@article{SteinmayrLazaridesWeidingeretal.2021,
  author    = {Steinmayr, Ricarda and Lazarides, Rebecca and Weidinger, Anne Franziska and Christiansen, Hanna},
  title     = {Teaching and learning during the first COVID-19 school lockdown: Realization and associations with parent-perceived students' academic outcomes},
  series = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie},
  volume    = {35},
  journal   = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie},
  number    = {2-3},
  publisher = {Hogrefe Verlag},
  address   = {G{\"o}ttingen},
  issn      = {1010-0652},
  doi       = {10.1024/1010-0652/a000306},
  pages     = {85 -- 106},
  year      = {2021},
  abstract  = {Due to the COVID-19 pandemic, all schools in Germany were locked down for several months in 2020. How schools realized teaching during the school lockdown greatly varied from school to school. N = 2,647 parents participated in an online survey and rated the following activities of teachers in mathematics, language arts (German), English, and science / biology during the school lockdown: frequency of sending task assignments, task solutions and requesting for solutions, giving task-related feedback, grading tasks, providing lessons per videoconference, and communicating via telecommunication tools with students and / or parents. Parents also reported student academic outcomes during the school lockdown (child's learning motivation, competent and independent learning, learning progress). Parents further reported student characteristics and social background variables: child's negative emotionality, school engagement, mathematical and language competencies, and child's social and cultural capital. Data were separately analyzed for elementary and secondary schools. In both samples, frequency of student-teacher communication was associated with all academic outcomes, except for learning progress in elementary school. Frequency of parent-teacher communication was associated with motivation and learning progress, but not with competent and independent learning, in both samples. Other distant teaching activities were differentially related to students' academic outcomes in elementary vs. secondary school. School engagement explained most additional variance in all students' outcomes during the school lockdown. Parent's highest school leaving certificate incrementally predicted students' motivation, and competent and independent learning in secondary school, as well as learning progress in elementary school. The variable "child has own bedroom" additionally explained variance in students' competent and independent learning during the school lockdown in both samples. Thus, both teaching activities during the school lockdown as well as children's characteristics and social background were independently important for students' motivation, competent and independent learning, and learning progress. Results are discussed with regard to their practical implications for realizing distant teaching.},
  language  = {en}
}
@article{KuehlWohninsland2022,
  author    = {K{\"u}hl, Tim and Wohninsland, Patrizia},
  title     = {Learning with the interactive whiteboard in the classroom},
  series = {Education and information technologies : the official journal of the IFIP Technical Committee on Education},
  volume    = {27},
  journal   = {Education and information technologies : the official journal of the IFIP Technical Committee on Education},
  number    = {7},
  publisher = {Springer},
  address   = {Dordrecht [u.a.]},
  issn      = {1360-2357},
  doi       = {10.1007/s10639-022-11004-9},
  pages     = {10387 -- 10404},
  year      = {2022},
  abstract  = {When used in a sensible way, Interactive Whiteboards (IWB) are supposed to motivate and engage students in learning in the classroom. Thereby, they might also stimulate students who are usually more restrained, such as more anxious students. However, the body of research on the impact of IWB lessons is rather small. The present study investigated whether a 45-minute lesson with the IWB compared to a conceptual identical 45-minute lesson without the IWB would support learning and motivation within the subject English as a foreign language for German students. Moreover, the study examined whether the 45-minute lesson with the IWB compared to the 45-minute lesson without the IWB would be better able to counteract the detrimental effects of foreign language classroom anxiety (FLCA). One hundred and two eighth graders from two secondary schools in Germany took part in this study and were either taught with the IWB (condition IWB; n = 53) or without the IWB (condition No-IWB; n = 50). Results showed that students in the IWB condition stated to be higher motivated and performed better in a vocabulary test than their counterparts in the No-IWB condition. FLCA was negatively correlated with performance in the vocabulary test. Other than expected, learning with the IWB did not compensate the detrimental effect of FLCA, meaning that learning with the IWB was more beneficial than learning without the IWB irrespective of a student's FLCA. Implications of the study will be discussed.},
  language  = {en}
}
@article{BrunnerKellerWengeretal.2017,
  author    = {Brunner, Martin and Keller, Ulrich and Wenger, Marina and Fischbach, Antoine and L{\"u}dtke, Oliver},
  title     = {Between-School Variation in Students' Achievement, Motivation, Affect, and Learning Strategies},
  series = {Journal of research on educational effectiveness / Society for Research on Educational Effectiveness (SREE)},
  volume    = {11},
  journal   = {Journal of research on educational effectiveness / Society for Research on Educational Effectiveness (SREE)},
  number    = {3},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {1934-5747},
  doi       = {10.1080/19345747.2017.1375584},
  pages     = {452 -- 478},
  year      = {2017},
  abstract  = {To plan group-randomized trials where treatment conditions are assigned to schools, researchers need design parameters that provide information about between-school differences in outcomes as well as the amount of variance that can be explained by covariates at the student (L1) and school (L2) levels. Most previous research has offered these parameters for U.S. samples and for achievement as the outcome. This paper and the online supplementary materials provide design parameters for 81 countries in three broad outcome categories (achievement, affect and motivation, and learning strategies) for domain-general and domain-specific (mathematics, reading, and science) measures. Sociodemographic characteristics were used as covariates. Data from representative samples of 15-year-old students stemmed from five cycles of the Programme for International Student Assessment (PISA; total number of students/schools: 1,905,147/70,098). Between-school differences as well as the amount of variance explained at L1 and L2 varied widely across countries and educational outcomes, demonstrating the limited generalizability of design parameters across these dimensions. The use of the design parameters to plan group-randomized trials is illustrated.},
  language  = {en}
}