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Author(s): Beißert, Hanna; Staat, Miriam; Bonefeld, Meike
Title: The role of ethnic origin and situational information in teachers' reactions to social exclusion among students
In: Social Psychology of Education, 24 (2021) 6, S. 1511-1533
DOI: 10.1007/s11218-021-09656-5
URL: https://link.springer.com/article/10.1007/s11218-021-09656-5
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Lehrer; Lehramtsstudent; Reaktion; Verhalten; Intervention; Schüler; Ausgrenzung; Ethnische Gruppe; Migrationshintergrund; Schulform; Befragung; Deutschland
Abstract (english): The current study investigated pre- and in-service teachers' reactions to interethnic exclusion in Germany. Using hypothetical scenarios, we examined a sample of 482 teachers (84 males, 398 females; 59% pre-service teachers, 41% in-service teachers) as observers of exclusion among students. In these scenarios, we varied the ethnic origin of the excluded student (German vs. Turkish) and the background information, providing participants either with no additional background information or with information specifying that the excluded student had shown prior norm-violating behavior (insult of another student). We assessed the teachers' evaluations of the scenarios and their anticipated reactions. The aim of the study was to replicate and extend previous research on teachers' reactions to social exclusion. As expected, the analyses revealed a strong effect of the background information on teachers' evaluations and reactions. The teachers evaluated exclusion as much more acceptable and were less likely to intervene in the scenarios with negative background information compared to those without additional information. Teachers seem to view exclusion in these situations as an understandable consequence of norm-violating behavior. However, in contrast to our expectations, the ethnic origin of the excluded student in the scenarios had no impact on teachers' reactions. That is, situational information seems to be much more important for teachers' reactions to social exclusion than the ethnic origin of an excluded student. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung
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Author(s): Dignath, Charlotte
Title: For unto every one that hath shall be given. Teachers' competence profiles regarding the promotion of self‑regulated learning moderate the effectiveness of short‑term teacher training
In: Metacognition and Learning, 16 (2021) 3, S. 555-594
DOI: 10.1007/s11409-021-09271-x
URL: https://link.springer.com/article/10.1007/s11409-021-09271-x
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Lehrer; Kompetenz; Lernen; Selbstregulation; Unterricht; Schüler; Förderung; Kognitive Prozesse; Metakognition; Motivation; Wissen; Überzeugung; Selbstwirksamkeit; Lehrerfortbildung; Training; Effektivität; Unterricht; Schüler; Förderung; Fragebogenerhebung; Datenanalyse; Chi-Quadrat Test; Regressionsanalyse; Faktorenanalyse; Empirische Untersuchung; Deutschland
Abstract (english): Teachers play a major role in the effectiveness of student learning. Teacher's competence contributes to their classroom practice. We applied a generic model of teacher competence to the specific context of teachers' promotion of self-regulated learning (SRL) in the classroom, and investigated teachers' competence profiles regarding SRL (study 1) and how teachers' competence can moderate the effectiveness of teacher training (study 2). In the first step, in study 1 191 teachers were assessed according to different characteristics that have been found to be important aspects of teacher competence (knowledge, beliefs, and self-efficacy). To investigate how these characteristics co-occur in teachers we determined latent profiles of teacher competence regarding SRL. To this end, and the data were subjected to a latent profile analysis that yielded two levels of competence profile: low and high competence to promote SRL. These competence profiles were positively associated with teachers' self-reported SRL practice in the classroom. Next, to test whether these competence profiles affect teachers' competence development, we conducted a training study. In this study 2, we examined the effects of an 8-h long teacher training about SRL on the development of teachers' competence (knowledge, beliefs, self-efficacy) and on their SRL practice in the classroom with a repeated measures control group design. Forty-five teachers participated in the training, and these teachers and their 543 students evaluated the effectiveness of the training. Training effects were found on the teacher level, but not on the student level. Teachers who participated in the training outperformed the control teachers in their development of self-efficacy to foster SRL, and their perceived SRL practice. Moreover, teachers' competence profiles moderated the training effect, showing that teachers with an initially high competence benefitted more from the training. Applying a generic model of teacher competence to the context of promoting SRL seems beneficial to inspire future research on indicators of teachers' SRL practice. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen
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Author(s): Dignath, Charlotte; Mevarech, Zemira
Title: Introduction to the special issue. Mind the gap between research and practice in the area of teachers' support of metacognition and SRL
In: Metacognition and Learning, 16 (2021) 3, S. 517-521
DOI: 10.1007/s11409-021-09285-5
URL: https://link.springer.com/article/10.1007/s11409-021-09285-5
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Einführung; Pandemie; Hausunterricht; Selbstregulation; Metakognition; Schüler; Selbstgesteuertes Lernen; Forschung; Praxis; Lehrer; Lehramtsstudent; Unterstützung; Professionalität
Abstract (english): Since spring 2020, governments all over the world have temporarily and repeatedly closed schools in response to the COVID-19 pandemic. Learning at home requires a large amount of self-regulated learning (SRL) where students have to acquire and practice learning contents and skills independently without being provided with face to face support by their teacher. Current research reports that the main difficulties that students and teachers experience in these learning situations are related to SRL (Fischer et al., 2020). But also in everyday learning situations at school, SRL has been found to contribute significantly to students' learning progress, their motivation, and their achievement (Zimmerman & Bandura, 1994; Dent & Koenka, 2016). Acquiring skills for SRL is a necessity for students to become lifelong learners (Taranto & Buchanan, 2020), which has now been shown even more. However, when schools moved to distance learning, it not only became apparent how important SRL is, but also how poorly most students were prepared for SRL. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen
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Author(s): Dignath, Charlotte; Veenman, Marcel V. J.
Title: The role of direct strategy instruction in promoting self-regulated learning - evidence from classroom observation studies
In: Educational Psychology Review, 33 (2021) 2, S. 489-533
DOI: 10.1007/s10648-020-09534-0
URL: https://link.springer.com/article/10.1007/s10648-020-09534-0
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Selbstgesteuertes Lernen; Lehrer; Lernumgebung; Unterricht; Lernstrategie; Schüler; Förderung; Unterrichtsbeobachtung; Studien; Publikation; Analyse
Abstract (english): Despite the consensus about the importance of self-regulated learning for academic as well as for lifelong learning, it is still poorly understood as to how teachers can most effectively support their students in enacting self-regulated learning. This article provides a framework about how self-regulated learning can be activated directly through strategy instruction and indirectly by creating a learning environment that allows students to regulate their learning. In examining teachers' instructional attempts for SRL, we systematically review the literature on classroom observation studies that have assessed how teachers support their students' SRL. The results of the 17 retrieved studies show that in most classrooms, only little direct strategy instruction took place. Nevertheless, some teachers provided their students with learning environments that require and thus foster self-regulated learning indirectly. Based on a review of classroom observation studies, this article stresses the significance of (1) instructing SRL strategies explicitly so that students develop metacognitive knowledge and skills to integrate the application of these strategies successfully into their learning process, and (2) the necessity of complementing classroom observation research with data gathered from student and teacher self-report in order to obtain a comprehensive view of the effectiveness of teacher approaches to support SRL. Finally, we discuss ten cornerstones for future directions for research about supporting SRL.
DIPF-Departments: Bildungsqualität und Evaluation
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Author(s): Dreisiebner, Stefan; Polzer, Anna Katharina; Robinson, Lyn; Libbrecht, Paul; Boté-Vericad, Juan-José; Urbano, Cristóbal; Mandl, Thomas; Vilar, Polona; Žumer, Maja; Pehar, Franjo; Stričević, Ivanka
Title: Facilitation of information literacy through a multilingual MOOC considering cultural aspects
In: Journal of Documentation, 77 (2021) 3, S. 777-797
DOI: 10.1108/JD-06-2020-0099
URL: https://www.emerald.com/insight/content/doi/10.1108/JD-06-2020-0099/full/html
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Deutschland; Großbritannien; Kroatien; Spanien; Katalonien; Slovenien; Österreich; Informationskompetenz; MOOC <Massive Open Online Course>; Mehrsprachigkeit; Übersetzung; Interkulturelle Differenz; Student; Wissenserwerb; Einstellung <Psy>; Hochschullehrer; Bewertung; Evaluation; Deutsch; Englisch; Katalanisch; Kroatisch; Slovenisch; Spanisch
Abstract: Purpose: The purpose of this paper is to demonstrate the rationale, technical framework, content creation workflow and evaluation for a multilingual massive open online course (MOOC) to facilitate information literacy (IL) considering cultural aspects.
Design/methodology/approach: A good practice analysis built the basis for the technical and content framework. The evaluation approach consisted of three phases: first, the students were asked to fill out a short self-assessment questionnaire and a shortened adapted version of a standardized IL test. Second, they completed the full version of the IL MOOC. Third, they were asked to fill out the full version of a standardized IL test and a user experience questionnaire.
Findings: The results show that first the designed workflow was suitable in practice and led to the implementation of a full-grown MOOC. Second, the implementation itself provides implications for future projects developing multilingual educational resources. Third, the evaluation results show that participants achieved significantly higher results in a standardized IL test after attending the MOOC as mandatory coursework. Variations between the different student groups in the participating countries were observed. Fourth, self-motivation to complete the MOOC showed to be a challenge for students asked to attend the MOOC as nonmandatory out-of-classroom task. It seems that multilingual facilitation alone is not sufficient to increase active MOOC participation.
Originality/value: This paper presents an innovative approach of developing multilingual IL teaching resources and is one of the first works to evaluate the impact of an IL MOOC on learners' experience and learning outcomes in an international evaluation study. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung
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Author(s): Eichhorn, Michael; Tillmann, Alexander; Drachsler, Hendrik
Title: Der Einfluss von Lehr-Einstellungen und digitalen Kompetenzen auf die virtuelle Lehre
In: Zeitschrift für Hochschulentwicklung, 16 (2021) 3, S. 119-138
DOI: 10.3217/zfhe-16-03/07
URL: https://zfhe.at/index.php/zfhe/article/view/1552
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Deutsch
Keywords: Befragung; Deutschland; Didaktischer Ansatz; Digitale Medien; Einflussfaktor; Einstellung <Psy>; Fragebogen; Hochschullehre; Hochschullehrer; Hochschullehrerin; Kompetenz; Online; Unterrichtsgestaltung; Virtuelle Lehre
Abstract: Die Gestaltung und Durchführung virtueller Lehrveranstaltungen wird durch unter schiedliche Lehransätze der Hochschullehrenden sowie durch deren individuellen Kompetenzstand auf dem Feld digitaler (Lehr-)Kompetenzen beeinflusst. Der Bei trag stellt empirische Ergebnisse einer Studie vor, die zeigen, dass insbesondere ein studierendenzentrierter Lehransatz bei Gestaltung virtueller Lehre vorteilhaft ist und der Aufbau digitaler Kompetenzen einen Schlüssel für die gelingende Im plementierung digitaler Bildungsformate darstellt. Abschließend werden mögliche Folgerungen für mediendidaktische Qualifizierungsansätze diskutiert. (DIPF/Orig.)
Abstract (english): The design and implementation of virtual courses are influenced by different teaching by different teaching approaches of university lecturers and by their individual level of competence in the field of digital (teaching) skills. This
empirical results of a study, which show that in particular, a student-centred a student-centred approach to virtual teaching is particularly advantageous and that the development of digital competencies is a key to the successful implementation of digital education formats. Implementation of digital educational formats. Finally, possible conclusions for media didactic qualification approaches are discussed. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung
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Author(s): Ercan, Habibe; Hartmann, Ulrike; Richter, Dirk; Kuschel, Jenny; Gräsel, Cornelia
Title: Effekte von integrativer Führung auf die Datennutzung von Lehrkräften
In: Die Deutsche Schule, 113 (2021) 1, S. 85-100
DOI: 10.31244/dds.2021.01.08
URN: urn:nbn:de:0111-pedocs-220778
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-220778
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Keywords: Daten; Deutschland; Fragebogenerhebung; Führungsstil; Informationsnutzung; Informationsquelle; Kooperation; Lehrer; Schulleitung
Abstract: Die vorliegende Studie untersucht die Zusammenhänge zwischen integrativem Schul- leitungshandeln, das transformationale und instruktionale Komponenten enthält, und der Nutzungshäufigkeit verschiedener Datenquellen durch Lehrkräfte. Die Ergebnisse eines Strukturgleichungsmodells zeigen, dass integrative Führung direkte und indirekte Zusammenhänge mit der Nutzung verschiedener Datenquellen aufweist. Die Effekte scheinen vorwiegend durch die Kooperationsaktivität der Lehrkräfte vermittelt zu sein. (DIPF/Orig.)
Abstract (english): The present article reports the effects of school principals' integrative leadership behavior, including transformational and instructional components, on teachers' data use. Results of a structural equation model indicate significant positive direct and indirect effects on teachers' use of various data. Total effects seem to be mainly mediated by teachers' cooperation activities. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen
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Author(s): Hartmann, Ulrike; Kindlinger, Marcus; Trempler, Kati
Title: Integrating information from multiple texts relates to pre-service teachers' epistemic products for reflective teaching practice.
In: Teaching and Teacher Education, 97 (2021) 1, S. 103205
DOI: 10.1016/j.tate.2020.103205
URL: https://www.sciencedirect.com/science/article/pii/S0742051X20313962?via%3Dihub
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Lehrerausbildung; Referendariat; Text; Quelle; Integration; Reflexion <Phil>; Referendar; Kompetenz; Unterrichtsvorbereitung; Experte; Bewertung; Qualitative Forschung; Inhaltsanalyse
Abstract (english): Integrating information from multiple texts is a core aspect of pre-service teachers' preparation for reflective teaching practice. This study connects research on multiple text use with teachers' epistemic reflexivity. Using qualitative content analysis, we investigate how information is integrated to explain real pedagogical situations in essays by 87 pre-service teachers. Competent text integration was related to a higher number of reflexive statements. These analyses are supplemented with an expert rating, showing that essays with competent text integration were rated higher on the quality of their conclusions for professional teaching practice than those without substantial text integration.
DIPF-Departments: Bildungsqualität und Evaluation
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Author(s): Hartmann, Ulrike; Richter, Dirk; Gräsel, Cornelia
Title: Same same but different? Analysen zur Struktur kollegialer Kooperation unter Lehrkräften im Kontext von Schul- und Unterrichtsentwicklung
In: Unterrichtswissenschaft, 49 (2021) 3, S. 325-344
DOI: 10.1007/s42010-020-00090-8
URN: urn:nbn:de:0111-pedocs-233070
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-233070
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Keywords: Lehrerin; Lehrer; Lehrerkollegium; Kooperation; Kooperationsform; Schulentwicklung; Unterricht; Messung; Fragebogenerhebung; Empirische Untersuchung; Deutschland
Abstract: In dieser Studie wird ein Fragebogeninstrument zur Erfassung kollegialer Kooperation bei Lehrkräften vorgestellt. Auf der Basis konzeptueller Annahmen zur Kooperation in Kollegien werden zwei Kooperationsformen (Austausch/low cost und Kokonstruktion/high cost) sowie zwei Inhaltsbereiche (Schul- und Unterrichtsentwicklung) erfasst. An einer Stichprobe von 773 Lehrkräften aus 16 weiterführenden Schulen mehrerer deutscher Bundesländer wird die Struktur des Instrumentes mittels konfirmatorischer Faktorenanalysen untersucht. Dabei zeigt sich, dass das Modell, in dem Formen und Inhalte kollegialer Kooperation gleichzeitig berücksichtigt werden, die beste Passung zu den erhobenen Daten aufweist. Die kollegiale Zusammenarbeit zwischen Lehrkräften lässt sich angesichts der vorliegen- den Ergebnisse als mehrdimensionales Konstrukt beschreiben. Deskriptive Analysen legen in Übereinstimmung mit bisheriger Forschung nahe, dass Aktivitäten zur un- terrichtsbezogenen Kokonstruktion eher selten in Kollegien stattfinden, während ein unterrichtsbezogener Austausch häufiger stattfindet. Im Bereich der schulentwicklungsbezogenen Kooperation fallen die Unterschiede zwischen den Kooperationsformen geringer aus. Die Ergebnisse stützen die faktorielle Validität für eine Erfassung kollegialer Kooperation situiert in spezifischen Inhaltsbereichen der Schul- und Un- terrichtsentwicklung.
Abstract (english): In this study, we present a survey measure to assess teacher collaboration. Based on existing research, we distinguish two forms (exchange/low cost and co-construction/high cost) as well as two themes of collaboration (school-related and instructional improvement). In a sample of 773 teachers from 16 high schools from several German federal states, we investigate the structure of the new measure by confirmatory factor analyses. These analyses reveal that a model which simulta- neously considers forms and themes of teacher collaboration fits best to the data. Teacher collaboration thus can be described best as a multidimensional construct. In line with previous research, descriptive analyses suggest that high cost activities regarding teachers' instructional practices happen less frequently than low cost instruction-related collaboration. Concerning school development collaboration, dif- ferences between the two forms seem to be smaller. These findings imply that teacher collaboration can be assessed as being situated in specific themes for collaborative practices with regard to instruction and school improvement.
DIPF-Departments: Bildungsqualität und Evaluation
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Author(s): Hasselhorn, Marcus; Gogolin, Ingrid
Title: Editorial (2-21)
In: Zeitschrift für Erziehungswissenschaft, 24 (2021) 2, S. 233-236
DOI: 10.1007/s11618-021-01019-2
URL: https://link.springer.com/article/10.1007%2Fs11618-021-01019-2
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Language: Deutsch
Keywords: Lehrer; Eltern; Einführung; Pandemie; Wirkung; Schule; Unterrichtsausfall; Fernunterricht; Schüler; Digitale Medien; Selbstregulation; Bildungsbeteiligung; Finanzierung
DIPF-Departments: Bildung und Entwicklung