Andreas Helmke

Die Rekonstruktion der Übergangsempfehlung für die Sekundarstufe I und der Wahl des Bildungsgangs auf der Basis des Migrations - status, der sozialen Herkunft, der Schulleistung und schulklassenspezifischer Merkmale

Zusammenfassung: Basierend auf Daten aus 51 Klassen der 4. Klassenstufe in Rheinland-Pfalz, die mithilfe von Schulleistungstests und Fragebogen untersucht wurden, werden anhand von multinomialen logistischen Mehrebenenanalysen Ubertrittsempfehlungen und -entscheidungen rekonstruiert. Erwartungsgemas spielt dabei auf der Individualebene die soziale Herkunft – im Gegensatz zum Migrationsstatus – uber die Leistung hinaus eine bedeutsame Rolle. Die Ubergangsempfehlung erweist sich als starker Pradiktor fur die Bildungsgangwahl, wobei die individuelle Schulleistung sowie partiell auch die so ziale Herkunft bedeutsam bleiben. Auch unter Kontrolle der Ubergangsempfehlung bleibt der leistungsbezogene Referenzgruppeneffekt bei der Bildungsgangwahl bestehen. Fur das durchschnittliche Leistungsniveau von Klassen ergeben sich – entsprechend der postulierten Referenzgruppeneffekte – negative Assoziationen mit den Ubertrittsempfehlungen und -entscheidungen.

Elterliche Lernunterstützung und Schulleistungen ihrer Kinder

The goal of this study is to analyze the emergence and effects of parents involvement in their childrens learning, especially concerning home-work for school and exercising for school examinations. The data base is a longitudinal study with measurement points at the end of grades 5 and 6. It comprised mathematics tests as well as questionnaires for students, parents, and teachers. Results show that parental support is negatively related to indicators of student achievement (grade marks; achievement test results). Especially, student achievement in grade 5 has a negative impact on parental support at the end of grade 6, whereas parental support in grade 5 does not influence student achievement at the end of grade 6. Furthermore, there is an interaction of parental practice and childrens sex on achievement gain: Gains are higher for boys than for girls when parental practice is low. Parental support is also related to parents judgements of their childrens characteristics, such as ability and deficits in attention control. Finally, children with high and low success in school differ with respect to factors of their home environment. Results are discussed with respect to theoretical perspectives and requirements for further research.

School Achievement: Motivational Determinants and Processes

Among the many factors that influence school achievement, motivation plays a major role. Motivational approaches are classified using a framework based on expectancies and values. The role of some important motivational theories (self-related concepts, attribution, interest, goals and goal orientations, avoidance) to achievement is outlined, followed by two integrative models (Eccles expectancy-value model, process models of learning, and self-regulation). The focus is on motivational constructs that aim at explaining learning and achievement in schools. For most motivational constructs, effect sizes from meta-analyses are reported. Finally, complex relations among motivation and achievement are discussed.

Praxisworkshop: Videostudien in der empirischen Unter-richtsforschung

Gegenstand des Workshops, der von A. Helmke und F. Lipowksy gemeinsam mit Mitarbeiterinnen moderiert wurde, war eine Vielzahl von theoretischen, methodischen bis hin zu technischen Fragen der Videografie des Unterrichts. Diese wurden auf der Grundlage bisheriger Erfahrangen der Organisatoren aus Videostudien diskutiert, insbesondere vor dem Hintergrund der Munchner Bruchrechenstudie, DESI, „VERA- Gute Unterrichtspraxis“ sowie DESI-Vietnam (Helmke), der Pythagoras-Studie sowie dem Projekt PERLE (Lipowsky). Im Folgenden werden, mit Bezug auf Fragen aus der Zuhorerschaft, auszugsweise einige der wichtigsten Eckpunkte der Diskussion im Plenum berichtet.

Child Respondents — Do They Really Answer What Scientific Questionnaires Ask For?

Researchers in various disciplines are interested in constructs that cannot be measured directly but are rather based on perception. In educational research, standardized questionnaires that ask for ratings are a common method used to capture person-related latent constructs, such as academic self-concept, motivation, or school anxiety. The same is true for instructional quality, which can be assessed by collecting ratings from students, teachers, or external observers. When comparing these alternatives, students’ perceptions show best predictive validity with reference to students’ school achievement and motivation (Clausen, 2002; Hattie, 2009). Furthermore, factor analyses illustrate that students’ perceptions can be used to distinguish meaningful dimensions of instructional quality (Ludtke, Trautwein, Schnyder, & Niggli, 2007; Rakoczy, Klieme, Burgermeister, & Harks, 2008). Indeed, this is evidence of structural validity and indicates construct validity. Studies have also shown higher reliabilities for students’ ratings in comparison to teachers’ or observers’ ratings (Clausen, 2002; Marsh, 2007). Thus, most scientists agree on the crucial role of students’ perceptions regarding instructional quality (Clausen, 2002; Ditton, 2002; Gruehn, 2000; Hattie, 2012; Hofer, 1981; Steltmann, 1992). Focusing on economic aspects, students’ ratings offer further basic advantages: n n(a) n nStudents do not have to be paid for observing and rating. n n n n n(b) n nIn comparison to video-based observer ratings, students’ ratings require less material investment. n n n n n(c) n nInviting a colleague to observe and receive feedback requires more organization than obtaining feedback from students.