Ludovic Schmitt
Biographic Data
| ID | 76043 |
|---|---|
| NAME | Ludovic Schmitt |
| GIVEN NAMES | Ludovic |
| FAMILY NAME | Schmitt |
| SIGNATURE | SCHMITT L |
| AFFILIATIONS | University of Koblenz and Landau |
| ORCID | 0000-0002-9570-067X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Static, dynamic, or human? The role of slide dynamics and instructor cues in video lectures
The present study investigated the interplay of cognitive cues and social cues in instructional videos on students’ knowledge acquisition and sense of social presence. 312 preservice teachers took part in the study. Out of these, 238 participants were randomly assigned to one of three experimental groups receiving an asynchronous online video lecture on three research methods topics, featuring either static slides with voiceover (minimal signalin…
Instructional Talk in Early Science Education
The study investigates instructional support and children’s verbal participation in video-recorded science activities. Using multilevel regression, a longitudinal analysis of data from 51 German preschool groups (188 children aged 4–6) was conducted to examine how Concept Development and Language Modeling (two dimensions of instructional support according to the Classroom Assessment Scoring System; Pianta et al. 2008), along with children’s verba…
Building minds with blocks
The study examined the impact of Professional Development (PD) on preschool teachers' content knowledge (CK), pedagogical content knowledge (PCK), and scaffolding practice. In a pre-post-follow-up design, 77 teachers were assigned to three groups (EG1: block play curriculum materials + PD, EG2: block-play curriculum materials, CG: no materials). Results showed improvements in teachers' scaffolding after the PD, but no changes in CK or PCK. The us…
First Insights into Preschool Teachers’ Instructional Quality in Block Play and Its Associations with Children’s Knowledge, Interest, Academic Self-Concept and Cognitive Aspects
Research Findings: Promoting children’s science knowledge by adequate measures such as guided or free play is a cardinal goal of preschool. However, there is considerable variability in preschool teachers’ instructional quality in block play, which might be associated with children’s domain-specific science skills but also their mathematic and language achievement. To examine preschool teachers’ instructional quality in a free block play episode …
Adjektivgebrauch in Bildbeschreibungen – Eine korpuslinguistische Untersuchung zum Gebrauch von Adjektiven in Texten von Schülerinnen und Schülern
In this article, written descriptions by students in the third to sixth grade (N = 288) are examined with regard to the use of syntactically differently integrated and differently complex adjectives. Descriptively, attributive adjectives were used most frequently and participially attributive adjectives were used least frequently. The use of different adjectives correlated positively with each other almost universally across the sample. The use o…
Preschool teachers' pedagogical content knowledge predicts willingness to scaffold early science learning
BACKGROUND: The importance of diagnostic and scaffolding activities for early science learning has been shown consistently. However, preschool teachers scarcely engage in them. We developed an instrument to assess preschool teachers' willingness to engage in diagnostic and scaffolding activities in science learning situations and examined its relation with teachers' knowledge, beliefs and practice. AIMS: We validate an instrument to assess willin…
Social status in late medieval and early modern Brittany
International audience
Social status in late medieval and early modern Brittany
International audience
Social status in late medieval and early modern Brittany
International audience
Adjektivgebrauch in Bildbeschreibungen – Eine korpuslinguistische Untersuchung zum Gebrauch von Adjektiven in Texten von Schülerinnen und Schülern
In this article, written descriptions by students in the third to sixth grade (N = 288) are examined with regard to the use of syntactically differently integrated and differently complex adjectives. Descriptively, attributive adjectives were used most frequently and participially attributive adjectives were used least frequently. The use of different adjectives correlated positively with each other almost universally across the sample. The use o…
Preschool teachers' pedagogical content knowledge predicts willingness to scaffold early science learning
BACKGROUND: The importance of diagnostic and scaffolding activities for early science learning has been shown consistently. However, preschool teachers scarcely engage in them. We developed an instrument to assess preschool teachers' willingness to engage in diagnostic and scaffolding activities in science learning situations and examined its relation with teachers' knowledge, beliefs and practice. AIMS: We validate an instrument to assess willin…
First Insights into Preschool Teachers’ Instructional Quality in Block Play and Its Associations with Children’s Knowledge, Interest, Academic Self-Concept and Cognitive Aspects
Research Findings: Promoting children’s science knowledge by adequate measures such as guided or free play is a cardinal goal of preschool. However, there is considerable variability in preschool teachers’ instructional quality in block play, which might be associated with children’s domain-specific science skills but also their mathematic and language achievement. To examine preschool teachers’ instructional quality in a free block play episode …
Building minds with blocks
The study examined the impact of Professional Development (PD) on preschool teachers' content knowledge (CK), pedagogical content knowledge (PCK), and scaffolding practice. In a pre-post-follow-up design, 77 teachers were assigned to three groups (EG1: block play curriculum materials + PD, EG2: block-play curriculum materials, CG: no materials). Results showed improvements in teachers' scaffolding after the PD, but no changes in CK or PCK. The us…
Static, dynamic, or human? The role of slide dynamics and instructor cues in video lectures
The present study investigated the interplay of cognitive cues and social cues in instructional videos on students’ knowledge acquisition and sense of social presence. 312 preservice teachers took part in the study. Out of these, 238 participants were randomly assigned to one of three experimental groups receiving an asynchronous online video lecture on three research methods topics, featuring either static slides with voiceover (minimal signalin…
Instructional Talk in Early Science Education
The study investigates instructional support and children’s verbal participation in video-recorded science activities. Using multilevel regression, a longitudinal analysis of data from 51 German preschool groups (188 children aged 4–6) was conducted to examine how Concept Development and Language Modeling (two dimensions of instructional support according to the Classroom Assessment Scoring System; Pianta et al. 2008), along with children’s verba…
Cognition (3 works) · Early Childhood Education and Development (3 works) · Mathematics education (3 works) · Psychology (3 works) · Cognitive development (2 works) · Developmental psychology (2 works) · Early childhood education (2 works) · Education Methods and Practices (2 works) · Pedagogy (2 works) · Science Education and Pedagogy (2 works)