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(Schlagwörter: "Instruktion")

Instruction Bell, Courtney A.; Schweig, Jonathan; Castellano, Katherine E.; Klieme, Eckhard; Stecher, Brian M. Book Chapter | Aus: OECD (Hrsg.): Global teaching InSights: A video study of teaching | Paris: OECD Publishing | 2020 40892 Endnote: Author(s): Bell, Courtney A.; Schweig, Jonathan; Castellano, Katherine E.; Klieme, Eckhard; Stecher, Brian M.
Title: Instruction
In: OECD (Hrsg.): Global teaching InSights: A video study of teaching, Paris: OECD Publishing, 2020 , S. 114-245
DOI: 10.1787/20d6f36b-en
URL: https://www.oecd-ilibrary.org/education/global-teaching-insights_c6d9c218-en
Publication Type: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language: Englisch
Keywords: Internationaler Vergleich; Chile; Kolumbien; England; Deutschland; Japan; Spanien; Mexiko; China; Mathematikunterricht; Instruktion; Unterrichtspraxis; Qualität; Unterrichtsmaterial; Kognitives Lernen; Unterrichtsgespräch; Leistungsanspruch; Problemlösen; Bewertung; Feed-back; Unterrichtsbeteiligung; Unterrichtsbeobachtung; Schüler; Lehrer; Befragung; Fragebogen
Abstract: What does teaching look like? What practices are most impactful? By directly observing teaching in the classroom, this study trialled new research methods to shed light on these key questions for raising student outcomes around the world. This report provides a detailed account of classroom management, social and emotional support, and instructional practices in the classrooms of eight countries and economies, drawing upon the observation of lesson videos and instructional materials, the analysis of teacher and student questionnaires, and the measurement of students' cognitive and non-cognitive outcomes. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

Interplay of formative assessment and instructional quality - interactive effects on students' […] Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard Journal Article | In: Learning Environments Research | 2018 37462 Endnote: Author(s): Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard
Title: 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
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: 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-Departments: Bildungsqualität und Evaluation

Emotions and motivation in mathematics education. Theoretical considerations and empirical […] Schukajlow, Stanislaw; Rakoczy, Katrin; Pekrun, Reinhard Journal Article | In: ZDM Mathematics Education | 2017 37394 Endnote: Author(s): Schukajlow, Stanislaw; Rakoczy, Katrin; Pekrun, Reinhard
Title: Emotions and motivation in mathematics education. Theoretical considerations and empirical contributions
In: ZDM Mathematics Education, 49 (2017) 3, S. 307-322
DOI: 10.1007/s11858-017-0864-6
URN: urn:nbn:de:0111-pedocs-158593
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-158593
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Bildungsforschung; Emotion; Forschungsstand; Instruktion; Intervention; Kooperatives Lernen; Lehrer; Lehr-Lern-Forschung; Lernerfolg; Literaturbericht; Mathematikunterricht; Motivation; Qualität; Schüler; Schülerleistung; Selbstgesteuertes Lernen; Studien
Abstract (english): Emotions and motivation are important prereq-uisites, mediators, and outcomes of learning and achieve-ment. In this article, we first review major theoretical approaches and empirical findings in research on students' emotions and motivation in mathematics, including a dis-cussion of how classroom instruction can support emo-tions and motivation. Based on this review, we encourage researchers from mathematics education and other dis-ciplines of educational research to combine their efforts. Second, we provide an overview of the contributions in this special issue, most of which reflect such a combination of efforts by considering perspectives from both mathematics education and other fields of educational research. Finally, we consider the neglect of intervention studies and outline directions for future research. We identify intervention studies that target emotions and motivation as one promis-ing but so far underrepresented line of research in mathe-matics education and review results from existing interven-tion studies. For future research, we suggest that researchers should implement fine-grained concepts, assessment instru-ments, theoretical hypotheses, and methods of analysis tai-lored to the specific features of the mathematical domain to adequately investigate students' emotions and motivation in this domain.
DIPF-Departments: Bildungsqualität und Evaluation

Exploring cross-national changes in instructional practices. Evidence from four cycles of TIMSS Rozman, Mojca; Klieme, Eckhard Working Papers | 2017 36986 Endnote: Author(s): Rozman, Mojca; Klieme, Eckhard
Title: Exploring cross-national changes in instructional practices. Evidence from four cycles of TIMSS
Published: Amsterdam: International Association for the Evaluation of Educational Achievement, 2017
URL: http://pub.iea.nl/fileadmin/user_upload/Policy_Briefs/IEA_Policy_Brief_Feb2017.pdf
Publication Type: 5. Arbeits- und Diskussionspapiere; Stellungnahme/Positionspapier
Language: Englisch
Keywords: Datenanalyse; Evidenz; Fachdidaktik; Fachunterricht; Instruktion; Internationaler Vergleich; Kulturdifferenz; Mathematikunterricht; Praxis; TIMSS <Third International Mathematics and Science Study>; Unterricht; Unterrichtsmethode; Veränderung
Abstract: The IEA's Trends in International Mathematics and Science Study (TIMSS) can reveal a great deal about national teaching cultures and policies. Changes in instructional practices over more than a decade may be studied from a cross-cultural perspective. Using teacher and student reports on the frequency of seven distinct practices, as assessed by TIMSS in 1995, 1999, 2003 and 2007, it is possible to identify a number of significant changes between adjacent time points for individual countries. Teaching practices seem to be shaped by national educational cultures or policies. While this brief does not identify the causes or effects of these changes, there is mixed evidence for global "mega-trends" in education, as discussed by researchers and policymakers. Constructivist pedagogy (working in groups, applying mathematical content to daily life) was boosted on a large scale during the mid-2000s. However, there is only limited support for a rise in assessment-based instruction and a shift from computational practice to problem-solving in mathematics. TIMSS evidence suggests a quest for systematic development of teaching practices, classroom cultures, and teacher quality at the national level. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

A psychometric framework for the evaluation of instructional sensitivity Naumann, Alexander; Hochweber, Jan; Klieme, Eckhard Journal Article | In: Educational Assessment | 2016 36201 Endnote: Author(s): Naumann, Alexander; Hochweber, Jan; Klieme, Eckhard
Title: A psychometric framework for the evaluation of instructional sensitivity
In: Educational Assessment, 21 (2016) 2, S. 89-101
DOI: 10.1080/10627197.2016.1167591
URN: urn:nbn:de:0111-pedocs-180651
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-180651
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Bildungserfolg; Empfindung; Evaluation; Instruktion; Item-Response-Theory; Psychometrie; Schülerleistung; Validität; Wahrnehmung
Abstract (english): Although there is a common understanding of instructional sensitivity, it lacks a common operationalization. Various approaches have been proposed, some focusing on item responses, others on test scores. As approaches often do not produce consistent results, previous research has created the impression that approaches to instructional sensitivity are noticeably fragmented. To counter this impression, we present an item response theory-based framework that can help us to understand similarities and differences between existing approaches. Using empirical data for illustration, this article identifies three perspectives on instructional sensitivity: One perspective views instructional sensitivity as the capacity to detect differences in students' stages of learning across points of time. A second perspective treats instructional sensitivity as the capacity to detect differences between groups that have received different instruction. For a third perspective, the previous two are combined to consider differences between both time points and groups. We discuss linking sensitivity indices to measures of instruction. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

So können Kinder mit ADHS ihre Aufgaben effektiver bewältigen: Die Wirkweise von […] Gawrilow, Caterina Journal Article | In: Wirtschaftsmagazin für den Kinderarzt | 2010 31394 Endnote: Author(s): Gawrilow, Caterina
Title: So können Kinder mit ADHS ihre Aufgaben effektiver bewältigen: Die Wirkweise von Selbstregulationsinstruktionen
In: Wirtschaftsmagazin für den Kinderarzt, (2010) 11-12, S. 2-3
Publication Type: 3b. Beiträge in weiteren Zeitschriften; praxisorientiert
Language: Deutsch
Keywords: Aufgabe; Belohnungsaufschub; Deutschland; Empirische Forschung; Hyperaktivität; Impulsivität; Instruktion; Jugendlicher; Kind; Selbstregulation; Unaufmerksamkeit; Wirkung
Abstract: Kinder und Jugendliche mit einer Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHS) sind unaufmerksam, hyperaktiv und impulsiv. Aus diesem Grund haben ADHS-Kinder häufig Schwierigkeiten mit Eltern, Lehrern und Gleichaltrigen. Außerdem zeigen sie Defizite bei der konzentrierten Aufgabenbearbeitung, was Schulprobleme zur Folge haben kann. Empirische Untersuchungen haben wiederholt festgestellt, dass Kinder mit ADHS sehr davon profitieren, wenn ihnen gestellte Aufgaben selbstregulative Instruktionen enthalten. Das bedeutet, dass Kinder mit ADHS Anforderungen, die Lehrer oder Eltern in der Schule oder zu Hause an sie stellen, leichter und effektiver bewältigen können, wenn diese in einem bestimmten Format formuliert sind.
DIPF-Departments: Bildung und Entwicklung

Pädagogische Psychologie. Erfolgreiches Lernen und Lehren Hasselhorn, Marcus; Gold, Andreas Monograph | Stuttgart: Kohlhammer | 2009 7884 Endnote: Author(s): Hasselhorn, Marcus; Gold, Andreas
Title: Pädagogische Psychologie. Erfolgreiches Lernen und Lehren
Published: Stuttgart: Kohlhammer, 2009 (Kohlhammer Standards Psychologie)
Publication Type: 1. Monographien (Autorenschaft); Monographie (keine besondere Kategorie)
Language: Deutsch
Keywords: Pädagogische Psychologie; Lernen; Lerntheorie; Lernpsychologie; Informationsverarbeitung; Aufmerksamkeit; Arbeitsgedächtnis; Lernmotivation; Entwicklungspsychologie; Lernvoraussetzung; Lernstörung; Lernschwierigkeit; Hochbegabung; Lehren; Instruktionspsychologie; Unterricht; Schule; Schülerleistung; Leistungsbeurteilung; Schulklasse; Unterrichtsmedien; Kognitive Fähigkeit; Training; Koedukation; Beratung; Lehrbuch
Abstract: Wie lernen Menschen und wie kann man ihnen dabei helfen? In diesem Lehrbuch geht es um Theorien und empirische Befunde, auf deren Grundlage erfolgreiches Lernen und Lehren möglich ist. Dargestellt werden die allgemeinen und individuellen Voraussetzungen erfolgreichen Lernens und Lehrens sowie die aus der Unterschiedlichkeit der Lernenden resultierenden Bedonderheiten. Auch Maßnahmen der pädagogisch-psyhologischen Beratung und Intervention, wenn der Erfolg des Lernens und/oder Lehrens ausbleibt, werden behandelt. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung