@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{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}
}
@article{RjoskMcElvanyAndersetal.2011,
  author    = {Rjosk, Camilla and McElvany, Nele and Anders, Yvonne and Becker, Michael},
  title     = {Teachers' diagnostic skills in estimating students' basic reading capacities},
  series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  volume    = {58},
  journal   = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  number    = {2},
  publisher = {Reinhardt},
  address   = {M{\"u}nchen},
  issn      = {0342-183X},
  doi       = {10.2378/peu2011.art04d},
  pages     = {92 -- 105},
  year      = {2011},
  abstract  = {The present study investigates diagnostic skills of German teachers in estimating basic reading capacities of sixth graders and the way they relate to achievement heterogeneity of the judged student group and to students' language background. The data were obtained from a sample of 39 German teachers and their classes in the context of the Berlin Longitudinal Reading Study. Judgements on different levels were analysed (achievement of sixth graders in general and of individual students). Diagnostic skills were investigated using different indicators: the personal judgement error and tendency and the accuracy in identifying achievement differences between individual students (rank component). The accuracy in estimating reading capacities of students with and without a different language background was investigated by means of achievement level matched pairs. The outcomes indicated, among others, an overestimation of students' general achievement level and on average an acceptable accuracy in identifying achievement differences between individual students. They showed equal difficulties in judging performances of students with and without a different language background.},
  language  = {de}
}