Impact of Additional Guidance in Science Education on Primary Students’ Conceptual Understanding

Decristan, Jasmin; Hondrich, Annika Lena; Büttner, Gerhard; Hertel, Silke; Klieme, Eckhard; Kunter, Mareike; Lühken, Arnim; Adl-Amini, Katja; Djakovic, Sanna-K.; Mannel, Susanne; Naumann, Alexander; Hardy, Ilonca

doi:10.1080/00220671.2014.899957

Cited by 56 publications

(57 citation statements)

References 40 publications

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“…The data used in this study are classroom videos and student data from the German IGEL study (Hardy et al 2011), which investigated science instruction in elementary school and tested the effects of two standardized instructional units about the topic "floating and sinking" on student learning (Decristan et al 2015). We used classroom videos and student data of 23 classes from German public primary schools with a total of 431 students.…”

Section: Data Basismentioning

confidence: 99%

Who sees the most? Differences in students’ and educational research experts’ first impressions of classroom instruction

2020

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In recent decades, the assessment of instructional quality has grown into a popular and well-funded arm of educational research. The present study contributes to this field by exploring first impressions of untrained raters as an innovative approach of assessment. We apply the thin slice procedure to obtain ratings of instructional quality along the dimensions of cognitive activation, classroom management, and constructive support based on only 30 s of classroom observations. Ratings were compared to the longitudinal data of students taught in the videos to investigate the connections between the brief glimpses into instructional quality and student learning. In addition, we included samples of raters with different backgrounds (university students, middle school students and educational research experts) to understand the differences in thin slice ratings with respect to their predictive power regarding student learning. Results suggest that each group provides reliable ratings, as measured by a high degree of agreement between raters, as well predictive ratings with respect to students' learning. Furthermore, we find experts' and middle school students' ratings of classroom management and constructive support, respectively, explain unique components of variance in student test scores. This incremental validity can be explained with the amount of implicit knowledge (experts) and an attunement to assess specific cues that is attributable to an emotional involvement (students).

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Section: Data Basismentioning

confidence: 99%

Who sees the most? Differences in students’ and educational research experts’ first impressions of classroom instruction

2020

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“…B. Connor et al 2004;Decristan et al 2015a; s. a. Kalyuga 2007, für einen Überblick zu Experimentalstudien zu ATI-Effekten).…”

Section: Adaptiver Unterrichtunclassified

Neuer Schlauch für alten Wein? Eine konzeptuelle Betrachtung von individueller Förderung im Unterricht

Dumont

2018

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Zusammenfassung Der vorliegende Beitrag betrachtet den in Politik und Praxis populären Begriff der individuellen Förderung. Dazu wird zunächst erörtert, in welchen Kontexten und in welcher Form der Begriff bislang verwendet wurde. Anschließend werden im wissenschaftlichen Diskurs etablierte verwandte Konzepte von individueller Förderung und Erkenntnisse aus der kognitiven Lehr-Lern-Forschung und der Unterrichtsforschung dargestellt. Darauf aufbauend wird vorgeschlagen, individuelle Förderung im Sinne einer tiefgreifenden Gesamtunterrichtsstrategie zu verstehen, bei der die Lehrkraft den einzelnen Schülerinnen und Schülern ein an ihre spezifischen Lernvoraussetzungen angepasstes Lernangebot macht und das Ziel einer kontinuierlich zunehmenden Verantwortungsübernahme der Schülerinnen und Schüler für ihren eigenen Lernprozess verfolgt. Abschließend werden Implikationen dieser Konzeption für die Schulpraxis und die Bildungsforschung diskutiert.

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“…Our analyses drew on longitudinal data from 1070 third-grade students and their 54 science teachers (project IGEL, Decristan et al 2015;Hardy et al 2011). These students participated in an intervention study that followed the design described in Sect.…”

Section: Samplementioning

confidence: 99%

Exploring teacher popularity: associations with teacher characteristics and student outcomes in primary school

et al. 2018

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In this study, we investigated conditions and consequences of teacher popularity in primary schools. Teacher popularity is embedded in a theoretical framework that describes relationships between teacher competence, teaching quality, and student outcomes. In the empirical analyses, we used multilevel modeling to distinguish between individual students' liking of the teacher and a teacher's popularity as rated by the whole class (N = 1070 students, 54 teachers). The classroom level composite of the extent to which students liked their teacher was a reliable indicator of teacher popularity. Teacher popularity was associated with teacher self-reports of selfefficacy and teaching enthusiasm and with external observers' ratings of teaching quality. The grades students received were not related to the popularity ratings. In a longitudinal study, teacher popularity predicted students' learning gains and interest development over and above the effects of teaching quality. These results suggest that teacher popularity can be a useful and informative indicator in research on students' academic development and teacher effectiveness.

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Impact of Additional Guidance in Science Education on Primary Students’ Conceptual Understanding

Cited by 56 publications

References 40 publications

Who sees the most? Differences in students’ and educational research experts’ first impressions of classroom instruction

Who sees the most? Differences in students’ and educational research experts’ first impressions of classroom instruction

Neuer Schlauch für alten Wein? Eine konzeptuelle Betrachtung von individueller Förderung im Unterricht

Exploring teacher popularity: associations with teacher characteristics and student outcomes in primary school

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