TY  - JOUR
A1  - Westphal, Andrea
A1  - Gronostaj, Anna
A1  - Vock, Miriam
A1  - Emmrich, Rico
A1  - Harych, Peter
T1  - Differentiation in Mathematics and in German Lessons on Grammar School Level Is it to be found mainly among good diagnosticians and in heterogeneous classes?
JF  - Zeitschrift für Pädagogik
N2  - Das Anliegen der vorliegenden Studie ist es, zu prüfen, inwiefern eine differenzierende Unterrichtspraxis in den Fächern Mathematik und Deutsch im Zusammenhang mit der Wahrnehmung von Leistungsheterogenität und der Diagnosegenauigkeit von Lehrkräften steht. Der Untersuchung lagen Leistungsdaten aus den Vergleichsarbeiten (VERA-8) und Lehrerurteile über N = 1803 Schüler/innen der achten Jahrgangsstufe an Gymnasien im Land Brandenburg zugrunde sowie Schülereinschätzungen zur Differenzierung im Unterricht. Hierarchische Regressionsanalysen zeigen, dass Mathematiklehrkräfte aus Sicht der Schüler/innen umso stärker differenzierend unterrichten, je besser sie die Leistungsstände der Schüler/innen einschätzen können. Im Fach Deutsch findet differenzierender Unterricht in geringerem Umfang statt und es zeigen sich keine Zusammenhänge mit der Diagnosegenauigkeit.
The aim of the present study is to examine in how far a differentiating teaching practice in Math and German lessons is linked with the perception of heterogeneity in student performance and with the teachers´ diagnostic accuracy. The study is based on performance data from comparative tests (VERA-8) and teacher assessments of N = 1803 students attending 8th grade at grammar schools in the federal state of Brandenburg and on student assessments on differentiation in teaching. Hierarchical regression analyses show that, from the students´ perspective, Math teachers differentiate the more in their teaching the better they are able to assess the students´ performance level. In German lessons, differentiating forms of teaching are less often applied and there are no links with diagnostic accuracy.
KW  - Differentiated Instruction
KW  - Diagnostic Competency
KW  - Heterogeneity of Abilities
KW  - Teaching Quality
KW  - Teacher Professionalization
Y1  - 2016
SN  - 0044-3247
VL  - 62
SP  - 131
EP  - 148
PB  - Beltz
CY  - Weinheim
ER  - 
TY  - JOUR
A1  - Westphal, Andrea
A1  - Becker, Michael
A1  - Vock, Miriam
A1  - Maaz, Kai
A1  - Neumann, Marko
A1  - McElvany, Nele
T1  - The link between teacher-assigned grades and classroom socioeconomic composition: The role of classroom behavior, motivation, and teacher characteristics
JF  - Contemporary educational psychology
N2  - Teacher judgments in terms of grades, proficiency assessments, and recommending placement in ability groups can have important consequences for a child’s future educational path. Whether or not students’ sociodemographic background characteristics are systematically related to teacher judgments has been a controversial topic of discussion. Using data from the TIMSS-Transition Study (N = 3285 fourth graders) administered across 13 German federal states in the 2006–2007 school year and survey data from parents and teachers, we investigated whether or not the average classroom socioeconomic status is reflected in teacher judgments and also examined possible underlying processes. We also probed the role of teachers’ own socioeconomic backgrounds (at the age of 16) in their later susceptibility to differentially judge students from different socioeconomic backgrounds and in differentially composed classrooms. Multilevel regression analyses revealed that, after controlling for differences in achievement (as indicated by standardized tests), teachers’ judgments were associated with the classrooms’ socioeconomic composition, and this finding could not be attributed to the average levels of motivation or behavior in the classroom. Teachers were similarly likely to exhibit such differential judgments regardless of their own socioeconomic background. These findings are discussed in the context of their implications for educational policy.
KW  - Teacher judgments
KW  - Grading
KW  - Classroom composition
KW  - Teacher background
KW  - Multilevel modeling
Y1  - 2016
U6  - https://doi.org/10.1016/j.cedpsych.2016.06.004
SN  - 0361-476X
SN  - 1090-2384
VL  - 46
SP  - 218
EP  - 227
PB  - Elsevier
CY  - San Diego
ER  -