Ilonca Hardy
Dados Biográficos
| ID | 4604932 |
|---|---|
| NOME | Ilonca Hardy |
| PRENOMES | Ilonca |
| SOBRENOME | Hardy |
| ASSINATURA | HARDY I |
| AFILIAÇÕES | Goethe University Frankfurt |
| ORCID | 0000-0002-3195-1373 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 35 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Hands‐on and Minds‐on? Findings on the Instructional Support of Preschool Teachers to Foster Children's Understanding of Scientific Practices
To participate effectively in modern society, it is essential to have both knowledge of scientific concepts and an understanding of scientific practices. Children develop initial knowledge and skills to engage in scientific practices, such as identifying patterns, long before entering school. It can be assumed that instructional support of scientific practices fosters children's understanding of these practices. However, little is known about how…
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…
A simulation game for placement decision-making
Prospective teachers need to be professionally equipped to deal with dilemmatic, complex and multicausal situations in inclusive education. In addition, they should be able to make decisions about school placement that are in the best interests of their students with special needs. This study evaluated a simulation game that focusses on school placement decision-making (inclusion versus separation) regarding student teachers' belief change and le…
Instructional support in inquiry-based elementary school science classes
Inquiry-based science instruction has been proposed as an optimal learning environment for language-integrated teaching. While its potential for developing both content knowledge and language skills has been shown for students with limited language proficiency, research focusing on mainstream classrooms has mainly considered domain-specific learning. Despite the effectiveness of inquiry-based science instruction for student outcomes, research on …
Structure and associations of science vocabulary, general academic vocabulary, and science knowledge
We examined the structure of domain-specific academic science vocabulary, general academic vocabulary, and conceptual science knowledge and their impact on each other across two measurement points in a sample of 388 German third graders. Results show that the three constructs can be empirically differentiated. The high latent correlation between science vocabulary and general academic vocabulary suggests that science vocabulary is a language-rela…
Measuring adaptive teaching in classroom discourse
Adaptive teaching is considered fundamental to teaching quality and student learning. It describes teachers’ practices of adjusting their instruction to students’ diverse needs and levels of understanding. Adaptive teaching on a micro level has also been labeled as contingent support and has been shown to be effective in one-to-one and small-group settings. In the literature, the interplay of teachers’ diagnostic strategies and instructional prom…
Professional development for language support in science classrooms
We investigate the effectiveness of professional development (PD) aimed at promoting teachers' language-support skills in elementary school science instruction. In a 2-year quasi-experimental field trial study with 32 teachers in Germany, an intervention group (IG) and a control group (CG) received PD for teaching selected science topics; the IG additionally received PD for language support. Strong treatment effects emerged on teachers’ language-…
Selbstwirksamkeitserwartungen von Lehramtsstudierenden zum adaptiven Unterrichten in heterogenen Lerngruppen
The effects of teacher competence on student outcomes in elementary science education
Children’s scientific reasoning in the context of bilingualism
Aims and objectives: A number of studies revealed effects of bilingualism on the cognitive development of both children and adults. Executive functions in particular seem to be enhanced due to the constant use of two language systems. In the present study, we explored whether effects of enhanced executive functioning are also related to bilinguals’ performance on a scientific reasoning task. Methodology: In a quasi-experimental design we compared…
Embedded Formative Assessment and Classroom Process Quality
In this study we examine the interplay between curriculum-embedded formative assessment—a well-known teaching practice—and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students’ understanding of the scientific concepts of floating and sinking. We used data from a cluster-randomized controlled trial and compared curriculum-embedde…
Profiles of inconsistent knowledge in children’s pathways of conceptual change
Conceptual change requires learners to restructure parts of their conceptual knowledge base. Prior research has identified the fragmentation and the integration of knowledge as 2 important component processes of knowledge restructuring but remains unclear as to their relative importance and the time of their occurrence during development. Previous studies mostly were based on the categorization of answers in interview studies and led to mixed emp…
The effects of teacher competence on student outcomes in elementary science education
Profiles of inconsistent knowledge in children’s pathways of conceptual change
Conceptual change requires learners to restructure parts of their conceptual knowledge base. Prior research has identified the fragmentation and the integration of knowledge as 2 important component processes of knowledge restructuring but remains unclear as to their relative importance and the time of their occurrence during development. Previous studies mostly were based on the categorization of answers in interview studies and led to mixed emp…
Professional development for language support in science classrooms
We investigate the effectiveness of professional development (PD) aimed at promoting teachers' language-support skills in elementary school science instruction. In a 2-year quasi-experimental field trial study with 32 teachers in Germany, an intervention group (IG) and a control group (CG) received PD for teaching selected science topics; the IG additionally received PD for language support. Strong treatment effects emerged on teachers’ language-…
Embedded Formative Assessment and Classroom Process Quality
In this study we examine the interplay between curriculum-embedded formative assessment—a well-known teaching practice—and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students’ understanding of the scientific concepts of floating and sinking. We used data from a cluster-randomized controlled trial and compared curriculum-embedde…
Profiles of inconsistent knowledge in children’s pathways of conceptual change
Conceptual change requires learners to restructure parts of their conceptual knowledge base. Prior research has identified the fragmentation and the integration of knowledge as 2 important component processes of knowledge restructuring but remains unclear as to their relative importance and the time of their occurrence during development. Previous studies mostly were based on the categorization of answers in interview studies and led to mixed emp…
Children’s scientific reasoning in the context of bilingualism
Aims and objectives: A number of studies revealed effects of bilingualism on the cognitive development of both children and adults. Executive functions in particular seem to be enhanced due to the constant use of two language systems. In the present study, we explored whether effects of enhanced executive functioning are also related to bilinguals’ performance on a scientific reasoning task. Methodology: In a quasi-experimental design we compared…
Embedded Formative Assessment and Classroom Process Quality
In this study we examine the interplay between curriculum-embedded formative assessment—a well-known teaching practice—and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students’ understanding of the scientific concepts of floating and sinking. We used data from a cluster-randomized controlled trial and compared curriculum-embedde…
The effects of teacher competence on student outcomes in elementary science education
Selbstwirksamkeitserwartungen von Lehramtsstudierenden zum adaptiven Unterrichten in heterogenen Lerngruppen
Professional development for language support in science classrooms
We investigate the effectiveness of professional development (PD) aimed at promoting teachers' language-support skills in elementary school science instruction. In a 2-year quasi-experimental field trial study with 32 teachers in Germany, an intervention group (IG) and a control group (CG) received PD for teaching selected science topics; the IG additionally received PD for language support. Strong treatment effects emerged on teachers’ language-…
Measuring adaptive teaching in classroom discourse
Adaptive teaching is considered fundamental to teaching quality and student learning. It describes teachers’ practices of adjusting their instruction to students’ diverse needs and levels of understanding. Adaptive teaching on a micro level has also been labeled as contingent support and has been shown to be effective in one-to-one and small-group settings. In the literature, the interplay of teachers’ diagnostic strategies and instructional prom…
Instructional support in inquiry-based elementary school science classes
Inquiry-based science instruction has been proposed as an optimal learning environment for language-integrated teaching. While its potential for developing both content knowledge and language skills has been shown for students with limited language proficiency, research focusing on mainstream classrooms has mainly considered domain-specific learning. Despite the effectiveness of inquiry-based science instruction for student outcomes, research on …
Structure and associations of science vocabulary, general academic vocabulary, and science knowledge
We examined the structure of domain-specific academic science vocabulary, general academic vocabulary, and conceptual science knowledge and their impact on each other across two measurement points in a sample of 388 German third graders. Results show that the three constructs can be empirically differentiated. The high latent correlation between science vocabulary and general academic vocabulary suggests that science vocabulary is a language-rela…
A simulation game for placement decision-making
Prospective teachers need to be professionally equipped to deal with dilemmatic, complex and multicausal situations in inclusive education. In addition, they should be able to make decisions about school placement that are in the best interests of their students with special needs. This study evaluated a simulation game that focusses on school placement decision-making (inclusion versus separation) regarding student teachers' belief change and le…
Hands‐on and Minds‐on? Findings on the Instructional Support of Preschool Teachers to Foster Children's Understanding of Scientific Practices
To participate effectively in modern society, it is essential to have both knowledge of scientific concepts and an understanding of scientific practices. Children develop initial knowledge and skills to engage in scientific practices, such as identifying patterns, long before entering school. It can be assumed that instructional support of scientific practices fosters children's understanding of these practices. However, little is known about how…
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…
Psychology (9 obras) · Mathematics education (8 obras) · Computer Science (6 obras) · Pedagogy (6 obras) · Science Education and Pedagogy (6 obras) · Educational Strategies and Epistemologies (4 obras) · Cognition (3 obras) · German (3 obras) · Innovative Teaching and Learning Methods (3 obras) · Science education (3 obras)