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[Dokumentarische Aufbereitung von Fragebogenerhebung (Skalenkollektion): Erhebungszeitpunkt 1 […]
Gerecht, Marius; Schuster, Alexander
Research Data, Diagnostic Instruments
| Forschungsdatenzentrum Bildung am DIPF (FDZ Bildung) | 2019
40776 Endnote
Author(s):
Gerecht, Marius; Schuster, Alexander
Title:
[Dokumentarische Aufbereitung von Fragebogenerhebung (Skalenkollektion): Erhebungszeitpunkt 1 (COACTIV)]
Published:
Frankfurt am Main: Forschungsdatenzentrum Bildung am DIPF (FDZ Bildung), 2019
URL:
https://www.fdz-bildung.de/erhebung.php?la=de&id=42
Publication Type:
6. Forschungsdaten; Instrumente; Dokumentarische Aufbereitung (inkl. Skalenhandb.)
Language:
Deutsch
DIPF-Departments:
Informationszentrum Bildung
[Dokumentarische Aufbereitung von Fragebogenerhebung (Skalenkollektion): Erhebungszeitpunkt 2 […]
Gerecht, Marius; Schuster, Alexander
Research Data, Diagnostic Instruments
| Forschungsdatenzentrum Bildung am DIPF (FDZ Bildung) | 2019
40777 Endnote
Author(s):
Gerecht, Marius; Schuster, Alexander
Title:
[Dokumentarische Aufbereitung von Fragebogenerhebung (Skalenkollektion): Erhebungszeitpunkt 2 (COACTIV)]
Published:
Frankfurt am Main: Forschungsdatenzentrum Bildung am DIPF (FDZ Bildung), 2019
URL:
https://www.fdz-bildung.de/erhebung.php?la=de&id=43
Publication Type:
6. Forschungsdaten; Instrumente; Dokumentarische Aufbereitung (inkl. Skalenhandb.)
Language:
Deutsch
DIPF-Departments:
Informationszentrum Bildung
Dokumentarische Aufbereitung: Chapter 04 - PISA 2015 Field Trial. Programme for International […]
Gerecht, Marius; Schuster, Alexander
Working Papers
| 2016
36927 Endnote
Author(s):
Gerecht, Marius; Schuster, Alexander
Title:
Dokumentarische Aufbereitung: Chapter 04 - PISA 2015 Field Trial. Programme for International Student Assessment (PISA) 2015 Field Trial - Core 6, Context
Published:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung ; Forschungsdatenzentrum Bildung, 2016
DOI:
10.7477/150:0:1
Publication Type:
5. Arbeits- und Diskussionspapiere; Dokumentarischer Beitrag
Language:
Englisch
Abstract (english):
Theoretical considerations led to the development of a great amount of questionnaire material, which was localized to fit the contexts of more than 70 countries and economies, implemented in a study with about 120,000 students across these countries, and analyzed to yield indicators on how well questions functioned across and within countries. Such a study, and its results, depends on design and methodological considerations and on decisions made during preparation and implementation. This chapter summarizes decisions regarding the design and analysis procedures of the PISA 2015 field trial, and the resulting data that were used to develop the PISA 2015 main survey's context assessment. Furthermore, this chapter provides strategies and reasoning related to the choice of questionnaire material that was deemed to be suitable to assess learning contexts in different countries equally well.
DIPF-Departments:
Informationszentrum Bildung
Dokumentarische Aufbereitung: Chapter 05 - Social Background. Programme for International Student […]
Gerecht, Marius; Schuster, Alexander
Working Papers
| 2016
36928 Endnote
Author(s):
Gerecht, Marius; Schuster, Alexander
Title:
Dokumentarische Aufbereitung: Chapter 05 - Social Background. Programme for International Student Assessment (PISA) 2015 Field Trial - Core 6, Context
Published:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung ; Forschungsdatenzentrum Bildung, 2016
DOI:
10.7477/150:162:1
Publication Type:
5. Arbeits- und Diskussionspapiere; Dokumentarischer Beitrag
Language:
Englisch
Abstract (english):
This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Social Background": Assessing and measuring students' social background characteristics and relating their background data to achievement is pervasive in international large-scale assessments (ILSAs). Our review focuses on two strains of research: the use of socio-economic status (SES) on the one hand, and the use of cultural and social capital on the other. With regard to SES, we provide a brief overview of theoretical concepts, contrasting unidimensional and multidimensional views. We discuss the variety of measures of SES that researchers use in their studies, highlighting the lack of consensus on their conceptual meaning and measurement. We then outline how key indicators of SES (e.g., parental occupation, parental education, parental income) are assessed in ILSAs. This is followed by a section on the quality of students' reports of parent's SES characteristics. With regard to cultural and social capital we discuss the mechanisms that underlie the relationship between social background and students' achievement. In addition, we give a brief overview of research applying the theory of cultural and social capital in the context of ILSAs. Finally, practical implications for the assessment of social background characteristics in ILSA are discussed, and recommendations are offered. Some of these background characteristics were tested in the PISA 2015 field trial.
DIPF-Departments:
Informationszentrum Bildung
Dokumentarische Aufbereitung: Chapter 06 - Ethnicity and Migration. Programme for International […]
Gerecht, Marius; Schuster, Alexander
Working Papers
| 2016
36929 Endnote
Author(s):
Gerecht, Marius; Schuster, Alexander
Title:
Dokumentarische Aufbereitung: Chapter 06 - Ethnicity and Migration. Programme for International Student Assessment (PISA) 2015 Field Trial - Core 6, Context
Published:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung ; Forschungsdatenzentrum Bildung, 2016
DOI:
10.7477/150:163:1
Publication Type:
5. Arbeits- und Diskussionspapiere; Dokumentarischer Beitrag
Language:
Englisch
Abstract (english):
This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Ethnicity and Migration": This chapter calls for a shift in the focus of international large-scale assessments (ILSAs) from the pure detection of immigrants' educational disadvantages towards a more comprehensive analysis of how and how well school systems address student diversity, considering not only the ethnicity of students but also its intersections with other dimensions of disadvantage. To this end, systemlevel assessment of public policies as well as of different forms of individual, institutional, and structural discrimination are proposed, as well as schoollevel assessment of multicultural school cultures and multicultural school climates. After summarizing the theoretical background for these themes, some thoughts on possible indicators implementable in ILSAs are developed, before specific measures, that were developed for and tested in the Programme for International Student Assessment (PISA) 2015 field trial, are described. It is concluded that the further development and implementation of these and other measures for purposes of policy monitoring will not only help the development of a more comprehensive understanding of ethnic inequalities in the education sector, but will also increase our understanding of how these inequalities are produced and perpetuated.
DIPF-Departments:
Informationszentrum Bildung
Dokumentarische Aufbereitung: Chapter 07 - Early Childhood Learning Experiences. Programme for […]
Gerecht, Marius; Schuster, Alexander
Working Papers
| 2016
36930 Endnote
Author(s):
Gerecht, Marius; Schuster, Alexander
Title:
Dokumentarische Aufbereitung: Chapter 07 - Early Childhood Learning Experiences. Programme for International Student Assessment (PISA) 2015 Field Trial - Core 6, Context
Published:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung ; Forschungsdatenzentrum Bildung, 2016
DOI:
10.7477/150:164:1
Publication Type:
5. Arbeits- und Diskussionspapiere; Dokumentarischer Beitrag
Language:
Englisch
Abstract (english):
This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Early Childhood Learning Experiences": Early childhood education and care (ECEC) services are receiving increased attention in many countries, and research has provided evidence that ECEC experiences influence children's later development in school. It seems valuable therefore to collect information on ECEC experiences also in international school achievement studies. In this chapter a broad outline of the theoretical grounding for such an assessment framework as well as the reasoning for the choice of ECEC indicators in the Programme for International Student Assessment (PISA) 2015 field trial is provided. Definitions of key concepts in ECEC are introduced: quantitative indicators of ECEC experience, curriculum, pedagogy, pedagogical approaches and concepts of quality. The practical relevance of these concepts and their relations to other aspects of school effectiveness and educational policy research and practice are highlighted. Finally, those constructs are described that seem to be the most relevant for international school achievement studies. At the same time, mainly due to the retrospective nature, there are strong limitations to the assessing of ECEC experiences in the context of school achievement studies. These limitations are discussed to help the reader understand the measurement framework.
DIPF-Departments:
Informationszentrum Bildung
Dokumentarische Aufbereitung: Chapter 08 - Parental Support and Involvement in School. Programme […]
Gerecht, Marius; Schuster, Alexander
Working Papers
| 2016
36931 Endnote
Author(s):
Gerecht, Marius; Schuster, Alexander
Title:
Dokumentarische Aufbereitung: Chapter 08 - Parental Support and Involvement in School. Programme for International Student Assessment (PISA) 2015 Field Trial - Core 6, Context
Published:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung ; Forschungsdatenzentrum Bildung, 2016
DOI:
10.7477/150:165:1
Publication Type:
5. Arbeits- und Diskussionspapiere; Dokumentarischer Beitrag
Language:
Englisch
Abstract (english):
This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Parental Support and Involvment in School": In recent years, the involvement of parents in educational processes has gained importance in the educational debate, and has also become increasingly relevant in educational policy. Parents are powerful stakeholders in education; thus, information on parents' opinions and engagement is highly valuable in largescale assessments like the Programme for International Student Assessment (PISA). PISA can deliver information about educational processes at home, as well as parents' needs, demands, and expectations of their interaction with schools, by addressing the parents directly. This also allows for analyzing relationships between variables from the parent questionnaire and students' achievements and motivations, affording insights into differences between groups (such as high- and low-performing students), and questions of equity. Furthermore, on the basis of PISA data, information about policies at the system level can be gained: that is, how parental engagement is supported through school policies or national intervention programs. Additionally, more detailed information about home learning environments can be gained from parents' answers. In PISA 2015, a theory-based approach was chosen to systemize and to enhance aspects of parental involvement in children's education. Following a theoretical model of the parental involvement process (Green et al. 2007), questions on parents' home- (e.g. helping with homework) and school-based (e.g. helping in the school library, talking to the teacher) involvement strategies, as well as factors influencing parental involvement (e.g. parents' beliefs and motivations, perceptions of invitations from school) were included. To gain a multi-perspective view on parental involvement, targeted items were added to the parent, school, student and teacher questionnaires.
DIPF-Departments:
Informationszentrum Bildung
Dokumentarische Aufbereitung: Chapter 10 - General Noncognitive Outcomes. Programme for […]
Gerecht, Marius; Schuster, Alexander
Working Papers
| 2016
36932 Endnote
Author(s):
Gerecht, Marius; Schuster, Alexander
Title:
Dokumentarische Aufbereitung: Chapter 10 - General Noncognitive Outcomes. Programme for International Student Assessment (PISA) 2015 Field Trial - Core 6, Context
Published:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung ; Forschungsdatenzentrum Bildung, 2016
DOI:
10.7477/150:166:1
Publication Type:
5. Arbeits- und Diskussionspapiere; Dokumentarischer Beitrag
Language:
Englisch
Abstract (english):
This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "General Noncognitive Outcomes": The core goals for education systems in the twenty-first century have shifted from teaching clearly defined knowledge and skills to promoting lifelong learners who are eager, as well as able, to face the demands and challenges of a truly global society. As a reflection of the emerging policy interest in a more comprehensive definition of adolescent and young adult success, national and international large-scale assessments (LSAs) have started broadening their focus to include noncognitive outcomes in addition to achievement results. In this chapter we describe the opportunities and challenges associated with noncognitive outcome assessments, with a special focus on the implementation in the Programme for International Student Assessment (PISA) 2015. We provide research-based rationales why LSAs should focus on noncognitive outcomes, which specific outcomes deserve most attention, and how measurement approaches can be enhanced for more validity and efficiency. Two main categories of noncognitive outcomes are described in more detail: first, constructs that can be tied back to the Big Five model of human personality; second, variables representing well-being or general quality of life indicators, comprising factors such as health, subjective well-being, and psychological functioning. Examining the interplay between cognitive and noncognitive factors is essential to better understand what policies can promote learning and prepare students to face twenty-first century challenges. National and international LSAs can shed light on the factors that are most strongly associated, either positively or negatively, with student development. The success of LSAs as helpful tools and monitoring systems for policy makers and educators will depend to a growing extent on how well they can serve the policy and public demand for enhanced measurement of noncognitive outcomes.
DIPF-Departments:
Informationszentrum Bildung
Dokumentarische Aufbereitung: Chapter 11 - Dispositions for Collaborative Problem Solving. […]
Gerecht, Marius; Schuster, Alexander
Working Papers
| 2016
36933 Endnote
Author(s):
Gerecht, Marius; Schuster, Alexander
Title:
Dokumentarische Aufbereitung: Chapter 11 - Dispositions for Collaborative Problem Solving. Programme for International Student Assessment (PISA) 2015 Field Trial - Core 6, Context
Published:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung ; Forschungsdatenzentrum Bildung, 2016
DOI:
10.7477/150:167:1
Publication Type:
5. Arbeits- und Diskussionspapiere; Dokumentarischer Beitrag
Language:
Englisch
Abstract (english):
This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Dispositions for Collaborative Problem Solving": Student dispositions toward the emerging domain called "collaborative problem solving" (CPS) recently have been assessed by the Programme for International Student Assessment (PISA) in the field trial and in the main study. Here, "dispositions" refers to the attitudes to and experiences of collaboration seen emerging in the international PISA survey data in 15-year-olds. For the field trial's noncognitive measures, nine CPSrelated constructs were developed for the student and teacher questionnaires. Information was collected on the types of collaborative activities and the support that was available, in and out of the classroom, as well as on student experiences of and attitudes to collaboration. We provide a description of the constructs and demonstrate how their development w
DIPF-Departments:
Informationszentrum Bildung
Dokumentarische Aufbereitung: Chapter 12 - Science-Related Outcomes: Attitudes, Motivation, Value […]
Gerecht, Marius; Schuster, Alexander
Working Papers
| 2016
36934 Endnote
Author(s):
Gerecht, Marius; Schuster, Alexander
Title:
Dokumentarische Aufbereitung: Chapter 12 - Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies. Programme for International Student Assessment (PISA) 2015 Field Trial - Core 6, Context
Published:
Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung ; Forschungsdatenzentrum Bildung, 2016
DOI:
10.7477/150:168:1
Publication Type:
5. Arbeits- und Diskussionspapiere; Dokumentarischer Beitrag
Language:
Englisch
Abstract (english):
This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies": Besides fostering science achievement, developing positive science-related attitudes is also an important educational goal. Students need to learn to value science, develop an interest in science, and establish positive sciencerelated self-views. Achieving these multidimensional goals enables students to participate in a society based on scientific reasoning, and influences their educational and professional career choices. This is of high significance because the shortage of skilled workers in specific technical and science professions such as engineering and physical science-especially among females-has become a concern in recent years, and is expected to worsen in the future. This chapter provides an overview of important science-related outcomes (e.g., interest in science, enjoyment of science, instrumental motivation, selfconcept, self-efficacy, perceived value of science, self-regulation strategies, epistemological beliefs, technology- and environment-related attitudes, career aspirations) and their research backgrounds. However, for international largescale assessment (ILSA) studies such as the Programme for International Student Assessment (PISA), there are limitations; and selection criteria arise from study characteristic features. These criteria and limitations are discussed, and this chapter describes how ILSAs have covered the topic of science-related attitudes. On the basis of the above considerations, the selected constructs for the PISA 2015 field trial are presented.
DIPF-Departments:
Informationszentrum Bildung
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