排序方式： 共有37条查询结果，搜索用时 31 毫秒
11.
12.
This study was conducted to extend previous research by examining the specificity of teachers’ intrinsic needs and self-efficacy, and how they interact to predict instructional behaviors. Self-reporting measures were applied to assess teachers’ self-efficacy and intrinsic need satisfaction and students rated the teachers’ instructional behaviors (cognitive activation, teacher–student relationship and classroom management). The latent moderated structural (LMS) equation analyses conducted on data collected from 155 mathematics teachers and 3483 grade 10 students in secondary schools in Germany revealed that separately both self-efficacy and intrinsic needs predicted instructional behaviors. Moreover, a significant interaction effect between intrinsic need satisfaction and self-efficacy emphasized that when need satisfaction is not provided by the school environment, a high level of self-efficacy has a negative effect on the teacher–student relationship. Our findings underline that self-efficacy and intrinsic needs have commonalities when predicting instructional behavior and the importance of addressing the interaction between personal and environmental characteristics within the learning environment. Future research on teachers’ instructional behaviors should take aspects of teacher competence beyond self-efficacy into considerations and should examine how intrinsic need satisfaction can be enhanced. 相似文献
13.
14.
Martin Brunner Dr. Mareike Kunter Stefan Krauss Jürgen Baumert Werner Blum Thamar Dubberke Alexander Jordan Uta Klusmann Yi-Miau Tsai Michael Neubrand 《Zeitschrift für Erziehungswissenschaft》2006,9(4):521-544
Zusammenfassung Der vorliegende Beitrag besch?ftigt sich aus der Perspektive von Theorien zum Kompetenzerwerb mit dem Zusammenhang zwischen
dem fachspezifischen Professionswissen von Mathematiklehrkr?ften und ihrer Ausbildung und beruflichen Fortbildung. Dabei wurden
institutionelle Unterschiede der Lehramtsausbildung wie auch individuelle Unterschiede im Studienerfolg, der Berufserfahrung
und der besuchten beruflichen Fortbildungen untersucht. Die Analysen basieren auf Daten von 195 Mathematiklehrkr?ften, die
an der COACTIV-Studie teilnahmen. Unsere Ergebnisse zeigen, dass sich Lehrkr?fte unterschiedlicher Lehr?mter deutlich in ihrem
professionellen Wissen unterscheiden und dass insbesondere der Erfolg im Studium mit besseren Leistungen im Fachwissen und
im fachdidaktischen Wissen zusammen hing. Wir diskutieren Implikationen unserer Ergebnisse vor dem Hintergrund der Lehramtsausbildung
und beruflicher Fortbildungen.
相似文献
15.
Franziska Schulze-Stocker Doris Holzberger Olga Kunina-Habenicht Ewald Terhart Mareike Kunter 《Zeitschrift für Erziehungswissenschaft》2016,19(3):599-623
Due to a comparatively weak curricular structure in education faculties, student teachers may determine their study experiences and learning processes largely by themselves, by selecting their own priorities within educational foundation studies. This paper focused on the relationship between individually-chosen educational specializations, self-perceived competence in these chosen fields, and the measured educational knowledge. The study among teacher education graduates in the German state North Rhine-Westphalia showed that the individually chosen priorities within educational courses varied greatly; however, a focus on topics like classroom teaching, learning and development, and creating school environments was discernable. Results revealed that graduates with certain courses of specializations showed a significant higher level of knowledge in self-report in according areas. However, there were only small significant correlations between the self-reported competencies and the educational knowledge measured by the test. The results of the standardized test of educational knowledge indicated that the graduates in fact achieved better test results in their prioritized fields of studies. This suggests that individual course selection in educational foundations does have an effect on subsequent educational knowledge. 相似文献
16.
17.
Reliability and agreement of student ratings of the classroom environment: A reanalysis of TIMSS data 总被引：1，自引：0，他引：1
Oliver Lüdtke Ulrich Trautwein Mareike Kunter Jürgen Baumert 《Learning Environments Research》2006,9(3):215-230
In educational research, characteristics of the learning environment are generally assessed by asking students to evaluate
features of their lessons. The student ratings produced by this simple and efficient research strategy can be analysed from
two different perspectives. At the individual level, they represent the individual student’s perception of the learning environment. Scores aggregated to the classroom level reflect perceptions of the shared learning environment, corrected for individual idiosyncrasies. This second approach is
often pursued in studies on teaching quality and effectiveness, where student-level ratings are aggregated to the class level
to obtain general information about the learning environment. Although this strategy is widely applied in educational research,
neither the reliability of aggregated student ratings nor the within-group agreement between the students in a class has been subject to much investigation. The present study introduces and discusses different
procedures that have been proposed in the field of organisational psychology to assess the reliability and agreement of students’
ratings of their instruction. The application of the proposed indexes is demonstrated by a reanalysis of student ratings of
mathematics instruction obtained in the Third International Mathematics and Science Study (N = 2,064 students in 100 classes).
相似文献
| Jürgen BaumertEmail: |
18.
Mareike Menne 《Archival Science》2010,10(3):299-314
This essay compares archival accumulation in clerical and secular principalities in seventeenth-century northwestern Germany.
As this is known to be the age of confessionalization, the focus is on confessional convergences and divergences in the development
of confession, rule, states, and archives. The sources show the emergence of administration, the accumulation of legitimation
and evidence via archives, and confessional competition, as well as coincidences of centralization and separation. Catholic
and clerical archives were oriented toward persisting written records and historical traditions, while in Protestant and secular
contexts, we find novel developments: a new age, new confessions, the need for a new history together with the creation of
a new (historical) identity, and thus, new archives. Later success stories that characterized the Protestant secular state
as orderly, administration- and rule-related, and possessing well-indexed archives, however, neglect most Catholic and nongovernmental
archives and their qualities. 相似文献
19.
Oliver Lüdtke Alexander Robitzsch Ulrich Trautwein Mareike Kunter 《Contemporary educational psychology》2009
In educational research, characteristics of the learning environment (e.g., social climate, instructional quality, goal orientation) are often assessed via student reports, and their associations with outcome variables such as school achievement or student motivation then tested. However, studying the effects of the learning environment presents a series of methodological challenges. This article discusses three crucial elements in research that uses student reports to gauge the impact of the learning environment on student outcomes. First, from a conceptual point of view, it is argued that ratings aggregated at the relevant level (e.g., class or school level), and not individual student ratings, are of primary interest in these studies. Second, the reliability of aggregated student ratings must be routinely assessed before these perceptions are related to outcome variables. Third, researchers conducting multilevel analyses need to make very clear which centering option was chosen for the predictor variables. This article shows that conclusions about the impact of learning environments can be substantially affected by the choice of a specific centering option for the individual student ratings. 相似文献
20.
Käfer Julia Kuger Susanne Klieme Eckhard Kunter Mareike 《European Journal of Psychology of Education - EJPE》2019,34(4):731-753
European Journal of Psychology of Education - From a constructivist perspective on learning, mistakes are seen as natural elements of learning processes. A supportive and constructive way of... 相似文献