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Understanding the challenges associated with cooperative learning. An empirical study with primary […] Adl-Amini, Katja; Baier-Mosch, Franziska; Decker, A.-T.; Seiz, J.; Ries, Nora; Kunter, Mareike Zeitschriftenbeitrag | In: Journal of Elementary Education | 2024 44766 Endnote: Autor*innen: Adl-Amini, Katja; Baier-Mosch, Franziska; Decker, A.-T.; Seiz, J.; Ries, Nora; Kunter, Mareike
Titel: Understanding the challenges associated with cooperative learning. An empirical study with primary school teachers
In: Journal of Elementary Education, 17 (2024) 1, S. 1-18
DOI: 10.18690/rei.2832
URL: https://journals.um.si/index.php/education/article/view/2832
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Pre-service teachers' knowledge about classroom management from university studies and own […] Baier-Mosch, Franziska; Kunter, Mareike Zeitschriftenbeitrag | In: Frontiers in Education | 2024 45022 Endnote: Autor*innen: Baier-Mosch, Franziska; Kunter, Mareike
Titel: Pre-service teachers' knowledge about classroom management from university studies and own schooling experiences - content and effects of their activation
In: Frontiers in Education, 9 (2024) , S. 1365005
DOI: 10.3389/feduc.2024.1365005
URL: https://www.frontiersin.org/articles/10.3389/feduc.2024.1365005/full
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: We investigated two sources of classroom management knowledge in 93 pre-service teachers. The first research question focused on knowledge from university studies, which is thought to be evidence-based knowledge, and whether its use for problem solving in the classroom can be fostered by means of knowledge activation. The experiment showed that knowledge activation did not lead to higher use of knowledge from university studies and better problem solving. The second research question focused on knowledge from own schooling experiences and its content as compared to knowledge from university studies. The pre-service teachers' knowledge from own schooling was strongly focused on simple reactive strategies, only as compared to knowledge from university studies. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Promoting pre- and in-service teachers' digital competence by using reverse mentoring Bertram, Victoria; Baier-Mosch, Franziska; Dignath, Charlotte; Kunter, Mareike Zeitschriftenbeitrag | In: Unterrichtswissenschaft | 2023 44603 Endnote: Autor*innen: Bertram, Victoria; Baier-Mosch, Franziska; Dignath, Charlotte; Kunter, Mareike
Titel: Promoting pre- and in-service teachers' digital competence by using reverse mentoring
In: Unterrichtswissenschaft, (2023) , S. online first
DOI: 10.1007/s42010-023-00183-0
URL: https://link.springer.com/article/10.1007/s42010-023-00183-0
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Let learners monitor the learning content and their learning behavior! A meta-analysis on the […] Dignath, Charlotte; Ewijk, Reyn van; Perels, Franziska; Fabriz, Sabine Zeitschriftenbeitrag | In: Educational Psychology Review | 2023 44359 Endnote: Autor*innen: Dignath, Charlotte; Ewijk, Reyn van; Perels, Franziska; Fabriz, Sabine
Titel: Let learners monitor the learning content and their learning behavior! A meta-analysis on the effectiveness of tools to foster monitoring
In: Educational Psychology Review, 35 (2023) 2, S. 62
DOI: 10.1007/s10648-023-09718-4
URL: https://link.springer.com/article/10.1007/s10648-023-09718-4
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Befragung; Empirische Forschung; Förderung; Fragebogen; Intervention; Kompetenz; Lehramtsstudent; Lernen; Motivation; Online; Orientierung; Selbstregulation; Selbstwirksamkeit; Test; Training; Überzeugung; Video; Wissen
Abstract: Self-monitoring is an integral part of self-regulated learning. Tools that foster learners' monitoring, such as learning journals, portfolios, or rubrics, are supposed to promote self-regulation and to improve performance. The aim of this meta-analysis was to examine the effectiveness of tools designed to foster monitoring on learning-related variables (academic achievement, self-regulated learning, and motivation). As these tools vary greatly in their design and the addressed components, this meta-analysis aims to uncover how such tools should be implemented to foster monitoring most effectively. The results of this meta-analysis, integrating 109 effect sizes with 3492 participants from 32 intervention studies, supported a reactivity effect by revealing a moderate effect size on academic achievement (d = 0.42), and low effects on self-regulated learning (d = 0.19) and motivation (d = 0.17). These effects were moderated by characteristics of the tool and their implementation. Effect sizes were highest for tools that (1) focused on the monitoring of both learning content as well as learning behavior, (2) stimulated metacognitive monitoring, and (3) were implemented in shorter studies. On a descriptive level, higher effects were found in favor of monitoring interventions that included teacher feedback on self-monitoring entries and allowed learners to directly revise their work based on this feedback. The findings show that there is substantial variation across tools, which yield theoretical and methodological implications on how to foster monitoring as important parts of the self-regulation cycle. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Nutzung von Forschungswissen durch Lehrpersonen. Eine datengestützte Betrachtung von […] Locher, Franziska Maria; Unger, Valentin; Hartmann, Ulrike; Hochweber, Jan Zeitschriftenbeitrag | In: Beiträge zur Lehrerinnen- und Lehrerbildung | 2023 44083 Endnote: Autor*innen: Locher, Franziska Maria; Unger, Valentin; Hartmann, Ulrike; Hochweber, Jan
Titel: Nutzung von Forschungswissen durch Lehrpersonen. Eine datengestützte Betrachtung von Nutzungsprofilen
In: Beiträge zur Lehrerinnen- und Lehrerbildung, 41 (2023) 2, S. 299-315
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Deutsch
Abstract: Der vorliegende Beitrag befasst sich mit der Nutzung von forschungsbezogenem Wissen durch Lehrpersonen. Er exploriert, inwiefern sich drei aus der Literatur ableitbare Nutzungsprofile von Lehrpersonen (forschungskritisch, forschungsambivalent und forschungsaffin) empirisch identifizieren lassen. Hierzu wurden a) auf der Basis einer OnlineBefragung von 123 Lehrpersonen eine latente Profilanalyse sowie b) bei einem Subsample eine qualitative Inhaltsanalyse frei formulierter Antworten durchgeführt. Aus beiden Analysen ergibt sich Unterstützung für die Differenzierung der postulierten Nutzungsprofile, was mit Statements von Lehrpersonen illustriert wird. Insgesamt gaben die befragten Lehrpersonen an, selten Forschungswissen für die alltägliche Praxis zu nutzen.
Abstract (english): This article deals with the use of research-related knowledge by teachers. It explores to what extent three profiles of teachers' use of researchrelated knowledge that are derivable from the literature (research-critical, research-ambivalent and research-savvy) can be empirically identified. To this end, a) a latent profile analysis was carried out on the basis of an online survey of 123 teachers, and b) a qualitative analysis of freely formulated answers was conducted for a subsample. Both analyses provide support for the differentiation of the postulated profiles, which is illustrated with statements from the participating teachers. Overall, the teachers state that they rarely use research knowledge for everyday practice.
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

CavE-ICT-Skills Test Horz, Holger; Frey, Andreas; Goldhammer, Frank; Naumann, Johannes; Engelhardt, Lena; Hartig, Katja; […] Forschungsdaten/Instrumente | FDZ Bildung | 2023 44638 Endnote: Autor*innen: Horz, Holger; Frey, Andreas; Goldhammer, Frank; Naumann, Johannes; Engelhardt, Lena; Hartig, Katja; Wenzel, S. Franziska C.
Titel: CavE-ICT-Skills Test
Erscheinungsvermerk: Frankfurt am Main: FDZ Bildung, 2023
DOI: 10.7477/883:383:59
URL: https://www.fdz-bildung.de/test.php?id=59
Dokumenttyp: 6. Forschungsdaten; Instrumente; Diagnostische Instrumente (inkl. Testverfahren)
Sprache: Deutsch
Abstract: Der CavE-ICT-Skills-Test soll Fertigkeiten im Umgang mit Informations- und Kommunikationstechnologien erfassen, wie sie im alltäglichen Leben im Umgang mit ICT benötigt werden. Hierbei bearbeiten die Testteilnehmer Aufgaben in einer Simulationsumgebung, in der auch die Antwortabgabe verhaltensbasiert stattfindet (z.B. durch Senden einer E-Mail). Die Items wurden mit dem CBA ItemBuilder erstellt. Jedes der 64 Items - erfordert eine von fünf kognitiven Operationen: den Zugriff (1) auf, das Managen (2), Integrieren (3), Bewerten (4) oder Erzeugen (5) von Informationen, - findet mit oder ohne soziale Interaktion statt: individuell (1) vs. kollektiv (2), - findet im persönlichen (1), bildungsbezogenen (2), oder beruflichen (3) Kontext statt. Darüber hinaus werden zur Bearbeitung der Aufgaben verschiedene Applikationen benötigt wie z.B. Browser, E-Mail-Postfach, Tabellenkalkulation, etc…
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Women with abuse-related posttraumatic stress disorder sleep more fitfully but just as long as […] Friedmann, Franziska; Hill, Holger; Santangelo, Philip; Ebner-Priemer, Ulrich; […] Zeitschriftenbeitrag | In: Sleep | 2022 42581 Endnote: Autor*innen: Friedmann, Franziska; Hill, Holger; Santangelo, Philip; Ebner-Priemer, Ulrich; Neubauer, Andreas B.; Rausch, Sophie; Steil, Regina; Müller-Engelmann, Meike; Lis, Stefanie; Fydrich, Thomas; Priebe, Kathlen
Titel: Women with abuse-related posttraumatic stress disorder sleep more fitfully but just as long as healthy controls: an actigraphic study
In: Sleep, 45 (2022) 2, S. zsab296
DOI: 10.1093/sleep/zsab296
URL: https://academic.oup.com/sleep/article-abstract/45/2/zsab296/6473455
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract (english): Study Objectives: Subjective reports of sleep impairments are common in individuals with posttraumatic stress disorder (PTSD), but objective assessments of sleep have yielded mixed results. Methods: We investigated sleep via actigraphy and e-diary on 6 consecutive nights in a group of 117 women with PTSD after childhood abuse (CA; PTSD group), a group of 31 mentally healthy women with a history of CA (healthy trauma controls, HTC group) and a group of 36 nontraumatized mentally healthy women (healthy controls, HC group). Results: The PTSD group reported lower sleep quality, more nights with nightmares, and shorter sleep duration than both HTC and HC. Actigraphic measures showed more and longer sleep interruptions in the PTSD group compared to HTC and HC, but no difference in sleep duration. While the PTSD group underestimated their sleep duration, both HTC and HC overestimated their sleep duration. HTC did not differ from HC regarding sleep impairments. Conclusions: Sleep in women with PTSD after CA seems to be more fragmented but not shorter compared to sleep patterns of mentally healthy control subjects. The results suggest a stronger effect of PTSD psychopathology on sleep compared to the effect of trauma per se. Subset of Data from Clinical Trial: Treating Psychosocial and Neural Consequences of Childhood Interpersonal Violence in Adults (RELEASE), https://www.drks.de/drks_web/navigate.do?navigationId=trial.HTML&TRIAL_ID=DRKS00000000, German Clinical Trials registration number: DRKS00005578 (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Fostering pre-service teachers' theoretical knowledge application. Studying with and without […] Baier, Franziska; Maurer, Christina; Dignath, Charlotte; Kunter, Mareike Zeitschriftenbeitrag | In: Instructional Science | 2021 41506 Endnote: Autor*innen: Baier, Franziska; Maurer, Christina; Dignath, Charlotte; Kunter, Mareike
Titel: Fostering pre-service teachers' theoretical knowledge application. Studying with and without text-based cases
In: Instructional Science, 49 (2021) 6, S. 855-876
DOI: 10.1007/s11251-021-09560-7
URL: https://link.springer.com/article/10.1007%2Fs11251-021-09560-7
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Lehrerausbildung; Lehramtsstudiengang; Wissenschaftstheorie; Wissensanwendung; Förderung; Fallbeispiel; Lernmethode; Lehramtsstudentin; Empirische Forschung; Evidenz; Quasi-Experiment; Klassenmanagement; Kontrollgruppe; Vergleichsuntersuchung; Deutschland
Abstract: As knowledge derived from scientific theory can be helpful for teachers to reflect on their everyday teaching, universities have the challenging task of teaching this knowledge in such a way that pre-service teachers are able to apply it to their later teaching. Case-based learning has emerged as a promising method to foster pre-service teachers' scientific knowledge application throughout university teacher education. However, surprisingly, empirical evidence for its effectiveness as compared to more traditional instructional interventions in teacher education is still inconclusive, partly being due to constraints concerning the employed comparison groups. The present quasi-experimental study (conducted in the field of classroom management) investigated the effect of studying exactly the same theoretical content with and without text-based cases on scientific knowledge application (as measured by a vignette test) in a sample of 101 pre-service teachers. Although the study found a small advantage for the case-based learning group, it demonstrated that scientific knowledge application may also be effectively fostered in a more traditional instructional course. The findings and their implications are discussed against the background of cognitive theories on inert knowledge and how to prevent it in teacher education. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Development and evaluation of a framework for the performance-based testing of ICT skills Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Horz, Holger; Hartig, Katja; […] Zeitschriftenbeitrag | In: Frontiers in Education | 2021 41203 Endnote: Autor*innen: Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Horz, Holger; Hartig, Katja; Wenzel, S. Franziska C.
Titel: Development and evaluation of a framework for the performance-based testing of ICT skills
In: Frontiers in Education, 6 (2021) , S. 668860
DOI: 10.3389/feduc.2021.668860
URL: https://www.frontiersin.org/articles/10.3389/feduc.2021.668860/full
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Informations- und Kommunikationstechnologie; Praktische Fertigkeit; Wissen; Problemlösen; Textverständnis; Bildverstehen; Bewertung; Modell; Item; Entwicklung; Testvalidität; Itemanalyse; Rasch-Modell; Implementation; Evaluation; Test; Testverhalten; Schüler; Sekundarstufe I; Baden-Württemberg; Rheinland-Pfalz; Deutschland
Abstract (english): This paper addresses the development of performance-based assessment items for ICT skills, skills in dealing with information and communication technologies, a construct which is rather broadly and only operationally defined. Item development followed a construct-driven approach to ensure that test scores could be interpreted as intended. Specifically, ICT-specific knowledge as well as problem-solving and the comprehension of text and graphics were defined as components of ICT skills and cognitive ICT tasks (i.e., accessing, managing, integrating, evaluating, creating). In order to capture the construct in a valid way, design principles for constructing the simulation environment and response format were formulated. To empirically evaluate the very heterogeneous items and detect malfunctioning items, item difficulties were analyzed and behavior-related indicators with item-specific thresholds were developed and applied. The 69 item's difficulty scores from the Rasch model fell within a comparable range for each cognitive task. Process indicators addressing time use and test-taker interactions were used to analyze whether most test-takers executed the intended processes, exhibited disengagement, or got lost among the items. Most items were capable of eliciting the intended behavior; for the few exceptions, conclusions for item revisions were drawn. The results affirm the utility of the proposed framework for developing and implementing performance-based items to assess ICT skills. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

The influence of refugee students' personal characteristics on study success in online education Reinhardt, Franziska; Deribo, Tobias; Zlatkin-Troitschanskaia, Olga; Happ, Roland; […] Zeitschriftenbeitrag | In: Journal of International Migration and Integration | 2021 44275 Endnote: Autor*innen: Reinhardt, Franziska; Deribo, Tobias; Zlatkin-Troitschanskaia, Olga; Happ, Roland; Nell-Müller, Sarah
Titel: The influence of refugee students' personal characteristics on study success in online education
In: Journal of International Migration and Integration, 22 (2021) 3, S. 987-1008
DOI: 10.1007/s12134-020-00775-0
URL: https://link.springer.com/article/10.1007/s12134-020-00775-0
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract (english): There is little research on the study success factors of refugee students in higher education. One approach to meeting the growing global demands is to provide online education specifically for refugees. This study examines specific personal characteristics of refugee students and their influence on success and retention in online education. Individual factors such as intrinsic motivation and language proficiency, cognitive functioning, and sociodemographic factors such as gender and country of residence influence retention of refugee students during online studies. The results indicate that sociodemographic factors (e.g., gender), cognitive factors (e.g., English proficiency), and external factors (e.g., country of residence) have a significant influence on study retention on refugee students.
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen