Aktuelle Inhaltsverzeichnisse ausgewählter Fachzeitschriften Ausgabe Mai 2019 - Hamburg.de
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Aktuelle Inhaltsverzeichnisse
ausgewählter Fachzeitschriften
Ausgabe Mai 2019
BQ-F: Forschungskooperation und Datengewinnungsstrategie2 Zeitschrifteninhaltsdienst Mai 2019
In dieser Ausgabe:
Inhalt
Educational Evaluation and Policy Analysis............................................................................................. 3
Educational Researcher ........................................................................................................................... 4
Grundschule ............................................................................................................................................ 5
Journal für Schulentwicklung .................................................................................................................. 6
Journal of Educational Psychology .......................................................................................................... 7
Journal of Educational Psychology .......................................................................................................... 8
Journal of Education Policy ..................................................................................................................... 9
Journal of Studies in International Education ....................................................................................... 10
Pädagogik .............................................................................................................................................. 11
Psychologische Rundschau .................................................................................................................... 12
Schulmanagement ................................................................................................................................. 13
Unterrichtswissenschaft ........................................................................................................................ 14
Zeitschrift für Erziehungswissenschaft .................................................................................................. 15
Zeitschrift für Evaluation ....................................................................................................................... 16
Zeitschrift für Pädagogik........................................................................................................................ 173 Zeitschrifteninhaltsdienst Mai 2019
Educational Evaluation and Policy Analysis
41. Jahrgang, Heft 2 (2019)
Link zum aktuellen Heft mit Abstracts:
https://journals.sagepub.com/toc/epa/current
DARIO SANSONE
[Abstract]
Teacher Characteristics, Student Beliefs, and the Gender Gap in STEM Fields
ANNA SHAPIRO, CHRISTINA WEILAND
What Is in a Definition? The How and When of Special Education Subgroup Analysis in Preschool
Evaluations [Abstract]
SOOBIN KIM, GREGORY WALLSWORTH, RAN XU, BARBARA SCHNEIDER, KENNETH FRANK, BRIAN JACOB, SUSAN
DYNARSKI
The Impact of the Michigan Merit Curriculum on High School Math Course-Taking [Abstract]
LORI PRINCE HAGOOD
[Abstract]
The Financial Benefits and Burdens of Performance Funding in Higher Education
JORDAN RICKLES, KRISTINA L. ZEISER, RUI YANG, JENNIFER O’DAY, MICHAEL S. GARET
[Abstract]
Promoting Deeper Learning in High School: Evidence of Opportunities and Outcomes4 Zeitschrifteninhaltsdienst Mai 2019
Educational Researcher
48. Jahrgang, Heft 3 (2019)
Link zum aktuellen Heft mit Abstracts:
https://journals.sagepub.com/toc/edr/current
CATHERINE RIEGLE-CRUMB, BARBARA KING, YASMIYN IRIZARRY
Does STEM Stand Out? Examining Racial/Ethnic Gaps in Persistence Across Postsecondary Fields
[Abstract]
DANIEL SHACKELFORD
The BUDL Effect: Examining Academic Achievement and Engagement Outcomes of Preadolescent
Baltimore Urban Debate League Participants [Abstract]
HUGUES LORTIE-FORGUES, MATTHEW INGLIS
[Abstract]
Rigorous Large-Scale Educational RCTs Are Often Uninformative: Should We Be Concerned?
LAURA M. DESIMONE, AMY STORNAIUOLO, NELSON FLORES, KATIE PAK, ADAM EDGERTON, T. PHILIP NICHOLS,
EMILY C. PLUMMER, ANDREW PORTER
Successes and Challenges of the “New” College- and Career-Ready Standards: Seven Implementa-
tion Trends [Abstract]5 Zeitschrifteninhaltsdienst Mai 2019
Grundschule
Heft 3, 2019 „100 Jahre Grundschule – Feiern Sie mit uns eine Erfolgsgeschichte, die ohne Sie kei-
ne wäre!“
Link zum aktuellen Heft mit Abstract:
https://www.westermann.de/artikel/53190300/Grundschule-100-Jahre-Grundschule-Feiern-Sie-mit-
uns-eine-Erfolgsgeschichte-die-ohne-Sie-keine-waere
ANNA HÜCKELHEIM
[Abstract]
Geburtstagswunsch: mehr Anerkennung!
UDO BECKMANN
[Abstract]
Eine für alle – alle in einer
HORST BARTNITZKY, HANS BRÜGELMANN, EVA-MARIA OSTERHUES-BRUNS UND JÖRG RAMSEGER
Seit 100 Jahren: eine Schule für alle [Abstract]
UWE SANDFUCHS
[Abstract]
1919: ein pädagogischer Frühling
MICHAEL DÜCKERSHOFF
Ein Blick zurück [Abstract]
ANNA HÜCKELHEIM
[Abstract]
Orientierung für Politik und Praxis
ASTRID EICHSTEDT
Kindheit heute [Abstract]
MARLIS TEPE
[Abstract]
Die Wertschätzung fehlt – immer noch
MANFRED BÖNSCH
[Abstract]
Das Paradestück des deutschen Schulwesens
ANDREJ PRIBOSCHEK
[Abstract]
Eine Schule der Zukunft
LAURA MILLMANN
[Abstract]
Vorwurf gegen Grundschule: Mobbing nicht ernst genommen6 Zeitschrifteninhaltsdienst Mai 2019
Journal für Schulentwicklung
22. Jahrgang, Heft 1 (2019) „Veränderte Schülerschaft“
Link zum aktuellen Heft ohne Abstracts:
https://www.studienverlag.at/buecher/5949/journal-fuer-schulentwicklung-1-2019/
BRÜHLMANN/RÖSSLER
Editorial
BÖHEIM-GALEHR/KOHLER-SPIEGEL
Lebenswelten junger Menschen
BRÜHLMANN
Sind Schülerinnen und Schüler anders als vor 20 Jahren?
ROLFF/ZIMMERMANN
Kindheit im Wandel. Rückblick auf Veränderungen in 50 Nachkriegsjahren
DONLIC
Diversitätsbewusste Bildung und Mehrsprachlichkeit in Volksschulen
ADOMAT
Ganztagsbildung gemeinsam gestalten
GERBER/BRÜHLMANN
Gentrifizierung in Stadtquartieren: Welche Herausforderung stellen Schulen?
GIRMES
Aufgaben oder die Kunst, alle in bildungswirksamer Weise zu erreichen
BEYWL
Vom Miteinander überzeugte Lehrpersonen steigern die Lehrerfolge
VON FELTEN
Auch Rituale verändern sich: Begrüßung an Schulen im Laufe der Zeit
JUNGERMANN
Schulentwicklung wirkungsorientiert planen7 Zeitschrifteninhaltsdienst Mai 2019
Journal of Educational Psychology
Volume 111, Issue 3 (2019)
Link zum aktuellen Heft ohne Abstracts:
https://psycnet.apa.org/PsycARTICLES/journal/edu/111/3
VAUGHN, SHARON; MARTINEZ, LETICIA R.; WILLIAMS, KELLY J.; MICIAK, JEREMY; FALL, ANNA-MÁRIA; ROBERTS,
GREG
Efficacy of a high school extensive reading intervention for English learners with reading difficulties.
[Abstract]
WANG, ZUOWEI; SABATINI, JOHN; O'REILLY, TENAHA; WEEKS, JONATHAN
[Abstract]
Decoding and reading comprehension: A test of the decoding threshold hypothesis
FYFE, EMILY R.; RITTLE-JOHNSON, BETHANY; FARRAN, DALE C.
Predicting success on high-stakes math tests from preschool math measures among children from
low-income homes [Abstract]
RHODES, KATHERINE T.; LUKOWSKI, SARAH; BRANUM-MARTIN, LEE; OPFER, JOHN; GEARY, DAVID C.; PETRILL,
STEPHEN A.
Individual differences in addition strategy choice: A psychometric evaluation [Abstract]
SINGER, VIVIAN; STRASSER, KATHERINE; CUADRO, ARIEL
[Abstract]
Direct and indirect paths from linguistic skills to arithmetic school performance
AHMED, SAMMY F.; TANG, SANDRA; WATERS, NICHOLAS E.; DAVIS-KEAN, PAMELA
Executive function and academic achievement: Longitudinal relations from early childhood to ado-
lescence [Abstract]
VULETICH, HEIDI A.; KURTZ-COSTES, BETH; BOLLEN, KENNETH A.; ROWLEY, STEPHANIE J.
A longitudinal study of the domain-generality of African American students’ causal attributions for
academic success [Abstract]
LINDSTROM JOHNSON, SARAH; WAASDORP, TRACY EVIAN; GAIAS, LARISSA M.; BRADSHAW, CATHERINE P.
Parental responses to bullying: Understanding the role of school policies and practices [Abstract]
ESTÉVEZ, ESTEFANÍA; JIMÉNEZ, TERESA. I.; SEGURA, LUCÍA
[Abstract]
Emotional intelligence and empathy in aggressors and victims of school violence
AELTERMAN, NATHALIE; VANSTEENKISTE, MAARTEN; HAERENS, LEEN; SOENENS, BART; FONTAINE, JOHNNY R. J.;
REEVE, JOHNMARSHALL
Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The
merits of a circumplex approach [Abstract]
ZEPEDA, CRISTINA D.; HLUTKOWSKY, CHRISTINA O.; PARTIKA, ANNE C.; NOKES-MALACH, TIMOTHY J.
Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in
conceptual learning [Abstract]
JOHNS, SARAH K.; VALIENTE, CARLOS; EISENBERG, NANCY; SPINRAD, TRACY L.; HERNÁNDEZ, MACIEL M.;
SOUTHWORTH, JODY; BERGER, REBECCA H.; THOMPSON, MARILYN S.; SILVA, KASSONDRA M.; PINA, ARMANDO A.
Prediction of children’s early academic adjustment from their temperament: The moderating role of
peer temperament [Abstract]8 Zeitschrifteninhaltsdienst Mai 2019
Journal of Educational Psychology
Volume 111, Issue 4 (2019)
Link zum aktuellen Heft ohne Abstracts:
https://psycnet.apa.org/PsycARTICLES/journal/edu/111/4
BURNS, EMMA C.; MARTIN, ANDREW J.; COLLIE, REBECCA J.
Understanding the role of personal best (PB) goal setting in students’ declining engagement: A la-
tent growth model [Abstract]
ZHANG, LI-FANG; HORTA, HUGO; JUNG, JISUN; CHEN, GAOWEI; POSTIGLIONE, GERARD A.
The role of thinking styles in program satisfaction and perceived intellectual competence among
STEM doctoral students [Abstract]
KANG, CONNIE Y.; DUNCAN, GREG J.; CLEMENTS, DOUGLAS H.; SARAMA, JULIE; BAILEY, DREW H.
The roles of transfer of learning and forgetting in the persistence and fadeout of early childhood
mathematics interventions [Abstract]
RESNICK, ILYSE; RINNE, LUKE; BARBIERI, CHRISTINA; JORDAN, NANCY C.
Children’s reasoning about decimals and its relation to fraction learning and mathematics achieve-
ment [Abstract]
WILSON, JOSHUA; CHEN, DANDAN; SANDBANK, MICHEAL P.; HEBERT, MICHAEL.
Generalizability of automated scores of writing quality in Grades 3–5 [Abstract]
DULAY, KATRINA MAY; CHEUNG, SUM KWING; REYES, PHILIP; MCBRIDE, CATHERINE
[Abstract]
Effects of parent coaching on Filipino children’s numeracy, language, and literacy skills
ARENS, A. KATRIN; SCHMIDT, ISABELLE; PRECKEL, FRANZIS
Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary
school years in three academic domains [Abstract]
CHEON, SUNG HYEON; REEVE, JOHNMARSHALL; LEE, YOUNGSUN; NTOUMANIS, NIKOS; GILLET, NICOLAS; KIM, BO
RAM; SONG, YONG-GWAN
Expanding autonomy psychological need states from two (satisfaction, frustration) to three (dissat-
isfaction): A classroom-based intervention study [Abstract]
SCHACHNER, MAJA K.; SCHWARZENTHAL, MIRIAM; VAN DE VIJVER, FONS J. R.; NOACK, PETER
How all students can belong and achieve: Effects of the cultural diversity climate amongst students
of immigrant and nonimmigrant background in Germany [Abstract]
AUTIN, FRÉDÉRIQUE; BATRUCH, ANATOLIA; BUTERA, FABRIZIO
The function of selection of assessment leads evaluators to artificially create the social class
achievement gap [Abstract]
FRIES, LAURA; DECARO, MARCI S.; RAMIREZ, GERARDO
[Abstract]
The lure of seductive details during lecture learning9 Zeitschrifteninhaltsdienst Mai 2019
Journal of Education Policy
Volume 34, Issue 3 (2019)
Link zum aktuellen Heft mit Abstracts:
https://www.tandfonline.com/toc/tedp20/current
MEG MAGUIRE
Equality and justice in education policy
WAYNE MARTINO, LEE AIRTON, DIANA KUHL & WENDY CUMMING-POTVIN
Mapping transgender policyscapes: a policy analysis of transgender inclusivity in the education sys-
tem in Ontario [Abstract]
JENNY CHESTERS
Alleviating or exacerbating disadvantage: does school attended mediate the association between
family background and educational attainment? [Abstract]
LORENZA B. FONTANA
[Abstract]
Identity policies of education: struggles for inclusion and exclusion in Peru and Colombia
SHEREEN HAMADEH
A critical analysis of the Syrian refugee education policies in Lebanon using a policy analysis frame-
work [Abstract]
SANDRA FYLKESNES
Patterns of racialised discourses in Norwegian teacher education policy: Whiteness as a pedagogy
of amnesia in the national curriculum [Abstract]
CLAIRE E. CRAWFORD
The one-in-ten: quantitative Critical Race Theory and the education of the ‘new (white) oppressed’
[Abstract]10 Zeitschrifteninhaltsdienst Mai 2019
Journal of Studies in International Education
Volume 23, Issue 2 (2019)
Link zum aktuellen Heft mit Abstracts:
https://journals.sagepub.com/toc/jsi/current
JUNJU WANG, JIA LIN
Traditional Chinese Views on Education as Perceived by International Students in China: Interna-
tional Student Attitudes and Understandings [Abstract]
DEBRA MILES, NONIE HARRIS, PIYACHAT DHEPHASADIN NA AYUDHAYA
Stepping Forward to Learn: Thai Students Reflect on Hosting Australian International Exchange
Students [Abstract]
ZAKIR JUMAKULOV, ADIL ASHIRBEKOV, JASON SPARKS, AIDA SAGINTAYEVA
Internationalizing Research in Kazakhstan Higher Education: A Case Study of Kazakhstan’s State
Program of Industrial Innovative Development 2015 to 2019 [Abstract]
GEORGINA BARTON, KAY HARTWIG, ANH HAI LE
International Students’ Perceptions of Workplace Experiences in Australian Study Programs: A
Large-Scale Survey [Abstract]
ALISSA RUTH, ALEXANDRA BREWIS, DREW BLASCO, AMBER WUTCH
[Abstract]
Long-Term Benefits of Short-Term Research-Integrated Study Abroad
JANNECKE WIERS-JENSSEN
[Abstract]
Paradoxical Attraction? Why an Increasing Number of International Students Choose Norway11 Zeitschrifteninhaltsdienst Mai 2019
Pädagogik
Heft 4, 2019 „Lernen in einer Digitalen Welt“
Link zum aktuellen Heft ohne Abstracts:
https://www.beltz.de/fachmedien/paedagogik/zeitschriften/paedagogik/show/Journal/ausgabe/399
03-paedagogik_42019.html
JOCHEN SCHNACK
Editorial: Lernen in einer digitalen Welt
JOCHEN SCHNACK / ERIK ZYBER
Schule im Entdeckermodus [Abstract]
FRANK LOHRKE / JOHANNES OFFINGER
[Abstract]
Digitale Medien als Werkzeug und ständiger Begleiter
JOHANNES ZYLKA
[Abstract]
Individualisierter Unterricht mit digitalen Medien
JÖRAN MUUß-MERHOLZ
[Abstract]
Open Educational Resources (OER) – Lernmaterialien in der digitalen Welt
SONIA BURMESTER / STEFANIE HUMMEL
[Abstract]
Was, wenn es eine Formel gäbe, die Welt zu retten?
SARAH BORDE / THOMAS SPAHN
[Abstract]
Lehrerfortbildung im digitalen Wandel
JULIAN DORN
[Abstract]
Wie funktioniert eigentlich ein Computer?
ZOLLTAN FARKAS
[Abstract]
Kontrollierte User
UWE BÜSCHING
[Abstract]
Gesundheitliche Risiken bei unkontrolliertem Medienkonsum
ANDREAS KRAUSE / SOPHIE BAERISWYL / SELINA BÖSCHENSTEIN / RENÉ SOMMER
[Abstract]
Gesundheitsförderung in der Schule. Ein Praxisbeispiel und sieben Erfolgsfaktoren12 Zeitschrifteninhaltsdienst Mai 2019
Psychologische Rundschau
70. Jahrgang, Heft 2 (2019)
Link zum aktuellen Heft mit Abstracts:
https://econtent.hogrefe.com/toc/pru/70/2
YURIY NESTERKO, HEIDE GLAESMER
Warum fragen wir nicht direkt nach?
[Abstract]
Eine Analyse zur subjektiven Zuschreibung des Migrationshintergrundes
MORITZ VALENTIN FISCHER, MICHAELA PFUNDMAIR
Die Psychologie der terroristischen Radikalisierung: Wie sich Menschen radikalisieren und Präventi-
on gestaltet werden kann13 Zeitschrifteninhaltsdienst Mai 2019
Schulmanagement
Heft 2 (2019) „Künstliche Intelligenz“
Link zum aktuellen Heft mit Abstracts:
https://www.oldenbourg-klick.de/zeitschriften/schulmanagement/2019-2
FABIAN ZEHNER
[Abstract]
Künstliche Intelligenz in der Bildung. Ihr Potenzial und der Mythos des Lehrkraftroboters
STEFAN D. KELLER, JENS MÖLLER
[Abstract]
Das Schülerinventar zur Beurteilung von Schülertexten. Das Forschungsprojekt ASSET
PROF. DR. KATHARINA SCHEITER
Erfassung von Lernprozessen im digitalen Klassenraum. Neue Möglichkeiten durch den Einsatz
Künstlicher Intelligenz [Abstract]
CLAUS G. BUHREN
[Abstract]
Peer Review. Was können kritische Freunde?
HANS-GEORG SCHÖNWÄLDER, GERHART TIESLER
[Abstract]
Lärm in der Schule – na und? Auswirkungen von Lärm auf die Schulqualität
MICHAELA KÖLLER, JENS MÖLLER, MARTIN O. STUCKERT
Tätig in einem schwierigen Umfeld. Das veränderte Bild von Lehrerinnen und Lehrern in Print-
medien [Abstract]
HACI HALIL USLUCAN
„Was glaubst denn du?“ Erfahrungen mit und Erfahrungen über den islamischen Religionsunterricht
[Abstract]
ULRICH KRAINZ
[Abstract]
Schulentwicklung im Zwangskontext. Wer berät die Beraterinnen und Berater?14 Zeitschrifteninhaltsdienst Mai 2019
Unterrichtswissenschaft
47. Jahrgang, Heft 1 (2019)
Link zum aktuellen Heft mit Abstracts:
https://link.springer.com/journal/42010/47/1
EDITORIAL
THILO KLEICKMANN, ILONCA HARDY
Vernetzung professionellen Wissens angehender Lehrkräfte im Lehramtsstudium
MARTINA GRAICHEN, ELISABETH WEGNER, MATTHIAS NÜCKLES
Wie können Lehramtsstudierende beim Lernen durch Schreiben von Lernprotokollen unterstützt
werden, dass die Kohärenz und Anwendbarkeit des erworbenen Professionswissens verbessert
wird? [Abstract]
JENNY LORENTZEN, GERNOT FRIEDRICHS, MATHIAS ROPOHL
Förderung der wahrgenommenen Relevanz von fachlichen Studieninhalten: Evaluation einer Inter-
vention im Lehramtsstudium Chemie [Abstract]
JENNIFER PAETSCH, ANNKATHRIN DARSOW, FRÄNZE SOPHIE WAGNER
Prädiktoren des Kompetenzzuwachses im Bereich Deutsch als Zweitsprache bei Lehramtsstudieren-
den [Abstract]
STEFFEN TRÖBST, THILO KLEICKMANN, FIEN DEPAEPE, AISO HEINZE
Effects of instruction on pedagogical content knowledge about fractions in sixth-grade mathematics
on content knowledge and pedagogical knowledge [Abstract]
JULIA JENNEK, ANNA GRONOSTAJ, MIRIAM VOCK
[Abstract]
Wie Lehrkräfte im Englischunterricht differenzieren. Eine Re-Analyse der DESI-Videos
DOROTHEE GRONOSTAY
To argue or not to argue? The role of personality traits, argumentativeness, epistemological beliefs
and assigned positions for students’ participation in controversial political classroom discussions [Ab-
stract]15 Zeitschrifteninhaltsdienst Mai 2019
Zeitschrift für Erziehungswissenschaft
22. Jahrgang, Heft 2 (2019)
Link zum aktuellen Heft mit Abstracts:
https://link.springer.com/journal/11618/22/2
PROF. DR. MARCUS HASSELHORN
Editorial
DR. HANNA DUMONT
Neuer Schlauch für alten Wein? Eine konzeptuelle Betrachtung von individueller Förderung im Un-
terricht [Abstract]
DR. KATHARINA THOREN, PROF. DR. MARTIN BRUNNER
Flächendeckende Implementation des Jahrgangsübergreifenden Lernens: Welche Typen gibt es und
zeigen diese Unterschiede in der Schul- und Unterrichtsqualität? [Abstract]
DANIEL KLEIN
Das Zusammenspiel zwischen akademischer und sozialer Integration bei der Erklärung von Studi-
enabbruchintentionen. Eine empirische Anwendung von Tintos Integrationsmodell im deutschen
Kontext [Abstract]
KATHARINA HOLDER M.A., PROF. DR. URSULA KESSELS
Unterrichtsgestaltung und Leistungsbeurteilung im inklusiven und standardorientierten Unterricht
aus der Sicht von Lehrkräften [Abstract]
DR. NICOLE TIEBEN, ANNE-KATHRIN KNAUF
Die Studieneingangsphase Studierender mit vor-tertiärer beruflicher Ausbildung: allgemeiner und
fach-spezifischer Kenntnisstand und Studienvorbereitung [Abstract]
DR. MICHAELA KÖLLER, MARTIN STUCKERT
[Abstract]
Das Lehrerbild in den Printmedien: Keine „Faulen Säcke“ mehr!
DR. TANJA MAYER
„Und dann geht natürlich nur der Weg zur Privatschule“ – Individuelle Schulwahlprozesse und Ein-
zelschulwahl an privaten Grundschulen [Abstract]
NELE FISCHER, PROF. DR. TIMO EHMKE
Empirische Erfassung eines „messy constructs“: Überzeugungen angehender Lehrkräfte zu sprach-
lich-kultureller Heterogenität in Schule und Unterricht [Abstract]
MARKUS N. SAUERWEIN
[Abstract]
Partizipation in der Ganztagsschule – vertiefende Analysen
DIPL.-PÄD. KATJA LUDWIG
„Es war ein Ringen“ – Zum Umgang mit disziplinärer Heterogenität im Kontext der Entwicklung er-
ziehungswissenschaftlicher Hauptfachstudiengänge [Abstract]16 Zeitschrifteninhaltsdienst Mai 2019
Zeitschrift für Evaluation
Heft 1 (2019)
Link zum aktuellen Heft mit Abstracts:
http://www.zfev.de/
GERD-MICHAEL HELLSTERN
Editorial
KLAUS WOHLRABE, LUTZ, BORNMANN, SABINE GRALKA, FELIX DE MOYA ANEGON
Wie effizient forschen Universitäten in Deutschland, deren Zukunftskonzepte im Rahmen der Exzel-
lenzinitiative ausgezeichnet wurden? Ein empirischer Vergleich von Input- und Output-Daten [Abstract]
HENRIK BRINKMANN, CHRISTIANE KERLEN, KATHARINA BILAINE
Interne Evaluation mit externer Begleitung – Ein Erfahrungsbericht aus dem Non-Profit-Bereich
[Abstract]
KIRSTEN SCHWEINBERGER, SARA MAHLER, CARSTEN QUESEL
Auf die Größe kommt es an? – Nicht immer. Einfluss von Schulgröße und politisch zugestandener
schulischer Entwicklungsautonomie auf die Einschätzung der Lehrpersonen zum Wissensgewinn
durch die Externe Schulevaluation [Abstract]
ANDREA LÖTHER
Wirkungen von gleichstellungspolitischen Programmen: Rigorose Wirkungsevaluation des Professo-
rinnenprogramms [Abstract]
CHRISTIAN DILLER
Wie kann die Wirkung von Instrumenten der Stadterneuerungspolitik auf Gentrification-Prozesse im
Rahmen von Evaluationen gemessen und beurteilt werden? [Abstract]
PRAXISBERICHTE
CHRISTOPH E. MÜLLER, MARIA ALBRECHT
Crowdsourcing in der Evaluationsforschung: Neue Möglichkeiten für die Erhebung von Daten
ANDREAS ARMBORST, MARIA WALSH
WESPE – Wissenstransfer für Ergebnisse aus Evaluationsstudien17 Zeitschrifteninhaltsdienst Mai 2019
Zeitschrift für Pädagogik
66. Jahrgang, Heft 2 (2019) „Internate – Historiographie und aktuelle empirische Einblicke“
Link zum aktuellen Heft mit Abstracts:
https://www.beltz.de/fachmedien/erziehungs_und_sozialwissenschaften/zeitschriften/zeitschrift_fue
r_paedagogik/show/Journal/ausgabe/39896-zeitschrift_fuer_paedagogik_22019.html
ANJA GIBSON / WERNER HELSPER
Einführung in den Thementeil: Internate – Historiographie und aktuelle empirische Einblicke
HEINZ-ELMAR TENORTH
[Abstract]
Internate in ihrer Geschichte - Zur Historiographie einer Bildungswelt
PHILIPP MOHR
[Abstract]
Auswahlverfahren an Internatsschulen
ANJA GIBSON
[Abstract]
Professionelles Lehrerhandeln in gymnasialen Internatsschulkulturen
ULRIKE DEPPE
Nur eine Episode? Überlegungen zu den Sozialisationsbedingungen und Biografien von ehemaligen
Internatsschülerinnen und –schülern [Abstract]
LEILA ANGOD / RUBÉN GAZTAMBIDE-FERNÁNDEZ
[Abstract]
Endless Land, Endless Opportunity. The coloniality of elite boarding school landscapes
Linktipps zum Thema „Internate – Historiographie und aktuelle empirische Einblicke“
JOHANNES GIESINGER
Paternalismus und die normative Eigenstruktur des Pädagogischen. Zur Ethik des pädagogischen
Handelns [Abstract]
REBEKKA HORLACHER / ANDREA VINCENTI
[Abstract]
Die Pädagogisierung der Sexualität in den 1970er-Jahren
ROLF STRIETHOLT / ISA STEINMANN
[Abstract]
Effekte nachmittäglicher Bildungsangebote auf sprachliche Kompetenzentwicklungen18 Zeitschrifteninhaltsdienst Mai 2019
[Abstract]
This article uses data from the U.S. High School Longitudinal Study of 2009 to investigate the relation-
ship between high school students’ beliefs about female abilities in math and science and their teacher gender,
beliefs, and classroom behaviors. Estimates are obtained by comparing the same ninth graders between math
and science classes, thus controlling for student fixed effects. Students were less likely to believe that men
were better than women in math or science when assigned to female teachers or to teachers who valued and
listened to ideas from their students. The empirical analysis also provides evidence suggesting that these gen-
der beliefs were related to the decisions by female students to take advanced math and science classes in high
school.
[Abstract]
There are unique challenges to estimating causal effects of preschool for students with special needs
that have not received attention in the literature. We revisit the Head Start Impact Study (HSIS) to illustrate
that when and how special needs is defined has implications for the internal validity of and interpretation of
special needs subgroup impact estimates. We find that the treatment group in the HSIS was three percentage
points more likely to be classified as special education (SD = 0.11, p < .001) at baseline, likely biasing the impact
estimates for this subgroup. We also find that the estimated intent-to-treat effects of Head Start on cognitive
and socioemotional measures are sensitive to subgroup definition.
[Abstract]
Michigan Merit Curriculum (MMC) is a statewide college-preparatory policy that applies to the high
school graduating class of 2011 and later. Using detailed Michigan high school transcript data, this article exam-
ines the effect of the MMC on various students’ course-taking and achievement outcomes. Our analyses sug-
gest that (a) post-MMC cohorts took and passed approximately 0.2 additional years’ of math courses, and stu-
dents at low socioeconomic status (SES) schools drove nearly all of these effects; (b) post-policy students also
completed higher-level courses, with the largest increase among the least prepared students; (c) we did not
find strong evidence on students’ ACT math scores; and (d) we found an increase in college enrollment rates
for post-MMC cohorts, and the increase is mostly driven by well-prepared students.
[Abstract]
Performance funding in higher education is intended to incentivize increased degree production at
American colleges and universities by linking state funds directly to institutional outcomes. However, many
critics suggest that such funding arrangements create systems of “winners and losers” by rewarding some insti-
tutions over others. Using a difference-in-difference methodology, this article explores the impact of perfor-
mance funding on state appropriations and investigates the heterogeneous treatment effects across institution
types. I find that performance funding consistently benefits high-resource institutions and imposes financial
burdens on low-resource institutions. The theory of social construction and policy design illuminates the find-
ings.
[Abstract]
Policymakers and practitioners are increasingly interested in students’ deeper learning skills, or the
interpersonal and intrapersonal skills students need to succeed in school, careers, and civic life. This article
presents evidence about whether the concept of deeper learning—applied across a variety of approaches—has
potential merit as a means for education improvement. The analysis, based on 16 high schools implementing a
school-wide approach to promoting deeper learning within the context of small schools, indicates that students
who attended schools focused on deeper learning reported greater opportunities for deeper learning, greater
competency in some deeper learning domains, had higher rates of graduating from high school, and were more
likely to enroll in 4-year colleges than similar students who attended comparison schools.
[Abstract]
Informed by the theoretical lens of opportunity hoarding, this study considers whether STEM postsec-
ondary fields stand apart via the disproportionate exclusion of Black and Latina/o youth. Utilizing national data
from the Beginning Postsecondary Study (BPS), the authors investigate whether Black and Latina/o youth who
begin college as STEM majors are more likely to depart than their White peers, either by switching fields or by
leaving college without a degree, and whether patterns of departure in STEM fields differ from those in non-
STEM fields. Results reveal evidence of persistent racial/ethnic inequality in STEM degree attainment not found
in other fields.
[Abstract]
This study adds to the limited literature base on extracurricular debate by using doubly robust inverse
probability treatment weighting to estimate the average treatment effect for the treated of preadolescent
debate participation on a variety of academic and engagement outcomes among a 10-year longitudinal sample
of Baltimore City Public School System students. The effect of preadolescent Baltimore Urban Debate League
participation for debaters was associated with increases in standardized test scores, a decreased likelihood of
chronic absenteeism, and an increased likelihood of attending a selective entrance criteria high school. Alt-
hough there is a mounting body of research that suggests participation in debate is associated with increases in
positive outcomes for high school students, this research constitutes the first quantitative study to examine
these relationships among elementary and middle school students. Policy implications for educational inter-19 Zeitschrifteninhaltsdienst Mai 2019
ventions that seek to attract low-income students of color in urban areas and influence their trajectories at
earlier stages of student development are discussed.
[Abstract]
There are a growing number of large-scale educational randomized controlled trials (RCTs). Considering
their expense, it is important to reflect on the effectiveness of this approach. We assessed the magnitude and
precision of effects found in those large-scale RCTs commissioned by the UK-based Education Endowment
Foundation and the U.S.-based National Center for Educational Evaluation and Regional Assistance, which eval-
uated interventions aimed at improving academic achievement in K–12 (141 RCTs; 1,222,024 students). The
mean effect size was 0.06 standard deviations. These sat within relatively large confidence intervals (mean
width = 0.30 SDs), which meant that the results were often uninformative (the median Bayes factor was 0.56).
We argue that our field needs, as a priority, to understand why educational RCTs often find small and unin-
formative effects.
[Abstract]
This study identifies seven major trends in how states and districts are implementing college- and ca-
reer-ready standards for general education students and for two special populations often the target of educa-
tion policy—English language learners (ELLs) and students with disabilities (SWDs). We draw on state-
representative teacher, principal, and district surveys in three states—Kentucky, Ohio, and Texas—and case
studies in nine districts. We ground our study in the policy attributes framework, which suggests implementa-
tion is stronger the more specific, authoritative, powerful, consistent, and stable a policy is. We find states are
being less prescriptive in their policies surrounding the standards and are including fewer or less forceful re-
wards and sanctions (power). Local districts are providing more detailed, standards-aligned professional devel-
opment (specificity) and supporting materials to guide teachers’ standards implementation (consistency). Dis-
tricts are using “softer” power mechanisms instead of the “strong” rewards and sanctions of earlier waves of
reform. This results in higher buy-in (authority) but creates challenges for districts in providing the necessary
supports for teachers. In ELL policy, two national organizations are providing much of the specificity and con-
sistency for standards implementation, and they do this through mechanisms of authority rather than through
power mechanisms. For SWDs, implementation support is focused on compliance, and the enduring tension
between standardization and individuality persists. Creative district approaches and moderate to high levels of
authority hold promise for this wave of college- and career-ready standards.
[Abstract]
Noch immer hält sich das Vorurteil, die Arbeit an Grundschulen sei weniger anspruchsvoll als die an
weiterführenden Schulformen - das zeigen besonders eindrücklich zwei aktuelle Beispiele.
[Abstract]
Klare Maxime der Grundschule war damals wie heute, die eine Schule für alle zu sein. Keine andere
Schule verwirklicht den Anspruch auf ein inklusives Bildungssystem so wie die Grundschule, betont der VBE-
Bundesvorsitzende Udo Beckmann.
[Abstract]
Im Herbst 2019 feiert die Grundschule als eigenständige Schulform in Deutschland ihren 100. Geburts-
tag. Gleichzeitig wird der Grundschulverband 50 Jahre alt. Das Doppeljubiläum nutzt der Verband für eine kriti-
sche Reflexion.
[Abstract]
Die Einführung der allgemeinen deutschen Grundschule war mit großem Reformeifer verbunden und
zielte auf ein Höchstmaß an Bildungsgerechtigkeit.
[Abstract]
Die Grundschule als eigenständige Schulform existiert in Deutschland nun seit hundert Jahren. Unser
Autor zeigt, wie sie sich und die ihr zugrunde liegende Pädagogik über die Zeit gewandelt haben.
[Abstract]
Mithilfe ihrer Studien will die Empirische Bildungsforschung Anregungen für die weitere Entwicklung von
Schulen und Bildungssystem bieten - ein Interview mit Professorin Nele McElvany, Direktorin des Dortmunder
Instituts für Schulentwicklungsforschung.
[Abstract]
Nicht nur die Grundschule hat sich mit der Zeit verändert, auch die Bedingungen, unter denen die Schü-
lerinnen und Schüler aufwachsen, haben sich gewandelt. Daraus ergeben sich zwei grundlegende Konsequen-
zen.
[Abstract]
Die verlängerte Ausbildungszeit von Grundschullehrkräften und ihre veränderten Arbeitsbedingungen
lassen laut GEW-Vorsitzenden Marlis Tepe nur einen Schluss zu: Es ist höchste Zeit für eine bessere Bezahlung.
[Abstract]
Die Grundschule hat sich über die Jahre ständig weiterentwickelt und bildet immer noch die Basisinstanz
für die Erziehung und Bildung von Kindern - eine Laudatio zum hundertjährigen Bestehen unseres Autors Manf-
red Bönsch.
[Abstract]
Die Technische Universität Dresden gründet derzeit eine neue Schule, um moderne Unterrichtsmetho-
den auszuprobieren und Schule insgesamt ganz neu zu denken. Es geht um Projektarbeit, flexible Räume und
individuelles Lernen. Im Interview erzählt Anke Langner, Prodekanin an der Fakultät für Erziehungswissenschaf-
ten, wie sie sich diese "Schule der Zukunft" genau vorstellt.
[Abstract]
Der Tod einer Elfjährigen erschüttert die Hausotter-Grundschule und ganz Berlin. Medien berichten von
einem Selbstmordversuch, Elternvertreter prangern Schlägereien und Beschimpfungen in den Klassen an. Und20 Zeitschrifteninhaltsdienst Mai 2019
während die Schulleiterin versucht, die Kette aus Gerüchten und Beschuldigungen zu durchbrechen, ist eine
bundesweite Debatte über Mobbing entbrannt.
[Abstract]
This study examined the effects of Reading Intervention for Adolescents, a 2-year extensive reading
intervention targeting current and former English learners identified as struggling readers based on their per-
formance on the state accountability assessment. Students who enrolled at three participating urban high
schools were randomly assigned to the Reading Intervention for Adolescents treatment condition (n = 175) or a
business-as-usual comparison condition. Students assigned to the treatment condition participated in the in-
tervention for approximately 50 min daily for 2 school years in lieu of a school-provided elective course, which
business-as-usual students took consistent with typical scheduling. Findings revealed significant effects for the
treatment condition on sentence-level fluency and comprehension (g = 0.18) and on a proximal measure of
vocabulary learning (g = .41), but not on standardized measures of word reading, vocabulary, or reading com-
prehension (g range: −0.09 to 0.06). Post hoc moderation analyses investigated whether initial proficiency lev-
els interacted with treatment effects. On sentence-level fluency and comprehension and on vocabulary learn-
ing, initial scores were significantly associated with treatment effects—however, in opposite directions. Stu-
dents who scored low at baseline on sentence reading and comprehension scored relatively higher at posttest
on that measure, whereas students who scored high at baseline on the proximal vocabulary measure scored
relatively higher at posttest on that measure. The discussion focuses on the difficulty of remediating persistent
reading difficulties in high school, particularly among English learners, who are often still in the process of ac-
quiring academic proficiency in English.
[Abstract]
We report results of 2 studies examining the relation between decoding and reading comprehension.
Based on our analysis of prominent reading theories such as the Simple View of Reading (Gough & Tunmer,
1986), the Lexical Quality Hypothesis (Perfetti & Hart, 2002) and the Self-Teaching Hypothesis (Share, 1995), we
propose the Decoding Threshold Hypothesis, which posits that the relation between decoding and reading
comprehension can only be reliably observed above a certain decoding threshold. In Study 1, the Decoding
Threshold Hypothesis was tested in a sample of over 10,000 Grade 5–10 students. Using quantile regression,
classification analysis (Receiver Operating Characteristics) and broken-line regression, we found a reliable de-
coding threshold value below that there was no relation between decoding and reading comprehension, and
above which the two measures showed a positive linear relation. Study 2 is a longitudinal analysis of over
30,000 students’ reading comprehension growth as a function of their initial decoding status. Results showed
that scoring below the decoding threshold was associated with stagnant growth in reading comprehension. We
argue that the Decoding Threshold Hypothesis has the potential to explain differences in the prominent read-
ing theories in terms of the role of decoding in reading comprehension in students at Grade 5 and above. Fur-
thermore, the identification of decoding threshold also has implications for reading practice.
[Abstract]
State-mandated tests have taken center stage for assessing student learning and for holding teachers
and students accountable for achieving adequate progress. What types of early knowledge predict perfor-
mance on these tests, especially among low-income children who are at risk for poor performance? We report
on a longitudinal study of 519 low-income American children ages 5–12, with a focus on mathematics perfor-
mance. We found that nonsymbolic quantity knowledge and repeating pattern knowledge at the end of pre-
school were reliable predictors of performance on standards-based high-stakes tests across three different
grade levels (4th–6th grade), over and above other math and academic skills. Further, these effects of pre-
school math knowledge were partially mediated through symbolic mapping and calculation knowledge at the
end of 1st grade. These findings suggest that nonsymbolic quantity knowledge and repeating pattern
knowledge prior to formal schooling are valuable indicators of low-income children’s performance on high-
stakes state math tests in the middle grades.
[Abstract]
Impact Statement
Educational Impact and Implications Statement—Strategy usage may be an important avenue for the identifi-
cation and treatment of mathematics difficulties. The current study examined individual differences in strategic
problem-solving behavior with a sample of adolescent problem-solvers. Results indicate that even in adoles-
cence there are meaningful individual differences in how students solve addition problems, including some
adolescents who continue to rely on immature counting strategies. Those adolescents who still relied on imma-
ture counting strategies were also struggling with broad mathematical achievement. These struggling students
can be identified with a brief addition strategy assessment, and our results suggest that they may benefit from
mastering more developmentally mature strategies. For students with mathematical difficulties, simply advanc-
ing to developmentally mature strategy selection may be an important intervention goal, one which is often
overlooked in educational settings.
[Abstract]
In the present study, we explored how linguistic skills (phonological and semantic) influence the multiple
components of school arithmetic (numeration, computation, and word problems) by analyzing them sequen-21 Zeitschrifteninhaltsdienst Mai 2019
tially. We studied a sample of 262 schoolchildren, aged 8 to 11, nested in 27 classrooms, using the following
measures: semantic skills, phonological skills, numeration, computation, word problems, visuospatial reasoning,
and working memory. On the basis of a multilevel path analysis, we found that phonological and semantic skills
predict each arithmetic component differently and independently. Phonological skills displayed a direct effect
on computation and an indirect effect on word problems, mediated by computation. On the other hand, se-
mantic skills showed a direct effect on numeration and word problems and an indirect effect on computation,
mediated by numeration, as well as on word problems, mediated by numeration and computation.
[Abstract]
Data from the NICHD Study of Early Child Care (N = 1273) were analyzed to assess the longitudinal rela-
tions among executive function (EF) components in early childhood (54 months) and adolescence (15 years)
and their prediction of academic achievement. We found that after controlling for early achievement, demo-
graphic, and home environment variables, only working memory at 54 months significantly predicted working
memory at 15 years and that working memory was the only significant EF predictor of achievement at age 15.
In contrast, all early achievement measures were significant predictors of later achievement. Furthermore, no
demographic or home environment variables at 54 months significantly predicted EF at 15, and only maternal
education significantly explained variance in adolescent math and literacy achievement. These findings demon-
strate the predictability of working memory and highlight its importance for academic outcomes across devel-
opment. However, the lack of associations of preschool inhibition and attention measures, after controlling for
early achievement, demographic, and home environment variables, to corresponding measures in adolescence
suggests the need for more developmentally sensitive measures of EF. Given that the EF measures used in this
study are commonly used in educational and psychological research, more care should go into understanding
the psychometric properties across development.
[Abstract]
Students’ causal attributions about the reasons underlying their academic successes are important be-
cause of the influence of those attributions on academic motivation. We investigated whether students’ suc-
cess attributions tend to be similar across academic subjects versus specific to academic domain, and whether
domain-generality or specificity changes with development. African American students (N = 565) reported their
causal attributions for math, science, and English successes longitudinally from elementary to high school.
Structural equation modeling showed that individual differences in students’ tendencies to attribute successes
to ability, effort, or their teachers were domain-general, not differing across academic content areas. Results
did not differ by sex. The lack of domain-specificity in attributions suggests that when African American stu-
dents consider what factors influence their school performance, they view academic outcomes as a single
achievement domain rather than differentiating among school subjects.
[Abstract]
Research, theory, and practice suggest an important role for parents in supporting their children when
exposed to violence and helping them cope with victimization experiences. Despite this little is known about
how parents respond to bullying and the factors that influence their response. Using data from 1,117 parents
who reported that their middle or high schooler had been bullied in the past 30 days, this article identified
different patterns of responses as well as examined the influence of perceptions of school climate, school poli-
cies and training, and school structural characteristics on their responses. A latent class analysis identified 3
different patterns of parental responses including Only Talk (72%), Contact School (23%), and Handle Them-
selves (5%). Parents who perceived the school to have more effective school rules were less likely to be in the
class of parents who contacted the school versus the only talking class; however, school staff training was asso-
ciated with a greater likelihood of parents being in the contact the school class versus the only talking class.
Perceptions of equity were also related to an increased likelihood of being in the contact the school class ver-
sus the handle themselves class. These findings suggest that parents’ behaviors in response to bullying may be
related to their perceptions of the school and school actions around bullying. Efforts to promote a collaborative
approach to bullying between school and home should focus on communicating this expectation, potentially
addressing parents’ perceptions of equitable treatment for all students.
[Abstract]
The present study was organized around 2 main objectives: first, to analyze emotional intelligence (EI)
both in aggressors and victims of school violence, considering 3 dimensions of EI—emotional attention, emo-
tional clarity, and emotion regulation—and second, to analyze empathy in aggressors and victims of school
violence, taking into consideration 2 dimensions—cognitive and affective empathy. Participants were 1,318
Spanish adolescents, aged between 11 and 17 years (47% boys) enrolled in 4 secondary schools, and who com-
pleted self-report measures. Analyses of variance were conducted to analyze the data. The results indicated
that, regarding EI, victims of school violence scored significantly higher in the dimension of emotional attention,
but significantly lower in emotional clarity and emotion regulation; aggressors showed differences only in emo-
tion regulation, with significantly lower scores. With regard to empathy, victims showed less empathetic joy, a
subdimension of affective empathy, which indicated that they are, at the moment, unable to feel happiness for
others’ successes; aggressors obtained lower scores both in cognitive and affective empathy. These results22 Zeitschrifteninhaltsdienst Mai 2019
underscore the importance of managing emotions in the main school violence roles in adolescent students and
help us to understand differences between aggressors and victims in the managing of affect.
[Abstract]
Guided by Self-Determination Theory, we offer an integrative and fine-grained analysis of teachers’
classroom motivating style (i.e., autonomy support, structure, control, and chaos) to resolve existing controver-
sies in the literature, such as how these dimensions relate to each other and to educationally important stu-
dent and teacher outcomes. Six independent samples of secondary school teachers (N = 1332; Mage = 40.9
years) and their students (N = 1735, Mage = 14.6 years) read 12 ecologically valid vignettes to rate four dimen-
sions of teachers’ motivating styles, using the Situations-in-School (SIS) questionnaire. Multidimensional scaling
analyses of both the teacher and the student data indicated that motivating and demotivating teaching could
best be graphically represented by a two-dimensional configuration that differed in terms of need support and
directiveness. In addition, eight subareas (two subareas per motivating style) were identified along a circum-
plex model: participative and attuning, guiding and clarifying, demanding and domineering, and abandoning
and awaiting. Correlations between these eight subareas and a variety of construct validation and outcome
variables (e.g., student motivation, teacher burnout) followed an ordered sinusoid pattern. The discussion
focuses on the conceptual implications and practical advantages of adopting a circumplex approach and
sketches a number of important future research directions.
[Abstract]
A gulf exists between prior work testing metacognitive instructional interventions and teacher practices
that may support metacognition in the classroom. To help bridge this gulf, we designed an observational proto-
col to capture whether and how teachers provide metacognitive support in their talk and examined whether
these supports were related to student learning. We examined four features of metacognitive support, includ-
ing the type of metacognitive knowledge supported (personal, strategy, or conditional), the type of metacogni-
tive skill supported (planning, monitoring, or evaluating) the type of instructional manner in which the support
was delivered (directives, prompting, or modeling), and the type of framing (problem specific, problem general,
or domain general), during three types of instructional activities (individual, group, or whole-class instruction).
We compared teacher talk from 20 middle school mathematics classrooms with high growth in conceptual
mathematics scores with teacher talk from 20 classrooms with low growth. For each of these classrooms, we
examined the amount of teacher talk that supported metacognition during one regular class period. Observa-
tions revealed that the high-conceptual growth classrooms had more metacognitive supports for personal
knowledge, monitoring, evaluating, directive manners, and domain-general frames than the low-conceptual
growth classrooms. We discuss the implications of those observations for bridging research on metacognition
to teacher practice.
[Abstract]
The goal of the study was to examine whether target children’s temperamental negative emotional
expressivity (NEE) and effortful control in the fall of kindergarten predicted academic adjustment in the spring
and whether a classmate’s NEE and effortful control moderated these relations. Target children’s NEE and
effortful control were measured in the fall via multiple methods, academic adjustment was measured via read-
ing and math standardized tests in the spring, and observations of engagement in the classroom were conduct-
ed throughout the year. In the fall, teachers nominated a peer with whom each target child spent the most
time and rated that peer’s temperament. Target children with high effortful control had high reading and math
achievement (ps = .04 and < .001, respectively), and children with low NEE increased in engagement during the
year (p < .001). Peers’ temperament did not have a direct relation to target children’s academic adjustment.
Peers’ NEE, however, moderated the relation between target children’s effortful control, as well as NEE, and
changes in engagement (ps = .03 and .05, respectively). Further, peers’ effortful control moderated the rela-
tions between target children’s NEE and reading and changes in engagement (ps = .02 and .04, respectively). In
each case, target children’s temperament predicted the outcome in expected directions more strongly when
peers had low NEE or high effortful control. Results are discussed in terms of how children’s temperamental
qualities relate to academic adjustment, and how the relation between NEE and changes in engagement, in
particular, depends on peers’ temperament.
[Abstract]
There is a well-documented developmental decline in engagement among adolescents throughout sec-
ondary school. Given this pattern of engagement poses problems for both student well-being and their aca-
demic outcomes, it is important to examine potential strategies to address this decline. As a growth-oriented
strategy, personal best (PB) goal setting may be one viable option to challenge this decline in engagement.
Across 3 years of data collection among a sample of N = 368 Australian secondary school students and using
latent growth modeling (LGM), we explored 4 ways that PB goal setting may impact engagement: (a) an “initi-
ating effect” such that initial PB goal setting positively impacts initial engagement; (b) a “contemporaneous
effect” such that PB goal setting at each time point positively predicts engagement at that same time point; (c)
an “escalating effect” such that at each time point PB goal setting has an increasing impact on engagement;
and (d) a “slope effect” such that initial PB goal setting improves the rate of change of engagement (reduces23 Zeitschrifteninhaltsdienst Mai 2019
negative slope) over time. Findings confirmed an initiating effect, contemporaneous effect, and escalating
effect of PB goal setting on engagement, but not a slope effect. These results suggest that although the devel-
opmental decline in engagement seems to be somewhat pervasive during adolescence (i.e., no slope effect), PB
goal setting may be a viable strategy to positively impact early levels of engagement (initiating effect), positive-
ly impact engagement at any given point in time (contemporaneous effect), and increasingly impact engage-
ment across time (escalating effect). Taken together, this investigation adds to the growth, goal setting, and
engagement literatures while showcasing the various ways (and analytical approaches to them) that psy-
choeducational phenomena can interact and impact one another across time. The findings also provide applied
direction for practitioners seeking to assist students through this challenging developmental stage of adoles-
cence
[Abstract]
This research pioneered the investigation of the role of doctoral students’ thinking styles in their pro-
gram satisfaction and perceived intellectual competence. Participants were 285 STEM (science, technology,
engineering, mathematics) students in Hong Kong. Results showed that students’ thinking styles as measured
by the Thinking Styles Inventory—Revised II (Sternberg, Wagner, & Zhang, 2007) statistically significantly pre-
dicted their program satisfaction and perceived intellectual competence as assessed by two of the scales in the
newly constructed Graduate Student Survey (Shin et al., 2015)—beyond their gender, program year, and aca-
demic discipline. Findings have brought new insights into the assessment of doctoral students’ program satis-
faction and perceived intellectual competence. At the same time, findings have contributed to the literature on
intellectual styles and that on doctoral education in STEM fields. Practical implications of the findings are pro-
posed for STEM doctoral students in understanding their own ways of thinking and program experiences and
outcomes, as well as for academics and senior managers in their efforts to enhance students’ access to positive
program experiences and outcomes.
[Abstract]
Although many interventions have generated immediate positive effects on mathematics achievement,
these effects often diminish over time, leading to the important question of what causes fadeout and persis-
tence of intervention effects. This study investigates how children’s forgetting contributes to fadeout and how
transfer contributes to the persistence of effects of early childhood mathematics interventions. We also test
whether having a sustaining classroom environment following an intervention helps mitigate forgetting and
promotes new learning. Students who received the intervention we studied forgot more in the following year
than students who did not but forgetting accounted for only about one-quarter of the fadeout effect. An off-
setting but small and statistically nonsignificant transfer effect accounted for some of the persistence of the
intervention effect—approximately one-tenth of the end-of-program treatment effect and a quarter of the
treatment effect 1 year later. These findings suggest that most of the fadeout was attributable to control-group
students catching up to the treatment-group students in the year following the intervention. Finding ways to
facilitate more transfer of learning in subsequent schooling could improve the persistence of early intervention
effects.
[Abstract]
Reasoning about numerical magnitudes is a key aspect of mathematics learning. Most research examin-
ing the relation of magnitude understanding to general mathematics achievement has focused on whole num-
ber and fraction magnitudes. The present longitudinal study (N = 435) used a 3-step latent class analysis to
examine reasoning about magnitudes on a decimal comparison task in 4th grade, before systematic decimals
instruction. Three classes of response patterns were identified, indicating empirically distinct levels of decimal
magnitude understanding. Class 1 students consistently gave correct responses, suggesting that they under-
stood decimal properties even before systematic decimal instruction. Class 2 students were accurate when a 0
immediately followed the decimal, but were inaccurate when a zero was added to the end of the decimal string,
suggesting a partial understanding of place value; their performance was also negatively influenced by a whole
number bias. Class 3 students showed misunderstanding of both place value and a whole number bias. Class
membership accurately predicted 6th grade mathematics achievement, after controlling for whole number and
fraction magnitude understanding as well as demographic and cognitive factors. Taken together, the findings
suggest students may benefit from instruction that emphasizes decimal properties earlier in school.
[Abstract]
The present study examined issues pertaining to the reliability of writing assessment in the elementary
grades, and among samples of struggling and nonstruggling writers. The present study also extended nascent
research on the reliability and the practical applications of automated essay scoring (AES) systems in Response
to Intervention frameworks aimed at preventing and remediating writing difficulties (RTI-W). Students in Grade
3 (n = 185), Grade 4 (n = 192), and Grade 5 (n = 193) responded to six writing prompts, two prompts each in the
three genres emphasized in the Common Core and similar “Next Generation” academic standards: narrative,
informative, and persuasive. Prompts were scored using an AES system called Project Essay Grade (PEG). Gen-
eralizability theory was used to examine the following sources of variation in PEG’s quality scores: prompts,
genres, and the interaction among those facets and the object of measurement: students. Separate generaliza-You can also read
