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(Schlagwörter: "Unterrichtsstil")

Changes in school alienation profiles among secondary school students and the role of teaching […] Hadjar, Andreas; Grecu, Alyssa; Scharf, Jan; de Moll, Frederick; Morinaj, Julia; Hascher, Tina Journal Article | In: International Journal of Educational Research | 2021 40769 Endnote: Author(s): Hadjar, Andreas; Grecu, Alyssa; Scharf, Jan; de Moll, Frederick; Morinaj, Julia; Hascher, Tina
Title: Changes in school alienation profiles among secondary school students and the role of teaching style. Results from a longitudinal study in Luxembourg and Switzerland
In: International Journal of Educational Research, 105 (2021) , S. 101697
DOI: 10.1016/j.ijer.2020.101697
URN: urn:nbn:de:0111-pedocs-238927
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-238927
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Schüler; Schule; Entfremdung; Musterbildung; Sekundarstufe I; Übergang; Unterrichtsstil; Längsschnittuntersuchung; Profilanalyse; Sekundäranalyse; Internationaler Vergleich; Luxemburg; Schweiz
Abstract (english): What students think about school has a major impact on learning and academic achievement. The multi-domain concept of school alienation distinguishes between alienation from learning, from teachers and from classmates. We aim to study a) alienation patterns among secondary school students, b) how school alienation profiles change from year 7 to year 9 and how secondary school students transition between profiles, and c) the role of teaching style for transitions between school alienation profiles. We draw on panel data of secondary school students from Luxembourg and Switzerland. Results of latent profile/latent transition analyses reveal distinct school alienation profiles, country differences and support for the idea that student-oriented, supportive teaching styles might prevent students from transitioning towards more-highly alienated profiles.
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Teaching practices, teachers' beliefs and attitudes Klieme, Eckhard; Vieluf, Svenja Book Chapter | Aus: Creating effective teaching and learning environments: First results from TALIS | Paris: OECD | 2009 7993 Endnote: Author(s): Klieme, Eckhard; Vieluf, Svenja
Title: Teaching practices, teachers' beliefs and attitudes
In: Creating effective teaching and learning environments: First results from TALIS, Paris: OECD, 2009 , S. 87-135
URL: http://www.oecd.org/dataoecd/17/51/43023606.pdf
Publication Type: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language: Englisch
Keywords: Lehrer; Sekundarbereich; Sekundarstufe I; Lehren; Lehren; Vorstellung (Psychologie); Einstellung (Psychologie); Unterricht; Unterrichtsstil; Kooperation; Schulklima; Unterrichtsklima; Selbstwirksamkeit; Zufriedenheit; Lehrerfortbildung; Befragung; Empirische Untersuchung; Internationaler Vergleich
Abstract (english): Teachers' beliefs, attitudes and practices influence the learning opportunities and learning environment students are offered at their schools. Thus these variables are highly relevant to the improvement and effectiveness of schools. The OECD-Teaching and Learning International Survey (TALIS) uses representative data from 23 countries to compare profiles, variations and interrelationships of such beliefs, practices and attitudes. It is shown that in a majority of participating countries constructivist beliefs about instruction are more prominent than reception/ direct transmission oriented beliefs. However teachers report to use structuring practices more often than student orientation and enhanced activities. The second part of the chapter focuses on the associations between teachers' views of learning and instruction and the school as their place of work. Some findings are remarkably consistent across countries. For example women and teachers attending more professional development - especially those types of professional development that involves them in stable social networks - report to use modern teaching practices more often. Teaching practices on the other hand are associated with the classroom disciplinary climate. And teachers who perceive the classroom and the school climate more positively are also more satisfied with their job. Policy implications of these findings are discussed. (DIPF/Autor)
DIPF-Departments: Bildungsqualität und Evaluation