On the basis of Bandura’s social cognitive theory, researchers often assume that a teachers’ self-efficacy (TSE) will have a positive effect on teaching quality. However, the available empirical ...evidence is mixed. Building on previous research into TSE, we examined whether assessing class-/task-specific TSE gives a more accurate indication of the associations between TSE assessments and student-rated teaching quality. The analyses were based on the English sample of the Teaching and Learning International Survey (TALIS) Video Study. Mathematics teachers (
N
= 86) rated their self-efficacy beliefs using generalized task-specific TSE items and class-/task-specific TSE items. Their students (
N
= 1,930) rated the quality of teaching in their math class. Multilevel regression analyses revealed stronger associations between student-rated teaching quality and class-/task-specific TSE than generalized task-specific TSE. We discuss possible reasons for these results and outline the potential benefits of using class-specific assessments for future TSE research.
Given the relevance of learning enjoyment, its decrease in secondary school is concerning. Following the stage-environment fit theory, we investigated whether personalized learning in general and its ...two key features, choice and voice in particular, influence learning enjoyment and its development. We analyzed longitudinal data from 1241 students surveyed in grade 8 (average age: 14.9 years) and one year later in grade 9. Latent change models indicate a decline in learning enjoyment that depends on the initial value. Both the extent of personalization in schools and the students' perception of choice and voice are positively related to learning enjoyment. In addition, a change in students' perception of having a say (voice) affects the development of learning enjoyment. This article emphasizes the importance of voice for the development of learning enjoyment in the context of personalized learning. Because of the very limited student perception of opportunities for voice, there is considerable potential to foster learning enjoyment.
School-external expectations regarding implementation of reforms and innovations often do not lead to successful school improvement processes in schools. To better understand these processes in ...schools, this paper aims to investigate school improvement processes on a deep level by focusing on cognitive, metacognitive, and motivational regulation strategies used by school teams and by exploring what school-external and school-internal factors are related to this strategy use. Principals, teachers, and specialist teachers (N = 1328) at 59 primary schools responded to an online questionnaire indicating their school’s use of regulation strategies on school improvement. Results from descriptive, variance, and hierarchical multiple regression analyses revealed that school teams use all forms of school-based regulation strategies but that schools differ significantly in their strategy use. These differences were mainly explained more by school-internal deeper structures (e.g., task cohesion) and less by school-internal surface structures (e.g., school size) and not at all by school-external factors (e.g., governance systems).
This paper presents an additional, more detailed, analysis of the null results and unexpected outcome of a published intervention study. Pfister, Stöckli et al. (2015) report the results of an ...intervention study in mathematics in inclusive classrooms. In that study the general education teacher implemented an intervention aimed at supporting low achievers in mathematics lessons in 58 inclusive classrooms with 888 third grade students. Two experimental groups (n = 37 teachers) worked with the program, the third group (groupCONTROL; n = 21 teachers) continued to teach 'as usual'. The experimental groupMAT (n = 16 teachers) was given the program material and the experimental groupMEET (n = 21 teachers) received the material and had two in-service training sessions. Contrary to theory-based predictions, groupMAT outperformed groupMEET. To try to understand this finding, in the present study we investigated the effects of the three treatment conditions on students with different levels of math achievement at t1 by using the data to estimate random slope models with cross-level interactions. Contrary to our expectations, high achieving students in groupMAT had significantly greater learning gains than those in groupMEET. Control variables at the individual and class level could not explain this outcome. The analysis highlighted the methodological challenges of studies conducted in complex inclusive education settings and raised the question of whether targeted support in an inclusive setting, without individual support outside of the classroom, can meet the needs of low achieving students in mathematics. (DIPF/Orig.)
In der Publikation von Pfister, Stöckli et al. (2015) wurden unerwartete Ergebnisse und fehlende Effekte einer unterrichtsintegrierten Intervention für rechenschwache Schüler:innen in inklusiven Klassen berichtet. Im vorliegenden Artikel werden zusätzliche und detailliertere Analysen präsentiert, die dazu beitragen, die Ergebnisse zu verstehen und einzuordnen. In der Studie mit (N = 58 inklusive Klassen, N = 888 Drittklässler:innen) wurde eine unterrichtsintegrierte Intervention zur Förderung von rechenschwachen Schüler:innen von den Regellehrkräften durchgeführt. Zwei Experimentalgruppen (n = 37 Lehrkräfte) erhielten die Fördermaterialien, die Lehrkräfte (n = 21) in der Kontrollgruppe (GruppeCONTROL) führte ihren normalen Mathematikunterricht durch. Die Experimentalgruppe GruppeMAT (n = 16 Lehrkräfte) erhielt die Fördermaterialien, die Experimentalgruppe GruppeMEET (n = 21 Lehrkräfte) bekam zusätzlich zu den Materialien ein Fortbildungsangebot (zwei Nachmittage). Entgegen den Erwartungen machten die Lernenden in der GruppeMAT größere Leistungsfortschritte als die GruppeMEET. Um dieses Ergebnis zu verstehen, wurde in der hier präsentierten Studie der Einfluss der unterschiedlichen Interventionsformen auf Schüler:innen mit unterschiedlichen mathematischen Vorkenntnissen untersucht. Berechnet wurden Random Slope Modelle mit Cross-Level Interaktionen. Entgegen den Erwartungen machten Lernende mit hohen Vorkenntnissen in der GruppeMAT signifikant größere Leistungsfortschritte als vergleichbare Lernende in der GruppeMEET. Die Kontrollvariablen auf Individual- und Klassenebene konnten dieses Ergebnis nicht erklären. Dieses Resultat weist erstens darauf hin, dass es sehr herausfordernd ist, inklusiven Unterricht zu untersuchen und die verschiedenen Einflussvariablen zu kontrollieren. Zudem stellt sich die Frage, ob eine rein unterrichtsintegrierte Förderung den Bedürfnissen von rechenschwachen Lernenden gerecht wird und ob diese nicht auch eine individualisiertere Förderung außerhalb des Regelunterrichts benötigen würden. (DIPF/Orig.)
Biomedical devices employed in therapy, diagnostics and for self-monitoring often require a high degree of flexibility and compactness. Many near infrared (NIR) optical fiber-coupled systems meet ...these requirements and are employed on a daily basis. However, mid-infrared (MIR) fibers-based systems have not yet found their way to routine application in medicine. In this work we present the implementation of the first MIR fiber-coupled photoacoustic sensor for the investigation of condensed samples in the MIR fingerprint region. The light of an external-cavity quantum-cascade laser (1010-1095 cm(-1)) is delivered by a silver halide fiber, which is attached to the PA cell. The PA chamber is conically shaped to perfectly match the beam escaping the fiber and to minimize the cell volume. This results in a compact and handy sensor for investigations of biological samples and the monitoring of constituents both in vitro and in vivo. The performance of the fiber-coupled PA sensor is demonstrated by sensing glucose in aqueous solutions. These measurements yield a detection limit of 57 mg/dL (SNR = 1). Furthermore, the fiber-coupled sensor has been applied to record human skin spectra at different body sites to illustrate its flexibility.
This study used an integrated theoretical approach to investigate teacher motivation and its influence on teaching quality. Drawing on Expectancy-Value-Theory and Achievement-Goal-Theory, a ...person-centered approach was used to investigate how multiple characteristics (i.e., self-efficacy, enthusiasm, and goal orientation) combined to form teachers’ motivational profiles. The profiles were then analyzed to see if there was a link to teaching quality. Latent profile analysis for 156 secondary-level mathematics teachers identified three motivational profiles which differed only in their performance goals: low performance goal-oriented (49%), high performance goal-oriented (38%), and high performance-avoidance goal-oriented (13%). Multilevel path analysis showed that motivational profile membership was not significantly related to student-rated teaching quality when baseline teaching quality was controlled (N = 1497 available on both measurement points). The findings revealed that the link between teacher motivation and teaching quality was less clear than expected. Possible reasons for the results are discussed.
•Latent profile analysis was used for identifying teachers' motivational profiles.•Teachers' motivational profiles mainly differed regarding their performance goals.•An integrated theoretical approach on teacher motivation indicated no added value.•Profile membership did not predict change in teaching quality.
Nanoscale magnetic resonance imaging (NanoMRI) is an active area of applied research with potential applications in structural biology and quantum engineering. The success of this technological ...vision hinges on improving the instrument’s sensitivity and functionality. A particular challenge is the optimization of the magnetic field gradient required for spatial encoding and of the radio frequency field used for spin control, in analogy to the components used in clinical MRI. In this work, we present the fabrication and characterization of a magnet-in-microstrip device that yields a compact form factor for both elements. We find that our design leads to a number of advantages, among them a 4-fold increase of the magnetic field gradient compared to those achieved with traditional fabrication methods. Our results can be useful for boosting the efficiency of a variety of different experimental arrangements and detection principles in the field of NanoMRI.
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