Poldi Kuhl
Biographic Data
| ID | 5884807 |
|---|---|
| NAME | Poldi Kuhl |
| GIVEN NAMES | Poldi |
| FAMILY NAME | Kuhl |
| SIGNATURE | KÜHL P |
| AFFILIATIONS | Leuphana University of Lüneburg |
| ORCID | 0000-0001-8021-8840 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Feedback complexities interact with prior knowledge
Background Formative assessment is a promising option for addressing heterogeneity in schools. Hereby, feedback is both a core element of formative assessment and beneficial for learning. Regarding its effectiveness, we already know that elaborated feedback is particularly conducive to learning. However, it is unclear what exactly constitutes effective elaborated feedback. Aims We investigated the effects of different task-level forms of elaborat…
Linguistic demands of instructions: Effects on students’ expectancy-value beliefs
Language in educational contexts is characterized by complex and cognitively demanding features that can be challenging to use. Based on situated expectancy-value theory (SEVT), we assumed that these linguistic demands can lower students’ expectancies of performing well and the intrinsic value they place on tasks. This is particularly true of students with lower language abilities. Consequently, they may be less motivated to actively engage in ac…
Formative Assessment in Inclusive Mathematics Education in Secondary Schools: A Systematic Review
Formative assessment is a way to individualize learning and tailor instruction to learners’ specific needs. These practices are particularly relevant due to the increasing heterogeneity resulting from the transition to an inclusive education system and the associated question of how teachers can deal with this rise in heterogeneity. However, there is no systematic interlinking between these two areas vis-à-vis mathematics secondary education. The…
From verbal complexity to student success: Understanding the role of linguistic features in teachers’ oral classroom explanations
Oral explanations (OE) by teachers are one of the most common forms of communication in the classroom to support students’ comprehension of subject-specific content. Thus, students have to deal with the language the teachers use in explanations. Research indicates that linguistic features (LF) of texts can influence students’ comprehension as they affect cognitive processes of text comprehension. While the importance of LF of texts has been addre…
Investigating the situational impact of academic language demands on university students’ boredom with an instructional video
Current trends in educational research focus on understanding situational processes and the dynamics of achievement emotions. In this context, the features of the learning environment and their situational impact on achievement emotions play a significant role. In this study, we consider academic language demands as a feature of the learning environment and examine how they affect boredom in a learning situation based on an instructional video. A…
Explaining primary school teachers’ intention to use digital learning platforms for students’ individualized practice: Comparison of the standard UTAUT and an extended model
Introduction Though technologies for individualization appear to benefit primary school students’ learning, studies suggest that their integration remains sparse. Technology acceptance research has largely focused on exploring teachers’ general acceptance of educational technologies, although factors might predict usage intentions differently depending on the specific usage purpose of an educational technology. Digital learning platforms for indi…
Teachers’ use of data from digital learning platforms for instructional design: A systematic review
Data-based decision-making is a well-established field of research in education. In particular, the potential of data use for addressing heterogeneous learning needs is emphasized. With data collected during the learning process of students, teachers gain insight into the performance, strengths, and weaknesses of their students and are potentially able to adjust their teaching accordingly. Digital media are becoming increasingly important for the…
Pre-service teachers’ ability to identify academic language features: The role of language-related opportunities to learn, and professional beliefs about linguistically responsive teaching
In order to reduce language-related disparities in educational attainment, teaching standards in many (Western) countries nowadays request teachers of all subjects and grades to focus on their students’ academic language development: Especially second language learners and socioeconomically disadvantaged students need continuous and systematic language support (linguistically responsive teaching) in order not to be left behind. To be able to act …
To use or not to use learning data: A survey study to explain German primary school teachers’ usage of data from digital learning platforms for purposes of individualization
Digital learning platforms (DLP) provide various types of information about student learning when used for learning and practice. This learning data holds potential for individualized instruction, which has become increasingly necessary for adequately addressing learners’ individual needs. For primary schools in particular, this is important for developing inclusive schools. However, despite the potential of DLP and the learning data that can be …
Inklusion Von Schülerinnen und Schülern Mit Sonderpädagogischem Förderbedarf in Schulleistungserhebungen
Wo lernen Kinder mit sonderpädagogischem Förderbedarf besser? Ein Vergleich schulischer Kompetenzen zwischen Regel- und Förderschulen in der Primarstufe
Wo lernen Kinder mit sonderpädagogischem Förderbedarf besser? Ein Vergleich schulischer Kompetenzen zwischen Regel- und Förderschulen in der Primarstufe
Inklusion Von Schülerinnen und Schülern Mit Sonderpädagogischem Förderbedarf in Schulleistungserhebungen
To use or not to use learning data: A survey study to explain German primary school teachers’ usage of data from digital learning platforms for purposes of individualization
Digital learning platforms (DLP) provide various types of information about student learning when used for learning and practice. This learning data holds potential for individualized instruction, which has become increasingly necessary for adequately addressing learners’ individual needs. For primary schools in particular, this is important for developing inclusive schools. However, despite the potential of DLP and the learning data that can be …
Explaining primary school teachers’ intention to use digital learning platforms for students’ individualized practice: Comparison of the standard UTAUT and an extended model
Introduction Though technologies for individualization appear to benefit primary school students’ learning, studies suggest that their integration remains sparse. Technology acceptance research has largely focused on exploring teachers’ general acceptance of educational technologies, although factors might predict usage intentions differently depending on the specific usage purpose of an educational technology. Digital learning platforms for indi…
Teachers’ use of data from digital learning platforms for instructional design: A systematic review
Data-based decision-making is a well-established field of research in education. In particular, the potential of data use for addressing heterogeneous learning needs is emphasized. With data collected during the learning process of students, teachers gain insight into the performance, strengths, and weaknesses of their students and are potentially able to adjust their teaching accordingly. Digital media are becoming increasingly important for the…
Pre-service teachers’ ability to identify academic language features: The role of language-related opportunities to learn, and professional beliefs about linguistically responsive teaching
In order to reduce language-related disparities in educational attainment, teaching standards in many (Western) countries nowadays request teachers of all subjects and grades to focus on their students’ academic language development: Especially second language learners and socioeconomically disadvantaged students need continuous and systematic language support (linguistically responsive teaching) in order not to be left behind. To be able to act …
Formative Assessment in Inclusive Mathematics Education in Secondary Schools: A Systematic Review
Formative assessment is a way to individualize learning and tailor instruction to learners’ specific needs. These practices are particularly relevant due to the increasing heterogeneity resulting from the transition to an inclusive education system and the associated question of how teachers can deal with this rise in heterogeneity. However, there is no systematic interlinking between these two areas vis-à-vis mathematics secondary education. The…
From verbal complexity to student success: Understanding the role of linguistic features in teachers’ oral classroom explanations
Oral explanations (OE) by teachers are one of the most common forms of communication in the classroom to support students’ comprehension of subject-specific content. Thus, students have to deal with the language the teachers use in explanations. Research indicates that linguistic features (LF) of texts can influence students’ comprehension as they affect cognitive processes of text comprehension. While the importance of LF of texts has been addre…
Investigating the situational impact of academic language demands on university students’ boredom with an instructional video
Current trends in educational research focus on understanding situational processes and the dynamics of achievement emotions. In this context, the features of the learning environment and their situational impact on achievement emotions play a significant role. In this study, we consider academic language demands as a feature of the learning environment and examine how they affect boredom in a learning situation based on an instructional video. A…
Feedback complexities interact with prior knowledge
Background Formative assessment is a promising option for addressing heterogeneity in schools. Hereby, feedback is both a core element of formative assessment and beneficial for learning. Regarding its effectiveness, we already know that elaborated feedback is particularly conducive to learning. However, it is unclear what exactly constitutes effective elaborated feedback. Aims We investigated the effects of different task-level forms of elaborat…
Linguistic demands of instructions: Effects on students’ expectancy-value beliefs
Language in educational contexts is characterized by complex and cognitively demanding features that can be challenging to use. Based on situated expectancy-value theory (SEVT), we assumed that these linguistic demands can lower students’ expectancies of performing well and the intrinsic value they place on tasks. This is particularly true of students with lower language abilities. Consequently, they may be less motivated to actively engage in ac…
Psychology (6 works) · Mathematics education (4 works) · Educational psychology (3 works) · Pedagogy (3 works) · Computer Science (2 works) · EFL/ESL Teaching and Learning (2 works) · German (2 works) · Humanities (2 works) · Linguistics (2 works) · Multimedia (2 works)