TY - CHAP A1 - Ittner, Helmut A1 - Ludwig, Joachim T1 - Bedeutungs-Begründungs-Zusammenhänge des künstlerisch-pädagogischen Handelns T2 - Forschung zum pädagogisch-künstlerischen Wissen und Handeln Y1 - 2019 SN - 978-3-658-20645-1 SP - 43 EP - 72 ER - TY - THES A1 - Jennek, Julia T1 - Binnendifferenzierung in der Sekundarstufe I BT - eine quantitative Videoanalyse Y1 - 2019 ER - TY - JOUR A1 - Kalinowski, Eva A1 - Gronostaj, Anna A1 - Vock, Miriam T1 - Effective Professional Development for Teachers to Foster Students’ Academic Language Proficiency Across the Curriculum BT - A Systematic Review JF - AERA Open N2 - This review summarizes features of professional development programs that aim to prepare in-service teachers to improve students’ academic language proficiency when teaching subject areas. The 38 studies reviewed suggest that all of the profiled interventions were effective to some extent. The programs share many characteristics considered important in successful teacher professional development across different subject areas. They also include some features that appear to be specific to teacher training in this particular domain. This review supports the idea that professional development helps change teachers’ thinking and practice and benefits students, if certain features are taken into consideration in its design and implementation. KW - professional development KW - language KW - cross-curriculum KW - content areas KW - in-service teacher training Y1 - 2019 U6 - https://doi.org/10.1177/2332858419828691 SN - 2332-8584 VL - 5 IS - 1 SP - 1 EP - 23 PB - Sage CY - Thousand Oaks ER - TY - GEN A1 - Kalinowski, Eva A1 - Gronostaj, Anna A1 - Vock, Miriam T1 - Effective Professional Development for Teachers to Foster Students’ Academic Language Proficiency Across the Curriculum BT - A Systematic Review T2 - Postprints der Universität Potsdam Humanwissenschaftliche Reihe N2 - This review summarizes features of professional development programs that aim to prepare in-service teachers to improve students’ academic language proficiency when teaching subject areas. The 38 studies reviewed suggest that all of the profiled interventions were effective to some extent. The programs share many characteristics considered important in successful teacher professional development across different subject areas. They also include some features that appear to be specific to teacher training in this particular domain. This review supports the idea that professional development helps change teachers’ thinking and practice and benefits students, if certain features are taken into consideration in its design and implementation. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 543 KW - professional development KW - language KW - cross-curriculum KW - content areas KW - in-service teacher training Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-427219 SN - 1866-8364 IS - 543 ER - TY - GEN A1 - Knigge, Michel A1 - Krauskopf, Karsten A1 - Wagner, Simon T1 - Improving Socio-Emotional Competencies Using a Staged Video-Based Learning Program? BT - Results of Two Experimental Studies T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Relationship quality between teachers and their students is a critical aspect for well-being and effective learning in school. Accordingly, teacher training should promote competencies for creating and maintaining positive relationships in the classroom. The Helga Breuninger Foundation developed a video-based online training (Intus³) that intends to focus on student teachers' interpersonal competencies by reflecting on staged videos. Although this training is well-designed, there is only little empirical evidence in general and so far no experimental research investigating the effects of Intus³. Accordingly, we investigated whether this program is able to improve the capacities of student teachers' interpersonal competencies, affective well-being, and affective attitudes toward challenging students. We conducted two randomized experimental studies (n1 = 132, n2 = 242) within lectures in teacher education at the University of Potsdam, introducing the basics of inclusive education in two consecutive semesters. We compared groups first working with Intus³ to waiting control groups that wrote an expository text based on empirical research discussing the relevance of teacher–student relationships with a longitudinal design with four measurement points. Latent change models showed that prior work with Intus³ showed few effects but complex effects in comparison to the prior text work groups. In the larger and extended study 2, an increase of empathic concern was significant after the prior work with Intus³. The results will be discussed with the perspective of the potential of further development of online training courses for affective learning for teachers and teacher students. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 593 KW - affective learning KW - socio-emotional competencies KW - empathy KW - perspective taking KW - online training KW - digital Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-442868 SN - 1866-8364 IS - 593 ER - TY - JOUR A1 - Knigge, Michel A1 - Krauskopf, Karsten A1 - Wagner, Simon T1 - Improving Socio-Emotional Competencies Using a Staged Video-Based Learning Program? BT - Results of Two Experimental Studies JF - Frontiers in Education N2 - Relationship quality between teachers and their students is a critical aspect for well-being and effective learning in school. Accordingly, teacher training should promote competencies for creating and maintaining positive relationships in the classroom. The Helga Breuninger Foundation developed a video-based online training (Intus³) that intends to focus on student teachers' interpersonal competencies by reflecting on staged videos. Although this training is well-designed, there is only little empirical evidence in general and so far no experimental research investigating the effects of Intus³. Accordingly, we investigated whether this program is able to improve the capacities of student teachers' interpersonal competencies, affective well-being, and affective attitudes toward challenging students. We conducted two randomized experimental studies (n1 = 132, n2 = 242) within lectures in teacher education at the University of Potsdam, introducing the basics of inclusive education in two consecutive semesters. We compared groups first working with Intus³ to waiting control groups that wrote an expository text based on empirical research discussing the relevance of teacher–student relationships with a longitudinal design with four measurement points. Latent change models showed that prior work with Intus³ showed few effects but complex effects in comparison to the prior text work groups. In the larger and extended study 2, an increase of empathic concern was significant after the prior work with Intus³. The results will be discussed with the perspective of the potential of further development of online training courses for affective learning for teachers and teacher students. KW - affective learning KW - socio-emotional competencies KW - empathy KW - perspective taking KW - online training KW - digital Y1 - 2019 U6 - https://doi.org/10.3389/feduc.2019.00142 SN - 2504-284X VL - 4 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Lauerann, Fani T1 - Gendered Paths Into STEM-Related and Language-Related Careers BT - Girls’ and Boys’ Motivational Beliefs and Career Plans in Math and Language Arts JF - Frontiers in Psychology N2 - Women are often underrepresented in math-intensive fields like the physical sciences, technology, engineering and mathematics. By comparison, boys relative to girls are less likely to strive for jobs in social and human-services domains. Relatively few studies have considered that intra-individual comparisons across domains may contribute to gendered occupational choices. This study examines whether girls’ and boys’ motivational beliefs in mathematics and language arts are predictive of their career plans in these fields. The study focusses on same domain and cross-domain effects and investigates bidirectional relations between motivational beliefs and career plans. Data for this study stem from 1,117 ninth and tenth graders (53.2% girls) from secondary schools in Berlin, Germany. Findings show systematic gender differences in samedomain effects in mathematics: girls’ comparatively lower mathematics self-concept and intrinsic value predicted a lower likelihood of striving for a math-related career. Crossdomain effects were not related to gender-specific career plans, with only one exception. Girls’ lower levels of intrinsic value in mathematics corresponded to a higher likelihood of striving for a career in language-related fields, which subsequently predicted lower levels of intrinsic value in mathematics. This finding points to a need to address both genderspecific motivational beliefs and gender-specific career plans in school when aiming to enhance more gender equality in girls’ and boys’ occupational choices. KW - gendered motivational beliefs KW - career plans KW - mathematics KW - language arts KW - dimensional comparison Y1 - 2019 U6 - https://doi.org/10.3389/fpsyg.2019.01243 SN - 1664-1078 VL - 10 PB - Frontiers Research Foundation CY - Lausanne ER - TY - GEN A1 - Lazarides, Rebecca A1 - Lauermann, Fani T1 - Gendered Paths Into STEM-Related and Language-Related Careers BT - Girls’ and Boys’ Motivational Beliefs and Career Plans in Math and Language Arts T2 - Postprints der Universität Potsdam Humanwissenschaftliche Reihe N2 - Women are often underrepresented in math-intensive fields like the physical sciences, technology, engineering and mathematics. By comparison, boys relative to girls are less likely to strive for jobs in social and human-services domains. Relatively few studies have considered that intra-individual comparisons across domains may contribute to gendered occupational choices. This study examines whether girls’ and boys’ motivational beliefs in mathematics and language arts are predictive of their career plans in these fields. The study focusses on same domain and cross-domain effects and investigates bidirectional relations between motivational beliefs and career plans. Data for this study stem from 1,117 ninth and tenth graders (53.2% girls) from secondary schools in Berlin, Germany. Findings show systematic gender differences in samedomain effects in mathematics: girls’ comparatively lower mathematics self-concept and intrinsic value predicted a lower likelihood of striving for a math-related career. Crossdomain effects were not related to gender-specific career plans, with only one exception. Girls’ lower levels of intrinsic value in mathematics corresponded to a higher likelihood of striving for a career in language-related fields, which subsequently predicted lower levels of intrinsic value in mathematics. This finding points to a need to address both genderspecific motivational beliefs and gender-specific career plans in school when aiming to enhance more gender equality in girls’ and boys’ occupational choices. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 565 KW - gendered motivational beliefs KW - career plans KW - mathematics KW - language arts KW - dimensional comparison Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-436341 SN - 1866-8364 IS - 565 ER - TY - JOUR A1 - Lonnemann, Jan A1 - Li, Su A1 - Zhao, Pei A1 - Linkersdörfer, Janosch A1 - Lindberg, Sven A1 - Hasselhorn, Marcus T1 - Differences in Counting Skills Between Chinese and German Children Are Accompanied by Differences in Processing of Approximate Numerical Magnitude Information JF - Frontiers in Psychology N2 - Human beings are supposed to possess an approximate number system (ANS) dedicated to extracting and representing approximate numerical magnitude information as well as an object tracking system (OTS) for the rapid and accurate enumeration of small sets. It is assumed that the OTS and the ANS independently contribute to the acquisition of more elaborate numerical concepts. Chinese children have been shown to exhibit more elaborate numerical concepts than their non-Chinese peers, but it is still an open question whether similar cross-national differences exist with regard to the underlying systems, namely the ANS and the OTS. In the present study, we investigated this question by comparing Chinese and German preschool children with regard to their performance in a non-symbolic numerical magnitude comparison task (assessing the ANS) and in an enumeration task (assessing the OTS). In addition, we compared children’s counting skills. To ensure that possible between-group differences could not be explained by differences in more general performance factors, we also assessed children’s reasoning ability and processing speed. Chinese children showed a better counting performance and a more accurate performance in the non-symbolic numerical magnitude comparison task. These differences in performance could not be ascribed to differences in reasoning abilities and processing speed. In contrast, Chinese and German children did not differ significantly in the enumeration of small sets. The superior counting performance of Chinese children was thus found to be reflected in the ANS but not in the OTS. KW - approximate number system KW - subitizing KW - counting KW - cross-national comparison KW - preschool Y1 - 2019 U6 - https://doi.org/10.3389/fpsyg.2018.02656 SN - 1664-1078 VL - 9 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Sixtus, Elena A1 - Lonnemann, Jan A1 - Fischer, Martin H. A1 - Werner, Karsten T1 - Mental Number Representations in 2D Space JF - Frontiers in Psychology N2 - There is evidence both for mental number representations along a horizontal mental number line with larger numbers to the right of smaller numbers (for Western cultures) and a physically grounded, vertical representation where “more is up.” Few studies have compared effects in the horizontal and vertical dimension and none so far have combined both dimensions within a single paradigm where numerical magnitude was task-irrelevant and none of the dimensions was primed by a response dimension. We now investigated number representations over both dimensions, building on findings that mental representations of numbers and space co-activate each other. In a Go/No-go experiment, participants were auditorily primed with a relatively small or large number and then visually presented with quasi-randomly distributed distractor symbols and one Arabic target number (in Go trials only). Participants pressed a central button whenever they detected the target number and elsewise refrained from responding. Responses were not more efficient when small numbers were presented to the left and large numbers to the right. However, results indicated that large numbers were associated with upper space more strongly than small numbers. This suggests that in two-dimensional space when no response dimension is given, numbers are conceptually associated with vertical, but not horizontal space. KW - spatial-numerical associations KW - SNARC KW - vertical space KW - horizontal space KW - Go/No-go task Y1 - 2019 U6 - https://doi.org/10.3389/fpsyg.2019.00172 SN - 1664-1078 VL - 10 PB - Frontiers Research Foundation CY - Lausanne ER -