TY - JOUR A1 - Mah, Dana-Kristin T1 - Learning Analytics and Digital Badges: Potential Impact on Student Retention in Higher Education JF - Technology, Knowledge and Learning KW - Learning analytics KW - Digital badges KW - Student retention KW - Generic skills KW - Academic competencies Y1 - 2016 U6 - https://doi.org/10.1007/s10758-016-9286-8 SN - 2211-1662 SN - 2211-1670 VL - 21 SP - 285 EP - 305 PB - Springer CY - Dordrecht ER - TY - JOUR A1 - Schachner, Maja Katharina A1 - Noack, Peter A1 - Van de Vijver, Fons J. R. A1 - Eckstein, Katharina T1 - Cultural Diversity Climate and Psychological Adjustment at School-Equality and Inclusion Versus Cultural Pluralism JF - Child development N2 - 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. Y1 - 2016 U6 - https://doi.org/10.1111/cdev.12536 SN - 0009-3920 SN - 1467-8624 VL - 87 SP - 1175 EP - 1191 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - He, Jia A1 - Van de Vijver, Fons J. R. A1 - Fetvadjiev, Velichko H. A1 - Dominguez Espinosa, Alejandra de Carmen A1 - Adams, Byron A1 - Alonso-Arbiol, Itziar A1 - Aydinli-Karakulak, Arzu A1 - Buzea, Carmen A1 - Dimitrova, Radosveta A1 - Fortin, Alvaro A1 - Hapunda, Given A1 - Ma, Sang A1 - Sargautyte, Ruta A1 - Sim, Samantha A1 - Schachner, Maja Katharina A1 - Suryani, Angela A1 - Zeinoun, Pia A1 - Zhang, Rui T1 - On Enhancing the Cross-Cultural Comparability of Likert-Scale Personality and Value Measures: A Comparison of Common Procedures JF - European journal of personality N2 - 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 KW - personality KW - values KW - anchoring vignettes KW - response styles KW - score standardization KW - parcelling Y1 - 2017 U6 - https://doi.org/10.1002/per.2132 SN - 0890-2070 SN - 1099-0984 VL - 31 SP - 642 EP - 657 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Riese, Josef A1 - Kulgemeyer, Christoph A1 - Zander, Simon A1 - Borowski, Andreas A1 - Fischer, Hans E. A1 - Gramzow, Yvonne A1 - Reinhold, Peter A1 - Schecker, Horst A1 - Tomczyszyn, Elisabeth T1 - Modeling and Measurement of Professional Knowledge in Physics Teacher Training JF - Zeitschrift für Pädagogik N2 - 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. KW - Professional Knowledge KW - Student Teachers KW - Physics KW - Competencies KW - Validity Y1 - 2015 SN - 0044-3247 SP - 55 EP - 79 PB - Beltz CY - Weinheim ER - TY - JOUR A1 - Kirschner, Sophie A1 - Borowski, Andreas A1 - Fischer, Hans E. A1 - Gess-Newsome, Julie A1 - von Aufschnaiter, Claudia T1 - Developing and evaluating a paper-and-pencil test to assess components JF - International journal of science education N2 - 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. KW - Pedagogical content knowledge KW - physics education KW - teacher knowledge KW - quantitative research Y1 - 2016 U6 - https://doi.org/10.1080/09500693.2016.1190479 SN - 0950-0693 SN - 1464-5289 VL - 38 SP - 1343 EP - 1372 PB - Royal Society of Chemistry CY - Abingdon ER - TY - JOUR A1 - Rjosk, Camilla A1 - Richter, Dirk A1 - Luedtke, Oliver A1 - Eccles, Jacquelynne Sue T1 - Ethnic Composition and Heterogeneity in the Classroom: Their Measurement and Relationship With Student Outcomes JF - The journal of educational psychology N2 - This study explores various measures of the ethnic makeup in a classroom and their relationship with student outcomes. We examine whether measures of ethnic diversity are related to achievement (mathematics, reading) and feeling of belonging with one’s peers over and above commonly investigated composition characteristics. Multilevel analyses were based on data from a representative sample of 18,762 elementary school students in 903 classrooms. The proportion of minority students and diversity measures showed negative associations with student outcomes in separate models. Including diversity measures and the proportion of minority students, diversity of minority students mostly lost its significance. However, the results suggest that diversity measures may provide additional information over and above other classroom characteristics for some student outcomes. The various measures of diversity led to comparable results. (PsycINFO Database Record (c) 2017 APA, all rights reserved) KW - ethnic composition KW - diversity KW - multilevel analysis KW - academic achievement KW - classroom Y1 - 2017 U6 - https://doi.org/10.1037/edu0000185 SN - 0022-0663 SN - 1939-2176 VL - 109 SP - 1188 EP - 1204 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Kampa, Nele A1 - Kunter, Mareike A1 - Maaz, Kai A1 - Baumert, Jürgen T1 - The social background of maths teachers in Germany its connection with professional occupation and job-related convictions among teachers at secondary schools JF - Zeitschrift für Pädagogik N2 - 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. Y1 - 2011 SN - 0044-3247 VL - 57 IS - 1 SP - 70 EP - 92 PB - Beltz CY - Weinheim ER - TY - JOUR A1 - Henke, Thorsten A1 - Bogda, Katja A1 - Lambrecht, Jennifer A1 - Bosse, Stefanie A1 - Koch, Helvi A1 - Maaz, Kai A1 - Spörer, Nadine T1 - Will you be my friend? A multilevel network analysis of friendships of students with and without special educational needs backgrounds in inclusive classrooms JF - Zeitschrift für Erziehungswissenschaft N2 - 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. KW - Friendship KW - Inclusion KW - Network Analysis KW - Social Participation Y1 - 2017 U6 - https://doi.org/10.1007/s11618-017-0767-x SN - 1434-663X SN - 1862-5215 VL - 20 SP - 449 EP - 474 PB - Springer CY - Wiesbaden 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 - JOUR A1 - Civitillo, Sauro A1 - de Moor, Jan M. H. A1 - Vervloed, Mathijs P. J. T1 - Netherlands: An exploratory study JF - Support for Learning : British Journal of Learning Support N2 - 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. KW - inclusive education KW - pre-service teachers KW - training teachers KW - beliefs Y1 - 2016 U6 - https://doi.org/10.1111/1467-9604.12119 SN - 0268-2141 SN - 1467-9604 VL - 31 SP - 104 EP - 121 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Schwab, Susanne A1 - Huber, Christian A1 - Gebhardt, Markus T1 - Social acceptance of students with Down syndrome and students without disability JF - Educational psychology N2 - 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. KW - inclusion and exclusion KW - disability KW - social acceptance Y1 - 2016 U6 - https://doi.org/10.1080/01443410.2015.1059924 SN - 0144-3410 SN - 1469-5820 VL - 36 SP - 1501 EP - 1515 PB - Hindawi Publishing Corp. CY - Abingdon ER - TY - JOUR A1 - Saloviita, Timo A1 - Schaffus, Tina T1 - Teacher attitudes towards inclusive education in Finland and Brandenburg, Germany and the issue of extra work JF - European journal of special needs education KW - Teacher attitudes KW - inclusive education KW - Finland KW - Brandenburg KW - disabilities KW - special education Y1 - 2016 U6 - https://doi.org/10.1080/08856257.2016.1194569 SN - 0885-6257 SN - 1469-591X VL - 31 SP - 458 EP - 471 PB - Klett-Cotta Verlag CY - Abingdon 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 - Gerth, Sabrina A1 - Klassert, Annegret A1 - Dolk, Thomas A1 - Fliesser, Michael A1 - Fischer, Martin H. A1 - Nottbusch, Guido A1 - Festman, Julia T1 - Is Handwriting Performance Affected by the Writing Surface? Comparing Tablet vs. Paper JF - Frontiers in psychology KW - handwriting KW - movement kinematics KW - writing acquisition KW - children KW - graphomotor control KW - tablet Y1 - 2016 U6 - https://doi.org/10.3389/fpsyg.2016.01308 SN - 1664-1078 VL - 7 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Gerth, Sabrina A1 - Dolk, Thomas A1 - Klassert, Annegret A1 - Fliesser, Michael A1 - Fischer, Martin H. A1 - Nottbusch, Guido A1 - Festman, Julia T1 - Adapting to the surface: A comparison of handwriting measures when writing on a tablet computer and on paper JF - Human movement science : a journal devoted to pure and applied research on human movement N2 - 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. KW - Handwriting KW - Movement kinematics KW - Tablet computer KW - Handwriting movements adaptation KW - Graphomotor execution Y1 - 2016 U6 - https://doi.org/10.1016/j.humov.2016.04.006 SN - 0167-9457 SN - 1872-7646 VL - 48 SP - 62 EP - 73 PB - Elsevier CY - Amsterdam 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 - Civitillo, Sauro A1 - Denessen, Eddie A1 - Molenaar, Inge T1 - HOW TO SEE THE CLASSROOM THROUGH THE EYES OF A TEACHER: CONSISTENCY BETWEEN PERCEPTIONS ON DIVERSITY AND DIFFERENTIATION PRACTICES JF - Journal of Research in Special Educational Needs N2 - 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. KW - qualitative research Y1 - 2016 U6 - https://doi.org/10.1111/1471-3802.12190 SN - 1471-3802 VL - 16 SP - 587 EP - 591 PB - Wiley-Blackwell CY - Hoboken ER - TY - JOUR A1 - Janczyk, Markus A1 - Welsh, Timothy N. A1 - Dolk, Thomas T1 - A role of goals for social inhibition of return? JF - The quarterly journal of experimental psychology N2 - 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. KW - Joint action KW - Action effects KW - Action goals KW - Action observation KW - Social inhibition of return KW - Ideomotor theory Y1 - 2016 U6 - https://doi.org/10.1080/17470218.2015.1112417 SN - 1747-0218 SN - 1747-0226 VL - 69 SP - 2402 EP - 2418 PB - Wiley-VCH CY - Abingdon ER - TY - JOUR A1 - Koch, Helvi A1 - Sprer, Nadine T1 - Fostering reading comprehension in regular classrooms: Implementation and effectiveness of whole-class reciprocal teaching JF - Zeitschrift für pädagogische Psychologie. N2 - Zusammenfassung. Ziel war es, die Effektivität zweier Interventionen zur Förderung der Lesekompetenz von Fünftklässlern zu untersuchen. Beide Treatments wurden von Regellehrkräften implementiert. Die eine Intervention war das reziproke Lehren, welches um Selbstregulationsprozeduren angereichert wurde (RT+SRL). Die zweite war eine von Lehrkräften konzipierte lesestrategiebasierte Unterrichtseinheit (Good Practice, GP). Zusätzlich gab es eine No-Treatment-Kontrollgruppe (KG0). Insgesamt nahmen an der Studie N = 244 Schüler teil. Im Rahmen eines Pre-, Post-, Follow-Up-Test-Untersuchungsplans kamen standardisierte Leseverständnisaufgaben, selbstkonstruierte Lesestrategieaufgaben und eine Selbstwirksamkeitsskala zum Einsatz. Kontrastierende Einzelvergleichsanalysen ergaben, dass sich die Schüler der Treatmentbedingung RT+SRL im Vergleich zu den Schülern der Kontrollgruppe zum Post-Test signifikant stärker im Leseverständnis, in der Lesestrategieanwendung und in der Selbstwirksamkeit verbesserten. Gleiches galt für die Lesestrategieanwendung zum Follow-Up-Test. Schüler der Bedingung GP konnten im Vergleich zu KG0-Schülern 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. KW - Reziprokes Lehren, Lehrerfortbildung, Implementationsforschung, Lesekompetenz, Lesestrategievermittlung KW - reciprocal teaching KW - teacher education KW - educational implementation research KW - reading comprehension KW - reading instruction Y1 - 2016 U6 - https://doi.org/10.1024/1010-0652/a000176 SN - 1010-0652 SN - 1664-2910 VL - 30 SP - 213 EP - 225 PB - Hogrefe CY - Bern 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 - Niproschke, Saskia A1 - Oertel, Lars A1 - Schubarth, Wilfried A1 - Ulbricht, Juliane A1 - Bilz, Ludwig T1 - More or Less Violence in Schools? A Replication Study from 1996-2014 in Saxon Schools JF - Zeitschrift für Soziologie der Erziehung und Sozialisation N2 - Der verbreiteten Annahme einer ständigen Gewaltzunahme an Schulen stehen bisher nur wenige Studien im Zeitvergleich gegenüber. Der vorliegende Beitrag will diese Lücke 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 repräsentativen sächsischen Stichprobe zeigt sich, dass im Jahr 2014 im Vergleich zu 1996 über weniger Gewalt an Schulen berichtet wird. Dies betrifft die Gewalt unter Schü ler(inne)n und die Gewalt gegen Lehrkräfte. Parallel hat die Interventionsbereitschaft unter der Lehrer- und Schülerschaft zugenommen. Zugleich macht die Studie auf differente Entwicklungstrends zwischen den Schülergruppen aufmerksam. Trotz eines insgesamt niedrigen Gewaltniveaus im Vergleich zur Mitte der 1990er Jahre legen die Befunde den Schluss nahe, bei den Präventionsbemühungen 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. KW - Gewalt an Schulen, Mobbing an Schulen, Zeitvergleich, Schülergewalt, Intervention KW - violence in schools KW - bullying in schools KW - time trends KW - student violence KW - intervention Y1 - 2016 U6 - https://doi.org/10.3262/ZSE1601078 SN - 1436-1957 VL - 36 SP - 78 EP - 96 PB - Juventa-Verl. CY - Weinheim ER - TY - JOUR A1 - Melzer, Wolfgang A1 - Schubarth, Wilfried T1 - Violence at school and the health of students JF - Bundesgesundheitsblatt, Gesundheitsforschung, Gesundheitsschutz N2 - Der vorliegende Beitrag gibt einen Überblick über das Thema „Gewalt an Schulen“ und verknüpft es mit gesundheitlichen Aspekten von Schülerinnen und Schülern. Ausgehend von der Annahme, dass Gewalt und Gesundheit zwei Seiten einer Medaille sind, wird der Frage nachgegangen, wie sich Gewalt- und Mobbingphänomene an deutschen Schulen entwickelt haben und welche Zusammenhänge es zur Gesundheit von Schülerinnen und Schülern gibt. Die empirische Basis bilden langjährige Untersuchungen der Autoren, u. a. im Rahmen der internationalen Studie „Health Behaviour in School-aged Children“ (HBSC). Auf der Basis eigener empirischer Studien werden Prävalenzen und Strukturen der Schülergewalt sowie der Zusammenhang von Gewalt und Gesundheit verdeutlicht und Folgerungen für die Gewalt- und Gesundheitsprävention gezogen. Entgegen dramatisierender Einschätzungen 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 lässt sich ein signifikanter Zusammenhang zwischen dissozialem Verhalten und Parametern der Gesundheit belegen. So weisen Opfer und Täter-Opfer die größten und Unbeteiligte die geringsten gesundheitlichen Probleme auf, während für Täter – entgegen gängiger Annahmen – eher eine positive Grundstimmung kennzeichnend ist. Aufgrund des engen Zusammenhangs von Gewalt und Gesundheit wird die Folgerung abgeleitet, Gewaltprävention- und Gesundheitsförderung mit Schulentwicklung und Schulprogrammarbeit zu verbinden, um nachhaltige Präventionswirkung 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. KW - Gewalt KW - Mobbing KW - Gewaltprävention KW - Gesundheitsförderung KW - Mobbingforschung KW - Violence at school KW - Victim-bullies of violence KW - Relation between violence and health KW - Violence prevention KW - Health promotion Y1 - 2016 U6 - https://doi.org/10.1007/s00103-015-2270-y SN - 1436-9990 SN - 1437-1588 VL - 59 SP - 66 EP - 72 PB - Springer CY - New York 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 - Lazarides, Rebecca A1 - Viljaranta, Jaana A1 - Aunola, Kaisa A1 - Pesu, Laura A1 - Nurmi, Jari-Erik T1 - for educational aspirations JF - Learning and individual differences KW - Motivational profiles KW - Educational plans KW - Motivational development KW - Task values KW - Self-concept Y1 - 2016 U6 - https://doi.org/10.1016/j.lindif.2016.08.024 SN - 1041-6080 SN - 1873-3425 VL - 51 SP - 29 EP - 36 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Juang, Linda P. A1 - Shen, Yishan A1 - Kim, Su Yeong A1 - Wang, Yijie T1 - Development of an Asian American Parental Racial-Ethnic Socialization Scale JF - Learning and individual differences N2 - 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. KW - Asian American KW - parental racial-ethnic socialization KW - scale development Y1 - 2016 U6 - https://doi.org/10.1037/cdp0000083 SN - 1099-9809 SN - 1939-0106 VL - 22 SP - 417 EP - 431 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Juang, Linda P. A1 - Ittel, Angela A1 - Hoferichter, Frances A1 - Gallarin, Miriam T1 - Perceived Racial/Ethnic Discrimination and Adjustment Among Ethnically Diverse College Students: Family and Peer Support as Protective Factors JF - Journal of college student development N2 - 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. Y1 - 2016 SN - 0897-5264 SN - 1543-3382 VL - 57 SP - 380 EP - 394 PB - Johns Hopkins Univ. Press CY - Baltimore ER - TY - JOUR A1 - Nguyen, Chi P. A1 - Wong, Y. Joel A1 - Juang, Linda P. A1 - Park, Irene J. K. T1 - Pathways Among Asian Americans' Family Ethnic Socialization, Ethnic Identity, and Psychological Well-Being: A Multigroup Mediation Model JF - Asian American journal of psychology N2 - 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. KW - Asian Americans KW - ethnic identity KW - family ethnic socialization KW - psychological well-being Y1 - 2015 U6 - https://doi.org/10.1037/aap0000026 SN - 1948-1985 SN - 1948-1993 VL - 6 IS - 3 SP - 273 EP - 280 PB - American Psychological Association CY - Washington ER -