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(Personen: "Kunter%2C(ignoriert!)" und "Mareike")
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Understanding the challenges associated with cooperative learning. An empirical study with primary […]
Adl-Amini, Katja; Baier-Mosch, Franziska; Decker, A.-T.; Seiz, J.; Ries, Nora; Kunter, Mareike
Journal Article
| In: Journal of Elementary Education | 2024
44766 Endnote
Author(s):
Adl-Amini, Katja; Baier-Mosch, Franziska; Decker, A.-T.; Seiz, J.; Ries, Nora; Kunter, Mareike
Title:
Understanding the challenges associated with cooperative learning. An empirical study with primary school teachers
In:
Journal of Elementary Education, 17 (2024) 1, S. 1-18
DOI:
10.18690/rei.2832
URL:
https://journals.um.si/index.php/education/article/view/2832
Publication Type:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language:
Englisch
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Pre-service teachers' knowledge about classroom management from university studies and own […]
Baier-Mosch, Franziska; Kunter, Mareike
Journal Article
| In: Frontiers in Education | 2024
45022 Endnote
Author(s):
Baier-Mosch, Franziska; Kunter, Mareike
Title:
Pre-service teachers' knowledge about classroom management from university studies and own schooling experiences - content and effects of their activation
In:
Frontiers in Education, 9 (2024) , S. 1365005
DOI:
10.3389/feduc.2024.1365005
URL:
https://www.frontiersin.org/articles/10.3389/feduc.2024.1365005/full
Publication Type:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language:
Englisch
Abstract:
We investigated two sources of classroom management knowledge in 93 pre-service teachers. The first research question focused on knowledge from university studies, which is thought to be evidence-based knowledge, and whether its use for problem solving in the classroom can be fostered by means of knowledge activation. The experiment showed that knowledge activation did not lead to higher use of knowledge from university studies and better problem solving. The second research question focused on knowledge from own schooling experiences and its content as compared to knowledge from university studies. The pre-service teachers' knowledge from own schooling was strongly focused on simple reactive strategies, only as compared to knowledge from university studies. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Long-term changes in teacher beliefs and motivation. Progress, stagnation or regress?
Bönke, Nikolaus; Klusmann, Uta; Kunter, Mareike; Richter, Dirk; Voss, Thamar
Journal Article
| In: Teaching and Teacher Education | 2024
44743 Endnote
Author(s):
Bönke, Nikolaus; Klusmann, Uta; Kunter, Mareike; Richter, Dirk; Voss, Thamar
Title:
Long-term changes in teacher beliefs and motivation. Progress, stagnation or regress?
In:
Teaching and Teacher Education, 141 (2024) , S. 104489
DOI:
10.1016/j.tate.2024.104489
URL:
https://www.sciencedirect.com/science/article/pii/S0742051X24000210
Publication Type:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language:
Englisch
Abstract:
Developing and maintaining constructivist beliefs and high levels of enthusiasm are important goals in the teaching profession. Therefore, in the present study, we investigated beliefs and enthusiasm of N = 856 German mathematics teacher (candidates) longitudinally. Results of latent growth curve modeling revealed that teachers' constructivist beliefs declined, subject enthusiasm initially increased, and teaching enthusiasm remained stable over a 12-year period. Openness to experience buffered a decline in constructivist beliefs. Collaboration with colleagues and reflection were predictive of in-service teachers' level of constructivist beliefs and their teaching enthusiasm, providing valuable implications about how to promote positive long-term developments. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Cooperative learning before and during the COVID-19 pandemic. The predictive power of teacher […]
Ries, Nora; Wolf, Kristin; Baier-Mosch, Franziska; Roth, Annika; Kunter, Mareike
Journal Article
| In: Learning Environments Research | 2024
45139 Endnote
Author(s):
Ries, Nora; Wolf, Kristin; Baier-Mosch, Franziska; Roth, Annika; Kunter, Mareike
Title:
Cooperative learning before and during the COVID-19 pandemic. The predictive power of teacher expertise
In:
Learning Environments Research, (2024) , S. online first
DOI:
10.1007/s10984-024-09507-y
URL:
https://link.springer.com/article/10.1007/s10984-024-09507-y
Publication Type:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language:
Englisch
Abstract (english):
The present study aimed to investigate the relative predictive power of teachers' beliefs about cooperative learning, their participation in professional development courses on cooperative learning, emotional exhaustion, and the frequency of cooperative learning implementation before the outbreak of the COVID-19 pandemic for the frequency of cooperative learning implementation during the COVID-19 pandemic. Two hundred and sixty-eight German teachers participated in an online survey in the spring of 2021 (retrospective self-reports, cross-sectional). The study revealed three key findings: first, teachers used cooperative learning significantly less often in face-to-face teaching during the pandemic than before the pandemic. Second, teachers' positive beliefs about cooperative learning and their participation in professional development courses predicted the frequency of cooperative learning implementation before the pandemic. But, third, neither of these aspects of teachers' expertise predicted the implementation of cooperative learning in face-to-face teaching during the pandemic. Only the frequency of implementation before the pandemic predicted implementation during the pandemic which may point to the value of routine in times of crisis. Our findings suggest that the predictive power of aspects of teacher expertise (such as their beliefs) varies with contextual conditions.
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Dropout intent of students with disabilities
Russmann, Mareike; Netz, Nicolai; Lörz, Markus
Journal Article
| In: Higher Education | 2024
44373 Endnote
Author(s):
Russmann, Mareike; Netz, Nicolai; Lörz, Markus
Title:
Dropout intent of students with disabilities
In:
Higher Education, 88 (2024) 1, S. 183-208
DOI:
10.1007/s10734-023-01111-y
URL:
https://link.springer.com/article/10.1007/s10734-023-01111-y
Publication Type:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language:
Englisch
Abstract:
In dem vorliegenden Beitrag werden die Abbruchabsichten von Studierenden mit Beeinträchtigung untersucht und die zugrundeliegenden Mechanismen herausgearbeitet. Über die Integration verschiedener theoretischer Ansätze wird davon ausgegangen, dass nicht nur die akademische und soziale Integration der Studierenden, sondern auch ihre privaten Ressourcen für den akademischen Erfolg entscheidend sind. Die Analyse der SITCO-Daten aus dem Jahr 2020 zeigt, dass Studierende mit Beeinträchtigung deutlich häufiger beabsichtigen, ihr Studium abzubrechen als Studierende ohne Beeinträchtigung. Lineare Regressionen und Kitagawa-Oaxaca-Blinder-Dekompositionen zeigen, dass Unterschiede in der akademischen Integration und den persönlichen Ressourcen eine zentrale Erklärung für diesen Unterschied sind. Unterschiede in der sozialen Integration und finanziellen Ressourcen spielen dagegen eine untergeordnete Rolle. Weitere Analysen zeigen, dass die Abbruchabsicht bei Studierenden mit psychischen Beeinträchtigungen am höchsten ist, gefolgt von Studierenden mit Lernschwierigkeiten und Studierenden mit körperlichen Beeinträchtigungen. Insgesamt unterstreichen unsere Ergebnisse, wie wichtig es ist, sowohl die Integration der Studierenden in die Hochschulbildung als auch ihre privaten Ressourcen zu berücksichtigen, um die Abbruchabsichten von Studierenden mit Beeinträchtigung zu verstehen.
Abstract (english):
We examine the mechanisms explaining the dropout intentions of students with disabilities by integrating Tinto's model of student integration, the student attrition model, the composite persistence model, and insights from social stratification research. The resulting theoretical model posits that not only students' academic and social integration, but also their private resources (financial, home learning, and personal resources) are crucial for academic success. Analysing data from a 2020 Germany-wide student survey, we find that students with disabilities are substantially more likely to intend to drop out of higher edu-cation than students without disabilities. Linear regressions and Kitagawa-Oaxaca-Blinder decompositions show that their lower academic integration and fewer personal resources are most relevant for explaining this difference, while their lower social integration, home learning, and financial resources play subordinate roles. Further analyses reveal that drop-out intent is highest among students with psychic disabilities, followed by students with learning disabilities and students with physical disabilities. Regarding all three disabil-ity groups, less academic integration and fewer personal resources are most relevant for explaining the difference in dropout intent to students without disabilities. However, the disability groups differ regarding the importance of the other explanatory factors. Overall,our results highlight the importance of considering both students' integration into higher education and their private resources for understanding student-group-specific dropout intent.
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Judging a book by its cover? Investigating pre-service teacher's stereotypes towards pupils with […]
Schell, Charlotte; Dignath, Charlotte; Kleen, Hannah; John, Nathalie; Kunter, Mareike
Journal Article
| In: Teaching and Teacher Education | 2024
44836 Endnote
Author(s):
Schell, Charlotte; Dignath, Charlotte; Kleen, Hannah; John, Nathalie; Kunter, Mareike
Title:
Judging a book by its cover? Investigating pre-service teacher's stereotypes towards pupils with special educational needs
In:
Teaching and Teacher Education, 142 (2024) , S. 104526
DOI:
10.1016/j.tate.2024.104526
URL:
https://www.sciencedirect.com/science/article/pii/S0742051X24000581
Publication Type:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language:
Englisch
Abstract:
Stereotypes about pupils with special educational needs are prevalent both in society and among pre- and in-service teachers. However, little is known about the specific stereotypes pre-service teachers associate with autistic pupils, pupils with Down syndrome, and pupils with dyslexia. We explored these in two studies. Study 1 (N=13) involved qualitative interviews to identify potential stereotype content. Study 2 (N=213) used these findings to create a questionnaire to quantify these stereotypes. We found distinct stereotypes associated with all three groups of pupils. For successful inclusion, teachers must recognize the uniqueness of each pupil, including those with different diagnoses. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Using the thin slices technique to assess interactional quality in early childhood education and […]
Vinokic, Konstantin; Baron, Franka; Kunter, Mareike; Linberg, Anja; Begrich, Lukas; Kuger, Susanne
Journal Article
| In: Frontiers in Education | 2024
45065 Endnote
Author(s):
Vinokic, Konstantin; Baron, Franka; Kunter, Mareike; Linberg, Anja; Begrich, Lukas; Kuger, Susanne
Title:
Using the thin slices technique to assess interactional quality in early childhood education and care settings
In:
Frontiers in Education, 9 (2024) , S. 1368503
DOI:
10.3389/feduc.2024.1368503
URL:
https://www.frontiersin.org/articles/10.3389/feduc.2024.1368503/abstract
Publication Type:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language:
Englisch
Abstract:
There are a variety of instruments for measuring interaction quality of Early Childhood Education and Care (ECEC) teachers. However, these instruments are extremely resource-demanding in terms of time and money. Hence, a more economical and yet accurate method for measuring interaction quality of ECEC teachers would be desirable. The so-called thin slices technique has been applied to observe, measure and predict human behavior with only minimal amounts of information. In a wide array of research domains, thin slices ratings (i.e., ratings based on first impressions) proved to be accurate. The present study explores the accuracy of thin slices ratings of interaction quality in toddler classrooms along two CLASS Toddler domains (Emotional and Behavioral Support and Engaged Support for Learning). Eight CLASS-certified raters assessed interaction quality based on 30-second classroom videos. The findings suggest predominantly good reliabilities of these ratings. Confirmatory factor analysis yielded evidence for construct validity, meaning that thin slices raters could differentiate between two domains of interaction quality. Further, thin slices ratings correlated, at least partly, with ratings based on full-length videos, indicating that thin slices raters and raters watching the full-length videos had a similar impression of interaction quality of ECEC teachers.
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
44140 Endnote
Überzeugungen von Lehrer:innen
Kunter, Mareike; Wilde, Annett
Book Chapter
| Aus: Rothland, Martin (Hrsg.): Beruf Lehrer:in: Ein Studienbuch | Münster: Waxmann | 2023
44141 Endnote
Author(s):
Kunter, Mareike; Wilde, Annett
Title:
Überzeugungen von Lehrer:innen
In:
Rothland, Martin (Hrsg.): Beruf Lehrer:in: Ein Studienbuch, Münster: Waxmann, 2023 , S. 337-353
Publication Type:
Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Deutsch
DIPF-Departments:
Bildung und Entwicklung; Lehr und Lernqualität in Bildungseinrichtungen
Lehrkräftemangel
Stirm, Philip; Wilde, Anke; Kunter, Mareike; Maaz, Kai
Working Papers
| 2023
43768 Endnote
Author(s):
Stirm, Philip; Wilde, Anke; Kunter, Mareike; Maaz, Kai
Title:
Lehrkräftemangel
Published:
2023
URL:
https://dipfblog.com/2023/03/02/folge-18-der-podcastreihe-sitzenbleiben-lehrkraftemangel/
Publication Type:
Blogbeiträge; Pod-; Vidcasts; Pod-/Vidcasts
Language:
Deutsch
Abstract:
Kaum ein Bildungsthema wird derzeit so heiß diskutiert wie der Mangel an Lehrpersonal. Eltern und Schüler*innen können ein Lied davon singen, sei es, weil der Unterricht komplett ausfällt oder weil Lehrkräfte zwei Klassen auf einmal betreuen und die Schüler*innen sich mit Behelfsaufgaben beschäftigen. Welche Auswirkungen hat dieser Mangel auf den Unterricht? Müssen wir befürchten, dass unsere Kinder eine schlechtere Bildung erhalten als wir selbst? Welche Wege können aus dieser Notlage führen? (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen; Öffentlichkeitsarbeit; Struktur und Steuerung des Bildungswesens
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