Mark Ullrich

Diagnostische Fähigkeiten von Lehrkräften bei der Einschätzung von Schülerleistungen und Aufgabenschwierigkeiten bei Lernmedien mit instruktionalen Bildern

Diagnostische Fahigkeiten von Lehrkraften gelten als wichtige Voraussetzungen fur die adaquate Vorbereitung, Durchfuhrung und Nachbereitung des schulischen Unterrichts. Fur den Unterricht sind wiederum in vielen Fachern Lernmaterialien grundlegend, die Texte mit instruktionalen Bildern enthalten. Vor diesem Hintergrund diente die vorliegende Studie der Untersuchung von zentralen Forschungsfragen zu Niveau und Zusammenhangen der diagnostischen Fahigkeiten von Lehrkraften im Bereich der Text-Bild-Integration, zu moglichen lehrer- bzw. materialseitigen Moderatorvariablen sowie zu Determinanten im diagnostischen Urteilsprozess. Es nahmen 116 Lehrkrafte mit 48 Klassen der Stufen 5 bis 8 unterschiedlicher Schulformen an der Studie teil. Zentrale Ergebnisse waren eine schwache bis moderate Gute der diagnostischen Lehrerurteile bei einer Tendenz zur Unterschatzung der Schulerleistungen, ein heterogenes Befundmuster bezuglich der Zusammenhange mit fachdidaktischem Wissen und Berufserfahrung sowie eine Bedeutung vo...

Development of Dynamic Usage of Strategies for Integrating Text and Picture Information in Secondary Schools

Students are frequently required to integrate text and picture information into coherent knowledge structures. This raises the questions of how students deal with texts and how they deal with graphics when they try to integrate the two sources of information, and whether there are differences between students from different school types and grades. Forty students from Grades 5 and 8, from higher and lower tiers of the German school system, were asked to process and integrate text and pictures in order to answer items from different hierarchy-levels of a text-picture integration taxonomy. Students’ eye movements were recorded and analyzed. Results suggest a fundamental asymmetry between the functions of text and pictures, associated with different processing strategies. Texts are more likely to be used according to a coherence-formation strategy, whereas pictures are more likely to be used on demand as visual cognitive tools according to an information selection strategy. Students from different tiers of schooling revealed different adaptability with regard to the requirements of combining text and graphic information.

Development and Evaluation of a Competence Model for Teaching Integrative Processing of Texts and Pictures (BiTe)

Teaching and learning from texts with integrated pictures are challenging tasks for teachers and students. Nevertheless, this kind of material is universal in secondary school as well as in elementary school and holds huge potential for student learning, if instruction and presentation are appropriate. The project “BiTe” investigates teachers’ and students’ competencies in secondary and elementary school. This chapter focuses on components of teachers’ competence in the specific field of Picture-Text-Integration (PTI), embracing teachers’ knowledge as well as their attitudes, motivation, and self-related cognitions. Also, teachers’ judgment accuracy is investigated, as especially relevant for judging students’ competencies and the level of difficulty of teaching materials. Regarding the outcomes of teachers’ competencies, instructional quality and students’ engagement are described.