Dokument-ID Dokumenttyp Verfasser/Autoren Herausgeber Haupttitel Abstract Auflage Verlagsort Verlag Erscheinungsjahr Seitenzahl Schriftenreihe Titel Schriftenreihe Bandzahl ISBN Quelle der Hochschulschrift Konferenzname Quelle:Titel Quelle:Jahrgang Quelle:Heftnummer Quelle:Erste Seite Quelle:Letzte Seite URN DOI Abteilungen OPUS4-63020 Wissenschaftlicher Artikel Tosch, Frank Meier, Bernd; Jakupec, Viktor Jena-Plan-Pädagogik zwischen Schulfortschritt und Schulstreit an der weltlichen Volksschule in Finsterwalde am Ende der Weimarer Republik Berlin trafo 2023 32 Bildung im gesellschaftlichen Kontext = Education in social context 978-3-86464-258-6 55 86 Department Erziehungswissenschaft OPUS4-63021 Wissenschaftlicher Artikel Tosch, Frank Rochow-Museum und Akademie für Bildungsgeschichtliche Forschung e.V. an der Universität Potsdam, Reckahn, Das besondere Exponat. „Von Spielen und Vergnügungen" Berlin Lit-Verlag 2022 12 Zeitschrift für Museum und Bildung - Spielzeit - Spielraum 978-3-643-99710-4 92-93 139 150 Department Erziehungswissenschaft OPUS4-62902 Wissenschaftlicher Artikel Spatola, Nicolas; Kühnlenz, Barbara; Cheng, Gordon Perception and evaluation in human-robot interaction The evaluation of how (human) individuals perceive robots is a central issue to better understand human-robot interaction (HRI). On this topic, promising proposals have emerged. However, present tools are not able to assess a sufficient part of the composite psychological dimensions involved in the evaluation of HRI. Indeed, the percentage of variance explained is often under the recommended threshold for a construct to be valid. In this article, we consolidate the lessons learned from three different studies and propose a further developed questionnaire based on a multicomponent approach of anthropomorphism by adding traits from psychosocial theory about the perception of others and the attribution and deprivation of human characteristics: the de-humanization theory. Among these characteristics, the attribution of agency is of main interest in the field of social robotics as it has been argued that robots could be considered as intentional agents. Factor analyses reveal a four sub-dimensions scale including Sociability, Agency, Animacy, and the Disturbance. We discuss the implication(s) of these dimensions on future perception of and attitudes towards robots. Dordrecht Springer 2021 23 International Journal of Social Robotics 13 7 1517 1539 10.1007/s12369-020-00667-4 Department Erziehungswissenschaft OPUS4-62889 Wissenschaftlicher Artikel Ercan, Habibe; Hartmann, Ulrike; Richter, Dirk; Kuschel, Jenny; Gräsel, Cornelia Effekte von integrativer Führung auf die Datennutzung von Lehrkräften The present article reports the effects of school principals' integrative leadership behavior, including transformational and instructional components, on teachers' data use. Results of a structural equation model indicate significant positive direct and indirect effects on teachers' use of various data. Total effects seem to be mainly mediated by teachers' cooperation activities. Münster Waxmann 2021 16 Die deutsche Schule : DDS : Zeitschrift für Erziehungswissenschaft, Bildungspolitik und pädagogische Praxis 113 Data-based school improvement - direct and indirect effects of integrative leadership on teachers' data use 1 85 100 10.31244/dds.2021.01.08 Department Erziehungswissenschaft OPUS4-62873 Buch (Monographie) Hagenauer, Gerda; Lazarides, Rebecca Christine; Järvenoja, Hanna Motivation and emotion in learning and teaching across educational contexts Motivation and Emotion in Learning and Teaching across Educational Contexts brings together current theoretical and methodological perspectives as well as examples of empirical implementations from leading international researchers focusing on the context specificity and situatedness of their core theories in motivation and emotion. The book is compiled of two main sections. Section I covers theoretical reflections and perspectives on the main theories on emotion and motivation in learning and teaching and their transferability across different educational contexts illustrated with empirical examples. Section II addresses the methodological reflections and perspectives on the methodology that is needed to address the complexity and context specificity of motivation and emotion. In addition to general reflections and perspectives regarding methodology, concrete empirical examples are provided. All cutting-edge chapters include current empirical studies on emotions and motivation in learning and teaching across different contexts (age groups, domains, countries, etc.) making them applicable and relevant to a wide range of contexts and settings. This high-quality volume with contributions from leading international experts will be an essential resource for researchers, students and teacher trainers interested in the vital role that motivation and emotions can play in education. London Routledge 2024 292 978-1-032-30109-9 10.4324/9781003303473 Department Erziehungswissenschaft OPUS4-62842 Wissenschaftlicher Artikel Tetzlaff, Leonard; Hartmann, Ulrike; Dumont, Hanna; Brod, Garvin Assessing individualized instruction in the classroom In this article, we address the measurement of individualized instruction in the context of regular classroom instruction. Our study assessed instructional practices geared towards individualization in German third grade reading lessons by combining self-report data from 621 students, from their teachers (n = 57), and live obser-vations. We then investigated the reliability of these different approaches to measuring individualization as well as the agreement between them. All three approaches yielded reliable indicators of individualized practices, but not all of them corresponded with each other. We found considerable agreement between students and observers, but neither agreed with teachers' self-reports. Upon closer examination, we found that students' ratings only correlated with teacher ratings that were provided close to the timepoint of interest. This correlation increased when teacher measures were corrected for response tendencies. We conclude with some recommendations for future studies that aim to measure individualized instruction in the classroom. Oxford Elsevier 2022 10 Learning and instruction : the journal of the European Association for Research on Learning and Instruction (EARLI) 82 10.1016/j.learninstruc.2022.101655 Department Erziehungswissenschaft OPUS4-62644 Wissenschaftlicher Artikel Wulff, Peter; Buschhüter, David; Westphal, Andrea; Mientus, Lukas; Nowak, Anna; Borowski, Andreas Bridging the gap between qualitative and quantitative assessment in science education research with machine learning 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. Dordrecht Springer 2022 24 Journal of science education and technology 31 4 490 513 10.1007/s10956-022-09969-w Department Erziehungswissenschaft OPUS4-62648 Wissenschaftlicher Artikel Wachs, Sebastian; Wettstein, Alexander; Bilz, Ludwig; Gamez-Guadix, Manuel Motivos del discurso de odio en la adolescencia y su relación con las normas sociales Hate speech has become a widespread phenomenon, however, it remains largely unclear why adolescents engage in it and which factors are associated with their motivations for perpetrating hate speech. To this end, we developed the multidimensional "Motivations for Hate Speech Perpetration Scale" (MHATE) and evaluated the psychometric properties. We also explored the associations between social norms and adolescents' motivations for hate speech perpetration. The sample consisted of 346 adolescents from Switzerland (54.6% boys; Mage=14; SD=0.96) who reported engagement in hate speech as perpetrators. The analyses revealed good psychometric properties for the MHATE, including good internal consistency. The most frequently endorsed subscale was revenge, followed by ideology, group conformity, status enhancement, exhilaration, and power. The results also showed that descriptive norms and peer pressure were related to a wide range of different motivations for perpetrating hate speech. Injunctive norms, however, were only associated with power. In conclusion, findings indicate that hate speech fulfills various functions. We argue that knowing the specific motivations that underlie hate speech could help us derive individually tailored prevention strategies (e.g., anger management, promoting an inclusive classroom climate). Furthermore, we suggest that practitioners working in the field of hate speech prevention give special attention to social norms surrounding adolescents. Huelva Grupo Comunicar 2022 12 Comunicar : revista científica de comunicación y educación 30 71 9 20 10.3916/C71-2022-01 Department Erziehungswissenschaft OPUS4-62293 Wissenschaftlicher Artikel Gámez-Guadix, Manuel; Mateos, Estibaliz; Wachs, Sebastian; Blanco, Marta Self-harm on the internet among adolescents Background: Using the internet to search for information or share images about self-harm is an emerging risk among young people. The aims of this study were (a) to analyze the prevalence of different types of self-harm on the internet and differences by sex and age, and (b) to examine the relationship of self-harm on the internet with intrapersonal factors (i.e., depression and anxiety) and interpersonal factors (i.e., family cohesion and social resources). Method: The sample consisted of 1,877 adolescents (946 girls) between 12 and 17 years old (Mage = 13.41, SD = 1.25) who completed self-report measures. Results: Approximately 11% of the participants had been involved in some type of self-harm on the internet. The prevalence was significantly higher among girls than boys and among adolescents older than 15 years old. Depression and anxiety increased the risk of self-harm on the internet, whereas family cohesion decreased the probability of self-harm on the internet. Conclusions: Self-harm on the internet is a relatively widespread phenomenon among Spanish adolescents. Prevention programs should include emotional regulation, coping skills, and resilience to reduce in this behavior. Oviedo Departamento de Psicología de la Universidad de Oviedo, Colegio Oficial de Psicólogos del Principado de Asturias, Vicerrectorado de Investigación de la Universidad de Oviedo 2022 7 Psicothema 34 2 233 239 10.7334/psicothema2021.328 Department Erziehungswissenschaft OPUS4-62294 Wissenschaftlicher Artikel Traini, Claudia; Kleinert, Corinna; Bittmann, Felix How does exposure to a different school track influence learning progress? German secondary education is known for its early, strict selection of students into different schooling tracks based on prior academic performance, based on the assumption that students learn more efficiently when the learning environment is tailored to their individual abilities and needs. While much previous research has shown that entry into tracks is socially selective, less is known whether there are effects of being exposed to a particular school track on educational success and which mechanisms are contributing to these effects. We investigate this question by comparing the learning progress in reading and mathematics of students in the upper and intermediate schooling track over five years of secondary schooling, based on large-scale German-wide longitudinal data (NEPS-SC3). Even when restricting our sample to a group of students with similar preconditions and controlling for skills at the beginning of secondary schooling, we find that the learning progress in the upper track is higher for both domains, suggesting scissor effects of track exposure. It is mainly the average performance level of the class, and to a lesser degree its social background composition, which mediates these effects. In contrast, migration background composition of the class and instructional quality perceived by students hardly contribute to explaining increasing learning gains in the upper track. Amsterdam [u.a.] Elsevier 2021 15 Research in social stratification and mobility 76 285 298 10.1016/j.rssm.2021.100625 Department Erziehungswissenschaft OPUS4-62287 Wissenschaftlicher Artikel Lazarides, Rebecca Christine; Schiepe-Tiska, Anja Heterogeneity of motivational characteristics in classroom 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. Wiesbaden Springer 2022 19 Zeitschrift für Erziehungswissenschaft 25 2 249 267 10.1007/s11618-022-01082-3 Department Erziehungswissenschaft OPUS4-61506 Wissenschaftlicher Artikel Wright, Michelle F.; Wachs, Sebastian; Yanagida, Takuya; Sevcikova, Anna; Dedkova, Lenka; Bayraktar, Fatih; Aoyama, Ikuko; Kamble, Shanmukh; Macháčková, Hana; Li, Zheng; Soudi, Shruti; Lei, Li; Shu, Chang Coping with Public and Private Face-to-Face and Cyber Victimization among Adolescents in Six Countries This study investigated the role of medium (face-to-face, cyber) and publicity (public, private) in adolescents' perceptions of severity and coping strategies (i.e., avoidant, ignoring, helplessness, social support seeking, retaliation) for victimization, while accounting for gender and cultural values. There were 3432 adolescents (ages 11-15, 49% girls) in this study; they were from China, Cyprus, the Czech Republic, India, Japan, and the United States. Adolescents completed questionnaires on individualism and collectivism, and ratings of coping strategies and severity for public face-to-face victimization, private face-to-face victimization, public cyber victimization, and private cyber victimization. Findings revealed similarities in adolescents' coping strategies based on perceptions of severity, publicity, and medium for some coping strategies (i.e., social support seeking, retaliation) but differential associations for other coping strategies (i.e., avoidance, helplessness, ignoring). The results of this study are important for prevention and intervention efforts because they underscore the importance of teaching effective coping strategies to adolescents, and to consider how perceptions of severity, publicity, and medium might influence the implementation of these coping strategies. Basel MDPI 2022 11 International journal of environmental research and public health 19 21 10.3390/ijerph192114405 Department Erziehungswissenschaft OPUS4-60414 Wissenschaftlicher Artikel Oppermann, Elisa; Lazarides, Rebecca Christine Elementary school teachers' self-efficacy, student-perceived support and students' mathematics interest Teachers' self-efficacy beliefs have been shown to be related to their supportive teaching practices and to adolescents' motivation. Yet, little is known about these relations in elementary school. The present study examined the longitudinal effects of teachers' self-efficacy on student-perceived teacher support and students' mathematics interest with a sample of 2082 students and 133 teachers in third and fourth grade. Results revealed that teachers' self-efficacy was longitudinally related to student-perceived support, which in turn was positively related to students' interest. The findings underline the relevance of teachers' self-efficacy beliefs and teacher support for the development of students' interest in elementary school. Amsterdam Elsevier 2021 12 Teaching and teacher education : an international journal of research and studies 103 10.1016/j.tate.2021.103351 Department Erziehungswissenschaft OPUS4-62084 Wissenschaftlicher Artikel Kühl, Tim; Wohninsland, Patrizia Learning with the interactive whiteboard in the classroom 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. Dordrecht [u.a.] Springer 2022 18 Education and information technologies : the official journal of the IFIP Technical Committee on Education 27 7 10387 10404 10.1007/s10639-022-11004-9 Department Erziehungswissenschaft OPUS4-60345 Wissenschaftlicher Artikel Huang, Yizhen; Richter, Eric; Kleickmann, Thilo; Wiepke, Axel; Richter, Dirk Classroom complexity affects student teachers' behavior in a VR classroom Student teachers often struggle to keep track of everything that is happening in the classroom, and particularly to notice and respond when students cause disruptions. The complexity of the classroom environment is a potential contributing factor that has not been empirically tested. In this experimental study, we utilized a virtual reality (VR) classroom to examine whether classroom complexity affects the likelihood of student teachers noticing disruptions and how they react after noticing. Classroom complexity was operationalized as the number of disruptions and the existence of overlapping disruptions (multidimensionality) as well as the existence of parallel teaching tasks (simultaneity). Results showed that student teachers (n = 50) were less likely to notice the scripted disruptions, and also less likely to respond to the disruptions in a comprehensive and effortful manner when facing greater complexity. These results may have implications for both teacher training and the design of VR for training or research purpose. This study contributes to the field from two aspects: 1) it revealed how features of the classroom environment can affect student teachers' noticing of and reaction to disruptions; and 2) it extends the functionality of the VR environment-from a teacher training tool to a testbed of fundamental classroom processes that are difficult to manipulate in real-life. Oxford Elsevier 2021 15 Computers & education : an international journal 163 10.1016/j.compedu.2020.104100 Institut für Informatik und Computational Science OPUS4-61916 Wissenschaftlicher Artikel Richter, Eric; Lucksnat, Christin; Redding, Christopher; Richter, Dirk Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching In this study, we investigated retention intention and job satisfaction of 238 first-year alternatively certified (AC) teachers. Drawing on Organizational Socialization Theory, we tested the hypothesis that AC teacher extraversion and perceived school support are positively related to the two variables and mediated by self-efficacy. To test our hypothesis, we applied structural equation modeling. Our results demonstrate that extraversion and perceived social support are positively related to retention intentions and job satisfaction. In addition, self-efficacy serves as a mediator. The findings could help school administrators to better understand how to support and retain AC teachers and thus address teacher shortages. Oxford Elsevier 2022 11 Teaching and Teacher Education 114 10.1016/j.tate.2022.103704 Department Erziehungswissenschaft OPUS4-61879 Wissenschaftlicher Artikel Hasl, Andrea; Voelkle, Manuel; Kretschmann, Julia; Richter, Dirk; Brunner, Martin A dynamic structural equation approach to modeling wage dynamics and cumulative advantage across the lifespan Wages and wage dynamics directly affect individuals' and families' daily lives. In this article, we show how major theoretical branches of research on wages and inequality-that is, cumulative advantage (CA), human capital theory, and the lifespan perspective-can be integrated into a coherent statistical framework and analyzed with multilevel dynamic structural equation modeling (DSEM). This opens up a new way to empirically investigate the mechanisms that drive growing inequality over time. We demonstrate the new approach by making use of longitudinal, representative U.S. data (NLSY-79). Analyses revealed fundamental between-person differences in both initial wages and autoregressive wage growth rates across the lifespan. Only 0.5% of the sample experienced a "strict" CA and unbounded wage growth, whereas most individuals revealed logarithmic wage growth over time. Adolescent intelligence and adult educational levels explained substantial heterogeneity in both parameters. We discuss how DSEM may help researchers study CA processes and related developmental dynamics, and we highlight the extensions and limitations of the DSEM framework. Abingdon Routledge, Taylor & Francis Group 2022 22 Multivariate Behavioral Research 58 3 504 525 10.1080/00273171.2022.2029339 Department Erziehungswissenschaft OPUS4-61870 Wissenschaftlicher Artikel Vock, Miriam; Gronostaj, Anna; Kretschmann, Julia; Westphal, Andrea Wie bewerten begabte und leistungsstarke Jugendliche in separaten Spezialklassen ihren Unterricht? Leistungsstarke und besonders begabte Schüler*innen werden im Unterricht oft nicht genügend gefordert. In speziellen Klassen für besonders Leistungsstarke und Begabte kann der Unterricht stärker auf die Lernmöglichkeiten dieser Gruppe zugeschnitten werden. Spezialklassen gelten insgesamt als leistungsförderlich, Studien zur Unterrichtsqualität sind bisher jedoch rar. In dieser Studie wird untersucht, wie Schüler*innen der Leistungs- und Begabungsklassen (LuBK) im Land Brandenburg die Qualität ihres Unterrichts in Deutsch und Mathematik im Vergleich zu Schüler*innen von Regelklassen einschätzen. Die Datenbasis bilden N = 3371 Schüler*innen der 8. und 10. Jahrgangsstufe aus 33 Schulen. Mittels Fragebögen wurden Merkmale der Unterrichtsqualität nach dem QuAIT-Modell erfragt; die Datenanalyse erfolgte mit regressionsanalytischen Mehrebenenmodellen. Die Schüler*innen der LuBK bewerten die Qualität ihres Unterrichts überwiegend positiver als die Schüler*innen der Regelklassen, Defizite zeigen sich jedoch in beiden Klassentypen bei den Qualitätsmerkmalen der inneren Differenzierung und der Mitsprache bei Unterrichtsthemen. Wiesbaden Springer 2022 23 Zeitschrift für Erziehungswissenschaft 25 How do gifted and high achieving adolescents in separate special classes evaluate their lessons? 1151 1173 10.1007/s11618-022-01118-8 Department Erziehungswissenschaft OPUS4-60306 Wissenschaftlicher Artikel Lazarides, Rebecca Christine; Watt, Helen M. G.; Richardson, Paul W. Teachers' classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career Teacher self-efficacy for classroom management is an important component of teachers' identity with implications for their teaching quality. Theoretically, it has been described that contextual variables play an important role for self-efficacy development and its consequences. However, little is known about the interrelationships of job resources and demands with teacher self-efficacy, and consequences for teachers' professional behaviors. We extend teacher self-efficacy research by drawing on the Job Demands-Resources model in examining contextual influences on developmental dynamics between classroom management self-efficacy and teacher-reported classroom management, from prior to qualifying as a teacher until mid-career. Participants were 395 primary and secondary Australian school teachers. Longitudinal structural equation models showed teachers' classroom management self-efficacy positively related to aspects of their perceived classroom management, particularly during early career. Between early and mid-career, the positive relationship between self-efficacy and classroom management was moderated by early career excessive demands. Implications are outlined for teacher education and school administration. Amsterdam [u.a.] Elsevier Science 2020 14 Learning and instruction 69 10.1016/j.learninstruc.2020.101346 Department Erziehungswissenschaft OPUS4-61800 Wissenschaftlicher Artikel Kalinowski, Eva; Jurczok, Anne; Westphal, Andrea; Vock, Miriam Welche individuellen und institutionellen Faktoren begünstigen die Kooperation von Grundschullehrkräften? Der Kooperation von Lehrkräften wird für die Bewältigung der komplexen Anforderungen des Schulalltags großes Potenzial zugeschrieben. Dennoch ist Kooperation in vielen Lehrkräftekollegien nicht selbstverständlich. Auf Basis einer Befragung von N = 489 Grundschullehrkräften untersucht dieser Beitrag in einem querschnittlichen Design die kollegiale Kooperation in Schulen in Deutschland. Mit einer Regression wurde unter Berücksichtigung der Mehrebenenstruktur der Daten geprüft, 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 Lehrkräfte ausgeprägt wahrgenommen wurde, die Kooperationsform „Kokonstruktion" weniger. Zudem zeigen sich Gemeinsamkeiten, aber auch Unterschiede in den begünstigenden Faktoren. Während sich für beide Kooperationsformen die Wahrnehmung kollektiver Selbstwirksamkeit und das Zusammenspiel zwischen organisatorischen und räumlichen Rahmenbedingungen als prädiktiv erwiesen, spielte der Enthusiasmus lediglich für den Austausch und die Unterrichtserfahrung nur für die Kokonstruktion eine Rolle. Wiesbaden Springer 2022 31 Zeitschrift für Erziehungswissenschaft 25 Which individual and institutional factors facilitate collaboration between teachers in primary schools? 999 1029 10.1007/s11618-022-01081-4 Department Erziehungswissenschaft OPUS4-61611 Wissenschaftlicher Artikel Hettinger, Katharina; Lazarides, Rebecca Christine; Rubach, Charlott; Schiefele, Ulrich Teacher classroom management self-efficacy This study examined the relations between teacher-reported classroom management self-efficacy, stu-dent-reported teaching quality and students' enjoyment in mathematics. Data were collected from German ninth and tenth-grade students (N = 779) and their teachers (N = 40) at the beginning and the middle of the school year. Multilevel models showed that teachers' self-efficacy at time 1 significantly and positively related to class-level monitoring and relatedness at time 2. Class-level relatedness at time 2 was significantly and positively associated with enjoyment at time 2. Teacher-reported self-efficacy at time 1 was indirectly related to enjoyment at time 2 through relatedness at time 2. Oxford Elsevier 2021 10 Teaching and teacher education : an international journal of research and studies 103 10.1016/j.tate.2021.103349 Department Psychologie OPUS4-61749 Wissenschaftlicher Artikel Kühl, Tim; Fehringer, Benedict C. O. F.; Münzer, Stefan Unifying the ability-as-compensator and ability-as-enhancer hypotheses Spatial abilities have been found to interact with the design of visualizations in educational materials in different forms: (1) spatial abilities enhanced learning with optimized visual design (ability-as-enhancer) or (2) spatial abilities compensated for suboptimal visual design (ability-as-compensator). A brief review of pertinent studies suggests that these two forms are viewed as mutually exclusive. We propose a novel unifying conceptualization. This conceptualization suggests that the ability-as enhancer interaction will be found in the low-medium range of a broad ability continuum whereas the ability-as-compensator interaction will be found in the medium-high range. The largest difference in learning outcomes between visual design variations is expected for medium ability. A corresponding analytical approach is suggested that includes nonlinear quadratic interactions. The unifying conceptualization was confirmed in an experiment with a consistent visual-spatial task. In addition, the conceptualization was investigated with a reanalysis of pooled data from four multimedia learning experiments. Consistent with the conceptualization, quadratic interactions were found, meaning that interactions depended on ability range. The largest difference between visual design variations was obtained for medium ability, as expected. It is concluded that the unifying conceptualization is a useful theoretical and methodological approach to analyze and interpret aptitude-treatment interactions that go beyond linear interactions. New York Springer 2022 33 Educational psychology review 34 2 1063 1095 10.1007/s10648-021-09650-5 Department Erziehungswissenschaft OPUS4-61780 Wissenschaftlicher Artikel Lazarides, Rebecca Christine; Schiepe-Tiska, Anja Editorial: Heterogenität motivationaler Lernvoraussetzungen im schulischen Kontext Wiesbaden Springer 2022 4 Zeitschrift für Erziehungswissenschaft 25 Editorial: Heterogeneity of motivational learning prerequisites in the school context 2 245 248 10.1007/s11618-022-01097-w Department Erziehungswissenschaft OPUS4-61769 Wissenschaftlicher Artikel Huang, Yizhen; Richter, Eric; Kleickmann, Thilo; Richter, Dirk Class size affects preservice teachers' physiological and psychological stress reactions Teachers frequently express stress associated with teaching in large classrooms. Despite the timehonored tradition in teacher stress research of treating class size as a job-related stressor, the underlying premise that class size directly impacts teachers' stress reactions remains untested. In this randomized controlled experiment targeted at preservice teachers, we utilized a standardized virtual reality (VR) classroom to examine whether class size (number of student avatars) directly affected physiological (heart rate) or psychological (subjective rating) stress reactions among 65 preservice teachers. Results from linear mixed-effects modeling (LMM) showed that class size significantly predicted both their physiological and psychological stress reactions in the simulated environment: Average heart rate and subjective stress ratings were both significantly higher in the large class size condition. Further investigations into the causes of this association has been proposed. These findings may contribute to a better understanding of the effects of classroom features on preservice teachers' emotional experiences and well-being. Oxford Elsevier 2022 20 Computers & education : an international journal 184 10.1016/j.compedu.2022.104503 Department Erziehungswissenschaft OPUS4-61707 Wissenschaftlicher Artikel Hettinger, Katharina; Lazarides, Rebecca Christine; Retelsdorf, Jan Interindividuell unterschiedliche Veränderungen der Lesemotivation Reading motivation is highly significant for students' reading achievement and varies interindividual. However, only few studies investigate changes in reading motivation patterns considering student gender, reading achievement and teaching behavior. These results would allow adaptive teaching. In this longitudinal study we aim to close this research gap by examining students' valuing of reading and reading self-concept using data from N = 1313 German fifth- and sixth-grade students (50.0% girls). Results of latent profile analyses identified three motivational profiles: 'Low intrinsic value', 'Moderate reading motivation' and 'High reading motivation'. Highly supportive teaching-as perceived by students-in Grade 5 was significantly associated with a lower probability to change in the 'Low intrinsic value profile' instead into the 'High reading motivation profile'. Girls and high achievers in reading changed less likely into the 'Moderate reading motivation profile' than into the 'High reading motivation profile'. Implications for teaching are discussed. Wiesbaden Springer Vieweg-Springer Fachmedien Wiesbaden GmbH 2022 24 Zeitschrift für Erziehungswissenschaft 25 Interindividually different changes in reading motivation 2 353 376 10.1007/s11618-022-01076-1 Department Erziehungswissenschaft OPUS4-61337 misc Wachs, Sebastian; Wright, Michelle F.; Sittichai, Ruthaychonnee Correction: Associations between witnessing and perpetrating online hate in eight countries: The Buffering Effects of Problem-Focused Coping. Kein Abstract vorhanden Basel MDPI 2021 2 International Journal Environmental Research and Public Health 18 3992 1 2 10.3390/ijerph18052609 Department Erziehungswissenschaft OPUS4-61104 Wissenschaftlicher Artikel Wright, Michelle F.; Wachs, Sebastian Parental support, health, and cyberbullying among adolescents with intellectual and developmental disabilities Some studies reveal that adolescents with intellectual disabilities and developmental disabilities are more likely to be victims of both face-to-face bullying and cyberbullying. Research also suggests that these adolescents are likely to witness bullying victimization. More research is needed to better understand the negative outcomes associated with their experiences. The purpose of this short-term longitudinal study was to investigate the buffering effect of parental social support on the associations of cyberbullying victimization and bystanding to subjective health complaints, suicidal ideation, and non-suicidal self-harm. Participants were 121 adolescents (63% male;Mage = 14.10 years) with intellectual disabilities and developmental disorders who completed questionnaires on their face-to-face and cyberbullying victimization and bystanding, parental social support, subjective health complaints, suicidal ideation, and non-suicidal self-harm during the 7th grade (Time 1). In 8th grade (Time 2), they completed questionnaires on subjective health complaints, suicidal ideation, and non-suicidal self-harm. The findings revealed that the positive associations between Time 1 cyberbullying victimization and Time 2 subjective health complaints, suicidal ideation, and non-suicidal self-harm were stronger at lower levels of Time 1 parental social support, while high levels of Time 1 parental social support diminished these relationships. Similar patterns were found for Time 1 cyberbullying bystanding and Time 2 subjective health complaints. Parental social support has a buffering effect on the relationships among cyberbullying victimization, bystanding, and health outcomes among adolescents with intellectual and developmental disorders. New York Springer 2020 12 Journal of child and family studies 29 9 2390 2401 10.1007/s10826-020-01739-9 Department Erziehungswissenschaft OPUS4-60000 Wissenschaftlicher Artikel Breit, Moritz Lion; Brunner, Martin; Preckel, Franzis Age and ability differentiation in children Differentiation hypotheses concern changes in the structural organization of cognitive abilities that depend on the level of general intelligence (ability differentiation) or age (developmental differentiation). Part 1 of this article presents a review of the literature on ability and developmental differentiation effects in children, revealing the need for studies that examine both effects simultaneously in this age group with appropriate statistical methods. Part 2 presents an empirical study in which nonlinear factor analytic models were applied to the standardization sample (N = 2,619 German elementary schoolchildren; 48% female; age: M = 8.8 years, SD = 1.2, range 6-12 years) of the THINK 1-4 intelligence test to investigate ability differentiation, developmental differentiation, and their interaction. The sample was nationally representative regarding age, gender, urbanization, and geographic location of residence but not regarding parents' education and migration background (overrepresentation of children with more educated parents, underrepresentation of children with migration background). The results showed no consistent evidence for the presence of differentiation effects or their interaction. Instead, different patterns were observed for figural, numerical, and verbal reasoning. Implications for the construction of intelligence tests, the assessment of intelligence in children, and for theories of cognitive development are discussed. Richmond, Va. [u.a.] American Psychological Association 2021 22 Developmental psychology 57 3 325 346 10.1037/dev0001147 Department Erziehungswissenschaft OPUS4-61193 Wissenschaftlicher Artikel Wright, Michelle F.; Wachs, Sebastian; Gámez-Guadix, Manuel Jóvenes ante el ciberodio Adolescents around the world are increasingly exposed to cyberhate. More knowledge is needed to understand how adolescents cope with cyberhate and how they can be supported when exposed. To this end, the present study investigated the associations between parental mediation of Internet use and adolescents' problem-focused coping strategies for hypothetical cyberhate victimization while considering family support as a moderator of these relationships. The sample consisted of self-reports of 5,960 adolescents between 12-18 years old (M=14.94; SD=1.61; females: 50.7%) from Cyprus, Germany, Greece, India, Spain, South Korea, and Thailand. A structural equation model was used to investigate the relationship among parental mediation, family support, and coping with cyberhate. Findings showed a positive relationship between instructive parental mediation and adolescents' problem-focused coping strategies, and a negative relationship between restrictive parental mediation and adolescents' capability to cope productively with cyberhate. In addition, family support strengthened the positive relationship between instructive parental mediation and adolescents' use of coping strategies and attenuated the negative relationship between restrictive parental mediation and adolescents' use of coping strategies. The findings highlight the need for parental education training and underscore the importance of family support for increasing adolescents' ability to cope productively with cyberhate. Huelva Grupo Comunicar 2021 13 Comunicar : revista científica de comunicación y educación 29 Youths' coping with cyberhate 67 21 33 10.3916/C67-2021-02 Department Erziehungswissenschaft OPUS4-61154 Buch (Monographie) Becker, Ulrike Auffälliges Verhalten in der Schule Auffälliges Verhalten von Kindern und Jugendlichen im schulischen Alltag zeugt oftmals von den schwierigen Lebenssituationen, in denen sie aufwachsen. Für Lehr- und pädagogische Fachkräfte stellt der Umgang mit den daraus resultierenden Konflikten die größte Herausforderung dar. In diesem Buch werden Ansätze und Lösungen für das Verstehen und Handeln in schwierigen pädagogischen Situationen in der Schule vorgestellt. Außerdem bietet ein inklusiver Förderansatz Impulse für die Schulentwicklung zur Prävention auffälligen Verhaltens. Leverkusen Budrich 2023 122 Pädagogische Einsichten: Praxis und Wissenschaft im Dialog 2 978-3-8474-2747-6 10.3224/84742747 Department Erziehungswissenschaft OPUS4-60545 Wissenschaftlicher Artikel Kühl, Tim; Münzer, Stefan Learning about a serious disease According to the personalization principle, addressing learners by means of a personalized compared to a nonpersonalized message can foster learning. Interestingly, though, a recent study found that the personalization principle can invert for aversive contents. The present study investigated whether the negative effect of a personalized message for an aversive content can be compensated when learners are in a happy mood. It was hypothesized that the negative effect of a personalized compared to a nonpersonalized message would only be observable for participants in a sad mood, while for participants in a happy mood a personalized message should be beneficial. A 2 x 2 between-subject design with mood (happy vs. sad) and personalization (personalized vs. nonpersonalized message) was used (N = 125 University students). Mood was experimentally varied prior to learning. Learning outcomes were measured by a retention and a transfer test. Results were essentially in line with the assumption: For participants in the sad mood condition, a negative effect of a personalized message was observable for retention and transfer. For participants in the happy mood condition, a positive effect of personalized message was observable for retention, but no effect for transfer. Note that the manipulation check measure for the mood induction procedure did not detect differences between conditions; this may be due to a shortcoming of the used measure (as indicated by an additional evaluation study). The study emphasizes the importance to consider the inherent emotional content of a topic, such as its aversive nature, since the emotional content of a topic can be a boundary condition for design principles in multimedia learning. The study also highlights the complex interplay of externally induced and inherently arising emotions. Oxford [u.a.] Wiley-Blackwell 2021 12 Journal of computer assisted learning : JCAL 37 5 1312 1323 10.1111/jcal.12571 Department Erziehungswissenschaft OPUS4-60701 Wissenschaftlicher Artikel Wright, Michelle F.; Wachs, Sebastian Self-isolation practices and perceived social support from friends The purpose of the present study was to investigate the moderating effect of perceived social support from friends in the associations between self-isolation practices during the COVID-19 pandemic and adolescents' mental health (i.e., depression, subjective health complaints, self-harm), measured six months later (Time 2). Participants were 1,567 7(th) and 8(th) graders (51% female; 51% white; M age = 13.67) from the United States. They completed questionnaires on perceived social support from friends, depression, subjective health complaints, and self-harm at Time 1, and self-isolation practices during COVID-19, depression, subjective health complaints, and self-harm at Time 2. The findings revealed that self-isolation practices during COVID-19 was related positively to Time 1 perceived social support from friends, and negatively to Time 2 depression, subjective health complaints, and self-harm, while accounting for Time 1 mental health outcomes. Higher perceived social support from friends at Time 1 buffered against the negative impacts on adolescents' mental health outcomes at Time 2 when they practiced greater self-isolation during COVID-19, while lower perceived social support at Time 1 had the opposite effects on Time 2 mental health outcomes. Abingdon Routledge, Taylor & Francis Group 2022 14 European journal of developmental psychology 20 4 635 648 10.1080/17405629.2022.2146090 Department Erziehungswissenschaft OPUS4-60706 Wissenschaftlicher Artikel Wachs, Sebastian; Castellanos, Melisa; Wettstein, Alexander; Bilz, Ludwig; Gamez-Guadix, Manuel Associations between classroom climate, empathy, self-efficacy, and countering hate speech among adolescents Although hate speech is widely recognized as an online phenomenon, very few studies have investigated hate speech among adolescents in offline settings (e.g., schools). At the same time, not much is known about countering hate speech (counterspeech) among adolescents and which factors are associated with it. To this end, the present study used the socio-ecological framework to investigate the direct and indirect links among one contextual factor (i.e., classroom climate) and two intrapersonal factors (i.e., empathy for victims of hate speech, self-efficacy regarding intervention in hate speech) to understand counterspeech among adolescents. The sample is based on self-reports of 3,225 students in Grades 7 to 9 (51.7% self-identified as female) from 36 schools in Germany and Switzerland. Self-report questionnaires were administered to measure classroom climate, empathy, self-efficacy, and counterspeech. After controlling for adolescents' grade, gender, immigrant background, and socioeconomic status (SES), the 2-(1-1)-1 multilevel mediation analysis showed that classroom climate (L2), empathy for victims of hate speech (L1), and self-efficacy toward intervention in hate speech (L1) had a positive effect on countering hate speech (L1). Classroom climate (L2) was also positively linked to empathy for victims of hate speech (L1), and self-efficacy toward intervention in hate speech (L1). Furthermore, classroom climate (L2) was indirectly associated with countering hate speech (L1) via greater empathy (L1) and self-efficacy (L1). The findings highlight the need to focus on contextual and intrapersonal factors when trying to facilitate adolescents' willingness to face hate speech with civic courage and proactively engage against it. Thousand Oaks Sage Publ. 2023 25 Journal of interpersonal violence : concerned with the study and treatment of victims and perpetrators of physical and sexual violence 38 5-6 5067 5091 10.1177/08862605221120905 Department Erziehungswissenschaft OPUS4-60893 Wissenschaftlicher Artikel Westphal, Andrea; Kalinowski, Eva; Hoferichter, Clara Josepha; Vock, Miriam K-12 teachers' stress and burnout during the COVID-19 pandemic 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. Lausanne Frontiers Media 2022 29 Frontiers in psychology 13 10.3389/fpsyg.2022.920326 Department Erziehungswissenschaft OPUS4-60086 Wissenschaftlicher Artikel Andres, Lesley; Lauterbach, Wolfgang; Jongbloed, Janine; Hümme, Hartwig Gender, education, and labour market participation across the life course In this paper, we employ a comparative life course approach for Canada and Germany to unravel the relationships among general and vocational educational attainment and different life course activities, with a focus on labour market and income inequality by gender. Life course theory and related concepts of 'time,' 'normative patterns,' 'order and disorder,' and 'discontinuities' are used to inform the analyses. Data from the Paths on Life's Way (Paths) project in British Columbia, Canada and the German Pathways from Late Childhood to Adulthood (LifE) which span 28 and 33 years, respectively, are employed to examine life trajectories from leaving school to around age 45. Sequence analysis and cluster analyses portray both within and between country differences - and in particular gender differences - in educational attainment, employment, and other activities across the life course which has an impact on ultimate labour market participation and income levels. 'Normative' life courses that follow a traditional order correspond with higher levels of full-time work and higher incomes; in Germany more so than Canada, these clusters are male dominated. Clusters characterised by 'disordered' and 'discontinuous' life courses in both countries are female dominated and associated with lower income levels. Abingdon Routledge, Taylor & Francis Group 2021 20 International journal of lifelong education 40 2 170 189 10.1080/02601370.2021.1924302 Department Erziehungswissenschaft OPUS4-60051 Wissenschaftlicher Artikel Westphal, Andrea; Zawacki-Richter, Olaf Von der allgemeinen Erziehungswissenschaft zur empirischen Bildungsforschung? 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. Wiesbaden Springer VS/Springer Fachmedien Wiesbaden GmbH 2021 29 Zeitschrift für Erziehungswissenschaft : ZfE 24 From general pedagogy to empirical educational research? 3 641 669 10.1007/s11618-021-01008-5 Department Erziehungswissenschaft OPUS4-59877 Wissenschaftlicher Artikel Mohajerzad, Hadjar; Martin, Andreas; Christ, Johannes; Widany, Sarah Bridging the gap between science and practice Research collaboration promises a useful approach to bridging the gap between research and practice and thus promoting evidence-informed education. This study examines whether information on research collaboration can influence the reception of research knowledge. We assume that the composition of experts from the field and scientists in a research team sends out signals that influence trust in as well as the relevance and applicability of the finding. In a survey experiment with practitioners from the field of adult education the influence of different research team compositions around an identical finding is tested. The results show overall high trust, relevance and applicability ratings with regard to the finding, regardless of the composition of the research team. We discuss the potential importance of additional information about research collaborations for effective knowledge translation and point out the need for more empirical research. Lausanne Frontiers Media 2021 12 Frontiers in psychology / Frontiers Research Foundation 12 10.3389/fpsyg.2021.790451 Department Erziehungswissenschaft OPUS4-59406 Wissenschaftlicher Artikel Lazarides, Rebecca Christine; Dicke, Anna-Lena; Rubach, Charlott; Eccles, Jacquelynne Sue Profiles of motivational beliefs in math Four topics were investigated in this longitudinal person-centered study: (a) profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, (b) the stability of and changes to the profiles of motivational beliefs from Grade 7 to 12, (c) the relation of changes to student-perceived classroom characteristics, and (d) the extent to which profile membership in early adolescence predicted mathematics achievement and career plans in late adolescence and the choice of math-related college majors and occupations in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Transitions Study. We focused on students who participated in the following 4 waves of data collection (N = 867): at the beginning of Grade 7 (Wave 3), at the end of Grade 7, in Grade 10 (Wave 5), and in Grade 12 (Wave 6). Four profiles that were stable across Grades 7 to 12 were identified using Latent Profile Analysis. Student-reported fairness and friendliness and competition in class predicted changes in profile membership. Profile membership in Grade 7 predicted math-related career plans in Grade 12. Profile membership in Grade 12 predicted the choice of math-related college major after finishing school and of math-related occupations in adulthood. Washington American Psychological Association 2020 23 The journal of educational psychology 112 1 70 92 10.1037/edu0000368 Department Erziehungswissenschaft OPUS4-59207 Teil eines Buches Jacobi, Juliane Education Vives emphasizes needlework as an appropriate occupation for all women, even for 'a princess or a queen'. A wide variety of schools run by individual tradesmen or women offered instruction in certain fields, such as writing and calculus, while schools erected or licensed by the authorities concentrated on religious education. A large group of orphanages founded during the sixteenth and early seventeenth centuries provided a sound education for boys and girls. Authorities, parents and educational thinkers of the time were much less concerned with girls' education than with that of boys. Private tutoring at home concentrated on the same subjects but, when boys were instructed at home, some girls had a chance to participate in a more academically oriented education. In most educational settings, be it at day schools, boarding schools or in private homes, teachers, mothers and governesses were expected to raise good housewives, pious mothers and obedient spouses. Abingdon Routledge 2019 22 The routledge history of women in early modern Europe 978-0-429-35578-3 115 134 10.4324/9780429355783 Department Erziehungswissenschaft OPUS4-59141 Wissenschaftlicher Artikel Huang, Yizhen; Richter, Eric; Kleickmann, Thilo; Richter, Dirk Comparing video and virtual reality as tools for fostering interest and self-efficacy in classroom management Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest-posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes. Practitioner notes What is already known about this topic Video is a popular teacher training medium given its ability to display classroom situations. Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years. Situational interest and self-efficacy in classroom management is vital for student teachers' professional development. What this paper adds VR outperforms video in promoting student teachers' triggered interest in classroom management. Student teachers felt more efficacious in classroom management after participating in VR. VR also invoked higher extraneous cognitive load than the video. Implications for practice and/or policy VR provides an authentic teacher training environment for classroom management. The design of the VR training environment needs to ensure a low extraneous cognitive load. Oxford Wiley-Blackwell 2022 22 British journal of educational technology / British Educational Communications and Technology Agency 54 2 467 488 10.1111/bjet.13254 Department Erziehungswissenschaft OPUS4-58087 Review Entrich, Steve R. Book review to: Okano, Kaori H. : Education and social justice in Japan . - Abingdon/New York: Routledge, 2021. - 234 pp. - (Routledge Critical Studies in Asian Education series). - ISBN 978-0-415-83252-6 (hbk), ISBN 978-1-315-81409-4 (eBook) London Springer Science + Business Media B.V. 2021 4 International review of education = Internationale Zeitschrift für Erziehungswissenschaft = Revue internationale de l'education 67 978-0-415-83252-6 6 923 926 10.1007/s11159-021-09926-6 Department Erziehungswissenschaft OPUS4-58813 Wissenschaftlicher Artikel Moffitt, Ursula E.; Nardon, Luciara; Zhang, Hui Becoming Canadian We investigate how economic immigrants in Canada negotiate their identity in the process of "becoming Canadian" through an analysis of public texts. Drawing on the master narrative framework, we examine the interplay between individual and societal narratives as immigrants grapple with the tension between notions of "desirable" immigrants as those that are well integrated professionally and the reality of facing career related barriers. Among those whose success stories align with the master narrative of professional attainment there was little questioning of this expectation, thereby allowing it to remain invisible. Among those who had not (yet) achieved work related success in the receiving country, they tended to engage alternative narratives elaborating on the antecedents, outcomes, and barriers to labor market participation. Despite the countering nature of these alternative narratives, they strengthen the societal expectation of professional success as a key pathway to inclusion, thereby reinforcing the rigidity of this narrative. We contribute to literature on the social construction of national identity by examining the process of becoming national and the role of labor market participation in immigrants' perceptions of inclusion in their new society. Our study highlights the importance of including immigrants' voices in the construction of a more inclusive society, which may aid in breaking down exclusionary narratives of national identity. Oxford Elsevier 2020 12 International journal of intercultural relations 78 84 95 10.1016/j.ijintrel.2019.06.004 Department Erziehungswissenschaft OPUS4-57898 Wissenschaftlicher Artikel Wenger, Marina; Gärtner, Holger; Brunner, Martin To what extent are characteristics of a school's student body, instructional quality, school quality, and school achievement interrelated? The aim of educational policy should be to provide a good education to all students. Thus, a key question arises regarding the extent to which key characteristics of school composition (proportion of students with migration background, socioeconomic status [SES], prior school achievement, and achievement heterogeneity), instructional quality, school quality, and later school achievement are interrelated. The present study addressed this research question by examining school inspection data, official school statistics, and large-scale achievement data from all primary schools in Berlin, Germany (N = 343). The results of correlation and path analyses showed that school composition (average SES, average prior school achievement) predicted components of instructional quality (SES: classroom management, cognitive activation; achievement: cognitive activation, individual learning support). The relation between school composition characteristics and most components of school quality was close to zero. Contrary to our expectations, only the effect of school SES on later achievement was mediated by instructional quality. Abingdon Routledge, Taylor & Francis Group 2020 28 School effectiveness and school improvement 31 4 548 575 10.1080/09243453.2020.1754243 Department Erziehungswissenschaft OPUS4-57851 Wissenschaftlicher Artikel Richter, Eric; Marx, Alexandra; Huang, Yizhen; Richter, Dirk Zeiten zum beruflichen Lernen Die Forschung zur Lehrerfortbildung weist darauf hin, dass zeitliche Einschränkungen eine Barriere für die Teilnahme an Fortbildungen darstellen. Insbesondere die Unvereinbarkeit der Arbeitszeit mit dem Zeitpunkt des Fortbildungsangebotes wird von Lehrkräften als hinderlich wahrgenommen. Welche zeitlichen Merkmale das Fortbildungsangebot für Lehrkräfte aufweist und ob diese im Zusammenhang mit der Fortbildungsteilnahme von Lehrkräften stehen, fand bisher wenig Berücksichtigung. Die vorliegende Studie verfolgt daher das Ziel, zeitliche Merkmale des Fortbildungsangebotes für Lehrkräfte zu beschreiben und ihre Vorhersagekraft für die Fortbildungsteilnahme zu untersuchen. Die Daten hierfür stammen aus der elektronischen Datenbank für Lehrerfortbildungen des Landes Brandenburg im akademischen Jahr 2016/2017. Der Datensatz umfasst 1330 schulexterne Lehrerfortbildungen staatlicher Anbieter. Die Ergebnisse zeigen, dass Dauer und Zeitpunkt einer Fortbildungsveranstaltung prädiktiv für die Teilnahme der Lehrkräfte sind. Die Befunde erweitern damit den Diskurs zu Bedingungen des beruflichen Lernens von Lehrkräften und liefern Implikationen für eine passgenaue Fortbildungsplanung. Wiesbaden Springer VS/Springer Fachmedien Wiesbaden GmbH 2020 29 Zeitschrift für Erziehungswissenschaft 23 1 145 173 10.1007/s11618-019-00924-x Department Erziehungswissenschaft OPUS4-58639 Wissenschaftlicher Artikel Kalinowski, Eva; Egert, Franziska; Gronostaj, Anna; Vock, Miriam Professional development on fostering students' academic language proficiency across the curriculum This meta-analysis aggregates effects from 10 studies evaluating professional development interventions aimed at qualifying in-service teachers to support their students in mastering academic language skills while teaching their respective subject areas. The analysis of a subset of studies revealed a small non-significant weighted training effect on teachers' cognition (g' = 0.21, SE = 0.14). An effect aggregation including all studies (with 650 teachers) revealed a medium to large weighted overall effect on teachers' classroom practices (g' = 0.71, SE = 0.16). Methodological variables moderated the effect magnitude. Nevertheless, the results suggest professional development is beneficial for improving teachers' practice. Amsterdam Elsevier Science 2019 15 Teaching and teacher education 88 10.1016/j.tate.2019.102971 Department Erziehungswissenschaft OPUS4-58617 Wissenschaftlicher Artikel Meyer, André; Richter, Eric; Richter, Dirk; Gronostaj, Anna Professionalisierung von Schulleitungen am Beispiel der Werkstatt „Schule leiten" Empirische Studien und schulische Rechtsvorschriften betonen die Relevanz von Schulleiter*innen für die Schulentwicklung. Auf diese Aufgabe müssen Schulleiter*innen in Aus- und Fortbildungen vorbereitet werden. Der vorliegende Beitrag untersucht in einem längsschnittlichen Design Effekte der Fortbildungsreihe Werkstatt „Schule leiten". Die Teilnehmer*innen bewerten die Werkstatt zumeist positiv und es zeigen sich geringe bis moderate Veränderungen in ihrem selbstberichteten beruflichen Handeln. Schulleiter*innen mit wenigen Jahren Leitungserfahrung berichten dabei über die größten Zuwächse. Der Beitrag diskutiert Implikationen für die Forschung und Fortbildung von Schulleiter*innen. Münster Waxmann 2020 19 Die deutsche Schule 112 3 277 295 10.31244/dds.2020.03.03 Department Erziehungswissenschaft OPUS4-58609 Buch (Monographie) Link, Jörg-Werner Gelingensbedingungen von Schulreform Historische Schulforschung und Schulentwicklungsforschung haben an schulischen Reformprozessen zwar ein vergleichbares Forschungsinteresse, stehen aber bislang nicht im wissenschaftlichen Dialog. Gleichwohl existierten nahezu sämtliche Praxen der gegenwärtigen Schul- und Unterrichtsentwicklung bereits in den Schulreformprozessen der historischen Reformpädagogik. Auf der Grundlage von elf bildungshistorischen und schulpädagogischen Quellenstudien wird ein Struktur- und Handlungsmodell gelingender Schulreformprozesse entwickelt, das sich aus der akteursnahen Eigenlogik pädagogisch-praktischer Reformprozesse ableitet. Die Studien analysieren fallorientiert und quellengestützt die Reformpraxen an historischen Reformschulen des 20. Jahrhunderts und geben vertiefte Einblicke in historische Schul(reform)praxis. Bezugspunkt ist dabei jeweils die Einzelschule als pädagogische Handlungseinheit. Die historisch-empirisch entwickelte „Fünf-plus-zwei-K-Struktur gelingender Schulreformprozesse" wurde an 100 gegenwärtigen Reformschulen überprüft und konnte im Ergebnis in einem Zeitraum von rund einhundert Jahren als wiederkehrend validiert werden. Die Befunde tragen insgesamt zum pädagogischen Verständnis von Schulreformprozessen bei und bilden eine professionsnahe Referenz für die Theoriebildung innerhalb der Schulentwicklungsforschung. Bad Heilbrunn Verlag Julius Klinkhardt 2023 281 Historische Bildungsforschung 978-3-7815-2562-7 10.35468/6004 Department Erziehungswissenschaft OPUS4-57852 Wissenschaftlicher Artikel Richter, Eric; Marx, Alexandra; Huang, Yizhen; Richter, Dirk Zeiten zum beruflichen Lernen Die Forschung zur Lehrerfortbildung weist darauf hin, dass zeitliche Einschränkungen eine Barriere für die Teilnahme an Fortbildungen darstellen. Insbesondere die Unvereinbarkeit der Arbeitszeit mit dem Zeitpunkt des Fortbildungsangebotes wird von Lehrkräften als hinderlich wahrgenommen. Welche zeitlichen Merkmale das Fortbildungsangebot für Lehrkräfte aufweist und ob diese im Zusammenhang mit der Fortbildungsteilnahme von Lehrkräften stehen, fand bisher wenig Berücksichtigung. Die vorliegende Studie verfolgt daher das Ziel, zeitliche Merkmale des Fortbildungsangebotes für Lehrkräfte zu beschreiben und ihre Vorhersagekraft für die Fortbildungsteilnahme zu untersuchen. Die Daten hierfür stammen aus der elektronischen Datenbankfür Lehrerfortbildungen des Landes Brandenburg im akademischen Jahr 2016/2017. Der Datensatz umfasst 1330 schulexterne Lehrerfortbildungen staatlicher Anbieter. Die Ergebnisse zeigen, dass Dauer und Zeitpunkt einer Fortbildungsveranstaltung prädiktiv für die Teilnahme der Lehrkräfte sind. Die Befunde erweitern damit den Diskurs zu Bedingungen des beruflichen Lernens von Lehrkräften und liefern Implikationen für eine passgenaue Fortbildungsplanung. Wiesbaden Springer VS/Springer Fachmedien Wiesbaden GmbH 2020 29 Zeitschrift für Erziehungswissenschaft 23 Time for professional learning 1 145 173 10.1007/s11618-019-00924-x Department Erziehungswissenschaft OPUS4-58537 Wissenschaftlicher Artikel Lazarides, Rebecca Christine; Raufelder, Diana Control-value theory in the context of teaching Background: Students' self-concept of ability is an important predictor of their achievement emotions. However, little is known about how learning environments affect these interrelations. Aims: Referring to Pekrun's control-value theory, this study investigated whether teacher-reported teaching quality at the classroom level would moderate the relation between student-level mathematics self-concept at the beginning of the school year and students' achievement emotions at the middle of the school year. Sample: Data of 807 ninth and tenth graders (53.4% girls) and their mathematics teachers (58.1% male) were analysed. Method: Students and teachers completed questionnaires at the beginning of the school year and at the middle of the school year. Multi-level modelling and cross-level interaction analyses were used to examine the longitudinal relations between self-concept, teacher-perceived teaching quality, and achievement emotions as well as potential interaction effects. Results: Mathematics self-concept significantly and positively related to enjoyment in mathematics and negatively related to anxiety. Teacher-reported structuredness decreased students' anxiety. Mathematics self-concept only had a significant and positive effect on students' enjoyment at high levels of teacher-reported cognitive activation and at high levels of structuredness. Conclusions: High teaching quality can be seen as a resource that strengthens the positive relations between academic self-concept and positive achievement emotions. Hoboken Wiley 2020 21 British journal of educational psychology 91 1 127 147 10.1111/bjep.12352 Department Erziehungswissenschaft OPUS4-58374 Wissenschaftlicher Artikel Levy, Jessica; Mussack, Dominic; Brunner, Martin; Keller, Ulrich; Cardoso-Leite, Pedro; Fischbach, Antoine Contrasting classical and machine learning approaches in the estimation of value-added scores in large-scale educational data There is no consensus on which statistical model estimates school value-added (VA) most accurately. To date, the two most common statistical models used for the calculation of VA scores are two classical methods: linear regression and multilevel models. These models have the advantage of being relatively transparent and thus understandable for most researchers and practitioners. However, these statistical models are bound to certain assumptions (e.g., linearity) that might limit their prediction accuracy. Machine learning methods, which have yielded spectacular results in numerous fields, may be a valuable alternative to these classical models. Although big data is not new in general, it is relatively new in the realm of social sciences and education. New types of data require new data analytical approaches. Such techniques have already evolved in fields with a long tradition in crunching big data (e.g., gene technology). The objective of the present paper is to competently apply these "imported" techniques to education data, more precisely VA scores, and assess when and how they can extend or replace the classical psychometrics toolbox. The different models include linear and non-linear methods and extend classical models with the most commonly used machine learning methods (i.e., random forest, neural networks, support vector machines, and boosting). We used representative data of 3,026 students in 153 schools who took part in the standardized achievement tests of the Luxembourg School Monitoring Program in grades 1 and 3. Multilevel models outperformed classical linear and polynomial regressions, as well as different machine learning models. However, it could be observed that across all schools, school VA scores from different model types correlated highly. Yet, the percentage of disagreements as compared to multilevel models was not trivial and real-life implications for individual schools may still be dramatic depending on the model type used. Implications of these results and possible ethical concerns regarding the use of machine learning methods for decision-making in education are discussed. Lausanne Frontiers Research Foundation 2020 18 Frontiers in psychology 11 10.3389/fpsyg.2020.02190 Department Erziehungswissenschaft