Susanne Seifert
Biographic Data
| ID | 9493497 |
|---|---|
| NAME | Susanne Seifert |
| GIVEN NAMES | Susanne |
| FAMILY NAME | Seifert |
| SIGNATURE | SEIFERT S |
| AFFILIATIONS | University of Graz |
| ORCID | 0000-0001-5588-5115 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Austrian Physics Teachers’ Views on Language and Inclusive Content Learning in Multilingual Classrooms
The Austrian education system faces the ongoing challenge of addressing linguistic diversity in classrooms where many middle school students speak a first language other than German. Yet, teaching practices often prioritize subject content over inclusion through language-sensitive approaches, limiting equitable access to education. In response, the revised Austrian middle school curriculum emphasizes “language learning and reading” as a cross-cut…
Unveiling mode effects in grade 1 vocabulary assessment
Background Vocabulary knowledge plays a pivotal role in academic development, particularly among Grade 1 students. To support students in their academic development, effective assessment instruments in educational settings are crucial. The GraWo (Graz Vocabulary Test) is introduced as a tool designed to evaluate receptive vocabulary in German-speaking countries in print and in digital mode. Objectives This study aims to investigate mode effects i…
Bending and Bowing
This paper investigates the implementation of a reading program designed for third grade elementary school classrooms in Austria. Using a mixed-methods approach, lesson types were identified, respective class compositions analyzed, and the effects on students’ reading gains examined. The results show that the lesson types seem to reflect learner group needs as students in the different lesson types profited similarly from the reading program. Thi…
Comparing tablet and print mode of a german reading comprehension test in grade 3
The study focuses on the comparability of the digital and print test modes of a German reading comprehension test. 249 third graders (50.5% girls, 20.2% L2 learners) worked with both test modes (two weeks between the measurement periods). Test mode order was controlled. The data was analyzed in terms of (a) test score comparability, (b) validity, and (c) the impact of test order, gender and language on test mode effects. The results revealed that…
A feasibility study of digital content use in inclusive, Austrian primary school practice
Teaching and learning in a multilingual Europe
School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently co…
Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten
The current study digitalised an assessment instrument of receptive vocabulary knowledge, GraWo‐KiGa, for use in Austrian kindergartens. Using a mixed‐methods approach, this study looks at 85 kindergarteners in their last year (age M = 5.79 years, 51.8% male, 71.8% L1 German), to find out (a) whether the form of digital assessment employed meets the required quality criteria and is comparable to the print version and (b) how instructors and child…
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Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten
The current study digitalised an assessment instrument of receptive vocabulary knowledge, GraWo‐KiGa, for use in Austrian kindergartens. Using a mixed‐methods approach, this study looks at 85 kindergarteners in their last year (age M = 5.79 years, 51.8% male, 71.8% L1 German), to find out (a) whether the form of digital assessment employed meets the required quality criteria and is comparable to the print version and (b) how instructors and child…
Comparing tablet and print mode of a german reading comprehension test in grade 3
The study focuses on the comparability of the digital and print test modes of a German reading comprehension test. 249 third graders (50.5% girls, 20.2% L2 learners) worked with both test modes (two weeks between the measurement periods). Test mode order was controlled. The data was analyzed in terms of (a) test score comparability, (b) validity, and (c) the impact of test order, gender and language on test mode effects. The results revealed that…
A feasibility study of digital content use in inclusive, Austrian primary school practice
Teaching and learning in a multilingual Europe
School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently co…
Unveiling mode effects in grade 1 vocabulary assessment
Background Vocabulary knowledge plays a pivotal role in academic development, particularly among Grade 1 students. To support students in their academic development, effective assessment instruments in educational settings are crucial. The GraWo (Graz Vocabulary Test) is introduced as a tool designed to evaluate receptive vocabulary in German-speaking countries in print and in digital mode. Objectives This study aims to investigate mode effects i…
Bending and Bowing
This paper investigates the implementation of a reading program designed for third grade elementary school classrooms in Austria. Using a mixed-methods approach, lesson types were identified, respective class compositions analyzed, and the effects on students’ reading gains examined. The results show that the lesson types seem to reflect learner group needs as students in the different lesson types profited similarly from the reading program. Thi…
Austrian Physics Teachers’ Views on Language and Inclusive Content Learning in Multilingual Classrooms
The Austrian education system faces the ongoing challenge of addressing linguistic diversity in classrooms where many middle school students speak a first language other than German. Yet, teaching practices often prioritize subject content over inclusion through language-sensitive approaches, limiting equitable access to education. In response, the revised Austrian middle school curriculum emphasizes “language learning and reading” as a cross-cut…
Linguistics (6 works) · Psychology (6 works) · Computer Science (5 works) · Mathematics education (5 works) · German (4 works) · Reading and Literacy Development (4 works) · Child Development and Digital Technology (3 works) · Gender and Technology in Education (3 works) · Multimedia (3 works) · Pedagogy (3 works)