Katja Natalie Andersen
Biographic Data
| ID | 4172196 |
|---|---|
| NAME | Katja Natalie Andersen |
| GIVEN NAMES | Katja Natalie |
| FAMILY NAME | Andersen |
| SIGNATURE | ANDERSEN K N |
| AFFILIATIONS | University of Luxembourg |
| ORCID | 0000-0002-7072-363X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Neue Perspektiven zur Pisa Global Competence-Messung basierend auf Reflexionen zum luxemburgischen Bildungsbericht
In diesem Beitrag wird der Nationale Bildungsbericht Luxemburg 2021 mit dem Schwerpunktthema Bildung für nachhaltige Entwicklung (BNE) als Grundlage genommen, um neue Perspektiven zur PISA Global Competence-Messung zu entwickeln. Dazu werden in einem ersten Schritt die im Bildungsbericht vorgestellten empirischen Befunde und deren theoretische Fundierung kritisch beleuchtet und Impulse aufgezeigt, die für eine Fortführung der Diskussion um die Gl…
Developing multilingual practices in early childhood education through professional development in Luxembourg
This paper investigates seven early education practitioners’ attitudes toward multilingual activities and translanguaging as well as their actual practices in Luxembourg. They took part in a professional development comprising a course, coaching, and regular meetings to deepen their understanding of multilingualism and language learning, and enable them to implement activities in multiple languages. The findings, drawn from questionnaires, observ…
Translanguaging pedagogy in multilingual early childhood classes
This paper investigates translanguaging practices and pedagogy with very young children in the trilingual country of Luxembourg. Recent research has shown that in early childhood education in Luxembourg there is a focus on Luxembourgish to the exclusion of other languages and that this appears to exclude children with foreign language backgrounds from everyday institutional life. Our research asks how and in which forms can a translanguaging peda…
Evaluation of school tasks in the light of sustainability education
This article describes a research project that aimed to classify different types of sustainability-related school tasks in terms of two central approaches in primary school education: action-based and task-based learning. Using a textbook analysis approach, the article clarifies implicit and explicit forms of sustainability education in school tasks in Luxembourgish science textbooks for Grades 1–6. The study uses a two-step analysis: first, scan…
Evaluation of school tasks in the light of sustainability education
This article describes a research project that aimed to classify different types of sustainability-related school tasks in terms of two central approaches in primary school education: action-based and task-based learning. Using a textbook analysis approach, the article clarifies implicit and explicit forms of sustainability education in school tasks in Luxembourgish science textbooks for Grades 1–6. The study uses a two-step analysis: first, scan…
Translanguaging pedagogy in multilingual early childhood classes
This paper investigates translanguaging practices and pedagogy with very young children in the trilingual country of Luxembourg. Recent research has shown that in early childhood education in Luxembourg there is a focus on Luxembourgish to the exclusion of other languages and that this appears to exclude children with foreign language backgrounds from everyday institutional life. Our research asks how and in which forms can a translanguaging peda…
Evaluation of school tasks in the light of sustainability education
This article describes a research project that aimed to classify different types of sustainability-related school tasks in terms of two central approaches in primary school education: action-based and task-based learning. Using a textbook analysis approach, the article clarifies implicit and explicit forms of sustainability education in school tasks in Luxembourgish science textbooks for Grades 1–6. The study uses a two-step analysis: first, scan…
Developing multilingual practices in early childhood education through professional development in Luxembourg
This paper investigates seven early education practitioners’ attitudes toward multilingual activities and translanguaging as well as their actual practices in Luxembourg. They took part in a professional development comprising a course, coaching, and regular meetings to deepen their understanding of multilingualism and language learning, and enable them to implement activities in multiple languages. The findings, drawn from questionnaires, observ…
Neue Perspektiven zur Pisa Global Competence-Messung basierend auf Reflexionen zum luxemburgischen Bildungsbericht
In diesem Beitrag wird der Nationale Bildungsbericht Luxemburg 2021 mit dem Schwerpunktthema Bildung für nachhaltige Entwicklung (BNE) als Grundlage genommen, um neue Perspektiven zur PISA Global Competence-Messung zu entwickeln. Dazu werden in einem ersten Schritt die im Bildungsbericht vorgestellten empirischen Befunde und deren theoretische Fundierung kritisch beleuchtet und Impulse aufgezeigt, die für eine Fortführung der Diskussion um die Gl…
Psychology (4 works) · Pedagogy (3 works) · Sociology (3 works) · EFL/ESL Teaching and Learning (2 works) · Multilingual Education and Policy (2 works) · Multilingualism (2 works) · Second Language Learning and Teaching (2 works) · Translanguaging (2 works) · Action (physics (1 work) · Action research (1 work)