@article{CivitilloSchachnerJuangetal.2017, author = {Civitillo, Sauro and Schachner, Maja Katharina and Juang, Linda P. and van de Vijver, Fons J. R. and Handrick, Anna and Noack, Peter}, title = {Towards a better understanding of cultural diversity approaches at school}, series = {Learning, Culture and Social Interaction}, volume = {12}, journal = {Learning, Culture and Social Interaction}, publisher = {Elsevier}, address = {Oxford}, issn = {2210-6561}, doi = {10.1016/j.lcsi.2016.09.002}, pages = {1 -- 14}, year = {2017}, abstract = {The current study investigates two types of cultural diversity approaches at school, namely (1) fostering equality and (2) promoting cultural pluralism. Adopting a mixed-methods design, this study assesses teachers' (n = 207) and students' (n = 1,644) self-reported perceptions of descriptive norms and evaluates school practices and artefacts in the physical and virtual environment of 22 secondary schools in south-west Germany. Results showed that in all schools under investigation teachers and students perceived descriptive norms fostering mostly equality. A wide variety of practices and artefacts was found, revealing a third distinct cultural approach leaning towards endorsing the majority culture. Different practices and artefacts were linked to an emphasis on equality, cultural pluralism, and endorsing the majority culture. Implications for educational policy, as well as applied diversity research, are discussed.}, language = {en} } @book{Gil2017, author = {Gil, Thomas}, title = {Things, Properties, and Relations}, publisher = {WeltTrends}, address = {Potsdam}, isbn = {978-3-945878-39-2}, publisher = {Universit{\"a}t Potsdam}, pages = {38}, year = {2017}, language = {en} } @article{LazaridesBuchholzRubach2017, author = {Lazarides, Rebecca and Buchholz, Janine and Rubach, Charlott}, title = {Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms}, series = {Teaching and Teacher Education}, volume = {69}, journal = {Teaching and Teacher Education}, publisher = {Elsevier}, address = {Oxford}, issn = {0742-051X}, doi = {10.1016/j.tate.2017.08.017}, pages = {1 -- 10}, year = {2017}, abstract = {The purpose of this study is to examine whether teacher enthusiasm and classroom management self efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3\% girls) and their mathematics teachers (N = 41; 58.5\% men). Student perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported self-efficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value.}, language = {en} } @article{KochSpoerer2017, author = {Koch, Helvi and Sp{\"o}rer, Nadine}, title = {Students improve in reading comprehension by learning how to teach reading strategies}, series = {Psychology Learning and Teaching}, volume = {16}, journal = {Psychology Learning and Teaching}, publisher = {Sage Publ.}, address = {London}, issn = {1475-7257}, doi = {10.1177/1475725717700525}, pages = {197 -- 211}, year = {2017}, abstract = {In this intervention study, we investigated how we could teach university students who were majoring in education to teach reading strategies. The goal of the study was to analyze whether and to what extent students would benefit from the intervention with respect to their own learning. Did their own reading skills improve after they attended the intervention? The sample consisted of n = 61 students who were assigned to one of two conditions: (a) an adaption of reciprocal teaching; and (b) a control group that was not taught how to teach reading strategies. The evidence-based teaching method used in the intervention condition consisted of three elements: modeling, scaffolding, and repeated practice. Training success was assessed in a pre-posttest control group design with standardized reading comprehension and reading speed tests. To compare the development of the students in the two conditions, repeated measures ANOVAs were used. At posttest, intervention students outperformed control students in reading comprehension as well as in reading speed.}, language = {en} } @article{MuwongeSchiefeleSsenyongaetal.2017, author = {Muwonge, Charles Magoba and Schiefele, Ulrich and Ssenyonga, Joseph and Kibedi, Henry}, title = {Self-regulated learning among teacher education students}, series = {Journal of psychology in Africa}, volume = {27}, journal = {Journal of psychology in Africa}, number = {6}, publisher = {Routledge}, address = {Abingdon}, issn = {1433-0237}, doi = {10.1080/14330237.2017.1399973}, pages = {515 -- 521}, year = {2017}, abstract = {In the present study, we examined the relationships between motivational beliefs (self-efficacy, task value, and control of learning beliefs) and use of metacognitive learning strategies among teacher education students in Uganda. The sample comprised of 649 students selected from seven universities. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, and analysed using Structural Equation Modelling. Task value and self-efficacy independently and significantly predicted students' reported use of metacognition. Students' self-reported self-efficacy and task value explained 38\% of the variance in their use of metacognition. The evidence suggests interventions aimed at improving teacher education students' metacognitive skills to focus on enhancing their efficacy and value beliefs.}, language = {en} } @misc{VerissimoHeyerJacobetal.2017, author = {Ver{\´i}ssimo, Joao Marques and Heyer, Vera and Jacob, Gunnar and Clahsen, Harald}, title = {Selective effects of age of acquisition on morphological priming}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {486}, issn = {1866-8364}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-412611}, pages = {13}, year = {2017}, abstract = {Is there an ideal time window for language acquisition after which nativelike representation and processing are unattainable? Although this question has been heavily debated, no consensus has been reached. Here, we present evidence for a sensitive period in language development and show that it is specific to grammar. We conducted a masked priming task with a group of Turkish-German bilinguals and examined age of acquisition (AoA) effects on the processing of complex words. We compared a subtle but meaningful linguistic contrast, that between grammatical inflection and lexical-based derivation. The results showed a highly selective AoA effect on inflectional (but not derivational) priming. In addition, the effect displayed a discontinuity indicative of a sensitive period: Priming from inflected forms was nativelike when acquisition started before the age of 5 but declined with increasing AoA. We conclude that the acquisition of morphological rules expressing morphosyntactic properties is constrained by maturational factors.}, language = {en} } @misc{KrauskopfFoulgerWilliams2017, author = {Krauskopf, Karsten and Foulger, Teresa S. and Williams, Mia Kim}, title = {Prompting teachers' reflection of their professional knowledge}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {466}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-412628}, pages = {23}, year = {2017}, abstract = {Many educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the meta-cognitive awareness produced by teachers who participate in the Graphic Assessment of TPACK Instrument (GATI). This process involves creating graphical representations (circles of differing sizes and the degree of their overlap) that represent what teachers understand to be their current and aspired TPACK. This study documented teachers' explanations during a think-aloud procedure as they created their GATI figures. The in-depth data from two German teachers who participated in the process captured the details of their experience and demonstrated the potential of the GATI to support teachers in reflecting about their professional knowledge and in determining their own professional development activities. These findings will be informative to future pilot studies involving the larger design of the GATI process, to better understand the role of teachers' meta-conceptual awareness, and to better ascertain how the GATI might be used to support professional development on a larger scale.}, language = {en} } @article{SyedJuang2017, author = {Syed, Moin and Juang, Linda P.}, title = {Person-centered trajectories of cultural values and behaviors among Chinese American adolescents}, series = {Journal of adolescence}, volume = {62}, journal = {Journal of adolescence}, publisher = {Elsevier}, address = {London}, issn = {0140-1971}, doi = {10.1016/j.adolescence.2017.05.005}, pages = {184 -- 197}, year = {2017}, abstract = {This study examined change in acculturation values and behavior among 310 Chinese American adolescents, and how patterns of change were related to key demographic variables and indicators of positive youth development. Dual process group-based trajectory models of change in U.S. and Chinese values and behaviors indicated a six-group solution for each. The results showed that acculturation value patterns were not related to gender, nativity, or parent education, but were related to family cohesion, self-esteem, general and academic self-efficacy, and GPA. Acculturation behavior patterns were not related to gender but were related to nativity and parent education, and were also related to general self-efficacy and family cohesion. Taken together, our findings suggest that most trajectories of acculturation are associated with positive outcomes, but there are small groups of adolescents that function very well (those who maintain higher behavioral involvement in both) and some not very well, especially those whose behaviors are becoming more disparate over time. Special Issue: Explaining Positive Adaptation of Immigrant Youth across Cultures. (C) 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.}, language = {en} } @article{SchuenemannSpoererVoellingeretal.2017, author = {Sch{\"u}nemann, Nina and Sp{\"o}rer, Nadine and Voellinger, Vanessa A. and Brunstein, Joachim Clemens}, title = {Peer feedback mediates the impact of self-regulation procedures on strategy use and reading comprehension in reciprocal teaching groups}, series = {Instructional Science}, volume = {45}, journal = {Instructional Science}, publisher = {Springer}, address = {Dordrecht}, issn = {0020-4277}, doi = {10.1007/s11251-017-9409-1}, pages = {395 -- 415}, year = {2017}, abstract = {The goal of this research was to highlight the role social regulatory processes play in making students' teamwork in reciprocal teaching (RT) groups (a classroom activity in which students take the teacher's role in small group reading sessions) effective. In addition to teamwork quality, we expected peer feedback to be a key factor in enhancing students' reading comprehension achievements. Because previous research (Sch{\"u}nemann et al. in Contemp Educ Psychol 38:289-305, 2013) has shown that procedures of self-regulated learning (SRL) augment the effects of RT methods, we further assumed that such procedures would promote the quality of students' collaborative efforts. In a cluster-randomized trial, students in 12 fifth-grade classes practiced a strategic approach to reading either in a RT condition or in a RT + SRL condition. In one of the 14 sessions, students' interactive behavior was videotaped. Strategy use and reading comprehension were assessed at pretest, posttest, and maintenance. Performance differences between conditions were reliable only at maintenance. A multilevel mediation analysis showed that relative to RT students, RT + SRL students were better able to provide their teammates with informative feedback and organize their group work in a task-focused manner. Only feedback quality mediated the sustainability of treatment effects on strategy use and reading comprehension. In essence, this research suggests that effective reading comprehension trainings should integrate explicit instruction and practice in reading strategies, SRL, and focus on supportive peer processes in small groups with extensive instruction and practice in peer feedback.}, language = {en} } @misc{Grell2017, author = {Grell, Petra}, title = {Learning and teaching in adult education}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-403628}, pages = {3}, year = {2017}, language = {en} }