@article{BeckerLuedtkeTrautweinetal.2012, author = {Becker, Michael and L{\"u}dtke, Oliver and Trautwein, Ulrich and K{\"o}ller, Olaf and Baumert, J{\"u}rgen}, title = {The differential effects of school racking on psychometric intelligence Do academic-track schools make students smarter?}, series = {The journal of educational psychology}, volume = {104}, journal = {The journal of educational psychology}, number = {3}, publisher = {American Psychological Association}, address = {Washington}, issn = {0022-0663}, doi = {10.1037/a0027608}, pages = {682 -- 699}, year = {2012}, abstract = {Prior research has shown that quantity of schooling affects the development of intelligence in childhood and adolescence. However, it is still debated whether other aspects of schooling-such as ability tracking or, more generally, school quality-can also influence intelligence. In this study, the authors analyzed intelligence gains in academic- and vocational-track schools in Germany, testing for differential effects of school quality (academic vs. vocational track) on psychometric intelligence. Longitudinal data were obtained from a sample of N = 1,038 Grade 7 and 10 students in 49 schools. A nonverbal reasoning test was used as an indicator of general psychometric intelligence, and relevant psychological and social background variables were included in the analyses. Propensity score matching was used to control for selection bias. Results showed a positive effect of attending the academic track.}, language = {en} } @article{RetelsdorfBeckerKoelleretal.2012, author = {Retelsdorf, Jan and Becker, Michael and K{\"o}ller, Olaf and M{\"o}ller, Jens}, title = {Reading development in a tracked school system: A longitudinal study over 3 years using propensity score matching}, series = {British journal of educational psychology}, volume = {82}, journal = {British journal of educational psychology}, number = {4}, publisher = {Wiley-Blackwell}, address = {Hoboken}, issn = {0007-0998}, doi = {10.1111/j.2044-8279.2011.02051.x}, pages = {647 -- 671}, year = {2012}, abstract = {Background. Assigning students to different school tracks on the basis of their achievement levels is a widely used strategy that aims at giving students the best possible learning opportunity. There is, however, a growing body of literature that questions such positive effects of tracking. Aims. This study compared the developmental trajectories of reading comprehension and decoding speed between students at academic track schools that typically prepare students for university entrance and students at non-academic track schools that usually prepare students for vocational education. Sample. In a longitudinal design with three occasions of data collection, the authors drew on a sample of N= 1,508 5th graders (age at T1 about 11 years, age at T3 about 14 years) from 60 schools in Germany. The academic track sample comprised n= 568 students; the non-academic track sample comprised n= 940 students. Method. Achievement measures were obtained by standardized tests of reading comprehension and decoding speed. Students at the different tracks were closely matched using propensity scores. To compare students growth trajectories between the different school tracks, we applied multi-group latent growth curve models. Results. Comparable results were recorded for the complete (unmatched) sample and for the matched pairs. In all cases, students at the different tracks displayed a similar growth in reading comprehension, whereas larger growth rates for students at academic track schools were recorded for decoding speed. Conclusions. Our findings contribute to an increasing body of literature suggesting that tracking might have undesired side effects.}, language = {en} } @article{VockKoellerNagy2013, author = {Vock, Miriam and K{\"o}ller, Olaf and Nagy, Gabriel}, title = {Vocational interests of intellectually gifted and highly achieving young adults}, series = {British journal of educational psychology}, volume = {83}, journal = {British journal of educational psychology}, number = {2}, publisher = {Wiley-Blackwell}, address = {Hoboken}, issn = {0007-0998}, doi = {10.1111/j.2044-8279.2011.02063.x}, pages = {305 -- 328}, year = {2013}, abstract = {Background.Vocational interests play a central role in the vocational decision-making process and are decisive for the later job satisfaction and vocational success. Based on Ackerman's (1996) notion of trait complexes, specific interest profiles of gifted high-school graduates can be expected. Aims.Vocational interests of gifted and highly achieving adolescents were compared to those of their less intelligent/achieving peers according to Holland's (1997) RIASEC model. Further, the impact of intelligence and achievement on interests were analysed while statistically controlling for potentially influencing variables. Changes in interests over time were investigated. Sample.N= 4,694 German students (age: M= 19.5, SD= .80; 54.6\% females) participated in the study (TOSCA; Koller, Watermann, Trautwein, \& Ludtke, 2004). Method. Interests were assessed in participants' final year at school and again 2 years later (N= 2,318). Results.Gifted participants reported stronger investigative and realistic interests, but lower social interests than less intelligent participants. Highly achieving participants reported higher investigative and (in wave 2) higher artistic interests. Considerable gender differences were found: gifted girls had a flat interest profile, while gifted boys had pronounced realistic and investigative and low social interests. Multilevel multiple regression analyses predicting interests by intelligence and school achievement revealed stable interest profiles. Beyond a strong gender effect, intelligence and school achievement each contributed substantially to the prediction of vocational interests. Conclusions.At the time around graduation from high school, gifted young adults show stable interest profiles, which strongly differ between gender and intelligence groups. These differences are relevant for programmes for the gifted and for vocational counselling.}, language = {en} } @article{TeerlingBernholtAsseburgetal.2019, author = {Teerling, Annika and Bernholt, Andrea and Asseburg, Regine and Hasl, Andrea and Igler, Jennifer and Schlitter, Theresa and Ohle-Peters, Annika and McElvany, Nele and K{\"o}ller, Olaf}, title = {Affektiv-kognitive Auseinandersetzung mit einer Innovation im Implementationsprozess}, series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis}, volume = {66}, journal = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis}, number = {1}, publisher = {Reinhardt}, address = {M{\"u}nchen}, issn = {0342-183X}, doi = {10.2378/peu2018.art21d}, pages = {33 -- 50}, year = {2019}, abstract = {Schulische und vor allem unterrichtliche Implementationsprozesse zielen zumeist auf die Professionalisierung der Lehrkr{\"a}fte ab. Die intendierte Ver{\"a}nderung des Unterrichts beginnt dabei mit einer gew{\"u}nschten Ver{\"a}nderung von Einstellungen und Verhaltensweisen der Lehrkr{\"a}fte, welche erst zu einer ver{\"a}nderten Handlungsroutine in der Arbeitspraxis f{\"u}hren kann. Das Modell der Stages of Concern von Hall und Hord (2006) stellt eine der wenigen M{\"o}glichkeiten dar, die individuelle Perspektive der Lehrkr{\"a}fte im Implementationsprozess modellbasiert und standardisiert zu untersuchen. Der vorliegende Beitrag betrachtet anhand dieses Modells die affektiv-kognitive Auseinandersetzung der Beteiligten im Implementationsprozess sowie deren Zusammenh{\"a}nge mit verschiedenen Aspekten der Kommunikation und der wahrgenommenen Entwicklung. Auf Basis einer Stichprobe von N = 66 Lehrkr{\"a}ften kann dabei gezeigt werden, dass insbesondere die Aspekte H{\"a}ufigkeit der Kooperation, Kommunikation im Kollegium und Erfahrungen im Team die affektiv-kognitive Auseinandersetzung vorhersagen. Diese Auseinandersetzung - insbesondere mit den Konsequenzen der Neuerung - bedingt wiederum die wahrgenommene Entwicklung im Implementationsprozess.}, language = {de} }