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Longitudinal big-fish-little-pond effects on academic self-concept development during the […]
Becker, Michael; Neumann, Marko
Zeitschriftenbeitrag
| In: Journal of Educational Psychology | 2018
38531 Endnote
Autor*innen:
Becker, Michael; Neumann, Marko
Titel:
Longitudinal big-fish-little-pond effects on academic self-concept development during the transition from elementary to secondary schooling
In:
Journal of Educational Psychology, 110 (2018) 6, S. 882-897
DOI:
10.1037/edu0000233
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Leistungssteigerung; Längsschnittuntersuchung; Berlin; Deutschland; Selbstkonzept; Schüler; Einflussfaktor; Übergang; Sekundarstufe I; Gymnasium; Integrierte Sekundarschule; Förderschule; Schuljahr 06; Schuljahr 07; Schuljahr 09; Mathematikunterricht; Englischunterricht; Deutschunterricht; Leseverstehen; Schülerleistung; Wirkung
Abstract (english):
Research has shown that academic self-concepts (ASCs) are subject to contextual influences, in particular to the big-fish-little-pond effect (BFLPE). The BFLPE refers to the phenomenon whereby able students report more negative ASC when exposed to learning environments with relatively higher-achieving students. Although the BFLPE has been identified across various educational settings, there is surprisingly little research on its persistence across contexts. The present study fills this gap and explores the lasting consequences of the BFLPE for ASC development after the transition from one educational context to another. It draws on a longitudinal study of N = 1,617 students from Grades 6 to 9, which followed students across the transition from elementary to secondary school. We found indications of cross-sectional BFLPEs in both elementary and secondary schools for all 3 of the ASC dimensions we investigated (general academic, German language arts, and mathematics). Yet, after students had transitioned into secondary schools, the effects of the elementary school context persisted to a certain extent, but this varied by self-concept domain: for general ASC (GASC), some elementary school effects remained during secondary schooling, alongside the new effect of the secondary school context. For German language arts and mathematics self-concepts, the BFLPE from elementary school faded after students transitioned from elementary school. BFLPEs varied by secondary school track for synchronous, cross-sectional effects but not for longitudinal elementary school effects. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
The role of family characteristics for students' academic outcomes: A person-centered approach
Häfner, Isabelle; Flunger, Barbara; Dicke, Anna-Lena; Gaspard, Hanna; Brisson, Brigitte M.; […]
Zeitschriftenbeitrag
| In: Child Development | 2018
37975 Endnote
Autor*innen:
Häfner, Isabelle; Flunger, Barbara; Dicke, Anna-Lena; Gaspard, Hanna; Brisson, Brigitte M.; Nagengast, Benjamin; Trautwein, Ulrich
Titel:
The role of family characteristics for students' academic outcomes: A person-centered approach
In:
Child Development, 89 (2018) 4, S. 1405-1422
DOI:
10.1111/cdev.12809
URL:
https://onlinelibrary.wiley.com/doi/full/10.1111/cdev.12809
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Familie; Typologie; Eltern; Einflussfaktor; Lernerfolg; Schüler; Gymnasium; Schuljahr 08; Schuljahr 09; Kind-Eltern-Beziehung; Unterstützung; Selbstkonzept; Interesse; Motivation; Verhalten; Überzeugung; Wahrnehmung; Mathematische Kompetenz; Schulnoten; Schülerleistung; Leistungstest; Hausaufgabenhilfe; Zeit; Befragung; Strukturgleichungsmodell; Latent-Class-Analyse; Baden-Württemberg; Deutschland
Abstract (english):
Using data from 1,571 ninth-grade students (Mage = 14.62) from 82 academic track schools in Germany and their predominantly Caucasian middle-class parents, configurations of different family characteristics reported by parents were investigated. Latent profile analyses considering academic involvement, family interest, parents' self-concept, child's need for support, and parents' time and energy identified average, indifferent, motivated and engaged, motivated and disengaged, and involved families. Cross-sectional and longitudinal associations with students' motivational (self-concept, effort, and interest) and achievement outcomes (achievement test and grades) in math were analyzed. Students from families classified as motivated and disengaged showed higher initial levels motivation and achievement. Over 5 months, these students also showed an increase in self-concept and higher achievement than students from other family types. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Gender differences in reading achievement and enjoyment of reading. The role of perceived teaching […]
Hochweber, Jan; Vieluf, Svenja
Zeitschriftenbeitrag
| In: Journal of Educational Research | 2018
36779 Endnote
Autor*innen:
Hochweber, Jan; Vieluf, Svenja
Titel:
Gender differences in reading achievement and enjoyment of reading. The role of perceived teaching quality
In:
Journal of Educational Research, 111 (2018) 3, S. 268-283
DOI:
10.1080/00220671.2016.1253536
URN:
urn:nbn:de:0111-pedocs-170406
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-170406
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Datenanlyse; Deutschland; Freude; Geschlechtsspezifischer Unterschied; Lesefertigkeit; Lesen; Mehrebenenanalyse; Motivation; Qualität; Schüler; Schuljahr 09; Sekundäranalyse; Sekundarstufe I; Unterricht; Wahrnehmung
Abstract (english):
The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management, adequate pacing, and a strong focus on language competencies were related to a less pronounced increase of girls' advantage in reading achievement during Grade 9. High levels of teacher support and focus on language competencies were related to smaller gender differences in enjoyment of reading at the beginning of Grade 9, though not associated with change of these differences over the school year. Our findings suggest that high teaching quality is not only related to higher reading achievement and reading enjoyment in classrooms as a whole, but may also help to mitigate the increase of gender gaps in reading achievement and motivation commonly observed in secondary school. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student […]
Lazarides, Rebecca; Buchholz, Janine; Rubach, Charlott
Zeitschriftenbeitrag
| In: Teaching and Teacher Education | 2018
37736 Endnote
Autor*innen:
Lazarides, Rebecca; Buchholz, Janine; Rubach, Charlott
Titel:
Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms
In:
Teaching and Teacher Education, 69 (2018) 1, S. 1-10
DOI:
10.1016/j.tate.2017.08.017
URN:
urn:nbn:de:0111-pedocs-155971
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-155971
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Mathematiklehrer; Freude; Selbstwirksamkeit; Verhalten; Wirkung; Schüler; Motivation; Überzeugung; Wahrnehmung; Mathematikunterricht; Gymnasium; Integrierte Sekundarschule; Schuljahr 09; Schuljahr 10; Lernziel; Wertorientierung; Unterrichtsklima; Klassenführung; Strukturgleichungsmodell; Berlin
Abstract (english):
The purpose of this study is to examine whether teacher enthusiasm and classroom management self-efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3% girls) and their mathematics teachers (N = 41; 58.5% men). Student-perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported selfefficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Learning more from educational intervention studies. Estimating complier average causal effects in […]
Nagengast, Benjamin; Brisson, Brigitte M.; Hulleman, Chris S.; Gaspard, Hanna; Häfner, Isabelle; […]
Zeitschriftenbeitrag
| In: The Journal of Experimental Education | 2018
37973 Endnote
Autor*innen:
Nagengast, Benjamin; Brisson, Brigitte M.; Hulleman, Chris S.; Gaspard, Hanna; Häfner, Isabelle; Trautwein, Ulrich
Titel:
Learning more from educational intervention studies. Estimating complier average causal effects in a relevance intervention
In:
The Journal of Experimental Education, 86 (2018) 1, S. 105-123
DOI:
10.1080/00220973.2017.1289359
URL:
http://www.tandfonline.com/doi/full/10.1080/00220973.2017.1289359
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Mathematikunterricht; Relevanz; Intervention; Effektivität; Schüler; Schuljahr 09; Überzeugung; Aufsatz; Motivation; Leistung; Gymnasium; Multivariate Analyse; Regressionsanalyse; Empirische Untersuchung
Abstract (english):
An emerging literature demonstrates that relevance interventions, which ask students to produce written reflections on how what they are learning relates to their lives, improve student learning outcomes. As part of a randomized evaluation of a relevance intervention (N D 1,978 students from 82 ninth grade classes), we used Complier Average Causal Effects (CACE) to identify the effect of the intervention on participants who were assigned to the intervention group and were actually compliant with the intervention (i.e., treatment fidelity or compliance). Results revealed larger differences for compliers than noncompliers, although this impact depended on several factors. Implications for the application of CACE models in educational interventions, in general, and relevance interventions, in particular, are discussed. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Implementation of formative assessment - effects of quality of programme delivery on students' […]
Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard
Zeitschriftenbeitrag
| In: Assessment in Education | 2018
36450 Endnote
Autor*innen:
Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard
Titel:
Implementation of formative assessment - effects of quality of programme delivery on students' mathematics achievement and interest
In:
Assessment in Education, 25 (2018) 2, S. 160-182
DOI:
10.1080/0969594X.2016.1170665
URL:
https://www.tandfonline.com/doi/full/10.1080/0969594X.2016.1170665
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Regressionsanalyse; Hessen; Deutschland; Schülerleistung; Leistungsbeurteilung; Mathematikunterricht; Feedback; Qualität; Implementierung; Wirkung; Interesse; Mathematische Kompetenz; Realschule; Mathematiklehrer; Schuljahr 09; Schüler; Einflussfaktor; Lernprozess; Lernerfolg; Mehrebenenanalyse
Abstract (english):
The aim of this study was to contribute to the understanding of the effectiveness of formative assessment interventions by analysing how the quality of programme delivery affects students' mathematics achievement and interest. Teachers (n = 17) implemented formative assessment in their ninth-grade mathematics classes and provided their students (n = 426) with written process-oriented feedback. Four feedback characteristics (number of feedback comments, specificity, feedback at self level, social reference norm) and two types of embedment of feedback in the instructional context (focus on feedback utilisation, focus on performance evaluation) were evaluated. Multilevel regression analyses revealed no significant effects of feedback characteristics on interest but negative effects of number of feedback comments and specificity on achievement in mathematics. Positive effects on mathematics achievement and interest were found when feedback was embedded in instruction and had emphasis on feedback utilisation. Students' interest also was affected positively when performance evaluation was stressed. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Interplay of formative assessment and instructional quality - interactive effects on students' […]
Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard
Zeitschriftenbeitrag
| In: Learning Environments Research | 2018
37462 Endnote
Autor*innen:
Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard
Titel:
Interplay of formative assessment and instructional quality - interactive effects on students' mathematics achievement
In:
Learning Environments Research, 21 (2018) 1, S. 61-79
DOI:
10.1007/s10984-017-9240-2
URL:
https://link.springer.com/article/10.1007%2Fs10984-017-9240-2
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Bewertung; Deutschland; Empirische Untersuchung; Feedback; Hessen; Instruktion; Intervention; Lehrer; Mathematikunterricht; Mehrebenenanalyse; Prozessorientierung <Methode>; Qualität; Quasi-Experiment; Regressionsanalyse; Schüler-Lehrer-Beziehung; Schülerleistung; Schuljahr 09; Sekundarstufe I; Unterricht; Zeit
Abstract (english):
Formative assessment is considered to be a promising teaching practice for promoting teaching and learning processes. The implementation of teaching practices into instruction involves intervening with a learning environment that is characterised by certain features of instructional quality. Our study aims to contribute to the understanding of formative assessment by analysing the interplay between a formative assessment intervention and aspects of general instructional quality. In a quasi-experimental study design, 15 teachers participated in a control group (n = 361 students) and 20 teachers in the intervention classes (n = 498 students) implemented a curriculum-embedded formative assessment tool in their ninth-grade mathematics classes. No effects were found for the intervention on the assessed aspects of general instructional quality (process-oriented instruction, teacher-student relationship, effective use of instructional time). However, multilevel regression analyses revealed an interaction effect between the intervention and process-orientation and the effective use of instruction time. Our findings suggest that implementing formative assessment tools do not seem to suffice regarding changes in general instructional quality, but that an intervention with detailed material and guidelines can counterbalance effects of instructional quality, fostering students' achievement in classes with lower degrees of process orientation and a less effective use of instructional time. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
The interplay of formative assessment and instructional quality. Interactive effects on students' […]
Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard
Zeitschriftenbeitrag
| In: Learning Environments Research | 2018
38312 Endnote
Autor*innen:
Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard
Titel:
The interplay of formative assessment and instructional quality. Interactive effects on students' mathematics achievement
In:
Learning Environments Research, 21 (2018) 1, S. 61-79
DOI:
10.1007/s10984-017-9240-2
URN:
urn:nbn:de:0111-pedocs-174072
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-174072
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Schülerleistung; Lernprozess; Feedback; Lerndiagnostik; Unterrichtsmethode; Intervention; Unterricht; Qualität; Mathematikunterricht; Schuljahr 09; Lehrer; Training; Quasi-Experiment; Mehrebenenanalyse; Regressionsanalyse; Hessen
Abstract:
Formative assessment is considered to be a promising teaching practice for promoting teaching and learning processes. The implementation of teaching practices into instruction involves intervening with a learning environment that is characterised by certain features of instructional quality. Our study aims to contribute to the understanding of formative assessment by analysing the interplay between a formative assessment intervention and aspects of general instructional quality. In a quasi-experimental study design, 15 teachers participated in a control group (n = 361 students) and 20 teachers in the intervention classes (n = 498 students) implemented a curriculum-embedded formative assessment tool in their ninth-grade mathematics classes. No effects were found for the intervention on the assessed aspects of general instructional quality (process-oriented instruction, teacher-student relationship, effective use of instructional time). However, multilevel regression analyses revealed an interaction effect between the intervention and process-orientation and the effective use of instruction time. Our findings suggest that implementing formative assessment tools do not seem to suffice regarding changes in general instructional quality, but that an intervention with detailed material and guidelines can counterbalance effects of instructional quality, fostering students' achievement in classes with lower degrees of process orientation and a less effective use of instructional time. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
G8-Schulreform verbessert PISA-Testergebnisse - insbesondere leistungsstarke SchülerInnen […]
Huebener, Mathias; Kuger, Susanne; Marcus, Jan
Zeitschriftenbeitrag
| In: DIW Wochenbericht | 2018
38323 Endnote
Autor*innen:
Huebener, Mathias; Kuger, Susanne; Marcus, Jan
Titel:
G8-Schulreform verbessert PISA-Testergebnisse - insbesondere leistungsstarke SchülerInnen profitieren
In:
DIW Wochenbericht, 85 (2018) 13/14, S. 265-275
DOI:
10.18723/diw_wb:2018-13-1
URL:
http://www.diw.de/documents/publikationen/73/diw_01.c.581447.de/18-13-1.pdf
Dokumenttyp:
3b. Beiträge in weiteren Zeitschriften; praxisorientiert
Sprache:
Deutsch
Schlagwörter:
Schulzeit; Reform; Wirkung; Schülerleistung; Kompetenzerwerb; Schuljahr 09; Gymnasium; Unterrichtszeit; PISA <Programme for International Student Assessment>; Abitur; Regressionsanalyse; Datenanalyse; Empirische Untersuchung; Bundesland; Deutschland
Abstract:
Durch die G8-Schulreform haben sich die PISA-Leistungen von GymnasiastInnen in der neunten Klasse verbessert. Insbesondere leistungsstärkere SchülerInnen schneiden bei den PISA-Tests besser ab, während Leistungsschwächere kaum oder gar nicht profitieren - sie scheinen Probleme mit dem zeitlich nach vorne verlagerten Lernstoff zu haben. Der vorliegenden Studie zufolge, die auf PISA-Daten zu mehr als 33 000 SchülerInnen basiert, hat die G8-Reform jedoch nicht dazu geführt, dass sozioökonomische Merkmale wie der Bildungshintergrund der Eltern einen größeren Einfluss auf die Schülerleistungen haben. Der Kompetenzvorsprung in der neunten Klasse scheint allerdings nicht auszureichen, um das wegfallende 13. Schuljahr vollständig zu kompensieren, denn die Abiturnoten haben sich im Durchschnitt leicht verschlechtert. Anstelle der Länge der Gymnasialschulzeit sollten vielmehr die Unterrichtsinhalte und -qualität im Fokus der Debatte stehen. Der fortwährende Ausbau des Ganztagsschulangebots sollte genutzt werden, um Kinder individueller entsprechend ihrer Bedürfnisse zu fördern. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
(Wie) wirkt formatives Assessment in Mathematik auf Leistung und Interesse von Lernenden?
Rakoczy, Katrin; Pinger, Petra; Hochweber, Jan; Schütze, Birgit; Besser, Michael
Sammelbandbeitrag
| Aus: Kompetenzzentrum Schulpsychologie BW (Hrsg.): Psychosoziale Faktoren von Unterrichtsqualität | Stuttgart: Kompetenzzentrum Schulpsychologie Baden-Württemberg | 2018
38891 Endnote
Autor*innen:
Rakoczy, Katrin; Pinger, Petra; Hochweber, Jan; Schütze, Birgit; Besser, Michael
Titel:
(Wie) wirkt formatives Assessment in Mathematik auf Leistung und Interesse von Lernenden?
Aus:
Kompetenzzentrum Schulpsychologie BW (Hrsg.): Psychosoziale Faktoren von Unterrichtsqualität, Stuttgart: Kompetenzzentrum Schulpsychologie Baden-Württemberg, 2018 (Infobrief Schulpsychologie BW, 18-1), S. 1-7
URL:
http://www.kompetenzzentrum-schulpsychologie-bw.de/site/pbs-bw-new/get/params_Dattachment/5419678/Rakoczy_InfobriefSchulpsychBW18-1.pdf
Dokumenttyp:
4. Beiträge in Sammelbänden; Sonstiges
Sprache:
Deutsch
Schlagwörter:
Mathematikunterricht; Schüler; Leistungsbeurteilung; Feedback; Wirkung; Leistungssteigerung; Interesse; Selbstwirksamkeit; Intervention; Schuljahr 09; Leistungstest; Schülerleistung; Wahrnehmung; Projekt; Quasi-Experiment; Hessen; Deutschland
Abstract:
Sowohl Bildungsforscher/innen als auch Praktiker/innen sehen eine große Chance in Ansätzen des formativen Assessments. Obgleich seine Wirkung in zahlreichen Studien belegt werden konnte, bedarf es weiterer Klärung, wie die berichteten Erfolge erzielt werden können. Erst wenn klar ist, wie formatives Assessment aufgebaut sein sollte (siehe Abschnitt 2) und welche individuellen Wahrnehmungs- und Verarbeitungsprozesse der Lernenden die Wirkung zu erklären helfen (siehe Abschnitt 3), können Rückschlüsse auf die Unterrichtspraxis gezogen werden. Das von der Deutschen Forschungsgemeinschaft geförderte Projekt Conditions and Consequences of Classroom Assessment (Co2CA) beschäftigte sich in mehreren Teilstudien mit der Gestaltung und Wirkung von formativem Assessment im Unterrichtsfach Mathematik (für einen Überblick über das Projekt siehe Rakoczy, Klieme, Leiß & Blum, 2017). In Abschnitt 4 werden entsprechende Ergebnisse aus der Interventionsstudie des Projekts vorgestellt. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
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