TY - BOOK A1 - Bender, Carsten A1 - Dreiack, Stefanie A1 - Engels, Victoria A1 - Fisseler, Björn A1 - Gregory, Luisa A1 - Gross, Monika A1 - Kaffenberger, Jens A1 - Kostädt, Peter A1 - Meyer zu Bexten, Erdmuthe A1 - Rustemeier, Linda A1 - Schwarz, Thorsten A1 - Tannert, Benjamin A1 - Velasquez, Estefania Cepeda A1 - Weber, Gerhard T1 - Leitfaden zur Digitalen Barrierefreiheit im Hochschulkontext T3 - Arbeitspapier / Hochschulforum Digitalisierung (HFD) ; 66 Y1 - 2022 U6 - https://doi.org/10.5445/IR/1000153177 SN - 2365-7081 VL - 5 PB - Stifterverband für die Deutsche Wissenschaft CY - Berlin ER - TY - CHAP A1 - Granzow-Emden, Matthias ED - Kilian, Jörg ED - Ramm, Gesa ED - Sosna, Anette ED - Riecke-Baulecke, Thomas T1 - Grammatik T2 - Basiswissen Lehrerbildung: Deutsch unterrichten KW - Grammatik KW - Sprachreflexion KW - Grammatikunterricht Y1 - 2022 SN - 978-3-7727-1496-2 SN - 978-3-7727-1497-9 SP - 204 EP - 217 PB - Klett-Kallmeyer CY - Hannover ER - TY - JOUR A1 - Hermanns, Jolanda A1 - Keller, David T1 - The development, use, and evaluation of digital games and quizzes in an introductory course on organic chemistry for preservice chemistry teachers JF - Journal of chemical education / Division of Chemical Education, Inc., American Chemical Society N2 - Due to the COVID pandemic, the introductory course on organic chemistry was developed and conducted as anonline course. To ensure methodical variety in this course,educational games and quizzes have been developed, used, and evaluated. The attendance of the course, and therefore also the use of the quizzes and games, was voluntary. The quizzes'main goalwas to give the students the opportunity to check whether they had memorized the knowledge needed in the course. Another goal was to make transparent which knowledge the students shouldmemorize by rote. The evaluation shows that the students hadnot internalized all knowledge which they should apply in severaltasks on organic chemistry. They answered multiselect questions in general less well than single-select questions. The games shouldcombine fun with learning. The evaluation of the games shows that the students rated them very well. The students used thosegames again for their exam preparation, as the monitoring of accessing the games showed. Students'experiences with usingelectronic devices in general or for quizzes and games have also been evaluated, because their experience could influence thestudents'assessment of the quizzes and games used in our study. However, the students used electronic devices regularly and shouldtherefore be technically competent to use our quizzes and games. The evaluation showed that the use of digital games for learningpurposes is not very common, neither at school nor at university, although the students had worked with such tools before. Thestudents are also very interested in using and developing such digital games not only for their own study, but also for their future work at school KW - Organic Chemistry KW - Second-Year Undergraduate KW - Humor KW - Puzzles KW - Games; KW - Internet KW - Web-Based Learning KW - Distance Learning KW - Self Instruction Y1 - 2022 U6 - https://doi.org/10.1021/acs.jchemed.2c00058 SN - 0021-9584 SN - 1938-1328 VL - 99 IS - 4 SP - 1715 EP - 1724 PB - American Chemical Society CY - Washington ER - TY - JOUR A1 - Kaiser, Michaela A1 - Brenne, Andreas T1 - Ästhetik - Normativität - Diversität BT - zum kunstpädagogischen Umgang mit Diversität JF - Individuelle Förderung - Heterogenität und Handlungsperspektiven in der Schule Y1 - 2022 UR - https://elibrary.utb.de/doi/book/10.36198/9783838559193 SN - 978-3-8385-5919-3 SN - 978-3-8252-5919-8 U6 - https://doi.org/10.36198/9783838559193 SP - 249 EP - 259 PB - Waxmann CY - Stuttgart ER - TY - JOUR A1 - Wilbert, Jürgen A1 - Krull, Johanna T1 - Die Bedeutung von Peers für die soziale Teilhabe von Lernenden mit Lern- und Verhaltensauffälligkeiten in inklusiven Schulklassen JF - Aufwachsen mit Anderen : Peerbeziehungen als Bildungsfaktor Y1 - 2022 SN - 978-3-17-036680-0 SN - 978-3-17-036682-4 SP - 134 EP - 149 PB - Kohlhammer CY - Stuttgart ER - TY - JOUR A1 - Hipp, Lena A1 - Konrad, Markus T1 - Has Covid-19 increased gender inequalities in professional advancement? BT - cross-country evidence on productivity differences between male and female software developers JF - Journal of family research N2 - Objective: This article analyzed gender differences in professional advancement following the outbreak of the Covid-19 pandemic based on data from open-source software developers in 37 countries. Background: Men and women may have been affected differently from the social distancing measures implemented to contain the Covid-19 pandemic. Given that men and women tend to work in different jobs and that they have been unequally involved in childcare duties, school and workplace closings may have impacted men's and women's professional lives unequally. Method: We analyzed original data from the world's largest social coding community, GitHub. We first estimated a Holt-Winters forecast model to compare the predicted and the observed average weekly productivity of a random sample of male and female developers (N=177,480) during the first lockdown period in 2020. To explain the crosscountry variation in the gendered effects of the Covid-19 pandemic on software developers' productivity, we estimated two-way fixed effects models with different lockdown measures as predictors - school and workplace closures, in particular. Results: In most countries, both male and female developers were, on average, more productive than predicted, and productivity increased for both genders with increasing lockdown stringency. When examining the effects of the most relevant types of lockdown measures separately, we found that stay-at-home restrictions increased both men's and women's productivity and that workplace closures also increased the number of weekly contributions on average - but for women, only when schools were open. Conclusion: Having found gender differences in the effect of workplace closures contingent on school and daycare closures within a population that is relatively young and unlikely to have children (software developers), we conclude that the Covid-19 pandemic may indeed have contributed to increased gender inequalities in professional advancement. KW - gender KW - Covid-19 KW - inequality KW - productivity KW - international comparison; KW - GitHub Y1 - 2022 U6 - https://doi.org/10.20377/jfr-697 SN - 2699-2337 VL - 34 IS - 1 SP - 134 EP - 160 PB - University of Bamberg Press CY - Bamberg ER - TY - JOUR A1 - Kobs, Scarlett A1 - Ehlert, Antje A1 - Lenkeit, Jenny A1 - Hartmann, Anne Therese A1 - Sporer, Nadine A1 - Knigge, Michel T1 - The influence of individual and situational factors on teachers' justice ratings of classroom interactions JF - Frontiers in psychology N2 - Teachers, as role models, are crucial in promoting inclusion in society through their actions. Being perceived as fair by their students is linked to students' feelings of belonging in school. In addition, their decisions of resource allocations also affect students' academic success. Both aspects underpin the importance of teachers' views on justice. This article aims to investigate what teachers consider to be just and how teacher characteristics and situational factors affect justice ratings of hypothetical student-teacher-interactions. In an experimental design, we randomly varied the description of the interacting student in text vignettes regarding his/her special educational need (SEN) (situational factor). We also collected data on teachers' attitudes toward inclusion and experiences with persons with disabilities (individual factors). A sample of in-service teachers in Germany (N = 2,254) rated randomized versions of two text vignettes. To also consider the effect of professional status, a sample of pre-service teachers (N = 275) did the same. Linear mixed effect models point to a negative effect of the SEN on justice ratings, meaning situations in which the interacting student is described with a SEN were rated less just compared to the control condition. As the interacting student in the situations was treated worse than the rest, this was indicative for the application of the need principle. Teachers with more positive attitudes toward inclusion rated the vignettes as significantly less just. Professional status also had a negative effect on justice ratings, with in-service teachers rating the interactions significantly lower than the pre-service teachers. Our results suggest that the teachers applied the principle of need in their ratings. Implications for inclusive teaching practices and future research are discussed further. KW - classroom interactions KW - justice KW - special educational need KW - ratings KW - inclusion Y1 - 2022 U6 - https://doi.org/10.3389/fpsyg.2022.789110 SN - 1664-1078 VL - 13 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Al Laban, Firas A1 - Reger, Martin A1 - Lucke, Ulrike T1 - Closing the Policy Gap in the Academic Bridge JF - Education sciences N2 - The highly structured nature of the educational sector demands effective policy mechanisms close to the needs of the field. That is why evidence-based policy making, endorsed by the European Commission under Erasmus+ Key Action 3, aims to make an alignment between the domains of policy and practice. Against this background, this article addresses two issues: First, that there is a vertical gap in the translation of higher-level policies to local strategies and regulations. Second, that there is a horizontal gap between educational domains regarding the policy awareness of individual players. This was analyzed in quantitative and qualitative studies with domain experts from the fields of virtual mobility and teacher training. From our findings, we argue that the combination of both gaps puts the academic bridge from secondary to tertiary education at risk, including the associated knowledge proficiency levels. We discuss the role of digitalization in the academic bridge by asking the question: which value does the involved stakeholders expect from educational policies? As a theoretical basis, we rely on the model of value co-creation for and by stakeholders. We describe the used instruments along with the obtained results and proposed benefits. Moreover, we reflect on the methodology applied, and we finally derive recommendations for future academic bridge policies. KW - policy evaluation KW - higher education KW - virtual mobility KW - teacher training Y1 - 2022 U6 - https://doi.org/10.3390/educsci12120930 SN - 2227-7102 VL - 12 IS - 12 PB - MDPI CY - Basel ER - TY - JOUR A1 - Baumgardt, Iris A1 - Kaiser, Astrid T1 - Lehrer- und Lehrerinnenbildung JF - Handbuch Didaktik des Sachunterrichts Y1 - 2022 SN - 978-3-8252-8801-3 SN - 978-3-8385-8801-8 U6 - https://doi.org/10.36198/9783838588018 SP - 84 EP - 92 PB - Klinkhardt CY - Bad Heilbrunn ET - 3. überarb. ER - TY - JOUR A1 - Giest, Hartmut T1 - Methodisches Erschließen JF - Handbuch Didaktik des Sachunterrichts Y1 - 2022 SN - 978-3-8252-8801-3 SN - 978-3-8385-8801-8 U6 - https://doi.org/10.36198/9783838588018 SP - 109 EP - 112 PB - Klinkhardt CY - Bad Heilbrunn ET - 3. überarb. ER - TY - JOUR A1 - Giest, Hartmut A1 - Hintze, Ksenia T1 - Gesundheitsbildung und -erziehung JF - Handbuch Didaktik des Sachunterrichts Y1 - 2022 SN - 978-3-8252-8801-3 SN - 978-3-8385-8801-8 U6 - https://doi.org/10.36198/9783838588018 SP - 203 EP - 211 PB - Klinkhardt CY - Bad Heilbrunn ET - 3. überarb. ER - TY - JOUR A1 - Giest, Hartmut A1 - Wittkowske, Steffen T1 - Heimatkunde in der DDR JF - Handbuch Didaktik des Sachunterrichts Y1 - 2022 SN - 978-3-8252-8801-3 SN - 978-3-8385-8801-8 U6 - https://doi.org/10.36198/9783838588018 SP - 239 EP - 246 PB - Klinkhardt CY - Bad Heilbrunn ET - 3. überarb. ER - TY - JOUR A1 - Hartinger, Andreas A1 - Giest, Hartmut T1 - Perspektivrahmen Sachunterricht JF - Handbuch Didaktik des Sachunterrichts Y1 - 2022 SN - 978-3-8252-8801-3 SN - 978-3-8385-8801-8 U6 - https://doi.org/10.36198/9783838588018 SP - 277 EP - 282 PB - Klinkhardt CY - Bad Heilbrunn ET - 3. überarb. ER - TY - JOUR A1 - Giest, Hartmut T1 - Kognitive Entwicklung JF - Handbuch Didaktik des Sachunterrichts Y1 - 2022 SN - 978-3-8252-8801-3 SN - 978-3-8385-8801-8 U6 - https://doi.org/10.36198/9783838588018 SP - 334 EP - 342 PB - Klinkhardt CY - Bad Heilbrunn ET - 3. überarb. ER - TY - JOUR A1 - Giest, Hartmut A1 - Wittkowske, Steffen T1 - Die Sachen mitgestalten JF - Handbuch Didaktik des Sachunterrichts Y1 - 2022 SN - 978-3-8252-8801-3 SN - 978-3-8385-8801-8 U6 - https://doi.org/10.36198/9783838588018 SP - 481 EP - 488 PB - Klinkhardt CY - Bad Heilbrunn ET - 3. überarb. ER - TY - JOUR A1 - Baumgardt, Iris T1 - Grundschule JF - Handbuch Demokratiepädagogik Y1 - 2022 SN - 978-3-95414-185-2 SN - 978-3-95414-186-9 U6 - https://doi.org/10.46499/1852 SP - 532 EP - 538 PB - Debus CY - Frankfurt am Main ER - TY - JOUR A1 - Juchler, Ingo T1 - Vor Ort lernen BT - außerschulische politische Lernorte JF - Handbuch politische Bildung Y1 - 2022 SN - 978-3-7344-1362-9 SN - 978-3-7344-1363-6 SN - 978-3-7344-1380-3 U6 - https://doi.org/10.46499/1694 SN - 1435-7526 SN - 2749-6473 SP - 515 EP - 523 PB - Wochenschau Verlag CY - Frankfurt am Main ER - TY - GEN A1 - Kirchner, Vera A1 - Remmele, Bernd A1 - Seeber, Günther T1 - Die Supercells sind knapp - Vom Weltall in den Wirtschaftsunterricht T2 - Teach economy : Das Portal für den Wirtschaftsunterricht KW - Bedürfnisse KW - Knappheit KW - Opportunitätskosten KW - Ökonomisches Prinzip Y1 - 2022 PB - Joachim Herz Stiftung CY - Hamburg ER - TY - THES A1 - Wolf, Anne-Christine T1 - Duales Lernen BT - eine Lernform zur Berufsorientierung durch Verknüpfen von schulischem Lernen und Lernen am Praxisort : Entwicklung, Erprobung und Ergebnisse einer Evaluation an Berliner Integrierten Sekundarschulen im 7. Jahrgang Y1 - 2022 SN - 978-3-7369-7648-1 SN - 978-3-7369-6648-2 PB - Cuvillier CY - Göttingen ER - TY - THES A1 - Heß, Stefan T1 - Zur Rolle linguistischer Einheiten in der handschriftlichen Wortproduktion bei deutschen Grundschulkindern T2 - The role of linguistic units in German developmental handwriting production Y1 - 2022 ER - TY - JOUR A1 - Stöhr, Alexander T1 - Die Inhaltskontrolle von Eheverträgen JF - Juristische Schulung Y1 - 2022 UR - https://beck-online.beck.de/Bcid/Y-300-Z-JUS-B-2022-S-805-N-1 SN - 0022-6939 VL - 62 IS - 9 SP - 805 EP - 809 PB - C.H. Beck CY - München ER - TY - JOUR A1 - Girnus, Luisa T1 - Interpretieren oder berechnen? BT - Gruppenbildung bei großen und kleinen Fallzahlen JF - Methoden der politikdidaktischen Theoriebildung und empirischen Forschung Y1 - 2022 SN - 978-3-7344-1415-2 SN - 978-3-7344-1414-5 SP - 242 EP - 258 PB - Wochenschau Verlag CY - Frankfurt ER - TY - JOUR A1 - Lipka, Marlies A1 - Plötner, Kathleen A1 - Wabnitz, Juliane T1 - Leuchtturm Universitätsschule Potsdam BT - eine Schule für alle? JF - Pädagogik N2 - Universitäts- oder Laborschulen haben in Deutschland keine große Tradition, obwohl sie die Chance bieten, Forschung, Schulpraxis und Ausbildung systematisch miteinander zu verknüpfen. Auch in Potsdam wird derzeit eine solche Einrichtung gegründet. Ein Einblick in die konzeptionellen Überlegungen. Y1 - 2022 U6 - https://doi.org/10.3262/PAED2204042 SN - 0933-422X VL - 74 IS - 4 SP - 42 EP - 45 PB - Beltz CY - Weinheim ER - TY - JOUR A1 - Ullrich, André A1 - Vladova, Gergana A1 - Eigelshoven, Felix A1 - Renz, André T1 - Data mining of scientific research on artificial intelligence in teaching and administration in higher education institutions BT - a bibliometrics analysis and recommendation for future research JF - Discover artificial intelligence N2 - Teaching and learning as well as administrative processes are still experiencing intensive changes with the rise of artificial intelligence (AI) technologies and its diverse application opportunities in the context of higher education. Therewith, the scientific interest in the topic in general, but also specific focal points rose as well. However, there is no structured overview on AI in teaching and administration processes in higher education institutions that allows to identify major research topics and trends, and concretizing peculiarities and develops recommendations for further action. To overcome this gap, this study seeks to systematize the current scientific discourse on AI in teaching and administration in higher education institutions. This study identified an (1) imbalance in research on AI in educational and administrative contexts, (2) an imbalance in disciplines and lack of interdisciplinary research, (3) inequalities in cross-national research activities, as well as (4) neglected research topics and paths. In this way, a comparative analysis between AI usage in administration and teaching and learning processes, a systematization of the state of research, an identification of research gaps as well as further research path on AI in higher education institutions are contributed to research. Y1 - 2022 U6 - https://doi.org/10.1007/s44163-022-00031-7 SN - 2731-0809 VL - 2 PB - Springer CY - Cham ER - TY - JOUR A1 - Westphal, Andrea A1 - Kalinowski, Eva A1 - Hoferichter, Clara Josepha A1 - Vock, Miriam T1 - K-12 teachers' stress and burnout during the COVID-19 pandemic BT - a systematic review JF - Frontiers in psychology N2 - We present the first systematic literature review on stress and burnout in K-12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K-12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K-12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K-12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K-12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond. KW - burnout KW - stress KW - COVID-19 KW - pandemic KW - K-12 teachers KW - remote teaching Y1 - 2022 U6 - https://doi.org/10.3389/fpsyg.2022.920326 SN - 1664-1078 VL - 13 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Kager, Klara A1 - Jurczok, Anne A1 - Bolli, Swantje A1 - Vock, Miriam T1 - We were thinking too much like adults BT - Examining the development of teachers' critical and collaborative reflection in lesson study discussions JF - Teaching and teacher education : an international journal of research and studies N2 - This mixed-method study addresses the need for a clear conceptualization of the professional reflection element of Lesson Study (LS), a popular collaborative approach to the professional development of teachers. Grounding and re-framing LS's post-lesson discussion in a theoretical framework of critical and collaborative reflection, we analyze the transcripts of four LS groups at German primary schools, focusing on depth of reflection and teachers' trajectories through their reflective practice. The findings show that LS groups differed significantly in the depth and the trajectories of their reflection processes. We consider implications for post-lesson discussions and critical reflection as a LS core skill. KW - Teacher learning KW - Professional development KW - Critical and collaborative KW - reflection KW - Lesson study KW - Critical inquiry Y1 - 2022 U6 - https://doi.org/10.1016/j.tate.2022.103683 SN - 0742-051X SN - 1879-2480 VL - 113 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Kager, Klara T1 - Rezension zu: Lesson study-based teacher education: the potential of the Japanese approach in global settings / Edited by: Jongsung Kim, Nariakira Yoshida, Shotaro Iwata, Hiromi Kawaguchi. - Abingdon, Oxon ; New York, NY: Routledge, 2021. - XIX, 219 S. - ISBN: 978-0-367-47845-2 JF - International journal for lesson and learning studies : official journal of the World Association of Lesson Studies (WALS) Y1 - 2022 U6 - https://doi.org/10.1108/IJLLS-01-2022-100 SN - 2046-8253 SN - 2016-8261 VL - 11 IS - 1 SP - 43 EP - 45 PB - Emerald Group Publishing Limited CY - Bingley ER - TY - JOUR A1 - Hochmuth, Jörg A1 - Penning, Isabelle T1 - Lehren und Lernen mit digitalen Medien und Tools BT - ein Praxisbeitrag zur Förderung digitaler Kompetenzen von Lehramtsstudierenden im Fach Wirtschaft-Arbeit-Technik JF - Forum Arbeitslehre : Zeitschrift für Berufsorientierung, Haushalt, Technik, Wirtschaft Y1 - 2022 SN - 1867-5174 IS - 26 SP - 35 EP - 40 PB - Gesellschaft für Arbeit, Technik und Wirtschaft im Unterricht e.V. (GATWU) CY - Berlin ER - TY - JOUR A1 - Penning, Isabelle T1 - Wir alle nutzen Technik - doch können alle sie verstehen? BT - Technische Bildung inklusiv gestalten JF - Leben mit der Technik - welche Technik wollen 'Sie'? Technik: Verstehen wir, was wir nutzen? Y1 - 2022 SN - 978-3-947868-03-2 SP - 227 EP - 246 PB - DGTB CY - Karlsruhe ER - TY - JOUR A1 - Kranjc Horvat, Anja A1 - Wiener, Jeff A1 - Schmeling, Sascha A1 - Borowski, Andreas T1 - Learning goals of professional development programs at science research institutions BT - a Delphi study with different stakeholder groups JF - Journal of science teacher education : the official journal of the Association for the Education of Teachers in Science N2 - Effective professional development programs (PDPs) rely on well-defined goals. However, recent studies on PDPs have not explored the goals from a multi-stakeholder perspective. This study identifies the most important learning goals of PDPs at science research institutions as perceived by four groups of stakeholders, namely teachers, education researchers, government representatives, and research scientists. Altogether, over 100 stakeholders from 42 countries involved in PDPs at science research institutions in Europe and North America participated in a three-round Delphi study. In the first round, the stakeholders provided their opinions on what they thought the learning goals of PDPs should be through an open-ended questionnaire. In the second and third rounds, the stakeholders assessed the importance of the learning goals that emerged from the first round by rating and ranking them, respectively. The outcome of the study is a hierarchical list of the ten most important learning goals of PDPs at particle physics laboratories. The stakeholders identified enhancing teachers' knowledge of scientific concepts and models and enhancing their knowledge of the curricula as the most important learning goals. Furthermore, the results show strong agreement between all the stakeholder groups regarding the defined learning goals. Indeed, all groups ranked the learning goals by their perceived importance almost identically. These outcomes could help policymakers establish more specific policies for PDPs. Additionally, they provide PDP practitioners at science research institutions with a solid base for future research and planning endeavors. KW - Teacher professional development KW - Delphi study KW - multi-stakeholder KW - analysis KW - pedagogical content knowledge Y1 - 2021 U6 - https://doi.org/10.1080/1046560X.2021.1905330 SN - 1046-560X SN - 1573-1847 VL - 33 IS - 1 SP - 32 EP - 54 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Laurinavichyute, Anna A1 - Yadav, Himanshu A1 - Vasishth, Shravan T1 - Share the code, not just the data BT - a case study of the reproducibility of articles published in the Journal of Memory and Language under the open data policy JF - Journal of memory and language N2 - In 2019 the Journal of Memory and Language instituted an open data and code policy; this policy requires that, as a rule, code and data be released at the latest upon publication. How effective is this policy? We compared 59 papers published before, and 59 papers published after, the policy took effect. After the policy was in place, the rate of data sharing increased by more than 50%. We further looked at whether papers published under the open data policy were reproducible, in the sense that the published results should be possible to regenerate given the data, and given the code, when code was provided. For 8 out of the 59 papers, data sets were inaccessible. The reproducibility rate ranged from 34% to 56%, depending on the reproducibility criteria. The strongest predictor of whether an attempt to reproduce would be successful is the presence of the analysis code: it increases the probability of reproducing reported results by almost 40%. We propose two simple steps that can increase the reproducibility of published papers: share the analysis code, and attempt to reproduce one's own analysis using only the shared materials. KW - Open data KW - Reproducible statistical analyses KW - Reproducibility KW - Open KW - science KW - Meta-research KW - Journal policy Y1 - 2022 U6 - https://doi.org/10.1016/j.jml.2022.104332 SN - 0749-596X SN - 1096-0821 VL - 125 PB - Elsevier CY - San Diego ER - TY - JOUR A1 - Huang, Yizhen A1 - Richter, Eric A1 - Kleickmann, Thilo A1 - Richter, Dirk T1 - Comparing video and virtual reality as tools for fostering interest and self-efficacy in classroom management BT - results of a pre-registered experiment JF - British journal of educational technology / British Educational Communications and Technology Agency N2 - Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest-posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes. Practitioner notes What is already known about this topic Video is a popular teacher training medium given its ability to display classroom situations. Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years. Situational interest and self-efficacy in classroom management is vital for student teachers' professional development. What this paper adds VR outperforms video in promoting student teachers' triggered interest in classroom management. Student teachers felt more efficacious in classroom management after participating in VR. VR also invoked higher extraneous cognitive load than the video. Implications for practice and/or policy VR provides an authentic teacher training environment for classroom management. The design of the VR training environment needs to ensure a low extraneous cognitive load. KW - cognitive load KW - immersive media KW - pre-service teacher KW - professional KW - training KW - simulations KW - student teacher KW - teacher education Y1 - 2022 U6 - https://doi.org/10.1111/bjet.13254 SN - 0007-1013 SN - 1467-8535 VL - 54 IS - 2 SP - 467 EP - 488 PB - Wiley-Blackwell CY - Oxford ER - TY - JOUR A1 - Kühl, Tim A1 - Fehringer, Benedict C. O. F. A1 - Münzer, Stefan T1 - Unifying the ability-as-compensator and ability-as-enhancer hypotheses JF - Educational psychology review N2 - Spatial abilities have been found to interact with the design of visualizations in educational materials in different forms: (1) spatial abilities enhanced learning with optimized visual design (ability-as-enhancer) or (2) spatial abilities compensated for suboptimal visual design (ability-as-compensator). A brief review of pertinent studies suggests that these two forms are viewed as mutually exclusive. We propose a novel unifying conceptualization. This conceptualization suggests that the ability-as enhancer interaction will be found in the low-medium range of a broad ability continuum whereas the ability-as-compensator interaction will be found in the medium-high range. The largest difference in learning outcomes between visual design variations is expected for medium ability. A corresponding analytical approach is suggested that includes nonlinear quadratic interactions. The unifying conceptualization was confirmed in an experiment with a consistent visual-spatial task. In addition, the conceptualization was investigated with a reanalysis of pooled data from four multimedia learning experiments. Consistent with the conceptualization, quadratic interactions were found, meaning that interactions depended on ability range. The largest difference between visual design variations was obtained for medium ability, as expected. It is concluded that the unifying conceptualization is a useful theoretical and methodological approach to analyze and interpret aptitude-treatment interactions that go beyond linear interactions. KW - Aptitude-treatment-interaction KW - Ability-as-enhancer KW - Ability-as-compensator KW - Spatial ability KW - Visual design KW - Multimedia KW - learning Y1 - 2022 U6 - https://doi.org/10.1007/s10648-021-09650-5 SN - 1040-726X SN - 1573-336X VL - 34 IS - 2 SP - 1063 EP - 1095 PB - Springer CY - New York ER - TY - CHAP A1 - Hömberg, Tobias ED - Henning, Heike ED - Koch, Kai T1 - Interkulturelles Musizieren als kulturelle Aneignung? BT - Musikpädagogische Argumentationen zur Kritik an Cultural Appropriation T2 - Vielfalt - Musikgeragogik und interkulturelles Musizieren Y1 - 2022 SN - 978-3-8309-9475-6 SN - 978-3-8309-4475-1 U6 - https://doi.org/10.31244/9783830994756 SN - 2626-6547 SP - 181 EP - 205 PB - Waxmann CY - Münster ER - TY - JOUR A1 - Bickenbach, Christian T1 - Kitas und Schulen während der Corona-Pandemie im Vergleich mit anderen grundrechtlich geschützten Lebensbereichen JF - Recht der Jugend und des Bildungswesens N2 - Der Beitrag legt dar, dass Kitas und Schulen während der Corona-Pandemie von Behörden undGerichten wie andere grundrechtlich geschützte Lebensbereiche behandelt wurden. Im Zweifelrechtfertigte die staatliche Schutzpflicht für Leben und Gesundheit schwere Grundrechtsein‐griffe. Kitas und Schulen sind jedoch in einem Land, dessen Wohlstand vom Erziehungs- und Bildungsgrad seiner Bevölkerung abhängt und dessen Gesellschaft in vielerlei Hinsicht hetero‐gen ist, eine besonders wichtige Infrastruktur, deren Funktionen im Rahmen behördlicher undgerichtlicher Entscheidungen zur Pandemiebekämpfung genauer ermittelt und stärker gewichtet werden müssen, als dies bisher geschehen ist. N2 - The article shows that during the Corona pandemic, daycare centres and schools were treatedby authorities and courts like other areas of life protected by fundamental rights. In case ofdoubt, the state's duty to protect life and health justified severe encroachments on fundamentalrights. However, in a country whose prosperity depends on the level of education and trainingof its population and whose society is heterogeneous in many respects, daycare centres andschools are a particularly important infrastructure whose functions must be identified moreprecisely and weighted more heavily in the context of official and judicial decisions to combatthe pandemic than has been done so far. Y1 - 2022 U6 - https://doi.org/10.5771/0034-1312-2022-3-433 SN - 0034-1312 SN - 2366-6749 VL - 70 IS - 3 SP - 433 EP - 450 PB - Nomos CY - Baden-Baden ER - TY - JOUR A1 - Haase, Jennifer A1 - Hanel, Paul H. P. T1 - Priming creativity: Doing math reduces creativity and happiness whereas playing short online games enhance them JF - Frontiers in Education N2 - Creative thinking is an indispensable cognitive skill that is becoming increasingly important. In the present research, we tested the impact of games on creativity and emotions in a between-subject online experiment with four conditions (N = 658). (1) participants played a simple puzzle game that allowed many solutions (priming divergent thinking); (2) participants played a short game that required one fitting solution (priming convergent thinking); (3) participants performed mental arithmetic; (4) passive control condition. Results show that divergent and convergent creativity were higher after playing games and lower after mental arithmetic. Positive emotions did not function as a mediator, even though they were also heightened after playing the games and lower after mental arithmetic. However, contrary to previous research, we found no direct effect of emotions, creative self-efficacy, and growth- vs. fixed on creative performance. We discuss practical implications for digital learning and application settings. KW - creativity KW - priming KW - enhancement KW - math KW - games KW - happiness Y1 - 2022 U6 - https://doi.org/10.3389/feduc.2022.976459 SN - 2504-284X PB - Frontiers CY - Lausanne, Schweiz ER - TY - JOUR A1 - Richter, Eric A1 - Lucksnat, Christin A1 - Redding, Christopher A1 - Richter, Dirk T1 - Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching JF - Teaching and Teacher Education N2 - In this study, we investigated retention intention and job satisfaction of 238 first-year alternatively certified (AC) teachers. Drawing on Organizational Socialization Theory, we tested the hypothesis that AC teacher extraversion and perceived school support are positively related to the two variables and mediated by self-efficacy. To test our hypothesis, we applied structural equation modeling. Our results demonstrate that extraversion and perceived social support are positively related to retention intentions and job satisfaction. In addition, self-efficacy serves as a mediator. The findings could help school administrators to better understand how to support and retain AC teachers and thus address teacher shortages. KW - Second-career teachers KW - Self-efficacy KW - Job satisfaction KW - Personality KW - Support KW - Teacher well-being KW - Turnover KW - Attrition KW - Onboarding Y1 - 2022 U6 - https://doi.org/10.1016/j.tate.2022.103704 SN - 0742-051X VL - 114 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Hasl, Andrea A1 - Voelkle, Manuel A1 - Kretschmann, Julia A1 - Richter, Dirk A1 - Brunner, Martin T1 - A dynamic structural equation approach to modeling wage dynamics and cumulative advantage across the lifespan JF - Multivariate Behavioral Research N2 - Wages and wage dynamics directly affect individuals' and families' daily lives. In this article, we show how major theoretical branches of research on wages and inequality-that is, cumulative advantage (CA), human capital theory, and the lifespan perspective-can be integrated into a coherent statistical framework and analyzed with multilevel dynamic structural equation modeling (DSEM). This opens up a new way to empirically investigate the mechanisms that drive growing inequality over time. We demonstrate the new approach by making use of longitudinal, representative U.S. data (NLSY-79). Analyses revealed fundamental between-person differences in both initial wages and autoregressive wage growth rates across the lifespan. Only 0.5% of the sample experienced a "strict" CA and unbounded wage growth, whereas most individuals revealed logarithmic wage growth over time. Adolescent intelligence and adult educational levels explained substantial heterogeneity in both parameters. We discuss how DSEM may help researchers study CA processes and related developmental dynamics, and we highlight the extensions and limitations of the DSEM framework. KW - Dynamic Structural Equation Modeling (DSEM) KW - wage dynamics KW - cumulative advantage (CA) KW - autoregressive wage growth KW - human capital theory Y1 - 2022 U6 - https://doi.org/10.1080/00273171.2022.2029339 SN - 0027-3171 SN - 1532-7906 VL - 58 IS - 3 SP - 504 EP - 525 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Krochmalnik, Daniel T1 - Am Anfang war... BT - eine jüdische Relektüre von Genesis 1 JF - Judentum (Themen im Religionsunterricht (Sekundarstufe 1+2)) Y1 - 2022 SN - 978-3-96003-198-7 VL - 19 SP - 26 EP - 31 PB - Institut für Religionspädagogik der Erzdiözese Freiburg CY - Freiburg ER - TY - JOUR A1 - Dombert, Matthias A1 - Gärditz, Klaus Ferdinand T1 - Rechtsstaatlicher Umgang mit Tierversuchen! JF - Forschung & Lehre N2 - Wer entscheidet über die Zulässigkeit von Tierversuchen in der Grundlagenforschung? Die Autoren sagen: Die Behörden überschreiten oft ihre Kompetenz. Y1 - 2022 UR - https://www.forschung-und-lehre.de/recht/rechtsstaatlicher-umgang-mit-tierversuchen-4327 SN - 0945-5604 IS - 1 PB - Deutscher Hochschulverband CY - Bonn ER - TY - JOUR A1 - Freitag-Hild, Britta T1 - Kulturelles Lernen und Bildung für nachhaltige Entwicklung im Fremdsprachenunterricht JF - Bildung für nachhaltige Entwicklung im Englischunterricht. Grundlagen und Unterrichtsbeispiele KW - Bildung für nachhaltige Entwicklung KW - Englischunterricht KW - Kulturelles Lernen Y1 - 2022 SN - 978-3-7727-1660-7 SP - 60 EP - 77 PB - Klett Kallmeyer CY - Hannover ER - TY - CHAP A1 - Apelojg, Benjamin ED - Schröder, Lisa-Marie ED - Hantke, Harald ED - Steffestun, Theresa ED - Hedtke, Reinhold T1 - Bedürfnisorientierte Lehre in Krisenzeiten?! T1 - Needs-oriented teaching in times of crisis?! BT - Potenziale und Grenzen eines Online-Seminars zur „Nachhaltigen Berufsbildungsforschung“ in der sozioökonomischen Bildung BT - potentials and limits of an online Ssminar on “sustainable vocational education research” in socio-economic education T2 - In Krisen aus Krisen lernen N2 - Krisen werden nicht nur als Herausforderungen, sondern auch als Chance für Veränderungen, Neuerungen oder Innovationen betrachtet. Die Covid-19-Pandemie hat die Lehre an Deutschlands Universitäten mit einem Schlag in die digitale Welt verbannt. Von dieser Digitalisierung ist eine sozioökonomische Bildung genauso wie jede andere universitäre Bildung betroffen. Was es bedeutet, Lehre ausschließlich in digitaler Form zu gestalten, wird exemplarisch an einer digitalen Blockveranstaltung zur „Nachhaltigen Berufsbildungsforschung“ an der Leuphana Universität Lüneburg skizziert und insbesondere unter dem Aspekt der Bedürfnisorientierung kritisch reflektiert. N2 - Crises are seen not only as challenges, but also as opportunities for change or innovation. The corona pandemic has banished teaching at Germany`s universities into the digital world. Socio-economic education is affected by this digitalization just like any other university education. What it means to design teaching exclusively in digital form is shown in an exemplary mannerby outlining a digital block event on sustainable vocational training research at the Leuphana University of Lüneburg and critically reflected in particular under the aspect of needs orientation. KW - nachhaltige Berufsbildung KW - Bedürfnisse KW - digitale Lehre KW - sustainable vocational education KW - needs KW - digital teaching Y1 - 2022 SN - 978-3-658-37779-3 SN - 978-3-658-37780-9 U6 - https://doi.org/10.1007/978-3-658-37780-9_11 SP - 173 EP - 188 PB - Springer VS CY - Wiesbaden ER - TY - JOUR A1 - Freitag-Hild, Britta T1 - Child-friendly cities and communities BT - eine Zukunftswerkstatt im Rahmen eines virtuellen Austauschprojekts in Klasse 7/8 JF - Bildung für nachhaltige Entwicklung im Englischunterricht. Grundlagen und Unterrichtsbeispiele KW - Englischunterricht KW - Virtuelles Austauschprojekt KW - Zukunftswerkstatt KW - Bildung für nachhaltige Entwicklung Y1 - 2022 SN - 978-3-7727-1660-7 SP - 185 EP - 193 PB - Klett Kallmeyer CY - Hannover ER - TY - JOUR A1 - Freitag-Hild, Britta T1 - Ethnografisches Lernen, symbolische Kompetenz und critical literacy BT - re-framing visual representations of people seeking refuge JF - unterricht_kultur_theorie: Kulturelles Lernen im Fremdsprachenunterricht gemeinsam anders denken N2 - Welche Rolle spielt Kultur im Fremdsprachenunterricht, welcher Kulturbegriff eignet sich für die Kulturdidaktik und welche Zielsetzungen werden mit Blick auf kulturelle Lernprozesse verfolgt? Die Antworten der Fremdsprachendidaktik auf diese Fragen haben sich nicht nur in der Vergangenheit immer wieder verändert, sondern sind auch mit Blick auf die gegenwärtige Diskussion äußerst vielfältig. KW - ethnografisches Lernen KW - symbolische Kompetenz KW - critical literacy KW - Englischunterricht KW - kulturelles Lernen Y1 - 2022 SN - 978-3-662-63781-4 SN - 978-3-662-63782-1 U6 - https://doi.org/10.1007/978-3-662-63782-1_18 SP - 299 EP - 315 PB - J.B. Metzler CY - Berlin ER - TY - JOUR A1 - Freitag-Hild, Britta T1 - Young Adult Literature and critical literacy BT - politische Bildung im fremdsprachlichen Literaturunterricht JF - Fremdsprachen lehren und lernen KW - Young Adult Literature KW - Englischunterricht KW - critical literacy Y1 - 2022 SN - 0932-6936 VL - 51 IS - 1 SP - 107 EP - 120 PB - Narr CY - Tübingen ER - TY - JOUR A1 - Freitag-Hild, Britta A1 - Delius, Katharina T1 - Neue Mündlichkeiten BT - digital vermitteltes und inszeniertes Sprechen fördern JF - Der fremdsprachliche Unterricht Englisch KW - Mündlichkeit KW - Englischunterricht KW - Genre learning KW - generisches Lernen Y1 - 2022 SN - 0945-1250 VL - 56 IS - 172 SP - 2 EP - 7 PB - Friedrich Verlag GmbH CY - Hannover ER - TY - JOUR A1 - Freitag-Hild, Britta A1 - Delius, Katharina T1 - Freies Sprechen vor der Kamera unterstützen JF - Der fremdsprachliche Unterricht Englisch KW - Englischunterricht KW - Sprechen KW - Mündlichkeit Y1 - 2022 SN - 0945-1250 VL - 56 IS - 172 SP - 8 EP - 9 PB - Friedrich-Verlag CY - Hannover ER - TY - JOUR A1 - Kühl, Tim A1 - Wohninsland, Patrizia T1 - Learning with the interactive whiteboard in the classroom BT - its impact on vocabulary acquisition, motivation and the role of foreign language anxiety JF - Education and information technologies : the official journal of the IFIP Technical Committee on Education N2 - When used in a sensible way, Interactive Whiteboards (IWB) are supposed to motivate and engage students in learning in the classroom. Thereby, they might also stimulate students who are usually more restrained, such as more anxious students. However, the body of research on the impact of IWB lessons is rather small. The present study investigated whether a 45-minute lesson with the IWB compared to a conceptual identical 45-minute lesson without the IWB would support learning and motivation within the subject English as a foreign language for German students. Moreover, the study examined whether the 45-minute lesson with the IWB compared to the 45-minute lesson without the IWB would be better able to counteract the detrimental effects of foreign language classroom anxiety (FLCA). One hundred and two eighth graders from two secondary schools in Germany took part in this study and were either taught with the IWB (condition IWB; n = 53) or without the IWB (condition No-IWB; n = 50). Results showed that students in the IWB condition stated to be higher motivated and performed better in a vocabulary test than their counterparts in the No-IWB condition. FLCA was negatively correlated with performance in the vocabulary test. Other than expected, learning with the IWB did not compensate the detrimental effect of FLCA, meaning that learning with the IWB was more beneficial than learning without the IWB irrespective of a student's FLCA. Implications of the study will be discussed. KW - interactive whiteboard KW - foreign language anxiety KW - vocabulary KW - acquisition KW - motivation KW - English as a foreign language Y1 - 2022 U6 - https://doi.org/10.1007/s10639-022-11004-9 SN - 1360-2357 SN - 1573-7608 VL - 27 IS - 7 SP - 10387 EP - 10404 PB - Springer CY - Dordrecht [u.a.] ER - TY - JOUR A1 - Juchler, Ingo T1 - Rezension zu: Massing, Peter: Politische Bildung in der Bundesrepublik Deutschland : Grundlagen - Kontroversen - Perspektiven. - Frankfurt am Main : Wochenschau Verlag, 2021. - 141 S. - ISBN: 978-3-8252-5720-0 JF - Zeitschrift für Didaktik der Gesellschaftswissenschaften Y1 - 2022 SN - 2191-0766 SN - 2749-487X VL - 13 IS - 2 SP - 146 EP - 148 PB - Wochenschau Verlag CY - Frankfurt am Main ER - TY - JOUR A1 - Mientus, Lukas A1 - Hume, Anne A1 - Wulff, Peter A1 - Meiners, Antoinette A1 - Borowski, Andreas T1 - Modelling STEM teachers’ pedagogical content knowledge in the framework of the refined consensus model BT - A systematic literature review JF - Education Sciences : open access journal N2 - Science education researchers have developed a refined understanding of the structure of science teachers’ pedagogical content knowledge (PCK), but how to develop applicable and situation-adequate PCK remains largely unclear. A potential problem lies in the diverse conceptualisations of the PCK used in PCK research. This study sought to systematize existing science education research on PCK through the lens of the recently proposed refined consensus model (RCM) of PCK. In this review, the studies’ approaches to investigating PCK and selected findings were characterised and synthesised as an overview comparing research before and after the publication of the RCM. We found that the studies largely employed a qualitative case-study methodology that included specific PCK models and tools. However, in recent years, the studies focused increasingly on quantitative aspects. Furthermore, results of the reviewed studies can mostly be integrated into the RCM. We argue that the RCM can function as a meaningful theoretical lens for conceptualizing links between teaching practice and PCK development by proposing pedagogical reasoning as a mechanism and/or explanation for PCK development in the context of teaching practice. KW - pedagogical content knowledge (PCK) KW - refined consensus model (RCM) KW - pedagogical reasoning KW - teaching practice KW - science teaching KW - literature review Y1 - 2022 U6 - https://doi.org/10.3390/educsci12060385 SN - 2227-7102 VL - 12 SP - 1 EP - 25 PB - MDPI CY - Basel, Schweiz ET - 6 ER - TY - JOUR A1 - Juang, Linda P. A1 - Schwarzenthal, Miriam A1 - Aral, Tuğçe A1 - Pevec-Zimmer, Sharleen T1 - Youth experiences of racism and family ethnic-racial socialization in Germany BT - What we (don't) know JF - Infant and child development : an international journal of research N2 - In 1988 the youth-led movement "Schools without racism, schools with courage" was established in Belgium and quickly spread throughout Europe. German schools adopted this movement in 1995. Decades later, racism is not yet a strong developmental science research topic for studies of youth in Germany and Europe. In this commentary we argue that it should be. With increasing hate crimes and harassment, there is also a need to understand how families are socializing young people to be prepared for, cope with, resist, and disrupt racism. This type of ethnic-racial socialization affects important developmental processes-adolescent ethnic-racial identity development and intergroup and institutional understanding and relations-and requires a more prominent place of study in a migration-diverse Germany. Studying these issues in this particular sociohistorical context will also contribute to a more context-specific understanding of youth experiences of racism. KW - adolescence KW - family ethnic-racial socialization KW - Germany KW - racism Y1 - 2022 U6 - https://doi.org/10.1002/icd.2301 SN - 1522-7219 VL - 31 IS - 1 PB - Wiley CY - New York ER - TY - JOUR A1 - Neuendorf, Claudia A1 - Jansen, Matte A1 - Kuhl, Poldi A1 - Vock, Miriam T1 - Wer ist leistungsstark? BT - Operationalisierung von Leistungsstärke in der empirischen Bildungsforschung seit dem Jahr 2000 BT - Operationalisation of high achievement in empirical educational research since the year 2000 JF - Zeitschrift für pädagogische Psychologie. N2 - Who is a high achiever? Operationalisation of high achievement in empirical educational research since the year 2000 Abstract. In recent years, high-achieving students have received increased attention by researchers, policymakers and practitioners. However, the question of what exactly constitutes high academic achievement is not yet agreed upon by the research community. This paper provides a systematic review of how researchers studying high-achieving students since 2000 have operationalized high academic achievement in their research. In particular, we examined which performance indicators were used, whether achievement was conceived of as subject-specific or general, and which cut-off values and comparison standards were applied. The systematic database search yielded N = 309 articles, n = 55 of which were finally included in the analysis. The present study observed a diversity in the operationalization of performance. The most commonly used indicators of performance were grades and test scores, with cross-domain and subject-specific definitions both being common. Some of the studies' cut-off values were difficult to compare, but in instances where a population norm could be derived, the median proportion of high achievers was 10 percent. The study discusses that constraints on generalizability and comparability between different studies on high achievers can arise due to methodological differences. This paper concludes with recommendations for the operationalization of high achievement. N2 - Leistungsstarke Kinder und Jugendliche sind in den letzten Jahren zunehmend in den Fokus der Bildungspolitik und der Bildungsforschung gerückt. Allerdings gibt es in der Forschung bislang kein geteiltes Verständnis darüber, was genau unter akademischer Leistungsstärke zu verstehen ist. Die vorliegende Arbeit gibt einen systematischen Überblick darüber, wie Forschende, die seit dem Jahr 2000 die Gruppe der leistungsstarken Schülerinnen und Schüler erforschten, Leistungsstärke in ihren Studien operationalisiert haben. Dabei wurde insbesondere untersucht, welche Leistungsindikatoren genutzt wurden, ob ein spezifischer Fachbezug hergestellt wurde und welche Cut-off-Werte und Vergleichsmaßstäbe angelegt wurden. Die systematische Datenbanksuche lieferte insgesamt N = 309 Artikel, von denen n = 55 die Einschlusskriterien erfüllten. Die Ergebnisse zeigen, dass eine große Vielfalt in der Operationalisierung von Leistungsstärke vorliegt. Die meistgenutzten Leistungsindikatoren waren Noten und Testwerte, wobei fächerübergreifende und fachspezifische Definitionen beide häufig waren. Die Cut-off-Werte der Studien waren zum Teil schwierig vergleichbar, aber dort, wo ein Populationsbezug hergestellt werden konnte, lag der Median des Populationsanteils Leistungsstarker bei 10 Prozent. Die Studie diskutiert methodische und inhaltliche Rahmenbedingungen, welche sich auf die Operationalisierung von Leistungsstärke und ihre Vergleichbarkeit über Studien hinweg auswirken. Die vorliegende Arbeit schließt mit Empfehlungen zur Operationalisierung von Leistungsstärke. T2 - Who is a high achiever? KW - high-achieving students KW - operationalization KW - definition KW - review KW - giftedness KW - leistungsstarke Schüler_innen KW - Hochbegabung Y1 - 2022 U6 - https://doi.org/10.1024/1010-0652/a000343 SN - 1010-0652 SN - 1664-2910 VL - 37 SP - 1 EP - 19 PB - Hogrefe CY - Bern ER - TY - JOUR A1 - Amann, Erwin A1 - Rzepka, Sylvi T1 - The effect of goal-setting prompts in a blended learning environment BT - evidence from a field experiment JF - Economics of education review N2 - Previous literature has shown that task-based goal-setting and distributed learning is beneficial to university-level course performance. We investigate the effects of making these insights salient to students by sending out goal-setting prompts in a blended learning environment with bi-weekly quizzes. The randomized field experiment in a large mandatory economics course shows promising results: the treated students outperform the control group. They are 18.8% (0.20 SD) more likely to pass the exam and earn 6.7% (0.19 SD) more points on the exam. While we cannot causally disentangle the effects of goal-setting from the prompt sent, we observe that treated students use the online learning platform earlier in the semester and attempt more online exercises compared to the control group. The heterogeneity analysis suggests that higher treatment effects are associated with low performance at the beginning of the course. Y1 - 2022 U6 - https://doi.org/10.1016/j.econedurev.2022.102331 SN - 0272-7757 VL - 92 PB - Elsevier Science CY - Amsterdam ER - TY - BOOK A1 - Gänz, Victoria A1 - Hinz, Carsten A1 - Huhn, Nicola A1 - Klitsch, Constantin A1 - Löffler, Robert A1 - Meis, Robin A1 - Penning, Isabelle A1 - Richter, Christin A1 - Schellen, Ricarda A1 - Schrödter, Ayla A1 - Schulz, Oliver A1 - Simon, Veronika A1 - Trojecka, Anetta A1 - Verwohlt, Peter A1 - Vogler, Christin A1 - Vogt, Birgit T1 - #Gesellschaftslehre 7/8 BT - Gesellschaftslehre für die Gesamtschule und Sekundarschule Y1 - 2022 SN - 978-3-661-70052-6 VL - [Schülerband] PB - C.C. Buchner CY - Bamberg ER - TY - BOOK A1 - Kirchner, Vera A1 - Deeken, Johannes A1 - Hinz, Carsten A1 - Klitsch, Constantin A1 - Löffler, Robert A1 - Penning, Isabelle A1 - Richter, Christin A1 - Schäfer, David T1 - Differenzierungsheft BT - Materialien für einen differenzierenden und sprachsensiblen Unterricht T3 - #Wirtschaft Band 7/8 - Nordrhein-Westfalen Y1 - 2022 SN - 978-3-66182-249-5 PB - Buchner CY - Bamberg ER - TY - JOUR A1 - Vietze, Jana A1 - Schwarzenthal, Miriam A1 - Moffitt, Ursula A1 - Civitillo, Sauro T1 - Beyond 'migrant background': how to select relevant, social justice oriented, and feasible social categories in educational research JF - European journal of psychology of education N2 - Across continental Europe, educational research samples are often divided by 'migrant background', a binary variable criticized for masking participant heterogeneity and reinforcing exclusionary norms of belonging. This study endorses more meaningful, representative, and precise research by offering four guiding questions for selecting relevant, social justice oriented, and feasible social categories for collecting and analysing data in psychological and educational research. Using a preregistered empirical example, we first compare selected social categories ('migrant background', family heritage, religion, citizenship, cultural identification, and generation status) in their potential to reveal participant heterogeneity. Second, we investigate differences in means and relations between variables (discrimination experiences, perceived societal Islamophobia, and national identity) and academic motivation among 1335 adolescents in Germany (48% female, M-age = 14.69). Regression analyses and multigroup SEM revealed differential experiences with and implications of discrimination for academic motivation. Results highlight the need for a deliberate, transparent use of social categories to make discrimination visible and centre participants' subjective experiences. KW - migrant background KW - labels KW - social categories KW - discrimination KW - academic KW - motivation KW - national identity Y1 - 2022 U6 - https://doi.org/10.1007/s10212-022-00611-2 SN - 0256-2928 SN - 1878-5174 VL - 38 IS - 1 SP - 389 EP - 408 PB - Springer CY - New York ER - TY - JOUR A1 - Dannemann, Udo T1 - Krisenvorstellungen BT - Einschätzungen und Überzeugungen von Lehrer/-innen zu den Herausforderungen unserer Gesellschaft JF - Zeitschrift für Didaktik der Gesellschaftswissenschaften N2 - Der Beitrag stellt zentrale Ergebnisse der qualitativen Untersuchung zum Thema „Gesellschaftliche Herausforderungen im sozialen und im schulischen Raum“ dar. Dabei wird zunächst nur der erste Teil und damit das Erfahrungswissen im sozialen Raum beleuchtet. Neben einer kurzen Darstellung des theoretischen und methodischen Zugangs werden unterschiedliche Krisenverständnisse von Lehrer/-innen herausgestellt und auf sozialwissenschaftliche Erkenntnisse zurückgeführt. Der Rekurs auf die Krise(n) wird als Zugang genutzt, um gesellschaftliche He-rausforderungen zu identifizieren und Einschätzungen zu explizieren. In einem zweiten Schritt werden zwei Typen präsentiert, durch die exemplarisch konträre Vorstellungen zu unterschiedlichen gesellschaftlichen Herausforderungen und Krisen herausgestellt werden können. Durch die zwei Typen „progressive“ und „konservative Kritiker/-innen“ kann ein Spannungsfeld aufgemacht werden, auf dem die untersuchten Fälle verortet werden. Ziel ist es, Erfahrungswissen und die gesellschaftlichen Sichtweisen wie auch politischen Überzeugungen sichtbar und vergleichbar werden zu lassen. Diese bilden die Grundlage, um anschließend zu untersuchen, wie sich Vorstellungen und Überzeugungen auch im schulischen Raum wiederfinden lassen. Ein erster Einblick wird am Ende des Beitrags durch die Darstellung eines exemplarischen Falls gewährt. KW - Krise KW - Gesellschaftswissenschaften KW - Didaktik KW - Didaktik der Gesellschaftswissenschaften KW - Sinnbildung Y1 - 2022 U6 - https://doi.org/10.46499/2079.2533 SN - 2191-0766 SN - 2749-487X VL - 13 IS - 2 SP - 77 EP - 98 PB - Wochenschau Verlag CY - Frankfurt, M. ER - TY - JOUR A1 - Gericke, Christian A1 - Soemer, Alexander A1 - Schiefele, Ulrich T1 - Benefits of Mind Wandering for Learning in School Through Its Positive Effects on Creativity JF - Frontiers in Education N2 - There is broad agreement among researchers to view mind wandering as an obstacle to learning because it draws attention away from learning tasks. Accordingly, empirical findings revealed negative correlations between the frequency of mind wandering during learning and various kinds of learning outcomes (e.g., text retention). However, a few studies have indicated positive effects of mind wandering on creativity in real-world learning environments. The present article reviews these studies and highlights potential benefits of mind wandering for learning mediated through creative processes. Furthermore, we propose various ways to promote useful mind wandering and, at the same time, minimize its negative impact on learning. KW - mind wandering KW - creativity KW - divergent thinking KW - incubation effect KW - school learning KW - creative problem solving Y1 - 2022 U6 - https://doi.org/10.3389/feduc.2022.774731 SN - 2504-284X VL - 7 PB - Frontiers Media SA CY - Lausanne, Schweiz ER - TY - JOUR A1 - Wulff, Peter A1 - Buschhüter, David A1 - Westphal, Andrea A1 - Mientus, Lukas A1 - Nowak, Anna A1 - Borowski, Andreas T1 - Bridging the gap between qualitative and quantitative assessment in science education research with machine learning BT - a case for pretrained language models-based clustering JF - Journal of science education and technology N2 - Science education researchers typically face a trade-off between more quantitatively oriented confirmatory testing of hypotheses, or more qualitatively oriented exploration of novel hypotheses. More recently, open-ended, constructed response items were used to combine both approaches and advance assessment of complex science-related skills and competencies. For example, research in assessing science teachers' noticing and attention to classroom events benefitted from more open-ended response formats because teachers can present their own accounts. Then, open-ended responses are typically analyzed with some form of content analysis. However, language is noisy, ambiguous, and unsegmented and thus open-ended, constructed responses are complex to analyze. Uncovering patterns in these responses would benefit from more principled and systematic analysis tools. Consequently, computer-based methods with the help of machine learning and natural language processing were argued to be promising means to enhance assessment of noticing skills with constructed response formats. In particular, pretrained language models recently advanced the study of linguistic phenomena and thus could well advance assessment of complex constructs through constructed response items. This study examines potentials and challenges of a pretrained language model-based clustering approach to assess preservice physics teachers' attention to classroom events as elicited through open-ended written descriptions. It was examined to what extent the clustering approach could identify meaningful patterns in the constructed responses, and in what ways textual organization of the responses could be analyzed with the clusters. Preservice physics teachers (N = 75) were instructed to describe a standardized, video-recorded teaching situation in physics. The clustering approach was used to group related sentences. Results indicate that the pretrained language model-based clustering approach yields well-interpretable, specific, and robust clusters, which could be mapped to physics-specific and more general contents. Furthermore, the clusters facilitate advanced analysis of the textual organization of the constructed responses. Hence, we argue that machine learning and natural language processing provide science education researchers means to combine exploratory capabilities of qualitative research methods with the systematicity of quantitative methods. KW - Attention to classroom events KW - Noticing KW - NLP KW - ML Y1 - 2022 U6 - https://doi.org/10.1007/s10956-022-09969-w SN - 1059-0145 SN - 1573-1839 VL - 31 IS - 4 SP - 490 EP - 513 PB - Springer CY - Dordrecht ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Schiepe-Tiska, Anja T1 - Heterogeneity of motivational characteristics in classroom JF - Zeitschrift für Erziehungswissenschaft N2 - An effective handling of heterogeneous groups in classrooms is one of the main challenges that teachers face when planning their instruction. However, including means of adaptive teaching in classrooms also yields the chance to re-conceptualize classroom instruction. Researchers and practitioners often discuss the question of how different ability levels can be considered adequately in teaching and learning. Because motivation is a central source of competence development and self-regulated learning, the current article discusses how teaching can adapt to learners' different motivational states and traits. In a first step, we review theoretical and empirical perspectives on intra- and interindividual motivational differences in students and their relations to other dimensions of classroom heterogeneity such as gender, ethnic background, and socio-economic status. Against this background, we discuss how instruction can adapt effectively to learners' different motivational needs. We introduce a model of adaptive teaching that refers to students' intra- and interindividual motivational differences and derive conclusions for teacher education and instructional practice. N2 - Der angemessene Umgang mit Heterogenität gilt als eine der zentralen Herausforderungen aber auch als eine bedeutsame Chance für Schule und Unterricht. Dabei wird häufig die Frage diskutiert, wie Unterricht adaptiv das Leistungsniveau von Lernenden berücksichtigen kann. Im vorliegenden Beitrag gehen wir der Frage nach, wie Unterrichtsgestaltung die unterschiedlichen motivationalen Lernvoraussetzungen von Schülerinnen und Schülern und ihr unterschiedliches motivationales Erleben von Lernsituationen angemessen aufgreifen kann. Dabei werden zunächst theoretische und empirische Perspektiven auf motivationale Heterogenität und ihr Zusammenwirken mit geschlechtsbezogenen, sprachlichen oder sozialen Heterogenitätsdimensionen diskutiert. Anschließend befassen wir uns mit der Frage, wie und unter welchen Bedingungen Unterricht adaptiv unterschiedliche motivationale Lernvoraussetzungen aufgreifen kann und schlagen ein Prozessmodell motivational adaptiver Unterrichtsgestaltung vor, aus dem auch praktische Implikationen für Lehrkräftebildung und Unterrichtspraxis abgeleitet werden. KW - Motivation KW - Heterogenous groups KW - Adaptive teaching KW - Teachers KW - Heterogenität KW - Adaptives Unterrichten KW - Lehrkräfte Y1 - 2022 U6 - https://doi.org/10.1007/s11618-022-01082-3 SN - 1434-663X SN - 1862-5215 VL - 25 IS - 2 SP - 249 EP - 267 PB - Springer CY - Wiesbaden ER - TY - THES A1 - Jung, Jana T1 - Does youth matter? BT - partnership trajectories across the life course: influences and consequences N2 - This dissertation is a compilation of publications and submitted publication manuscripts that seek to improve the understanding of modern partnership trajectories. Romantic relationships constitute one of the most important dimensions in a person’s life. They serve to satisfy social and emotional needs (Arránz Becker, 2008) and have an impact on various other dimensions of life. Since the 1970s, partnership formation has been characterized by increased heterogeneity, has become less ordered and much more diverse in terms of living arrangements and the number of unions across the life course (Helske et al, 2015; Ross et al, 2009). This dissertation argues that while partnerships have become more unstable, the need for attachment and the importance of relationship have remained high, if not increased, as evidenced by the prevalence of couple relationships that have remained quite stable (Eckhardt, 2015). The life course perspective (Elder, 1994; Elder et al., 2004; Mayer, 2009) offers an appropriate framework for the understanding of partnership formations throughout the life course. This perspective stresses the path dependency of the life course as well as the interdependencies of life domains (Bernardi et al., 2019). Thus, it can be argued that conditions, resources, and experiences in youth have a substantial influence on later life course outcomes. Given the increasing heterogeneity of partnership trajectories, research to understand partnership processes cannot be based only on single events (e.g., marriage or divorce) or life stages, but must be explored in a dynamic context and over a longer period of time. In sum, this thesis argues that partnership trajectories have to be considered from a holistic perspective. Not only single transitions or events are useful to describe modern partnership histories adequately, but rather the whole process. Additionally, as partnership trajectories are linked to various outcomes (e.g., economics, health, effects on children), it is therefore highly relevant to improve our understanding of partnership dynamics and their determinants and consequences. Findings in this field of research contribute to a better understanding of how childhood and youth are of prospective importance for the later partnership trajectories and whether there are any long-term effects of the conditions and resources formed and stabilized in youth, which then help to understand and explain partnership dynamics. Thus, the interest of this thesis lies in the longitudinal description and prediction of the dynamics of partnership trajectories in light of the individual resources formed and stabilized in youth, as well as in the investigation of the consequences of different partnership trajectory patterns on individual well-being. For these objectives, a high demand on the data is required, as prospective data at the beginning of the partnership biography are needed, as well as data on current life dimensions and the detailed partnership history. The German LifE Study provides this particular data structure as it examines life courses of more than 1,300 individuals from adolescence to middle adulthood. With regard to the overall aim of this dissertation, the main conclusion is that early life conditions, experiences, and resources influence the dynamics of individual partnership trajectories. The results illustrate that youth matters and that characteristics and resources anchored in youth influence the timing of early status passages, which sets individuals on specific life paths. However, in addition to personal and social resources, partnership trajectories were also significantly influenced by individuals’ sociodemographic placement. Additionally, individual resources are also linked to the overall turbulence or stability of partnership trajectories. This overall dynamic, which is reflected in different partnership patterns, influences individual well-being, with stability being associated with greater satisfaction, and instability (women), or permanent singlehood (men), having a negative impact on well-being. My analyses contribute to life course research by examining path dependency against the background of various individual factors (socio-structural and psychological characteristics) to model decision-making processes in partnerships in more detail. They do so by including also non-cohabitational union types in the analyses, by accounting for pre-trajectory life conditions and resources, and, most importantly, by modeling the partnership trajectory in a holistic and dynamic perspective, applying this perspective to appropriate and modern statistical methods on a unique dataset. KW - partnership trajectories KW - life course KW - youth KW - sequence analysis KW - turbulence index Y1 - 2022 ER - TY - JOUR A1 - Serth, Sebastian A1 - Staubitz, Thomas A1 - van Elten, Martin A1 - Meinel, Christoph ED - Gamage, Dilrukshi T1 - Measuring the effects of course modularizations in online courses for life-long learners JF - Frontiers in Education N2 - Many participants in Massive Open Online Courses are full-time employees seeking greater flexibility in their time commitment and the available learning paths. We recently addressed these requirements by splitting up our 6-week courses into three 2-week modules followed by a separate exam. Modularizing courses offers many advantages: Shorter modules are more sustainable and can be combined, reused, and incorporated into learning paths more easily. Time flexibility for learners is also improved as exams can now be offered multiple times per year, while the learning content is available independently. In this article, we answer the question of which impact this modularization has on key learning metrics, such as course completion rates, learning success, and no-show rates. Furthermore, we investigate the influence of longer breaks between modules on these metrics. According to our analysis, course modules facilitate more selective learning behaviors that encourage learners to focus on topics they are the most interested in. At the same time, participation in overarching exams across all modules seems to be less appealing compared to an integrated exam of a 6-week course. While breaks between the modules increase the distinctive appearance of individual modules, a break before the final exam further reduces initial interest in the exams. We further reveal that participation in self-paced courses as a preparation for the final exam is unlikely to attract new learners to the course offerings, even though learners' performance is comparable to instructor-paced courses. The results of our long-term study on course modularization provide a solid foundation for future research and enable educators to make informed decisions about the design of their courses. KW - Massive Open Online Course (MOOC) KW - course design KW - modularization KW - learning path KW - flexibility KW - e-learning KW - assignments KW - self-paced learning Y1 - 2022 U6 - https://doi.org/10.3389/feduc.2022.1008545 SN - 2504-284X VL - 7 PB - Frontiers CY - Lausanne, Schweiz ER - TY - JOUR A1 - Dominique, Last A1 - Fuhrmann, Michaela A1 - Gödel, Corinna A1 - Klages, Benjamin A1 - Klinnert, Anne A1 - Wagner, Nelli T1 - Tätigkeitsorientierung in Lehre und Studium – Perspektiven und Implementation JF - Handbuch Qualität in Studium, Lehre und Forschung N2 - Tätigkeitsorientierung als Maßgabe und Element der Gestaltung von Lehre und Studium ist mehr als die Integration eines Praktikums in das Curriculum. Die Diskussionen an den Hochschulen darum haben in den vergangenen Jahren an Komplexität gewonnen, insbesondere veranlasst durch den Fokus auf „Employability“ im Rahmen des Bologna-Prozesses. So wird mittlerweile verstärkt theorie- und evidenzbasiert auf die verschiedenen Perspektiven des Begriffs eingegangen, was sich auch in den Strategien der Hochschulen wiederfindet. Entsprechend wird in diesem Beitrag zunächst eine Einordnung der Tätigkeitsorientierung in den größeren hochschulpolitischen Rahmen sowie in die Konstrukte studienerfolgsfördernder Faktoren vorgenommen, bevor in einem zweiten Schritt auf die Notwendigkeit und Möglichkeiten verwiesen wird, wie sich der Stand der jeweilig hochschulspezifischen Tätigkeitsorientierung erfassen lässt. Abschließend soll beispielgebend gezeigt werden, wie Studieninhalte ergänzende Beratungen von Studierenden zur Berufsorientierung ausgestaltet werden können. Damit wird das Thema der Tätigkeitsorientierung aus unterschiedlichen Handlungsfeldern in den Blick genommen, um dem Anspruch an ein multiperspektivisches Vorgehen bei der Leitbild-entwicklung Rechnung zu tragen. Y1 - 2022 UR - https://www.hqsl-bibliothek.de/de/handbuch/gliederung/#/Beitragsdetailansicht/435/3529/Taetigkeitsorientierung-in-Lehre-und-Studium-%25E2%2580%2593-Perspektiven-und-Implementation SN - 1614-0451 SN - 2751-1464 IS - 81 SP - 37 EP - 58 PB - DUZ Verlags- und Medienhaus GmbH CY - Berlin ER - TY - JOUR A1 - Ansmann, Moritz A1 - Seyfried, Markus T1 - Isomorphism and organizational performance BT - evidence from quality management in higher education JF - Quality assurance in education N2 - Purpose Quality management has become an integral part of management reforms in public sector organizations. Drawing on a new institutionalist perspective, this study aims to investigate the relation of management reforms and organizational performance in the context of higher education. Design/methodology/approach The authors analyse the interaction between isomorphic conformity in quality management adoption, organizational learning and quality improvement and, in so doing, address the central theoretical question of what effects isomorphic conformity has on organizational performance. Empirically, the study draws on survey data from quality managers at public higher education institutions in Germany. Methodically, it applies confirmatory factor analysis and structural equation modelling. Findings The results suggest that mimetic isomorphism is surprisingly compatible with processes of organizational learning, and thus, does not inevitably compromise organizational development. Originality/value By presenting these findings, the authors contribute to the controversial theoretical debate concerning the effects of isomorphism and to the ongoing discussion regarding the organizational impact of quality management in higher education. KW - Quality management KW - Quality assurance KW - Higher education KW - Structural KW - equation modelling KW - New institutionalism Y1 - 2021 U6 - https://doi.org/10.1108/QAE-07-2021-0114 SN - 0968-4883 SN - 1758-7662 VL - 30 IS - 1 SP - 135 EP - 149 PB - Emerald Group Publishing Limited CY - Bingley ER - TY - JOUR A1 - Wilbert, Jürgen A1 - Börnert-Ringleb, Moritz A1 - Lüke, Timo T1 - Statistical Power of Piecewise Regression Analyses of Single-Case Experimental Studies Addressing Behavior Problems JF - Frontiers in Education N2 - In intervention research, single-case experimental designs are an important way to gain insights into the causes of individual changes that yield high internal validity. They are commonly applied to examine the effectiveness of classroom-based interventions to reduce problem behavior in schools. At the same time, there is no consensus on good design characteristics of single-case experimental designs when dealing with behavioral problems in schools. Moreover, specific challenges arise concerning appropriate approaches to analyzing behavioral data. Our study addresses the interplay between the test power of piecewise regression analysis and important design specifications of single-case research designs. Here, we focus on the influence of the following specifications of single-case research designs: number of measurement times, the initial frequency of the behavior, intervention effect, and data trend. We conducted a Monte-Carlo study. First, simulated datasets were created with specific design conditions based on reviews of published single-case intervention studies. Following, data were analyzed using piecewise Poisson-regression models, and the influence of specific design specifications on the test power was investigated. Our results indicate that piecewise regressions have a high potential of adequately identifying the effects of interventions for single-case studies. At the same time, test power is strongly related to the specific design specifications of the single-case study: Few measurement times, especially in phase A, and low initial frequencies of the behavior make it impossible to detect even large intervention effects. Research designs with a high number of measurement times show robust power. The insights gained are highly relevant for researchers in the field, as decisions during the early stage of conceptualizing and planning single-case experimental design studies may impact the chance to identify an existing intervention effect during the research process correctly. KW - single-case design KW - single case analysis KW - Monte-Carlo simulation KW - behavior problems KW - special education KW - research design KW - single-case experimental design Y1 - 2022 U6 - https://doi.org/10.3389/feduc.2022.917944 SN - 2504-284X VL - 7 SP - 1 EP - 13 PB - Frontiers Media CY - Lausanne, Schweiz ER - TY - JOUR A1 - Tosch, Frank ED - Rochow-Museum und Akademie für Bildungsgeschichtliche Forschung e.V. an der Universität Potsdam, Reckahn, T1 - Das besondere Exponat. „Von Spielen und Vergnügungen“ BT - Kupfertafel VI zu J. B. Basedows Elementarwerk (1774) JF - Zeitschrift für Museum und Bildung - Spielzeit - Spielraum Y1 - 2022 SN - 978-3-643-99710-4 SN - 1613-561X IS - 92-93 SP - 139 EP - 150 PB - Lit-Verlag CY - Berlin ER - TY - JOUR A1 - Tetzlaff, Leonard A1 - Hartmann, Ulrike A1 - Dumont, Hanna A1 - Brod, Garvin T1 - Assessing individualized instruction in the classroom BT - comparing teacher, student, and observer perspectives JF - Learning and instruction : the journal of the European Association for Research on Learning and Instruction (EARLI) N2 - In this article, we address the measurement of individualized instruction in the context of regular classroom instruction. Our study assessed instructional practices geared towards individualization in German third grade reading lessons by combining self-report data from 621 students, from their teachers (n = 57), and live obser-vations. We then investigated the reliability of these different approaches to measuring individualization as well as the agreement between them. All three approaches yielded reliable indicators of individualized practices, but not all of them corresponded with each other. We found considerable agreement between students and observers, but neither agreed with teachers' self-reports. Upon closer examination, we found that students' ratings only correlated with teacher ratings that were provided close to the timepoint of interest. This correlation increased when teacher measures were corrected for response tendencies. We conclude with some recommendations for future studies that aim to measure individualized instruction in the classroom. KW - Individualization KW - Personalization KW - Differentiation KW - Adaptive teaching; KW - Individualized instruction KW - Instructional quality KW - Learning KW - environments KW - Live observations KW - Classroom research Y1 - 2022 U6 - https://doi.org/10.1016/j.learninstruc.2022.101655 SN - 0959-4752 SN - 1873-3263 VL - 82 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Li, Jianghong A1 - Bünning, Mareike A1 - Kaiser, Till A1 - Hipp, Lena T1 - Who suffered most? BT - parental stress and mental health during the COVID-19 pandemic in Germany JF - Journal of family research N2 - Objective: This study examines gender and socioeconomic inequalities in parental psychological wellbeing (parenting stress and psychological distress) during the COVID-19 pandemic in Germany. Background: The dramatic shift of childcare and schooling responsibility from formal institutions to private households during the pandemic has put families under enormous stress and raised concerns about caregivers' health and wellbeing. Despite the overwhelming media attention to families’ wellbeing, to date limited research has examined parenting stress and parental psychological distress during the COVID-19 pandemic, particularly in Germany. Method: We analyzed four waves of panel data (N= 1,771) from an opt-in online survey, which was conducted between March 2020 and April 2021. Multivariable OLS regressions were used to estimate variations in the pandemic's effects on parenting stress and psychological distress by various demographic and socioeconomic characteristics. Results: Overall, levels of parenting stress and psychological distress increased during the pandemic. During the first and third wave of the COVID-19 pandemic, mothers, parents with children younger than 11 years, parents with two or more children, parents working from home as well as parents with financial insecurity experienced higher parenting stress than other sociodemographic groups. Moreover, women, respondents with lower incomes, single parents, and parents with younger children experienced higher levels of psychological distress than other groups. Conclusion: Gender and socioeconomic inequalities in parents' psychological wellbeing increased among the study participants during the pandemic. KW - COVID-19 KW - parenting stress KW - gender inequality KW - mental health KW - psychological distress KW - Germany KW - children Y1 - 2022 U6 - https://doi.org/10.20377/jfr-704 SN - 2699-2337 VL - 34 IS - 1 SP - 281 EP - 309 PB - University of Bamberg Press CY - Bamberg ER - TY - THES A1 - Meyer, André T1 - Das berufliche Handeln schulischer Führungskräfte und dessen Beitrag für Prozesse der Schulentwicklung N2 - Schulleitungen nehmen eine zentrale Rolle bei der Weiterentwicklung der schulischen Qualität ein. Hierfür existieren Hinweise empirischer Untersuchungen, die Schulleitungen attestieren, dass ihr berufliches Handeln im direkten Zusammenhang mit Strukturen und Prozessen der schulischen Arbeit und mit Merkmalen auf Ebene der Lehrkräfte steht (z.B. Berufszufriedenheit, professionelle Weiterentwicklung; Kim & Lee, 2020; Liu, Keeley, Sui & Sang, 2021). Über diese Zusammenhänge steht das Führungshandeln von Schulleitungen in einer indirekten Beziehung mit der Qualität des Unterrichts sowie mit den Leistungen von Schüler*innen (z.B. Grissom, Egalite & Lindsay, 2021; Özdemir, Gün & Yirmibes, 2021; Pietsch, Lücken, Thonke, Klitsche & Musekamp, 2016). Im Rahmen der schulischen Entwicklung tragen Schulleitungen wesentlich dazu bei, die Entwicklungsbedarfe der Schule zu identifizieren, konkrete Zielstellungen zu definieren sowie entsprechende Maßnahmen zur Erreichung dieser Ziele zu planen, zu implementieren und zu evaluieren (vgl. Dalin, Rolff & Buchen, 1998). In all diese Prozesse können Schulleitungen weitere Mitglieder ihres Leitungsteams sowie Lehrkräfte involvieren und ihnen somit indirekt Führungsverantwortung übertragen (Heck & Hallinger, 2010). Auch aus normativer Perspektive nehmen Schulleitungen eine wichtige Funktion für die schulische Qualität ein. So verfügen sie neben Aufgaben der Administration und Verwaltung der Schule auch zunehmend über die Verantwortung, die schulische Qualität weiterzuentwickeln (Schratz, Wiesner, Kemethofer, George, Rauscher, Krenn & Huber, 2016). In Anbetracht der hohen Relevanz schulischen Führungshandelns für die Schulentwicklung, müssen Schulleitungen über die Kompetenzen zur Ausübung entsprechender Tätigkeiten verfügen. Diese können sie im Zuge einer vorbereitenden Ausbildung sowie durch Angebote der berufsbegleitenden Fort- und Weiterbildung erwerben. Die vorliegende Dissertation schließt an bestehende Forschungsarbeiten an und untersucht mithilfe von insgesamt vier Teilstudien, (1) über welche Aufgaben Schulleitungen hinsichtlich der Schulentwicklung verfügen, (2) wie ihr Handeln mit der Kooperation von Lehrkräften zusammenhängt, (3) wie sie die Zusammenarbeit von Lehrkräften im Rahmen der Schulentwicklung fördern können und (4) wie Schulleitungen auf Tätigkeiten der Schulentwicklung im Rahmen einer Fortbildung vorbereitet werden können. Insgesamt unterstreichen die vier Teilstudien in vielfältiger Weise die Relevanz von Schulleitungen und ihrem beruflichen Handeln für Strukturen und Prozesse der Schulentwicklung. Die Befunde können zeigen, inwiefern Schulleitungen über Aufgaben im Bereich der Schulentwicklung verfügen, wir ihr Handeln mit der Partizipation und Zusammenarbeit und von Lehrkräften im Rahmen der Schulentwicklung zusammenhängt und wie Schulleitungen auf Tätigkeiten der Schulentwicklung im Kontext von Fortbildungen vorbereitet werden können. Diesen Befunden sollte in Zukunft Rechnung getragen werden, indem Schulleitungen einerseits mehr Zeiten und Möglichkeiten für Tätigkeiten der Schulentwicklung eingeräumt werden. Anderseits betonen die Befunde die hohe Relevanz grundständig ausgebildeter Schulleitungen, um die Qualität der schulischen Arbeit längerfristig und eigenverantwortlich weiterentwickeln zu können. Dies sollte im Rahmen der Aus- und Fortbildung von Schulleitungen berücksichtigt werden. KW - Schulleitungen KW - Schulleitungshandeln KW - Schulentwicklung KW - Fortbildung KW - Evaluation Y1 - 2022 ER - TY - THES A1 - Mauermeister, Sylvi T1 - Eingeschrieben und geblieben? BT - Herkunftsgruppenspezifische Bedingungen des Studienverbleibs nach der Studieneingangsphase an Universitäten T2 - Hochschul- und Wissenschaftsforschung Halle-Wittenberg Y1 - 2022 SN - 978-3-8305-5175-1 SN - 2509-5676 SN - 2509-5684 PB - Berliner Wissenschafts-Verlag CY - Berlin ER - TY - JOUR A1 - Schwarzenthal, Miriam A1 - Schachner, Maja Katharina A1 - Juang, Linda P. T1 - Für ein besseres Miteinander BT - Chancen interkultureller Freundschaften und wie Schulen diese fördern können JF - Aufwachsen mit Anderen : Peerbeziehungen als Bildungsfaktor Y1 - 2022 SN - 978-3-17-036682-4 SN - 978-3-17-036680-0 SP - 176 EP - 189 PB - Kohlhammer CY - Stuttgart ER - TY - JOUR A1 - Wachs, Sebastian A1 - Gamez-Guadix, Manuel A1 - Wright, Michelle F. T1 - Online hate speech victimization and depressive symptoms among adolescents BT - the protective role of resilience JF - Cyberpsychology, behavior and social networking N2 - Online hate speech has become a widespread problem in the daily life of adolescents. Despite growing societal and academic interest in this online risk, not much is known about the relationship between online hate speech victimization (OHSV) and adolescents' mental well-being. In addition, potential factors influencing the magnitude of this relationship remain unclear. To address these gaps in the literature, this study investigated the relationship between OHSV and depressive symptoms and the buffering effects of resilience in this relationship. The sample consists of 1,632 adolescents (49.1% girls) between 12 and 18 years old (M-age = 13.83, SDage = 1.23), recruited from nine schools across Spain. Self-report questionnaires were administered to assess OHSV, depressive symptoms, and resilience. Regression analyses revealed that OHSV was positively linked to depressive symptoms. In addition, victims of online hate speech were less likely to report depressive symptoms when they reported average or high levels of resilience (i.e., social competence, personal competence, structured style, social resources, and family cohesion) compared with those with low levels of resilience. Our findings highlight the need for the development of intervention programs and the relevance of focusing on internal and external developmental assets to mitigate negative outcomes for victims of online hate speech. KW - hate speech KW - cyberhate KW - depression KW - resilience KW - adolescents Y1 - 2022 U6 - https://doi.org/10.1089/cyber.2022.0009 SN - 2152-2715 SN - 2152-2723 VL - 25 IS - 7 SP - 416 EP - 423 PB - Liebert CY - New Rochelle ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian A1 - Yanagida, Takuya A1 - Sevcikova, Anna A1 - Dedkova, Lenka A1 - Bayraktar, Fatih A1 - Aoyama, Ikuko A1 - Kamble, Shanmukh A1 - Macháčková, Hana A1 - Li, Zheng A1 - Soudi, Shruti A1 - Lei, Li A1 - Shu, Chang T1 - Coping with Public and Private Face-to-Face and Cyber Victimization among Adolescents in Six Countries BT - roles of Severity and Country JF - International journal of environmental research and public health N2 - This study investigated the role of medium (face-to-face, cyber) and publicity (public, private) in adolescents' perceptions of severity and coping strategies (i.e., avoidant, ignoring, helplessness, social support seeking, retaliation) for victimization, while accounting for gender and cultural values. There were 3432 adolescents (ages 11-15, 49% girls) in this study; they were from China, Cyprus, the Czech Republic, India, Japan, and the United States. Adolescents completed questionnaires on individualism and collectivism, and ratings of coping strategies and severity for public face-to-face victimization, private face-to-face victimization, public cyber victimization, and private cyber victimization. Findings revealed similarities in adolescents' coping strategies based on perceptions of severity, publicity, and medium for some coping strategies (i.e., social support seeking, retaliation) but differential associations for other coping strategies (i.e., avoidance, helplessness, ignoring). The results of this study are important for prevention and intervention efforts because they underscore the importance of teaching effective coping strategies to adolescents, and to consider how perceptions of severity, publicity, and medium might influence the implementation of these coping strategies. KW - coping KW - country KW - culture KW - victimization KW - severity KW - cyberbullying KW - bullying Y1 - 2022 U6 - https://doi.org/10.3390/ijerph192114405 SN - 1661-7827 SN - 1660-4601 VL - 19 IS - 21 PB - MDPI CY - Basel ER - TY - JOUR A1 - Milosevic, Tijana A1 - Bhroin, Niamh Ni A1 - Olafsson, Kjartan A1 - Staksrud, Elisabeth A1 - Wachs, Sebastian T1 - Time spent online and children's self-reported life satisfaction in Norway BT - the socio-ecological perspective JF - New media & society N2 - Despite public discourses highlighting the negative consequences of time spent online (TSO) for children's well-being, Norwegian children (aged 9-16 years) use the Internet more than other European children and score higher on self-reported life satisfaction (SRLS). To explore the possibility that TSO might contribute to high life satisfaction or other underlying explanatory factors, we investigate the relationship between TSO and SRLS in Norway while also accounting for how individual, family, school, and broader social circumstances influence this relationship. Countering prevailing discourses, we find a positive relationship between TSO and SRLS, which remains positive and significant even after a wider range of variables are accounted for. By explaining the circumstances under which TSO has a positive effect on SRLS, this article provides evidence of the complex role that digital technology plays in the lives of children. It also provides a critique of the often simplistic arguments found in public discourses around children's digital media use. KW - children and media KW - family KW - Internet use KW - Norway KW - self-reported life KW - satisfaction KW - well-being Y1 - 2022 U6 - https://doi.org/10.1177/14614448221082651 SN - 1461-4448 SN - 1461-7315 PB - Sage Publ. CY - London ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian T1 - Self-isolation and adolescents' friendship quality: moderation of technology use for friendship maintenance JF - Youth and Society N2 - The purpose of the present study was to investigate the moderating effect of technology use for friendship maintenance in the associations between self-isolation during the COVID-19 pandemic and friendship quality, measured 6 months later (Time 2). Participants were 1,567 seventh and eighth graders (51% female; 51% white; M-age = 13.47) from the United States. They completed questionnaires on friendship quality at Time 1, and self-isolation during COVID-19 and technology use for friendship maintenance and friendship quality at Time 2. The findings revealed that self-isolation during COVID-19 was related positively to technology use for friendship maintenance and negatively to Time 2 friendship quality. Higher technology use for friendship maintenance buffered against the negative impacts on friendship quality associated with self-isolation during COVID-19, while lower technology use had the opposite effects on Time 2 friendship quality. KW - technology KW - self-isolation KW - friendship KW - friendship quality Y1 - 2022 U6 - https://doi.org/10.1177/0044118X221080484 SN - 0044-118X SN - 1552-8499 VL - 55 IS - 4 SP - 673 EP - 685 PB - Sage Publications CY - Thousand Oaks ER - TY - JOUR A1 - Mathias, Brian A1 - Andrä, Christian A1 - Schwager, Anika A1 - Macedonia, Manuela A1 - von Kriegstein, Katharina T1 - Twelve- and fourteen-year-old school children differentially benefit from sensorimotor- and multisensory-enriched vocabulary training JF - Educational psychology review N2 - Both children and adults have been shown to benefit from the integration of multisensory and sensorimotor enrichment into pedagogy. For example, integrating pictures or gestures into foreign language (L2) vocabulary learning can improve learning outcomes relative to unisensory learning. However, whereas adults seem to benefit to a greater extent from sensorimotor enrichment such as the performance of gestures in contrast to multisensory enrichment with pictures, this is not the case in elementary school children. Here, we compared multisensory- and sensorimotor-enriched learning in an intermediate age group that falls between the age groups tested in previous studies (elementary school children and young adults), in an attempt to determine the developmental time point at which children's responses to enrichment mature from a child-like pattern into an adult-like pattern. Twelve-year-old and fourteen-year-old German children were trained over 5 consecutive days on auditorily presented, concrete and abstract, Spanish vocabulary. The vocabulary was learned under picture-enriched, gesture-enriched, and non-enriched (auditory-only) conditions. The children performed vocabulary recall and translation tests at 3 days, 2 months, and 6 months post-learning. Both picture and gesture enrichment interventions were found to benefit children's L2 learning relative to non-enriched learning up to 6 months post-training. Interestingly, gesture-enriched learning was even more beneficial than picture-enriched learning for the 14-year-olds, while the 12-year-olds benefitted equivalently from learning enriched with pictures and gestures. These findings provide evidence for opting to integrate gestures rather than pictures into L2 pedagogy starting at 14 years of age. KW - Multisensory learning KW - Sensorimotor learning KW - Gesture KW - Enrichment; KW - Vocabulary learning KW - Foreign language education Y1 - 2022 U6 - https://doi.org/10.1007/s10648-021-09648-z SN - 1040-726X SN - 1573-336X VL - 34 IS - 3 SP - 1739 EP - 1770 PB - Springer CY - New York ER - TY - JOUR A1 - Riese, Josef A1 - Vogelsang, Christoph A1 - Schröder, Jan A1 - Borowski, Andreas A1 - Kulgemeyer, Christoph A1 - Reinhold, Peter A1 - Schecker, Horst T1 - The development of lesson planning skills in the subject of physics T1 - Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik BT - What influence does professional knowledge have? BT - Welchen Einfluss hat Professionswissen? JF - Zeitschrift für Erziehungswissenschaft N2 - One main goal of university teacher education is the first acquisition of skills for theory-driven lesson planning. According to models of teachers' professional competence, it is assumed that the acquired professional knowledge represents an essential basis for the development of planning skills. Learning opportunities to apply this professional knowledge often occur in school internships, usually in advanced semesters of teacher education programs. It is also assumed that practical experience within lesson planning supports the formation of professional knowledge. However, the relationship between the extent of professional knowledge and the development of skills to plan a lesson lacks evidence. There is a particular challenge in measuring lesson planning skills both authentically and standardized. To evaluate the mentioned relationship, a longitudinal pre-post-study with prospective physics-teachers (N = 68 in the longitudinal section) was conducted at four German universities. Pre-service physics teachers' skills to plan a lesson were assessed with a standardized performance assessment at the beginning and at the end of a longterm-internship. This assessment consists of planning a physics lesson, conveying Newton's third Law, in a simulated and standardized way with limited time. In addition, content knowledge, pedagogical content knowledge and pedagogical knowledge has been assessed using standardized instruments. Furthermore, additional information about the internship and the amount of learning opportunities was collected at the end of the internship. During the internship, both lesson planning skills and all components of professional knowledge increased. Cross-Lagged-Panel-Analyses reveal that in particular pre-service teachers' pedagogical content knowledge as well as pedagogical knowledge at the beginning of the internship influences the development of lesson planning skills. N2 - Im Lehramtsstudium sollen Studierende grundlegende Fähigkeiten zur theoriegeleiteten Unterrichtsplanung erwerben. In Übereinstimmung mit Modellen zur professionellen Handlungskompetenz von Lehrkräften wird hierbei meist angenommen, dass das im Studienverlauf erworbene Professionswissen eine wesentliche Grundlage für den Aufbau von Fähigkeiten zur Unterrichtsplanung bildet. Lerngelegenheiten zur Anwendung dieses Professionswissens bieten vor allem schulpraktische Phasen im fortgeschrittenen Studienverlauf. Es wird aber ebenso angenommen, dass gerade Erfahrungen mit der Unterrichtsplanung den Aufbau von Professionswissen unterstützen. Der Zusammenhang zwischen dem Ausmaß des Professionswissens und der Entwicklung von Planungsfähigkeit ist bisher unzureichend empirisch geklärt. Eine besondere methodische Herausforderung besteht darin, Planungsfähigkeiten sowohl möglichst authentisch als auch auf standardisierte Weise zu erfassen. Zur Untersuchung des genannten Zusammenhangs wurde eine längsschnittliche Studie im Prä-Post-Design bei angehenden Physiklehrkräften (N = 68 im Längsschnitt) an vier Universitäten durchgeführt. Die Unterrichtsplanungsfähigkeit wurde mit Hilfe eines standardisierten Performanztests vor und nach dem Absolvieren eines Praxissemesters erfasst, indem als Standardsituation der Entwurf einer Unterrichtsstunde zum 3. Newton’schen Axiom unter definierten Zeitvorgaben im Praxissemester simuliert wurde. Zusätzlich wurden das fachliche, fachdidaktische und pädagogische Wissen der Studierenden mit Hilfe standardisierter Instrumente zu beiden Zeitpunkten erhoben, sowie die einschlägigen Lerngelegenheiten im Praxissemester über einen Fragebogen erfasst. Sowohl für Unterrichtsplanungsfähigkeit als auch für alle Wissensvariablen können Zuwächse im Praxissemester beobachtet werden. Cross-Lagged-Panel-Analysen zeigen, dass insbesondere die Ausprägung des fachdidaktischen und pädagogischen Wissens der Studierenden am Beginn des Praxissemesters die Entwicklung von Unterrichtsplanungsfähigkeit begünstigt. KW - teacher education KW - physics KW - lesson planning KW - performance assessment KW - professional knowledge KW - longitudinal study KW - Lehrerbildung KW - Physik KW - Unterrichtsplanung KW - Performanztest KW - Professionswissen KW - Längsschnittstudie Y1 - 2022 U6 - https://doi.org/10.1007/s11618-022-01112-0 SN - 1434-663X SN - 1862-5215 IS - 4 SP - 843 EP - 867 PB - Springer VS/Springer Fachmedien Wiesbaden GmbH CY - Wiesbaden ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian T1 - Problematic online gaming, subjective health complaints, and depression among adolescent gamers from the United States BT - the role of console-gaming aggression JF - Journal of children and media N2 - The purpose of this study was to examine the longitudinal relationship between problematic online gaming and subjective health complaints and depressive symptoms, and the moderation of console-gaming aggression (i.e. verbal aggression, camping, trolling) in this relationship. Participants were 202 adolescents (86% boys; M age = 12.99 years) in the 7(th) or 8(th) grade who played first-person shooter games. They completed questionnaires on problematic online gaming, console-gaming aggression, subjective health complaints, and depressive symptoms. Six months later (Time 2), they completed questionnaires on subjective health complaints and depressive symptoms again. Findings revealed that problematic online gaming and console-gaming aggression were positive predictors of Time 2 subjective health complaints and depressive symptoms, while controlling for Time 1 levels and gender. Moderating effects were found as well, indicating that high levels of console-gaming aggression increased the positive relationship between problematic online gaming and depressive symptoms. These effects were also replicated for verbal aggression, problematic online gaming, and subjective health complaints. These findings suggest the importance of considering the implications of console-gaming aggression and problematic online gaming for the physical and mental health of adolescents. IMPACT SUMMARY Prior State of Knowledge. Problematic online gaming and aggressive behaviors are linked to negative outcomes, including depression and subjective health complaints. Longitudinal research further supports this connection for depression, but not for subjective health complaints or various types of aggression via console games. Novel Contributions. Few studies have focused on various types of aggression and the longitudinal associations among problematic online gaming, depression, and subjective health complaints, while controlling for previous levels of depression and subjective health complaints. The present research addresses these gaps. Practical Implications. Findings of the present research has implications for clinicians and researchers concerned with identifying adolescents who might be at risk for negative outcomes. KW - Depression KW - subjective health complaints KW - problematic online gaming KW - first-person shooter games KW - aggression Y1 - 2022 U6 - https://doi.org/10.1080/17482798.2022.2036211 SN - 1748-2798 SN - 1748-2801 VL - 16 IS - 3 SP - 451 EP - 460 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Seemann-Herz, Lisanne A1 - Kansok-Dusche, Julia A1 - Dix, Alexandra A1 - Wachs, Sebastian A1 - Krause, Norman A1 - Ballaschk, Cindy A1 - Schulze-Reichelt, Friederike A1 - Bilz, Ludwig T1 - Schulbezogene Programme zum Umgang mit Hatespeech T1 - School-related programs to address hate speech BT - eine kriteriengeleitete Bestandsaufnahme BT - a criteria-based review JF - Zeitschrift für Bildungsforschung N2 - Der vorliegende Beitrag informiert über 14 deutschsprachige Programme zur Prävention und Intervention bei Hatespeech unter Kindern und Jugendlichen (Jahrgangsstufen 5–12). Inhalte und Durchführungsmodalitäten der Programme sowie Ergebnisse einer kriteriengeleiteten Qualitätseinschätzung anhand von fünf Kriterien werden im Hinblick auf deren Anwendung in der schulischen Praxis beschrieben und erörtert. Der Überblick über Schwerpunkte, Stärken und Entwicklungspotentiale schulbezogener Hatespeech-Programme ermöglicht Leser*innen eine informierte Entscheidung über den Einsatz der Programme in der Schule sowie in der offenen Kinder- und Jugendarbeit. N2 - This article provides information on 14 German-language programs for the prevention and intervention of hate speech among children and adolescents (grades 5–12). The contents and implementation modalities of the programs as well as the results of a criteria-based quality assessment of five criteria are described and discussed regarding to their application in school practice. The overview of focal points, strengths and development potentials of school-related hate speech programs enables readers to make an informed decision about the use of the programs in schools and in open child and youth work. KW - Hatespeech KW - Schule KW - Prävention KW - Intervention KW - Kindes- und Jugendalter KW - hate speech KW - school KW - prevention KW - intervention KW - childhood and adolescence Y1 - 2022 U6 - https://doi.org/10.1007/s35834-022-00348-4 SN - 2190-6890 SN - 2190-6904 VL - 12 IS - 3 SP - 597 EP - 614 PB - Springer VS CY - Wiesbaden ER - TY - JOUR A1 - Tiberius, Victor A1 - Weyland, Michael T1 - Entrepreneurship education or entrepreneurship education? BT - a bibliometric analysis JF - Journal of further and higher education N2 - Entrepreneurship education (EE) has attracted much scholarly attention, showing exponential growth in publication and citation numbers. The research field has become broad, complex, and fragmented, making it increasingly difficult to oversee. Our research goal is to organise and integrate the previous literature. To this end, we use bibliometric analyses, differing from prior analyses, which are outdated or have a different focus. Our results show an immense growth in publications and citations over the last decade and an almost equal involvement of business and educational research. We identify the most productive and influential journals and authors. Our co-citation analysis reveals two research clusters, one focusing on psychological constructs relating to EE, and the other on entrepreneurial behaviour and new venture creation. Based on a review of the 25 most-cited articles on an annual basis, we identify and quantify the most relevant research themes and integrate them into a research framework that we propose for future research. A major finding is that extant research centres around the outcomes of entrepreneurship education, whereas its pedagogy is still mainly a black box. KW - Bibliometric analysis KW - co-citation analysis KW - education; KW - entrepreneurship KW - entrepreneurship education KW - performance analysis Y1 - 2022 U6 - https://doi.org/10.1080/0309877X.2022.2100692 SN - 0309-877X SN - 1469-9486 VL - 47 IS - 1 SP - 134 EP - 149 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Brandenburger, Bonny T1 - A multidimensional and analytical perspective on Open Educational Practices in the 21st century JF - Frontiers in education N2 - Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices. KW - open education KW - Open Educational Practices KW - participation KW - focus group research KW - analytical framework for Participatory Educational Practices KW - teaching and learning process Y1 - 2022 U6 - https://doi.org/10.3389/feduc.2022.990675 SN - 2504-284X VL - 7 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Brunner, Martin A1 - Keller, Lena A1 - Stallasch, Sophie E. A1 - Kretschmann, Julia A1 - Hasl, Andrea A1 - Preckel, Franzis A1 - Luedtke, Oliver A1 - Hedges, Larry T1 - Meta-analyzing individual participant data from studies with complex survey designs BT - a tutorial on using the two-stage approach for data from educational large-scale assessments JF - Research synthesis methods N2 - Descriptive analyses of socially important or theoretically interesting phenomena and trends are a vital component of research in the behavioral, social, economic, and health sciences. Such analyses yield reliable results when using representative individual participant data (IPD) from studies with complex survey designs, including educational large-scale assessments (ELSAs) or social, health, and economic survey and panel studies. The meta-analytic integration of these results offers unique and novel research opportunities to provide strong empirical evidence of the consistency and generalizability of important phenomena and trends. Using ELSAs as an example, this tutorial offers methodological guidance on how to use the two-stage approach to IPD meta-analysis to account for the statistical challenges of complex survey designs (e.g., sampling weights, clustered and missing IPD), first, to conduct descriptive analyses (Stage 1), and second, to integrate results with three-level meta-analytic and meta-regression models to take into account dependencies among effect sizes (Stage 2). The two-stage approach is illustrated with IPD on reading achievement from the Programme for International Student Assessment (PISA). We demonstrate how to analyze and integrate standardized mean differences (e.g., gender differences), correlations (e.g., with students' socioeconomic status [SES]), and interactions between individual characteristics at the participant level (e.g., the interaction between gender and SES) across several PISA cycles. All the datafiles and R scripts we used are available online. Because complex social, health, or economic survey and panel studies share many methodological features with ELSAs, the guidance offered in this tutorial is also helpful for synthesizing research evidence from these studies. KW - complex survey designs KW - educational large-scale assessments KW - individual KW - participant data KW - meta-analysis KW - Programme for International Student KW - Assessment Y1 - 2022 U6 - https://doi.org/10.1002/jrsm.1584 SN - 1759-2879 SN - 1759-2887 VL - 14 IS - 1 SP - 5 EP - 35 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Tetzner, Julia A1 - Bondü, Rebecca A1 - Krahé, Barbara T1 - Family risk factors and buffering factors for child internalizing and externalizing problems JF - Journal of applied developmental psychology N2 - Detrimental effects of adverse family conditions for children's wellbeing are well-documented, but little is known about the impact of specific risk factors, or about potential protective factors that buffer the effects of family risk factors on negative development. We investigated the impact of five important family risk factors (e.g., parental conflict) on internalizing and externalizing problems and the potential buffering effects of peer acceptance and academic skills at two measurement points two years apart in 1195 7-to 10-year-olds (T1: M-Age = 8.54). Latent change models showed that increases in risk factors over the two years predicted increasing internalizing and externalizing problems. Parental conflict was the most impactful risk factor, although peer acceptance and academic skills showed some buffering effects. The results highlight the necessity of investigating cumulative and single risk factors, specifically interparental conflict, and emphasize the need to strengthen children's internal and social resources to buffer the effects of adverse family conditions. KW - psychological problems KW - family risk factors KW - protective factors KW - parental conflict KW - academic skills KW - peer acceptance Y1 - 2022 U6 - https://doi.org/10.1016/j.appdev.2022.101395 SN - 0193-3973 SN - 1873-7900 VL - 80 PB - Elsevier CY - New York ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian A1 - Huang, Zheng A1 - Kamble, Shanmukh V. A1 - Soudi, Shruti A1 - Bayraktar, Fatih A1 - Li, Zheng A1 - Lei, Li A1 - Shu, Chang T1 - Longitudinal associations among Machiavellianism, popularity goals, and adolescents' cyberbullying involvement BT - the role of gender JF - The journal of genetic psychology : research and theory on human development N2 - Drawing on the social-ecological perspective, this longitudinal study investigated the potential moderating effect of gender in the relationships among Machiavellianism, popularity goals, and cyberbullying involvement (i.e. victimization, perpetration) among adolescents from China, Cyprus, India, and the United States. There were 2,452 adolescents (M-age = 14.85; SD = .53; 13-16 years old; 49.1% girls) from China, Cyprus, India, and the United States included in this study. They completed surveys on Machiavellianism, popularity goals, and cyberbullying victimization and perpetration during the fall of 2014 (Time 1). One year later, during the fall of 2015, adolescents completed surveys on cyberbullying victimization and perpetration. Findings revealed that Machiavellianism and popularity goals were both associated positively with Time 2 cyberbullying victimization and perpetration for all adolescents. The associations between Machiavellianism and Time 2 cyberbullying perpetration and between popularity goals and Time 2 cyberbullying perpetration were stronger for Chinese and Indian boys than girls. Opposite patterns were found for popularity goals and Time 2 cyberbullying perpetration for adolescents from the United States. Gender did not moderate any of the associations for Cypriot adolescents or for Time 2 cyberbullying victimization. The social-ecological perspective provides a useful understanding of how various contexts influence bullying. KW - Machiavellianism KW - popularity goal KW - cyberbullying KW - culture KW - gender Y1 - 2022 U6 - https://doi.org/10.1080/00221325.2022.2095251 SN - 0022-1325 SN - 1940-0896 VL - 183 IS - 5 SP - 482 EP - 493 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Hong, Jun Sung A1 - Kim, Dong Ha A1 - Thornberg, Robert A1 - Wachs, Sebastian A1 - Wright, Michelle F. T1 - Racial discrimination to bullying behavior among White and Black adolescents in the USA: from parents' perspectives JF - International journal of environmental research and public health N2 - The present study proposes and tests pathways by which racial discrimination might be positively related to bullying victimization among Black and White adolescents. Data were derived from the 2016 National Survey of Children's Health, a national survey that provides data on children's physical and mental health and their families. Data were collected from households with one or more children between June 2016 to February 2017. A letter was sent to randomly selected households, who were invited to participate in the survey. The caregivers consisted of 66.9% females and 33.1% males for the White sample, whose mean age was 47.51 (SD = 7.26), and 76.8% females and 23.2% males for the Black sample, whose mean age was 47.61 (SD = 9.71). In terms of the adolescents, 49.0% were females among the White sample, whose mean age was 14.73 (SD = 1.69). For Black adolescents, 47.9% were females and the mean age was 14.67(SD = 1.66). Measures for the study included bullying perpetration, racial discrimination, academic disengagement, and socio-demographic variables of the parent and child. Analyses included descriptive statistics, bivariate correlations, and structural path analyses. For adolescents in both racial groups, racial discrimination appears to be positively associated with depression, which was positively associated with bullying perpetration. For White adolescents, racial discrimination was positively associated with academic disengagement, which was also positively associated with bullying perpetration. For Black adolescents, although racial discrimination was not significantly associated with academic disengagement, academic disengagement was positively associated with bullying perpetration. KW - academic disengagement KW - bullying KW - depression KW - racial discrimination KW - race Y1 - 2022 U6 - https://doi.org/10.3390/ijerph19127084 SN - 1660-4601 VL - 19 IS - 12 PB - MDPI AG CY - Basel ER - TY - JOUR A1 - Wachs, Sebastian A1 - Wettstein, Alexander A1 - Bilz, Ludwig A1 - Gamez-Guadix, Manuel T1 - Motivos del discurso de odio en la adolescencia y su relación con las normas sociales BT - Adolescents' motivations to perpetrate hate speech and links with social norms JF - Comunicar : revista científica de comunicación y educación N2 - Hate speech has become a widespread phenomenon, however, it remains largely unclear why adolescents engage in it and which factors are associated with their motivations for perpetrating hate speech. To this end, we developed the multidimensional "Motivations for Hate Speech Perpetration Scale" (MHATE) and evaluated the psychometric properties. We also explored the associations between social norms and adolescents' motivations for hate speech perpetration. The sample consisted of 346 adolescents from Switzerland (54.6% boys; Mage=14; SD=0.96) who reported engagement in hate speech as perpetrators. The analyses revealed good psychometric properties for the MHATE, including good internal consistency. The most frequently endorsed subscale was revenge, followed by ideology, group conformity, status enhancement, exhilaration, and power. The results also showed that descriptive norms and peer pressure were related to a wide range of different motivations for perpetrating hate speech. Injunctive norms, however, were only associated with power. In conclusion, findings indicate that hate speech fulfills various functions. We argue that knowing the specific motivations that underlie hate speech could help us derive individually tailored prevention strategies (e.g., anger management, promoting an inclusive classroom climate). Furthermore, we suggest that practitioners working in the field of hate speech prevention give special attention to social norms surrounding adolescents. KW - Hate speech KW - cyberhate KW - motives KW - social norms KW - injunctive norms KW - peer KW - pressure Y1 - 2022 U6 - https://doi.org/10.3916/C71-2022-01 SN - 1134-3478 SN - 1988-3293 VL - 30 IS - 71 SP - 9 EP - 20 PB - Grupo Comunicar CY - Huelva ER -