@techreport{59520,
  abstract     = {{Normative expectations – beliefs about what others perceive as appropriate – have been shown to influence behavioural choices across various domains. We examine this concept in the context of whistleblowing, where potential whistleblowers face two competing norms: promoting fairness by reporting wrongdoing versus maintaining loyalty to peers by staying silent. We investigate how normative expectations about these two mutually exclusive actions affect reporting decisions. Specifically, we test whether providing information on the majority beliefs about either the appropriateness of whistleblowing, or of staying silent, or about both behaviours together, differentially affects the whistleblowing decision. Using an incentivized experiment with UK employees on Prolific, our study yields four key findings: First, employees are more likely to report misconduct when they believe that the majority considers whistleblowing to be appropriate. Second, they are less likely to blow the whistle when they believe staying silent is deemed appropriate. Third, this effect prevails for a particularly important subgroup: among employees who believe that the majority supports whistleblowing, the reporting probability increases substantially when they simultaneously expect that staying silent is deemed inappropriate. Fourth, providing information about both normative dimensions combined or only about the inappropriateness of staying silent significantly increases whistleblowing compared to the (no information) baseline and to information about whistleblowing appropriateness alone. These findings demonstrate the importance of normative expectations about both behavioural options for accurately predicting whistleblowing behaviour, and that social information interventions are most effective when they target behaviours where appropriateness beliefs about conflicting options are dispersed. }},
  author       = {{Mir Djawadi, Behnud and Plaß, Sabrina and Loer, Sabrina}},
  keywords     = {{Whistleblowing, Normative Expectations, Social Information Intervention, Social Norms, Economic Experiment}},
  title        = {{{Multiple Normative Expectations and Interventions -Experimental Evidence on Whistleblowing Behaviour}}},
  year         = {{2024}},
}

@article{32562,
  abstract     = {{Family-Literacy-Programme stellen eine gute Möglichkeit dar, Eltern in Bildungsprozesse
einzubeziehen. Am Beispiel des Programms „LIFE – Lesen in Familie erleben“ wird
die Wirkung auf elterliche Unterstützung beim Lesenlernen von Erstklässler*innen unter Einbezug von Eltern- und Kinderperspektive untersucht. Sowohl direkt nach dem
Programm als auch ein halbes Jahr später wirkte das Programm positiv auf verschiedene
Arten der Anschlusskommunikation beim gemeinsamen Lesen.}},
  author       = {{Bonanati, Sabrina and Gruchel, Nicole and Kurock, Ricarda and Buhl, Heike M.}},
  issn         = {{0012-0731}},
  journal      = {{Die Deutsche Schule}},
  keywords     = {{Kooperation, Familie, Lesekompetenz, Längsschnittstudie, Intervention}},
  number       = {{3}},
  pages        = {{282--301}},
  publisher    = {{Waxmann}},
  title        = {{{Teilhabe von Eltern an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte von „LIFE – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen}}},
  doi          = {{10.31244/dds.2021.03.04}},
  volume       = {{113}},
  year         = {{2021}},
}

@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}},
}