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Introduction
Publications
Publications (32)
Der Beitrag von Marko Lüftenegger, Nele Kampa und Marcus Pietsch fokussiert auf Forschungsergebnisse zum Einsatz von Daten in Schul- und Unterrichtsentwicklung. Die Autor:innen betrachten zunächst Erkenntnisse zum datenbasierten versus dateninformierten Handeln in Schulen und die Effekte auf Schülerinnen und Schüler sowie verschiedene Arten von Dat...
Zusammenfassung
Die empirische Forschung liefert viele Hinweise auf Ansatzpunkte, um Herausforderungen an Schulen zu bewältigen und Bildungschancen zu erhöhen. Jedoch sind die Umsetzung dieser Erkenntnisse und vor allem der Transfer in die Fläche höchst anspruchsvoll, denn es müssen die Perspektiven und Möglichkeiten unterschiedlicher Akteur*innen...
Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners' epistemic beliefs are modeled across multiple dimensions. Variability in study characteristics has impeded the comparison of profiles of epistemic beliefs and their relations with external variabl...
The school context, like other influences, affects the development of students’ epistemic beliefs (EBs), with theoretical conceptualizations suggesting a distinction between EBs related to professional and school science. However, empirical studies rarely address this distinction, and instruments separately assessing these EBs are not available. We...
Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners’ epistemic beliefs are modeled across multiple dimensions. Variability in study characteristics has impeded the comparison of profiles of epistemic beliefs and their relations with external variabl...
Epistemic beliefs (EBs) are a key issue in educational research and are relevant for students' learning from as early as elementary school. To quantitatively measure EBs in the domain of science, researchers commonly utilize self-report questionnaires that capture the dimensions of source, certainty, development, and justification of knowledge. Goi...
Evidence on the interrelation of intelligence development and the development of domain-specific academic achievement is still inconclusive. We investigated the longitudinal relation between these 2 constructs in the domains mathematics and reading. Data from 6 large adolescent student samples (Ntotal = 24,828) from 4 longitudinal studies were anal...
Although large-scale assessments (LSA) of school achievement claim to measure domain-specific achievement, they have been criticized for primarily measuring domain-general abilities. Numerous studies provide evidence that LSA of mathematical achievement as well as verbal achievement cover both general cognitive abilities (GCA) and domain-specific a...
In Germany, secondary school students have to choose at least one STEM subject (mathematics, biology, chemistry, and physics) for their Secondary School Leaving Examinations. In a representative sample of students in grade 13 in one federal state in Germany, we explore male and female students’ subject choices in an expectancy-value as well as dime...
Das „Handbuch Lehrerinnen- und Lehrerbildung“ bietet aus fachlicher, fachdidaktischer, bildungswissenschaftlicher und schulpraktischer Perspektive einen umfassenden forschungsbasierten Überblick zu allen Bereichen der Lehrerinnen- und Lehrerbildung. Das von 174 Autorinnen und Autoren erarbeitete Orientierungswissen wird in 107 Beiträgen präsentiert...
Abstract Background Stakeholders’ interpretations of the findings of large-scale educational assessments can influence important decisions. In the context of educational assessment, standard-setting remains an especially critical element, because it is complex and largely unstandardized. Instruments established by means of standard-setting procedur...
One of the most powerful determinants of course selection in upper secondary level is undoubtedly students’ self-concept. Students with a high self-concept in a domain are more likely to select a course in that domain. However, according to the dimensional comparison theory, the formation of self-concept includes comparison processes with self-conc...
Mittlerweile liegen verschiedene Schulleistungsstudien vor, in denen die Mathematikkompetenzen am Ende der gymnasialen Oberstufe bestimmt wurden. Generell zeigt sich, dass die Ziele des voruniversitären Mathematikunterrichts von mehr als der Hälfte der Abiturientinnen und Abiturienten verfehlt werden. Basierend auf diesen Befunden gehen wir der Fra...
This study investigates the interplay between general cognitive abilities and domain-specific mathematical ability by applying three different models. The first model is a g factor model, the second model reflects two correlated factors, and the third model is a nested-factor model that comprises a g factor, a domain-specific mathematical factor an...
Common standard setting methods such as the Angoff or the Bookmark method require panellists to imagine minimally competent persons or to estimate response probabilities, in order to define cut scores. Imagining these persons and how they would perform is criticised as cognitively demanding. These already challenging judgemental tasks become even m...
Welche fachlichen Qualifikationen sind mit der allgemeinen Hochschulreife verbunden, wenn sie am allgemeinbildenden bzw. am beruflichen Gymnasium erworben wird? Wird den Absolventinnen und Absolventen beruflicher Gymnasien mit den berufsvorbereitenden Unterrichtsfächern ein Vorteil eröffnet und heben sich ihre Qualifikationen folglich von denen am...
Epistemological beliefs (EB) are a prominent topic in educational research and considered important for the learning process. Science EB in particular are not only important for learning in science but also a unique learning goal itself. They are connected to science abilities and achievement as well as to students' personal features and background...
National and international large-scale assessments (LSA) have a major impact on educational systems, which raises fundamental questions about the validity of the measures regarding their internal structure and their relations to relevant covariates. Given its importance, research on the validity of instruments specifically developed for LSA is stil...
Infolge der Husumer Beschlüsse der Kultusministerkonferenz haben viele Bundesländer in der Sekundarstufe II das Kurssystem mit Grund- und Leistungskursen zugunsten von Profiloberstufen und einer allgemeinen Stärkung der Kernfächer aufgegeben. Schülerinnen und Schüler wählen in der Sekundarstufe II inhaltliche Schwerpunkte (Profi le), müssen allerdi...
Das vorliegende Teilkapitel beschreibt die Kompetenzstände in den naturwissenschaftlichen Fächern Biologie, Chemie und Physik, die Schülerinnen und Schüler in den Ländern der Bundesrepublik Deutschland am Ende der Sekundarstufe I erreicht haben. Zur Erfassung der naturwissenschaftlichen Kompetenzen wurden im Ländervergleich 2012 für jedes Fach Aufg...
Durch die zunehmende Durchführung von Kompetenztestungen haben Dimensionalitäts- und Zusammenhangsanalysen an Wichtigkeit zugenommen. In der vorliegenden Studie wurde Kompetenz in Biologie mit den Dimensionen Konzept- und Prozesswissen einer Dimensionalitätsprüfung unterzogen und mit externen Kriterien in Verbindung gebracht. Die hierfür angewandte...
Parents have a substantial effect on student achievement. Thus, tests of parents’ academic achievement need to be developed. These tests pose several issues of test conditions. We assessed parents’ achievement, background and supportive factors under two different test conditions. 130 parents randomly assigned to standardized or unstandardized test...
The present article analyzes the socio-economic background of maths teachers In Germany and Its relation to career-related decisions and job-related convictions. These analyzes Is based on data collected through questionnaires answered by 1126 maths teachers working at a sample of secondary schools representative of Germany. Following Bourdieu's th...
In Deutschland ist der Paradigmenwechsel von der Input- zur Outputorientierung unter anderem durch die Einfuhrung "Nationaler Bildungsstandards" (NBS) ein wichtiges Thema für Politik und Fachdidaktik.
In diesem Beitrag wird vorgestellt, wie sich Bildungsstandards in Deutschland im internationalen Vergleich darstellen und wie die Evaluation der Bild...
