Psychologie fürs Klassenzimmer

Thema: Kreativität Um diesen Artikel geht es in der Folge: Baer, J. (2010). Is creativity domain specific. In: J. Kaufman, & R. Sternberg, The Cambridge Handbook of Creativity (S. 321-341). Cambridge: University Press. Erwähnt: Plucker, J. A. (1998). Beware of simple conclusions: The case for content generality of creativity. Creativity Research Journal, 11(2), 179-182. Baer, J. (1998). The case for domain specificity of creativity. Creativity research journal, 11(2), 173-177. Silvia, P. J., Kaufman, J. C., & Pretz, J. E. (2009). Is creativity domain-specific? Latent class models of creative accomplishments and creative self-descriptions. Psychology of Aesthetics, Creativity, and the Arts, 3(3), 139. Barbot, B., Besançon, M., & Lubart, T. (2016). The generality-specificity of creativity: Exploring the structure of creative potential with EPoC. Learning and Individual Differences, 52, 178-187.

Thema: Unterrichtsbeobachtungen Um diese Studie geht es in der Folge:  Strong, M., Gargani, J., & Hacifazlioğlu, Ö. (2011). Do we know a successful teacher when we see one? Experiments in the identification of effective teachers. Journal of Teacher Education, 62(4), 367-382.  Zu value added measures: Misco, T. (2008). Was that a result of my teaching? A brief exploration of value-added assessment. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82(1), 11-14. Erwähnt: Hill, H. C., Charalambous, C. Y., & Kraft, M. A. (2012). When rater reliability is not enough: Teacher observation systems and a case for the generalizability study. Educational Researcher, 41(2), 56-64. Peterson, K. D. (2000). Teacher evaluation: A comprehensive guide to new directions and practices. Thousand Oaks: Corwin Press. Rosenbusch, H. S. (1992). Lehrer und Schulräte – ein strukturell gestörtes Verhältnis. Bamberg: Erziehungswissenschaftliche Forschungsbeiträge der Otto-Friedrich-Universität. Steinberg, M. P., & Garrett, R. (2016). Classroom composition and measured teacher performance: What do teacher observation scores really measure?. Educational Evaluation and Policy Analysis, 38(2), 293-317.

Thema: Korrekturen Um diese Studie geht es in der Folge:  Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of second language Writing, 16(4), 255-272. Intro: Schaarschmidt, U. (2006). AVEM – ein persönlichkeitsdiagnostisches Instrument für die berufsbezogene Rehabilitation. In Arbeitskreis Klinische Psychologie in der Rehabilitation BDP (Hrsg.). Psychologische Diagnostik – Weichenstellung für den Reha – Verlauf. Deutscher Psychologen Verlag GmbH, Bonn. S.59-82 Hillert, A., Lehr, D., Koch, S., Bracht, M.M., Ueing, S., Sosnowsky-Waschek, N. & Lüdtke, K. (2018). Lehrergesundheit: AGIL – das Präventionsprogramm für Arbeit und Gesundheit im Lehrerberuf (2., überarbeitete Aufl. 2016 Aufl.). Schattauer. Erwähnt: Mußmann, F., Riethmüller, M., & Hardwig, T. (2016). Niedersächsische Arbeitszeitstudie. Lehrkräfte an öffentlichen Schulen 2015/2016. Göttingen: Georg-August-Universität. Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1-11. Bitchener, J., & Knoch, U. (2009). The relative effectiveness of different types of direct written corrective feedback. System, 37(2), 322-329. Russell, J., & Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar. Synthesizing Research on Language Learning and Teaching, 13, 133-164. Spychiger M., Oser F., Hascher T., Mahler F. (1999) Entwicklung einer Fehlerkultur in der Schule. In: Althof W. (eds) Fehlerwelten. Wiesbaden: VS Verlag für Sozialwissenschaften.

Thema: Cognitive Load Theory Um diese Studie geht es in der Folge: Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296. Erwähnt: Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. Moreno, R. (2006). When worked examples don't work: Is cognitive load theory at an impasse?. Learning and Instruction, 16(2), 170-181. Sinha, T., & Kapur, M. (2021). When problem solving followed by instruction works: Evidence for productive failure. Review of Educational Research, 91(5), 761-798.

Thema: Hausaufgaben Um diese Studie geht es in der Folge: Trautwein, U. (2007). The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort. Learning and Instruction, 17(3), 372-388. Intro: Artikel „Hausaufgaben bringen nichts“ (Spiegel Online, 31.01.2008) Diese Studien werden in der Folge erwähnt: Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1-62. Flunger, B., Trautwein, U., Nagengast, B., Lüdtke, O., Niggli, A., & Schnyder, I. (2015). The Janus-faced nature of time spent on homework: Using latent profile analyses to predict academic achievement over a school year. Learning and Instruction, 39, 97-106. Fernández Alonso, R., Álvarez Díaz, M., García Crespo, F. J., Woitschach Mendoza, P. R., & Muñiz Fernández, J. (2022). Should we help our children with homework? A meta-analysis using PISA data. Psicothema.

Thema: Einflüsse auf Schülerinnen- und Schülerleistungen Um diese Studie geht es in der Folge: Hattie, J.A.C. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement. London: Routledge. Diese Studien werden in der Folge erwähnt: Rorschach, H. (1921) Psychodiagnostik. Methodik und Ergebnisse eines wahrnehmungsdiagnostischen Experiments. Bern: Bircher. Wecker, C., Vogel, F., & Hetmanek, A. (2017). Visionär und imposant–aber auch belastbar?. Zeitschrift für Erziehungswissenschaft, 20(1), 21-40. Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, 3087.

Thema: Langeweile Um diese Studie geht es in der Folge: Daschmann, E. C., Goetz, T., & Stupnisky, R. H. (2014). Exploring the antecedents of boredom: Do teachers know why students are bored?. Teaching and Teacher Education, 39, 22-30.  Arten von Langeweile:  Goetz, T., Frenzel, A. C., Hall, N. C., Nett, U. E., Pekrun, R., & Lipnevich, A. A. (2014). Types of boredom: An experience sampling approach. Motivation and Emotion, 38(3), 401-419. Erwähnt werden:  Larson, R. W. & Richards, M. H. (1991). Boredom in the middle school years: Blaming schools versus blaming students. American Journal of Education, 99, 418–443.  Götz, T., Frenzel, A. C., & Pekrun, R. (2007). Regulation von Langeweile im Unterricht. Was Schülerinnen und Schüler bei der" Windstille der Seele"(nicht) tun. Unterrichtswissenschaft, 35(4), 312-333. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. Götz, T., & Frenzel, A. C. (2006). Phänomenologie schulischer Langeweile. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 38(4), 149-153. Miller, D. T., & Ross, M. (1975). Self-serving biases in the attribution of causality: Fact or fiction?. Psychological Bulletin, 82(2), 213-225. Weitere Forschung zum Thema: Kanevsky, L., & Keighley, T. (2003). To produce or not to produce? Understanding boredom and the honor in underachievement. Roeper Review, 26(1), 20-28. Nett, U. E., Goetz, T., & Daniels, L. M. (2010). What to do when feeling bored?: Students' strategies for coping with boredom. Learning and Individual Differences, 20(6), 626-638. Tze, V., Daniels, L. M., & Klassen, R. M. (2016). Evaluating the relationship between boredom and academic outcomes: A meta-analysis. Educational Psychology Review, 28(1), 119-144.

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.  

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: 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

Thema: Unterrichtsstörungen Um diese Studie geht es:  Kounin, J. S. (1970). Discipline and group management in classrooms. New York: Holt, Rinehart & Winston.  Diese Studien werden erwähnt: Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495–513. Ophardt, D., Piwowar, V., & Thiel, F. (2017). Kompetenzen des Klassenmanagements (KODEK). In C. Gräsel & K. Trempler (Hrsg.), Entwicklung von Professionalität pädagogischen Personals: Interdisziplinäre Betrachtungen, Befunde und Perspektiven (S. 133–152). Wiesbaden: Springer. Weitere Klassiker zum Classroom Management: Evertson, C. M. (1985). Training teachers in classroom management: An experimental study in secondary school classrooms. The Journal of Educational Research, 79(1), 51-58. Emmer, E. T., Evertson, C. M., & Anderson, L. M. (1980). Effective classroom management at the beginning of the school year. The Elementary School Journal, 80(5), 219-231. Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. Arlington: ASCD.

Thema: Gedächtnis Um diese Studie geht es in der Folge: Craik, F. I., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology, 104(3), 268-294. Diese Forschungsarbeiten werden erwähnt: Theorie der Verarbeitungstiefe: Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal lLarning and Verbal Behavior, 11(6), 671-684. zur Technik der elaborativen Selbstabfrage: Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58. Kritik und Antworten auf die Kritik: Eysenck, M. W. (1978). Levels of processing: A reply to Lockhart and Craik. British Journal of Psychology, 69(2), 177-178. Lockhart, R. S., & Craik, F. I. (1990). Levels of processing: A retrospective commentary on a framework for memory research. Canadian Journal of Psychology, 44(1), 87-112. Velichkovsky, B. M. (2002). Heterarchy of cognition: The depths and the highs of a framework for memory research. Memory, 10(5-6), 405-419.

Thema: Motivation Um diesen Artikel geht es in der Folge: Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. Im Intro angesprochenes Video Diese Forschungsarbeiten werden erwähnt: Atkinson, J.W. (1964). An introduction to motivation. Princeton: Van Nostrand. Lepper, M., Greene, D., & Nisbett, R.(1973). Undermining childrens intrinsic interest with extrinsic reward: A test of the “overjustification” hypothesis. Journal of Personality and Social Psychology, 28(1), 129-137. Deci, E. L., & Ryan, R. M. (1993). Die Selbstbestimmungstheorie der Motivation und ihre Bedeutung für die Pädagogik. Zeitschrift für Pädagogik, 39(2), 223-238. Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357-376. Senko, C., Perry, A. H., & Greiser, M. (2022). Does triggering learners’ interest make them overconfident?. Journal of Educational Psychology, 114(3), 482-497.

Thema: Unterrichtsqualität Um diese Studie geht es in der Folge: Praetorius, A. K., Klieme, E., Herbert, B., & Pinger, P. (2018). Generic dimensions of teaching quality: The German framework of three basic dimensions. ZDM, 50(3), 407-426. Diese Forschungsarbeiten werden erwähnt: zum Thema Oberflächenmerkmale und Tiefenstrukturen: Kunter, M., & Voss, T. (2013). The model of instructional quality. In COACTIV: A multicriteria analysis. In Cognitive activation in the mathematics classroom and professional competence of teachers (S. 97-124). Springer, Boston, MA. Forschungsarbeiten zu anderen Modellen der Unterrichtsqualität: Slavin, R. E. (1994). Quality, appropriateness, incentive, and time: A model of instructional effectiveness. International Journal of Educational Research, 21(2), 141-157.  Ferguson, R. & Danielson, C. (2014). How framework for teaching and Tripod 7Cs evidence distinguish key components of effective teaching. In T. Kane, K. Kerr & R. Pianta (Hrsg.), Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project. (S. 98-143). San Francisco: Jossey-Bass.  Beobachtungsinstrument des Landes Baden-Württemberg, basierend auf den 3 Basisdimensionen: https://www.baden-wuerttemberg.de/de/service/presse/pressemitteilung/pid/unterrichtsqualitaet-beobachtbar-und-beschreibbar-machen/

Thema: Expertise Um diese Studie geht es in der Folge: Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4(1), 55-81. Diese Forschungsarbeiten werden erwähnt: zum Thema 'Lernen lernen' Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66(2), 99-136. Donoghue, G. M., & Hattie, J. A. (2021). A meta-analysis of ten learning techniques. Frontiers in Education, 6, 581216. zum expertise reversal effect:  Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40(1), 1-17. weitere Forschungsarbeiten: Chi, M. T., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5(2), 121-152. Taconis, R., Ferguson-Hessler, M.G.M., and Broekkamp, H., (2001). Teaching science problem solving: An overview of experimental work. Journal of Research in Science Teaching, 38(4), 442-468. Wilke, M., Depaepe, F., & Van Nieuwenhuyse, K. (2022). Fostering Historical Thinking and Democratic Citizenship? A Cluster Randomized Controlled Intervention Study. Contemporary Educational Psychology. 102115.