Attention is doing school: Development and Evaluation of an Advanced Vocational Training for Pedagogical Employees in Open full-time Schools in order to promote Concentrated Working Behavior in Situations of Homework. (Aufmerksamkeit)

Resource Type
Dataset : survey data, achievement test
  • Hanisch, Charlotte (University of Cologne)
  • Richard, Stefanie
  • Eichelberger, Ilka
  • Döpfner, Manfred
Publication Date
  • Forschungsdatenzentrum (FDZ) am Institut zur Qualitätsentwicklung im Bildungswesen (IQB) / Research Data Centre (FDZ) at the Institute for Educational Quality Improvement (IQB) (Distributor)
Free Keywords
Elementary School; Schoolyear 04; Germany; Schoolyear 03; students; Pedagogical specialist; Knowledge transfer; Assessment; Screening; Advanced training; Attention; Schoolyear 02; Computer-assisted Procedure; Homework assistance; Qualification measure; Learning style; Attentiveness disorder; all-day school; Survey; Concentration (Psy); Attention Deficit Hyperactivity disorder; Test, Training; Pupil behavior; Evaluation; Work behavior
  • Abstract

    Within the framework of the conducted research project a qualification measurement for pedagogical employees, who work at the homework support service of open full-time schools, was developed and evaluated. In terms of content the project has been subdivided in two parts. On the one hand there was the “KIDS Basis” (Imparting of knowledge and strategy for the handling of students with disturbed attentiveness) with the aim to enable pedagogical personal to ameliorate the learning time and the working behavior of students by clear working rules and positive consequences of concentrated behavior. On the other hand the “KIDS Addition” helped to well-directed promotion of students with attentiveness problems. Within 8 sessions the pedagogical employees had been trained in the conduction of this specific attentiveness-training. They parallel carried out the training with small groups of four to six children. (…) The examination of the training effects occurred within three survey-waves during one schoolyear. At every measuring time the group leaders received questionnaires to evaluate the behavior of the students which had been identified by them as attentiveness-disturbed.. Firstly, in every survey-wave information about to what extend the behavior of the whole group had changed through the “KIDS Basis” were collected. With the next step it has been evaluated whether children with disturbed attentiveness could adapt through the combination of basis training and individual additional promotion (“KIDS Addition”) their performance to the performance of the whole group. Ten open full-time schools in Cologne and Düsseldorf (Partial Project FH Düsseldorf) attended the project for one schoolyear. Computer-assisted attentiveness-tests and standardized attentiveness-questionnaires show that the used screening-instrument could reliably identify the target population. The evaluation of “KIDS Basis” and “KIDS Addition” with the sample of 116 attentiveness-disturbed children revealed a clear reduction of oppositional behavior and of difficulties with obeying rules.(IQB)

Temporal Coverage
  • 2009-09-08 / 2012-03-19
Geographic Coverage
  • North Rhine-Westphalia
Sampled Universe

Students in grade 2nd to 4th (N=116)


Probability Sample: Stratified Cluster Sample

Time Dimension
  • Longitudinal: Panel
    Research Design: Quasi-Experimental Design; Longitudinal Design with Control Group with 3 waves
Collection Mode
  • Self-administered questionnaire: Paper
  • Face-to-face focus group
  • Educational measurements and tests
application required:
CC0 1.0 Universal
Alternative Identifiers
  • 1 (Type: VerbundFDB)
  • Hanisch, C., Eichelberger, I. , Richard, S. & M. Döpfner (2016). Interventionen bei expansivem Problemverhalten in der Grundschule. In: C. Gräsel & K. Trempler (Hrsg.). Entwicklung von Professionalität pädagogischen Personals. Interdisziplinäre Betrachtungen, Befunde und Perspektiven. Heidelberg: Springer.

  • Richard, S., I. Eichelberger, M. Döpfner & C. Hanisch (2015). Schulbasierte Interventionen bei ADHS und Aufmerksamkeitsproblemen: Ein Überblick. Zeitschrift für Pädagogische Psychologie 29 (1), 5-18.

    • ID: 10.1024/1010-0652/a000141 (DOI)
  • Hanisch, C. und Döpfner, M. (2014): Aufmerksamkeit macht Schule: Entwicklung und Evaluation einer Fortbildungsmaßnahme für pädagogische Mitarbeiter offener Ganztagsschulen zur Förderung eines konzentrierten Arbeitsverhaltens während der Lernzeit.

    • ID: 10.2314/GBV:838230466 (DOI)
  • Sommer, M. (2013). Wirksamkeit und Klinische Signifikanz des Basistrainings im KIDS- Programm. Masterarbeit, Humanwissenschaftliche Fakultät der Universität zu Köln, Masterarbeit Psychologie.

Update Metadata: 2020-02-20 | Issue Number: 10 | Registration Date: 2016-10-11