Lehrkrafteinstellungen und -motivation als Mediatoren zwischen Ausbildungsqualität, Kooperation und Differenzierung im Unterricht

Heterogeneity in achievement characterizes many classrooms. Teachers can adapt to students’ varying achievement levels by engaging in differentiated instruction (DI). Applying this strategy adequately is influenced by perceived teacher training quality and collaboration. The current study examined the dimensional structure and predictors of DI as well as a mediation of both teachers’ attitudes and motivation. Confirmatory factor analysis confirmed a three-dimensional structure of DI. Teacher training and collaboration were proved to be predictors of DI. Expected success as a measure of motivation was confirmed as a mediator of perceived quality of teacher training on DI, but not the two attitude aspects perceived utility and costs. The relevance of the findings for teacher education and school as a workplace is discussed. (DIPF/Orig.)Leistungsheterogenität findet sich in vielen Schulklassen. Durch Differenzierung (DI) können Lehrkräfte auf die verschiedenen Leistungsniveaus eingehen, wobei der Einsatz dieser Strategie von wahrgenommener Ausbildungsqualität und Kooperation beeinflusst wird. Die vorliegende Studie untersuchte sowohl die Struktur und Prädiktoren von DI als auch Mediationseffekte durch Lehrkrafteinstellungen und -motivation. Konfirmatorische Faktorenanalysen bestätigten eine dreidimensionale Struktur von DI sowie die Ausbildungsqualität und Kooperation als Prädiktoren. Der erwartete Erfolg als ein Maß von Motivation wurde als Mediator zwischen wahrgenommener Ausbildungsqualität und DI von den Daten gestützt, allerdings nicht die Einstellungsaspekte wahrgenommene Nützlichkeit und Kosten. Die Relevanz der Ergebnisse für Lehrkraftausbildung und den Arbeitsplatz Schule wird diskutiert. (DIPF/Orig.

Personality, Technology, and Learning

Computers continued encroachment on today’s society can be seen in a college lecture hall, where a growing number of students use laptops for their academic needs. Current academic laptop use research predominantly makes broad generalizations across users, indicating that laptop use in the classroom has negative influences on academic outcomes. However, this research neglects to take into account possible individual differences in the users. It is hypothesized that students\u27 levels of conscientiousness and impulsivity would moderate the relationship between laptop use and academic performance, while a student’s multitasking experience would mediate this same relationship, forming a moderated mediation model. Using an online sample of college aged students (N= 195), the hypothesized moderated mediation model was not supported. Students\u27 levels of conscientiousness or impulsivity do not moderate the relationship between laptop use and academic performance, and a student’s multitasking experience does not mediate this same relationship

The Use of Dynamic Assessment for Group Learners in the Language Classroom: A Literature Review

The paper reviews the research on the use of Dynamic Assessment (DA) in the language classroom instruction for group learners. DA assesses learners’ abilities in a comprehensive scope of Zone of Proximal Development (ZPD) from one continuum of actual independent performance to the other continuum of potential performance with external support, and DA also sees the external support offered as a driving force of advancing learners’ development within ZPD. With its unique view, DA sheds the new light to the ESL and EFL language teaching and learning, and most DA studies focus on its effectiveness in promoting the development of EFL and ESL learners’ language skills. However, most studies adopt DA in a one-on-one teacher-student model and address DA’s interplay with individuals’ ZPD, which discourages the implementation of DA in the language classrooms with group learners. This paper reviews the existing research on how DA mediates group learners in the language classroom. The review indicates that among the limited research, most studies follow from Group Dynamic Assessment (GDA) and few studies propose alternative DA approaches. All the studies reviewed confirm DA’s effectiveness of promoting group learners’ learning. However, given the dearth of research, it is insufficient to conclude on DA’s mediation of group learners in the language classroom, and more studies are needed

Learning processes and their mediating role between teaching quality and student achievement: a systematic review

This systematic literature review was conducted in order to further the understanding of how learning processes act as mediators between teaching quality and student achievement. Eighteen quantitative studies were included for analysis. In 24 of 53 mediation paths (45%) learning processes were identified and confirmed as mediators and in 29 mediation paths (55%) non-significant mediating effects were found. The complexity of the included studies’ context, methodology, conceptualization, and operationalization posed challenges for a quantitative synthesis. The findings provide some initial ideas for how to better design future research into indirect effects of teaching quality

Claiming expertise from betwixt and between: Digital humanities librarians, emotional labor, and genre theory

Librarians\u27 liminal (intermediate) position within academia situates us to make unique contributions to digital humanities (DH). In this article, we use genre theory, feminist theory, and theories of emotional labor to explore the importance of discourse mediation and affective labor to DH and the interplay between these areas and academic structural inequality. By claiming our expertise and making explicit work that is often not visible, we can advocate for new and varied roles for librarians in digital humanities. Our analysis is informed by both theory and practice, and it takes a dialogic approach that depends upon the interactions between the two

Mediating Language Fluency Development: An Action Research Study In A High-School AP Chinese Second-or-Foreign-Language Task-Based Language Teaching Classroom

Fluency development is critical in language learning; however, the teacher’s role as a mediator in a learner’s fluency development rarely has been explored in Task-Based Language Teaching (TBLT) classrooms. This study investigated how a teacher, as the human mediator who can be certain that stimuli in the learning environment will be available and benefit the learners, implemented mediation under the guidance of Mediated Learning Experience (MLE) theory in aiding learners’ speaking cognitive and utterance fluency development in one AP Chinese high-school TBLT classroom in the Bay Area. MLE theory, developed by psychologist Reuven Feuerstein, provided a mediation framework for this study. This study used action research and mixed methods. Its design followed the test-intervention-test procedure and collected data from 10 days of mediation interaction audio-recording transcripts, teacher’s observation and reflection log, lesson plans, unit plans, MLE teacher self-rating checklists, and pre- and posttest speaking samples from 21 participants. The study\u27s results first suggest what types of mediation might influence fluency development after finding mediation of intentionality and mediation of feeling of competence were practiced most and much more frequently than other mediation types during the whole mediation period. Second, this study indicated that questioning could be used as a mediation technique across different types of mediations. Finally, the study highlighted two possible factors ii 3 that affect mediation implementation. One is if the mediator can modify lesson plans to meet mediation needs; the other is that the mediator’s personality can affect their mediation strategy choices. To investigate whether mediation is effective, this study measured three utterance fluency variables that correlate to cognitive fluency development: the number of silent pauses, the number of self-corrections, and mean syllable duration (MSD). The pre- and posttests data showed that both the learners’ number of silent pauses and MSD statistically significantly decreased in the posttests, which suggests that meditation intervention improved learners’ utterance and cognitive fluency development. Although the decrease in the number of self-corrections on the posttest was not statistically significant in this study, it does not invalidate the research findings because self-correction is a variable that may require a much longer time to change

Class Size Reduction: Is It Worth The Cost?a Meta-analysis Of The Research

The purpose of this study was to investigate whether ethnicity, gender, grade level and content area mediate the relationship between class size and student achievement. Twenty six educational research studies were collected for this meta-analysis. A meta-analytical approach using like data sets were used to report the most accurate information. Fixed and random effect models were used to ensure the distribution across different studies. A total of three studies were meta-analyzed for this research. The studies included in this research examined class size and student achievement for students in grades K-7. This research examined whether there was a mediating effect on ethnicity, gender, grade level, and content area in the class size and student achievement studies collected and correlated. The results indicate that smaller class size does have a positive impact on student achievement when mediated by ethnicity, grade level, and content area. When examining ethnicity as a mediating factor, a stronger correlation exists for minority students than for whites. When examining grade level as a mediating factor results indicate that a stronger correlation exist for lower grades K-3 than upper grades 4-7. A stronger correlation is present in the content area of reading as compared to other content areas when it was used as a mediating factor. When examining gender as a mediating factor, the largest effect sizes were reported for females in reading as opposed to males in math, both for first grade. These results correlate with those presented in other mediator sections of the study. The results found in this research will contribute to the literature concerning class size and student achievement and will help inform educational policy makers regarding class size as an educational issue

Fifty-Sixth Annual Report of the Federal Mediation and Conciliation Service, Fiscal Year 2003

Federal Mediation and Conciliation ServiceFMCSFY2003_Annual_Report.pdf: 385 downloads, before Oct. 1, 2020