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See detailA meta-analysis of the effectiveness of bilingual programs in Europe
Aleksic, Gabrijela UL; Ferring, Dieter UL; Martin, Romain UL

in Language, Education and Diversity Conference (2015, November)

The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates ... [more ▼]

The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context. Thorough literature searches uncovered 101 European studies, with only seven meeting the inclusion criteria. Two studies were excluded from further analyses. Results from the random-effects model of the five remaining studies indicate a small positive effect (g = 0.23; 95% CI [0.10, 0.36]) for bilingual over submersion programs on reading of language-minority children. Thus, this meta-analysis supports bilingual education—that is, including the home language of language-minority children—in school instruction. However, the generalizability of the results is limited by the small number of studies on this topic. More published studies on bilingual education in Europe are needed as well as closer attention to the size of the effects. [less ▲]

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See detailPersonalization of Virtual Coaching Applications Using Procedural Modeling
Zmugg, Rene; Braun, Andreas; Roelofsma, Peter et al

in ICT4AgeingWell 2015 (2015, May)

Virtual coaching is an application area that allows individuals to improve existing skills or learn new ones; it ranges from simple textual tutoring tools to fully immersive 3D learning situations. The ... [more ▼]

Virtual coaching is an application area that allows individuals to improve existing skills or learn new ones; it ranges from simple textual tutoring tools to fully immersive 3D learning situations. The latter aim at improving the learning experience with realistic 3D environments. In highly individual training scenarios it can be beneficial to provide some level of personalization of the environment. This can be supported using procedural modeling that allows to easily modify shape, look and contents of an environment. We present the application of personalization using procedural modeling in learning applications in the project V2me. This project combines virtual and social networks to help senior citizens maintain and create meaningful relationships. We present a system that uses a procedurally generated ambient virtual coaching environment that can be adjusted by training subjects themselves or in collaboration. A small user experience study has been executed that gives first insight to the acceptance of such an approac Virtual coaching is an application area that allows individuals to improve existing skills or learn new ones; it ranges from simple textual tutoring tools to fully immersive 3D learning situations. The latter aim at improving the learning experience with realistic 3D environments. In highly individual training scenarios it can be beneficial to provide some level of personalization of the environment. This can be supported using procedural modeling that allows to easily modify shape, look and contents of an environment. We present the application of personalization using procedural modeling in learning applications in the project V2me. This project combines virtual and social networks to help senior citizens maintain and create meaningful relationships. We present a system that uses a procedurally generated ambient virtual coaching environment that can be adjusted by training subjects themselves or in collaboration. A small user experience study has been executed that gives first insight to the acceptance of such an approac [less ▲]

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See detailThe Importance of home language for academic achievement of language minority children
Aleksic, Gabrijela UL; Ferring, Dieter UL; Martin, Romain UL

in 10th International Symposium on Bilingualism (2015, May)

Academic achievement and later chances in the labour market largely depend on the difficulties in understanding the language of school instruction in the country in which language minority children live ... [more ▼]

Academic achievement and later chances in the labour market largely depend on the difficulties in understanding the language of school instruction in the country in which language minority children live. This may also increase the dropout rate, which will then increase the cost of education for language minority children. International studies have consistently showed that bilingual programs in which language minorities are instructed in both their home language and school language are effective for their academic achievement when compared to the programs in which they are instructed only in the school language. This has also been supported extensively by meta-analyses from the United States and Europe. Two studies examined the predictive value of a range of variables associated with young children on their later literacy. Study 1 involved children age 5 to 7 from Serbia (N = 159); Study 2 engaged children age 4 to 6 from Luxembourg (N = 174). Children in Study 1 were assessed on entry to school, aged 5, and again at age 7. There were 16% of Roma children, 8% of Hungarians and 7% of other minorities. Twenty eight percent were not tested in their home language. Children in Study 2 were assessed once, in preschool. There were 28% of Portuguese children and 24% of other minorities. Fifty one percent were not tested in their home language. In Study 1, multilevel models indicated that a baseline assessment in early reading and mathematics (Performance Indicators in Primary Schools Test) administrated in school language at the age of 5, in particular with respect to their competence in mathematics, were the most significant predictors of children’s emergent literacy at the age of 7 after controlling for age, gender, vocabulary, and phonological awareness. In Study 2, gender, vocabulary, phonological awareness, and competence in mathematics at the age of 5 were significant predictors of emergent literacy at the same age, after controlling for age, test administered in school language, and behavior. Multivariate analysis of variance showed that Portuguese children performed significantly lower than Luxembourgish and other minority children in both reading and mathematics. Moreover, Luxembourgish children outperformed language minority children, both Portuguese and other minorities in vocabulary with the large effect size (ES = 0.67), indicating that the impact of language was a substantive finding (explaining 67% of the total variance). The effect size in vocabulary between Luxembourgers and Portuguese was very large (ES = 0.76; explaining 76% of the total variance). This is an alarming finding since vocabulary is the most pertinent predictor of literacy and literacy and numeracy are the base for the academic achievement of children. Both studies have important educational implications, suggesting that practitioners should assess language minority children at the start of school in their home language and act upon the outcomes of those assessments to avoid later literacy problems. There is an urgent call for the intervention studies designed particularly at the preschool level since studies showed that good progress in reading in the early years predicts later outcomes even at the age of 11. A bilingual program is recommended. [less ▲]

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See detailA meta-analysis of the effectiveness of bilingual programs in Europe
Aleksic, Gabrijela UL; Ferring, Dieter UL; Martin, Romain UL

Scientific Conference (2015, March)

The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates ... [more ▼]

The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context. Thorough literature searches uncovered 101 European studies, with only seven meeting the inclusion criteria. Two studies were excluded from further analyses. Results from the random-effects model of the five remaining studies indicate a small positive effect (g = 0.23; 95% CI [0.10, 0.36]) for bilingual over submersion programs on reading of language-minority children. Thus, this meta-analysis supports bilingual education—that is, including the home language of language-minority children—in school instruction. However, the generalizability of the results is limited by the small number of studies on this topic. More published studies on bilingual education in Europe are needed as well as closer attention to the size of the effects. [less ▲]

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See detailA meta-analysis on the effectiveness of bilingual programs in Europe
Aleksic, Gabrijela UL; Ferring, Dieter UL; Martin, Romain UL

in Review of Educational Research (2015), 85(1), 92-128

The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates ... [more ▼]

The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context. Thorough literature searches uncovered 101 European studies, with only seven meeting the inclusion criteria. Two studies were excluded from further analyses. Results from the random-effects model of the five remaining studies indicate a small positive effect (g = 0.23; 95% CI [0.10, 0.36]) for bilingual over submersion programs on reading of language-minority children. Thus, this meta-analysis supports bilingual education—that is, including the home language of language-minority children—in school instruction. However, the generalizability of the results is limited by the small number of studies on this topic. More published studies on bilingual education in Europe are needed as well as closer attention to the size of the effects. [less ▲]

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See detailA meta-analysis of the effectiveness of bilingual programs in Europe
Aleksic, Gabrijela UL; Ferring, Dieter UL; Martin, Romain UL

in International Congress on Education, Innovation and Learning Technologies (2014, July)

The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates ... [more ▼]

The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context. Thorough literature searches uncovered 101 European studies, with only seven meeting the inclusion criteria. Two studies were excluded from further analyses. Results from the random-effects model of the five remaining studies indicate a small positive effect (g = 0.23; 95% CI [0.10, 0.36]) for bilingual over submersion programs on reading of language-minority children. Thus, this meta-analysis supports bilingual education—that is, including the home language of language-minority children—in school instruction. However, the generalizability of the results is limited by the small number of studies on this topic. More published studies on bilingual education in Europe are needed as well as closer attention to the size of the effects. [less ▲]

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See detailA meta-analysis of the effectiveness of bilingual programs in Europe
Aleksic, Gabrijela UL; Ferring, Dieter UL; Martin, Romain UL

Scientific Conference (2014, June)

The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates ... [more ▼]

The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context. Thorough literature searches uncovered 101 European studies, with only seven meeting the inclusion criteria. Two studies were excluded from further analyses. Results from the random-effects model of the five remaining studies indicate a small positive effect (g = 0.23; 95% CI [0.10, 0.36]) for bilingual over submersion programs on reading of language-minority children. Thus, this meta-analysis supports bilingual education—that is, including the home language of language-minority children—in school instruction. However, the generalizability of the results is limited by the small number of studies on this topic. More published studies on bilingual education in Europe are needed as well as closer attention to the size of the effects. [less ▲]

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See detailFinal report of the effectiveness study in Virtual Coach Reaches Out to me project
Aleksic, Gabrijela UL; Roelofsma, Peter

Report (2014)

One out of three persons in our society suffers from social or emotional loneliness. This percentage is even higher in the population of people who suffer from chronic diseases. Loneliness has pervasive ... [more ▼]

One out of three persons in our society suffers from social or emotional loneliness. This percentage is even higher in the population of people who suffer from chronic diseases. Loneliness has pervasive effects on mental health but it also has negative effects on physical well-being. The aim of this paper is to present a series of pilot studies evaluating the development of an ambient virtual coaching system. This system, called V2me (Virtual Coach reaches Out to Me) offers a friendship enrichment course for people in need for improving their social network. Several pilot studies were performed with about 50 participants in total who evaluated the system that was developed using a living lab approach. In this approach new health media was developed from a user-centered process that allows frequent iterations of user evaluation and involvement. The paper presents the results of the first five iterations. The reactions on receiving the system and experiences during instruction were increasingly positive over these iterations of the system development phase. Over time the system has passed the user’s choice selection criteria. Participants have been expressing a clear interest for choosing and wanting to use the system in their daily lives. However, the system did not pass the persistent use selection criteria when the system was brought and left for independent use. It appeared that participants did not use it very much during the day as expected. Moreover, participants did not perform all the tasks (i.e., messaging, Skyping) that they were asked to achieve on a daily basis. The final goal of the V2me system, i.e. establishing social relations between elderly persons, was not achieved as well, although this might be due to the limited time space of using the system and its facilities. Given these observation, it is concluded that more iterations in the system development are needed for the system in order to pass the habitual use criteria which is needed for its effectiveness. [less ▲]

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See detailEvaluation of V2me: A Virtual Coaching System for Loneliness Prevention and Intervention
Roelofsma, Peter; Ferring, Dieter UL; Aleksic, Gabrijela UL

in Medicine 2.0: Social Media, Mobile Apps and Internet/Web 2.0 (2013, September)

One out of three persons in our society suffers from social or emotional loneliness. This percentage is even higher in the population of people who suffer from chronic diseases. Loneliness has pervasive ... [more ▼]

One out of three persons in our society suffers from social or emotional loneliness. This percentage is even higher in the population of people who suffer from chronic diseases. Loneliness has pervasive effects on mental health but it also has negative effects on physical well-being. The aim of this paper is to present a series of pilot studies evaluating the development of an ambient virtual coaching system. This system, called V2me (Virtual Coach reaches Out to Me) offers a friendship enrichment course for people in need for improving their social network. Several pilot studies were performed with about 50 participants in total who evaluated the system that was developed using a living lab approach. In this approach new health media was developed from a user-centered process that allows frequent iterations of user evaluation and involvement. The paper presents the results of the first five iterations. The reactions on receiving the system and experiences during instruction were increasingly positive over these iterations of the system development phase. Over time the system has passed the user’s choice selection criteria. Participants have been expressing a clear interest for choosing and wanting to use the system in their daily lives. However, the system did not pass the persistent use selection criteria when the system was brought and left for independent use. It appeared that participants did not use it very much during the day as expected. Moreover, participants did not perform all the tasks (i.e., messaging, Skyping) that they were asked to achieve on a daily basis. The final goal of the V2me system, i.e. establishing social relations between elderly persons, was not achieved as well, although this might be due to the limited time space of using the system and its facilities. Given these observation, it is concluded that more iterations in the system development are needed for the system in order to pass the habitual use criteria which is needed for its effectiveness. [less ▲]

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See detailIdentification of predictors of emergent literacy
Aleksic, Gabrijela UL; Merrell, Christine; Ferring, Dieter UL et al

in The 16th European Conference on Developmental Psychology (2013, September)

Two studies examined the predictive value of a range of variables associated with young children on their later literacy. Study 1 involved children age 5 to 7 from Serbia (N = 159); Study 2 engaged ... [more ▼]

Two studies examined the predictive value of a range of variables associated with young children on their later literacy. Study 1 involved children age 5 to 7 from Serbia (N = 159); Study 2 engaged children age 4 to 6 from Luxembourg (N = 174). Children in Study 1 were assessed on entry to school, aged 5, and again at age 7. Children in Study 2 were assessed once, in preschool. In Study 1, multilevel models indicated that a baseline assessment administrated in school language at the age of 5, in particular with respect to their competence in mathematics, were the most significant predictors of children’s emergent literacy at the age of 7 after controlling for age, gender, vocabulary, and phonological awareness. In Study 2, gender, vocabulary, phonological awareness, and competence in mathematics at the age of 5 were significant predictors of emergent literacy at the same age, after controlling for age, test administered in school language, and behavior. The level of parental education in Study 1 and the children’s behavior in both studies proved not to be significant. Both studies have important educational implications, suggesting that practitioners should assess language-minority children at the start of school in their mother tongue and act upon the outcomes of those assessments to avoid later literacy problems. [less ▲]

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See detailImportance de la langue maternelle pour le development des enfants au Luxembourg
Aleksic, Gabrijela UL

Article for general public (2013)

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See detailA meta-analysis of the effectiveness of bilingual programs in Europe
Aleksic, Gabrijela UL; Ferring, Dieter UL; Martin, Romain UL

in The 9th International Symposium on Bilingualism (2013, June)

The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates ... [more ▼]

The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context. Thorough literature searches uncovered 101 European studies, with only seven meeting the inclusion criteria. Two studies were excluded from further analyses. Results from the random-effects model of the five remaining studies indicate a small positive effect (g = 0.23; 95% CI [0.10, 0.36]) for bilingual over submersion programs on reading of language-minority children. Thus, this meta-analysis supports bilingual education—that is, including the home language of language-minority children—in school instruction. However, the generalizability of the results is limited by the small number of studies on this topic. More published studies on bilingual education in Europe are needed as well as closer attention to the size of the effects. [less ▲]

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See detailA l'école les programmes bilingues sont très efficaces
Aleksic, Gabrijela UL

Article for general public (2013)

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See detailVirtual Coach Reaches Out To Me
Aleksic, Gabrijela UL

Conference given outside the academic context (2013)

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See detailVirtual Coach Reaches Out To Me
Aleksic, Gabrijela UL

Conference given outside the academic context (2013)

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See detailPortugiesen im Nachteil
Aleksic, Gabrijela UL

Article for general public (2013)

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See detailDoppelt halt besser
Aleksic, Gabrijela UL

Article for general public (2013)

Detailed reference viewed: 6 (1 UL)