TY  - JOUR
A1  - Tetzner, Julia
A1  - Becker, Michael
T1  - How Being an Optimist Makes a Difference: The Protective Role of Optimism in Adolescents' Adjustment to Parental Separation
JF  - Social psychological and personality science
N2  - This longitudinal study of N = 1,566 adolescents investigated the protective role of optimism in adjustment to parental separation, focusing on two salient challenges faced by adolescents, namely academic achievement and self-esteem. Based on latent change models, the results indicated associations between parental separation and short-term declines in academic achievement as well as short-term and longer term declines in self-esteem. Although optimism in general showed positive associations with academic achievement and self-esteem, its role as a protective factor proved to be particularly important for academic achievement in adjustment following parental separation.
KW  - parental separation
KW  - optimism
KW  - academic achievement
KW  - self-esteem
KW  - longitudinal study
Y1  - 2015
U6  - https://doi.org/10.1177/1948550614559605
SN  - 1948-5506
SN  - 1948-5514
VL  - 6
IS  - 3
SP  - 325
EP  - 333
PB  - Sage Publ.
CY  - Thousand Oaks
ER  - 
TY  - JOUR
A1  - Meyer, André
A1  - Richter, Eric
A1  - Richter, Dirk
A1  - Gronostaj, Anna
T1  - Professionalisierung von Schulleitungen am Beispiel
der Werkstatt „Schule leiten“
T1  - Evaluation of the professional development program “Schule leiten” [“School Leadership”] for principals
BT  - Evaluationsergebnisse einer Fortbildungsreihe für Schulleitungen zum Thema Schulentwicklung
BT  - results from a program on school improvement
JF  - Die deutsche Schule
N2  - 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.
N2  - Empirical studies and legal documents of school law highlight the importance of principals for school improvement. Professional development (PD) needs to be provided for principals in this field accordingly. This longitudinal study investigates effects of a PD program addressing principals’ self-reported skills that are related to school improvement. Participants are highly satisfied with the PD program and they report small to moderate changes of their leadership behaviour. Principals with little experience on the job report higher gains of their leadership than highly experienced principals. Implications for future research and professional development are discussed.
KW  - Schulleitungsfortbildung
KW  - Evaluation
KW  - Wirkungen von Fortbildungen
KW  - Längsschnittstudie
KW  - principal professional development
KW  - evaluation research
KW  - ffects of professional developmen
KW  - longitudinal study
KW  - multiple regression
Y1  - 2020
UR  - https://www.waxmann.com/artikelART104135
U6  - https://doi.org/10.31244/dds.2020.03.03
SN  - 0012-0731
SN  - 2699-5379
VL  - 112
IS  - 3
SP  - 277
EP  - 295
PB  - Waxmann
CY  - Münster
ER  -