370 Bildung und Erziehung
Refine
Year of publication
- 2021 (45) (remove)
Document Type
- Article (34)
- Monograph/Edited Volume (5)
- Doctoral Thesis (2)
- Review (2)
- Master's Thesis (1)
- Other (1)
Is part of the Bibliography
- yes (45)
Keywords
- Teacher self-efficacy (3)
- Professional development (2)
- Teacher educator (2)
- Teacher motivation (2)
- Teaching quality (2)
- teaching quality (2)
- Academic self-concept (1)
- Antidiskriminierungsgesetz (1)
- Bildungshistorische Einordnung (1)
- Bildungsverwaltung (1)
- COVID-19 (1)
- COVID-19-Pandemie (1)
- Career change (1)
- Ciberodio (1)
- Comparative life course trajectories (1)
- Content analysis (1)
- Cyberhate (1)
- Datennutzung von Lehrkräften (1)
- Didaktisch-methodische Ausgestaltung von Schule (1)
- Diskriminierungsschutz an Schulen (1)
- Diversity und Antidiskriminierung in der Schulentwicklung (1)
- Diversität an Schulen (1)
- Diversität und Antidiskriminierung (1)
- Elementary school (1)
- Emotional exhaustion (1)
- Empirische Wendung (1)
- Errungenschaften für die höhere Mädchenbildung in Wien (1)
- Fernunterricht (1)
- Führungsmanagement an Schulen (1)
- Gründung, Genese, Ausformung sowie Beendigung eines Schulprojekts (1)
- Historisch-kritische Analyse (1)
- Impulse für Schulreform (1)
- Inhaltsanalyse (1)
- Instruktionsqualität (1)
- Interest (1)
- Journal analysis (1)
- Kooperation (1)
- Künstlerische Avantgarde (1)
- LADG Berlin (1)
- Landesantidiskriminierungsgesetz LADG (1)
- Lehrkräftebildung (1)
- Lernstrategien (1)
- Mathematics (1)
- Matthew effect (1)
- Month of birth (1)
- Motivation (1)
- Motives (1)
- Multilevel (1)
- Multilevel analyses (1)
- Multilevel latent change model (1)
- Peer (1)
- Practical experiences (1)
- Professional identity (1)
- Quantitative Textanalyse (1)
- Quantitative text analysis (1)
- Rassismuskritische Schulentwicklung (1)
- Reflection (1)
- Reflexionsprozesse (1)
- Reformpädagogisches Schulprojekt (1)
- Relative age effects (1)
- Ressourcenmanagement (1)
- Schauspieler (1)
- Schlüsselqualifikation an Schulen (1)
- Schulaufsicht (1)
- Schule der Vielfalt (1)
- Schulentwicklung (1)
- Schulgründerin Eugenie Schwarzwald (1)
- Schulleitung (1)
- Schulleitungshandeln (1)
- Schulmangement (1)
- Schulreformprozesse (1)
- Science (1)
- StakeholderInnen und Schulen (1)
- Strukturelle und pädagogischen Charakteristika (1)
- Teacher education (1)
- Teacher enthusiasm (1)
- Teacher interest (1)
- Teacher judgments (1)
- Teacher learning (1)
- Teacher support (1)
- Teacher training (1)
- Unterrichtspraxis (1)
- Video-based (1)
- Videobasierte Reflexion (1)
- Vielfalt und Schule (1)
- Well-being (1)
- Wissenschaftsforschung (1)
- Zeitschriftenanalyse (1)
- academic (1)
- academic achievement (1)
- academic self-concept (1)
- achievement emotions (1)
- achievements in higher education for girls in Vienna (1)
- actors (1)
- afrontamiento (1)
- analysis (1)
- anti-discrimination law (1)
- apoyo familiar (1)
- artistic Avantgarde (1)
- classroom management (1)
- cognitive load (1)
- competencies (1)
- content knowledge (1)
- continuing education activities (1)
- cooperation (1)
- coping (1)
- didactic-methodological design of school (1)
- discrimination protection in schools (1)
- discurso del odio (1)
- distant teaching (1)
- diversity and anti-discrimination in school development (1)
- diversity and antidiscrimination (1)
- diversity and school (1)
- diversity in schools (1)
- educación mediática (1)
- education (1)
- educational administration (1)
- educational historical classification (1)
- emotional design (1)
- family support (1)
- founding, genesis, formation and termination of a school project (1)
- gender (1)
- hate speech (1)
- historically critical analysis (1)
- human rights (1)
- impulses for school development. (1)
- in-service training (1)
- income (1)
- integrative Führung (1)
- integrative leadership (1)
- key qualification in schools (1)
- labour market inequality (1)
- leadership management in schools (1)
- learning strategies (1)
- mathematics (1)
- media education (1)
- mediación parental (1)
- mood (1)
- motivation (1)
- multimedia learning (1)
- nonlinear relations (1)
- parental mediation (1)
- personalization principle (1)
- professional development (1)
- racism-critical school development (1)
- reading (1)
- reflection (1)
- reform educational school project (1)
- relations (1)
- resource management (1)
- school development (1)
- school founder Eugenie Schwarzwald (1)
- school leadership (1)
- school management (1)
- school of diversity (1)
- school reform process (1)
- school supervision (1)
- schulische Kompetenzen (1)
- stakeholders and schools (1)
- state anti-discrimination law LADG (1)
- structural and pedagogical characteristics (1)
- studies (1)
- teacher learning (1)
- teacher quality (1)
- teacher self-efficacy (1)
- teachers' data use (1)
- valuing diversity (1)
- work (1)
Institute
- Department Erziehungswissenschaft (45) (remove)
Teaching quality is a key factor in student academic success, but few studies have investigated how teaching quality changes at the beginning of secondary education and how such changes are predicted by dimensions of teacher motivation. This study investigated the changes in class-level student perceptions of teaching quality over one school year at the beginning of secondary school and examined how teachers? self-efficacy and enthusiasm predicted such changes. Data from 1996 students (53.8% male; mean age: 11.09 years, SD = 0.55) and their homeroom teachers (N = 105), who were surveyed at the beginning of Grades 5 and 6, were analyzed. Results showed a significant decline in class-level student-perceived emotional support, classroom management, and instructional clarity. Teacher-reported self-efficacy was not significantly related to changes in teaching quality. Teacher-reported enthusiasm buffered the decline in students? class-level classroom management.
It is well-documented that academic achievement is associated with students' self-perceptions of their academic abilities, that is, their academic self-concepts. However, low-achieving students may apply self-protective strategies to maintain a favorable academic self-concept when evaluating their academic abilities. Consequently, the relation between achievement and academic self-concept might not be linear across the entire achievement continuum. Capitalizing on representative data from three large-scale assessments (i.e., TIMSS, PIRLS, PISA; N = 470,804), we conducted an integrative data analysis to address nonlinear trends in the relations between achievement and the corresponding self-concepts in mathematics and the verbal domain across 13 countries and 2 age groups (i.e., elementary and secondary school students). Polynomial and interrupted regression analyses showed nonlinear relations in secondary school students, demonstrating that the relations between achievement and the corresponding self-concepts were weaker for lower achieving students than for higher achieving students. Nonlinear effects were also present in younger students, but the pattern of results was rather heterogeneous. We discuss implications for theory as well as for the assessment and interpretation of self-concept.
Due to the COVID-19 pandemic, all schools in Germany were locked down for several months in 2020. How schools realized teaching during the school lockdown greatly varied from school to school. N = 2,647 parents participated in an online survey and rated the following activities of teachers in mathematics, language arts (German), English, and science / biology during the school lockdown: frequency of sending task assignments, task solutions and requesting for solutions, giving task-related feedback, grading tasks, providing lessons per videoconference, and communicating via telecommunication tools with students and / or parents. Parents also reported student academic outcomes during the school lockdown (child's learning motivation, competent and independent learning, learning progress). Parents further reported student characteristics and social background variables: child's negative emotionality, school engagement, mathematical and language competencies, and child's social and cultural capital. Data were separately analyzed for elementary and secondary schools. In both samples, frequency of student-teacher communication was associated with all academic outcomes, except for learning progress in elementary school. Frequency of parent-teacher communication was associated with motivation and learning progress, but not with competent and independent learning, in both samples. Other distant teaching activities were differentially related to students' academic outcomes in elementary vs. secondary school. School engagement explained most additional variance in all students' outcomes during the school lockdown. Parent's highest school leaving certificate incrementally predicted students' motivation, and competent and independent learning in secondary school, as well as learning progress in elementary school. The variable "child has own bedroom" additionally explained variance in students' competent and independent learning during the school lockdown in both samples. Thus, both teaching activities during the school lockdown as well as children's characteristics and social background were independently important for students' motivation, competent and independent learning, and learning progress. Results are discussed with regard to their practical implications for realizing distant teaching.
Die vorliegende Studie untersucht die Zusammenhänge zwischen integrativem Schulleitungshandeln, das transformationale und instruktionale Komponenten enthält, und der Nutzungshäufigkeit verschiedener Datenquellen durch Lehrkräfte. Die Ergebnisse eines Strukturgleichungsmodells zeigen, dass integrative Führung direkte und indirekte Zusammenhänge mit der Nutzung verschiedener Datenquellen aufweist. Die Effekte scheinen vorwiegend durch die Kooperationsaktivität der Lehrkräfte vermittelt zu sein.
Teachers' self-efficacy beliefs have been shown to be related to their supportive teaching practices and to adolescents' motivation. Yet, little is known about these relations in elementary school. The present study examined the longitudinal effects of teachers' self-efficacy on student-perceived teacher support and students' mathematics interest with a sample of 2082 students and 133 teachers in third and fourth grade. Results revealed that teachers' self-efficacy was longitudinally related to student-perceived support, which in turn was positively related to students' interest. The findings underline the relevance of teachers' self-efficacy beliefs and teacher support for the development of students' interest in elementary school.
This study examined the relations between teacher-reported classroom management self-efficacy, stu-dent-reported teaching quality and students' enjoyment in mathematics. Data were collected from German ninth and tenth-grade students (N = 779) and their teachers (N = 40) at the beginning and the middle of the school year. Multilevel models showed that teachers' self-efficacy at time 1 significantly and positively related to class-level monitoring and relatedness at time 2. Class-level relatedness at time 2 was significantly and positively associated with enjoyment at time 2. Teacher-reported self-efficacy at time 1 was indirectly related to enjoyment at time 2 through relatedness at time 2.
Jóvenes ante el ciberodio
(2021)
Adolescentes de todo el mundo están cada vez más expuestos al ciberodio. Se necesita más conocimiento para comprender cómo los y las adolescentes afrontan estas experiencias. El presente estudio investigó la relación entre la mediación parental
en el uso de Internet y las estrategias de afrontamiento entre adolescentes centradas en el problema en una hipotética victimización en ciberodio, al tiempo que se consideró el apoyo familiar como moderador de estas relaciones. La muestra estuvo formada por 5.960 adolescentes de entre 12 y 18 años que completaron autoinformes (M=14,94; DE=1,61; mujeres: 50,7%) de Chipre, Alemania, Grecia, India, España, Corea del Sur y Tailandia. Se estimó un modelo de ecuaciones estructurales para investigar la relación entre mediación parental, apoyo social y afrontamiento. Se halló una relación positiva entre la mediación parental instructiva y el uso de estrategias de afrontamiento centradas en el problema y una relación negativa entre la mediación parental restrictiva y la capacidad de los adolescentes para afrontar de forma adecuada el ciberodio. Además, el apoyo familiar moderó estas relaciones, incrementando la relación entre mediación instructiva y afrontamiento y disminuyendo la relación entre mediación restrictiva y afrontamiento de ciberodio. Los hallazgos enfatizan la necesidad de proporcionar información a los padres y ponen de manifiesto la importancia de que las familias fomenten la habilidad de los adolescentes para afrontar de manera adecuada el ciberodio.
According to the personalization principle, addressing learners by means of a personalized compared to a nonpersonalized message can foster learning. Interestingly, though, a recent study found that the personalization principle can invert for aversive contents. The present study investigated whether the negative effect of a personalized message for an aversive content can be compensated when learners are in a happy mood. It was hypothesized that the negative effect of a personalized compared to a nonpersonalized message would only be observable for participants in a sad mood, while for participants in a happy mood a personalized message should be beneficial. A 2 x 2 between-subject design with mood (happy vs. sad) and personalization (personalized vs. nonpersonalized message) was used (N = 125 University students). Mood was experimentally varied prior to learning. Learning outcomes were measured by a retention and a transfer test. Results were essentially in line with the assumption: For participants in the sad mood condition, a negative effect of a personalized message was observable for retention and transfer. For participants in the happy mood condition, a positive effect of personalized message was observable for retention, but no effect for transfer. Note that the manipulation check measure for the mood induction procedure did not detect differences between conditions; this may be due to a shortcoming of the used measure (as indicated by an additional evaluation study). The study emphasizes the importance to consider the inherent emotional content of a topic, such as its aversive nature, since the emotional content of a topic can be a boundary condition for design principles in multimedia learning. The study also highlights the complex interplay of externally induced and inherently arising emotions.
In this paper, we employ a comparative life course approach for Canada and Germany to unravel the relationships among general and vocational educational attainment and different life course activities, with a focus on labour market and income inequality by gender. Life course theory and related concepts of 'time,' 'normative patterns,' 'order and disorder,' and 'discontinuities' are used to inform the analyses. Data from the Paths on Life's Way (Paths) project in British Columbia, Canada and the German Pathways from Late Childhood to Adulthood (LifE) which span 28 and 33 years, respectively, are employed to examine life trajectories from leaving school to around age 45. Sequence analysis and cluster analyses portray both within and between country differences - and in particular gender differences - in educational attainment, employment, and other activities across the life course which has an impact on ultimate labour market participation and income levels. 'Normative' life courses that follow a traditional order correspond with higher levels of full-time work and higher incomes; in Germany more so than Canada, these clusters are male dominated. Clusters characterised by 'disordered' and 'discontinuous' life courses in both countries are female dominated and associated with lower income levels.