TY  - JOUR
A1  - Rjosk, Camilla
A1  - McElvany, Nele
A1  - Anders, Yvonne
A1  - Becker, Michael
T1  - Teachers' diagnostic skills in estimating students' basic reading capacities
JF  - Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis
N2  - The present study investigates diagnostic skills of German teachers in estimating basic reading capacities of sixth graders and the way they relate to achievement heterogeneity of the judged student group and to students' language background.
 The data were obtained from a sample of 39 German teachers and their classes in the context of the Berlin Longitudinal Reading Study. Judgements on different levels were analysed (achievement of sixth graders in general and of individual students). Diagnostic skills were investigated using different indicators: the personal judgement error and tendency and the accuracy in identifying achievement differences between individual students (rank component). The accuracy in estimating reading capacities of students with and without a different language background was investigated by means of achievement level matched pairs.
 The outcomes indicated, among others, an overestimation of students' general achievement level and on average an acceptable accuracy in identifying achievement differences between individual students. They showed equal difficulties in judging performances of students with and without a different language background.
KW  - Diagnostic skills
KW  - diagnostic competence
KW  - teacher judgement accuracy
KW  - basic reading capacities
KW  - language background
Y1  - 2011
U6  - https://doi.org/10.2378/peu2011.art04d
SN  - 0342-183X
VL  - 58
IS  - 2
SP  - 92
EP  - 105
PB  - Reinhardt
CY  - München
ER  - 
TY  - JOUR
A1  - Rjosk, Camilla
A1  - Richter, Dirk
A1  - Luedtke, Oliver
A1  - Eccles, Jacquelynne Sue
T1  - Ethnic Composition and Heterogeneity in the Classroom: Their Measurement and Relationship With Student Outcomes
JF  - The journal of educational psychology
N2  - This study explores various measures of the ethnic makeup in a classroom and their relationship with student outcomes. We examine whether measures of ethnic diversity are related to achievement (mathematics, reading) and feeling of belonging with one’s peers over and above commonly investigated composition characteristics. Multilevel analyses were based on data from a representative sample of 18,762 elementary school students in 903 classrooms. The proportion of minority students and diversity measures showed negative associations with student outcomes in separate models. Including diversity measures and the proportion of minority students, diversity of minority students mostly lost its significance. However, the results suggest that diversity measures may provide additional information over and above other classroom characteristics for some student outcomes. The various measures of diversity led to comparable results. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
KW  - ethnic composition
KW  - diversity
KW  - multilevel analysis
KW  - academic achievement
KW  - classroom
Y1  - 2017
U6  - https://doi.org/10.1037/edu0000185
SN  - 0022-0663
SN  - 1939-2176
VL  - 109
SP  - 1188
EP  - 1204
PB  - American Psychological Association
CY  - Washington
ER  -