the ICT curriculum and computer support in...
Natalie Vannini; Sibylle Enz; Maria Sapouna; Dieter Wolke; Scott Watson; Sarah Woods; Kerstin Dautenhahn; Lynne Hall; Ana Paiva; Elizabeth Andre; Ruth Aylett; Wolfgang Schneider
European Journal of Psychology of Education Vol. 26, No. 1 (March 2011) pp. 21–44
Bullying is widespread in European schools, despite multiple intervention strategies having been proposed over the years. The present study investigates the effects of a novel virtual learning strategy ("FearNot!") to tackle bullying in both UK and...
Virtual Learning Intervention to Reduce Bullying Victimization in Primary School: A Controlled Trial
Maria Sapouna; Dieter Wolke; Natalie Vannini; Scott Watson; Sarah Woods; Wolfgang Schneider; Sibylle Enz; Lynne Hall; Ana Paiva; Elizabeth Andre; Kerstin Dautenhahn; Ruth Aylett
Journal of Child Psychology and Psychiatry Vol. 51, No. 1 (January 2010) pp. 104–112
Background: Anti-bullying interventions to date have shown limited success in reducing victimization and have rarely been evaluated using a controlled trial design. This study examined the effects of the FearNot! anti-bullying virtual learning...