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Fischer Jessica Praetorius Anna-Katharina Klieme Eckhard 《Educational Assessment, Evaluation and Accountability》2019,31(2):201-220
Educational Assessment, Evaluation and Accountability - Valid cross-country comparisons of student learning and pivotal factors contributing to it, such as teaching quality, offer the possibility... 相似文献
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Anna-Katharina Praetorius Nora A. McIntyre Robert M. Klassen 《Zeitschrift für Erziehungswissenschaft》2017,20(1):49-74
One prominent problem of conducting observational assessments of teaching quality is the possibility of reactivity effects. To date, the issue of reactivity has received limited empirical attention. The present study, therefore, investigated reactivity in 447 students from 24 classes as well as their 12 teachers. We compared reactivity during lessons that were video-recorded with those that were not: according to t?test analyses of teacher ratings and MIMIC analyses of student ratings, no significant differences emerged in teaching quality or teaching practices. Significant differences were found in teacher and student emotions, as well as in student cognition and behavior. Supplementary eye-tracking analyses indicated reactivity depleted after 1?min 20?s. The results are discussed with respect to their relevance for future video studies on classroom instruction. 相似文献
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Anna-Katharina Praetorius Svenja Vieluf Steffani Saß Andrea Bernholt Eckhard Klieme 《Zeitschrift für Erziehungswissenschaft》2016,19(1):191-209
Teaching quality often is assumed to be a personal and stable characteristic of teachers. Whether this is true has scarcely been investigated empirically. In this study the extent to which value-added scores of teachers teaching German and English as a foreign language (EFL) to the same class remain consistent across subjects was investigated. Then, the consistency of two teaching quality dimensions—classroom management and motivational support—across subjects was explored. A sample consisting of 25 classes with 548 students to whom German and EFL were taught by the same teacher was analyzed using multivariate multilevel models and generalizability theory. The results showed that the value-added scores were highly correlated across subjects. While there was hardly any subject-dependent variance in classroom management, there was substantial subject-dependent variance in motivational support. The results indicate that it is important to conduct further studies on the situational and contextual factors that might influence teaching quality to gain a more comprehensive picture regarding the consistency of teaching quality across various conditions. 相似文献
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Zusammenfassung Wer Schule in Deutschland und in Nordamerika vergleichend beobachtet, dem fallen bald für den Alltag von Schülerinnen und
Schülern relevante Unterschiede auf, die in der erziehungswissen-schaftlichen Forschung bisher kaum bearbeitet wurden: Hierzu
geh?rt — neben der unterschie dlichen Bewertung des in Nordamerika verp?nten, in Deutschland aber fast zum guten Ton geh?renden
‘cheating’/Schummelns — die Bewertung guter Schulleistungen durch Peers. W?hrend gute Leistungen in Nordamerika unter Peers
hoch im Kurs zu stehen scheinen, werden sie in Deutschland — insbesondere in der Sekundarstufe I — oft mit dem Strebervorwurf
belegt. Der hier vorgelegte Text wendet sich der Frage zu, ob der Strebervorwurf Auswirkungen auf tats?chliche Schulleistungen
im Bereich der Mathematik hat. Er vertritt die These, dass befürchtete negative Peer-Sanktionen als Folge besonders guter
Leistungen in Mathematik bei guten Schülern und insbesondere bei leistungsstarken M?dchen die Aussch?pfung des vorhandenen
Leistungspotentials begrenzt und auf Dauer auch die Leistungsf?higkeit reduziert. Vorgestellt wird zum einen die Forschungsidee
eines im DFG-Schwerpunktprogramm „Bildungsqualit?t von Schule“ gef?rderten Projekts, zum anderen erstes empirisches Material
aus zwei Vorerhebungen des Projekts, mit dem die empirische Plausibilit?t der Forschungsidee untermauert werden soll.
Summary Do Nerds Refuse Achievement? Project idea and first data from a study on mathematical achievement Whoever compares schooling in Germany and North America, will soon come across differences with everyday relevance for the school life of students that have rarely been addressed in educational research: Besides the different attitudes towards cheating — being a complete taboo in North America, but a lesser sin in Germany — there is the attitude towards high achievement by peers. Whereas in North America high achievement seems highly valued, high-achieving students in Germany are often accused of being nerds or teacher’s pets, particularly in grades 7–10. The present article deals with the extent to which the nerd accusation has consequences for real achievement in mathematics. The hypothesis is formulated that fear of negative sanctions by peers, as a consequence of being particularly good in math, encourages high achievers to reduce their efforts. Particularly among high-achieving grils, this is presumed to even affect the objective achievement potential in math in the long run. Firstly, the research idea for a study funded by the German Research Council (DFG) in the framework of its focal program on “Quality of Education in Schools” is presented. Secondly, first empirical material from two pilot studies is presented in order to underscore the plausibility of the research idea.相似文献
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The triad of cooperation, international exchange, and integration among institutions of higher education has become the new norm in the global experience of learning and academic training. The goal of improving and standardising the academic experience across countries is now typically also associated with fostering cultural and political ties and complementing processes of cultural integration and economic growth. Behind the rhetoric of many new initiatives, however, is a competition of geopolitical proportions, in which various national or regional systems of higher education try to shore up their positions or conquer new territory. In this paper we assess these discursive and material battles over institutional hegemony in Southeast Asian higher education by drawing on the sociology of knowledge approach to discourse. We critically address the competitive negotiation over higher education taking place between international and Southeast Asian educational players, asking whether these contribute more to integration than reinforcing dominant higher education domains. 相似文献
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Nodir Djanibekov Anna-Katharina Hornidge Mehmood Ul-Hassan 《The Journal of Agricultural Education and Extension》2013,19(4):409-423
Abstract Purpose: This article assesses a participatory action and innovation research experience, in which project researchers, farmers and staff members of a local water users association (WUA) came together to: (a) jointly test and adapt a social mobilization and institutional strengthening approach according to the local context, and by doing so, to (b) develop a locally embedded approach to the institutional strengthening of WUAs in Uzbekistan. Design/methodology/approach: The process of interaction and innovation development was one of joint experimentation, which over time and to avoid a disproportionate dependency on external social mobilizers increasingly adopted aspects of a laissez-faire approach, eventually relying fully on members of the local community. Findings: The findings show that the cooperation style is highly influenced by institutional and structural causes and effects in the specific context of rural Uzbekistan. Participatory approaches to the institutional strengthening of WUAs in Uzbekistan should consequently allow for a high degree of flexibility to adjust key activities and their timeframe. Practical implications: The research findings are relevant to the lowland irrigated areas of post-Soviet Central Asia where the strengthening of WUAs is still lacking, resulting in limited participation of water users and insufficient operation and maintenance of the slowly eroding infrastructure. Originality/value: The transdisciplinary innovation and action research experience pays special attention to the change in the style of cooperation, its institutional and structural causes and effects with regard to the ‘localizing’ of the innovation, namely a social mobilization and institutional development (SMID) approach for strengthening water users associations (WUAs) in Uzbekistan. 相似文献
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Anna-Katharina Praetorius Gerlinde Lenske Andreas Helmke 《Learning and Instruction》2012,22(6):387-400
Despite considerable interest in the topic of instructional quality in research as well as practice, little is known about the quality of its assessment. Using generalizability analysis as well as content analysis, the present study investigates how reliably and validly instructional quality is measured by observer ratings. Twelve trained raters judged 57 videotaped lesson sequences with regard to aspects of domain-independent instructional quality. Additionally, 3 of these sequences were judged by 390 untrained raters (i.e., student teachers and teachers). Depending on scale level and dimension, 16–44% of the variance in ratings could be attributed to instructional quality, whereas rater bias accounted for 12–40% of the variance. Although the trained raters referred more often to aspects considered essential for instructional quality, this was not reflected in the reliability of their ratings. The results indicate that observer ratings should be treated in a more differentiated manner in the future. 相似文献
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Anne Nordberg Regina T. Praetorius Mary K. McCoy D. B. Mitschke Jeremiah Henderson 《Journal of Teaching in Social Work》2017,37(1):87-99
Criminal-justice-involved clients often are a complicated population for students to consider through a lens of oppression. Nevertheless, it is critical that they do so given that many will serve clients with criminal records during their careers. An attempt to challenge students’ prejudice toward criminal-justice-involved people was deployed using a teaching technique derived from intergroup contact theory. The authors invited Juan Melendez to share his story of incarceration on death row for more than 17 years for a crime he did not commit. This article is an examination of the impact of Mr. Melendez’s story and the application of intergroup contact theory. 相似文献
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Holzberger Doris Praetorius Anna-Katharina Seidel Tina Kunter Mareike 《European Journal of Psychology of Education - EJPE》2019,34(4):801-823
European Journal of Psychology of Education - Teaching effectiveness has often been described from a variable-centered perspective according to instructional, organizational, and emotional teaching... 相似文献
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