Nina Jude
Biographic Data
| ID | 4163089 |
|---|---|
| NAME | Nina Jude |
| GIVEN NAMES | Nina |
| FAMILY NAME | Jude |
| SIGNATURE | JUDE N |
| AFFILIATIONS | Heidelberg University |
| ORCID | 0000-0001-6755-0435 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Alle gleichermaßen belastet? Eine Typisierung von Schulen während der Pandemie. Empirische Befunde einer trinationalen Längsschnittstudie
Im Schuljahr 2020/2021 waren Schulen aufgrund der Corona-Pandemie vor vielfältige Herausforderungen gestellt. Lehren und Lernen musste an sich ständig ändernde, wenig vorhersehbare Bedingungen angepasst werden und dabei die heterogenen Voraussetzungen der Schulen berücksichtigen. Der vorliegende Beitrag beschäftigt sich mit der Frage, inwiefern sich Schulen bezogen auf den Umgang mit der Pandemie aus Sicht der Schulleitungen unterscheiden und übe…
Effects of pre-pandemic school improvement and digital learning on schools during the Covid-19 pandemic
After the outbreak of the COVID-19 pandemic, schools had to continuously adapt to new pandemic-related regulations and challenges, including the ad hoc transition to remote learning. According to theories on school improvement and professionalisation, sharing knowledge and experiences with digital learning is helpful when dealing with related issues. However, no existing empirical studies analyse longitudinally how pre-pandemic experiences with s…
Exploring the association between non-specialised science teacher rates and student science literacy
Out-of-field teaching is viewed as inferior to subject-specific instruction, but its impact on student outcomes varies depending on the criteria used for evaluation. The present study investigated the consequences of out-of-field teaching in science on different student outcomes on an international scale. Analyses were based on the sixth cycle of PISA data, using a subsample of N = 128,438 students (51% girls) and N = 27,819 teachers (44% women) …
Éléments de validation d’une échelle de mesure des connaissances métacognitives liées à la lecture numérique
Cette étude vise à identifier des traces de validité d’une échelle de mesure des connaissances métacognitives de la lecture numérique inédite, développée pour le PISA 2018 et, plus particulièrement, à établir si cette échelle mesure des connaissances relevant de la lecture plutôt que de la littératie numérique. Les données des 37 pays de l’OCDE ont été utilisées. Les résultats montrent que l’échelle de connaissances métacognitives présente une fo…
Validating a Scale Measuring Metacognitive Knowledge About Digital Reading
This study aims to find evidence that validates an unprecedented scale assessing metacognitive knowledge about digital reading, developed for PISA 2018. More precisely, the study investigates whether the scale measures metacognitive knowledge about reading as opposed to ICT literacy. Data from the 37 OECD countries were used. The results show strong correlation between this metacognitive knowledge scale, reading performance, and two scales which …
Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish–German bilinguals
Bilingualism has been reported to be positively associated with both metalinguistic awareness and third-language (L3) acquisition. In the present research, the assumptions were tested that literacy in both first (L1) and second (L2) language (full biliteracy) is needed for bilingualism to be positively associated with L3 reading proficiency, and that positive effects of full biliteracy on L3 reading proficiency are mediated through metalinguistic…
No prominent works on this page.
Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish–German bilinguals
Bilingualism has been reported to be positively associated with both metalinguistic awareness and third-language (L3) acquisition. In the present research, the assumptions were tested that literacy in both first (L1) and second (L2) language (full biliteracy) is needed for bilingualism to be positively associated with L3 reading proficiency, and that positive effects of full biliteracy on L3 reading proficiency are mediated through metalinguistic…
Validating a Scale Measuring Metacognitive Knowledge About Digital Reading
This study aims to find evidence that validates an unprecedented scale assessing metacognitive knowledge about digital reading, developed for PISA 2018. More precisely, the study investigates whether the scale measures metacognitive knowledge about reading as opposed to ICT literacy. Data from the 37 OECD countries were used. The results show strong correlation between this metacognitive knowledge scale, reading performance, and two scales which …
Éléments de validation d’une échelle de mesure des connaissances métacognitives liées à la lecture numérique
Cette étude vise à identifier des traces de validité d’une échelle de mesure des connaissances métacognitives de la lecture numérique inédite, développée pour le PISA 2018 et, plus particulièrement, à établir si cette échelle mesure des connaissances relevant de la lecture plutôt que de la littératie numérique. Les données des 37 pays de l’OCDE ont été utilisées. Les résultats montrent que l’échelle de connaissances métacognitives présente une fo…
Effects of pre-pandemic school improvement and digital learning on schools during the Covid-19 pandemic
After the outbreak of the COVID-19 pandemic, schools had to continuously adapt to new pandemic-related regulations and challenges, including the ad hoc transition to remote learning. According to theories on school improvement and professionalisation, sharing knowledge and experiences with digital learning is helpful when dealing with related issues. However, no existing empirical studies analyse longitudinally how pre-pandemic experiences with s…
Exploring the association between non-specialised science teacher rates and student science literacy
Out-of-field teaching is viewed as inferior to subject-specific instruction, but its impact on student outcomes varies depending on the criteria used for evaluation. The present study investigated the consequences of out-of-field teaching in science on different student outcomes on an international scale. Analyses were based on the sixth cycle of PISA data, using a subsample of N = 128,438 students (51% girls) and N = 27,819 teachers (44% women) …
Alle gleichermaßen belastet? Eine Typisierung von Schulen während der Pandemie. Empirische Befunde einer trinationalen Längsschnittstudie
Im Schuljahr 2020/2021 waren Schulen aufgrund der Corona-Pandemie vor vielfältige Herausforderungen gestellt. Lehren und Lernen musste an sich ständig ändernde, wenig vorhersehbare Bedingungen angepasst werden und dabei die heterogenen Voraussetzungen der Schulen berücksichtigen. Der vorliegende Beitrag beschäftigt sich mit der Frage, inwiefern sich Schulen bezogen auf den Umgang mit der Pandemie aus Sicht der Schulleitungen unterscheiden und übe…
Psychology (4 works) · Mathematics education (3 works) · COVID-19 and Mental Health (2 works) · Educational Strategies and Epistemologies (2 works) · Linguistics (2 works) · Literacy (2 works) · Online Learning and Analytics (2 works) · Pedagogy (2 works) · 2019-20 coronavirus outbreak (1 works) · Cartography (1 works)