TY - JOUR
A1 - Ehl, Birgit
A1 - Paul, Michele
A1 - Bruns, Gunnar
A1 - Fleischhauer, Elisabeth
A1 - Vock, Miriam
A1 - Gronostaj, Anna
A1 - Grosche, Michael
T1 - Testgütekriterien der „Profilanalyse nach Grießhaber“. Evaluation eines Verfahrens zur Erfassung grammatischer Fähigkeiten von ein- und mehrsprachigen Grundschulkindern
T1 - Test quality criteria of the "Profile analysis according to Griesshaber". Evaluation of an assessment method of grammatical abilities of mono- and multilingual primary school children
JF - Zeitschrift für Erziehungswissenschaft
N2 - Ein diagnostisches Ziel der „Profilanalyse nach Grießhaber“ ist die Testung der grammatischen Fähigkeit zur Verbstellung im Deutschen. Zur erstmaligen Evaluation der Testgüte wurden 403 ein- und mehrsprachige Grundschulkinder randomisiert drei verschiedenen Testmaterialien zugewiesen: Testmaterial, das die Zielkompetenz spezifisch stimulierte, führte zu den besten Testergebnissen. Dies spricht für eine geringe Durchführungsobjektivität. Zudem wurden Deckeneffekte für Grundschulkinder nachgewiesen, weshalb die Profilanalyse nur wenig zwischen den Grammatikfähigkeiten der Kinder differenzieren kann. Auch die Retest-Reliabilität und Auswertungsobjektivität sind noch zu gering. Zusammenfassend wird die Testgüte hinsichtlich aller betrachteten Testgütekriterien als verbesserungswürdig bewertet. Daraus werden die Empfehlungen abgeleitet, die Profilanalyse stärker zu standardisieren und um sensitivere diagnostische Kriterien für das Grundschulalter zu ergänzen. Weitere Ziele der Profilanalyse, z. B. die Verbesserung diagnostischer Kompetenzen von Lehrkräften, sind in Folgeprojekten zu evaluieren.
N2 - Adiagnostic goal of the Profile analysis according to Grie ss haber is the assessment of the grammatical ability to place verbs in German sentences in the correct syntactical position. To evaluate the test quality for the first time, 403 monolingual and multilingual primary school children were randomly assigned to three different test materials: Test material that specifically stimulated the target competence led to the best test results. This indicates alow objectivity of application. In addition, ceiling effects for primary school children were detected, which means that the profile analysis can only slightly differentiate among the grammatical abilities of the children. Retest reliability and objectivity of analysis are also too small. In summary, the test quality of the assessment tool should be improved with respect to all of the test quality criteria considered. Hence, we recommend standardizing the profile analysis better and adding more sensitive diagnostic criteria for primary school aged children. Other aspects of profile analysis, for example the improvement of diagnostic competencies of teachers, are recommended for future research.
KW - Grammar
KW - Language Assessment
KW - Multilingualism
KW - Primary School
KW - Validity
KW - Grammatik
KW - Mehrsprachigkeit
KW - Sprachdiagnostik
KW - Grundschule
KW - Validität
Y1 - 2018
U6 - https://doi.org/10.1007/s11618-018-0835-x
SN - 1434-663X
SN - 1862-5215
VL - 21
IS - 6
SP - 1261
EP - 1281
PB - Springer
CY - Wiesbaden
ER -
TY - JOUR
A1 - Grosche, Michael
A1 - Vock, Miriam
T1 - Inklusion
JF - Handwörterbuch Pädagogische Psychologie
Y1 - 2018
SN - 978-3-621-28297-0
SP - 260
EP - 268
PB - Beltz
CY - Weinheim
ET - 5. Aufl.
ER -
TY - JOUR
A1 - Vock, Miriam
T1 - Akzeleration – schneller durch die Schule?
JF - Handbuch Begabung
Y1 - 2021
SN - 978-3-40725-886-1
SN - 978-3-40725-806-9
SP - 319
EP - 332
PB - Beltz
CY - Weinheim
ER -
TY - JOUR
A1 - Vock, Miriam
A1 - Weigand, Gabriele
A1 - Preckel, Franzis
A1 - Fischer, Christian
A1 - Käpnick, Friedhelm
A1 - Perleth, Christoph
A1 - Wollerstein, Werner
T1 - Wissenschaftlicher Hintergrund des LemaS-Projekts
BT - Forschungsstand zur Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler
JF - Leistung macht Schule : Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler
Y1 - 2021
SN - 978-3-40725-883-0
SN - 978-3-407-25836-6
SP - 23
EP - 30
PB - Beltz
CY - Weinheim
ET - 2
ER -
TY - JOUR
A1 - Jungbauer, Johannes
A1 - Heitmann, Katharina
A1 - Westphal, Andrea
A1 - Vock, Miriam
T1 - Erwachsene Kinder psychisch erkrankter Eltern
T1 - Adult children of parents with mental illnesses
BT - Ergebnisse einer explorativen Fragebogenstudie
BT - Results from an exploratory survey
JF - Zeitschrift für Familienforschung
JF - Journal of Family Research
N2 - Zielsetzung: In diesem Beitrag werden Ergebnisse der EKipeE-Studie vorgestellt, in der erwachsene Kinder psychisch kranker Eltern befragt wurden. Ziel war es, die von den Befragten wahrgenommenen langfristigen Auswirkungen auf ihre Biographie, ihre Persönlichkeit und ihre Sozialbeziehungen zu beschreiben. Außerdem sollten Zusammenhänge zwischen ausgewählten belastenden Kindheitserfahrungen und Problemen im Erwachsenenalter untersucht werden. Ferner sollten die Unterstützungsbedürfnisse und -wünsche der erwachsenen Kinder erfasst werden. Methode: Im Rahmen einer online-Fragebogenstudie wurden N=561 erwachsene Kinder psychisch kranker Eltern befragt. Die quantitativen Fragebogendaten wurden mit SPSS 23.0 statistisch ausgewertet; die freien Antworten und Kommentare wurden inhaltsanalytisch ausgewertet. Ergebnisse: Die Studienteilnehmer berichteten vielfältige emotionale und soziale Probleme, die sie als Folgen ihrer Kindheitserfahrungen wahrnehmen. Sehr häufig haben sie das Gefühl, in ihrer Identität und ihrem Verhalten negativ geprägt zu sein. Viele äußern deswegen einen Bedarf an professioneller Beratung und Unterstützung. Diskussion: Es handelt sich um die bislang umfangreichste Studie zu den langfristigen Folgen einer Kindheit mit einem psychisch kranken Elternteil im deutschsprachigen Raum. Die Ergebnisse verdeutlichen, dass frühzeitige Hilfe- und Präventionsangebote für betroffene Kinder, Eltern und Familien notwendig sind. Auch die Bereitstellung spezifischer Beratungsangebote für erwachsene Kinder psychisch kranker Eltern wird empfohlen.
N2 - Objective: This paper presents the results of the EKipeE Study, which surveyed the adult children of parents with mental illnesses. The objective of the study was to extrapolate the long-term effects that parents’ mental illnesses had on their children’s biographies, personalities, and social relationships. The study also aimed to make connections between specific stressful situations in childhood and problems in later life. Additionally, the study aimed to understand what kind of support the adult children required and wanted. Method: Using an online questionnaire, N=561 adult children of parents with mental illnesses were surveyed. The quantitative survey data was statistically analyzed using SPSS 23.0; the qualitative data from answers and other remarks was evaluated using content analysis. Results: Participants in the study reported a diverse range of emotions and social problems that they perceived as having resulted from their childhood experiences. They often had the feeling that their identity and behavior had been affected negatively. Consequently, many expressed a need for professional counselling and support. Discussion: The study was the most extensive to date within German- speaking countries to survey the long-term effects of a childhood spent with a parent with mental illnesses. The results underline the need for early support and prevention services for affected children, parents, and families. The provision of specific counselling services for adult children of parents with mental illnesses is also recommended.
KW - adult children
KW - parents with mental illnesses
KW - long-term effects
KW - development risks
KW - support for affected families
KW - erwachsene Kinder
KW - psychisch kranke Eltern
KW - langfristige Auswirkungen
KW - Entwicklungsrisiken
KW - Hilfebedarf für betroffene Familien
Y1 - 2018
U6 - https://doi.org/10.3224/zff.v30i2.05
SN - 1437-2940
SN - 2196-2154
VL - 30
IS - 2
SP - 216
EP - 229
PB - Budrich
CY - Leverkusen
ER -
TY - JOUR
A1 - Kayser, Daniela Niesta
A1 - Vock, Miriam
A1 - Wojciechowicz, Anna Aleksandra
T1 - Example of best practice
BT - refugee teachers at the University of Potsdam. A requalification program for newly arrived teachers in Germany
JF - Intercultural education
N2 - The Refugee Teachers Program, established at the University of Potsdam, Brandenburg, in 2016, represents a successful model for training and integrating individuals with foreign teaching qualifications through an 18-month teaching and language course. Initially created to help meet the demand for teachers in Germany, the Refugee Teachers Program has been further refined over the course of the last three years in the light of expert meetings, theoretical considerations, and negotiations with the Brandenburg Ministry of Education. This was the first program of its kind in Germany, following an influx of people being forced to migrate from countries such as Syria, Afghanistan, and Iraq in 2015. The program responded to these international events by providing training, work, and refuge for migrants who already had teaching experience in their home countries. More than 85 participants successfully completed the program and many have taken up newly created positions as teachers and pedagogical assistants in German schools. However, a number of hurdles still remain before most of the program's graduates can be granted full employment as teachers in Germany.
Y1 - 2021
U6 - https://doi.org/10.1080/14675986.2021.1851513
SN - 1467-5986
SN - 1469-8439
VL - 32
IS - 1
SP - 108
EP - 118
PB - Routledge, Taylor & Francis Group
CY - Abingdon
ER -
TY - JOUR
A1 - Westphal, Andrea
A1 - Kalinowski, Eva
A1 - Hoferichter, Clara Josepha
A1 - Vock, Miriam
T1 - K−12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review
JF - Frontiers in Psychology
N2 - 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.
KW - burnout
KW - stress
KW - COVID-19
KW - pandemic
KW - K−12 teachers
KW - remote teaching
Y1 - 2022
U6 - https://doi.org/10.3389/fpsyg.2022.920326
SN - 1664-1078
SP - 1
EP - 29
PB - Frontiers
CY - Lausanne, Schweiz
ER -
TY - JOUR
A1 - Börnert-Ringleb, Moritz
A1 - Westphal, Andrea
A1 - Zaruba, Nicole
A1 - Gutmann, Franziska
A1 - Vock, Miriam
T1 - The relationship between attitudes toward inclusion, beliefs about teaching and learning, and subsequent automatic evaluations amongst student teachers
JF - Frontiers in education
N2 - Teachers' attitudes toward inclusion are frequently cited as being an important predictor of how successfully a given inclusive school system is implemented. At the same time, beliefs about the nature of teaching and learning are discussed as a possible predictor of attitudes toward inclusion. However, more recent research emphasizes the need of considering implicit processes, such as automatic evaluations, when describing attitudes and beliefs. Previous evidence on the association of attitudes toward inclusion and beliefs about teaching and learning is solely based on explicit reports. Therefore, this study aims to examine the relationship between attitudes toward inclusion, beliefs about teaching and learning, and the subsequent automatic evaluations of pre-service teachers (N = 197). The results revealed differences between pre-service teachers' explicit attitudes/beliefs and their subsequent automatic evaluations. Differences in the relationship between attitudes toward inclusion and beliefs about teaching and learning occur when teachers focus either on explicit measures or automatic evaluations. These differences might be due to different facets of the same attitude object being represented. Relying solely on either explicit measures or automatic evaluations at the exclusion of the other might lead to erroneous assumptions about the relation of attitudes toward inclusion and beliefs about teaching and learning.
KW - inclusion
KW - attitudes
KW - teaching
KW - automatic evaluation
KW - beliefs
KW - implicit
Y1 - 2020
U6 - https://doi.org/10.3389/feduc.2020.584464
SN - 2504-284X
VL - 5
PB - Frontiers Media
CY - Lausanne
ER -
TY - JOUR
A1 - Westphal, Andrea
A1 - Kretschmann, Julia
A1 - Gronostaj, Anna
A1 - Vock, Miriam
T1 - More enjoyment, less anxiety and boredom
BT - How achievement emotions relate to academic self-concept and teachers' diagnostic skills
JF - Learning and individual differences : a multidisciplinary journal in education
N2 - Students' achievement emotions are critical in their academic development. Therefore, teachers need to create an emotionally positive learning environment. In the light of this, the present study investigated the connection between students' enjoyment, anxiety, boredom and, in the first case, students' academic self-concept and, in the second, teachers' diagnostic skills. The third part of our study examined whether this link would be moderated by students' academic self-concept. Our sample comprised N = 1803 eighth-grade students who reported their achievement emotions and evaluated the diagnostic skills of both their German and mathematics teachers. Hierarchical models indicated that students experience more enjoyment and less anxiety and boredom if teachers exhibit better diagnostic skills. The role of teachers' diagnostic skills in relation to students' emotions was in part moderated by the students' self-concept. These results are discussed in terms of their implications for effective teaching.
KW - Achievement emotions
KW - Diagnostic skills
KW - Instructional quality
KW - Academic self-concept
KW - Multilevel modeling
Y1 - 2018
U6 - https://doi.org/10.1016/j.lindif.2018.01.016
SN - 1041-6080
SN - 1873-3425
VL - 62
SP - 108
EP - 117
PB - Elsevier B.V.
CY - Amsterdam
ER -
TY - JOUR
A1 - Kalinowski, Eva
A1 - Egert, Franziska
A1 - Gronostaj, Anna
A1 - Vock, Miriam
T1 - Professional development on fostering students’ academic language proficiency across the curriculum
BT - a meta-analysis of its impact on teachers’ cognition and teaching practices
JF - Teaching and teacher education
N2 - 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.
KW - professional development
KW - language
KW - cross-curriculum
KW - content areas
KW - in-service teacher training
Y1 - 2019
U6 - https://doi.org/10.1016/j.tate.2019.102971
SN - 0742-051X
VL - 88
PB - Elsevier Science
CY - Amsterdam
ER -
TY - JOUR
A1 - Kalinowski, Eva
A1 - Jurczok, Anne
A1 - Vock, Miriam
T1 - Mit der Lesson Study-Methode zu einem leistungsfördernden Unterricht in der Grundschule?
JF - Kooperative Professionalität: Internationale Ansätze der ko-konstruktiven Unterrichtsentwicklung
Y1 - 2021
SN - 978-3-7799-6772-9
SN - 978-3-7799-6773-6
SP - 138
EP - 147
PB - Juventa
CY - Weinheim
ER -
TY - JOUR
A1 - Kretschmann, Julia
A1 - Vock, Miriam
A1 - Lüdtke, Oliver
A1 - Jansen, Malte
A1 - Gronostaj, Anna
T1 - Effects of grade retention on students’ motivation: A longitudinal study over 3 years of secondary school
JF - The journal of educational psychology
N2 - Despite the fact that grade retention is now seen as controversial in many quarters, it remains common practice in numerous countries. Previous research on the effects of grade retention on student development has, however, generated ambiguous results, particularly in terms of motivational outcomes. This ambiguity has been attributed in part to a lack of high-quality studies including a longitudinal design, a suitable comparison group, and adequate statistical control of preretention differences. Based on longitudinal data of N = 3,288 German students over 3 years of secondary school, we examined differences in their academic self-concept, scholarly interests, learning motivation, and achievement motivation between those being retained in the 6th grade (n = 61) and those of the same age being promoted annually. To account for confounding variables, we applied full propensity score matching on baseline measures of the dependent variables, as well as various other covariates that have been found to be associated with the risk of retention (e.g., cognitive ability, academic performance, and family background variables). Results reveal a steep decline in students’ academic self-concept, interests, and learning motivation during the last months spent in the original class, just before retention. For those measures that were available, negative effects were still partly significant after 1 year, but had diminished 2 years after grade retention. Contrary to predictions suggested by the big-fish-little-pond effect, we found no positive effects of retention on students’ academic self-concept.
KW - grade retention
KW - secondary school
KW - academic self-concept
KW - motivation
KW - propensity score matching
Y1 - 2019
U6 - https://doi.org/10.1037/edu0000353
SN - 0022-0663
SN - 1939-2176
VL - 111
IS - 8
SP - 1432
EP - 1446
PB - American Psychological Association
CY - Washington
ER -
TY - JOUR
A1 - Vock, Miriam
A1 - Gronostaj, Anna
A1 - Kretschmann, Julia
A1 - Westphal, Andrea
T1 - „Meine Lehrer mögen mich“ – Soziale Integration
von Kindern mit sonderpädagogischem Förderbedarf
im gemeinsamen Unterricht in der Grundschule
T1 - "My Teachers Like Me" - Social Integration of Children with Special Educational Needs in Inclusive Classes
BT - Befunde aus dem Pilotprojekt „Inklusive Grundschule“
im Land Brandenburg
BT - Findings from the Pilot Project "Inclusive Primary Schools" in the German State of Brandenburg
JF - DDS – Die Deutsche Schule
N2 - Brandenburg startete im Schuljahr 2012/2013 das Pilotprojekt „Inklusive Grundschule“ (PING). 35 dieser Pilot-Grundschulen wurden wissenschaftlich begleitet (vgl. Spörer, Schründer-Lenzen, Vock & Maaz, 2015). In diesem Beitrag berichten wir Befunde zum sozialen Selbstkonzept, wie die Kinder das Klassenklima erleben und wie sie sich von ihrer Lehrkraft angenommen fühlen. Untersucht wurden 1.435 Kinder in 61 inklusiven Klassen der Jahrgangsstufen 2 und 3. Es finden sich keine durchgängigen Nachteile bei Selbstkonzept und erlebtem Klassenklima für Kinder mit sonderpädagogischem Förderbedarf (SPF), jedoch fühlen sich diese weniger von ihren Lehrkräften angenommen.
N2 - Brandenburg started the pilot project "Inclusive Primary Schools" (PING) in the school year 2012/2013. 35 of these pilot primary schools were scientifically supported (cp. Sporer, Schrunder-Lenzen, Vock & Maaz, 2015). In this article we report findings on the social self-concept, how children experience the class climate, and how they feel accepted by their teachers. The study examined 1,435 children in 61 inclusive 2nd and 3rd grade classes. There are no consistent disadvantages regarding self-concept and experienced class climate for children with special educational needs, but they feel less accepted by their teachers.
KW - inclusion
KW - primary school
KW - social integration
KW - special educational needs
KW - inclusive education
KW - Inklusion
KW - Grundschule
KW - soziale Integration
KW - Förderbedarf
KW - gemeinsamer Unterricht
Y1 - 2018
U6 - https://doi.org/10.31244/dds.2018.02.03
SN - 0012-0731
VL - 110
IS - 2
SP - 124
EP - 137
PB - Waxmann
CY - Münster
ER -
TY - JOUR
A1 - Wojciechowicz, Anna Aleksandra
A1 - Vock, Miriam
T1 - Wiedereinstieg in den Lehrerberuf nach der Flucht mit dem Refugee Teachers Program in Brandenburg
T1 - Re-Entering the Teaching Profession aft er Refugee Migration with
the Refugee Teachers Program in Brandenburg
JF - Die deutsche Schule
N2 - Die durch die Fluchtmigration ausgelösten aktuellen gesellschaftspolitischen Herausforderungen erfordern auch in der Lehrer*innenbildung institutionelle Weiterentwicklungsprozesse. Der vorliegende Beitrag befasst sich mit der Bedeutung der Fluchtmigration für die Lehrer*innenbildung. Am Beispiel des Refugee Teachers Program an der Universität Potsdam wird ein universitäres Bildungsangebot zur Nachqualifizierung für geflüchtete Lehrkräfte vorgestellt. Dabei fokussieren wir die konzeptionellen Grundlagen, die Struktur und die Inhalte des Programms und diskutieren es im Kontext aktueller Fragestellungen der Lehrer*innenbildung.
N2 - Amongst other challenges through refugee migration, institutional changes are required also in teacher education. Th is article exemplifi es reactions to forced migration with the Refugee Teachers Program at the University of Potsdam, a program designed to re� qualify in-service teachers who took refuge in Germany. We focus on the underlying concepts, the structure and the contents of the program and discuss it in the context of current issues of teacher education.
KW - teacher training
KW - forced migration
KW - refugee teachers
KW - Lehrer*innenbildung
KW - (Flucht-)Migration
KW - geflüchtete Lehrkräfte
Y1 - 2019
U6 - https://doi.org/10.31244/dds.2019.02.08
SN - 0012-0731
VL - 111
IS - 2
SP - 219
EP - 229
PB - Waxmann
CY - Münster
ER -
TY - JOUR
A1 - Zaruba, Nicole
A1 - Westphal, Andrea
A1 - Gutmann, Franziska
A1 - Vock, Miriam
T1 - Preservice teachers’ implicit and explicit attitudes towards teaching and learning
JF - Frontiers in education
N2 - When it comes to teacher attitudes towards teaching and learning, research relies heavily on explicit measures (e.g., questionnaires). These attitudes are generally conceptualized as constructivist and transmissive views on teaching and learning with constructivism often considered to be more desirable. In explicit measures, this can have drawbacks like socially desirable responding. It is for this reason that, in this study, we investigated implicit attitudes as well as explicit attitudes towards constructivism and transmission. N = 100 preservice teachers worked on a questionnaire and two Single-Target Implicit Association Tests (ST-IAT constructivism and ST-IAT transmission) before (T1) and after (T2) a single master’s semester. One group (n = 50) did student teaching while a second group (n = 50) took master’s courses. We evaluated preservice teachers’ views on teaching at the end of their masters’ studies. Participants agreed with transmission and constructivism (T1) on both an explicit and implicit level. Implicit measures seem to exceed explicit measures in differentially assessing constructivist and transmissive views on teaching and learning. After student teaching (T2), there was no overall effect of attitude development but changes in rank indicate that participants’ implicit attitudes towards constructivism and transmission developed differently for each individual.
KW - preservice teacher
KW - implicit attitude
KW - student teaching
KW - attitude
KW - explicit attitude
Y1 - 2020
U6 - https://doi.org/10.3389/feduc.2021.619098
SN - 2504-284X
VL - 6
PB - Frontiers Media
CY - Lausanne
ER -
TY - JOUR
A1 - Kretschmann, Julia
A1 - Westphal, Andrea
A1 - Vock, Miriam
T1 - Does it pay to be one of the oldest in class?
BT - Relative age effects on academic self-concept, peer relations, and teacher judgments in German primary schools
JF - Learning and instruction : the journal of the European Association for Research on Learning and Instruction
N2 - Several studies have revealed that older students in a year group reach higher achievement scores than younger students in that group. But less is known about how students' relative age in class relates to their self-perception of academic achievement, their social acceptance in class and to how teachers judge their abilities. Therefore, we examined relative age effects within class on students' academic self-concept, peer relations, grades, and teachers' secondary school recommendation. Analyses were based on a sample of N = 18,956 German fourth graders, who had never been retained or accelerated. We applied multilevel regression to control for covariates at the individual and classroom level. There were no substantial relative age effects within class across any of the outcomes, except for a small advantage for the youngest in their reading self-concept. Our findings therefore contradict the common assumption that younger students in class are disadvantaged compared to their older classmates.
KW - Relative age effects
KW - Month of birth
KW - Academic self-concept
KW - Peer
KW - relations
KW - Teacher judgments
Y1 - 2021
U6 - https://doi.org/10.1016/j.learninstruc.2021.101463
SN - 0959-4752
SN - 1873-3263
VL - 74
PB - Elsevier
CY - Amsterdam
ER -
TY - JOUR
A1 - Westphal, Andrea
A1 - Vock, Miriam
A1 - Kretschmann, Julia
T1 - Unravelling the relationship between teacher-assigned grades, student personality, and standardized test scores
JF - Frontiers in psychology / Frontiers Research Foundation
N2 - The Big Five personality traits play a major role in student achievement. As such, there is consistent evidence that students that are more conscientious receive better teacher-assigned grades in secondary school. However, research often does not support the claim that students that are more conscientious similarly achieve higher scores in domain-specific standardized achievement tests. Based on the Invest-and-Accrue Model, we argue that conscientiousness explains to some extent why certain students receive better grades despite similar academic accomplishments (i.e., achieving similar scores in domain-specific standardized achievement tests). Therefore, the present study examines to what extent the relationship between student personality and teacher-assigned grades consists of direct as opposed to indirect associations (via subject-specific standardized test scores). We used a representative sample of 14,710 ninth-grade students to estimate these direct and indirect pathways in mathematics and German. Structural equation models showed that test scores explained between 8 and 11% of the variance in teacher-assigned grades in mathematics and German. The Big Five personality traits in students additionally explained between 8 and 10% of the variance in grades. Finally, the personality-grade relationship consisted of direct (0.02 | β| ≤ 0.27) and indirect associations via test scores (0.01 | β| ≤ 0.07). Conscientiousness explained discrepancies between teacher-assigned grades and students’ scores in domain-specific standardized tests to a greater extent than any of the other Big Five personality traits. Our findings suggest that students that are more conscientious may invest more effort to accomplish classroom goals, but fall short of mastery.
KW - Big Five
KW - student personality
KW - teacher-assigned grades
KW - grading practice
KW - conscientiousness
KW - mathematics
KW - German
KW - secondary school
Y1 - 2020
U6 - https://doi.org/10.3389/fpsyg.2021.627440
SN - 1664-1078
IS - 12
PB - Frontiers Research Foundation
CY - Lausanne
ER -
TY - JOUR
A1 - Vock, Miriam
A1 - Köller, Olaf
A1 - Nagy, Gabriel
T1 - Vocational interests of intellectually gifted and highly achieving young adults
JF - British journal of educational psychology
N2 - Background.Vocational interests play a central role in the vocational decision-making process and are decisive for the later job satisfaction and vocational success. Based on Ackerman's (1996) notion of trait complexes, specific interest profiles of gifted high-school graduates can be expected. Aims.Vocational interests of gifted and highly achieving adolescents were compared to those of their less intelligent/achieving peers according to Holland's (1997) RIASEC model. Further, the impact of intelligence and achievement on interests were analysed while statistically controlling for potentially influencing variables. Changes in interests over time were investigated. Sample.N= 4,694 German students (age: M= 19.5, SD= .80; 54.6% females) participated in the study (TOSCA; Koller, Watermann, Trautwein, & Ludtke, 2004). Method. Interests were assessed in participants' final year at school and again 2 years later (N= 2,318). Results.Gifted participants reported stronger investigative and realistic interests, but lower social interests than less intelligent participants. Highly achieving participants reported higher investigative and (in wave 2) higher artistic interests. Considerable gender differences were found: gifted girls had a flat interest profile, while gifted boys had pronounced realistic and investigative and low social interests. Multilevel multiple regression analyses predicting interests by intelligence and school achievement revealed stable interest profiles. Beyond a strong gender effect, intelligence and school achievement each contributed substantially to the prediction of vocational interests. Conclusions.At the time around graduation from high school, gifted young adults show stable interest profiles, which strongly differ between gender and intelligence groups. These differences are relevant for programmes for the gifted and for vocational counselling.
Y1 - 2013
U6 - https://doi.org/10.1111/j.2044-8279.2011.02063.x
SN - 0007-0998
VL - 83
IS - 2
SP - 305
EP - 328
PB - Wiley-Blackwell
CY - Hoboken
ER -
TY - JOUR
A1 - Vock, Miriam
A1 - Penk, Christiane
A1 - Koeller, Olaf
T1 - Who skips a grade? Findings concerning grade acceleration in German schools
JF - Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis
N2 - This study examines how often and in which form students use the option of gradeskipping in Germany and what characterizes those students. The database was derived from a sample of N = 4,103 students (grades 8-10), who were tested within the standardisation process of the national educational standards in mathematics. For these students data existed on their mathematical competence (educational standard items) and intelligence (subtests word analogies and figural analogies of the KFT 4-12 + R). Furthermore, we identified n = 33 (0,8%) students by questionnaire, who had already skipped one grade. Those accelerated students are predominantly boys, had skipped the grade during their first years at school and performed only slightly above-average on two cognitive ability scales. At the time the survey was conducted, 39% did not attend a Gymnasium and 34 % had to repeat one grade after having been accelerated. While they report average grades in relation to their peers, their mathematical competence is well above average.
KW - Acceleration
KW - grade-skipping
KW - whole-grade acceleration
KW - giftedness
KW - talent
Y1 - 2014
U6 - https://doi.org/10.2378/peu2013.art22d
SN - 0342-183X
VL - 61
IS - 3
SP - 153
EP - 164
PB - Reinhardt
CY - München
ER -
TY - JOUR
A1 - Kretschmann, Julia
A1 - Vock, Miriam
A1 - Luedtke, Oliver
T1 - Acceleration in elementary school: using propensity score matching to estimate the effects on academic achievement
JF - The journal of educational psychology
N2 - Using German data, we examined the effects of one specific type of acceleration-grade skipping-on academic performance. Prior research on the effects of acceleration has suffered from methodological restrictions, especially due to a lack of appropriate comparison groups and a priori measurements. For this reason, propensity score matching was applied in this analysis to minimize selection bias due to observed confounding variables. Various types of matching were attempted, and, in consideration of balancing the covariates, full matching was the final choice. We used data from the Berlin ELEMENT Study, analyzing, after matching, the information of 81 students who had skipped a grade over the course of elementary school and up to 1,668 nonaccelerated students who attended the same grade level as the accelerated students. Measurements took place 3 times between the 4th and 6th grades, including the assessment of reading, spelling, and mathematics performance. After matching, the results of between-group comparisons regarding performance indices showed no significant effects of skipping a grade, other than a small positive effect found on spelling performance. Theoretical implications and methodological limitations are discussed.
KW - grade skipping
KW - academic performance
KW - propensity score matching
KW - acceleration
KW - elementary school
Y1 - 2014
U6 - https://doi.org/10.1037/a0036631
SN - 0022-0663
SN - 1939-2176
VL - 106
IS - 4
SP - 1080
EP - 1095
PB - American Psychological Association
CY - Washington
ER -
TY - JOUR
A1 - Leucht, Michael
A1 - Tiffin-Richards, Simon
A1 - Vock, Miriam
A1 - Pant, Hans Anand
A1 - Koeller, Olaf
T1 - English teachers' diagnostic skills in judging their students' competencies on the basis of the Common European Framework of Reference
JF - Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie
N2 - The present study addresses diagnostic competence of English language teachers at the end of lower secondary education. The 56 teachers assigned each of their respective students (N = 1 363) to a proficiency level of foreign language use according to the Common European Framework of Reference for Languages (CEFR). The teachers' judgements were compared to CEFR proficiency level assignments estimated using data from a reading comprehension assessment of English as a foreign language. The consistency of proficiency level allocations was evaluated using level, differentiation, and ranking components. Beyond providing a description of diagnostic competence, the present study focuses on the influence of classroom halo effects on teachers' CEFR proficiency level judgements by comparing teacher judgments and students' English marks. A multilevel model of diagnostic competence is presented to assess to what extent the rank and level components are influenced by teachers' familiarity with and use of the CEFR guidelines when judging student proficiency.
KW - diagnostic competence
KW - English as a foreign language
KW - multilevel analysis
KW - Common European Framework of Reference for Languages (CEFR)
Y1 - 2012
U6 - https://doi.org/10.1026/0049-8637/a000071
SN - 0049-8637
VL - 44
IS - 4
SP - 163
EP - 177
PB - Hogrefe
CY - Göttingen
ER -
TY - JOUR
A1 - Vock, Miriam
A1 - Preckel, Franzis
A1 - Rolling, Heinz
T1 - Mental abilities and school achievement a test of a mediation hypothesis
JF - Intelligence
N2 - This study analyzes the interplay of four cognitive abilities - reasoning, divergent thinking, mental speed, and short-term memory - and their impact on academic achievement in school in a sample of adolescents in grades seven to 10 (N = 1135). Based on information processing approaches to intelligence, we tested a mediation hypothesis, which states that the complex cognitive abilities of reasoning and divergent thinking mediate the influence of the basic cognitive abilities of mental speed and short-term memory on achievement. We administered a comprehensive test battery and analyzed the data through structural equation modeling while controlling for the cluster structure of the data. Our findings support the notion that mental speed and short-term memory, as ability factors reflecting basic cognitive processes, exert an indirect influence on academic achievement by affecting reasoning and divergent thinking (total indirect effects: beta=.22 and .24. respectively). Short-term memory also directly affects achievement (beta=.22).
KW - Academic achievement
KW - Mental speed
KW - Short-term memory
KW - Reasoning
KW - Divergent thinking
KW - Grades
KW - Prediction
Y1 - 2011
U6 - https://doi.org/10.1016/j.intell.2011.06.006
SN - 0160-2896
VL - 39
IS - 5
SP - 357
EP - 369
PB - Elsevier
CY - New York
ER -
TY - GEN
A1 - Westphal, Andrea
A1 - Vock, Miriam
A1 - Stubbe, Tobias
T1 - Grade skipping from the perspective of teachers in Germany
BT - the links between teachers’ decisions, acceptance, and perceived knowledge
T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
N2 - The present study explored teachers' perspectives on one specific type of acceleration, namely, grade skipping. In addition, we investigated the extent to which teachers' beliefs about students' academic, motivational, and social development after grade skipping may explain teachers' acceptance of this accelerative strategy. Moreover, we examined whether teachers' acceptance is linked to their decisions about using this intervention. Using data from the PARS project, which included 316 teachers from 18 secondary schools in the German federal state of North Rhine-Westphalia, we assessed teachers' acceptance, beliefs, and perceived knowledge about grade skipping using 4-point rating scales. Teachers also reported whether they had advised a student to skip a grade. Multilevel regression analyses indicated that teachers' beliefs about students' social, motivational, and academic development largely explained their acceptance. Teachers who showed a higher level of acceptance and perceived knowledge were more likely to have recommended grade skipping before. Educational implications are discussed.
T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 411
KW - grade skipping
KW - teacher knowledge
KW - teacher beliefs and practices
KW - teacher attitudes
KW - acceleration
Y1 - 2018
U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-405235
IS - 411
ER -
TY - JOUR
A1 - Preckel, Franzis
A1 - Vock, Miriam
T1 - Hochbegabung
BT - ein Lehrbuch zu Grundlagen, Diagnostik und Fördermöglichkeiten
N2 - Das Thema „Hochbegabung“ erfährt seit mehreren Jahren zunehmende Aufmerksamkeit. Um intellektuell hochbegabte Kinder und Jugendliche angemessen fördern zu können, sind eine rechtzeitige Diagnostik und fundierte Beratung unumgänglich. Das vorliegende Buch bietet einen umfassenden und aktuellen Überblick über die theoretischen Grundlagen von Hochbegabung sowie über Möglichkeiten der Diagnostik und Förderung. Durch eine klare Strukturierung und didaktische Aufbereitung der Inhalte eignet es sich ideal für das (Selbst-)Studium und die berufliche Weiterbildung.
Einleitend setzt sich der Band mit den verschiedenen und sich zum Teil scheinbar widersprechenden Modellvorstellungen von Hochbegabung auseinander. Unterschiedliche Forschungszugänge zum Thema werden anhand prominenter Studien aufgezeigt. Weiterhin thematisiert der Band die Entwicklung von Hochbegabung sowie Eigenschaften von Hochbegabten. Hierzu gehören neben leistungsbezogenen Merkmalen bestimmte Temperamentseigenschaften oder soziale Kompetenzen. Erwartungswidrige Minderleistungen (Underachievement) und mögliche Entwicklungsbesonderheiten, die hoch relevante Themen in der pädagogisch-psychologischen Beratung Hochbegabter darstellen, werden ebenfalls berücksichtigt. Ausführlich erörtern die Autorinnen Möglichkeiten der Diagnostik von hochbegabten Kindern und Jugendlichen und stellen geeignete diagnostische Verfahren vor. Den Abschluss bildet ein Kapitel zu konkreten Fördermöglichkeiten in Kindergarten und Schule.
Y1 - 2013
SN - 978-3-8017-2467-2
PB - Hogrefe
CY - Göttingen
ER -
TY - JOUR
A1 - Kretschmann, Julia
A1 - Vock, Miriam
A1 - Luedtke, Oliver
A1 - Gronostaj, Anna
T1 - psychosocial development after early acceleration
JF - Contemporary educational psychology
N2 - Whereas studies that have analyzed factors that affect academic achievement have predominantly revealed positive effects of skipping a grade, controversial results have been found for students’ social-emotional and motivational development. Therefore, the aim of this study was to examine the effects of skipping a whole grade on students’ school satisfaction, peer relations, school anxiety, and academic self-concept. Moreover, we conducted moderation analyses to investigate whether skipping a grade affects boys and girls differently. Data were obtained from N = 4926 German students who were repeatedly surveyed once a year in Grades 4, 5, and 6. A total of N = 96 students from this sample had skipped a grade in elementary school. We applied full matching separately for male and female students in order to minimize selection bias. When analyzing motivational variables, we added class-mean achievement scores as covariates within the matching process. Equally for boys and girls, the results showed no significant effect of skipping on school satisfaction, yet we found a negative effect on peer relations that persisted across the 3 years of measurement. However, after skipping a grade girls were significantly disadvantaged compared to boys on some motivational dimensions.
KW - Grade skipping
KW - Psychosocial development
KW - Propensity score matching
KW - Acceleration
KW - Moderation analysis
Y1 - 2016
U6 - https://doi.org/10.1016/j.cedpsych.2016.06.001
SN - 0361-476X
SN - 1090-2384
VL - 46
SP - 195
EP - 207
PB - Elsevier
CY - San Diego
ER -
TY - JOUR
A1 - Gronostaj, Anna
A1 - Vock, Miriam
A1 - Pant, Hans Anand
T1 - Skip a grade, learn more? Estimating the effects of grade skipping on
JF - Learning and individual differences
N2 - Acceleration, defined as progressing through educational programs faster or at a younger age than peers (Pressey, 1949), is an educational practice that is used to support gifted and high-ability students whose cognitive and affective needs might not be met in age-based classrooms. The empirical results of grade skipping, one specific form of acceleration, have been supportive with respect to academic outcomes but have primarily been derived from U.S. samples. Less is known about German grade skippers. We reanalyzed the test and survey data of more than 40,000 students from five studies originally conducted to assess their skills in native and foreign languages in the context of the national educational standards in Germany. We identified 471 grade skippers and used propensity score matching on potential confounding variables (e.g., intelligence, gender, parental background) to construct comparable control groups. Two different comparison groups were realized (same-grade and same age groups). The findings showed that grade skippers performed (at least) as well on standardized tests as their older classmates who were matched on all covariates (same-grade comparison) and outperformed their same-aged peers who were matched on all covariates in most of the language skills that were assessed. Practical and methodological implications are also discussed. (C) 2016 Elsevier Inc. All rights reserved.
KW - Grade skipping
KW - Acceleration
KW - Academic achievement
KW - Propensity score matching
Y1 - 2016
U6 - https://doi.org/10.1016/j.lindif.2016.05.022
SN - 1041-6080
SN - 1873-3425
VL - 49
SP - 278
EP - 286
PB - Elsevier
CY - Amsterdam
ER -
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 - Gronostaj, Anna
A1 - Werner, Elise
A1 - Bochow, Eric
A1 - Vock, Miriam
T1 - Gifted Grade-Skippers in Germany
JF - The gifted child quarterly
N2 - Skipping a grade, one specific form of acceleration, is an intervention used for gifted students. Quantitative research has shown acceleration to be a highly successful intervention regarding academic achievement, but less is known about the social–emotional outcomes of grade-skipping. In the present study, the authors used the grounded theory approach to examine the experiences of seven gifted students aged 8 to 16 years who skipped a grade. The interviewees perceived their “feeling of being in the wrong place” before the grade-skipping as strongly influenced by their teachers, who generally did not respond adequately to their needs. We observed a close interrelationship between the gifted students’ intellectual fit and their social situation in class. Findings showed that the grade-skipping in most of the cases bettered the situation in school intellectually as well as socially, but soon further interventions, for instance, a specialized and demanding class- or subject-specific acceleration were added to provide sufficiently challenging learning opportunities.
KW - qualitative methodologies
KW - social and/or emotional development and adjustment
KW - acceleration
KW - grade-skipping
Y1 - 2016
U6 - https://doi.org/10.1177/0016986215609999
SN - 0016-9862
SN - 1934-9041
VL - 60
SP - 31
EP - 46
PB - Sage Publ.
CY - Thousand Oaks
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 - JOUR
A1 - Jenneck, Julia
A1 - Kleemann, Katrin
A1 - Vock, Miriam
T1 - Durch Kooperation stärkere Berufsorientierung?
BT - Vorstellung eines Campusschulen-Netzwerks zur Verbesserung der Studieneingangsphase für Lehramtsstudierende
JF - Alles auf Anfang! Befunde und Perspektiven zum Studieneingang
Y1 - 2019
U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-428556
SN - 978-3-86956-452-4
SN - 2192-1075
SN - 2192-1083
SP - 283
EP - 293
PB - Universitätsverlag Potsdam
CY - Potsdam
ER -
TY - JOUR
A1 - Lohse-Bossenz, Hendrik
A1 - Goral, Johanna
A1 - Gerlach, Erin
A1 - Vock, Miriam
T1 - Das strukturierte Promotionsprogramm in PSI Potsdam
BT - Förderung des wissenschaftlichen Nachwuchses für die Lehrerbildung
JF - Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung
N2 - Das strukturierte Promotionsprogramm in PSI Potsdam diente der Förderung des wissenschaftlichen Nachwuchses im Bereich der Lehrerbildung an der Universität Potsdam. Als fakultätsübergreifende Struktur vereinte es Forschungsprojekte verschiedener Disziplinen aus den Bereichen Lehrerbildung und Bildungsforschung. Das Promotionsprogramm richtete sich an Absolventinnen und Absolventen eines Lehramtsstudiums oder einer lehramtsrelevanten Bezugswissenschaft, die mit gezielten (über-)fachlichen und methodischen Angeboten in ihrer Promotion unterstützt wurden. Eine seit Beginn laufende Evaluation des Programms passt dadurch nachhaltig die Qualität der Angebote an die Bedürfnisse aller Beteiligten an. Der vorliegende Beitrag unterstreicht die Notwendigkeit dieses Programms und stellt die erste Umsetzungsphase (2015 – 2018) an der Universität Potsdam vor.
N2 - The structured doctoral programme, as part of the PSI Potsdam research project, provided support for doctoral students who originate from various educational study programmes and backgrounds. It was organized in a cross-faculty structure and brought together research projects from different disciplines in the field of teacher training. The structured doctoral programme invited graduate students who graduated in education or an education-related discipline. The programme offers courses on professional development, research methods and other generic competencies. The constant evaluation of the programme facilitated a continuous improvement and ensured the quality of the courses with a match guaranteed for the needs of every doctoral student involved. This chapter underlines the necessity of the structured doctoral programme and introduces first results of the first implementation phase (2015 – 2018) at the University of Potsdam.
Y1 - 2018
U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-420381
SN - 978-3-86956-442-5
SN - 2626-3556
SN - 2626-4722
SP - 271
EP - 279
PB - Universitätsverlag Potsdam
CY - Potsdam
ER -
TY - GEN
A1 - Gronostaj, Anna
A1 - Werner, Elise
A1 - Bochow, Eric
A1 - Vock, Miriam
T1 - How to learn things at school you don't already know
BT - experiences of gifted grade-skippers in Germany
T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
N2 - Skipping a grade, one specific form of acceleration, is an intervention used for gifted students. Quantitative research has shown acceleration to be a highly successful intervention regarding academic achievement, but less is known about the social-emotional outcomes of grade-skipping. In the present study, the authors used the grounded theory approach to examine the experiences of seven gifted students aged 8 to 16 years who skipped a grade. The interviewees perceived their feeling of being in the wrong place before the grade-skipping as strongly influenced by their teachers, who generally did not respond adequately to their needs. We observed a close interrelationship between the gifted students' intellectual fit and their social situation in class. Findings showed that the grade-skipping in most of the cases bettered the situation in school intellectually as well as socially, but soon further interventions, for instance, a specialized and demanding class- or subject-specific acceleration were added to provide sufficiently challenging learning opportunities.
T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 415
KW - qualitative methodologies
KW - social and/or emotional development and adjustment
KW - acceleration
KW - grade-skipping
Y1 - 2018
U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-405211
IS - 415
ER -
TY - GEN
A1 - Westphal, Andrea
A1 - Kalinowski, Eva
A1 - Hoferichter, Clara Josepha
A1 - Vock, Miriam
T1 - K−12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review
T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe
N2 - 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.
T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 796
KW - burnout
KW - stress
KW - COVID-19
KW - pandemic
KW - K−12 teachers
KW - remote teaching
Y1 - 2022
U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-565521
SN - 1866-8364
PB - Universitätsverlag Potsdam
CY - Potsdam
ER -
TY - JOUR
A1 - Jennek, Julia
A1 - Kleemann, Katrin
A1 - Vock, Miriam
T1 - Zusammenarbeit von Lehrkräften, Lehramtsstudierenden und Wissenschaftler_innen
BT - Vernetzung in Campusschulen-Netzwerken
JF - Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung
N2 - Die Zusammenarbeit von Universität, Lehramtsstudierenden und Schulen gelingt, wenn die besonderen Bedürfnisse der drei Partner beachtet werden. So wünschen sich Schulen Entlastung und Unterstützung bei ihrer Weiterentwicklung, Studierende wollen ihr zukünftiges Tätigkeitsfeld näher kennenlernen und sich ausprobieren, während Wissenschaftler_innen eigene Forschungsinteressen vertreten. Um eine gute Netzwerkarbeit sicherzustellen, sind insbesondere gegenseitiges Vertrauen, gute Kommunikation und gemeinsame Ziele von besonderer Bedeutung. Im Beitrag wird der Ansatz des Projekts „Campusschulen“ vorgestellt, welches die Vernetzung von Lehrkräften, Lehramtsstudierenden und Wissenschaftler_ innen zu allerseitigem Vorteil ermöglichen soll. Es wird die konkrete Netzwerkarbeit an einem Beispiel vorgestellt sowie die übergeordneten Aufgaben der Projektkoordination, die das Gelingen der Vernetzung unterstützt, erläutert und diskutiert.
N2 - A productive collaboration between universities, student teachers, and practicing teachers requires the specific needs of these three partners to be taken into account. Schools often seek an increase in teaching capacity and support for school improvements, student teachers want to gain real-world experience in their future jobs, while academics want to focus on their research projects. To ensure good networking, mutual trust, good communication and shared goals are of particular importance. In this paper, we present the Campus School Network project, which aims to link up practicing teachers, student teachers, and academics, benefitting all three partners. The networking project is illustrated through an outline of the actual coordination work that supports it. After being presented using concrete examples, this activity is then discussed.
Y1 - 2018
U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-420394
SN - 978-3-86956-442-5
SN - 2626-3556
SN - 2626-4722
SP - 281
EP - 290
PB - Universitätsverlag Potsdam
CY - Potsdam
ER -
TY - GEN
A1 - Westphal, Andrea
A1 - Vock, Miriam
A1 - Kretschmann, Julia
T1 - Unravelling the relationship between teacher-assigned grades, student personality, and standardized test scores
T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
N2 - The Big Five personality traits play a major role in student achievement. As such, there is consistent evidence that students that are more conscientious receive better teacher-assigned grades in secondary school. However, research often does not support the claim that students that are more conscientious similarly achieve higher scores in domain-specific standardized achievement tests. Based on the Invest-and-Accrue Model, we argue that conscientiousness explains to some extent why certain students receive better grades despite similar academic accomplishments (i.e., achieving similar scores in domain-specific standardized achievement tests). Therefore, the present study examines to what extent the relationship between student personality and teacher-assigned grades consists of direct as opposed to indirect associations (via subject-specific standardized test scores). We used a representative sample of 14,710 ninth-grade students to estimate these direct and indirect pathways in mathematics and German. Structural equation models showed that test scores explained between 8 and 11% of the variance in teacher-assigned grades in mathematics and German. The Big Five personality traits in students additionally explained between 8 and 10% of the variance in grades. Finally, the personality-grade relationship consisted of direct (0.02 | β| ≤ 0.27) and indirect associations via test scores (0.01 | β| ≤ 0.07). Conscientiousness explained discrepancies between teacher-assigned grades and students’ scores in domain-specific standardized tests to a greater extent than any of the other Big Five personality traits. Our findings suggest that students that are more conscientious may invest more effort to accomplish classroom goals, but fall short of mastery.
T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 719
KW - Big Five
KW - student personality
KW - teacher-assigned grades
KW - grading practice
KW - conscientiousness
KW - mathematics
KW - German
KW - secondary school
Y1 - 2020
U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-523024
SN - 1866-8364
IS - 12
ER -
TY - GEN
A1 - Zaruba, Nicole
A1 - Westphal, Andrea
A1 - Gutmann, Franziska
A1 - Vock, Miriam
T1 - Preservice Teachers’ Implicit and Explicit Attitudes Towards Teaching and Learning
T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
N2 - When it comes to teacher attitudes towards teaching and learning, research relies heavily on explicit measures (e.g., questionnaires). These attitudes are generally conceptualized as constructivist and transmissive views on teaching and learning with constructivism often considered to be more desirable. In explicit measures, this can have drawbacks like socially desirable responding. It is for this reason that, in this study, we investigated implicit attitudes as well as explicit attitudes towards constructivism and transmission. N = 100 preservice teachers worked on a questionnaire and two Single-Target Implicit Association Tests (ST-IAT constructivism and ST-IAT transmission) before (T1) and after (T2) a single master’s semester. One group (n = 50) did student teaching while a second group (n = 50) took master’s courses. We evaluated preservice teachers’ views on teaching at the end of their masters’ studies. Participants agreed with transmission and constructivism (T1) on both an explicit and implicit level. Implicit measures seem to exceed explicit measures in differentially assessing constructivist and transmissive views on teaching and learning. After student teaching (T2), there was no overall effect of attitude development but changes in rank indicate that participants’ implicit attitudes towards constructivism and transmission developed differently for each individual.
T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 747
KW - preservice teacher
KW - implicit attitude
KW - student teaching
KW - attitude
KW - explicit attitude
Y1 - 2022
U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-542895
SN - 1866-8364
ER -
TY - JOUR
A1 - Westphal, Andrea
A1 - Kalinowski, Eva
A1 - Hoferichter, Clara Josepha
A1 - Vock, Miriam
T1 - K-12 teachers' stress and burnout during the COVID-19 pandemic
BT - a systematic review
JF - Frontiers in psychology
N2 - 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.
KW - burnout
KW - stress
KW - COVID-19
KW - pandemic
KW - K-12 teachers
KW - remote teaching
Y1 - 2022
U6 - https://doi.org/10.3389/fpsyg.2022.920326
SN - 1664-1078
VL - 13
PB - Frontiers Media
CY - Lausanne
ER -
TY - JOUR
A1 - Jurczok, Anne
A1 - Kalinowski, Eva
A1 - Zaruba, Nicole
A1 - Vock, Miriam
T1 - Kooperative Unterrichtsentwicklung an Grundschulen durch die Lesson Study-Methode
JF - Leistung macht Schule: Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler
Y1 - 2021
SN - 978-3-407-25883-0
SN - 978-3-407-25836-6
PB - Beltz
CY - Weinheim
ER -
TY - JOUR
A1 - Kager, Klara
A1 - Jurczok, Anne
A1 - Bolli, Swantje
A1 - Vock, Miriam
T1 - We were thinking too much like adults
BT - Examining the development of teachers' critical and collaborative reflection in lesson study discussions
JF - Teaching and teacher education : an international journal of research and studies
N2 - This mixed-method study addresses the need for a clear conceptualization of the professional reflection element of Lesson Study (LS), a popular collaborative approach to the professional development of teachers. Grounding and re-framing LS's post-lesson discussion in a theoretical framework of critical and collaborative reflection, we analyze the transcripts of four LS groups at German primary schools, focusing on depth of reflection and teachers' trajectories through their reflective practice. The findings show that LS groups differed significantly in the depth and the trajectories of their reflection processes. We consider implications for post-lesson discussions and critical reflection as a LS core skill.
KW - Teacher learning
KW - Professional development
KW - Critical and collaborative
KW - reflection
KW - Lesson study
KW - Critical inquiry
Y1 - 2022
U6 - https://doi.org/10.1016/j.tate.2022.103683
SN - 0742-051X
SN - 1879-2480
VL - 113
PB - Elsevier
CY - Amsterdam
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 -
TY - BOOK
A1 - Fuhrmann, Michaela
A1 - Schubarth, Wilfried
A1 - Schulze-Reichelt, Friederike
A1 - Mauermeister, Sylvi
A1 - Seidel, Andreas
A1 - Hartmann, Nina
A1 - Erdmann, Melinda
A1 - Apostolow, Benjamin
A1 - Wagner, Laura
A1 - Berndt, Sarah
A1 - Wippermann, Melanie
A1 - Ratzlaff, Olaf
A1 - Lumpe, Matthias
A1 - Kirjuchina, Ljuba
A1 - Rost, Sophia
A1 - Zurek, Peter Paul
A1 - Faaß, Marcel
A1 - Schellhorn, Sebastian
A1 - Frank, Mario
A1 - Kreitz, Christoph
A1 - Wagner, Nelli
A1 - Jenneck, Julia
A1 - Kleemann, Katrin
A1 - Vock, Miriam
A1 - Schröder, Christian
A1 - Erdmann, Kathrin
A1 - Koziol, Matthias
A1 - Meißner, Marlen
A1 - Dibiasi, Anna
A1 - Unger, Martin
A1 - Piskunova, Elena V.
A1 - Bahmutskiy, Andrey E.
A1 - Bessonova, Ekatarina A.
A1 - Borovik, Ludmila K.
ED - Schubarth, Wilfried
ED - Mauermeister, Sylvi
ED - Schulze-Reichelt, Friederike
ED - Seidel, Andreas
T1 - Alles auf Anfang!
BT - Befunde und Perspektiven zum Studieneingang
T3 - Potsdamer Beiträge zur Hochschulforschung
N2 - Im Zuge der Bologna-Reform ist an Hochschulen vieles in Bewegung gekommen. Studium und Lehre sind stärker ins Blickfeld gerückt. Dabei kommt der Studieneingangsphase besondere Bedeutung zu, werden doch hier die Weichen für ein erfolgreiches Studium gestellt. Deshalb ist es verständlich, dass die Hauptanstrengungen der Hochschulen auf den Studieneingang gerichtet sind – ganz nach dem Motto: „Auf den Anfang kommt es an!“. Konsens herrscht dahingehend, dass der Studieneingang neu zu gestalten ist, doch beim „Wie?“ gibt es unterschiedliche Antworten. Zugleich wird immer deutlicher, dass eine wirksame Neugestaltung der Eingangsphase nur mit einer umfassenden Reform des Studiums gelingen kann.
Ziel des vierten Bandes der Potsdamer Beiträge zur Hochschulforschung ist es, eine Zwischenbilanz der Debatte zum Studieneingang zu ziehen. Auf der Basis empirischer Studien werden unterschiedliche Perspektiven auf den Studieneingang eingenommen und Empfehlungen zur Optimierung des Studieneingangs abgeleitet. Die zahlreichen Untersuchungsergebnisse Potsdamer Forschergruppen werden durch weitere nationale sowie internationale Perspektiven ergänzt. Der Band richtet sich an alle, die sich für die Entwicklung an Hochschulen interessieren.
T3 - Potsdamer Beiträge zur Hochschulforschung - 4
Y1 - 2019
U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-422965
SN - 978-3-86956-452-4
SN - 2192-1075
SN - 2192-1083
IS - 4
PB - Universitätsverlag Potsdam
CY - Potsdam
ER -
TY - JOUR
A1 - Gronostaj, Anna
A1 - Westphal, Andrea
A1 - Jennek, Julia
A1 - Vock, Miriam
T1 - Welche Rolle spielt die Lernbegleitung für den selbstberichteten Kompetenzzuwachs im Praxissemester?
JF - Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung
N2 - Schulische Praxisphasen sind ein wichtiger Bestandteil der universitären Lehrkräftebildung in Deutschland. Empirisch fundierte Erkenntnisse zu diesen Praxisphasen liegen jedoch vergleichsweise wenig vor. Im vorliegenden Beitrag wird eine Studie zum subjektiven Kompetenzzuwachs und zu den Einflüssen der Lernbegleitung während des Potsdamer Praxissemesters vorgestellt. Befragt wurden N = 192 Studierende der Universität Potsdam, bevor und nachdem sie ihr Praxissemester absolviert hatten. Die Studierenden berichteten, sich nach dem Praxissemester in den von der KMK (2004) für die Standards der Lehrkräftebildung definierten Bereichen Unterrichten, Erziehen, Beurteilen und Innovieren kompetenter zu fühlen. Zusammenhänge zwischen selbstberichtetem Kompetenzzuwachs und der schulischen und universitären Lernbegleitung konnten jedoch nur vereinzelt nachgewiesen werden. Wir diskutieren Implikationen für die Lehrkräftebildung.
N2 - Gaining practical experience in school is an important part of university teacher education in Germany. Still, scientifically sound findings on this kind of experience are comparably rare. In this article, we present a study on subjective competence development and the influence of learning assistance (e. g., seminars, teachers’ feedback) during the student teaching semester. A survey of N = 192 student teachers from Potsdam university, Germany, was conducted before and after the practical phase. Students reported that they felt more competent with respect to the German Standards for Teacher Education (KMK, 2004), namely, instruction, education, assessment, and innovation, after they completed the student teaching semester. However, we found statistically significant correlations between the self-reported increase in competence and learning assistance in school and at university only occasionally. We discuss implications for teacher training.
Y1 - 2018
U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-420190
SN - 978-3-86956-442-5
SN - 2626-4722
SN - 2626-3556
SP - 59
EP - 72
PB - Universitätsverlag Potsdam
CY - Potsdam
ER -
TY - JOUR
A1 - Vock, Miriam
A1 - Gronostaj, Anna
A1 - Kretschmann, Julia
A1 - Westphal, Andrea
T1 - Wie bewerten begabte und leistungsstarke Jugendliche in separaten Spezialklassen ihren Unterricht?
BT - Unterrichtsqualität in Deutsch und Mathematik in der Sekundarstufe
BT - Teaching quality in German and Mathematics in secondary education
JF - Zeitschrift für Erziehungswissenschaft
N2 - 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.
N2 - High-performing and gifted students are often not sufficiently challenged in class. In special classes for high-achievers and gifted students, instruction can be tailored more closely to the learning opportunities of this group. Special classes are generally considered to be conducive to achievement, but studies on the quality of instruction have been scarce. This study examines how students in special classes for the gifted and talented in the state of Brandenburg rate the quality of their instruction in German and mathematics compared to students in regular classes. The data basis is constituted by N = 3371 students in the 8th and 10th grades from 33 schools. Questionnaires were used to assess characteristics of teaching quality according to the QuAIT model; data analysis was conducted using regression-analytical multilevel models. The students of the LuBK evaluate the quality of their teaching mainly more positively than the students of the regular classes, however, deficits are evident in both class types with regard to the quality characteristics of internal differentiation and having a say in the topics of instruction.
T2 - How do gifted and high achieving adolescents in separate special classes evaluate their lessons?
KW - Giftedness
KW - Quality of instruction
KW - QuAIT model
KW - Special classes
KW - Talented students
KW - Unterrichtsqualität
KW - QuAIT-Modell
KW - Leistungsstarke Schüler*innen
KW - Hochbegabung
KW - Spezialklassen
Y1 - 2022
U6 - https://doi.org/10.1007/s11618-022-01118-8
SN - 1434-663X
SN - 1862-5215
VL - 25
SP - 1151
EP - 1173
PB - Springer
CY - Wiesbaden
ER -
TY - JOUR
A1 - Kalinowski, Eva
A1 - Jurczok, Anne
A1 - Westphal, Andrea
A1 - Vock, Miriam
T1 - Welche individuellen und institutionellen Faktoren begünstigen die Kooperation von Grundschullehrkräften?
JF - Zeitschrift für Erziehungswissenschaft
N2 - 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.
N2 - Collaboration between teachers is seen as having great potential for dealing with the complex everyday challenges that arise in schools. But collaboration is not something that is necessarily implemented in schools. In a cross-sectional study, this paper investigates collaboration among colleagues in German schools, based on a questionnaire of N = 489 primary school teachers. Using a linear regression allowing for the multilevel structure of the data, we explored the extent to which different demographic, competence-related, and institutional characteristics make the implementation of specific forms of collaboration more likely. The results show that the teachers experienced the collaboration forms "exchange" and "co-construction" at different levels, with "exchange" being more prevalent. There are similarities, but also differences, in the predictive factors for each form of collaboration. While the perception of collective self-efficacy and the interplay of organisational framework and the set-up of working spaces proved to be predictive for both forms, enthusiasm only played a role in "exchange" and teaching experience was only predictive for "co-construction".
T2 - Which individual and institutional factors facilitate collaboration between teachers in primary schools?
KW - Collaboration
KW - Co-construction
KW - Exchange
KW - Primary school
KW - Teachers
KW - Kooperation
KW - Kokonstruktion
KW - Austausch
KW - Grundschule
KW - Lehrkräfte
Y1 - 2022
U6 - https://doi.org/10.1007/s11618-022-01081-4
SN - 1434-663X
SN - 1862-5215
VL - 25
SP - 999
EP - 1029
PB - Springer
CY - Wiesbaden
ER -
TY - JOUR
A1 - Zaruba, Nicole
A1 - Gronostaj, Anna
A1 - Ahlgrimm, Frederik
A1 - Vock, Miriam
T1 - Die Entwicklung von Lehrkräfteüberzeugungen im Praxissemester
BT - Welche Lerngelegenheiten sind aus Studierendensicht relevant?
JF - Professionalisierung in Praxisphasen : Ergebnisse der Lehrerbildungsforschung an der Universität Potsdam (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 2)
N2 - Überzeugungen zum Lehren und Lernen sind als Teil der professionellen Kompetenz von Lehrkräften bereits im Lehramtsstudium relevant und haben insbesondere in längeren Praxisphasen Entwicklungspotenzial. Welche Faktoren für die Entwicklung von Überzeugungen in Praxisphasen von Bedeutung sind, ist bislang aber nur unzureichend erforscht. In Interviews haben wir N = 16 Studierende befragt, welche Lerngelegenheiten für die Entwicklung ihrer Überzeugungen im Praxissemester eine Rolle spielten. Dabei konnten wir mittels Inhaltsanalyse vier übergeordnete Faktoren identifizieren: die universitäre Lernbegleitung, die Mentorinnen und Mentoren, die Schülerinnen und Schüler und die Reflexion eigener Unterrichtserfahrungen. Den Faktoren wurden untergeordnete Faktoren (z. B. Hospitationen durch Universitätsdozierende) zugeordnet und es wird dargestellt, warum und unter welchen Umständen diese Lerngelegenheiten für die Entwicklung der Überzeugungen aus Studierendensicht relevant sind.
N2 - Beliefs about teaching and learning are part of a teacher’s professional competence. They should, thus, already be considered in teacher preparation as they can evolve, especially in the context of field experience. However, research on the factors that influence the development of teachers’ beliefs during school placement is sparse. We asked N = 16 preservice teachers which learning opportunities they considered relevant for the development of their beliefs in the Praxissemester. Using qualitative content analysis, we identified four main factors: university support, mentors in schools, pupils, and reflection on teaching experiences. We assigned subordinate factors (e. g. accompanying seminars) to the main factors. Subsequently, we describe why and under which circumstances these learning opportunities are relevant for the development of beliefs from the preservice teachers’ point of view.
Y1 - 2022
U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-570839
SN - 978-3-86956-508-8
SN - 2626-3556
SN - 2626-4722
IS - 2
SP - 215
EP - 234
PB - Universitätsverlag Potsdam
CY - Potsdam
ER -
TY - JOUR
A1 - Jennek, Julia
A1 - Gronostaj, Anna
A1 - Vock, Miriam
T1 - Was und in welchen Situationen lernen Lehramtsstudierende im Praxissemester?
JF - Professionalisierung in Praxisphasen : Ergebnisse der Lehrerbildungsforschung an der Universität Potsdam (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 2)
N2 - Das Praxissemester, in dem die Studierenden mehrere Monate am Schulleben teilhaben, ist ein wichtiger Bestandteil schulpraktischer Ausbildung geworden. Die vielfältigen Ziele schließen den Kompetenzerwerb entsprechend den KMK-Vorgaben sowie die Berufswahlüberprüfung ein. Forschungsbefunde deuten jedoch darauf hin, dass nicht alle erhoff ten Ziele in Schulpraktika auch tatsächlich erreicht werden. Die konkreten Lernsituationen im Praxissemester standen hingegen bisher wenig im Fokus. Um dies aufzugreifen, interviewten wir für die vorliegende Studie N = 7 Lehramtsstudierende unmittelbar nach Abschluss ihres Praxissemesters zu den von Ihnen wahrgenommenen Lernerfolgen und den Lerngelegenheiten, in denen sie diese erzielten. Die Ergebnisse zeigen, dass die Studierenden glauben, vor allem ihre Unterrichts-Kompetenzen weiterentwickelt und sich als Lehrkraft sowie ihre Lehrer:innenpersönlichkeit kennengelernt zu haben. Als zentrale Lerngelegenheit benennen sie insbesondere den Austausch mit den Mentorinnen und Mentoren.
N2 - The student teaching semester, allowing the pre-service teachers to spend several months at a school, have become an important part of practical teacher training during university studies. The manifold aims include capacity building in teacher competences as well as providing an opportunity to review one’s career choice. At the same time, current studies show that practical teacher training tends to leave many of its aims unfulfilled. So far, however, the research focus was not on learning opportunities during the student teaching semester. To find out how pre-service teachers judge learning outcomes and opportunities, we interviewed seven pre-service teachers after the end of their student teaching semester. The results show that the pre-service teachers believe they developed their teaching competences and got to know themselves as „teachers“. To them, talking to their mentor teacher presented itself as the most meaningful learning opportunity.
Y1 - 2022
U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-570816
SN - 978-3-86956-508-8
SN - 2626-3556
SN - 2626-4722
IS - 2
SP - 195
EP - 214
PB - Universitätsverlag Potsdam
CY - Potsdam
ER -
TY - BOOK
A1 - Jennek, Julia
A1 - Rother, Stefanie
A1 - Tosch, Frank
A1 - Wendland, Mirko
A1 - Kludt, Steffen
A1 - Krauskopf, Karsten
A1 - Kitschke, Dorothea
A1 - Maar, Verena
A1 - Knigge, Michel
A1 - Gnädig, Susanne
A1 - Seidel, Astrid
A1 - Siehr, Karl-Heinz
A1 - Wienecke, Maik
A1 - Günther, Claudia-Susanne
A1 - Reitz-Koncebovski, Karen
A1 - Klöpping, Peter M.
A1 - Kücholl, Denise
A1 - Lazarides, Rebecca
A1 - Westphal, Andrea
A1 - Scherreiks, Lynn
A1 - Kuhr, Linda
A1 - Wilbert, Jürgen
A1 - Gronostaj, Anna
A1 - Vock, Miriam
A1 - Zaruba, Nicole
A1 - Ahlgrimm, Frederik
A1 - Link, Jörg-Werner
A1 - Körner, Dorothea
A1 - Barseghyan, Anahit
A1 - Glowinski, Ingrid
ED - Jennek, Julia
T1 - Professionalisierung in Praxisphasen
BT - Ergebnisse der Lehrerbildungsforschung an der Universität Potsdam
T3 - Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung
N2 - Schulpraktika bilden die zentrale Grundlage der Lehrerbildung in Potsdam. Bereits im Potsdamer Modell der Lehrerbildung (1993) sind sie festgehalten, seit der Integration des Schulpraktikums (Praxissemesters) 2008 absolvieren alle Potsdamer Lehramtsstudierenden fünf Pflichtpraktika. Während die Ziele der Praktika klar beschrieben sind, sind die tatsächlichen Lernerfolge nicht immer klar – ebenso wenig, wie die Begleitung der Praktika aussehen muss, um die Studierenden bestmöglich zu unterstützen. Auch die Integration in weitere Lehrveranstaltungen des Studiums ist ein noch offenes Feld, das weiterer Betrachtung verdient. Die unterschiedliche Ausrichtung der Potsdamer Praktika, Perspektivwechsel im Orientierungs-/Integriertem Eingangspraktikum, Selbstreflektion im Praktikum in pädagogisch-psychologischen Handlungsfeldern, Unterricht als Profession in den Fachdidaktischen Tagespraktika, Anwendung von Diagnostik im psychodiagnostischen Praktikum und die Synthese all dessen im Schulpraktikum, bieten dafür zahlreiche Ansatzpunkte.
Schulpraktika sind nicht nur ein zentraler und von Studierenden hoch geschätzter Bestandteil des Studiums, sondern werden auch zunehmend für die Bildungsforschung interessant. Fragen nach der Kompetenzentwicklung, Selbsteinschätzungen und der Entwicklung der Reflexionsfähigkeit von Studierenden stehen dabei ebenso im Fokus wie die Einschätzung der universitären Begleitung und der Einbindung ins weitere Studium.
Der vorliegende Band versammelt Studien von Wissenschaftlerinnen und Wissenschaftler der Universität Potsdam, die die fünf Pflichtpraktika im Lehramtsstudium unter unterschiedlichen Blickwinkel beforschen. Besonders hervorzuheben ist, dass die Wissenschaftlerinnen und Wissenschaftler aus unterschiedlichen Disziplinen stammen und somit die Praktika mit verschiedenen Instrumenten und aus unterschiedlichen Blickwinkeln betrachten. Die präsentierten Ergebnisse bilden eine gute Grundlage, um die Praktika in Potsdam und an anderen Standorten weiterzuentwickeln.
T3 - Potsdamer Beiträge zur Lehrkräftebildung und Bildungsforschung - 2
KW - Lehrkräftebildung
KW - Schulpraktikum
KW - Lehramtsstudium
KW - Berufspraktische Studien
KW - Praxissemester
Y1 - 2022
U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-500964
SN - 978-3-86956-508-8
SN - 2626-3556
SN - 2626-4722
IS - 2
PB - Universitätsverlag Potsdam
CY - Potsdam
ER -
TY - JOUR
A1 - Westphal, Andrea
A1 - Lazarides, Rebecca
A1 - Vock, Miriam
T1 - Are some students graded more appropriately than others?
BT - Student characteristics as moderators of the relationships between teacher-assigned grades and test scores in mathematics
JF - British journal of educational psychology
N2 - Background Building on the Realistic Accuracy Model, this paper explores whether it is easier for teachers to assess the achievement of some students than others. Accordingly, we suggest that certain individual characteristics of students, such as extraversion, academic self-efficacy, and conscientiousness, may guide teachers' evaluations of student achievement, resulting in more appropriate judgements and a stronger alignment of assigned grades with students' actual achievement level (as measured using standardized tests).
Aims We examine whether extraversion, academic self-efficacy, and conscientiousness moderate the relations between teacher-assigned grades and students' standardized test scores in mathematics.
Sample This study uses a representative sample of N = 5,919 seventh-grade students in Germany (48.8% girls; mean age: M = 12.5, SD = 0.62) who participated in a national, large-scale assessment focusing on students' academic development.
Methods We specified structural equation models to examine the inter-relations of teacher-assigned grades with students' standardized test scores in mathematics, Big Five personality traits, and academic self-efficacy, while controlling for students' socioeconomic status, gender, and age.
Results The correlation between teacher-assigned grades and standardized test scores in mathematics was r = .40. Teacher-assigned grades more closely related to standardized test scores when students reported higher levels of conscientiousness (beta = .05, p = .002). Students' extraversion and academic self-efficacy did not moderate the relationship between teacher-assigned grades and standardized test scores.
Conclusions Our findings indicate that students' conscientiousness is a personality trait that seems to be important when it comes to how closely mathematics teachers align their grades to standardized test scores.
KW - teacher‐ assigned grades
KW - teacher judgements
KW - Realistic Accuracy
KW - Model
KW - Big Five personality traits
Y1 - 2020
U6 - https://doi.org/10.1111/bjep.12397
SN - 0007-0998
SN - 2044-8279
VL - 91
IS - 3
SP - 865
EP - 881
PB - Wiley
CY - Hoboken
ER -
TY - JOUR
A1 - Neuendorf, Claudia
A1 - Jansen, Matte
A1 - Kuhl, Poldi
A1 - Vock, Miriam
T1 - Wer ist leistungsstark?
BT - Operationalisierung von Leistungsstärke in der empirischen Bildungsforschung seit dem Jahr 2000
BT - Operationalisation of high achievement in empirical educational research since the year 2000
JF - Zeitschrift für pädagogische Psychologie.
N2 - Who is a high achiever? Operationalisation of high achievement in empirical educational research since the year 2000 Abstract.
In recent years, high-achieving students have received increased attention by researchers, policymakers and practitioners. However, the question of what exactly constitutes high academic achievement is not yet agreed upon by the research community.
This paper provides a systematic review of how researchers studying high-achieving students since 2000 have operationalized high academic achievement in their research. In particular, we examined which performance indicators were used, whether achievement was conceived of as subject-specific or general, and which cut-off values and comparison standards were applied.
The systematic database search yielded N = 309 articles, n = 55 of which were finally included in the analysis. The present study observed a diversity in the operationalization of performance. The most commonly used indicators of performance were grades and test scores, with cross-domain and subject-specific definitions both being common. Some of the studies' cut-off values were difficult to compare, but in instances where a population norm could be derived, the median proportion of high achievers was 10 percent.
The study discusses that constraints on generalizability and comparability between different studies on high achievers can arise due to methodological differences. This paper concludes with recommendations for the operationalization of high achievement.
N2 - Leistungsstarke Kinder und Jugendliche sind in den letzten Jahren zunehmend in den Fokus der Bildungspolitik und der Bildungsforschung gerückt. Allerdings gibt es in der Forschung bislang kein geteiltes Verständnis darüber, was genau unter akademischer Leistungsstärke zu verstehen ist.
Die vorliegende Arbeit gibt einen systematischen Überblick darüber, wie Forschende, die seit dem Jahr 2000 die Gruppe der leistungsstarken Schülerinnen und Schüler erforschten, Leistungsstärke in ihren Studien operationalisiert haben.
Dabei wurde insbesondere untersucht, welche Leistungsindikatoren genutzt wurden, ob ein spezifischer Fachbezug hergestellt wurde und welche Cut-off-Werte und Vergleichsmaßstäbe angelegt wurden. Die systematische Datenbanksuche lieferte insgesamt N = 309 Artikel, von denen n = 55 die Einschlusskriterien erfüllten.
Die Ergebnisse zeigen, dass eine große Vielfalt in der Operationalisierung von Leistungsstärke vorliegt. Die meistgenutzten Leistungsindikatoren waren Noten und Testwerte, wobei fächerübergreifende und fachspezifische Definitionen beide häufig waren. Die Cut-off-Werte der Studien waren zum Teil schwierig vergleichbar, aber dort, wo ein Populationsbezug hergestellt werden konnte, lag der Median des Populationsanteils Leistungsstarker bei 10 Prozent.
Die Studie diskutiert methodische und inhaltliche Rahmenbedingungen, welche sich auf die Operationalisierung von Leistungsstärke und ihre Vergleichbarkeit über Studien hinweg auswirken.
Die vorliegende Arbeit schließt mit Empfehlungen zur Operationalisierung von Leistungsstärke.
T2 - Who is a high achiever?
KW - high-achieving students
KW - operationalization
KW - definition
KW - review
KW - giftedness
KW - leistungsstarke Schüler_innen
KW - Hochbegabung
Y1 - 2022
U6 - https://doi.org/10.1024/1010-0652/a000343
SN - 1010-0652
SN - 1664-2910
VL - 37
SP - 1
EP - 19
PB - Hogrefe
CY - Bern
ER -
TY - BOOK
A1 - Ackermann, Peter
A1 - Ahlgrimm, Frederik
A1 - Apelojg, Benjamin
A1 - Börnert-Ringleb, Moritz
A1 - Borowski, Andreas
A1 - Ehlert, Antje
A1 - Eichler, Constanze
A1 - Frohn, Julia
A1 - Gehrmann, Marie-Luise
A1 - Gerlach, Erin
A1 - Goetz, Ilka
A1 - Goral, Johanna
A1 - Gronostaj, Anna
A1 - Grubert, Jana
A1 - Güleryüz, Burak
A1 - Hacke, Alexander
A1 - Heck, Sebastian
A1 - Hermanns, Jolanda
A1 - Hochmuth, Jörg
A1 - Jennek, Julia
A1 - Jostes, Brigitte
A1 - Jurczok, Anne
A1 - Kleemann, Katrin
A1 - Kortenkamp, Ulrich
A1 - Krauskopf, Karsten
A1 - Kücholl, Denise
A1 - Kulawiak, Pawel R.
A1 - Lauterbach, Wolfgang
A1 - Lazarides, Rebecca
A1 - Linka, Tim
A1 - Löweke, Sebastian
A1 - Lohse-Bossenz, Hendrik
A1 - Maar, Verena
A1 - Nowak, Anna
A1 - Ratzlaff, Olaf
A1 - Reitz-Koncebovski, Karen
A1 - Rother, Stefanie
A1 - Scherreiks, Lynn
A1 - Schroeder, Christoph
A1 - Schwalbe, Anja
A1 - Schwill, Andreas
A1 - Tosch, Frank
A1 - Vock, Miriam
A1 - Wagner, Luisa
A1 - Westphal, Andrea
A1 - Wilbert, Jürgen
ED - Borowski, Andreas
ED - Ehlert, Antje
ED - Prechtl, Helmut
T1 - PSI-Potsdam
BT - Ergebnisbericht zu den Aktivitäten im Rahmen der Qualitätsoffensive Lehrerbildung (2015-2018)
T3 - Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung
N2 - In Brandenburg kommt der Universität Potsdam eine besondere Rolle zu: Sie ist die einzige, an der zukünftige Lehrerinnen und Lehrer die erste Phase ihres Werdegangs – das Lehramtsstudium – absolvieren können. Vor diesem Hintergrund wurde bereits kurz nach der Gründung im Jahr 1991 das „Potsdamer Modell der Lehrerbildung“ entwickelt. Dieses Modell strebt fortlaufend eine enge Verzahnung von Theorie und Praxis über das gesamte Studium hinweg an und bindet hierfür die schulpraktischen Studienanteile in besonderer Weise ein. Eine erneute Stärkung erfuhr die Lehrerbildung im Dezember 2014 mit der Gründung des Zentrums für Lehrerbildung und Bildungsforschung (ZeLB). Aus der koordinierenden Arbeit des Zentrums entstand das fakultätsübergreifende Projekt „Professionalisierung – Schulpraktische Studien – Inklusion“ (PSI-Potsdam) das im Rahmen der Qualitätsoffensive Lehrerbildung des Bundesministeriums für Bildung und Forschung erfolgreich gefördert wurde (2015–2018) und dessen Verlängerung (2019–2023) bewilligt ist.
Der vorliegende Band vermittelt in den drei großen Kapiteln „Erhebungsinstrumente“, „Seminarkonzepte“ und „Vernetzungen“ einen Überblick über einige der praxisnahen Forschungszugänge, hochschuldidaktischen Ansätze und Strategien zur Vernetzung innerhalb der Lehrerbildung, die im Rahmen von PSI-Potsdam entwickelt und umgesetzt wurden. Die Beiträge wurden mit dem Ziel verfasst, Kolleginnen und Kollegen an Universitäten und Hochschulen, Akteur_innen des Vorbereitungsdiensts sowie der Fort- und Weiterbildung von Lehrkräften möglichst konkrete Einblicke zu gewähren.
Unter der Herausgeberschaft von Prof. Dr. Andreas Borowski (Fachdidaktik Physik), Prof. Dr. Antje Ehlert (Inklusionspädagogik mit dem Förderschwerpunkt Lernen) und Prof. Dr. Helmut Prechtl (Fachdidaktik Biologie) vereinen sich Autor_innen mit breit gestreuter fachdidaktischer und bildungswissenschaftlicher Expertise.
T3 - Potsdamer Beiträge zur Lehrkräftebildung und Bildungsforschung - 1
KW - Lehrerbildung
KW - Innovative Lehrkonzepte
KW - Vernetzungen
KW - Erhebungsinstrumente
KW - Praxisphasen
Y1 - 2018
U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-414542
SN - 978-3-86956-442-5
SN - 2626-3556
SN - 2626-4722
IS - 1
PB - Universitätsverlag Potsdam
CY - Potsdam
ER -
TY - JOUR
A1 - Westphal, Andrea
A1 - Vock, Miriam
A1 - Lazarides, Rebecca
T1 - Are more conscientious seventh- and ninth-graders less likely to be retained?
BT - effects of big five personality traits on grade retention in two different age cohorts
JF - Journal of applied developmental psychology : an internat. multidisciplinary
N2 - Previous research has identified students' personality traits, especially conscientiousness, as highly relevant predictors of academic success. Less is known about the role of Big Five personality traits in students when it comes to teachers' decisions about students' educational trajectories and whether personality traits differentially affect these decisions by teachers in different grade levels. This study examines to what extent students' Big Five personality traits affect teacher decisions on grade retention, looking at two cohorts of 12,146 ninth-grade and 6002 seventh-grade students from the German National Educational Panel Study. In both grade levels, multilevel logistic mediation models show that students' conscientiousness indirectly predicts grade retention through the assignment of grades by teachers. In the ninth-grade sample, students' conscientiousness was additionally a direct predictor of retention, distinct from teacher-assigned grades. We discuss potential underlying mechanisms and explore whether teachers base their decisions on different indicators when retaining seventh-grade students or ninth-grade students.
KW - grade retention
KW - personality
KW - gender
KW - socioeconomic status
KW - educational
KW - large-scale study
KW - educational achievement
Y1 - 2019
U6 - https://doi.org/10.1016/j.appdev.2019.101088
SN - 0193-3973
VL - 66
PB - Elsevier
CY - Amsterdam
ER -