@article{MatheisKellerKronborgetal.2019,
  author    = {Matheis, Svenja and Keller, Lena and Kronborg, Leonie and Schmitt, Manfred and Preckel, Franzis},
  title     = {Do stereotypes strike twice?},
  series = {Asia-Pacific journal of teacher education},
  volume    = {48},
  journal   = {Asia-Pacific journal of teacher education},
  number    = {2},
  publisher = {Routledge Journals, Taylor \& Francis},
  address   = {Abingdon},
  issn      = {1469-2945},
  doi       = {10.1080/1359866X.2019.1576029},
  pages     = {213 -- 232},
  year      = {2019},
  abstract  = {Stereotypes influence teachers' perception of and behaviour towards students, thus shaping students' learning opportunities. The present study investigated how 315 Australian pre-service teachers' stereotypes about giftedness and gender are related to their perception of students' intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers' responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students' adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers' beliefs. Consequences of stereotyping and implications for teacher education are discussed.},
  language  = {en}
}
@article{NeuendorfJansenKuhletal.2022,
  author    = {Neuendorf, Claudia and Jansen, Matte and Kuhl, Poldi and Vock, Miriam},
  title     = {Wer ist leistungsstark?},
  series = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie.},
  volume    = {37},
  journal   = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie.},
  publisher = {Hogrefe},
  address   = {Bern},
  issn      = {1010-0652},
  doi       = {10.1024/1010-0652/a000343},
  pages     = {1 -- 19},
  year      = {2022},
  abstract  = {Who is a high achiever? Operationalisation of high achievement in empirical educational research since the year 2000 Abstract. In recent years, high-achieving students have received increased attention by researchers, policymakers and practitioners. However, the question of what exactly constitutes high academic achievement is not yet agreed upon by the research community. This paper provides a systematic review of how researchers studying high-achieving students since 2000 have operationalized high academic achievement in their research. In particular, we examined which performance indicators were used, whether achievement was conceived of as subject-specific or general, and which cut-off values and comparison standards were applied. The systematic database search yielded N = 309 articles, n = 55 of which were finally included in the analysis. The present study observed a diversity in the operationalization of performance. The most commonly used indicators of performance were grades and test scores, with cross-domain and subject-specific definitions both being common. Some of the studies' cut-off values were difficult to compare, but in instances where a population norm could be derived, the median proportion of high achievers was 10 percent. The study discusses that constraints on generalizability and comparability between different studies on high achievers can arise due to methodological differences. This paper concludes with recommendations for the operationalization of high achievement.},
  language  = {de}
}
@article{VockPenkKoeller2014,
  author    = {Vock, Miriam and Penk, Christiane and Koeller, Olaf},
  title     = {Who skips a grade? Findings concerning grade acceleration in German schools},
  series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  volume    = {61},
  journal   = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  number    = {3},
  publisher = {Reinhardt},
  address   = {M{\"u}nchen},
  issn      = {0342-183X},
  doi       = {10.2378/peu2013.art22d},
  pages     = {153 -- 164},
  year      = {2014},
  abstract  = {This study examines how often and in which form students use the option of gradeskipping in Germany and what characterizes those students. The database was derived from a sample of N = 4,103 students (grades 8-10), who were tested within the standardisation process of the national educational standards in mathematics. For these students data existed on their mathematical competence (educational standard items) and intelligence (subtests word analogies and figural analogies of the KFT 4-12 + R). Furthermore, we identified n = 33 (0,8\%) students by questionnaire, who had already skipped one grade. Those accelerated students are predominantly boys, had skipped the grade during their first years at school and performed only slightly above-average on two cognitive ability scales. At the time the survey was conducted, 39\% did not attend a Gymnasium and 34 \% had to repeat one grade after having been accelerated. While they report average grades in relation to their peers, their mathematical competence is well above average.},
  language  = {de}
}