@misc{WestphalLazaridesVock2021, author = {Westphal, Andrea and Lazarides, Rebecca and Vock, Miriam}, title = {Are some students graded more appropriately than others?}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {3}, issn = {1866-8364}, doi = {10.25932/publishup-56333}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-563330}, pages = {19}, year = {2021}, abstract = {Background Building on the Realistic Accuracy Model, this paper explores whether it is easier for teachers to assess the achievement of some students than others. Accordingly, we suggest that certain individual characteristics of students, such as extraversion, academic self-efficacy, and conscientiousness, may guide teachers' evaluations of student achievement, resulting in more appropriate judgements and a stronger alignment of assigned grades with students' actual achievement level (as measured using standardized tests). Aims We examine whether extraversion, academic self-efficacy, and conscientiousness moderate the relations between teacher-assigned grades and students' standardized test scores in mathematics. Sample This study uses a representative sample of N = 5,919 seventh-grade students in Germany (48.8\% girls; mean age: M = 12.5, SD = 0.62) who participated in a national, large-scale assessment focusing on students' academic development. Methods We specified structural equation models to examine the inter-relations of teacher-assigned grades with students' standardized test scores in mathematics, Big Five personality traits, and academic self-efficacy, while controlling for students' socioeconomic status, gender, and age. Results The correlation between teacher-assigned grades and standardized test scores in mathematics was r = .40. Teacher-assigned grades more closely related to standardized test scores when students reported higher levels of conscientiousness (beta = .05, p = .002). Students' extraversion and academic self-efficacy did not moderate the relationship between teacher-assigned grades and standardized test scores. Conclusions Our findings indicate that students' conscientiousness is a personality trait that seems to be important when it comes to how closely mathematics teachers align their grades to standardized test scores.}, language = {en} } @article{WestphalLazaridesVock2021, author = {Westphal, Andrea and Lazarides, Rebecca and Vock, Miriam}, title = {Are some students graded more appropriately than others?}, series = {British journal of educational psychology}, volume = {91}, journal = {British journal of educational psychology}, number = {3}, publisher = {Wiley}, address = {Hoboken}, issn = {0007-0998}, doi = {10.1111/bjep.12397}, pages = {865 -- 881}, year = {2021}, abstract = {Background Building on the Realistic Accuracy Model, this paper explores whether it is easier for teachers to assess the achievement of some students than others. Accordingly, we suggest that certain individual characteristics of students, such as extraversion, academic self-efficacy, and conscientiousness, may guide teachers' evaluations of student achievement, resulting in more appropriate judgements and a stronger alignment of assigned grades with students' actual achievement level (as measured using standardized tests). Aims We examine whether extraversion, academic self-efficacy, and conscientiousness moderate the relations between teacher-assigned grades and students' standardized test scores in mathematics. Sample This study uses a representative sample of N = 5,919 seventh-grade students in Germany (48.8\% girls; mean age: M = 12.5, SD = 0.62) who participated in a national, large-scale assessment focusing on students' academic development. Methods We specified structural equation models to examine the inter-relations of teacher-assigned grades with students' standardized test scores in mathematics, Big Five personality traits, and academic self-efficacy, while controlling for students' socioeconomic status, gender, and age. Results The correlation between teacher-assigned grades and standardized test scores in mathematics was r = .40. Teacher-assigned grades more closely related to standardized test scores when students reported higher levels of conscientiousness (beta = .05, p = .002). Students' extraversion and academic self-efficacy did not moderate the relationship between teacher-assigned grades and standardized test scores. Conclusions Our findings indicate that students' conscientiousness is a personality trait that seems to be important when it comes to how closely mathematics teachers align their grades to standardized test scores.}, 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} } @article{WulffBuschhueterWestphaletal.2022, author = {Wulff, Peter and Buschh{\"u}ter, David and Westphal, Andrea and Mientus, Lukas and Nowak, Anna and Borowski, Andreas}, title = {Bridging the gap between qualitative and quantitative assessment in science education research with machine learning}, series = {Journal of science education and technology}, volume = {31}, journal = {Journal of science education and technology}, number = {4}, publisher = {Springer}, address = {Dordrecht}, issn = {1059-0145}, doi = {10.1007/s10956-022-09969-w}, pages = {490 -- 513}, year = {2022}, abstract = {Science education researchers typically face a trade-off between more quantitatively oriented confirmatory testing of hypotheses, or more qualitatively oriented exploration of novel hypotheses. More recently, open-ended, constructed response items were used to combine both approaches and advance assessment of complex science-related skills and competencies. For example, research in assessing science teachers' noticing and attention to classroom events benefitted from more open-ended response formats because teachers can present their own accounts. Then, open-ended responses are typically analyzed with some form of content analysis. However, language is noisy, ambiguous, and unsegmented and thus open-ended, constructed responses are complex to analyze. Uncovering patterns in these responses would benefit from more principled and systematic analysis tools. Consequently, computer-based methods with the help of machine learning and natural language processing were argued to be promising means to enhance assessment of noticing skills with constructed response formats. In particular, pretrained language models recently advanced the study of linguistic phenomena and thus could well advance assessment of complex constructs through constructed response items. This study examines potentials and challenges of a pretrained language model-based clustering approach to assess preservice physics teachers' attention to classroom events as elicited through open-ended written descriptions. It was examined to what extent the clustering approach could identify meaningful patterns in the constructed responses, and in what ways textual organization of the responses could be analyzed with the clusters. Preservice physics teachers (N = 75) were instructed to describe a standardized, video-recorded teaching situation in physics. The clustering approach was used to group related sentences. Results indicate that the pretrained language model-based clustering approach yields well-interpretable, specific, and robust clusters, which could be mapped to physics-specific and more general contents. Furthermore, the clusters facilitate advanced analysis of the textual organization of the constructed responses. Hence, we argue that machine learning and natural language processing provide science education researchers means to combine exploratory capabilities of qualitative research methods with the systematicity of quantitative methods.}, language = {en} } @article{WulffBuschhueterWestphaletal.2020, author = {Wulff, Peter and Buschh{\"u}ter, David and Westphal, Andrea and Nowak, Anna and Becker, Lisa and Robalino, Hugo and Stede, Manfred and Borowski, Andreas}, title = {Computer-based classification of preservice physics teachers' written reflections}, series = {Journal of science education and technology}, volume = {30}, journal = {Journal of science education and technology}, number = {1}, publisher = {Springer}, address = {Dordrecht}, issn = {1059-0145}, doi = {10.1007/s10956-020-09865-1}, pages = {1 -- 15}, year = {2020}, abstract = {Reflecting in written form on one's teaching enactments has been considered a facilitator for teachers' professional growth in university-based preservice teacher education. Writing a structured reflection can be facilitated through external feedback. However, researchers noted that feedback in preservice teacher education often relies on holistic, rather than more content-based, analytic feedback because educators oftentimes lack resources (e.g., time) to provide more analytic feedback. To overcome this impediment to feedback for written reflection, advances in computer technology can be of use. Hence, this study sought to utilize techniques of natural language processing and machine learning to train a computer-based classifier that classifies preservice physics teachers' written reflections on their teaching enactments in a German university teacher education program. To do so, a reflection model was adapted to physics education. It was then tested to what extent the computer-based classifier could accurately classify the elements of the reflection model in segments of preservice physics teachers' written reflections. Multinomial logistic regression using word count as a predictor was found to yield acceptable average human-computer agreement (F1-score on held-out test dataset of 0.56) so that it might fuel further development towards an automated feedback tool that supplements existing holistic feedback for written reflections with data-based, analytic feedback.}, language = {en} } @phdthesis{Westphal2015, author = {Westphal, Andrea}, title = {Diagnostische Kompetenzen von Lehrkr{\"a}ften}, school = {Universit{\"a}t Potsdam}, pages = {94}, year = {2015}, language = {de} } @article{WestphalGronostajVocketal.2016, author = {Westphal, Andrea and Gronostaj, Anna and Vock, Miriam and Emmrich, Rico and Harych, Peter}, title = {Differentiation in Mathematics and in German Lessons on Grammar School Level Is it to be found mainly among good diagnosticians and in heterogeneous classes?}, series = {Zeitschrift f{\~A}¼r P{\~A}\idagogik}, volume = {62}, journal = {Zeitschrift f{\~A}¼r P{\~A}\idagogik}, publisher = {Beltz}, address = {Weinheim}, issn = {0044-3247}, pages = {131 -- 148}, year = {2016}, abstract = {Das Anliegen der vorliegenden Studie ist es, zu pr{\"u}fen, inwiefern eine differenzierende Unterrichtspraxis in den F{\"a}chern Mathematik und Deutsch im Zusammenhang mit der Wahrnehmung von Leistungsheterogenit{\"a}t und der Diagnosegenauigkeit von Lehrkr{\"a}ften steht. Der Untersuchung lagen Leistungsdaten aus den Vergleichsarbeiten (VERA-8) und Lehrerurteile {\"u}ber N = 1803 Sch{\"u}ler/innen der achten Jahrgangsstufe an Gymnasien im Land Brandenburg zugrunde sowie Sch{\"u}lereinsch{\"a}tzungen zur Differenzierung im Unterricht. Hierarchische Regressionsanalysen zeigen, dass Mathematiklehrkr{\"a}fte aus Sicht der Sch{\"u}ler/innen umso st{\"a}rker differenzierend unterrichten, je besser sie die Leistungsst{\"a}nde der Sch{\"u}ler/innen einsch{\"a}tzen k{\"o}nnen. Im Fach Deutsch findet differenzierender Unterricht in geringerem Umfang statt und es zeigen sich keine Zusammenh{\"a}nge mit der Diagnosegenauigkeit. The aim of the present study is to examine in how far a differentiating teaching practice in Math and German lessons is linked with the perception of heterogeneity in student performance and with the teachers´ diagnostic accuracy. The study is based on performance data from comparative tests (VERA-8) and teacher assessments of N = 1803 students attending 8th grade at grammar schools in the federal state of Brandenburg and on student assessments on differentiation in teaching. Hierarchical regression analyses show that, from the students´ perspective, Math teachers differentiate the more in their teaching the better they are able to assess the students´ performance level. In German lessons, differentiating forms of teaching are less often applied and there are no links with diagnostic accuracy.}, language = {de} } @article{KretschmannWestphalVock2021, author = {Kretschmann, Julia and Westphal, Andrea and Vock, Miriam}, title = {Does it pay to be one of the oldest in class?}, series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, volume = {74}, journal = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0959-4752}, doi = {10.1016/j.learninstruc.2021.101463}, pages = {12}, year = {2021}, abstract = {Several studies have revealed that older students in a year group reach higher achievement scores than younger students in that group. But less is known about how students' relative age in class relates to their self-perception of academic achievement, their social acceptance in class and to how teachers judge their abilities. Therefore, we examined relative age effects within class on students' academic self-concept, peer relations, grades, and teachers' secondary school recommendation. Analyses were based on a sample of N = 18,956 German fourth graders, who had never been retained or accelerated. We applied multilevel regression to control for covariates at the individual and classroom level. There were no substantial relative age effects within class across any of the outcomes, except for a small advantage for the youngest in their reading self-concept. Our findings therefore contradict the common assumption that younger students in class are disadvantaged compared to their older classmates.}, language = {en} } @article{JungbauerHeitmannWestphaletal.2018, author = {Jungbauer, Johannes and Heitmann, Katharina and Westphal, Andrea and Vock, Miriam}, title = {Erwachsene Kinder psychisch erkrankter Eltern}, series = {Zeitschrift f{\"u}r Familienforschung}, volume = {30}, journal = {Zeitschrift f{\"u}r Familienforschung}, number = {2}, publisher = {Budrich}, address = {Leverkusen}, issn = {1437-2940}, doi = {10.3224/zff.v30i2.05}, pages = {216 -- 229}, year = {2018}, abstract = {Zielsetzung: In diesem Beitrag werden Ergebnisse der EKipeE-Studie vorgestellt, in der erwachsene Kinder psychisch kranker Eltern befragt wurden. Ziel war es, die von den Befragten wahrgenommenen langfristigen Auswirkungen auf ihre Biographie, ihre Pers{\"o}nlichkeit und ihre Sozialbeziehungen zu beschreiben. Außerdem sollten Zusammenh{\"a}nge zwischen ausgew{\"a}hlten belastenden Kindheitserfahrungen und Problemen im Erwachsenenalter untersucht werden. Ferner sollten die Unterst{\"u}tzungsbed{\"u}rfnisse und -w{\"u}nsche der erwachsenen Kinder erfasst werden. Methode: Im Rahmen einer online-Fragebogenstudie wurden N=561 erwachsene Kinder psychisch kranker Eltern befragt. Die quantitativen Fragebogendaten wurden mit SPSS 23.0 statistisch ausgewertet; die freien Antworten und Kommentare wurden inhaltsanalytisch ausgewertet. Ergebnisse: Die Studienteilnehmer berichteten vielf{\"a}ltige emotionale und soziale Probleme, die sie als Folgen ihrer Kindheitserfahrungen wahrnehmen. Sehr h{\"a}ufig haben sie das Gef{\"u}hl, in ihrer Identit{\"a}t und ihrem Verhalten negativ gepr{\"a}gt zu sein. Viele {\"a}ußern deswegen einen Bedarf an professioneller Beratung und Unterst{\"u}tzung. Diskussion: Es handelt sich um die bislang umfangreichste Studie zu den langfristigen Folgen einer Kindheit mit einem psychisch kranken Elternteil im deutschsprachigen Raum. Die Ergebnisse verdeutlichen, dass fr{\"u}hzeitige Hilfe- und Pr{\"a}ventionsangebote f{\"u}r betroffene Kinder, Eltern und Familien notwendig sind. Auch die Bereitstellung spezifischer Beratungsangebote f{\"u}r erwachsene Kinder psychisch kranker Eltern wird empfohlen.}, language = {de} } @article{KuechollLazaridesWestphal2022, author = {K{\"u}choll, Denise and Lazarides, Rebecca and Westphal, Andrea}, title = {F{\"o}rderung von Beratungskompetenz bei Lehramtsstudierenden im Bachelorstudium}, series = {Professionalisierung in Praxisphasen : Ergebnisse der Lehrerbildungsforschung an der Universit{\"a}t Potsdam (Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung ; 2)}, journal = {Professionalisierung in Praxisphasen : Ergebnisse der Lehrerbildungsforschung an der Universit{\"a}t Potsdam (Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung ; 2)}, number = {2}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-508-8}, issn = {2626-3556}, doi = {10.25932/publishup-57076}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-570765}, pages = {145 -- 168}, year = {2022}, abstract = {Die F{\"a}higkeit zu beraten gilt als ein wichtiger Aspekt professioneller Kompetenz von Lehrkr{\"a}ften. Lehrveranstaltungskonzepte, die theoretisches Beratungswissen vermitteln und gleichzeitig praktische Erfahrungen im Beraten erm{\"o}glichen, sind daher hochrelevant f{\"u}r die Entwicklung berufsspezifischer F{\"a}higkeiten. Angelehnt an ein vierdimensionales Modell der Beratungskompetenz wurde an der Universit{\"a}t Potsdam ein Seminarkonzept f{\"u}r angehende Lehrkr{\"a}fte entwickelt. Es bietet Lerngelegenheiten, um Beratungswissen zu Kommunikations-, Diagnostik-, Probleml{\"o}se- und Bew{\"a}ltigungs-Skills zu erwerben und dieses Wissen in konstruierten Beratungssituationen im Seminar anzuwenden, die klassisch f{\"u}r die berufliche Schulpraxis sind. Dar{\"u}ber hinaus wurden die Lehramtsstudierenden motiviert, spezifische Beratungskompetenzen - konkret das aktive Zuh{\"o}ren - im Rahmen der Schulpraktischen {\"U}bungen anzuwenden. Erste Erkenntnisse der Analyse der durchgef{\"u}hrten Unterrichtsstunden werden dargestellt.}, language = {de} } @misc{WestphalVockStubbe2017, author = {Westphal, Andrea and Vock, Miriam and Stubbe, Tobias}, title = {Grade skipping from the perspective of teachers in Germany}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {411}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-405235}, pages = {14}, year = {2017}, abstract = {The present study explored teachers' perspectives on one specific type of acceleration, namely, grade skipping. In addition, we investigated the extent to which teachers' beliefs about students' academic, motivational, and social development after grade skipping may explain teachers' acceptance of this accelerative strategy. Moreover, we examined whether teachers' acceptance is linked to their decisions about using this intervention. Using data from the PARS project, which included 316 teachers from 18 secondary schools in the German federal state of North Rhine-Westphalia, we assessed teachers' acceptance, beliefs, and perceived knowledge about grade skipping using 4-point rating scales. Teachers also reported whether they had advised a student to skip a grade. Multilevel regression analyses indicated that teachers' beliefs about students' social, motivational, and academic development largely explained their acceptance. Teachers who showed a higher level of acceptance and perceived knowledge were more likely to have recommended grade skipping before. Educational implications are discussed.}, language = {en} } @article{WestphalKalinowskiHoferichteretal.2022, author = {Westphal, Andrea and Kalinowski, Eva and Hoferichter, Clara Josepha and Vock, Miriam}, title = {K-12 teachers' stress and burnout during the COVID-19 pandemic}, series = {Frontiers in psychology}, volume = {13}, journal = {Frontiers in psychology}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2022.920326}, pages = {29}, year = {2022}, abstract = {We present the first systematic literature review on stress and burnout in K-12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K-12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K-12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K-12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K-12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond.}, language = {en} } @article{WestphalKalinowskiHoferichteretal.2022, author = {Westphal, Andrea and Kalinowski, Eva and Hoferichter, Clara Josepha and Vock, Miriam}, title = {K-12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review}, series = {Frontiers in Psychology}, journal = {Frontiers in Psychology}, publisher = {Frontiers}, address = {Lausanne, Schweiz}, issn = {1664-1078}, doi = {10.3389/fpsyg.2022.920326}, pages = {1 -- 29}, year = {2022}, abstract = {We present the first systematic literature review on stress and burnout in K-12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K-12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K-12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K-12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K-12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond.}, language = {en} } @misc{WestphalKalinowskiHoferichteretal.2022, author = {Westphal, Andrea and Kalinowski, Eva and Hoferichter, Clara Josepha and Vock, Miriam}, title = {K-12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1866-8364}, doi = {10.25932/publishup-56552}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-565521}, year = {2022}, abstract = {We present the first systematic literature review on stress and burnout in K-12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K-12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K-12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K-12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K-12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond.}, language = {en} } @article{WestphalKretschmannGronostajetal.2018, author = {Westphal, Andrea and Kretschmann, Julia and Gronostaj, Anna and Vock, Miriam}, title = {More enjoyment, less anxiety and boredom}, series = {Learning and individual differences : a multidisciplinary journal in education}, volume = {62}, journal = {Learning and individual differences : a multidisciplinary journal in education}, publisher = {Elsevier B.V.}, address = {Amsterdam}, issn = {1041-6080}, doi = {10.1016/j.lindif.2018.01.016}, pages = {108 -- 117}, year = {2018}, abstract = {Students' achievement emotions are critical in their academic development. Therefore, teachers need to create an emotionally positive learning environment. In the light of this, the present study investigated the connection between students' enjoyment, anxiety, boredom and, in the first case, students' academic self-concept and, in the second, teachers' diagnostic skills. The third part of our study examined whether this link would be moderated by students' academic self-concept. Our sample comprised N = 1803 eighth-grade students who reported their achievement emotions and evaluated the diagnostic skills of both their German and mathematics teachers. Hierarchical models indicated that students experience more enjoyment and less anxiety and boredom if teachers exhibit better diagnostic skills. The role of teachers' diagnostic skills in relation to students' emotions was in part moderated by the students' self-concept. These results are discussed in terms of their implications for effective teaching.}, language = {en} } @article{ZarubaWestphalGutmannetal.2021, author = {Zaruba, Nicole and Westphal, Andrea and Gutmann, Franziska and Vock, Miriam}, title = {Preservice teachers' implicit and explicit attitudes towards teaching and learning}, series = {Frontiers in education}, volume = {6}, journal = {Frontiers in education}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {2504-284X}, doi = {10.3389/feduc.2021.619098}, pages = {14}, year = {2021}, abstract = {When it comes to teacher attitudes towards teaching and learning, research relies heavily on explicit measures (e.g., questionnaires). These attitudes are generally conceptualized as constructivist and transmissive views on teaching and learning with constructivism often considered to be more desirable. In explicit measures, this can have drawbacks like socially desirable responding. It is for this reason that, in this study, we investigated implicit attitudes as well as explicit attitudes towards constructivism and transmission. N = 100 preservice teachers worked on a questionnaire and two Single-Target Implicit Association Tests (ST-IAT constructivism and ST-IAT transmission) before (T1) and after (T2) a single master's semester. One group (n = 50) did student teaching while a second group (n = 50) took master's courses. We evaluated preservice teachers' views on teaching at the end of their masters' studies. Participants agreed with transmission and constructivism (T1) on both an explicit and implicit level. Implicit measures seem to exceed explicit measures in differentially assessing constructivist and transmissive views on teaching and learning. After student teaching (T2), there was no overall effect of attitude development but changes in rank indicate that participants' implicit attitudes towards constructivism and transmission developed differently for each individual.}, language = {en} } @misc{ZarubaWestphalGutmannetal.2021, author = {Zaruba, Nicole and Westphal, Andrea and Gutmann, Franziska and Vock, Miriam}, title = {Preservice Teachers' Implicit and Explicit Attitudes Towards Teaching and Learning}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, issn = {1866-8364}, doi = {10.25932/publishup-54289}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-542895}, pages = {16}, year = {2021}, abstract = {When it comes to teacher attitudes towards teaching and learning, research relies heavily on explicit measures (e.g., questionnaires). These attitudes are generally conceptualized as constructivist and transmissive views on teaching and learning with constructivism often considered to be more desirable. In explicit measures, this can have drawbacks like socially desirable responding. It is for this reason that, in this study, we investigated implicit attitudes as well as explicit attitudes towards constructivism and transmission. N = 100 preservice teachers worked on a questionnaire and two Single-Target Implicit Association Tests (ST-IAT constructivism and ST-IAT transmission) before (T1) and after (T2) a single master's semester. One group (n = 50) did student teaching while a second group (n = 50) took master's courses. We evaluated preservice teachers' views on teaching at the end of their masters' studies. Participants agreed with transmission and constructivism (T1) on both an explicit and implicit level. Implicit measures seem to exceed explicit measures in differentially assessing constructivist and transmissive views on teaching and learning. After student teaching (T2), there was no overall effect of attitude development but changes in rank indicate that participants' implicit attitudes towards constructivism and transmission developed differently for each individual.}, language = {en} } @book{JennekRotherToschetal.2022, author = {Jennek, Julia and Rother, Stefanie and Tosch, Frank and Wendland, Mirko and Kludt, Steffen and Krauskopf, Karsten and Kitschke, Dorothea and Maar, Verena and Knigge, Michel and Gn{\"a}dig, Susanne and Seidel, Astrid and Siehr, Karl-Heinz and Wienecke, Maik and G{\"u}nther, Claudia-Susanne and Reitz-Koncebovski, Karen and Klöpping, Peter M. and K{\"u}choll, Denise and Lazarides, Rebecca and Westphal, Andrea and Scherreiks, Lynn and Kuhr, Linda and Wilbert, J{\"u}rgen and Gronostaj, Anna and Vock, Miriam and Zaruba, Nicole and Ahlgrimm, Frederik and Link, J{\"o}rg-Werner and K{\"o}rner, Dorothea and Barseghyan, Anahit and Glowinski, Ingrid}, title = {Professionalisierung in Praxisphasen}, series = {Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung}, journal = {Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung}, number = {2}, editor = {Jennek, Julia}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-508-8}, issn = {2626-3556}, doi = {10.25932/publishup-50096}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-500964}, publisher = {Universit{\"a}t Potsdam}, pages = {321}, year = {2022}, abstract = {Schulpraktika bilden die zentrale Grundlage der Lehrerbildung in Potsdam. Bereits im Potsdamer Modell der Lehrerbildung (1993) sind sie festgehalten, seit der Integration des Schulpraktikums (Praxissemesters) 2008 absolvieren alle Potsdamer Lehramtsstudierenden f{\"u}nf Pflichtpraktika. W{\"a}hrend die Ziele der Praktika klar beschrieben sind, sind die tats{\"a}chlichen Lernerfolge nicht immer klar - ebenso wenig, wie die Begleitung der Praktika aussehen muss, um die Studierenden bestm{\"o}glich zu unterst{\"u}tzen. Auch die Integration in weitere Lehrveranstaltungen des Studiums ist ein noch offenes Feld, das weiterer Betrachtung verdient. Die unterschiedliche Ausrichtung der Potsdamer Praktika, Perspektivwechsel im Orientierungs-/Integriertem Eingangspraktikum, Selbstreflektion im Praktikum in p{\"a}dagogisch-psychologischen Handlungsfeldern, Unterricht als Profession in den Fachdidaktischen Tagespraktika, Anwendung von Diagnostik im psychodiagnostischen Praktikum und die Synthese all dessen im Schulpraktikum, bieten daf{\"u}r zahlreiche Ansatzpunkte. Schulpraktika sind nicht nur ein zentraler und von Studierenden hoch gesch{\"a}tzter Bestandteil des Studiums, sondern werden auch zunehmend f{\"u}r die Bildungsforschung interessant. Fragen nach der Kompetenzentwicklung, Selbsteinsch{\"a}tzungen und der Entwicklung der Reflexionsf{\"a}higkeit von Studierenden stehen dabei ebenso im Fokus wie die Einsch{\"a}tzung der universit{\"a}ren Begleitung und der Einbindung ins weitere Studium. Der vorliegende Band versammelt Studien von Wissenschaftlerinnen und Wissenschaftler der Universit{\"a}t Potsdam, die die f{\"u}nf Pflichtpraktika im Lehramtsstudium unter unterschiedlichen Blickwinkel beforschen. Besonders hervorzuheben ist, dass die Wissenschaftlerinnen und Wissenschaftler aus unterschiedlichen Disziplinen stammen und somit die Praktika mit verschiedenen Instrumenten und aus unterschiedlichen Blickwinkeln betrachten. Die pr{\"a}sentierten Ergebnisse bilden eine gute Grundlage, um die Praktika in Potsdam und an anderen Standorten weiterzuentwickeln.}, language = {de} } @book{AckermannAhlgrimmApelojgetal.2018, author = {Ackermann, Peter and Ahlgrimm, Frederik and Apelojg, Benjamin and B{\"o}rnert-Ringleb, Moritz and Borowski, Andreas and Ehlert, Antje and Eichler, Constanze and Frohn, Julia and Gehrmann, Marie-Luise and Gerlach, Erin and Goetz, Ilka and Goral, Johanna and Gronostaj, Anna and Grubert, Jana and G{\"u}lery{\"u}z, Burak and Hacke, Alexander and Heck, Sebastian and Hermanns, Jolanda and Hochmuth, J{\"o}rg and Jennek, Julia and Jostes, Brigitte and Jurczok, Anne and Kleemann, Katrin and Kortenkamp, Ulrich and Krauskopf, Karsten and K{\"u}choll, Denise and Kulawiak, Pawel R. and Lauterbach, Wolfgang and Lazarides, Rebecca and Linka, Tim and L{\"o}weke, Sebastian and Lohse-Bossenz, Hendrik and Maar, Verena and Nowak, Anna and Ratzlaff, Olaf and Reitz-Koncebovski, Karen and Rother, Stefanie and Scherreiks, Lynn and Schroeder, Christoph and Schwalbe, Anja and Schwill, Andreas and Tosch, Frank and Vock, Miriam and Wagner, Luisa and Westphal, Andrea and Wilbert, J{\"u}rgen}, title = {PSI-Potsdam}, series = {Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung}, journal = {Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung}, number = {1}, editor = {Borowski, Andreas and Ehlert, Antje and Prechtl, Helmut}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-442-5}, issn = {2626-3556}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-414542}, publisher = {Universit{\"a}t Potsdam}, pages = {354}, year = {2018}, abstract = {In Brandenburg kommt der Universit{\"a}t Potsdam eine besondere Rolle zu: Sie ist die einzige, an der zuk{\"u}nftige Lehrerinnen und Lehrer die erste Phase ihres Werdegangs - das Lehramtsstudium - absolvieren k{\"o}nnen. Vor diesem Hintergrund wurde bereits kurz nach der Gr{\"u}ndung im Jahr 1991 das „Potsdamer Modell der Lehrerbildung" entwickelt. Dieses Modell strebt fortlaufend eine enge Verzahnung von Theorie und Praxis {\"u}ber das gesamte Studium hinweg an und bindet hierf{\"u}r die schulpraktischen Studienanteile in besonderer Weise ein. Eine erneute St{\"a}rkung erfuhr die Lehrerbildung im Dezember 2014 mit der Gr{\"u}ndung des Zentrums f{\"u}r Lehrerbildung und Bildungsforschung (ZeLB). Aus der koordinierenden Arbeit des Zentrums entstand das fakult{\"a}ts{\"u}bergreifende Projekt „Professionalisierung - Schulpraktische Studien - Inklusion" (PSI-Potsdam) das im Rahmen der Qualit{\"a}tsoffensive Lehrerbildung des Bundesministeriums f{\"u}r Bildung und Forschung erfolgreich gef{\"o}rdert wurde (2015-2018) und dessen Verl{\"a}ngerung (2019-2023) bewilligt ist. Der vorliegende Band vermittelt in den drei großen Kapiteln „Erhebungsinstrumente", „Seminarkonzepte" und „Vernetzungen" einen {\"U}berblick {\"u}ber einige der praxisnahen Forschungszug{\"a}nge, hochschuldidaktischen Ans{\"a}tze und Strategien zur Vernetzung innerhalb der Lehrerbildung, die im Rahmen von PSI-Potsdam entwickelt und umgesetzt wurden. Die Beitr{\"a}ge wurden mit dem Ziel verfasst, Kolleginnen und Kollegen an Universit{\"a}ten und Hochschulen, Akteur_innen des Vorbereitungsdiensts sowie der Fort- und Weiterbildung von Lehrkr{\"a}ften m{\"o}glichst konkrete Einblicke zu gew{\"a}hren. Unter der Herausgeberschaft von Prof. Dr. Andreas Borowski (Fachdidaktik Physik), Prof. Dr. Antje Ehlert (Inklusionsp{\"a}dagogik mit dem F{\"o}rderschwerpunkt Lernen) und Prof. Dr. Helmut Prechtl (Fachdidaktik Biologie) vereinen sich Autor_innen mit breit gestreuter fachdidaktischer und bildungswissenschaftlicher Expertise.}, language = {de} } @article{KuechollLazaridesWestphaletal.2018, author = {K{\"u}choll, Denise and Lazarides, Rebecca and Westphal, Andrea and Lohse-Bossenz, Hendrik}, title = {Skala zur Erfassung der Beratungskompetenz im Lehramtsstudium}, series = {Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung}, journal = {Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-442-5}, issn = {2626-4722}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-420173}, pages = {29 -- 42}, year = {2018}, abstract = {Die vorliegende Studie befasst sich mit der Entwicklung und Validierung einer Skala zur Erfassung der Beratungskompetenz bei Lehramtsstudierenden im Praxissemester. Befragt wurden insgesamt 200 Studierende unterschiedlicher Lehramtsstudieng{\"a}nge der Universit{\"a}t Potsdam. Faktoranalysen zeigten, dass das Konstrukt der Beratungskompetenz in vier Subskalen differenziert werden kann (Personale Ressourcen, Kooperation und Perspektiv{\"u}berahme, Berater-Skills sowie Ressourcen- und L{\"o}sungsorientierung). Bez{\"u}glich der internen Konsistenz ergaben sich f{\"u}r die Subskalen Werte, die insgesamt als akzeptabel bis gut einzusch{\"a}tzen sind. Die Subskalen waren erwartungsgem{\"a}ß positiv korreliert. F{\"u}r alle vier Subskalen der Beratungskompetenz ergaben sich Zusammenh{\"a}nge schwacher bis mittlerer St{\"a}rke mit den Validierungsvariablen (Selbstwirksamkeit in Beratungen, Beratungsmotivation sowie P{\"a}dagogische Vorerfahrungen). Die Ergebnisse werden bez{\"u}glich ihrer Implikationen f{\"u}r die Lehrkr{\"a}ftebildung diskutiert.}, language = {de} } @article{WestphalBeckerVocketal.2016, author = {Westphal, Andrea and Becker, Michael and Vock, Miriam and Maaz, Kai and Neumann, Marko and McElvany, Nele}, title = {The link between teacher-assigned grades and classroom socioeconomic composition: The role of classroom behavior, motivation, and teacher characteristics}, series = {Contemporary educational psychology}, volume = {46}, journal = {Contemporary educational psychology}, publisher = {Elsevier}, address = {San Diego}, issn = {0361-476X}, doi = {10.1016/j.cedpsych.2016.06.004}, pages = {218 -- 227}, year = {2016}, abstract = {Teacher judgments in terms of grades, proficiency assessments, and recommending placement in ability groups can have important consequences for a child's future educational path. Whether or not students' sociodemographic background characteristics are systematically related to teacher judgments has been a controversial topic of discussion. Using data from the TIMSS-Transition Study (N = 3285 fourth graders) administered across 13 German federal states in the 2006-2007 school year and survey data from parents and teachers, we investigated whether or not the average classroom socioeconomic status is reflected in teacher judgments and also examined possible underlying processes. We also probed the role of teachers' own socioeconomic backgrounds (at the age of 16) in their later susceptibility to differentially judge students from different socioeconomic backgrounds and in differentially composed classrooms. Multilevel regression analyses revealed that, after controlling for differences in achievement (as indicated by standardized tests), teachers' judgments were associated with the classrooms' socioeconomic composition, and this finding could not be attributed to the average levels of motivation or behavior in the classroom. Teachers were similarly likely to exhibit such differential judgments regardless of their own socioeconomic background. These findings are discussed in the context of their implications for educational policy.}, language = {en} } @article{BoernertRinglebWestphalZarubaetal.2020, author = {B{\"o}rnert-Ringleb, Moritz and Westphal, Andrea and Zaruba, Nicole and Gutmann, Franziska and Vock, Miriam}, title = {The relationship between attitudes toward inclusion, beliefs about teaching and learning, and subsequent automatic evaluations amongst student teachers}, series = {Frontiers in education}, volume = {5}, journal = {Frontiers in education}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {2504-284X}, doi = {10.3389/feduc.2020.584464}, pages = {11}, year = {2020}, abstract = {Teachers' attitudes toward inclusion are frequently cited as being an important predictor of how successfully a given inclusive school system is implemented. At the same time, beliefs about the nature of teaching and learning are discussed as a possible predictor of attitudes toward inclusion. However, more recent research emphasizes the need of considering implicit processes, such as automatic evaluations, when describing attitudes and beliefs. Previous evidence on the association of attitudes toward inclusion and beliefs about teaching and learning is solely based on explicit reports. Therefore, this study aims to examine the relationship between attitudes toward inclusion, beliefs about teaching and learning, and the subsequent automatic evaluations of pre-service teachers (N = 197). The results revealed differences between pre-service teachers' explicit attitudes/beliefs and their subsequent automatic evaluations. Differences in the relationship between attitudes toward inclusion and beliefs about teaching and learning occur when teachers focus either on explicit measures or automatic evaluations. These differences might be due to different facets of the same attitude object being represented. Relying solely on either explicit measures or automatic evaluations at the exclusion of the other might lead to erroneous assumptions about the relation of attitudes toward inclusion and beliefs about teaching and learning.}, language = {en} } @article{WestphalVockKretschmann2021, author = {Westphal, Andrea and Vock, Miriam and Kretschmann, Julia}, title = {Unravelling the relationship between teacher-assigned grades, student personality, and standardized test scores}, series = {Frontiers in psychology / Frontiers Research Foundation}, journal = {Frontiers in psychology / Frontiers Research Foundation}, number = {12}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2021.627440}, pages = {11}, year = {2021}, abstract = {The Big Five personality traits play a major role in student achievement. As such, there is consistent evidence that students that are more conscientious receive better teacher-assigned grades in secondary school. However, research often does not support the claim that students that are more conscientious similarly achieve higher scores in domain-specific standardized achievement tests. Based on the Invest-and-Accrue Model, we argue that conscientiousness explains to some extent why certain students receive better grades despite similar academic accomplishments (i.e., achieving similar scores in domain-specific standardized achievement tests). Therefore, the present study examines to what extent the relationship between student personality and teacher-assigned grades consists of direct as opposed to indirect associations (via subject-specific standardized test scores). We used a representative sample of 14,710 ninth-grade students to estimate these direct and indirect pathways in mathematics and German. Structural equation models showed that test scores explained between 8 and 11\% of the variance in teacher-assigned grades in mathematics and German. The Big Five personality traits in students additionally explained between 8 and 10\% of the variance in grades. Finally, the personality-grade relationship consisted of direct (0.02 | β| ≤ 0.27) and indirect associations via test scores (0.01 | β| ≤ 0.07). Conscientiousness explained discrepancies between teacher-assigned grades and students' scores in domain-specific standardized tests to a greater extent than any of the other Big Five personality traits. Our findings suggest that students that are more conscientious may invest more effort to accomplish classroom goals, but fall short of mastery.}, language = {en} } @misc{WestphalVockKretschmann2021, author = {Westphal, Andrea and Vock, Miriam and Kretschmann, Julia}, title = {Unravelling the relationship between teacher-assigned grades, student personality, and standardized test scores}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {12}, issn = {1866-8364}, doi = {10.25932/publishup-52302}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-523024}, pages = {13}, year = {2021}, abstract = {The Big Five personality traits play a major role in student achievement. As such, there is consistent evidence that students that are more conscientious receive better teacher-assigned grades in secondary school. However, research often does not support the claim that students that are more conscientious similarly achieve higher scores in domain-specific standardized achievement tests. Based on the Invest-and-Accrue Model, we argue that conscientiousness explains to some extent why certain students receive better grades despite similar academic accomplishments (i.e., achieving similar scores in domain-specific standardized achievement tests). Therefore, the present study examines to what extent the relationship between student personality and teacher-assigned grades consists of direct as opposed to indirect associations (via subject-specific standardized test scores). We used a representative sample of 14,710 ninth-grade students to estimate these direct and indirect pathways in mathematics and German. Structural equation models showed that test scores explained between 8 and 11\% of the variance in teacher-assigned grades in mathematics and German. The Big Five personality traits in students additionally explained between 8 and 10\% of the variance in grades. Finally, the personality-grade relationship consisted of direct (0.02 | β| ≤ 0.27) and indirect associations via test scores (0.01 | β| ≤ 0.07). Conscientiousness explained discrepancies between teacher-assigned grades and students' scores in domain-specific standardized tests to a greater extent than any of the other Big Five personality traits. Our findings suggest that students that are more conscientious may invest more effort to accomplish classroom goals, but fall short of mastery.}, language = {en} } @article{WestphalZawackiRichter2021, author = {Westphal, Andrea and Zawacki-Richter, Olaf}, title = {Von der allgemeinen Erziehungswissenschaft zur empirischen Bildungsforschung?}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE}, volume = {24}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE}, number = {3}, publisher = {Springer VS/Springer Fachmedien Wiesbaden GmbH}, address = {Wiesbaden}, issn = {1434-663X}, doi = {10.1007/s11618-021-01008-5}, pages = {641 -- 669}, year = {2021}, abstract = {The present study examines articles published in Zeitschrift fur Erziehungswissenschaft (ZfE-Journal of Educational Sciences) between 1998 and 2017, to discover whether the thematic focus of the articles it published during this period changed over time. To do this, we scrutinized articles in four consecutive five-year periods: 1998-2002, 2003-2007, 2008-2012, 2013-2017. Using the titles and abstracts of 821 articles published between 1998 and 2017, we conducted a quantitative text analysis and identified the most frequent and most characteristic bigrams that emerged during these periods. In addition, we looked at whether specific word stems (e.g., "erziehungswissenschaft", "bildungsforsch", "didakt") began to occur more frequently over the two decades under study. Finally, we used the text mining tool Leximancer (TM) to construct concept maps that point to the semantic structure of the topics and key concepts in the analyzed articles. The results indicate that, over the course of this twenty-year period, the ZfE predominantly published empirical articles with a focus on the social aspects of education, but that its focus on research into general pedagogy decreased in frequency.}, language = {de} } @article{KalinowskiJurczokWestphaletal.2022, author = {Kalinowski, Eva and Jurczok, Anne and Westphal, Andrea and Vock, Miriam}, title = {Welche individuellen und institutionellen Faktoren beg{\"u}nstigen die Kooperation von Grundschullehrkr{\"a}ften?}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft}, volume = {25}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft}, publisher = {Springer}, address = {Wiesbaden}, issn = {1434-663X}, doi = {10.1007/s11618-022-01081-4}, pages = {999 -- 1029}, year = {2022}, abstract = {Der Kooperation von Lehrkr{\"a}ften wird f{\"u}r die Bew{\"a}ltigung der komplexen Anforderungen des Schulalltags großes Potenzial zugeschrieben. Dennoch ist Kooperation in vielen Lehrkr{\"a}ftekollegien nicht selbstverst{\"a}ndlich. Auf Basis einer Befragung von N = 489 Grundschullehrkr{\"a}ften untersucht dieser Beitrag in einem querschnittlichen Design die kollegiale Kooperation in Schulen in Deutschland. Mit einer Regression wurde unter Ber{\"u}cksichtigung der Mehrebenenstruktur der Daten gepr{\"u}ft, in welchem Ausmaß personale, kompetenzbezogene und institutionelle Merkmale die Umsetzung verschiedener Kooperationsformen wahrscheinlicher machen. Die Ergebnisse zeigen, dass die Kooperationsform „Austausch" in der Arbeit der Lehrkr{\"a}fte ausgepr{\"a}gt wahrgenommen wurde, die Kooperationsform „Kokonstruktion" weniger. Zudem zeigen sich Gemeinsamkeiten, aber auch Unterschiede in den beg{\"u}nstigenden Faktoren. W{\"a}hrend sich f{\"u}r beide Kooperationsformen die Wahrnehmung kollektiver Selbstwirksamkeit und das Zusammenspiel zwischen organisatorischen und r{\"a}umlichen Rahmenbedingungen als pr{\"a}diktiv erwiesen, spielte der Enthusiasmus lediglich f{\"u}r den Austausch und die Unterrichtserfahrung nur f{\"u}r die Kokonstruktion eine Rolle.}, language = {de} } @article{GronostajWestphalJenneketal.2018, author = {Gronostaj, Anna and Westphal, Andrea and Jennek, Julia and Vock, Miriam}, title = {Welche Rolle spielt die Lernbegleitung f{\"u}r den selbstberichteten Kompetenzzuwachs im Praxissemester?}, series = {Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung}, journal = {Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-442-5}, issn = {2626-4722}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-420190}, pages = {59 -- 72}, year = {2018}, abstract = {Schulische Praxisphasen sind ein wichtiger Bestandteil der universit{\"a}ren Lehrkr{\"a}ftebildung in Deutschland. Empirisch fundierte Erkenntnisse zu diesen Praxisphasen liegen jedoch vergleichsweise wenig vor. Im vorliegenden Beitrag wird eine Studie zum subjektiven Kompetenzzuwachs und zu den Einfl{\"u}ssen der Lernbegleitung w{\"a}hrend des Potsdamer Praxissemesters vorgestellt. Befragt wurden N = 192 Studierende der Universit{\"a}t Potsdam, bevor und nachdem sie ihr Praxissemester absolviert hatten. Die Studierenden berichteten, sich nach dem Praxissemester in den von der KMK (2004) f{\"u}r die Standards der Lehrkr{\"a}ftebildung definierten Bereichen Unterrichten, Erziehen, Beurteilen und Innovieren kompetenter zu f{\"u}hlen. Zusammenh{\"a}nge zwischen selbstberichtetem Kompetenzzuwachs und der schulischen und universit{\"a}ren Lernbegleitung konnten jedoch nur vereinzelt nachgewiesen werden. Wir diskutieren Implikationen f{\"u}r die Lehrkr{\"a}ftebildung.}, language = {de} } @misc{AhlgrimmWestphalHeck2018, author = {Ahlgrimm, Frederik and Westphal, Andrea and Heck, Sebastian}, title = {Why students travel abroad (and so many others do not)}, publisher = {Universitat Politecnica de Valencia}, address = {Valencia}, isbn = {978-84-9048-690-0}, doi = {10.4995/HEAd18.2018.8161}, pages = {1135 -- 1142}, year = {2018}, abstract = {Over the past few years, studying abroad and other educational international experiences have become increasingly highly regarded. Nevertheless, research shows that only a minority of students actually take part in academic mobility programs. But what is it that distinguishes those students who take up these international opportunities from those who do not? In this study we reviewed recent quantitative studies on why (primarily German) students choose to travel abroad or not. This revealed a pattern of predictive factors. These indicate the key role played by students' personal and social background, as well as previous international travel and the course of studies they are enrolled in. The study then focuses on teaching students. Both facilitating and debilitating factors are discussed and included in a model illustrating the decision-making process these students use. Finally, we discuss the practical implications for ways in which international, studyrelated travel might be increased in the future. We suggest that higher education institutions analyze individual student characteristics, offering differentiated programs to better meet the needs of different groups, thus raising the likelihood of disadvantaged students participating in academic international travel.}, language = {en} } @article{VockGronostajKretschmannetal.2022, author = {Vock, Miriam and Gronostaj, Anna and Kretschmann, Julia and Westphal, Andrea}, title = {Wie bewerten begabte und leistungsstarke Jugendliche in separaten Spezialklassen ihren Unterricht?}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft}, volume = {25}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft}, publisher = {Springer}, address = {Wiesbaden}, issn = {1434-663X}, doi = {10.1007/s11618-022-01118-8}, pages = {1151 -- 1173}, year = {2022}, abstract = {Leistungsstarke und besonders begabte Sch{\"u}ler*innen werden im Unterricht oft nicht gen{\"u}gend gefordert. In speziellen Klassen f{\"u}r besonders Leistungsstarke und Begabte kann der Unterricht st{\"a}rker auf die Lernm{\"o}glichkeiten dieser Gruppe zugeschnitten werden. Spezialklassen gelten insgesamt als leistungsf{\"o}rderlich, Studien zur Unterrichtsqualit{\"a}t sind bisher jedoch rar. In dieser Studie wird untersucht, wie Sch{\"u}ler*innen der Leistungs- und Begabungsklassen (LuBK) im Land Brandenburg die Qualit{\"a}t ihres Unterrichts in Deutsch und Mathematik im Vergleich zu Sch{\"u}ler*innen von Regelklassen einsch{\"a}tzen. Die Datenbasis bilden N = 3371 Sch{\"u}ler*innen der 8. und 10. Jahrgangsstufe aus 33 Schulen. Mittels Frageb{\"o}gen wurden Merkmale der Unterrichtsqualit{\"a}t nach dem QuAIT-Modell erfragt; die Datenanalyse erfolgte mit regressionsanalytischen Mehrebenenmodellen. Die Sch{\"u}ler*innen der LuBK bewerten die Qualit{\"a}t ihres Unterrichts {\"u}berwiegend positiver als die Sch{\"u}ler*innen der Regelklassen, Defizite zeigen sich jedoch in beiden Klassentypen bei den Qualit{\"a}tsmerkmalen der inneren Differenzierung und der Mitsprache bei Unterrichtsthemen.}, language = {de} } @article{VockGronostajKretschmannetal.2018, author = {Vock, Miriam and Gronostaj, Anna and Kretschmann, Julia and Westphal, Andrea}, title = {„Meine Lehrer m{\"o}gen mich" - Soziale Integration von Kindern mit sonderp{\"a}dagogischem F{\"o}rderbedarf im gemeinsamen Unterricht in der Grundschule}, series = {DDS - Die Deutsche Schule}, volume = {110}, journal = {DDS - Die Deutsche Schule}, number = {2}, publisher = {Waxmann}, address = {M{\"u}nster}, issn = {0012-0731}, doi = {10.31244/dds.2018.02.03}, pages = {124 -- 137}, year = {2018}, abstract = {Brandenburg startete im Schuljahr 2012/2013 das Pilotprojekt „Inklusive Grundschule" (PING). 35 dieser Pilot-Grundschulen wurden wissenschaftlich begleitet (vgl. Sp{\"o}rer, Schr{\"u}nder-Lenzen, Vock \& Maaz, 2015). In diesem Beitrag berichten wir Befunde zum sozialen Selbstkonzept, wie die Kinder das Klassenklima erleben und wie sie sich von ihrer Lehrkraft angenommen f{\"u}hlen. Untersucht wurden 1.435 Kinder in 61 inklusiven Klassen der Jahrgangsstufen 2 und 3. Es finden sich keine durchg{\"a}ngigen Nachteile bei Selbstkonzept und erlebtem Klassenklima f{\"u}r Kinder mit sonderp{\"a}dagogischem F{\"o}rderbedarf (SPF), jedoch f{\"u}hlen sich diese weniger von ihren Lehrkr{\"a}ften angenommen.}, language = {de} }