Abstracts - Earli

instructional practice. A plethora of different constructs has been developed to operationalizevarious aspects of instruction. Unfortunately, this has caused terminological confusion since thesame term is sometimes used for different entities or different terms for similar constructs causinga. lack of concurrent and discriminant construct validity. We suggest four larger principal "metafactors" which cover the vast majority of concepts discussed in the literature (1) ClassroomManagement constructs (e.g., classroom management, time on task, rule clarity), (2)Clarity/Structure construct (e.g., clarity & structure, previews & cues), (3) Student Orientationconstructs (e.g., student-orientation, individualization, individual learning support), and (4)Cognitive Activation constructs. Constructs used in instructional research are usually indirectlyassessed by teachers’ self-assessment, student ratings, or by ratings of trained observers. Lookingfor differential expertise, these three perspectives are often analyzed and compared regarding theirconvergence and their specific advantages and disadvantages in assessing the quality ofinstruction. In order to illustrate the integrative approach and its usefulness in furthering ourunderstanding of instructional practice, we will presented data analysis based on high inferencevideo ratings from trained scientific observers and questionnaire data from teachers and students,which were collected and generated in the context of the German part of the TIMSS-Video Study(85 lessons) and a Swiss comparison study (156 lessons from different parts of Switzerland),which extended the TIMSS-Repeat-Video study. While differing in their relative importance, thefour meta-factors are fairly stable across both countries. However, Germany and Switzerland,show pronounced differences in classroom management and student orientation in Switzerland,but similar levels of structure/clarity and cognitive activation.I 1430 August 2007 14:30 - 16:30Room: -1.63SymposiumRepresentational drawing in childhood: Development, context andinstructionChair: Eva Teubal, David Yellin Teachers’ College, IsraelChair: Nora Scheuer, CONICET-Universidad Nacional del Comahue, ArgentinaOrganiser: Eva Teubal, David Yellin Teachers’ College, IsraelOrganiser: Nora Scheuer, CONICET-Universidad Nacional del Comahue, ArgentinaDiscussant: Julie Dockrell, Institute of Education, United KingdomThe aim of this Symposium is to analyze from different theoretical and methodologicalperspectives children’s production and understanding of representational drawing in different tasksand interactive contexts, with special attention to the sociocognitive and metacognitive processesinvolved. Achieving a better understanding of the processes involved in children’s pictorialproduction and understanding is intimately related with relevant topics in contemporary researchin learning and instruction, such as reference and meaning elaboration; visuomotor skills; culturallearning; symbolic processing; internalization of cultural external representations; conceptual andprocedural knowledge; metacognition, knowledge explicitation and representational redescription;or the capacity to represent alternative spatial, temporal and epistemic perspectives. With theintention of going forward in the interaction initiated within the 2005 EARLI Symposium on– 508 –