@article{LazaridesSchiepeTiska2022,
  author    = {Lazarides, Rebecca and Schiepe-Tiska, Anja},
  title     = {Heterogeneity of motivational characteristics in classroom},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {25},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  number    = {2},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-022-01082-3},
  pages     = {249 -- 267},
  year      = {2022},
  abstract  = {An effective handling of heterogeneous groups in classrooms is one of the main challenges that teachers face when planning their instruction. However, including means of adaptive teaching in classrooms also yields the chance to re-conceptualize classroom instruction. Researchers and practitioners often discuss the question of how different ability levels can be considered adequately in teaching and learning. Because motivation is a central source of competence development and self-regulated learning, the current article discusses how teaching can adapt to learners' different motivational states and traits. In a first step, we review theoretical and empirical perspectives on intra- and interindividual motivational differences in students and their relations to other dimensions of classroom heterogeneity such as gender, ethnic background, and socio-economic status. Against this background, we discuss how instruction can adapt effectively to learners' different motivational needs. We introduce a model of adaptive teaching that refers to students' intra- and interindividual motivational differences and derive conclusions for teacher education and instructional practice.},
  language  = {en}
}
@article{VoltmerSpahnSchaarschmidtetal.2011,
  author    = {Voltmer, Edgar and Spahn, Claudia and Schaarschmidt, Uwe and Kieschke, Ulf},
  title     = {Work-related behavior and experience patterns of entrepreneurs compared to teachers and physicians},
  series = {International archives of occupational and environmental health},
  volume    = {84},
  journal   = {International archives of occupational and environmental health},
  number    = {5},
  publisher = {Springer},
  address   = {New York},
  issn      = {0340-0131},
  doi       = {10.1007/s00420-011-0632-9},
  pages     = {479 -- 490},
  year      = {2011},
  abstract  = {Purpose This study examined the status of health-related behavior and experience patterns of entrepreneurs in comparison with teachers and physicians to identify specific health risks and resources. Methods Entrepreneurs (n = 632), teachers (n = 5,196), and physicians (n = 549) were surveyed in a cross-sectional design. The questionnaire Work-related Behavior and Experience Patterns (AVEM) was used for all professions and, in addition, two scales (health prevention and self-confidence) from the Checklist for Entrepreneurs in the sample of entrepreneurs. Results The largest proportion of the entrepreneurs (45\%) presented with a healthy pattern (compared with 18.4\% teachers and 18.3\% physicians). Thirty-eight percent of entrepreneurs showed a risk pattern of overexertion and stress, followed by teachers (28.9\%) and physicians (20.6\%). Unambitious or burnout patterns were seen in only 9.3/8.2\% of entrepreneurs, respectively, and 25.3/27.3\% of teachers, and 39.6/21.5\% of physicians. While the distribution of patterns in teachers and physicians differed significantly between genders, a gender difference was not found among entrepreneurs. Entrepreneurs with the risk pattern of overexertion scored significantly (P < 0.01) lower in self-confidence and health care than those with the healthy pattern. Conclusions The development of a successful enterprise depends, in part, on the health of the entrepreneur. The large proportion of entrepreneurs with the healthy pattern irrespective of gender may support the notion that self-selection effects of healthy individuals in this special career might be important. At the same time, a large proportion was at risk for overexertion and might benefit from measures to cope with professional demands and stress and promote a healthy behavior pattern.},
  language  = {en}
}
@article{MainaAngondiWaga2015,
  author    = {Maina, Anthony Gioko and Angondi, Enos Kiforo and Waga, Rosemary},
  title     = {How does the Implementation of a Literacy Learning Tool Kit influence Literacy Skill Acquisition?},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82856},
  pages     = {319 -- 326},
  year      = {2015},
  abstract  = {This study aimed at following how teachers transfer skills into results while using ABRA literacy software. This was done in the second part of the pilot study whose aim was to provide equity to control group teachers and students by exposing them to the ABRACADABRA treatment after the end of phase 1. This opportunity was used to follow the phase 1 teachers to see how the skills learned were being transformed into results. A standard three-day initial training and planning session on how to use ABRA to teach literacy was held at the beginning of each phase for ABRA teachers (phase 1 experimental and phase 2 delayed ABRA). Teachers were provided with teaching materials including a tentative ABRA curriculum developed to align with the Kenyan English Language requirements for year 1 and 3 students. Results showed that although there was no significant difference between the groups in vocabulary-related subscales which include word reading and meaning as well as sentence comprehension, students in ABRACADABRA classes improved their scores at a significantly higher rate than students in control classes in comprehension related scores. An average student in the ABRACADABRA group improved by 12 and 16 percentile points respectively compared to their counterparts in the control group.},
  language  = {en}
}