@article{Mah2016, author = {Mah, Dana-Kristin}, title = {Learning Analytics and Digital Badges: Potential Impact on Student Retention in Higher Education}, series = {Technology, Knowledge and Learning}, volume = {21}, journal = {Technology, Knowledge and Learning}, publisher = {Springer}, address = {Dordrecht}, issn = {2211-1662}, doi = {10.1007/s10758-016-9286-8}, pages = {285 -- 305}, year = {2016}, language = {en} } @article{SchachnerNoackVandeVijveretal.2016, author = {Schachner, Maja Katharina and Noack, Peter and Van de Vijver, Fons J. R. and Eckstein, Katharina}, title = {Cultural Diversity Climate and Psychological Adjustment at School-Equality and Inclusion Versus Cultural Pluralism}, series = {Child development}, volume = {87}, journal = {Child development}, publisher = {Wiley}, address = {Hoboken}, issn = {0009-3920}, doi = {10.1111/cdev.12536}, pages = {1175 -- 1191}, year = {2016}, abstract = {The present study is concerned with cultural diversity climate at school and how it relates to acculturation orientations and psychological school adjustment of early adolescent immigrants. Specifically, the distinct role of two types of diversity policy is investigated, namely (a) fostering equality and inclusion and (b) acknowledging cultural pluralism. Longitudinal multilevel analyses based on 386 early adolescent immigrant students (M-age=10.49years) in 44 ethnically heterogeneous classrooms in Germany revealed that the manifestations of both types of policies promote psychological school adjustment (i.e., better well-being and fewer psychological and behavioral problems) at the individual level. However, they differ in their effects on acculturation orientations. At the classroom level, equality and inclusion promote assimilation. Implications for research and educational practice are discussed.}, language = {en} } @article{HeVandeVijverFetvadjievetal.2017, author = {He, Jia and Van de Vijver, Fons J. R. and Fetvadjiev, Velichko H. and Dominguez Espinosa, Alejandra de Carmen and Adams, Byron and Alonso-Arbiol, Itziar and Aydinli-Karakulak, Arzu and Buzea, Carmen and Dimitrova, Radosveta and Fortin, Alvaro and Hapunda, Given and Ma, Sang and Sargautyte, Ruta and Sim, Samantha and Schachner, Maja Katharina and Suryani, Angela and Zeinoun, Pia and Zhang, Rui}, title = {On Enhancing the Cross-Cultural Comparability of Likert-Scale Personality and Value Measures: A Comparison of Common Procedures}, series = {European journal of personality}, volume = {31}, journal = {European journal of personality}, publisher = {Wiley}, address = {Hoboken}, issn = {0890-2070}, doi = {10.1002/per.2132}, pages = {642 -- 657}, year = {2017}, abstract = {This study aims to evaluate a number of procedures that have been proposed to enhance cross-cultural comparability of personality and value data. A priori procedures (anchoring vignettes and direct measures of response styles (i.e. acquiescence, extremity, midpoint responding, and social desirability), a posteriori procedures focusing on data transformations prior to analysis (ipsatization and item parcelling), and two data modelling procedures (treating data as continuous vs as ordered categories) were compared using data collected from university students in 16 countries. We found that (i) anchoring vignettes showed lack of invariance, so they were not bias-free; (ii) anchoring vignettes showed higher internal consistencies than raw scores where all other correction procedures, notably ipsatization, showed lower internal consistencies; (iii) in measurement invariance testing, no procedure yielded scalar invariance; anchoring vignettes and item parcelling slightly improved comparability, response style correction did not affect it, and ipsatization resulted in lower comparability; (iv) treating Likert-scale data as categorical resulted in higher levels of comparability; (v) factor scores of scales extracted from different procedures showed similar correlational patterning; and (vi) response style correction was the only procedure that suggested improvement in external validity of country-level conscientiousness. We conclude that, although no procedure resolves all comparability issues, anchoring vignettes, parcelling, and treating data as ordered categories seem promising to alleviate incomparability. We advise caution in uncritically applying any of these procedures. Copyright (c) 2017 European Association of Personality Psychology}, language = {en} } @article{RieseKulgemeyerZanderetal.2015, author = {Riese, Josef and Kulgemeyer, Christoph and Zander, Simon and Borowski, Andreas and Fischer, Hans E. and Gramzow, Yvonne and Reinhold, Peter and Schecker, Horst and Tomczyszyn, Elisabeth}, title = {Modeling and Measurement of Professional Knowledge in Physics Teacher Training}, series = {Zeitschrift f{\"u}r P{\"a}dagogik}, journal = {Zeitschrift f{\"u}r P{\"a}dagogik}, publisher = {Beltz}, address = {Weinheim}, issn = {0044-3247}, pages = {55 -- 79}, year = {2015}, abstract = {For improving teacher education, there has been an increasing interest in describing teachers' professional competencies and their development in the course of implementing educational programs. The focus of the present project is on modeling and measuring domain-specific and generic competencies that future physics teachers acquire during their university studies. The model comprises characteristics and relationships between physics content knowledge, pedagogical content knowledge, and skills for explaining physics phenomena. Based on the model, assessment instruments were developed and applied as paper-and-pencil-tests and videotaped expert-novice dialogues for measuring the competencies in a large sample of physics student teachers. Trials and validation suggest that our instruments are valid in terms of content and construct validities.}, language = {de} } @article{KirschnerBorowskiFischeretal.2016, author = {Kirschner, Sophie and Borowski, Andreas and Fischer, Hans E. and Gess-Newsome, Julie and von Aufschnaiter, Claudia}, title = {Developing and evaluating a paper-and-pencil test to assess components}, series = {International journal of science education}, volume = {38}, journal = {International journal of science education}, publisher = {Royal Society of Chemistry}, address = {Abingdon}, issn = {0950-0693}, doi = {10.1080/09500693.2016.1190479}, pages = {1343 -- 1372}, year = {2016}, abstract = {Teachers' professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Nevertheless, only a limited number of studies quantitatively measures physics teachers' professional knowledge. The study reported in this paper was part of a bigger project with the broader goal of understanding teacher professional knowledge. We designed a test instrument to assess the professional knowledge of physics teachers (N = 186) in the dimensions of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK). A model describing the relationships between these three dimensions of professional knowledge was created to inform the design of the tests used to measure CK, PCK, and PK. In this paper, we describe the model with particular emphasis on the PCK part, and the subsequent PCK test development and its implementation in detail. We report different approaches to evaluate the PCK test, including the description of content validity, the examination of the internal structure of professional knowledge, and the analysis of construct validity by testing teachers across different school subjects, teachers from different school types, pre-service teachers, and physicists. Our findings demonstrate that our PCK test results could distinguish physics teachers from the other groups tested. The PCK test results could not be explained by teachers' CK or PK, cognitive abilities, computational skills, or science knowledge.}, language = {en} } @article{RjoskRichterLuedtkeetal.2017, author = {Rjosk, Camilla and Richter, Dirk and Luedtke, Oliver and Eccles, Jacquelynne Sue}, title = {Ethnic Composition and Heterogeneity in the Classroom: Their Measurement and Relationship With Student Outcomes}, series = {The journal of educational psychology}, volume = {109}, journal = {The journal of educational psychology}, publisher = {American Psychological Association}, address = {Washington}, issn = {0022-0663}, doi = {10.1037/edu0000185}, pages = {1188 -- 1204}, year = {2017}, abstract = {This study explores various measures of the ethnic makeup in a classroom and their relationship with student outcomes. We examine whether measures of ethnic diversity are related to achievement (mathematics, reading) and feeling of belonging with one's peers over and above commonly investigated composition characteristics. Multilevel analyses were based on data from a representative sample of 18,762 elementary school students in 903 classrooms. The proportion of minority students and diversity measures showed negative associations with student outcomes in separate models. Including diversity measures and the proportion of minority students, diversity of minority students mostly lost its significance. However, the results suggest that diversity measures may provide additional information over and above other classroom characteristics for some student outcomes. The various measures of diversity led to comparable results. (PsycINFO Database Record (c) 2017 APA, all rights reserved)}, language = {en} } @article{KampaKunterMaazetal.2011, author = {Kampa, Nele and Kunter, Mareike and Maaz, Kai and Baumert, J{\"u}rgen}, title = {The social background of maths teachers in Germany its connection with professional occupation and job-related convictions among teachers at secondary schools}, series = {Zeitschrift f{\"u}r P{\"a}dagogik}, volume = {57}, journal = {Zeitschrift f{\"u}r P{\"a}dagogik}, number = {1}, publisher = {Beltz}, address = {Weinheim}, issn = {0044-3247}, pages = {70 -- 92}, year = {2011}, abstract = {The present article analyzes the socio-economic background of maths teachers in Germany and its relation to career-related decisions and job-related convictions. These analyzes is based on data collected through questionnaires answered by 1126 maths teachers working at a sample of secondary schools representative of Germany. Following Bourdieu's theory, the authors examine whether the economic and cultural conditions prevailing in the teachers' families of origin are related to their decision to pursue this specific professional career or to their job-related convictions. Furthermore, it is analyzed in how far teachers, in their everyday work in the classroom, meet students from groups of origin foreign to the teachers themselves. The results show that the teachers, socio-economic background has no systematic relation to either their career-related decisions or their job-related convictions.}, language = {de} } @article{HenkeBogdaLambrechtetal.2017, author = {Henke, Thorsten and Bogda, Katja and Lambrecht, Jennifer and Bosse, Stefanie and Koch, Helvi and Maaz, Kai and Sp{\"o}rer, Nadine}, title = {Will you be my friend? A multilevel network analysis of friendships of students with and without special educational needs backgrounds in inclusive classrooms}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft}, volume = {20}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft}, publisher = {Springer}, address = {Wiesbaden}, issn = {1434-663X}, doi = {10.1007/s11618-017-0767-x}, pages = {449 -- 474}, year = {2017}, abstract = {The objective of this study was to determine the relationship between having a special educational needs background (SEN) and the likelihood of having friends in inclusive classes. We assumed that a combination of individual, dyadic and contextual variables can sufficiently explain the relation between a SEN diagnosis and the likelihood of friendship. Data analysis was based on a cross-sectional sample of students (N = 1241) in second and third grade primary-school classes. To address the different levels adequately, the present study improves upon previous research in two ways: First, the sociometric data were analyzed with the p2 model, a specialized multilevel network model. Second, the study focused solely on friendships and emphasized the concept's unique features with respect to inclusive education. Data analysis indicated that students with SEN had a decreased probability of becoming friends with their classmates compared to students without SEN. Even when individual, dyadic, and contextual variables were included into the model, the association between a SEN diagnosis and the likelihood of friendship persisted. The implications of the results are discussed with respect to their implications for inclusive teaching practice.}, language = {en} } @article{WestphalBeckerVocketal.2016, author = {Westphal, Andrea and Becker, Michael and Vock, Miriam and Maaz, Kai and Neumann, Marko and McElvany, Nele}, title = {The link between teacher-assigned grades and classroom socioeconomic composition: The role of classroom behavior, motivation, and teacher characteristics}, series = {Contemporary educational psychology}, volume = {46}, journal = {Contemporary educational psychology}, publisher = {Elsevier}, address = {San Diego}, issn = {0361-476X}, doi = {10.1016/j.cedpsych.2016.06.004}, pages = {218 -- 227}, year = {2016}, abstract = {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.}, language = {en} } @article{CivitillodeMoorVervloed2016, author = {Civitillo, Sauro and de Moor, Jan M. H. and Vervloed, Mathijs P. J.}, title = {Netherlands: An exploratory study}, series = {Support for Learning : British Journal of Learning Support}, volume = {31}, journal = {Support for Learning : British Journal of Learning Support}, publisher = {Wiley}, address = {Hoboken}, issn = {0268-2141}, doi = {10.1111/1467-9604.12119}, pages = {104 -- 121}, year = {2016}, abstract = {Teachers' beliefs are crucial to the success of inclusion programmes and reform efforts for children with special educational needs (SEN). Based on this evidence, one hundred and thirty-nine primary pre-service teachers from one training institution in the Netherlands completed an adapted version of a measure of beliefs towards inclusive education. In contrast to previous studies on pre-service teachers, results of this study showed participants held neutral or negative beliefs towards this matter. In addition, limited time for pupils received the highest rating as a barrier to inclusion, whereas direct teaching experience was the most preferred method of inclusion. The implications of this study for practice and indications for future research are discussed.}, language = {en} }