Doris HolzbergerTechnische Universität München | TUM · Centre for International Student Assessment (ZIB); TUM School of Education
Doris Holzberger
Prof. Dr. habil.
About
71
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1,861
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Citations since 2017
Publications
Publications (71)
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 (c...
Teaching effectiveness has often been described from a variable-centered perspective according to instructional, organizational, and emotional teaching characteristics and their prediction of students’ outcomes. Adopting a person-centered approach, the present study analyzed how multiple variables of teaching quality co-occur simultaneously within...
In the present meta-analysis, we examine how secondary school characteristics – such as schools’ academic press, school climate, material resources, personnel resources, classroom climate, instructional practices, out-of-school activities, and socioeconomic status (SES) composition – provide opportunities for students to engage in science and maths...
The relevance of the school context to creating a successful learning environment and promoting teachers’ instructional quality is not yet clear. In the current study, we examine whether schools differ in aspects of instructional quality (i.e., classroom management and task feedback) and whether differences between schools can be explained by schoo...
In the present study, we consider teachers' self-efficacy as indicator for teacher motivation on the teacher level and at the school-level. We examine the interplay of teachers' individual self-efficacy (subscales classroom management and instruction) with school-level efficacy and more-external school characteristics (collaboration, instructional...
Zusammenfassung
Die Rolle von Elternbeteiligung für den schulischen Erfolg von Kindern und Jugendlichen wurde bereits in einigen Metaanalysen untersucht. Im vorliegenden Beitrag werden Unterschiede in den Zusammenhängen zwischen Elternbeteiligung und schulischem Erfolg in bestehenden Metaanalysen anhand eines Second-Order Reviews analysiert. Der Bl...
Preprint available at: https://psyarxiv.com/bf92d -
Purpose:
To advance the learning of professional practices in teacher education and medical education, this conceptual paper aims to introduce the idea of representational scaffolding for digital simulations in higher education.
Design/methodology/approach:
This study outlines the ideas of cor...
Previous studies have pointed out that first-generation students, continuing-generation students and female and male students differ concerning trajectories into and through higher education regarding study program choices and satisfaction. Studies focused on single time points in students’ educational trajectories and mainly emanated from the Unit...
Promoting high-achieving students plays an important role in the school context. Hence, one promising support measure within the mixed-ability classroom is differentiated instruction (DI). The current systematic review examined (1) the impact of DI on high-achieving students’ outcomes, (2) to what extent DI is used, (3) how useful teachers and high...
Student teachers’ well-being is particularly important in times of teacher shortage. To prevent student dropout and promote students’ well-being, demands and resources within university teacher education need to be identified. Demands like workload or time pressure can lead to emotional exhaustion in the long-term, while resources like emotional su...
Preprint available at: https://psyarxiv.com/bf92d - To advance the learning of professional practices in teacher education and medical education, this paper introduces the idea of representational scaffolding for digital simulations in higher education. We outline the ideas of core practices in two important fields of higher education, namely teach...
In the present study, we examined teachers’ self-efficacy and enthusiasm as two motivational constructs and assessed how they are organized and change over time, using a sample of 662 participants from the end of pre-service teacher education up to two years after entering the teaching profession. We first used latent profile analyses to identify t...
Fostering student motivation is an important educational goal. However, motivation in the classrooms is rather heterogeneous, particularly in mathematics and physics. This study examines the potential of (textbook) tasks to promote student motivation. Based on self-determination theory (SDT) and theory of interest , a low-inference coding scheme wa...
Background: Research shows that gender differences tend to exist in student motivational-affective factors in core subjects such as math, science or reading, where one gender is stereotypically disadvantaged.
Aims: This study aimed to investigate strategies that could reduce these gender differences by conducting a meta-analysis on school-based
int...
This conference paper adds to the understanding of teachers’ professional vision by analyzing their gaze in an instructional situation of whole-class discourse using eye-tracking data. We followed an expert-novice paradigm and focused on the relationship between teachers’ attentional processes and students’ hand-raising behavior. We found that teac...
A cognitive theory of visual expertise is proposed to model the visual information processing of domain experts. During theory development, we integrated empirical evidence from multiple methods of inquiry-including qualitative observations, qualitative interviews, eye tracking, and neuroimaging-used in research on learning and instruction in the p...
Sind Mädchen motivierter im Lesen? Zeigen Jungen mehr Interesse in Mathematik? Immer wieder zeigen Studien Geschlechterunterschiede bei Interesse, Motivation und Berufsplänen von Schüler*innen – und das hat gesellschaftliche Tragweite: mehr Männer als Frauen in MINT-Berufen, ungenutztes Potential, Lohnungleichheit. Doch wie entstehen diese Untersch...
Lehramtsstudierende berichten bereits früh in ihrem Studium über belastende Situationen und Stress, was zur Folge hat, dass das Wohlbefinden abnimmt (Zimmermann et al., 2018). Da negative Faktoren, neben Einbußen im Wohlbefinden, möglicherweise auch zu Studienabbruch führen können, überprüft unsere Studie eine Ressource aus der sozialen Lernumgebun...
In the present meta-analysis, we examine how secondary school characteristics—such as schools’ academic press, school climate, material resources, personnel resources, classroom climate, instructional practices, out-of-school activities, and socioeconomic status (SES) composition —provide opportunities for students to engage in science and math, an...
The present study explores how multiple teacher characteristics (i.e., knowledge, beliefs, self-efficacy, and self-regulation) co-occur within 649 German teacher candidates at the end of pre-service teacher education and how these profiles are related to teachers’ future occupational well-being. A latent profile analysis identified one highly knowl...
In the present study, we investigated the associations between teacher self-efficacy with their self-reported instructional quality (i.e., cognitive activation and classroom management) from a multilevel perspective. We focus on the interplay between self-efficacy and school characteristics, namely collective efficacy, collaboration, instructional...
Dieses Second-Order-Review geht der Frage nach, inwiefern verschiedene Formen der Elternbeteiligung (home-based parental involvement, school-based parental involvement und academic socialization) die schulische Leistung und Motivation von Schüler*innen fördern können. Die systematische Auswertung von 18 Metaanalysen zeigt größtenteils positive, abe...
Gerade in Zeiten von Schulschließungen und Distanzunterricht infolge der Corona-Pandemie wird die Bedeutung der Eltern für den schulischen Erfolg ihrer Kinder deutlich. Auch unabhängig davon zeigen Studien, dass der schulische Erfolg von Schülerinnen und Schülern in Deutschland mit familiären Hintergrundmerkmalen zusammenhängt: Kinder und Jugendlic...
The present study explores how multiple teacher characteristics (i.e., knowledge, beliefs, self-efficacy, and self-regulation) co-occur within 649 German teacher candidates at the end of pre-service teacher education and how these profiles are related to teachers’ future occupational well-being. A latent profile analysis identified one highly knowl...
The present study investigates teacher diagnostic skills when observing student engagement and inferring to underlying student characteristic profiles. Five student profiles as empirically determined in previous studies are selected: three incoherent (overestimating, uninterested, and underestimating) and two coherent (strong and struggling) profil...
The relevance of the school context to creating a successful learning environment and promoting teachers' instructional quality is not yet clear. In the current study, we examine whether schools differ in instructional quality (i.e., classroom management and task feedback) and whether differences between schools can be explained by school character...
Teachers’ ability to assess student cognitive and motivational-affective characteristics
is a requirement to support individual students with adaptive teaching. However,
teachers have difficulty in assessing the diversity among their students in terms of
the intra-individual combinations of these characteristics in student profiles. Reasons
for thi...
The paper addresses cognitive processes during a teacher’s professional task of assessing learning-relevant student characteristics. We explore how eye-movement patterns (scanpaths) differ across expert and novice teachers during an assessment situation. In an eye-tracking experiment, participants watched an authentic video of a classroom lesson an...
Schülerinnen und Schüler nach ihrem individuellen Potenzial zu fördern, stellt eine zentrale Aufgabe des Bildungssystems dar. Die Notwendigkeit, leistungsstarke Schülerinnen und Schüler bei der Förderung zu berücksichtigen, rückte dabei in den letzten Jahren verstärkt in den Fokus. Damit stellt sich für Lehrkräfte wie auch für Wissenschaftlerinnen...
Student participation and cognitive and emotional engagement in learning activities play a key role in student academic achievement and are driven by student motivational characteristics such as academic self-concept. These relations have been well established with variable-centered analyses, but in this study, a person-centered analysis was applie...
Schülerinnen und Schüler nach ihrem individuellen Potenzial zu fördern, stellt eine zentrale Aufgabe des Bildungssystems dar. Die Notwendigkeit, leistungsstarke Schülerinnen und Schüler bei der Förderung zu berücksichtigen, rückte dabei in den letzten Jahren verstärkt in den Fokus. Damit stellt sich für Lehrkräfte wie auch für Wissenschaftlerinnen...
Aktuelle Reformmaßnahmen in der Lehrer*innenbildung, wie die vom Bund geförderte „Qualitätsoffensive Lehrerbildung“ (www.qualitaetsoffensive-lehrerbildung.de), möchten die Lehrer*innenbildung mit Blick auf den Wissenschaft-Praxis-Transfer stärken. So wird beispielsweise verstärkt darauf gesetzt, den zukünftigen Lehrkräften wissenschaftliche und pro...
Simulation-based learning offers a wide range of opportunities to practice complex skills in higher education and to implement different types of scaffolding to facilitate effective learning. This meta-analysis includes 145 empirical studies and investigates the effectiveness of different scaffolding types and technology in simulation-based learnin...
Zusammenfassung. In diesem Beitrag wird ein revidierter Test zur Erfassung des bildungswissenschaftlichen Wissens von (angehenden) Lehrkräften, der BilWiss-2.0-Test, vorgestellt, und es werden Hinweise auf die psychometrische Güte der mit dem Instrument gemessenen Testwerte präsentiert. Das bildungswissenschaftliche Wissen umfasst neben unterrichts...
The present study summarized research on school inspection of the last 30 years to provide an estimation of its effectiveness and to identify factors influencing inspection effectiveness. Following a systematic literature search, k = 30 inferential statistical studies on school inspection were coded. Due to the large variety in the analytical strat...
Das Begriffspaar ‚Oberflächenmerkmale‘/‚Oberflächenstrukturen‘ und ‚Tiefenmerkmale‘/‚Tiefenstrukturen‘ hat zunehmend Einzug in die Forschungsliteratur
erhalten, soll es doch eine Brücke zur Verknüpfung von Lehren und Lernen schlagen.
Im vorliegenden Beitrag wird nach einem Überblick zu den historischen Wurzeln
das Verständnis der jeweiligen Begriff...
Teachers’ generic educational knowledge theoretically constitutes an aspect of their professional competence. However, empirical evidence for its importance for teachers’ daily practice is scarce. In this chapter, we describe findings from the BilWiss research program, which aimed to investigate the development and relevance of the type of generic...
Die Bildungsforschung weltweit produziert Unmengen neuer Erkenntnisse, welche alle den Anspruch haben Phänomene in der Bildungspraxis zu beschreiben, zu erklären oder zu verändern. Die Arbeitsgruppe Forschungssynthesen am Zentrum für internationale Bildungsvergleichsstudien fertigt Forschungssynthesen an, die Praktikerinnen und Praktikern helfen so...
Dieses Kapitel beschreibt ausgewählte schulische Lerngelegenheiten zur Sprach- und Leseförderung und fokussiert dabei auf den Stand der Digitalisierung an Schulen als Rahmenbedingung für das Lesen digitaler Texte sowie auf Lernangebote, die zusätzlich zum Regelunterricht zur Verfügung stehen. Schulen in Deutschland sind im internationalen Vergleich...
Lehrkräfte sind in ihrer täglichen Praxis in unzählige Interaktionen mit Schülerinnen und Schülern, Kolleginnen und Kollegen sowie Eltern eingebunden. Soziale Interaktion und Kommunikation bereichern den Lehrberuf, lassen ihn aber auch zur Herausforderung werden. Um die psychologischen Hintergründe der Alltagspraxis von Lehrkräften besser zu verste...
Bezogen auf den MINT-Bereich (Mathematik, Informatik, Naturwissenschaften und Technik) wird in der vorliegenden Meta-Analyse der Forschungsstand zum Zusammenhang zwischen schulischen Rahmenbedingungen und multiplen Schülerergebnissen zusammengefasst. Auf Seiten der schulischen Variablen werden personelle und materielle Ressourcen, die sozioökonomis...
This study aims to investigate teachers’ skills in assessing formatively student characteristics in the process of observing students in an authentic teaching situation. Students typically vary in their cognitive and motivational-affective characteristics, which are important predictors of learning outcomes (Seidel, 2006). Thereby, students of one...
Recent professional development programs have enhanced teachers’ ability to change their classroom discourse behaviour to a more dialogic style. Only a few programs investigate the role of video-based reflections in supporting teachers to change their practice. This study focuses on effects of the ‘Dialogic Video Cycle’ (DVC) on teacher self-effica...
Das bildungswissenschaftliche Wissen (BW) als Facette professionellen Wissens von Lehrkräften gewinnt in der empirischen Forschung zunehmend an Bedeutung. Die bisherigen Forschungsergebnisse basieren auf der Annahme, dass BW fachunabhängig konzeptualisiert und im Rahmen der universitären Lehrerbildung aufgebaut wird. Es wird daher geprüft, ob BW üb...
Previous studies have pointed out that schools play a central role in students’ orientation towards science, technology, engineering, and mathematics (STEM). However, studies use a variety of theoretical foundations in order to define variables and hypothesise relationships between schools and STEM orientation. In order to facilitate the interpreta...
Die Universitäre Phase der Lehrerbildung besteht in Deutschland aus vier Elementen: Bildungswissenschaften, zwei bis drei Fachwissenschaften, Fachdidaktiken und schulpraktische Studien. Das hier vorgestellte Forschungsprogramm BilWiss untersucht die Bildungswissenschaften in der Lehrerbildung in Nordrhein-Westfalen. Der vorliegende Artikel beschrei...
Ein empirisch bisher noch wenig erschlossener Bereich der universitären Lehrerbildung ist der bildungswissenschaftliche Studienteil, in dem Lehren und Lernen, Bildung und Erziehung fachunabhängig behandelt werden. Das Projekt Bildungswissenschaftliches Wissen und der Erwerb professioneller Kompetenz in der Lehramtsausbildung (BilWiss) hat zum Ziel,...
Die MINT-Fächer (Mathematik, Informatik, Natur¬wissenschaft, Technik) spielen für Deutschland eine erhebliche gesellschaftliche und politische Rolle. Es lohnt sich also, Anstrengungen zu unternehmen, um möglichst viele junge Heranwachsende für diese Fächer zu interessieren und fundierte MINT-Kom¬petenzen zu vermitteln. Fraglos sind dafür langfris-t...
Beginning teachers are often associated with high strain and the so called reality shock. Although the German teacher induction process is supposed to ensure a smooth transition to becoming a teacher it is often a subject to criticism. Thus, in 2009 a reform of teacher induction was initiated. Applying a quasi-experimental (contrasting the last coh...
Bildungswissenschaftliches Wissen (BW) wird als generisch/fachübergreifend konzeptualisiert. In der vorliegenden Studie wird geprüft, inwiefern ein standardisierter Test zur Erfassung von BW (Kunina-Habenicht et al., 2013) einerseits messinvariant für Absolvent(inn)en verschiedener Fächer (MINT, sozialwissenschaftliche Fächer, Kombination beider Fä...
Zwar konnte bisherige Forschung bereits zeigen, dass intrinsische motivationale Orientierungen von Lehrkräften im Zusammenhang mit günstigen Ergebnisvariablen (z. B. Unterrichtsqualität oder Schülermotivation) stehen, mögliche Wirkmechanismen sind jedoch noch wenig erforscht. Ziel der vorliegenden Studie ist es, diese vermittelnden Prozesse am Beis...
The ability to reason about observed classroom situations constitutes an essential aspect of teachers’ professional vision and is seen as a key element of initial teacher education. The three aspects of the ability are as follows: to describe, explain, and predict classroom situations. Research has shown that field experiences, the acquisition of t...
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-pe...
This study extends previous research on teachers’ self-efficacy by exploring reciprocal effects of teachers’ self-efficacy and instructional quality in a longitudinal panel study. The study design combined a self-report measure of teacher self-efficacy with teacher and student ratings of instructional quality (assessing cognitive activation, classr...
In this chapter, we take the position that self-regulation and metacognition reveal an undeniable conceptual core that assumes individuals make efforts to monitor their thoughts and actions, and try to gain some control over them. In the neurosciences, the higher-order processes of monitoring and control are referred to as “executive control proces...
The article topicalizes the interdependencies between enrollment prerequi-sites, study programs offered, and the individual use of the courses, as well as the struc-ture and development of educational-scientific knowledge in the field of university-based teacher training. The study is based on data collected through a census survey carried out in N...
In reviews of university teacher training, the parts of the curriculum based on educational science are often criticized as missing practical relevance and being non-cumulative. At the same time, uncertainty exists regarding which educational science based content is important for teacher candidates. The objective of the Delphi study presented here...
Projects
Projects (9)
The central goal of the Sharp Initiative is to identify conditions for the successful personalisation of learning with simulations in higher education and the derivation of design principles.
In this project we tackle highly relevant issues from the field of learning and Instruction. By using the method of research synthesis, we want to create an overview of previous research, discuss findings and reclassify them.
Our focus is to conduct educational research that is relevant and applicable to teachers, school administrators and educational policy makers.
Topics: Parental Involvement, High-Achieving students, digital media, STEM Schools, School inspections, Gender-specific Support Strategies, Promoting Teacher Self-Efficacy, Digital Reading
The Project is headed by Prof. Dr. Doris Holzberger.
Das „Programme for International Student Assessment“ (PISA) erfasst weltweit Schülerleistungen und vergleicht diese international.
Die drei untersuchten Kompetenzbereiche in Naturwissenschaft, Lesen und Mathematik sind ein zentraler Bestandteil lebenslangen Lernens. PISA stellt das Leistungsniveau der Jugendlichen fest, liefert Informationen über Ergebnisse des Lehrens und Lernens in den Schulen und zeigt Entwicklungen im Bildungssystem auf. Dabei ist weniger die Übereinstimmung der Testaufgaben mit den Lehrplänen der teilnehmenden Länder von Bedeutung als die Erfassung von Basiskompetenzen in verschiedenen Anwendungssituationen. Das Grundbildungskonzept, von dem PISA ausgeht, ist also funktionalistisch: 15-jährige Schülerinnen und Schüler sollen in möglichst authentischen Aufgaben ihre in der Schule erworbenen Kompetenzen anwenden. Bei PISA 2018 werden nach 2000 und 2009 zum dritten Mal die Lesekompetenzen der 15-jährigen Schülerinnen und Schüler als Schwerpunkt getestet.