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(Schlagwörter: "Mathematik")

Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung Mackowiak, Katja; Beckerle, Christine; Gentrup, Sarah; Titz, Cora (Hrsg.) Compilation Book | Bad Heilbrunn: Klinkhardt | 2020 40628 Endnote: Editor(s) Mackowiak, Katja; Beckerle, Christine; Gentrup, Sarah; Titz, Cora
Title: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung
Published: Bad Heilbrunn: Klinkhardt, 2020
DOI: doi.org/1035468/5801
URN: urn:nbn:de:0111-pedocs-201399
URL: https://www.pedocs.de/frontdoor.php?source_opus=20139
Publication Type: 2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language: Deutsch
Keywords: Aktivierung; Anwendung; Auswertung; Baden-Württemberg; Bayern; Beobachtung; Beobachtungsmethode; Berufliche Kompetenz; Bewertung; Bildungsforschung; Bildungspraxis; Datenerfassung; Deutschland; Deutschunterricht; Diagnostik; Dokumentation; Empirische Forschung; Erhebungsinstrument; Erzieher; Erzieherin; Fachdidaktik; Fachsprache; Fachunterricht; Fachwissen; Feed-back; Förderdiagnostik; Förderung; Forschung; Forschungsmethode; Fragebogen; Grundschule; Handlungskompetenz; Instrument; Interview; Kind; Kindergarten; Kindergartenalltag; Kindergartenpädagogik; Kindertagesstätte; Kompetenz; Kompetenzmessung; Korrektur; Längsschnittuntersuchung; Lehramtsstudent; Lehrer; Lehrer-Schüler-Interaktion; Leitfadeninterview; Leseförderung; Lesekompetenz; Mathematikunterricht; Messinstrument; Methode; Nordrhein-Westfalen; Pädagogische Fachkraft; Pädagogisches Handeln; Primarbereich; Profession; Professionalisierung; Protokoll; Psychometrie; Qualitative Forschung; Quantitative Forschung; Reflexion <Phil>; Sachsen-Anhalt; Schriftsprache; Schule; Schüler; Schülermitarbeit; Sekundarstufe I; Software; Sprachbildung; Sprachdiagnostik; Spracherwerb; Sprachförderung; Sprachgebrauch; Sprachkompetenz; Sprachpraktische Übung; Sprachstandsforschung; Test; Testkonstruktion; Testvalidität; Testverfahren; Transfer; Unterricht; Videoanalyse; Videoaufzeichnung; Vignette <Methode>; Wissen; Wissenstest
Abstract: Das Buch stellt sieben Verfahren vor, die unterschiedliche Facetten (schrift-)sprachlicher Bildung erfassen. Die Verfahren fokussieren unterschiedlcihe Aspekte der Sprachbildung sowie Sprach- und Leseförderung in Kindertageseinrichtungen und Schulen und adressieren unterschiedliche Zielgruppen (pädagogische Fachkräfte, Lehrkräfte, Kinder). Die Instrumente wurden im Rahmen der Initiative "Bildung durch Sprache und Schrift" (BiSS) entwickelt und primär für Forschungszwecke, jedoch auch in der Aus- und Weiterbildung von pädagogischen Fach- und Lehrkräften einsetzbar. Ein online-Anhang stellt die Instrumente sowie alle notwendigen Materialien zur Verfügung.
DIPF-Departments: Bildung und Entwicklung

Social and dimensional comparisons in the formation of German students' language self-concepts Arens, A. Katrin; Helm, Friederike; Wolff, Fabian; Möller, Jens Journal Article | In: Journal of Experimental Education | 2020 39360 Endnote: Author(s): Arens, A. Katrin; Helm, Friederike; Wolff, Fabian; Möller, Jens
Title: Social and dimensional comparisons in the formation of German students' language self-concepts
In: Journal of Experimental Education, 88 (2020) 2, S. 245-264
DOI: 10.1080/00220973.2019.1635069
URN: urn:nbn:de:0111-pedocs-190075
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-190075
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Empirische Untersuchung; Schleswig-Holstein; Deutschland; Schüler; Sprache; Selbstkonzept; Leistung; Unterrichtssprache; Deutsch; Erste Fremdsprache; Englisch; Zweite Fremdsprache; Französisch; Latein; Mathematik; Vergleich; Gymnasium; Sekundarbereich; Fragebogen; Schulnoten; Strukturgleichungsmodell; Faktorenanalyse
Abstract (english): This study extended the internal/external reference model to multiple languages including students' language of instruction, first foreign language, and second foreign language. We examined whether social and dimensional comparisons play similar roles in the formation of students' self-concept related to different languages and whether dimensional comparisons result in contrast or assimilation effects. All students had German as the language of instruction and English as the first foreign language. Students were divided into a subsample (N = 487) learning French as a second foreign language and a subsample (N = 481) learning Latin. Invariance tests demonstrated that the achievement-self-concept relations were similar across the subsamples, but interesting group differences became apparent when analyzing the French and Latin subsamples separately. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Personality, cognitive ability, and academic performance. Differential associations across school […] Brandt, Naemi D.; Lechner, Clemens M.; Tetzner, Julia; Rammstedt, Beatrice Journal Article | In: Journal of Personality | 2020 40967 Endnote: Author(s): Brandt, Naemi D.; Lechner, Clemens M.; Tetzner, Julia; Rammstedt, Beatrice
Title: Personality, cognitive ability, and academic performance. Differential associations across school subjects and school tracks
In: Journal of Personality, 88 (2020) 2, S. 249-265
DOI: 10.1111/jopy.12482
URL: https://onlinelibrary.wiley.com/doi/full/10.1111/jopy.12482
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Schüler; Persönlichkeitsmerkmal; Persönlichkeit; Kognitive Kompetenz; Intelligenz; Emotionale Kompetenz; Schulerfolg; Schulform; Unterrichtsfach; Deutschunterricht; Mathematikunterricht; Schuljahr 09; Einflussfaktor; Gymnasium; Realschule; Berufsschule; Schülerleistung; Test; Panel; Strukturgleichungsmodell; Längsschnittuntersuchung; Deutschland;
Abstract: Aim: Personality traits and cognitive ability are well‐established predictors of academic performance. Yet, how consistent and generalizable are the associations between personality, cognitive ability, and performance? Building on theoretical arguments that trait-performance relations should vary depending on the demands and opportunities for trait expression in the learning environment, we investigated whether the associations of personality (Big Five) and cognitive ability (fluid intelligence) with academic performance (grades and tests scores) vary across school subjects (German and math) and across ability‐grouped school tracks (academic, intermediate, and vocational). Method: Multiple group structural equation models in a large representative sample of ninth‐grade students (N = 12,915) from the German National Educational Panel Study (NEPS). Results: Differential associations across school subjects emerged for cognitive ability, Emotional Stability, and Conscientiousness (math > German); and for Openness and Extraversion (German > math). Differential associations across school tracks emerged for cognitive ability, Conscientiousness (academic > intermediate > vocational) and Agreeableness (academic > intermediate > vocational). Personality traits explained more variation in academic performance in the academic than in the other tracks. Conclusion: Most trait-performance relations varied across subjects, tracks, or both. These findings highlight the need for more nuanced and context‐minded perspective on trait-performance relations. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Traditionelle Hausaufgaben oder integrierte Lernzeiten? Ein Vergleich der Erfahrungen und […] Brisson, Brigitte Maria; Theis, Désirée Journal Article | In: Psychologie in Erziehung und Unterricht | 2020 39743 Endnote: Author(s): Brisson, Brigitte Maria; Theis, Désirée
Title: Traditionelle Hausaufgaben oder integrierte Lernzeiten? Ein Vergleich der Erfahrungen und Leistungsentwicklungen von Schülerinnen und Schülern mit unterschiedlichen Übungsformaten
In: Psychologie in Erziehung und Unterricht, 67 (2020) 4, S. 294-312
DOI: 10.2378/peu2020.art22d
URL: https://www.reinhardt-journals.de/index.php/peu/article/view/153000
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Deutsch
Keywords: Deutschland; Hausaufgabe; Übung; Lernzeit; Ganztagsschule; Schuljahr 05; Wirkung; Schülerleistung; Integrierte Gesamtschule; Belastung; Wohlbefinden; Englischunterricht; Mathematikunterricht; Test; Erfahrung; Vergleich; Befragung; Regressionsanalyse
Abstract: More and more all-day schools in Germany are integrating study periods into compulsory education, but traditional homework is also common in many all-day schools. Which study format works better? The present study examined differences in contextual and individual characteristics during task completion and in performance of students doing either homework or study tasks in class. Overall, 301 students in Grade 5 at five German comprehensive schools participated in ambulatory assessments on task perception and completion, as well as standardized tests in English and mathematics. Regression analyses showed benefits of study periods versus homework in terms of perceived task quality, competence, cost, and well-being during task completion. Despite more noise in study periods, students studying in class did not differ in concentration and effort from their peers with homework. However, they made less progress in mathematics over a school year. Benefits and challenges of study periods are discussed. (DIPF/Orig.)
Abstract (english): Immer mehr Ganztagsschulen integrieren feste Übungsphasen in den Pflichtunterricht (Lernzeiten). Doch auch traditionelle Hausaufgaben haben einen hohen Stellenwert an Ganztagsschulen. Welches Übungsformat ist erfolgreicher? Die vorliegende Studie untersuchte Unterschiede in kontextuellen und individuellen Merkmalen bei der Aufgabenbearbeitung und der Leistungsentwicklung von Schülerinnen und Schülern, die entweder Hausaufgaben oder Lernzeit-Aufgaben in der Klasse erledigten. Insgesamt 301 Kinder der Jahrgangsstufe 5 an fünf integrierten Gesamtschulen nahmen an wiederholten situationsbezogenen Erhebungen zur Aufgabenwahrnehmung und -bearbeitung sowie an Leistungstests in Englisch und Mathematik teil. Die Ergebnisse von Regressionsanalysen deuten auf Vorteile der Lernzeiten gegenüber Hausaufgaben in Bezug auf die wahrgenommene Aufgabenqualität sowie Kompetenzerleben, Belastung und Wohlbefinden bei der Bearbeitung hin. Trotz mehr Lärm und Unruhe bei der Aufgabenbearbeitung unterschieden sich Schülerinnen und Schüler mit Lernzeiten nicht in Konzentration und Anstrengung von ihren Peers mit Hausaufgaben, jedoch war ihr Lernzuwachs in Mathematik über ein Schuljahr hinweg geringer. Chancen und Herausforderungen von Lernzeiten werden diskutiert. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

Do student ratings of classroom management tell us more about teachers or about classroom […] Göllner, Richard; Fauth, Benjamin; Lenske, Gerlinde; Praetorius, Anna-Katharina; Wagner, Wolfgang Journal Article | In: Zeitschrift für Pädagogik. Beiheft | 2020 40729 Endnote: Author(s): Göllner, Richard; Fauth, Benjamin; Lenske, Gerlinde; Praetorius, Anna-Katharina; Wagner, Wolfgang
Title: Do student ratings of classroom management tell us more about teachers or about classroom composition?
In: Zeitschrift für Pädagogik. Beiheft, 66 (2020) , S. 156-172
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Einflussfaktor; Faktorenanalyse; Längsschnittuntersuchung; Deutschland; Klassenführung; Wahrnehmung; Schüler; Bewertung; Geschlechtsspezifischer Unterschied; Lehrer; Schuljahr 09; Schuljahr 10; Zusammensetzung; Mathematikunterricht; Leistungsdifferenzierung; Mathematische Kompetenz; Qualität; Unterrichtsklima; Unterrichtsstörung; Indikator
Abstract: The present study investigated whether the varying referents (i.e., teacher or student referent) of student ratings of established classroom management measures differ in their associations with compositional classroom characteristics and students' math achievement. Re-analysis of a large-scale dataset (PISA 2003) showed that classrooms with a higher proportion of male students, as well as those with lower math performance, exhibited lower scores on classroom management factors referring more to students than the teacher. These were in turn related to lower pre-adjusted math achievement of students. There were no associations with a measure referring to the teacher. Our results indicate that varying referents tap into different aspects of the classroom management process. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

Perceived teacher unfairness and student motivation in math and German. An application of the […] Helm, Friederike; Arens, A. Katrin; Möller, Jens Journal Article | In: Learning and Individual Differences | 2020 40187 Endnote: Author(s): Helm, Friederike; Arens, A. Katrin; Möller, Jens
Title: Perceived teacher unfairness and student motivation in math and German. An application of the generalized internal/external frame of reference model
In: Learning and Individual Differences, 81 (2020) , S. 101891
DOI: 10.1016/j.lindif.2020.101891
URN: urn:nbn:de:0111-pedocs-220413
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-220413
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Schüler; Motivation; Selbstkonzept; Einflussfaktor; Wahrnehmung; Lehrerverhalten; Fairness; Ungerechtigkeit; Modell; Mathematikunterricht; Deutschunterricht; Schuljahr 06; Sekundarstufe I; Empirische Untersuchung; Deutschland
Abstract: The Generalized Internal/External Frame of Reference Model offers a framework according to which the perception of teacher characteristics might impact on students' motivation within and between subjects. In the present study, relations between perceived teacher unfairness and student motivation in math and German were examined. In a sample of N = 1685 German secondary school students, perceived teacher unfairness was found to be negatively related with student self-concept, interest, and importance of doing well on the task within the subjects of math and German, while being positively related with the three aspects of student motivation between subjects. Mediation analyses revealed partial mediation through academic self-concept within, and complete mediation between subjects. The results imply that students' motivation in one subject is not only related to perceived teacher characteristics in the corresponding subject, but also to the experiences that these students make with teachers in another subject. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Comparing apples and oranges. Curricular intensification reforms can change the meaning of […] Hübner, Nicolas; Wagner, Wolfgang; Hochweber, Jan; Neumann, Marko; Nagengast, Benjamin Journal Article | In: Journal of Educational Psychology | 2020 39309 Endnote: Author(s): Hübner, Nicolas; Wagner, Wolfgang; Hochweber, Jan; Neumann, Marko; Nagengast, Benjamin
Title: Comparing apples and oranges. Curricular intensification reforms can change the meaning of students' grades!
In: Journal of Educational Psychology, 112 (2020) 1, S. 204-220
DOI: 10.18747/PHSG-coll3/id/378
URL: https://www.pedocs.de/frontdoor.php?source_opus=18970
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Schulreform; Gymnasiale Oberstufe; Curriculumreform; Einflussfaktor; Leistungsbeurteilung; Schülerleistung; Schulnoten; Lehrerurteil; Leistungstest; Standard; Englischunterricht; Mathematikunterricht; Panel; Vergleich; Thüringen; Baden-Württemberg
Abstract (english): Teacher-assigned grades provide important information that is used by universities and colleges to make admission decisions and by employers to make hiring decisions. Besides grades, the results of standardized achievement tests are frequently used for student selection and allocation. However, correlations between the two achievement measures are far from perfect, and researchers have argued that this discrepancy can be at least partially attributed to norm-referenced grading, which is based on the composition of performance in a class. In this study, we investigated the results of a curricular intensification reform, which introduced changes in the distribution of student performance by making enrollment in certain courses mandatory. We investigated whether the reform resulted in changes in the relationship between standardized achievement-test results and teacher-assigned grades. We analyzed cohort control design data from two large representative samples of students from two German states (Baden-Württemberg: N = 5,574; Thuringia: N = 2,202) before and after the reform. Results indicated that students who received a certain grade before the reform (e.g., a grade of A, B, C, or D) differed in their standardized test performance from students who received the same grade after the reform. Furthermore, in math, course-level-specific reform effects on the association between grades and standardized test performance were found to vary between groups of students receiving good and poor grades. Implications for educational policy and school reforms and suggestions for grading are discussed. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation; Struktur und Steuerung des Bildungswesens

Do social comparisons matter for university major choices? A longitudinal study from a gender […] Keyserlingk, Luise von; Becker, Michael; Jansen, Malte Journal Article | In: International Journal of Gender, Science and Technology | 2020 39993 Endnote: Author(s): Keyserlingk, Luise von; Becker, Michael; Jansen, Malte
Title: Do social comparisons matter for university major choices? A longitudinal study from a gender perspective
In: International Journal of Gender, Science and Technology, 12 (2020) 1, S. 46-64
URL: http://genderandset.open.ac.uk/index.php/genderandset/article/download/676/1117
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Studium; Hauptfach; Studienwahl; Naturwissenschaften; Technik; Ingenieurwissenschaft; Mathematik; Geschlecht; Prädiktor; Schüler; Schülerin; Sozialer Vergleich; Selbstkonzept; Interesse; Längsschnittuntersuchung; Datenanalyse; Sekundäranalyse; Deutschland
Abstract: In Germany, male students are largely overrepresented in STEM majors at university. Gender differences in important predictors of major choices, namely self-concept and interest in math or science have been discussed to explain the gender gap in STEM. For both, self-concept and interest, social comparisons with peers are important (big-fish-little-pond effect - BFLPE). Recent findings have further shown indirect long-term BFLPEs in high school on STEM major choice at university through students' self-concept and interest. We built on these findings and investigated if differential BFLPEs on females' and males' self-concepts and interests in high school could help understand gendered enrollment processes in math intensive university majors. We used a subsample (N = 2182) of a German longitudinal study and used data from two measurement points (T1: 12th grade; T2: two years after high school graduation). Results showed gender differences in math self-concept, math achievement, and enrollment in math intensive university majors. The BFLPE on self-concept, interest and university major choice did not differ between female and male students. These findings point to gender differences in the means of relevant predictors of university major choice, but to gender similarity in the underlying processes of self-concept formation and university major choice. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Leaving the pond - choosing an ocean. Effects of student composition on STEM major choices at […] Keyserlingk, Luise von; Becker, Michael; Jansen, Malte; Maaz, Kai Journal Article | In: Journal of Educational Psychology | 2020 39369 Endnote: Author(s): Keyserlingk, Luise von; Becker, Michael; Jansen, Malte; Maaz, Kai
Title: Leaving the pond - choosing an ocean. Effects of student composition on STEM major choices at university
In: Journal of Educational Psychology, 112 (2020) 4, S. 751-764
DOI: 10.1037/edu0000378
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Schüler; Mathematik; Selbstkonzept; Interesse; Schülerleistung; Zusammensetzung; Wirkung; Schuljahr 12; Universität; Studienwahl; Studienfach; Naturwissenschaften; Ingenieurwissenschaft; Fragebogen; Leistungstest; Datenanalyse; Strukturgleichungsmodell; Längsschnittuntersuchung; Empirische Untersuchung; Deutschland
Abstract: Self-concept in mathematics (MSC) and interest in mathematics are important predictors of whether a student will choose to major in a science, technology, engineering, or mathematics (STEM) field at university. Research on the big-fish-little-pond effect (BFLPE) has shown that both predictors are affected by the achievement composition of students in schools. That is, given the same individual ability, students in higher achieving schools exhibit lower MSC and interest in mathematics than students in lower achieving schools due to social comparison processes. The BFLPE has been replicated in high school settings many times, but less is known about the long-term effects of this context effect. In the present study, we investigated the long-term effects of the BFLPE on the aspiration to major in and the actual decision to major in a STEM field at university. We used data from a German longitudinal study. The results showed no direct BFLPE on the aspiration to enroll in a STEM major at the end of high school or on actual enrollment in a STEM major 2 years after graduating from high school. However, small negative indirect effects of the BFLPE via MSC and interest in mathematics on the aspiration to and enrollment in a STEM major occurred. In sum, the longitudinal BFLPE on STEM major choice was small. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Unterschiedliche Wege ins Lehramt - unterschiedliche Kompetenzen? Ein Vergleich von Quereinsteigern […] Lucksnat, Christin; Richter, Eric; Klusmann, Uta; Kunter, Mareike; Richter, Dirk Journal Article | In: Zeitschrift für Pädagogische Psychologie | 2020 40515 Endnote: Author(s): Lucksnat, Christin; Richter, Eric; Klusmann, Uta; Kunter, Mareike; Richter, Dirk
Title: Unterschiedliche Wege ins Lehramt - unterschiedliche Kompetenzen? Ein Vergleich von Quereinsteigern und traditionell ausgebildeten Lehramtsanwärtern im Vorbereitungsdienst
In: Zeitschrift für Pädagogische Psychologie, (2020) , S. online first
DOI: 10.1024/1010-0652/a000280
URL: https://econtent.hogrefe.com/doi/10.1024/1010-0652/a000280
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Keywords: Lehrermangel; Lehrerbedarf; Lehramt; Referendar; Seiteneinsteiger; Mathematik; Unterrichtsfach; Professionalität; Wissen; Kompetenz; Motivation; Selbstregulation; Unterschied; Vergleichsuntersuchung; Multivariate Analyse; Kovarianz; Deutschland
Abstract: In den vergangenen Jahren nahm die Zahl der nicht-traditionell ausgebildeten Lehrkräfte in Deutschland kontinuierlich zu. Vor diesem Hintergrund untersucht der vorliegende Beitrag, inwiefern sich Quereinsteiger und traditionell ausgebildete Lehramtsanwärter im Vorbereitungsdienst hinsichtlich ihrer professionellen Kompetenz unterscheiden. Die dafür genutzten Daten stammen aus dem Projekt COACTIV-R, in dem 770 traditionell ausgebildete Lehramtsanwärter und 72 Quereinsteiger für das Fach Mathematik untersucht wurden. Multivariate Kovarianzanalysen zeigen, dass Quereinsteiger über ein ähnliches fachliches und fachdidaktisches Wissen verfügen, aber niedrigere Werte im Test zum pädagogisch-psychologischen Wissen aufweisen als traditionell ausgebildete Lehramtsanwärter. Keine signifikanten Unterschiede zeigen sich in den motivationalen Orientierungen und in den Überzeugungen. Signifikante Unterschiede zeigen sich jedoch in den selbstregulativen Fähigkeiten. Die Ergebnisse werden vor dem Hintergrund aktueller Befunde bezüglich der Lehrkräfteausbildung und der Rekrutierung von Lehrkräften diskutiert. (DIPF/Orig.)
Abstract (english): In the past few years, the number of alternatively certified teachers has steadily increased. For this reason, the present study aims to compare the professional competence of alternatively certified teachers and traditional certified teachers in the induction phase (Vorbereitungsdienst). The data originates from the COACTIV-R project, in which 770 traditionally certified teachers and 72 alternatively certified teachers were surveyed and tested. Multivariate covariance analyses show that alternatively certified and traditionally certified teachers demonstrate similar content and pedagogical content knowledge, but differ in their pedagogical-psychological knowledge. No differences were found in regard to motivation and beliefs. In addition, findings show significant differences in self-regulation between the two groups. The results will be discussed with regard to current findings regarding teacher training and recruitment of teachers. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation