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Measuring hygiene competence. The picture-based situational judgement test HygiKo
Heininger, Susanne Katharina; Baumgartner, Maria; Zehner, Fabian; Burgkart, Rainer; Söllner, Nina; […]
Zeitschriftenbeitrag
| In: BMC Medical Education | 2021
41439 Endnote
Autor*innen:
Heininger, Susanne Katharina; Baumgartner, Maria; Zehner, Fabian; Burgkart, Rainer; Söllner, Nina; Berberat, Pascal O.; Gartmeier, Martin
Titel:
Measuring hygiene competence. The picture-based situational judgement test HygiKo
In:
BMC Medical Education, 21 (2021) , S. 410
DOI:
10.1186/s12909-021-02829-y
URL:
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02829-y
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Hygiene; Kompetenz; Testverfahren; Gesundheitswesen; Medizin; Student; Arzt; Medizinisches Personal; Situation; Bewertung; Vignette; Item-Response-Theory; Rasch-Modell
Abstract:
Background: With the onset of the COVID-19 pandemic at the beginning of 2020, the crucial role of hygiene in healthcare settings has once again become very clear. For diagnostic and for didactic purposes, standardized and reliable tests suitable to assess the competencies involved in "working hygienically" are required. However, existing tests usually use self-report questionnaires, which are suboptimal for this purpose. In the present study, we introduce the newly developed, competence-oriented HygiKo test instrument focusing health-care professionals' hygiene competence and report empirical evidence regarding its psychometric properties. Methods: HygiKo is a Situational Judgement Test (SJT) to assess hygiene competence. The HygiKo-test consists of twenty pictures (items), each item presents only one unambiguous hygiene lapse. For each item, test respondents are asked (1) whether they recognize a problem in the picture with respect to hygiene guidelines and, (2) if yes, to describe the problem in a short verbal response. Our sample comprised n = 149 health care professionals (79.1 % female; age: M = 26.7 years, SD = 7.3 years) working as clinicians or nurses. The written responses were rated by two independent raters with high agreement (α > 0.80), indicating high reliability of the measurement. We used Item Response Theory (IRT) for further data analysis. Results: We report IRT analyses that show that the HygiKo-test is suitable to assess hygiene competence and that it allows to distinguish between persons demonstrating different levels of ability for seventeen of the twenty items), especially for the range of low to medium person abilities. Hence, the HygiKo-SJT is suitable to get a reliable and competence-oriented measure for hygiene-competence. Conclusions: In its present form, the HygiKo-test can be used to assess the hygiene competence of medical students, medical doctors, nurses and trainee nurses in cross-sectional measurements. In order to broaden the difficulty spectrum of the current test, additional test items with higher difficulty should be developed. The Situational Judgement Test designed to assess hygiene competence can be helpful in testing and teaching the ability of working hygienically. Further research for validity is needed. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Ready to teach? A profile analysis on cognitive and motivational-affective teacher characteristics […]
Holzberger, Doris; Maurer, Christina; Kunina-Habenicht, Olga; Kunter, Mareike
Zeitschriftenbeitrag
| In: Teaching and Teacher Education | 2021
40992 Endnote
Autor*innen:
Holzberger, Doris; Maurer, Christina; Kunina-Habenicht, Olga; Kunter, Mareike
Titel:
Ready to teach? A profile analysis on cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and long-term effects on teachers' occupational well-being
In:
Teaching and Teacher Education, 100 (2021) , S. 103285
DOI:
10.1016/j.tate.2021.103285
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0742051X21000093
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Lehramtsstudent; Eigenschaft; Vorbereitungsdienst; Kompetenz; Wissen; Einstellung <Psy>; Überzeugung; Wirkung; Lehrer; Arbeitszufriedenheit; Wohlbefinden; Deutschland
Abstract:
The present study explores how multiple teacher characteristics (i.e., knowledge, beliefs, self-efficacy, and self-regulation) co-occur within 649 German teacher candidates at the end of pre-service teacher education and how these profiles are related to teachers' future occupational well-being. A latent profile analysis identified one highly knowledgeable and engaged profile, one profile with below average knowledge, and one profile with below average beliefs, motivation, and self-regulation. These profiles also differed in their emotional exhaustion and job satisfaction. Thefindings emphasize how teacher candidates differ qualitatively in their pattern of "starting competence" what may have consequences with regard to specific interventions.
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Teachers' professional collaboration and trust relationships. An inferential social network […]
Kolleck, Nina; Schuster, Johannes; Hartmann, Ulrike; Gräsel, Cornelia
Zeitschriftenbeitrag
| In: Research in Education | 2021
41410 Endnote
Autor*innen:
Kolleck, Nina; Schuster, Johannes; Hartmann, Ulrike; Gräsel, Cornelia
Titel:
Teachers' professional collaboration and trust relationships. An inferential social network analysis of teacher teams
In:
Research in Education, 111 (2021) 1, S. 89-107
DOI:
10.1177/00345237211031585
URL:
https://journals.sagepub.com/doi/10.1177/00345237211031585
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Lehrer; Kooperation; Teamarbeit; Unterricht; Zwischenmenschliche Beziehung; Vertrauen; Professionalisierung; Soziales Netzwerk; Analyse; Zufall; Modell
Abstract (english):
In recent years, teachers around the world have been increasingly confronted with various expectations concerning the improvement of their classroom practices and school activities. One factor widely acknowledged to facilitate school and classroom improvement is a strong collaborative culture among teachers. As such, teachers are expected to work in teacher teams, to collaborate closely with colleagues, to co-construct classroom practices, and thus to strengthen trust relationships within the team. A growing number of researchers has analyzed how teachers address these expectations. They suggest that there is a link between teachers' embeddedness in collaboration networks and teachers' trust relationships. The present study seeks to contribute to the research literature by presenting results of Social Network Analyses (SNA) and exponential random graph models (ERGMs) on teacher collaboration in nine secondary schools in Germany (N = 366 teachers). We investigate how the involvement of teachers in co-constructive collaboration in schools, measured by the amount of team teaching (TT), relates to teachers' trust levels. Results of our analyses suggest that a high amount of TT is not necessarily related to a higher degree of trust among teachers at the school level. However, a high involvement of teachers in TT is related positively to their being perceived as trustworthy. Furthermore, the emergence of trust relations in teacher networks depends on general network characteristics, such as homophily, reciprocity and transitivity. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Self-concept and self-efficacy scales structure in PISA 2018 and their relationships with reading […]
Lafontaine, Dominique; Jude, Nina; Leck, Johanna
Zeitschriftenbeitrag
| In: Scientia Paedagogica Experimentalis | 2021
44306 Endnote
Autor*innen:
Lafontaine, Dominique; Jude, Nina; Leck, Johanna
Titel:
Self-concept and self-efficacy scales structure in PISA 2018 and their relationships with reading achievement
In:
Scientia Paedagogica Experimentalis, 58 (2021) 2, S. 123-165
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract:
Using data from 37 OECD countries, this study investigated the factorial structure of the reading self-concept and self-efficacy scales newly introduced in the Programme for International Student Assessment (PISA 2018) and their relationships with reading achievement. A three-factorial structure - self-efficacy, perception of competence and perception of difficulty - fitted the data best. The two-factorial structure of the self-concept was confirmed overall and in the vast majority of countries. All three scales showed moderate to strong within-country correlations with reading achievement. The direction of the correlations of the three scales was the same at the within-country and at the country level ; the attitudes-achievement paradox was not observed for anay of the scales. Comparatively, self-efficacy showed better psychometric properties than the self-concept scales and had more stable across countries and stronger correlations with reading achievement. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Measuring system competence in education for sustainable development
Roczen, Nina; Fischer, Frank; Fögele, Janis; Hartig, Johannes; Mehren, Rainer
Zeitschriftenbeitrag
| In: Sustainability | 2021
41188 Endnote
Autor*innen:
Roczen, Nina; Fischer, Frank; Fögele, Janis; Hartig, Johannes; Mehren, Rainer
Titel:
Measuring system competence in education for sustainable development
In:
Sustainability, 13 (2021) 9, S. 4932
DOI:
10.3390/su13094932
URN:
urn:nbn:de:0111-pedocs-238471
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-238471
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Bildung; Nachhaltige Entwicklung; Systemkompetenz; Testentwicklung; Messung; Bewertung; Schuljahr 08; Schuljahr 09; Gesamtschule; Realschule; Hauptschule; Gymnasium; Bayern; Hessen; Nordrhein-Westfalen; Deutschland
Abstract (english):
This paper presents the development of an instrument for the assessment of system competence in the field of Education for Sustainable Development (ESD). Based on an already existing, more complex model of system competence for the school subject geography, we have developed a test that refers to central themes and principles of ESD using exclusively closed answer formats. Building on the results of cognitive laboratories and expert feedback from various fields, the instrument was (further) developed in an iterative process of feedback and revision. We conducted a quantitative pilot study with N = 366 8th and 9th grade students. The results indicate that the development of our system competence test was successful-the overall test yielded a high reliability and only very few items were not working as intended. Furthermore, the difficulties of the items were appropriate for the ability levels of the students and the results of a confirmatory factor analysis (CFA) suggest that the newly developed test measures system competence with one dimension. As the test is compact, easy to interpret, and yet reliable, it is particularly suitable for monitoring purposes in the field of ESD.
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Readers' perceived task demands and their relation to multiple document comprehension strategies […]
Schoor, Cornelia; Rouet, Jean-Francoise; Artelt, Cordula; Mahlow, Nina; Hahnel, Carolin; […]
Zeitschriftenbeitrag
| In: Learning and Individual Differences | 2021
41225 Endnote
Autor*innen:
Schoor, Cornelia; Rouet, Jean-Francoise; Artelt, Cordula; Mahlow, Nina; Hahnel, Carolin; Kroehne, Ulf; Goldhammer, Frank
Titel:
Readers' perceived task demands and their relation to multiple document comprehension strategies and outcome
In:
Learning and Individual Differences, 88 (2021) , S. 102018
DOI:
10.1016/j.lindif.2021.102018
URL:
https://www.sciencedirect.com/science/article/abs/pii/S1041608021000558?via%3Dihub
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Teacher collaboration networks as a function of type of collaboration and schools' structural […]
Schuster, Johannes; Hartmann, Ulrike; Kolleck, Nina
Zeitschriftenbeitrag
| In: Teaching and Teacher Education | 2021
41181 Endnote
Autor*innen:
Schuster, Johannes; Hartmann, Ulrike; Kolleck, Nina
Titel:
Teacher collaboration networks as a function of type of collaboration and schools' structural environment
In:
Teaching and Teacher Education, 103 (2021) , S. 103372
DOI:
10.1016/j.tate.2021.103372
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0742051X21000962?via%3Dihub
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract (english):
This study examines teacher collaboration in nine German schools to identify factors that explain the structure of teacher networks in relation to specific types of collaboration and schools' structural environment. Using inferential network analysis, we find that teachers' individual attributes are important for collaboration in schools with basic collaborative environments, and for the exchange of material. By contrast, in schools with well-established collaborative structures, ties are formed predominantly based on prior relations. Our findings emphasize the importance of collaborative structures to lower the barrier for individual teachers to engage in collaboration and to bring together colleagues from different backgrounds.
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Virtual academic conferences as learning spaces. Factors associated with the perceived value of […]
Seidenberg, Nina; Scheffel, Maren; Kovanovic, Vitomir; Lynch, Grace; Drachsler, Hendrik
Zeitschriftenbeitrag
| In: Journal of Computer Assisted Learning | 2021
42175 Endnote
Autor*innen:
Seidenberg, Nina; Scheffel, Maren; Kovanovic, Vitomir; Lynch, Grace; Drachsler, Hendrik
Titel:
Virtual academic conferences as learning spaces. Factors associated with the perceived value of purely virtual conferences
In:
Journal of Computer Assisted Learning, 37 (2021) 6, S. 1694-1707
DOI:
10.1111/jcal.12614
URN:
urn:nbn:de:0111-pedocs-252298
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-252298
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Konferenz; Videokonferenz; Online; Pandemie; Wissenschaftler; Lernen; Soziale Interaktion; Kommunikation; Vernetzung; Fachkonferenz; Wahrnehmung; Bewertung; Befragung; Umfrage; Datenanalyse; Empirische Untersuchung
Abstract:
Background: The COVID-19 outbreak came with an unprecedented opportunity to investigate how the new reality of social distancing and limited international travel will affect the organization of academic conferences. Objectives: Drawing on conceptualization of academic conferences as professional learning spaces, in this study, we examine the factors associated with the perceived value of purely virtual academic conferences and how such perceptions differ between participants from different research fields. The aim was to gain knowledge about factors that should be considered when designing a virtual conference. Methods: Survey data from participants of three different virtual conferences were collected (N = 311). Kendall's rank correlation and χ2-analyses were performed. Results and Conclusion: Results show satisfaction with social interaction, the extent to which presentations met participants' topics of interest and the perceived importance of learning and getting an overview on the research topic to be related to the value rating. Researchers from different research fields differ significantly in their opinion about the most appropriate conference format regarding getting an overview on the research topic. For some researchers, virtual participation might be a valuable alternative to attending a conference in person. The study serves as a first attempt to understand how and for which target groups virtual conferences serve as a valuable learning event. Further research on this conference format is needed. Lay Description What is already known about the topic: Prior to the pandemic only a few academic conferences were held purely virtual, thus scientific knowledge about this event format was rather scarce. Research on face-to-face conferences identified these events as platforms for networking and learning with a focus on social interaction. Mainly informal social interaction and networking is limited in the virtual space. What this paper adds: First insights how and for which target groups virtual conferences serve as a valuable learning event. Perceptions about the most appropriate conference format regarding certain conference aspects among researchers from different fields. Implications for practice: Formal interaction opportunities should be considered when designing a virtual conference. Virtual conferences are valuable events especially for those people, who focus on learning.
DIPF-Abteilung:
Informationszentrum Bildung
Unblack the Box. Anregungen für eine (selbst)bewusste Auseinandersetzung mit digitaler Bildung
Hartong, Sigrid; Allert, Heidrun; Amos, Karin; Bleckmann, Paula; Czarnorjan, Izabela; […]
Sammelbandbeitrag
| Aus: Lankau, Ralf (Hrsg.): Autonom und mündig am Touchscreen: Für eine konstruktive Medienarbeit in der Schule | Weinheim: Beltz | 2021
41434 Endnote
Autor*innen:
Hartong, Sigrid; Allert, Heidrun; Amos, Karin; Bleckmann, Paula; Czarnorjan, Izabela; Förschler, Annina; Jornitz, Sieglinde; Reinhard, Manuel; Sander, Ina
Titel:
Unblack the Box. Anregungen für eine (selbst)bewusste Auseinandersetzung mit digitaler Bildung
Aus:
Lankau, Ralf (Hrsg.): Autonom und mündig am Touchscreen: Für eine konstruktive Medienarbeit in der Schule, Weinheim: Beltz, 2021 , S. 201-212
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Digitale Medien; Medieneinsatz; Schule; Unterricht; Schüler; Lehrer; Selbstbewusstsein; Medienkompetenz; Digitalisierung; Medienwirkung; Daten; Lernplattform; Datenverarbeitung; Modellierung; Bildungsangebot; Tool; Beeinflussung; Medienverhalten; Nutzerverhalten; Mündigkeit
Abstract:
Die Initiative "Unblack the Box" stellt Anregungen zu einem (selbst)bewussten Umgang mit digitalen Medien in der Schule vor. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Lehrerpersönlichkeit und professionelle Kompetenz von Lehrkräften
Kunina-Habenicht, Olga; Decker, Anna-Theresia; Kunter, Mareike
Sammelbandbeitrag
| Aus: Seifried, Klaus; Drewes, Stefan; Hasselhorn, Marcus (Hrsg.): Handbuch Schulpsychologie | Stuttgart: Kohlhammer | 2021
41065 Endnote
Autor*innen:
Kunina-Habenicht, Olga; Decker, Anna-Theresia; Kunter, Mareike
Titel:
Lehrerpersönlichkeit und professionelle Kompetenz von Lehrkräften
Aus:
Seifried, Klaus; Drewes, Stefan; Hasselhorn, Marcus (Hrsg.): Handbuch Schulpsychologie, Stuttgart: Kohlhammer, 2021 , S. 379-388
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Lehrer; Persönlichkeit; Professionalität; Fachkompetenz; Berufsanforderung; Fachwissen; Fachdidaktik; Motivation; Schüler; Förderung; Unterstützung; Lehrerfortbildung; Wirkung; Kooperation; Schulpsychologe; Prävention; Gesundheit; Empirische Forschung; Methode
Abstract:
Lehrkräfte verfügen über Expertise für das Lernen und Lehren und haben einen entscheidenden Einfluss auf die Leistungen von Schülerinnen und Schüler. Ihre primäre Aufgabe besteht in der Gestaltung von anregenden Lerngelegenheiten im Unterricht und der Förderung der Entwicklung von Schülerinnen und Schülern. Neben der eigentlichen Unterrichtstätigkeit übernehmen Lehrkräfte zahlreiche andere Aufgaben wie z.B. Unterrichtsvorbereitung und -nachbereitung, Korrektur von Arbeiten, Beratung von Familien, Teilnahme an Weiterbildungen. Hierbei stellt sich die Frage, warum manche Lehrkräfte ihren Beruf erfolgreich ausüben, während andere die beruflichen Anforderungen nur begrenzt bewältigen. In der Literatur finden sich typischerweise zwei Herangehensweisen an diese Frage, nämlich der so genannte Persönlichkeitsansatz, der davon ausgeht, dass erfolgreiches Unterrichten vor allem eine Folge stabiler Eigenschaften und Talente ist, und der Kompetenzansatz, der annimmt, dass erfolgreiches Unterrichten eine Folge kumulativer Lernprozesse ist. Beide Ansätze werden im Folgenden zunächst vorgestellt und anschließend in ein gemeinsames Modell integriert. Danach werden die Bedeutung und Gestaltung von Lehrkräftefortbildungen thematisiert und praktische Implikationen für die Arbeit von Schulpsychologinnen und -psychologen diskutiert. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
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