TY - JOUR A1 - Demir-Walther, Meltem T1 - Die Entwicklung eines Unterrichtskonzeptes zur Förderung von Sachlernen und Lesekompetenz aus inklusionsdidaktischer Sicht BT - ein Unterricht für Kinder mit und ohne Down-Syndrom JF - Sachunterrichtsdidaktik & Inklusion : ein Beitrag zur Entwicklung Y1 - 2018 SN - 978-3-8340-1829-8 SP - 39 EP - 44 PB - Schneider Verlag Hohengehren GmbH CY - Baltmannsweiler ER - TY - JOUR A1 - Ehm, Jan-Henning A1 - Lonnemann, Jan A1 - Brandenburg, Janin A1 - Huschka, Sina Simone A1 - Hasselhorn, Marcus A1 - Lervag, Arne T1 - Exploring factors underlying children’s acquisition and retrieval of sound sound-symbol association skills JF - Journal of experimental child psychology N2 - Letter knowledge is considered an important cognitive foundation for learning to read. The underlying mechanisms of the association between letter knowledge and reading skills are, however, not fully understood. Acquiring letter knowledge depends on the ability to learn and retrieve sound–symbol pairings. In the current study, this process was explored by setting preschool children’s (N = 242, mean age = 5.57 years) performance in the acquisition and retrieval of a paired associate learning (PAL) task in relation to their letter knowledge as well as to their performance in tasks assessing precursors of reading skills (i.e., phonological awareness, rapid automatized naming, phonological short-term memory, backward recall, and response inhibition). Multiple regression analyses revealed that performance in the acquisition of the PAL task was significantly associated with phonological awareness and backward recall, whereas performance in the retrieval of the PAL task was significantly associated with rapid automatized naming, phonological awareness, and backward recall. Moreover, PAL proved to be mediating the relation between reading precursors and letter knowledge. Together, these findings indicate that the acquisition of letter knowledge may depend on a visual–verbal associative learning mechanism and that different factors contribute to the acquisition and retrieval of such visual–verbal associations. KW - Visual-verbal associative learning KW - Phonological awareness KW - Letter knowledge KW - Rapid automatized naming KW - Working memory KW - Reading Y1 - 2019 U6 - https://doi.org/10.1016/j.jecp.2018.07.006 SN - 0022-0965 SN - 1096-0457 VL - 177 SP - 86 EP - 99 PB - Elsevier CY - New York ER - TY - JOUR A1 - Wenger, Marina A1 - Lüdtke, Oliver A1 - Brunner, Martin T1 - Übereinstimmung, Variabilität und Reliabilität von Schülerurteilen zur Unterrichtsqualität auf Schulebene T1 - Interrater agreement, variability and reliability of student ratings of instructional quality at the school-level BT - Ergebnisse aus 81 Ländern BT - Results from 81 countries JF - Zeitschrift für Erziehungswissenschaft N2 - Für die Analyse der Unterrichtsqualität von Schulen durch Schülerurteile sollten drei Voraussetzungen erfüllt sein: (1) eine angemessene Übereinstimmung der Schülerurteile innerhalb der Schulen, (2) systematische Variabilität der Schülerurteile zwischen Schulen, (3) ein ausreichendes Maß an Reliabilität der aggregierten Urteile. Diese Studie untersucht mit internationalen PISA-Daten (Zyklen 2000–2012; 81 Länder, über 55.300 Schulen, über 1,3 Millionen 15-Jährige), inwiefern dies für Indikatoren der Qualitätsdimensionen des Unterrichts (Klassenführung, Kognitive Aktivierung, Konstruktive Unterstützung) zutrifft. Dafür bestimmten wir das Übereinstimmungsmaß rWG(J) sowie die Intraklassenkorrelationen ICC(1) und ICC(2). Es zeigte sich, dass (1) die Mehrzahl der Unterrichtsmerkmale eine moderate oder starke Übereinstimmung in Schulen aufwies, (2) sich Unterrichtsmerkmale aus Sicht der Schülerschaft systematisch zwischen Schulen unterschieden, jedoch (3) die Reliabilität der aggregierten Schülerurteile in vielen Ländern nicht ausreichte. Die Ergebnisse diskutieren wir vor dem Hintergrund von Konventionen zur Beurteilung der Übereinstimmung, Variabilität und Reliabilität auf Schulebene. N2 - Using student ratings to assess instructional quality of schools should fulfill three requirements: (1)an appropriate level of inter-rater agreement within schools, (2)systematic variance of student ratings between schools, (3)an adequate reliability level of aggregated student ratings. Using international PISA-data (2000-2012; 81countries, over 55,300 schools, over 1.3million 15-year olds) this study investigated how these requirements were met regarding indicators of instructional quality (classroom management, cognitive activation, individual learning support). We computed the interrater agreement index r(WG(J)), as well as the intraclass correlations ICC(1) and ICC(2). Our results showed that (1)student ratings demonstrated amoderate or strong level of agreement for most indicators of instructional quality and (2)instructional quality assessed by students varied systematically between schools. Yet, (3)reliability of aggregated student ratings was not sufficient in many countries. We discuss these results regarding conventions to evaluate agreement, variability, and reliability of student ratings at the school level. KW - Instructional quality KW - Student ratings KW - PISA Y1 - 2018 U6 - https://doi.org/10.1007/s11618-018-0813-3 SN - 1434-663X SN - 1862-5215 VL - 21 IS - 5 SP - 929 EP - 950 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Krauskopf, Karsten A1 - Forssell, Karin T1 - When knowing is believing BT - a multi-trait analysis of self-reported TPCK JF - Journal of Computer Assisted Learning N2 - In an effort to understand teachers' technology use, recent scholarship has explored the idea of technological pedagogical content knowledge (TPCK or TPACK). Many studies have used self-reports to measure this knowledge (SR TPCK). Several studies have examined the construct validity of these assessments by analysing the internal relationships of the knowledge domains, but little attention has been paid to how SR TPCK relates to external criteria. We tackled this question of discriminant validity by reanalysing 2 data sets. We used correlation and multiple regression analyses to explore whether conceptually related constructs explain any variance in participants' SR TPCK. In Study 1, we applied this strategy to German pre-service teachers using technology use, attitudinal variables, and objective measures of teachers' knowledge of technology and pedagogy as external criteria. In Study 2, we examined measures of technology knowledge, experience, and pro-technology beliefs for in-service teachers in the United States. Across both studies, a sizeable amount of the variance in SR TPCK is explained by teachers' prior technology use and pro-technology attitudes. In contrast, fact-based tests of technology and pedagogy are distinct from SR TPCK. We discuss implications for these findings and argue that researchers should gather complementary measures in concert. KW - construct validity KW - education technologies KW - teacher learning KW - self-report KW - teacher beliefs KW - technological pedagogical content knowledge (TPACK KW - TPCK) Y1 - 2018 U6 - https://doi.org/10.1111/jcal.12253 SN - 0266-4909 SN - 1365-2729 VL - 34 IS - 5 SP - 482 EP - 491 PB - Wiley CY - Hoboken ER - TY - BOOK A1 - Apelojg, Benjamin A1 - Holzendorf, Ulf A1 - Meier, Bernd A1 - Mette, Dieter T1 - Startklar! - Wirtschaft, Arbeit, Technik BT - Teil: [Schülerbuch] Y1 - 2021 SN - 978-3-637-01960-7 SN - 978-3-637-01961-4 PB - Oldenbourg Schulbuchverlag CY - München ET - 1. Aufl., 4.Druck. ER - TY - BOOK A1 - Gerstmann, Meike ED - Rehder, Stephan A. ED - Wagner, Dieter ED - Madani, Roya T1 - Wissenschaftliches Arbeiten N2 - Die formalen und theoretischen Grundlagen wissenschaftlichen Arbeitens spielen in der akademischen Weiterbildung und darüber hinaus auch im Geschäftsalltag eine - zumeist unterschätzte - Rolle: Gerade im Managementkontext müssen aus selbst erhobenen oder recherchierten Informationen gutachterliche Stellungnahmen erarbeitet und dabei die Grundsätze ordnungsgemäßer wissenschaftlicher Arbeit beachtet werden. Die Erstellung solcher Texte erfordert neben der Fähigkeit zur Formulierung bzw. Abgrenzung einer forschungsleitenden Frage und zur gezielten Informationsrecherche auch spezifische Fähigkeiten im Schreibprozess und beim Belegen von Quellen. Diese Kompetenzen sollen im Rahmen eines "Refresher"-Kurses, der als Grundlage für dieses Werk dient, so vermittelt werden, dass sowohl Studierende als auch Fach- und Führungskräfte aus der Praxis schnell informiert werden. Y1 - 2021 SN - 978-3-17-037868-1 SN - 978-3-17-037869-8 SN - 978-3-17-037870-4 SN - 978-3-17-037871-1 PB - Kohlhammer CY - Stuttgart ER - TY - JOUR A1 - Ehl, Birgit A1 - Paul, Michele A1 - Bruns, Gunnar A1 - Fleischhauer, Elisabeth A1 - Vock, Miriam A1 - Gronostaj, Anna A1 - Grosche, Michael T1 - Testgütekriterien der „Profilanalyse nach Grießhaber“. Evaluation eines Verfahrens zur Erfassung grammatischer Fähigkeiten von ein- und mehrsprachigen Grundschulkindern T1 - Test quality criteria of the "Profile analysis according to Griesshaber". Evaluation of an assessment method of grammatical abilities of mono- and multilingual primary school children JF - Zeitschrift für Erziehungswissenschaft N2 - Ein diagnostisches Ziel der „Profilanalyse nach Grießhaber“ ist die Testung der grammatischen Fähigkeit zur Verbstellung im Deutschen. Zur erstmaligen Evaluation der Testgüte wurden 403 ein- und mehrsprachige Grundschulkinder randomisiert drei verschiedenen Testmaterialien zugewiesen: Testmaterial, das die Zielkompetenz spezifisch stimulierte, führte zu den besten Testergebnissen. Dies spricht für eine geringe Durchführungsobjektivität. Zudem wurden Deckeneffekte für Grundschulkinder nachgewiesen, weshalb die Profilanalyse nur wenig zwischen den Grammatikfähigkeiten der Kinder differenzieren kann. Auch die Retest-Reliabilität und Auswertungsobjektivität sind noch zu gering. Zusammenfassend wird die Testgüte hinsichtlich aller betrachteten Testgütekriterien als verbesserungswürdig bewertet. Daraus werden die Empfehlungen abgeleitet, die Profilanalyse stärker zu standardisieren und um sensitivere diagnostische Kriterien für das Grundschulalter zu ergänzen. Weitere Ziele der Profilanalyse, z. B. die Verbesserung diagnostischer Kompetenzen von Lehrkräften, sind in Folgeprojekten zu evaluieren. N2 - Adiagnostic goal of the Profile analysis according to Grie ss haber is the assessment of the grammatical ability to place verbs in German sentences in the correct syntactical position. To evaluate the test quality for the first time, 403 monolingual and multilingual primary school children were randomly assigned to three different test materials: Test material that specifically stimulated the target competence led to the best test results. This indicates alow objectivity of application. In addition, ceiling effects for primary school children were detected, which means that the profile analysis can only slightly differentiate among the grammatical abilities of the children. Retest reliability and objectivity of analysis are also too small. In summary, the test quality of the assessment tool should be improved with respect to all of the test quality criteria considered. Hence, we recommend standardizing the profile analysis better and adding more sensitive diagnostic criteria for primary school aged children. Other aspects of profile analysis, for example the improvement of diagnostic competencies of teachers, are recommended for future research. KW - Grammar KW - Language Assessment KW - Multilingualism KW - Primary School KW - Validity KW - Grammatik KW - Mehrsprachigkeit KW - Sprachdiagnostik KW - Grundschule KW - Validität Y1 - 2018 U6 - https://doi.org/10.1007/s11618-018-0835-x SN - 1434-663X SN - 1862-5215 VL - 21 IS - 6 SP - 1261 EP - 1281 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Scholkmann, Antonia A1 - Siemon, Jens A1 - Boom, Kay-Dennis A1 - Knigge, Michel T1 - Lernzeitnutzung im Planspielunterricht BT - Eine Analyse des Einflusses kognitiver Fähigkeiten, Zielorientierungen und Charakteristika von Lernpartnern anhand von Videodaten JF - Zeitschrift für Erziehungswissenschaft N2 - The effective use of learning time is considered one of the most important predictors of successful and good teaching. In the present study we investigated how cognitive skills and goal orientation influenced the effective use of learning time during the open phases of game-based learning We used a newly developed method for video- and audio analysis (German: MuVA), which allowed for reliable documentation of students’ interactions during those phases. The two-step multiple regression model demonstrated that both the learner’s and the learning partner’s goal orientation explain significant parts of the variance: A high performance goal orientation impairs a student’s effective use of learning time, while a high performance avoidance orientation has a positive impact on his or her effective use of learning time. Working with a partner who has a high learning goal orientation or a high work avoidance orientation increases a student’s effective use of his or her learning time, while a high work avoidance orientation on the partner’s side has the opposite effect. Cognitive skills did not influence the effective use of learning time. N2 - Effektive Lernzeitnutzung gilt als einer der wichtigsten Prädiktoren für erfolgreichen Unterricht. Die vorliegende Studie untersucht in einem dyadischen kooperativen Lernsetting, wie sich die kognitiven Grundfähigkeiten und Zielorientierungen der Partner in den offenen Phasen eines Planspielunterrichts auf die effektive Lernzeitnutzung auswirken. Hierzu nutzten wir die neu entwickelte Multimodale Video- und Audioanalysemethode (MuVA), welche es ermöglicht, Schüler-Interaktionen in offenen Unterrichtsphasen reliabel zu dokumentieren. In zweischrittigen Regressionsmodellen ließ sich aufzeigen, dass sowohl Lernenden- als auch Partnervariablen signifikante Anteile der Varianz erklären: Bei Lernenden selbst beeinflusst eine hohe Leistungszielorientierung die effektive Lernzeitnutzung negativ und eine hohe Vermeidungs-Leistungszielorientierung positiv. Einflüsse durch die Eigenschaften der Lernpartner zeigten sich in positiver Richtung für hohe Ausprägungen der Lern-Zielorientierung und der Vermeidungs-Leistungszielorientierung sowie in negativer Richtung für eine hohe Arbeitsvermeidungsorientierung. Kognitive Grundfähigkeiten hatten keinen Einfluss auf die effektive Lernzeitnutzung. T2 - Time on task during game-based learning. The effects of cognitive skills, goal orientations and the characteristics of learning partners - an analysis based on video data KW - Cognitive skills KW - Effective learning time KW - Game-based learning KW - Goal orientation KW - Time on task KW - Video analysis KW - Videoanalyse KW - effektive Lernzeit KW - kognitive Grundfähigkeiten KW - Zielorientierung KW - Planspiel Y1 - 2017 U6 - https://doi.org/10.1007/s11618-017-0736-4 SN - 1434-663X SN - 1862-5215 VL - 20 SP - 651 EP - 669 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Levy, Jessica A1 - Brunner, Martin A1 - Keller, Ulrich A1 - Fischbach, Antoine T1 - Methodological issues in value-added modeling: an international review from 26 countries JF - Educational Assessment, Evaluation and Accountability N2 - Value-added (VA) modeling can be used to quantify teacher and school effectiveness by estimating the effect of pedagogical actions on students’ achievement. It is gaining increasing importance in educational evaluation, teacher accountability, and high-stakes decisions. We analyzed 370 empirical studies on VA modeling, focusing on modeling and methodological issues to identify key factors for improvement. The studies stemmed from 26 countries (68% from the USA). Most studies applied linear regression or multilevel models. Most studies (i.e., 85%) included prior achievement as a covariate, but only 2% included noncognitive predictors of achievement (e.g., personality or affective student variables). Fifty-five percent of the studies did not apply statistical adjustments (e.g., shrinkage) to increase precision in effectiveness estimates, and 88% included no model diagnostics. We conclude that research on VA modeling can be significantly enhanced regarding the inclusion of covariates, model adjustment and diagnostics, and the clarity and transparency of reporting. What is the added value from attending a certain school or being taught by a certain teacher? To answer this question, the value-added (VA) model was developed. In this model, the actual achievement attained by students attending a certain school or being taught by a certain teacher is juxtaposed with the achievement that is expected for students with the same background characteristics (e.g., pretest scores). To this end, the VA model can be used to compute a VA score for each school or teacher, respectively. If actual achievement is better than expected achievement, there is a positive effect (i.e., a positive VA score) of attending a certain school or being taught by a certain teacher. In other words, VA models have been developed to “make fair comparisons of the academic progress of pupils in different settings” (Tymms 1999, p. 27). Their aim is to operationalize teacher or school effectiveness objectively. Specifically, VA models are often used for accountability purposes and high-stakes decisions (e.g., to allocate financial or personal resources to schools or even to decide which teachers should be promoted or discharged). Consequently, VA modeling is a highly political topic, especially in the USA, where many states have implemented VA or VA-based models for teacher evaluation (Amrein-Beardsley and Holloway 2017; Kurtz 2018). However, this use for high-stakes decisions is highly controversial and researchers seem to disagree concerning the question if VA scores should be used for decision-making (Goldhaber 2015). For a more exhaustive discussion of the use of VA models for accountability reasons, see, for example, Scherrer (2011). Given the far-reaching impact of VA scores, it is surprising that there is scarcity of systematic reviews of how VA scores are computed, evaluated, and how this research is reported. To this end, we review 370 empirical studies from 26 countries to rigorously examine several key issues in VA modeling, involving (a) the statistical model (e.g., linear regression, multilevel model) that is used, (b) model diagnostics and reported statistical parameters that are used to evaluate the quality of the VA model, (c) the statistical adjustments that are made to overcome methodological challenges (e.g., measurement error of the outcome variables), and (d) the covariates (e.g., pretest scores, students’ sociodemographic background) that are used when estimating expected achievement. All this information is critical for meeting the transparency standards defined by the American Educational Research Association (AERA 2006). Transparency is vital for educational research in general and especially for highly consequential research, such as VA modeling. First, transparency is highly relevant for researchers. The clearer the description of the model, the easier it is to build upon the knowledge of previous research and to safeguard the potential for replicating previous results. Second, because decisions that are based on VA scores affect teachers’ lives and schools’ futures, not only educational agents but also the general public should be able to comprehend how these scores are calculated to allow for public scrutiny. Specifically, given that VA scores can have devastating consequences on teachers’ lives and on the students they teach, transparency is particularly important to evaluate the chosen methodology to compute VA models for a certain purpose. Such evaluations are essential to answer the question to what extent the quality of VA scores allows to base far-reaching decisions on these scores for accountability purposes. KW - Value-added modeling KW - Literature review KW - Primary and secondary education KW - Teacher effectiveness KW - School effectiveness Y1 - 2019 U6 - https://doi.org/10.1007/s11092-019-09303-w SN - 1874-8597 SN - 1874-8600 VL - 31 IS - 3 SP - 257 EP - 287 PB - Springer CY - Heidelberg ER - TY - JOUR A1 - Möring, Sebastian A1 - Leino, Olli Tapio T1 - Beyond games as political education BT - Neo-liberalism in the contemporary computer game form JF - Journal of Gaming & Virtual Worlds N2 - This article introduces the juxtaposed notions of liberal and neo-liberal gameplay in order to show that, while forms of contemporary game culture are heavily influenced by neo-liberalism, they often appear under a liberal disguise. The argument is grounded in Claus Pias’ idea of games as always a product of their time in terms of economic, political and cultural history. The article shows that romantic play theories (e.g. Schiller, Huizinga and Caillois) are circling around the notion of play as ‘free’, which emerged in parallel with the philosophy of liberalism and respective socio-economic developments such as the industrialization and the rise of the nation state. It shows further that contemporary discourse in computer game studies addresses computer game/play as if it still was the romantic form of play rooted in the paradigm of liberalism. The article holds that an account that acknowledges the neo-liberalist underpinnings of computer games is more suited to addressing contemporary computer games, among which are phenomena such as free to play games, which repeat the structures of a neo-liberal society. In those games the players invest time and effort in developing their skills, although their future value is mainly speculative – just like this is the case for citizens of neo-liberal societies. Y1 - 2016 U6 - https://doi.org/10.1386/jgvw.8.2.145_1 SN - 1757-191X VL - 8 IS - 2 SP - 145 EP - 161 PB - Intellect CY - Bristol ER -