Jana Jungjohann
Biographic Data
| ID | 5103647 |
|---|---|
| NAME | Jana Jungjohann |
| GIVEN NAMES | Jana |
| FAMILY NAME | Jungjohann |
| SIGNATURE | JUNGJOHANN J |
| AFFILIATIONS | University of Regensburg |
| ORCID | 0000-0002-9985-4780 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Measuring Oral Reading Fluency (ORF) Computer-Based and Paper-Based
Internationally, teachers use oral reading fluency (ORF) measurements to monitor learning progress in reading and adapt instruction to the individual needs of students. In ORF measures, the child reads aloud single syllables, words, or short passages, and the teacher rates in parallel at which items the child makes a mistake. Since administering paper-based ORF requires increased effort on the part of teachers, computer-based test administration …
Classroom effects are as large as grade‐level effects on curriculum‐based measurement maze reading scores of secondary school students with and without special educational needs
Background Previous studies used curriculum‐based measurement (CBM) maze scores as an indicator of the reading comprehension level of secondary school students with and without special educational needs in multiple grades, pinpointing a high influence of both student‐ and context‐related variables. However, studies on cumulative influence are necessary for better understanding of data‐based decision‐making. Methods We examined a sample of 1066 se…
Understanding and improving teachers’ graph literacy for data-based decision-making via video intervention
In the educational context, graph literacy describes the competence to read, comprehend, and interpret formative assessment data in terms of data-based decision-making (DBDM) in order to derive and justify individual adaptations of instruction based on them. Since misconceptions may arise in predicting a future learning progress due to the characteristics of the data base as well as the approach to graph literacy, effective supports are needed, e…
How the existence of special schools affects the placement of students with special needs in inclusive primary schools
Although inclusion is the declared goal, the transition from a system based on special schools to an inclusive school system has only been progressing very slowly in individual countries. In an evolving school system, the existing special schools keep struggling to justify their existence. This study investigates the regional distribution effects based on official school data and shows the influence of a pull effect on special schools as a distan…
Minimization of a Short Computer-Based Test in Reading
Formative tests and assessments have high potential in supporting learning, especially for students with special educational needs. One approach to gain assessment information on student learning is to monitor learning progress. For that, multiple repeated tests are often performed by practitioners. In order to be useful in practice, tests must meet various interdependent quality criteria. A property of tests that touches various criteria as the …
Measurement Invariance of a Direct Behavior Rating Multi Item Scale across Occasions
Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been mostly evaluated in observational studies with small samples based on generalizability theory. However, for a standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance be…
Inklusive Schul- und Unterrichtsentwicklung
Die inklusive Schul- und Unterrichtsentwicklung bildet gegenwärtig die große Herausforderung im Bildungswesen. Noch immer ist zu wenig über die Bedingungen des Gemeinsamen Unterrichts sowie die Gestaltung inklusiver Schulen bekannt. Das Buch gibt einen Überblick über Entwicklungsprojekte zur Realisierung eines inklusiven Bildungssystems und gleichzeitig einen Einblick in aktuelle empirische Ergebnisse zur inklusiven Schul- und Unterrichtsentwickl…
Measurement Invariance of a Direct Behavior Rating Multi Item Scale across Occasions
Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been mostly evaluated in observational studies with small samples based on generalizability theory. However, for a standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance be…
Inklusive Schul- und Unterrichtsentwicklung
Die inklusive Schul- und Unterrichtsentwicklung bildet gegenwärtig die große Herausforderung im Bildungswesen. Noch immer ist zu wenig über die Bedingungen des Gemeinsamen Unterrichts sowie die Gestaltung inklusiver Schulen bekannt. Das Buch gibt einen Überblick über Entwicklungsprojekte zur Realisierung eines inklusiven Bildungssystems und gleichzeitig einen Einblick in aktuelle empirische Ergebnisse zur inklusiven Schul- und Unterrichtsentwickl…
Measurement Invariance of a Direct Behavior Rating Multi Item Scale across Occasions
Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been mostly evaluated in observational studies with small samples based on generalizability theory. However, for a standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance be…
Minimization of a Short Computer-Based Test in Reading
Formative tests and assessments have high potential in supporting learning, especially for students with special educational needs. One approach to gain assessment information on student learning is to monitor learning progress. For that, multiple repeated tests are often performed by practitioners. In order to be useful in practice, tests must meet various interdependent quality criteria. A property of tests that touches various criteria as the …
Understanding and improving teachers’ graph literacy for data-based decision-making via video intervention
In the educational context, graph literacy describes the competence to read, comprehend, and interpret formative assessment data in terms of data-based decision-making (DBDM) in order to derive and justify individual adaptations of instruction based on them. Since misconceptions may arise in predicting a future learning progress due to the characteristics of the data base as well as the approach to graph literacy, effective supports are needed, e…
How the existence of special schools affects the placement of students with special needs in inclusive primary schools
Although inclusion is the declared goal, the transition from a system based on special schools to an inclusive school system has only been progressing very slowly in individual countries. In an evolving school system, the existing special schools keep struggling to justify their existence. This study investigates the regional distribution effects based on official school data and shows the influence of a pull effect on special schools as a distan…
Measuring Oral Reading Fluency (ORF) Computer-Based and Paper-Based
Internationally, teachers use oral reading fluency (ORF) measurements to monitor learning progress in reading and adapt instruction to the individual needs of students. In ORF measures, the child reads aloud single syllables, words, or short passages, and the teacher rates in parallel at which items the child makes a mistake. Since administering paper-based ORF requires increased effort on the part of teachers, computer-based test administration …
Classroom effects are as large as grade‐level effects on curriculum‐based measurement maze reading scores of secondary school students with and without special educational needs
Background Previous studies used curriculum‐based measurement (CBM) maze scores as an indicator of the reading comprehension level of secondary school students with and without special educational needs in multiple grades, pinpointing a high influence of both student‐ and context‐related variables. However, studies on cumulative influence are necessary for better understanding of data‐based decision‐making. Methods We examined a sample of 1066 se…
Psychology (5 works) · Mathematics (4 works) · Mathematics education (4 works) · Computer Science (3 works) · Formative assessment (3 works) · Special education (3 works) · Statistics (3 works) · Developmental psychology (2 works) · Pedagogy (2 works) · Reading and Literacy Development (2 works)