Menz et al. (2021) | Fehlvorstellungen von Lehrpersonen
11/06/22 • 18 min
Thema: Fehlvorstellungen von Lehrpersonen
Um diese Studie geht es in der Folge:
Menz, C., Spinath, B., & Seifried, E. (2021). Misconceptions die hard: Prevalence and reduction of wrong beliefs in topics from educational psychology among preservice teachers. European Journal of Psychology of Education, 36(2), 477-494.
Informationen zum Intro:
Cadsby, T. (2011). Stop trusting your instincts. Harvard Business Review. https://hbr.org/2011/06/stop-trusting-your-instincts
Diese Forschungsarbeiten werden erwähnt:
- Festinger, L. (1962). A theory of cognitive dissonance. Stanford: Stanford University Press.
- Minson, J. A., & Dorison, C. A. (2022). Why is exposure to opposing views aversive? Reconciling three theoretical perspectives. Current Opinion in Psychology, 101435.
- Thomm, E., Gold, B., Betsch, T., & Bauer, J. (2021). When preservice teachers’ prior beliefs contradict evidence from educational research. British Journal of Educational Psychology, 91(3), 1055-1072.
- Eitel, A., Prinz, A., Kollmer, J., Niessen, L., Russow, J., Ludäscher, M., ... & Lindner, M. A. (2021). The misconceptions about multimedia learning questionnaire: An empirical evaluation study with teachers and student teachers. Psychology of Learning & Teaching, 20(3), 420-444.
Studien/Metaanalysen zum Zusammenhang von Klassengröße und Lernerfolg:
- Bowne, J. B., Magnuson, K. A., Schindler, H. S., Duncan, G. J., & Yoshikawa, H. (2017). A meta-analysis of class sizes and ratios in early childhood education programs: Are thresholds of quality associated with greater impacts on cognitive, achievement, and socioemotional outcomes?. Educational Evaluation and Policy Analysis, 39(3), 407-428.
- Filges, T., Sonne‐Schmidt, C. S., & Nielsen, B. C. V. (2018). Small class sizes for improving student achievement in primary and secondary schools: a systematic review. Campbell Systematic Reviews, 14(1), 1-107.
- Leuven, E., & Oosterbeek, H. (2018). Class size and student outcomes in Europe. EENEE, Analytischer Bericht, (33).
- OECD (2016). Education at a Glance 2016: OECD Indicators. Paris: OECD Publishing.
Thema: Fehlvorstellungen von Lehrpersonen
Um diese Studie geht es in der Folge:
Menz, C., Spinath, B., & Seifried, E. (2021). Misconceptions die hard: Prevalence and reduction of wrong beliefs in topics from educational psychology among preservice teachers. European Journal of Psychology of Education, 36(2), 477-494.
Informationen zum Intro:
Cadsby, T. (2011). Stop trusting your instincts. Harvard Business Review. https://hbr.org/2011/06/stop-trusting-your-instincts
Diese Forschungsarbeiten werden erwähnt:
- Festinger, L. (1962). A theory of cognitive dissonance. Stanford: Stanford University Press.
- Minson, J. A., & Dorison, C. A. (2022). Why is exposure to opposing views aversive? Reconciling three theoretical perspectives. Current Opinion in Psychology, 101435.
- Thomm, E., Gold, B., Betsch, T., & Bauer, J. (2021). When preservice teachers’ prior beliefs contradict evidence from educational research. British Journal of Educational Psychology, 91(3), 1055-1072.
- Eitel, A., Prinz, A., Kollmer, J., Niessen, L., Russow, J., Ludäscher, M., ... & Lindner, M. A. (2021). The misconceptions about multimedia learning questionnaire: An empirical evaluation study with teachers and student teachers. Psychology of Learning & Teaching, 20(3), 420-444.
Studien/Metaanalysen zum Zusammenhang von Klassengröße und Lernerfolg:
- Bowne, J. B., Magnuson, K. A., Schindler, H. S., Duncan, G. J., & Yoshikawa, H. (2017). A meta-analysis of class sizes and ratios in early childhood education programs: Are thresholds of quality associated with greater impacts on cognitive, achievement, and socioemotional outcomes?. Educational Evaluation and Policy Analysis, 39(3), 407-428.
- Filges, T., Sonne‐Schmidt, C. S., & Nielsen, B. C. V. (2018). Small class sizes for improving student achievement in primary and secondary schools: a systematic review. Campbell Systematic Reviews, 14(1), 1-107.
- Leuven, E., & Oosterbeek, H. (2018). Class size and student outcomes in Europe. EENEE, Analytischer Bericht, (33).
- OECD (2016). Education at a Glance 2016: OECD Indicators. Paris: OECD Publishing.
Vorherige Episode
Black & Wiliam (1998) | Formatives Assessment
Thema: Formatives Assessment
Um dieses Review geht es in der Folge:
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Diese Studien werden erwähnt:
- Bloom, B. S. (1968). Learning for Mastery. Instruction and Curriculum. Regional Education Laboratory for the Carolinas and Virginia, Topical Papers and Reprints, Number 1. Evaluation Comment, 1(2), 1-11.
- Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
- Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, 101602.
Informationen zum Projekt Embedding Formative Assessment hier
Nächste Episode
Klassen & Tze (2014) | Persönlichkeit und Selbstwirksamkeit von Lehrpersonen
Thema: Persönlichkeit und Selbstwirksamkeit von Lehrpersonen
Um diese Studie geht es in der Folge:
Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76.
Diese Forschungsarbeiten werden erwähnt:
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
- Jones, E. E., & Nisbett, R. E. (1972). The actor and the observer: Divergent perceptions of the causes of behavior. In E. E. Jones et al. (Eds.), Attribution: Perceiving the causes of behavior (S. 79-94). New York: General Learning Press,
- Hanfstingl, B., & Mayr, J. (2007). Prognose der Bewährung im Lehrerstudium und im Lehrerberuf. Journal für Lehrerinnen- und Lehrerbildung, 7(2). 48-56.
- Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774-786.
- Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26(1), 101-126.
Wenn dir diese Episode gefällt, wirst du lieben
Kommentare zur Episode
Badge generieren
Erhalte ein Badge für deine Webseite, das auf diese episode
<a href="https://goodpods.com/podcasts/psychologie-f%c3%bcrs-klassenzimmer-339285/menz-et-al-2021-fehlvorstellungen-von-lehrpersonen-49427353"> <img src="https://storage.googleapis.com/goodpods-images-bucket/badges/generic-badge-1.svg" alt="listen to menz et al. (2021) | fehlvorstellungen von lehrpersonen on goodpods" style="width: 225px" /> </a>
Kopieren