@article{KalinowskiEgertGronostajetal.2019,
  author    = {Kalinowski, Eva and Egert, Franziska and Gronostaj, Anna and Vock, Miriam},
  title     = {Professional development on fostering students' academic language proficiency across the curriculum},
  series = {Teaching and teacher education},
  volume    = {88},
  journal   = {Teaching and teacher education},
  publisher = {Elsevier Science},
  address   = {Amsterdam},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2019.102971},
  pages     = {15},
  year      = {2019},
  abstract  = {This meta-analysis aggregates effects from 10 studies evaluating professional development interventions aimed at qualifying in-service teachers to support their students in mastering academic language skills while teaching their respective subject areas. The analysis of a subset of studies revealed a small non-significant weighted training effect on teachers' cognition (g' = 0.21, SE = 0.14). An effect aggregation including all studies (with 650 teachers) revealed a medium to large weighted overall effect on teachers' classroom practices (g' = 0.71, SE = 0.16). Methodological variables moderated the effect magnitude. Nevertheless, the results suggest professional development is beneficial for improving teachers' practice.},
  language  = {en}
}
@article{KretschmannVockLuedtkeetal.2019,
  author    = {Kretschmann, Julia and Vock, Miriam and L{\"u}dtke, Oliver and Jansen, Malte and Gronostaj, Anna},
  title     = {Effects of grade retention on students' motivation: A longitudinal study over 3 years of secondary school},
  series = {The journal of educational psychology},
  volume    = {111},
  journal   = {The journal of educational psychology},
  number    = {8},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0022-0663},
  doi       = {10.1037/edu0000353},
  pages     = {1432 -- 1446},
  year      = {2019},
  abstract  = {Despite the fact that grade retention is now seen as controversial in many quarters, it remains common practice in numerous countries. Previous research on the effects of grade retention on student development has, however, generated ambiguous results, particularly in terms of motivational outcomes. This ambiguity has been attributed in part to a lack of high-quality studies including a longitudinal design, a suitable comparison group, and adequate statistical control of preretention differences. Based on longitudinal data of N = 3,288 German students over 3 years of secondary school, we examined differences in their academic self-concept, scholarly interests, learning motivation, and achievement motivation between those being retained in the 6th grade (n = 61) and those of the same age being promoted annually. To account for confounding variables, we applied full propensity score matching on baseline measures of the dependent variables, as well as various other covariates that have been found to be associated with the risk of retention (e.g., cognitive ability, academic performance, and family background variables). Results reveal a steep decline in students' academic self-concept, interests, and learning motivation during the last months spent in the original class, just before retention. For those measures that were available, negative effects were still partly significant after 1 year, but had diminished 2 years after grade retention. Contrary to predictions suggested by the big-fish-little-pond effect, we found no positive effects of retention on students' academic self-concept.},
  language  = {en}
}
@article{KalinowskiGronostajVock2019,
  author    = {Kalinowski, Eva and Gronostaj, Anna and Vock, Miriam},
  title     = {Effective Professional Development for Teachers to Foster Students' Academic Language Proficiency Across the Curriculum},
  series = {AERA Open},
  volume    = {5},
  journal   = {AERA Open},
  number    = {1},
  publisher = {Sage},
  address   = {Thousand Oaks},
  issn      = {2332-8584},
  doi       = {10.1177/2332858419828691},
  pages     = {1 -- 23},
  year      = {2019},
  abstract  = {This review summarizes features of professional development programs that aim to prepare in-service teachers to improve students' academic language proficiency when teaching subject areas. The 38 studies reviewed suggest that all of the profiled interventions were effective to some extent. The programs share many characteristics considered important in successful teacher professional development across different subject areas. They also include some features that appear to be specific to teacher training in this particular domain. This review supports the idea that professional development helps change teachers' thinking and practice and benefits students, if certain features are taken into consideration in its design and implementation.},
  language  = {en}
}
@misc{KalinowskiGronostajVock2019,
  author    = {Kalinowski, Eva and Gronostaj, Anna and Vock, Miriam},
  title     = {Effective Professional Development for Teachers to Foster Students' Academic Language Proficiency Across the Curriculum},
  series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  number    = {543},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-42721},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-427219},
  pages     = {23},
  year      = {2019},
  abstract  = {This review summarizes features of professional development programs that aim to prepare in-service teachers to improve students' academic language proficiency when teaching subject areas. The 38 studies reviewed suggest that all of the profiled interventions were effective to some extent. The programs share many characteristics considered important in successful teacher professional development across different subject areas. They also include some features that appear to be specific to teacher training in this particular domain. This review supports the idea that professional development helps change teachers' thinking and practice and benefits students, if certain features are taken into consideration in its design and implementation.},
  language  = {en}
}
@article{KuechollWestphalLazaridesetal.2019,
  author    = {K{\"u}choll, Denise and Westphal, Andrea and Lazarides, Rebecca and Gronostaj, Anna},
  title     = {Beanspruchungsfolgen Lehramtsstudierender im Praxissemester},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {22},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  number    = {4},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-019-00897-x},
  pages     = {945 -- 966},
  year      = {2019},
  abstract  = {Der Einstieg in die berufliche Praxis ist f{\"u}r Lehramtsstudierende verbunden mit einer Vielzahl von Anforderungen. Selbstwirksamkeitserwartungen gelten als personenbezogene Ressource, um mit den vielf{\"a}ltigen Anforderungssituationen umzugehen. Die soziale Unterst{\"u}tzung durch Mentoring gilt demgegen{\"u}ber als wichtige umgebungsbezogene Ressource. Ressourcen sind von hoher Bedeutung, um Belastungen beim Berufseinstieg zu bew{\"a}ltigen. Allerdings ist bislang wenig bekannt {\"u}ber das Zusammenwirken zwischen personen- und umgebungsbezogenen Ressourcen. Die vorliegende l{\"a}ngsschnittliche Studie untersucht daher, welche Rolle Mentoring und Selbstwirksamkeitserwartungen f{\"u}r den Umgang mit Beanspruchungsfolgen im Praxissemester spielen. Des Weiteren wird untersucht, inwiefern Mentoring den Zusammenhang zwischen Selbstwirksamkeitserwartungen und negativen Beanspruchungsfolgen, in diesem Fall emotionaler Ersch{\"o}pfung und reduzierter Leistungsf{\"a}higkeit, moderiert. Die empirische Grundlage der Untersuchung sind Fragebogendaten von 192 Lehramtsstudierenden, die zu Beginn und zum Ende ihres viermonatigen Praxissemesters befragt wurden. Multiple Regressionsanalysen zeigen, dass hohe Selbstwirksamkeitserwartungen zu Beginn des Praxissemesters mit geringerer emotionaler Ersch{\"o}pfung sowie mit h{\"o}herer Leistungsf{\"a}higkeit zum Ende des Praxissemesters einhergehen. Der Zusammenhang zwischen den Selbstwirksamkeitserwartungen und der Leistungsf{\"a}higkeit wird durch die von den Lehramtsstudierenden wahrgenommene soziale Unterst{\"u}tzung durch Mentoring moderiert. Die Implikationen der Ergebnisse f{\"u}r die Lehrkr{\"a}ftebildung werden diskutiert.},
  language  = {de}
}