@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} } @article{SchwabHuberGebhardt2016, author = {Schwab, Susanne and Huber, Christian and Gebhardt, Markus}, title = {Social acceptance of students with Down syndrome and students without disability}, series = {Educational psychology}, volume = {36}, journal = {Educational psychology}, publisher = {Hindawi Publishing Corp.}, address = {Abingdon}, issn = {0144-3410}, doi = {10.1080/01443410.2015.1059924}, pages = {1501 -- 1515}, year = {2016}, abstract = {We investigated the influence of teacher feedback on the social acceptance of peers with intellectual disabilities and peers without disabilities. A computer task was administered to 601 students in grades 3 and 4. Twenty-six per cent of the students attend an inclusive school; the others are in regular schools without students with special educational needs. Participants are introduced to 'new' virtual classmates, one student with Down syndrome (DS), and one control student with no obvious disability. Additionally, teacher feedback and feedback about fun playing with the new classmates is given. Social acceptance is evaluated by asking if one would like to sit next to him/her. Both feedbacks showed a strong effect. The child with DS was less socially accepted than the child without disability. No difference regarding the social acceptance of the students with DS was found between students from inclusive and regular classes. Students from regular classes rate the social acceptance of the student without disabilities significantly higher than students from inclusive classrooms.}, language = {en} } @article{SaloviitaSchaffus2016, author = {Saloviita, Timo and Schaffus, Tina}, title = {Teacher attitudes towards inclusive education in Finland and Brandenburg, Germany and the issue of extra work}, series = {European journal of special needs education}, volume = {31}, journal = {European journal of special needs education}, publisher = {Klett-Cotta Verlag}, address = {Abingdon}, issn = {0885-6257}, doi = {10.1080/08856257.2016.1194569}, pages = {458 -- 471}, year = {2016}, language = {en} } @article{KretschmannVockLuedtkeetal.2016, author = {Kretschmann, Julia and Vock, Miriam and Luedtke, Oliver and Gronostaj, Anna}, title = {psychosocial development after early acceleration}, series = {Contemporary educational psychology}, volume = {46}, journal = {Contemporary educational psychology}, publisher = {Elsevier}, address = {San Diego}, issn = {0361-476X}, doi = {10.1016/j.cedpsych.2016.06.001}, pages = {195 -- 207}, year = {2016}, abstract = {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.}, language = {en} } @article{GerthKlassertDolketal.2016, author = {Gerth, Sabrina and Klassert, Annegret and Dolk, Thomas and Fliesser, Michael and Fischer, Martin H. and Nottbusch, Guido and Festman, Julia}, title = {Is Handwriting Performance Affected by the Writing Surface? Comparing Tablet vs. Paper}, series = {Frontiers in psychology}, volume = {7}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2016.01308}, pages = {18}, year = {2016}, language = {en} } @article{GerthDolkKlassertetal.2016, author = {Gerth, Sabrina and Dolk, Thomas and Klassert, Annegret and Fliesser, Michael and Fischer, Martin H. and Nottbusch, Guido and Festman, Julia}, title = {Adapting to the surface: A comparison of handwriting measures when writing on a tablet computer and on paper}, series = {Human movement science : a journal devoted to pure and applied research on human movement}, volume = {48}, journal = {Human movement science : a journal devoted to pure and applied research on human movement}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0167-9457}, doi = {10.1016/j.humov.2016.04.006}, pages = {62 -- 73}, year = {2016}, abstract = {Our study addresses the following research questions: Are there differences between handwriting movements on paper and on a tablet computer? Can experienced writers, such as most adults, adapt their graphomotor execution during writing to a rather unfamiliar surface for instance a tablet computer? We examined the handwriting performance of adults in three tasks with different complexity: (a) graphomotor abilities, (b) visuomotor abilities and (c) handwriting. Each participant performed each task twice, once on paper and once on a tablet computer with a pen. We tested 25 participants by measuring their writing duration, in air time, number of pen lifts, writing velocity and number of inversions in velocity. The data were analyzed using linear mixed-effects modeling with repeated measures. Our results reveal differences between writing on paper and on a tablet computer which were partly task-dependent. Our findings also show that participants were able to adapt their graphomotor execution to the smoother surface of the tablet computer during the tasks. (C) 2016 Elsevier B.V. All rights reserved.}, language = {en} } @article{GronostajVockPant2016, author = {Gronostaj, Anna and Vock, Miriam and Pant, Hans Anand}, title = {Skip a grade, learn more? Estimating the effects of grade skipping on}, series = {Learning and individual differences}, volume = {49}, journal = {Learning and individual differences}, publisher = {Elsevier}, address = {Amsterdam}, issn = {1041-6080}, doi = {10.1016/j.lindif.2016.05.022}, pages = {278 -- 286}, year = {2016}, abstract = {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.}, language = {en} } @article{CivitilloDenessenMolenaar2016, author = {Civitillo, Sauro and Denessen, Eddie and Molenaar, Inge}, title = {HOW TO SEE THE CLASSROOM THROUGH THE EYES OF A TEACHER: CONSISTENCY BETWEEN PERCEPTIONS ON DIVERSITY AND DIFFERENTIATION PRACTICES}, series = {Journal of Research in Special Educational Needs}, volume = {16}, journal = {Journal of Research in Special Educational Needs}, publisher = {Wiley-Blackwell}, address = {Hoboken}, issn = {1471-3802}, doi = {10.1111/1471-3802.12190}, pages = {587 -- 591}, year = {2016}, abstract = {Nowadays, teachers must deal, as never before, with diversity in classrooms. Differentiation practices help teachers to address this diversity in an inclusive setting. However, teachers' perceptions about classroom heterogeneity are fundamental to examine whether they are competent to screen their pupils' needs. The present study used a qualitative research design in order to understand how four teachers who teach the same classroom of a secondary school recognise and address those diverse educational needs within a classroom. Results showed a distinct view of students' diversity within a classroom. Moreover, differentiation strategies to respond to this perceived diversity were only partially used.}, language = {en} } @article{JanczykWelshDolk2016, author = {Janczyk, Markus and Welsh, Timothy N. and Dolk, Thomas}, title = {A role of goals for social inhibition of return?}, series = {The quarterly journal of experimental psychology}, volume = {69}, journal = {The quarterly journal of experimental psychology}, publisher = {Wiley-VCH}, address = {Abingdon}, issn = {1747-0218}, doi = {10.1080/17470218.2015.1112417}, pages = {2402 -- 2418}, year = {2016}, abstract = {The social inhibition of return (sIOR) effect refers to the finding that response initiation times are longer if a movement is executed to a location where another person has responded to just before. Previous studies have examined the influence of the goal of the action on sIOR. In these studies, however, the movement endpoint and to-be-attained goal (e.g., touching/pressing a response key) were at the same spatial location. In the present two experiments, we disentangled movement endpoint and goal's identity and locations by means of introducing action effects that followed directly from a movement. Similar methods were previously shown powerful enough to clearly show the importance of action goals for other phenomena—a finding consistent with effect-based theories of action control, such as the ideomotor theory. The results of the present study revealed that sIOR was shaped by the movement endpoint location, not the goal's identity or location. That is, in both experiments, an sIOR effect was observed, but the magnitude of the sIOR effect was not modulated by repetitions/switches of goals or their locations. Thus, results indicate that goals play a negligible role in the emergence of the sIOR and, consequently, highlight the importance of action observation for the emergence of the sIOR effect.}, language = {en} } @article{KochSprer2016, author = {Koch, Helvi and Sprer, Nadine}, title = {Fostering reading comprehension in regular classrooms: Implementation and effectiveness of whole-class reciprocal teaching}, series = {Zeitschrift f{\~A}¼r p{\~A}\idagogische Psychologie.}, volume = {30}, journal = {Zeitschrift f{\~A}¼r p{\~A}\idagogische Psychologie.}, publisher = {Hogrefe}, address = {Bern}, issn = {1010-0652}, doi = {10.1024/1010-0652/a000176}, pages = {213 -- 225}, year = {2016}, abstract = {Zusammenfassung. Ziel war es, die Effektivit{\"a}t zweier Interventionen zur F{\"o}rderung der Lesekompetenz von F{\"u}nftkl{\"a}sslern zu untersuchen. Beide Treatments wurden von Regellehrkr{\"a}ften implementiert. Die eine Intervention war das reziproke Lehren, welches um Selbstregulationsprozeduren angereichert wurde (RT+SRL). Die zweite war eine von Lehrkr{\"a}ften konzipierte lesestrategiebasierte Unterrichtseinheit (Good Practice, GP). Zus{\"a}tzlich gab es eine No-Treatment-Kontrollgruppe (KG0). Insgesamt nahmen an der Studie N = 244 Sch{\"u}ler teil. Im Rahmen eines Pre-, Post-, Follow-Up-Test-Untersuchungsplans kamen standardisierte Leseverst{\"a}ndnisaufgaben, selbstkonstruierte Lesestrategieaufgaben und eine Selbstwirksamkeitsskala zum Einsatz. Kontrastierende Einzelvergleichsanalysen ergaben, dass sich die Sch{\"u}ler der Treatmentbedingung RT+SRL im Vergleich zu den Sch{\"u}lern der Kontrollgruppe zum Post-Test signifikant st{\"a}rker im Leseverst{\"a}ndnis, in der Lesestrategieanwendung und in der Selbstwirksamkeit verbesserten. Gleiches galt f{\"u}r die Lesestrategieanwendung zum Follow-Up-Test. Sch{\"u}ler der Bedingung GP konnten im Vergleich zu KG0-Sch{\"u}lern weder zum Post- noch zum Follow-Up-Test vorteilige Ergebnisse in den drei Kriteriumsmaßen erzielen. The aim of this longitudinal study was to examine the effects of two different teacher-led classroom reading literacy interventions in comparison to traditional literacy instruction (TLI). One of the interventions was reciprocal teaching combined with specifi c self-regulation procedures (RT + SRL). Another intervention was a good-practice program which was designed by a group of teachers (GP). Both treatments were strategy oriented programs to improve reading competence of fi fth graders. In total, there were N = 244 students taking part in this study. To evaluate the effects of the interventions in comparison to TLI we used standardized tests and experimenter-developed reading tasks, and a self-effi cacy scale. The study involved a pretest, posttest, and maintenance test design. Simple contrast analyses indicated that students in the intervention condition RT + SRL outperformed TLI students in reading comprehension and self-effi cacy at post-test and in strategy related task performance at post-and maintenance test. Students in the intervention condition GP, however, demonstrated no better results than students of TLI.}, language = {de} } @article{WestphalGronostajVocketal.2016, author = {Westphal, Andrea and Gronostaj, Anna and Vock, Miriam and Emmrich, Rico and Harych, Peter}, title = {Differentiation in Mathematics and in German Lessons on Grammar School Level Is it to be found mainly among good diagnosticians and in heterogeneous classes?}, series = {Zeitschrift f{\~A}¼r P{\~A}\idagogik}, volume = {62}, journal = {Zeitschrift f{\~A}¼r P{\~A}\idagogik}, publisher = {Beltz}, address = {Weinheim}, issn = {0044-3247}, pages = {131 -- 148}, year = {2016}, abstract = {Das Anliegen der vorliegenden Studie ist es, zu pr{\"u}fen, inwiefern eine differenzierende Unterrichtspraxis in den F{\"a}chern Mathematik und Deutsch im Zusammenhang mit der Wahrnehmung von Leistungsheterogenit{\"a}t und der Diagnosegenauigkeit von Lehrkr{\"a}ften steht. Der Untersuchung lagen Leistungsdaten aus den Vergleichsarbeiten (VERA-8) und Lehrerurteile {\"u}ber N = 1803 Sch{\"u}ler/innen der achten Jahrgangsstufe an Gymnasien im Land Brandenburg zugrunde sowie Sch{\"u}lereinsch{\"a}tzungen zur Differenzierung im Unterricht. Hierarchische Regressionsanalysen zeigen, dass Mathematiklehrkr{\"a}fte aus Sicht der Sch{\"u}ler/innen umso st{\"a}rker differenzierend unterrichten, je besser sie die Leistungsst{\"a}nde der Sch{\"u}ler/innen einsch{\"a}tzen k{\"o}nnen. Im Fach Deutsch findet differenzierender Unterricht in geringerem Umfang statt und es zeigen sich keine Zusammenh{\"a}nge 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.}, language = {de} } @article{NiproschkeOertelSchubarthetal.2016, author = {Niproschke, Saskia and Oertel, Lars and Schubarth, Wilfried and Ulbricht, Juliane and Bilz, Ludwig}, title = {More or Less Violence in Schools? A Replication Study from 1996-2014 in Saxon Schools}, series = {Zeitschrift f{\~A}¼r Soziologie der Erziehung und Sozialisation}, volume = {36}, journal = {Zeitschrift f{\~A}¼r Soziologie der Erziehung und Sozialisation}, publisher = {Juventa-Verl.}, address = {Weinheim}, issn = {1436-1957}, doi = {10.3262/ZSE1601078}, pages = {78 -- 96}, year = {2016}, abstract = {Der verbreiteten Annahme einer st{\"a}ndigen Gewaltzunahme an Schulen stehen bisher nur wenige Studien im Zeitvergleich gegen{\"u}ber. Der vorliegende Beitrag will diese L{\"u}cke schließen, indem er Ergebnisse einer aktuellen Replikationsstudie vorstellt und damit die Frage beantwortet, ob die Gewalt an Schulen im Vergleich zur Mitte der 1990er Jahre zu- oder abgenommen hat. Anhand einer repr{\"a}sentativen s{\"a}chsischen Stichprobe zeigt sich, dass im Jahr 2014 im Vergleich zu 1996 {\"u}ber weniger Gewalt an Schulen berichtet wird. Dies betrifft die Gewalt unter Sch{\"u} ler(inne)n und die Gewalt gegen Lehrkr{\"a}fte. Parallel hat die Interventionsbereitschaft unter der Lehrer- und Sch{\"u}lerschaft zugenommen. Zugleich macht die Studie auf differente Entwicklungstrends zwischen den Sch{\"u}lergruppen aufmerksam. Trotz eines insgesamt niedrigen Gewaltniveaus im Vergleich zur Mitte der 1990er Jahre legen die Befunde den Schluss nahe, bei den Pr{\"a}ventionsbem{\"u}hungen nicht nachzulassen. Veryfew studies have investigated the widely held assumption that violence in schools has constantly increased in recent years. The current study aims to fill this gap by presenting results of a recent replication study in Germany, as well as answering the question as to whether violence in schools increased or decreased in comparison with the mid-1990s. Based on a representative sample of Saxon students, this study shows that less violence was reported in schools in 2014 compared to 1996. This relates to both violence among students and their violent actions against teachers. Moreover, the willingness of teachers and students to intervene has increased. At the same time, this study draws attention to developmental trends between groups of students. Despite a general low level of violence in schools compared to the mid-1990s, the findings suggest that prevention efforts must be continued.}, language = {de} } @article{MelzerSchubarth2016, author = {Melzer, Wolfgang and Schubarth, Wilfried}, title = {Violence at school and the health of students}, series = {Bundesgesundheitsblatt, Gesundheitsforschung, Gesundheitsschutz}, volume = {59}, journal = {Bundesgesundheitsblatt, Gesundheitsforschung, Gesundheitsschutz}, publisher = {Springer}, address = {New York}, issn = {1436-9990}, doi = {10.1007/s00103-015-2270-y}, pages = {66 -- 72}, year = {2016}, abstract = {Der vorliegende Beitrag gibt einen {\"U}berblick {\"u}ber das Thema „Gewalt an Schulen" und verkn{\"u}pft es mit gesundheitlichen Aspekten von Sch{\"u}lerinnen und Sch{\"u}lern. Ausgehend von der Annahme, dass Gewalt und Gesundheit zwei Seiten einer Medaille sind, wird der Frage nachgegangen, wie sich Gewalt- und Mobbingph{\"a}nomene an deutschen Schulen entwickelt haben und welche Zusammenh{\"a}nge es zur Gesundheit von Sch{\"u}lerinnen und Sch{\"u}lern gibt. Die empirische Basis bilden langj{\"a}hrige Untersuchungen der Autoren, u. a. im Rahmen der internationalen Studie „Health Behaviour in School-aged Children" (HBSC). Auf der Basis eigener empirischer Studien werden Pr{\"a}valenzen und Strukturen der Sch{\"u}lergewalt sowie der Zusammenhang von Gewalt und Gesundheit verdeutlicht und Folgerungen f{\"u}r die Gewalt- und Gesundheitspr{\"a}vention gezogen. Entgegen dramatisierender Einsch{\"a}tzungen in den Medien zeigt sich, dass in den letzten Jahren eine kontinuierliche Verringerung der Mobbing-Problematik an deutschen Schulen zu verzeichnen ist. Mit Blick auf den Zusammenhang von Gewalt und Gesundheit l{\"a}sst sich ein signifikanter Zusammenhang zwischen dissozialem Verhalten und Parametern der Gesundheit belegen. So weisen Opfer und T{\"a}ter-Opfer die gr{\"o}ßten und Unbeteiligte die geringsten gesundheitlichen Probleme auf, w{\"a}hrend f{\"u}r T{\"a}ter - entgegen g{\"a}ngiger Annahmen - eher eine positive Grundstimmung kennzeichnend ist. Aufgrund des engen Zusammenhangs von Gewalt und Gesundheit wird die Folgerung abgeleitet, Gewaltpr{\"a}vention- und Gesundheitsf{\"o}rderung mit Schulentwicklung und Schulprogrammarbeit zu verbinden, um nachhaltige Pr{\"a}ventionswirkung zu erzielen. The article gives an overview of violence at school combined with the health of students. Based on the assumption that violence and health are two sides of the same coin, the article considers the question of the development of violence and bullying phenomena at German schools and its relation to student health. Long-term studies by the authors, such as the international Health Behavior in School-aged Children (HBSC) study, constitute the empirical basis. Prevalence and structures of student violence, as well as the relation between violence and health, are clarified and consequences for the prevention of violence and health are shown on the basis of our own empirical studies. Contrary to dramatic estimates in the media, a continuous reduction of bullying problems at German schools has been registered in recent years. In reference to the relation between violence and health, a significant correlation between dissocial behavior and health parameters was found. Victims and bully-victims show the most health problems and innocent bystanders the least health problems. In contrast to previous findings, bullies show a more positive prevailing mood. Due to the found associations between violence and health, it appears reasonable to combine violence prevention and health promotion measures to achieve sustainable prevention effects.}, language = {de} } @article{GronostajWernerBochowetal.2016, author = {Gronostaj, Anna and Werner, Elise and Bochow, Eric and Vock, Miriam}, title = {Gifted Grade-Skippers in Germany}, series = {The gifted child quarterly}, volume = {60}, journal = {The gifted child quarterly}, publisher = {Sage Publ.}, address = {Thousand Oaks}, issn = {0016-9862}, doi = {10.1177/0016986215609999}, pages = {31 -- 46}, year = {2016}, abstract = {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.}, language = {en} } @article{LazaridesViljarantaAunolaetal.2016, author = {Lazarides, Rebecca and Viljaranta, Jaana and Aunola, Kaisa and Pesu, Laura and Nurmi, Jari-Erik}, title = {for educational aspirations}, series = {Learning and individual differences}, volume = {51}, journal = {Learning and individual differences}, publisher = {Elsevier}, address = {Amsterdam}, issn = {1041-6080}, doi = {10.1016/j.lindif.2016.08.024}, pages = {29 -- 36}, year = {2016}, language = {en} } @article{JuangShenKimetal.2016, author = {Juang, Linda P. and Shen, Yishan and Kim, Su Yeong and Wang, Yijie}, title = {Development of an Asian American Parental Racial-Ethnic Socialization Scale}, series = {Learning and individual differences}, volume = {22}, journal = {Learning and individual differences}, publisher = {American Psychological Association}, address = {Washington}, issn = {1099-9809}, doi = {10.1037/cdp0000083}, pages = {417 -- 431}, year = {2016}, abstract = {Objective: To develop a measure of parental racial-ethnic socialization that is appropriate for Asian American families. Method: To test the reliability and validity of this new measure, we surveyed 575 Asian American emerging adults (49\% female, 79\% U.S. born). Results: Using exploratory and confirmatory factor analyses, the results show 7 reliable subscales: maintenance of heritage culture, becoming American, awareness of discrimination, avoidance of other groups, minimization of race, promotion of equality, and cultural pluralism. Tests of factorial invariance show that overall, the subscales demonstrate, at minimum, partial metric invariance across gender, age, nativity, educational attainment, parent educational attainment, geographic region of residence, and Asian-heritage region. Thus, the relations among the subscales with other variables can be compared across these different subgroups. The subscales also correlated with ethnic identity, ethnic centrality, perceptions of discrimination, and pluralistic orientation, demonstrating construct validity. Conclusion: In an increasingly complex and diverse social world, our scale will be useful for gaining a better understanding of how Asian American parents socialize their children regarding issues of race, discrimination, culture, and diversity.}, language = {en} } @article{JuangIttelHoferichteretal.2016, author = {Juang, Linda P. and Ittel, Angela and Hoferichter, Frances and Gallarin, Miriam}, title = {Perceived Racial/Ethnic Discrimination and Adjustment Among Ethnically Diverse College Students: Family and Peer Support as Protective Factors}, series = {Journal of college student development}, volume = {57}, journal = {Journal of college student development}, publisher = {Johns Hopkins Univ. Press}, address = {Baltimore}, issn = {0897-5264}, pages = {380 -- 394}, year = {2016}, abstract = {Adopting a risk and resilience perspective, the current study examined whether family cohesion and peer support functioned as protective factors against the negative effects of racial/ethnic discrimination by peers. The sample included 142 ethnically diverse college students. The results showed that while greater perceived discrimination was related to poorer adjustment (in terms of depressive symptoms, somatization, and loneliness), peer support, but not family cohesion, modified some of these relations. The findings highlight the importance of identifying protective factors in the contexts of family and peers. Doing so moves research on discrimination beyond targeting only individual level characteristics (such as a stronger ethnic identity or personal coping strategies) to include factors concerning a broader network of support in understanding how the negative effects of discrimination may be tempered.}, language = {en} } @article{NguyenWongJuangetal.2015, author = {Nguyen, Chi P. and Wong, Y. Joel and Juang, Linda P. and Park, Irene J. K.}, title = {Pathways Among Asian Americans' Family Ethnic Socialization, Ethnic Identity, and Psychological Well-Being: A Multigroup Mediation Model}, series = {Asian American journal of psychology}, volume = {6}, journal = {Asian American journal of psychology}, number = {3}, publisher = {American Psychological Association}, address = {Washington}, issn = {1948-1985}, doi = {10.1037/aap0000026}, pages = {273 -- 280}, year = {2015}, abstract = {The present study examined the mediating role of ethnic identity in the relation between family ethnic socialization and psychological well-being among Asian American college students. In addition, it explored the moderating role of gender in the pathways among 3 variables. Participants were 970 Asian American college students who were part of the Multi-Site University Study of Identity and Culture (MUSIC). Results from a multigroup structural equation model indicated that family ethnic socialization was positively and significantly related to ethnic identity and psychological well-being, whereas ethnic identity was also positively and significantly related to psychological well-being. Furthermore, family ethnic socialization was related to psychological well-being through different pathways for Asian American women versus men. Ethnic identity significantly mediated the association between family ethnic socialization and psychological well-being for women, but not for men. In contrast, family ethnic socialization was more strongly related to psychological well-being for men than for women. The practical implications for mental health professionals working with Asian American families are also discussed, particularly with regard to the role of family ethnic socialization in Asian American families.}, language = {en} }