TY  - JOUR
A1  - Kalinowski, Eva
A1  - Egert, Franziska
A1  - Gronostaj, Anna
A1  - Vock, Miriam
T1  - Professional development on fostering students’ academic language proficiency across the curriculum
BT  - a meta-analysis of its impact on teachers’ cognition and teaching practices
JF  - Teaching and teacher education
N2  - This meta-analysis aggregates effects from 10 studies evaluating professional development interventions aimed at qualifying in-service teachers to support their students in mastering academic language skills while teaching their respective subject areas. The analysis of a subset of studies revealed a small non-significant weighted training effect on teachers' cognition (g' = 0.21, SE = 0.14). An effect aggregation including all studies (with 650 teachers) revealed a medium to large weighted overall effect on teachers' classroom practices (g' = 0.71, SE = 0.16). Methodological variables moderated the effect magnitude. Nevertheless, the results suggest professional development is beneficial for improving teachers' practice.
KW  - professional development
KW  - language
KW  - cross-curriculum
KW  - content areas
KW  - in-service teacher training
Y1  - 2019
U6  - https://doi.org/10.1016/j.tate.2019.102971
SN  - 0742-051X
VL  - 88
PB  - Elsevier Science
CY  - Amsterdam
ER  - 
TY  - JOUR
A1  - Westphal, Andrea
A1  - Kretschmann, Julia
A1  - Gronostaj, Anna
A1  - Vock, Miriam
T1  - More enjoyment, less anxiety and boredom
BT  - How achievement emotions relate to academic self-concept and teachers' diagnostic skills
JF  - Learning and individual differences : a multidisciplinary journal in education
N2  - Students' achievement emotions are critical in their academic development. Therefore, teachers need to create an emotionally positive learning environment. In the light of this, the present study investigated the connection between students' enjoyment, anxiety, boredom and, in the first case, students' academic self-concept and, in the second, teachers' diagnostic skills. The third part of our study examined whether this link would be moderated by students' academic self-concept. Our sample comprised N = 1803 eighth-grade students who reported their achievement emotions and evaluated the diagnostic skills of both their German and mathematics teachers. Hierarchical models indicated that students experience more enjoyment and less anxiety and boredom if teachers exhibit better diagnostic skills. The role of teachers' diagnostic skills in relation to students' emotions was in part moderated by the students' self-concept. These results are discussed in terms of their implications for effective teaching.
KW  - Achievement emotions
KW  - Diagnostic skills
KW  - Instructional quality
KW  - Academic self-concept
KW  - Multilevel modeling
Y1  - 2018
U6  - https://doi.org/10.1016/j.lindif.2018.01.016
SN  - 1041-6080
SN  - 1873-3425
VL  - 62
SP  - 108
EP  - 117
PB  - Elsevier B.V.
CY  - Amsterdam
ER  -