@inbook{57890, abstract = {{Within recent years, research on music learning in groups has increased. But the distinction between collaboration and cooperation is mostly unclear. This article aims to distinguish both concepts by presenting a study on popular music learning in groups (Godau, 2017) based on elements of the learning approach in Musical Futures (Green, 2008). As a result, the two concepts are seen as complementary. They form the poles of a continuum of collective learning: Collaboration characterizes the collective action toward the common goal. By contrast, cooperation occurs when group members act separately toward achieving the common goal. (DIPF/Orig.)}}, author = {{Godau, Marc}}, booktitle = {{Soziale Aspekte des Musiklernens}}, editor = {{Clausen, Bernd and Dreßler, Susanne}}, keywords = {{Kollaboration, Musik, Learning, Lernen, Musical education, Musikpädagogik, Pop music, Popmusik, Popular Music, Studie, Musikunterricht, Music lessons, Qualitative Forschung, Qualitative research, Teaching of music, Constructivism, Cooperation, Cooperative learning, Gruppe, Klassenmusizieren, Konstruktivismus, Kooperation, Kooperatives Lernen, Learning psychology, Lernpsychologie, Psychology of learning}}, pages = {{131–144}}, publisher = {{Waxmann}}, title = {{{Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe}}}, year = {{2018}}, } @inbook{23774, author = {{Schmitz, Lisa and Fechner, Sabine}}, booktitle = {{Building bridges across disciplines for transformative eduction and a sustainable future}}, editor = {{Eilks, Ingo and Markic, Silvia and Ralle, Bernd}}, keywords = {{sustainability education, students' questions}}, pages = {{321--326}}, publisher = {{Shaker Verlag}}, title = {{{Generation of students' questions through real-life contexts and their potential use for sustainability issues in chemistry education}}}, year = {{2018}}, } @article{32546, abstract = {{This longitudinal study addresses the role of support given by parents and peers during the transition from university to work life. A sample of 64 German university students in their last year at the university completed scales from the Network of Relationships Inventory regarding general support, namely, instrumental aid and intimacy with mothers, fathers, romantic partners, and friends. Four years later, they assessed domain-specific support when looking for work, namely, joint exploration and instrumental support. Participants perceived receiving both types of support from all significant others. However, joint exploration was more important than instrumental support. They felt especially supported by romantic partners. Women received more support than did men. Both types of domain-specific support were explained by general modes of support assessed 4 years earlier. Whether parents, friends, and partners were perceived as helpful during the transition was explained mainly by joint exploration. Again, support from a partner was seen as especially helpful in contrast to help from parents and friends. The special significance of joint exploration underlines the benefit of counseling at the transition from university to work life.}}, author = {{Buhl, Heike M. and Noack, Peter and Kracke, Baerbel}}, issn = {{0894-8453}}, journal = {{Journal of Career Development}}, keywords = {{Organizational Behavior and Human Resource Management, General Psychology, Applied Psychology, Education}}, number = {{6}}, pages = {{523--535}}, publisher = {{SAGE Publications}}, title = {{{The Role of Parents and Peers in the Transition From University to Work Life}}}, doi = {{10.1177/0894845317720728}}, volume = {{45}}, year = {{2017}}, } @article{35315, abstract = {{In vielen Bundesländern ist ein Praxissemester obligatorischer Bestandteil der Lehramtsausbildung. Zunehmend wird untersucht, ob und in welcher Form Studierende die für diesen Ausbildungsabschnitt vorgesehenen Standards erreichen. Dabei fokussieren Untersuchungen primär bildungswissenschaftliche Kompetenzbereiche. Die Frage, inwiefern das Praxissemester zum Erwerb domänenspezifischer bzw. insbesondere fachdidaktischer Kompetenzen beiträgt, lässt sich als Forschungsdesiderat konstatieren. Es ist zudem unklar, wie bestimmte Lerngelegenheiten diesen Prozess beeinflussen. Um diesem Forschungsbedarf zu begegnen, wurde an der Universität Paderborn die interdisziplinäre Forschungsgruppe Fachdidaktische Forschung im Praxissemester gegründet. Ziel der gemeinsamen Arbeit ist es, auf Basis wissenschaftlicher Ergebnisse einen Beitrag zur Weiterentwicklung des Praxissemesters zu leisten. Am Praxissemester sind drei Ausbildungsorte beteiligt: Hochschulen, Zentren für schulpraktische Lehrerausbildung (ZfsL) und Schulen. Ein Schwerpunkt liegt daher auf der Untersuchung des kritisch-produktiven Verhältnisses von Hochschullehre und Praxis. Vor dem Hintergrund fachübergreifender Heuristiken zur Professionalisierung in der Lehrer/innenbildung, werden in diesem Artikel aktuelle Projekte der Forschungsgruppe und deren Kontexte vorgestellt und diskutiert.}}, author = {{Wosnitza, Christopher and Caruso, Carina and Vogelsang, Christoph}}, issn = {{ 2199-8825}}, journal = {{die hochschullehre}}, keywords = {{Praxissemester, Lehrer/innenbildung, Evaluation, Kompetenzentwicklung, Fachdidaktik / school internships, teacher education, evaluation, professional competence, subject matter education}}, number = {{1}}, pages = {{1--19}}, publisher = {{wbv}}, title = {{{Das Praxissemester fachdidaktisch in den Blick nehmen}}}, doi = {{10.3278/HSL1705W}}, volume = {{3}}, year = {{2017}}, } @article{48322, author = {{Prediger, Susanne and Wessel, Lena}}, issn = {{1434-663X}}, journal = {{Zeitschrift für Erziehungswissenschaft}}, keywords = {{Education}}, number = {{2}}, pages = {{361--382}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Brauchen mehrsprachige Jugendliche eine andere fach- und sprachintegrierte Förderung als einsprachige?}}}, doi = {{10.1007/s11618-017-0785-8}}, volume = {{21}}, year = {{2017}}, } @article{48323, author = {{Schüler-Meyer, Alexander and Prediger, Susanne and Kuzu, Taha and Wessel, Lena and Redder, Angelika}}, issn = {{1571-0068}}, journal = {{International Journal of Science and Mathematics Education}}, keywords = {{General Mathematics, Education}}, number = {{2}}, pages = {{317--339}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding}}}, doi = {{10.1007/s10763-017-9857-8}}, volume = {{17}}, year = {{2017}}, } @article{37456, author = {{Paleczek, Lisa and Seifert, Susanne and Gasteiger-Klicpera, Barbara}}, issn = {{0033-3085}}, journal = {{Psychology in the Schools}}, keywords = {{Developmental and Educational Psychology, Education}}, number = {{3}}, pages = {{228--245}}, publisher = {{Wiley}}, title = {{{INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS}}}, doi = {{10.1002/pits.21993}}, volume = {{54}}, year = {{2017}}, } @article{36481, abstract = {{Recent studies highlight early childhood teachers’ mathematics-related competence. Developing this competence should be a main aspect of early childhood teachers’ education. This is, however, not the case in all countries. Consequently, high-quality professional development courses are needed. Based on research results, we developed a competence-oriented continuous professional development course ("EmMa") and examined the effects of "EmMa" by asking: How does "EmMa" affect the development of early childhood teachers’ i) mathematical content knowledge, ii) mathematical pedagogical content knowledge and iii) beliefs towards mathematics in general? To answer these questions, we conducted a pre-test/post-test study including a control group with 99 in-service early childhood teachers. Results show that the course affected teachers’ mathematical pedagogical content knowledge and static orientation towards mathematics positively. From this we conclude that scaling-up "EmMa" might be a suitable approach to bridge the gap between pre-service education with nearly no mathematics and the challenges of early mathematics education.}}, author = {{Bruns, Julia and Eichen, Lars and Gasteiger, Hedwig}}, journal = {{Mathematics Teacher Education and Development (MTED)}}, keywords = {{Beliefs, Competency Based Teacher Education, Control Groups, Early Childhood Education, Faculty Development, Foreign Countries, Inservice Teacher Education, Intervention, Mathematical Aptitude, Mathematics Skills, Pedagogical Content Knowledge, Preschool Teachers, Pretests Posttests, Professional Continuing Education, Statistical Analysis, Teacher Competency Testing}}, number = {{3}}, pages = {{76–93}}, title = {{{Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study}}}, volume = {{19}}, year = {{2017}}, } @article{34826, author = {{Eichen, Lars and Bruns, Julia}}, issn = {{2191-9194}}, journal = {{Frühe Bildung}}, keywords = {{competency development, early childhood mathematics education, professional development course}}, number = {{2}}, pages = {{67--73}}, publisher = {{Hogrefe & Huber Publishers}}, title = {{{Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen}}}, doi = {{10.1026/2191-9186/a000310}}, volume = {{6}}, year = {{2017}}, } @article{32535, abstract = {{In this study, we draw on person–environment fit theory to analyze whether academic success is best explained by individual abilities subjectively exceeding situational demands or by abilities matching the demands. Moreover, we disentangled effects of perceived abilities and subjective person–environment (P-E) fit on academic success. All in all, 693 teacher education students participated in an online questionnaire. Students were asked to rate general requirements of their academic programs (e.g., self-discipline) on a 5-point scale in terms of (1) their own abilities and (2) the perceived relevance for their studies. P-E fit was determined by difference scores between abilities and relevance ratings. Academic success was assessed by grades, perceived performance, and study satisfaction. Data were analyzed through structural equation modeling and suggest that academic success is best explained by a match between abilities and demands. Moreover, all three criteria for academic success were more strongly related to subjective fit than to subjective abilities.}}, author = {{Bohndick, Carla and Rosman, Tom and Kohlmeyer, Susanne and Buhl, Heike M.}}, issn = {{0018-1560}}, journal = {{Higher Education}}, keywords = {{Academic success, Person–environment fit theory, Demands–abilities fit, Higher education}}, number = {{5}}, pages = {{839--854}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory}}}, doi = {{10.1007/s10734-017-0173-6}}, volume = {{75}}, year = {{2017}}, } @article{32536, abstract = {{In contrast to other career choices, the teaching profession seems familiar to those interested in teaching because they have had the chance to observe teachers for years. This phenomenon is known as the apprenticeship of observation and manifests in naïve ideas and expectations of teaching among teacher students. Therefore, characteristics of students interested in becoming teachers are important for early teacher education and counselling. These characteristics include competencies and motives, but nothing is known about their relationship to each other. Following international teaching standards and the expectancy-value framework, this paper analyses associations between both. Three competencies (i.e. planning, communication and cooperation) and seven career choice motives were examined using a paper–pencil survey of 907 high school students. Altogether, 463 students were able to imagine becoming a teacher and were included in the analyses. SEM analyses showed that (1) of all the competencies, communication had the most associations with motives, (2) the motive ‘low difficulty of study’ is positively related to planning, (3) the findings regarding extrinsic motives are ambiguous, and (4) gender differences are marginal. Practical implications for early teacher education and counselling are discussed.}}, author = {{Bohndick, Carla and Kohlmeyer, Susanne and Buhl, Heike M.}}, issn = {{0260-7476}}, journal = {{Journal of Education for Teaching}}, keywords = {{Education}}, number = {{5}}, pages = {{566--580}}, publisher = {{Informa UK Limited}}, title = {{{Competencies and career choice motives: characteristics of high school students interested in teacher education programmes}}}, doi = {{10.1080/02607476.2017.1355029}}, volume = {{43}}, year = {{2017}}, } @article{32537, abstract = {{Home literacy environment (HLE) makes an important contribution to children's reading acquisition in early years. Even though some research on children's perception exists, children's reports about HLE have been neglected. The present study focuses on N = 281 six-year-old's reports about HLE and its influences on literacy enjoyment, frequency, and early literacy skills. Parents' educational background was expected to predict children-perceived HLE. A positive impact of active HLE on literacy enjoyment and frequency were found. HLE also mediates the relation between parents' background and enjoyment. The importance of children's perspective on HLE regarding family literacy programs is discussed.}}, author = {{Wiescholek, Sabrina and Hilkenmeier, Johanna and Greiner, Christian and Buhl, Heike M.}}, issn = {{0270-2711}}, journal = {{Reading Psychology}}, keywords = {{Linguistics and Language, Developmental and Educational Psychology, Education}}, number = {{1}}, pages = {{41--68}}, publisher = {{Informa UK Limited}}, title = {{{Six-year-olds' perception of home literacy environment and its influence on children's literacy enjoyment, frequency, and early literacy skills}}}, doi = {{10.1080/02702711.2017.1361495}}, volume = {{39}}, year = {{2017}}, } @article{4421, abstract = {{In Switzerland, every student graduating from grammar school can begin to study at a university. This leads to high dropout rates. Although students’ motivation is considered a strong predictor of performance, the development of motivation during students’ transition from high school to university has rarely been investigated. Additionally, little is known about the relation of motivational aspects with other influences on study performance. The present longitudinal study addresses this research gap and examines the development of economics and management students’ study motivation. It encompasses four waves of data collected throughout the first year, using quantitative online surveys. In total, the sample consists of 820 students. Data is analysed using latent change modelling. Results indicate that students start at a higher level of intrinsic motivation compared to extrinsic motivation. The variability of the starting value of the two constructs is also differing. The analysis also shows a gradual decline in students’ motivation. Above all, the transition from secondary to higher education seems to be a driver for this decline.}}, author = {{Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}}, issn = {{0018-1560}}, journal = {{Higher Education}}, keywords = {{Transition to higher education, Motivation, Longitudinal study, Socio-cultural factors, Latent change model, Switzerland}}, number = {{3}}, pages = {{459--478}}, publisher = {{Springer Nature}}, title = {{{The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School}}}, doi = {{10.1007/s10734-016-0095-8}}, volume = {{73}}, year = {{2016}}, } @article{37459, author = {{Seifert, Susanne and Kulmhofer, Andrea and Paleczek, Lisa and Schwab, Susanne and Gasteiger-Klicpera, Barbara}}, issn = {{1082-3301}}, journal = {{Early Childhood Education Journal}}, keywords = {{Developmental and Educational Psychology, Education}}, number = {{3}}, pages = {{333--345}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners}}}, doi = {{10.1007/s10643-015-0762-x}}, volume = {{45}}, year = {{2016}}, } @article{23750, author = {{Savelsbergh, Elwin R. and Prins, Gjalt T. and Rietbergen, Charlotte and Fechner, Sabine and Vaessen, Bram E. and Draijer, Jael M. and Bakker, Arthur}}, issn = {{1747-938X}}, journal = {{Educational Research Review}}, keywords = {{innovation, STEM education, science education, attitudes}}, pages = {{158--172}}, title = {{{Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study}}}, doi = {{10.1016/j.edurev.2016.07.003}}, volume = {{19}}, year = {{2016}}, } @inproceedings{4463, abstract = {{Academic success in Higher Education is influenced by a number of different factors. This paper tackles the question if the individual levels of motivation, anxiety, enjoyment and self-efficacy, measured immediately before entering university, influence the probability of academic success. Former studies have shown an influence of the high school grade, the learning environment and motivational variables. They do not investigate, however, the individual levels of the mentioned constructs before the beginning of the studies. This research was conducted at the University of St. Gallen/Switzerland. The sample includes 695 first-year students who provided information about the individual level of the mentioned constructs. Descriptive statistics show that on average the students are highly motivated, have a high level of self-efficacy and are looking forward to their studies before their beginning. Yet, there are students who have a high level of fear of failure in the study in spite of their high motivation and self-efficacy. A logistic regression shows that there is a significant effect of fear of failure on the probability of study success. This paper shows that fear of failure can increase the probability of academic failure and thus become a self-fulfilling prophecy. It confirms fear as an important factor for academic success. Furthermore, other important factors for academic success, for example the high school grade, could be confirmed in this study}}, author = {{Brahm, Taiga and Jenert, Tobias and Wagner, Dietrich}}, keywords = {{Quantitative methods, Student learning, Emotion and Cognition, Social sciences, Higher education, Motivation and Emotion, Fear of Failure}}, location = {{Zypern}}, title = {{{The self-fulfilling prophecy of fear of academic failure}}}, year = {{2015}}, } @inproceedings{4464, abstract = {{A highly selective first study phase in many Swiss study programs leads to a rather competitive climate among students. However, the atmosphere at the university is an important factor for students' transition into Higher Education. An important question in this context is whether students' are equipped with different dispositions influencing how they cope with this transition. Other research has already shown that different groups of students can be identified regarding their student behavior. Yet, so far little is known about patterns of variables characterizing students, transitioning successfully. The paper takes advantage of a person-centered approach, i.e. the latent-class analysis, which makes it possible to identify groups of individuals, sharing common attributes. The research was conducted as a longitudinal study during their first year at a Swiss university. The return rate was about 67%, with 820 utilizable questionnaires at t1. Based on the analysis of students' anxiety, intrinsic motivation and self-efficacy, three distinct classes of students could be identified. The first class can be called the "highly motivated and self-confident" students. The second class is characterized by the same pattern, however, on a more intermediate level and the last class can be described as the "least motivated and most anxious" group of students. This study contributes to research and theory on students' transition into higher education and could be a first hint that students' experiences of this transition can vary substantially.}}, author = {{Brahm, Taiga and Wagner, Dietrich and Jenert, Tobias}}, keywords = {{Quantitative methods, Self-efficacy, Higher education, Motivation and Emotion}}, location = {{Zypern}}, title = {{{A person-centred approach to students' transition into Higher Education}}}, year = {{2015}}, } @inproceedings{4467, author = {{Jenert, Tobias and Reinmann, Gabi}}, booktitle = {{Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE}}, keywords = {{Methodologie, Lernforschung, hochschuldidaktische Forschung, Higher Education}}, location = {{Hannover}}, title = {{{Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule}}}, year = {{2015}}, } @article{4423, abstract = {{This research aims to develop and validate an instrument for the assessment of attitudes towards two particular objects: the Higher Education Institution (HEI) and the process of studying. Investigating attitudes towards studying at a HEI in a comprehensive way addresses an important research gap. It connects students' perception of the institution with teaching and learning. To validate the Assessment of Students' Attitudes towards Studying (ASAtS) Questionnaire, data was gathered at three different universities in Switzerland (820 students), Sweden (167) and Germany (133). Overall, the results show the internal consistency of the ASAtS. Its nomological validity is also supported by correlations with other constructs, such as intrinsic motivation and study performance. The ASAtS contributes to the theory on students learning by broadening the scope of research beyond learning in a narrow sense. From a practical point of view, it provides a tool for HE management to monitor students' perception of their HEI.}}, author = {{Brahm, Taiga and Jenert, Tobias}}, issn = {{1041-6080}}, journal = {{Learning and individual differences : journal of psychology and education}}, keywords = {{Attitude, Student learning, Higher Education Institution, university, student experience}}, pages = {{233 -- 242}}, publisher = {{Elsevier}}, title = {{{On the assessment of attitudes towards studying—development and validation of a questionnaire}}}, volume = {{43}}, year = {{2015}}, } @article{37461, author = {{Seifert, Susanne and Schwab, Susanne and Gasteiger-Klicpera, Barbara}}, issn = {{1057-3569}}, journal = {{Reading & Writing Quarterly}}, keywords = {{Linguistics and Language, Education}}, number = {{6}}, pages = {{499--526}}, publisher = {{Informa UK Limited}}, title = {{{Effects of a Whole-Class Reading Program Designed for Different Reading Levels and the Learning Needs of L1 and L2 Children}}}, doi = {{10.1080/10573569.2015.1029176}}, volume = {{32}}, year = {{2015}}, }