Journal for Educational Research Online-JERO最新文献

{"title":"Teachers' diagnostic competences and their practical relevance. Special Issue Editorial","authors":"Annika Ohle, Nele McElvany","doi":"10.25656/01:11487","DOIUrl":"https://doi.org/10.25656/01:11487","url":null,"abstract":"“Studies and their results about teachersÂ’ diagnostic accuracy are very heterogeneous. While some papers focus on motivational and self-related learning outcomes, most studies investigate the accuracy of teachers judging studentsÂ’ performance.” This editorial provides a short introduction of the articles in this journal according to teacher diagnostic competencies. (DIPF/Orig.)","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"7 1","pages":"5-10"},"PeriodicalIF":1.3,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69237032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mastering 'Metrics: The Path from Cause to Effect","authors":"Isa Steinmann","doi":"10.5860/choice.189854","DOIUrl":"https://doi.org/10.5860/choice.189854","url":null,"abstract":"Angrist, Joshua D. & Pischke, Jorn-Steffen (2015). Mastering 'Metrics: The path from cause to effect. Princeton, Oxford: Princeton University Press, 304 p., 35 USD, ISBN 978-0-691-15284-4Around five years ago, Joshua D. Angrist and Jorn-Steffen Pischke published their first joint book on econometrics tools for causal inference: Mostly harmless econometrics (2009). Although this book is excellent in many regards (e.g., more than 5000 quotes on Google Scholar), it was not as harmless as the title might suggest. Mastering 'Metrics: The path from cause to effect now fills this gap, as it is a truly nontechnical introduction.Angrist is Ford professor of economics at the Massachusetts Institute of Technology and Pischke is professor of economics at the London School of Economics and Political Science. Both teach applied econometrics and they have published a variety of their own applications of the presented methods. The book is useful in many areas of educational research, because it illustrates the logic behind causal inference when randomized trials are not feasible - this is a standard issue for many educational research questions due to financial, ethical, legal, or other reasons. International large-scale assessments are an example of this: They provide rich information concerning diverse research questions, but are observational cross-sectional designs by nature. The book discusses the underlying logic and assumptions of causal inference and the related methods in a non-technical way, rather than focusing on the actual estimation of statistical models and mathematical properties (\"It won't surprise you to learn that there's a formula for IV standard errors and that your econometric software knows it. Problem solved!\", p. 110).In the chapters, the authors' five favorite elements in the econometric toolkit are presented methodologically and illustrated in detail using actual applications. Only the most important statistical formulas are presented and thoroughly explained; appendixes to each chapter provide some more technical details. Embedded comics and amusing dialog between fictitious characters make reading the book a fluent and joyful experience; the generally informal language they use is also a benefit in this regard (e.g., \"randomized social experiments are expensive to field and may be slow to bear fruit, while research funds are scarce and life is short\", p. xiv). The low-threshold and explanatory nature of the book is further underlined by the fact that a supplementary website (httpi//masteringmetrics.com/) provides the datasets used in the examples, as well as further information for instructors. Many examples are educational in nature and the basic ideas of the different methods are well illustrated, meaning that transferring them to the reader's own research questions is straightforward. Each of the first five chapters captures a different approach to causal inference, while the sixth chapter makes a connection specifically to the ed","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"7 1","pages":"103"},"PeriodicalIF":1.3,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71027272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Zum Aufbau von Arenen des Bildungsmanagements in Lernen vor Ort","authors":"Markus H. Lindner, Sebastian Niedlich, Julia Klausing, Katharina Lüthi, Thomas Brüsemeister","doi":"10.1007/978-3-658-12442-7_3","DOIUrl":"https://doi.org/10.1007/978-3-658-12442-7_3","url":null,"abstract":"","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"7 1","pages":"68-93"},"PeriodicalIF":1.3,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51266651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the relationships between LA's BEST program attendance and cognitive gains of LA's BEST students","authors":"D. Huang, Seth Leon, Deborah La Torre Matrundola","doi":"10.1037/e642702011-001","DOIUrl":"https://doi.org/10.1037/e642702011-001","url":null,"abstract":"The purpose of this study was to examine the impact of participation in the Los Angeles Better Educated Students for Tomorrow (LA’s BEST) after-school program on positive achievement outcomes in math and English-language arts. A quasi-experimental design was utilized, and hierarchical linear modeling (HLM) was employed to examine the relations between intensity of program participation and achievement outcomes across four years of data using two cohorts of students. Results revealed that regular attendance (over 100 days per year) in the LA’s BEST after-school program led to higher achievement in California Standards Test (CST) math performance, but not in CST English-language arts performance. Therefore, LA’s BEST can improve their program outcomes in math by setting program structures, activities, and policies to encourage all students to attend regularly.","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"6 1","pages":"34-53"},"PeriodicalIF":1.3,"publicationDate":"2014-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57930095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Migrationsspezifische Ungleichheiten im deutschen Hochschulbereich","authors":"Cornelia Kristen","doi":"10.1007/978-3-658-04322-3_15","DOIUrl":"https://doi.org/10.1007/978-3-658-04322-3_15","url":null,"abstract":"","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"6 1","pages":"113-134"},"PeriodicalIF":1.3,"publicationDate":"2014-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51265834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Do we need a special intervention program for children with mathematical learning disabilities or is private tutoring sufficient","authors":"Katharina Lambert, Birgit Spinath","doi":"10.15496/PUBLIKATION-18453","DOIUrl":"https://doi.org/10.15496/PUBLIKATION-18453","url":null,"abstract":"The present study examined the effects of the remediation program Waterglass Intervention Program (WIP; Schlotmann, 2004) for children with mathematical learning disabilities (MLD) compared to the effects of private tutoring. In a prepost-test control group design, the data of n = 26 children (age = 8.86, SD = 1.40) who attended the WIP and n = 20 children (age = 8.45, SD = 0.68) who received private tutoring was analyzed. Intervention outcomes were investigated using a standardized math achievement test, math school grades, as well as parents’ judgements. Data analysis revealed that children who attended the WIP showed a greater improvement of math skills and maths grades compared to children who received private tutoring. 17 children treated with the WIP but only 2 children who received private tutoring reached a percentile > 29 at the end of the intervention course. According to ICD-10 criteria, these children would no longer receive an MLD diagnosis. Parents whose children attended the WIP specified higher gains for mathematical abilities but not for psychosocial functioning or MLD symptoms for their children than parents did for the private tutoring group. The results indicate that the WIP is more effective for the remediation of MLD compared to private tutoring.","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"512 1","pages":"68-93"},"PeriodicalIF":1.3,"publicationDate":"2014-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67153513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher motivation for participating in school innovations - supporting factors","authors":"Judith Schellenbach-Zell, C. Gräsel","doi":"10.25656/01:4574","DOIUrl":"https://doi.org/10.25656/01:4574","url":null,"abstract":"The successful implementation of school innovations is based on teachers’ motivation taking part into this innovation. We examine teachers’ motivation and its supporting conditions within the scope of two school innovation projects. Self-determination theory and person-object-theory of interest provide the theoretical background for these studies. Furthermore we investigate in how far certain incentives are able to activate motivation. Results show that an important factor regarding the motivation to participate in a project of school innovation is the attachment of signifi cance to the innovation. Interestingly, the basic needs (for autonomy, competence and relatedness) captured in both studies resulted in different kinds of infl uences for motivational types based on self-determination. In addition, the examined incentives have also shown effects on controlled types of motivation.","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"2 1","pages":"34-54"},"PeriodicalIF":1.3,"publicationDate":"2011-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69238620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effekte von testbasiertem Rechenschaftsdruck auf Schülerleistungen. Ein Literaturüberblick zu quasi-experimentellen Ländervergleichsstudien","authors":"U. Maier","doi":"10.25656/01:4579","DOIUrl":"https://doi.org/10.25656/01:4579","url":null,"abstract":"Im vergangenen Jahrzehnt wurden in Deutschland Bildungsstandards und externe Vergleichsarbeiten nach internationalem Vorbild eingefuhrt, um die schulische Bildungsqualitat zu sichern und zu verbessern. Diese testbasierten Schulreformen uben auf Einzelschulen jedoch einen weitaus geringeren Rechenschaftsdruck aus, als dies in angloamerikanischen Staaten seit Langerem der Fall ist. Vor allem durch die \"No Child Left Behind\"-Gesetzgebung wurde in den USA der testbasierte Rechenschaftsdruck auf Einzelschulen empfindlich erhoht. Dieser Literaturuberblick geht der Frage nach, wie sich eine Erhohung des schulischen Rechenschaftsdrucks auf Schulerleistungen auswirkt. Hierzu werden verschiedene Typen von Vergleichsstudien, die Landervarianzen im testbasierten Rechenschaftsdruck als quasi-experimentelle Versuchsbedingung modellieren, zusammengefasst und kritisch diskutiert. Es wird angenommen, dass diese Befunde auch fur die Weiterentwicklung testbasierter Schulreform in Deutschland von Relevanz sind. (DIPF/Orig.) In the past decade, German federal states enacted educational standards and mandatory testing which aim at quality assurance and data-based school improvement. Accountability policies and high stakes testing in Anglo-Saxon countries were a precursor for the test-based reform movement in Germany. However, the stakes attached to test results in Germany are rather low and schools are not put under rigorous accountability pressure. This is one major difference to test-based school reforms in the United States where the \"No Child Left Behind\" legislation requires states to raise school accountability pressure. This literature review synthesizes evidence from international and US cross-country comparative studies on the effects of test-based school accountability pressure on student achievement. It is assumed that research evidence on the impact of accountability pressure might be of interest for further developments of mandatory testing systems in Germany. (DIPF/Orig.)","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"1243 1","pages":"125-152"},"PeriodicalIF":1.3,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69238661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School Effects on Students' Self-regulated Learning A Multivariate Analysis of the Relationship Between Individual Perceptions of School Processes and Cognitive, Metacognitive, and Motivational Dimensions of Self-regulated Learning","authors":"Bruno Leutwyler, K. M. Merki","doi":"10.5167/UZH-29038","DOIUrl":"https://doi.org/10.5167/UZH-29038","url":null,"abstract":"Die Resultate zeigen, dass schulische Prozessfaktoren in einem bedeutenden Ausmas die Entwicklung selbstregulierten Lernens erklaren konnen. Die Ergebnisse weisen daruber hinaus aber auch darauf hin, dass je unterschiedliche Konfigurationen von sozialen und didaktischen Faktoren die motivationale, die kognitive oder die metakognitive Selbstregulation fordern und dass die Fordermoglichkeiten innerhalb des Konstruktes „selbstreguliertes Lernen“ deutlich variieren. Damit erlauben die Ergebnisse auch eine differenzierte Einschatzung, wie gut Schulen die unterschiedlichen Aspekte der zentralen Zieldimension „selbstreguliertes Lernen“ zu fordern vermogen.","PeriodicalId":44888,"journal":{"name":"Journal for Educational Research Online-JERO","volume":"1 1","pages":"197-223"},"PeriodicalIF":1.3,"publicationDate":"2009-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70647533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}