JURE 2012 Programme book - EARLI Jure 2012

JURE 2012 Conference Programme Programme overview 

JURE 2012 organizing committee 

JURE 2012 

Programme book 

Markus Hirschmann; Institute of Educational Science, University of Regensburg, Germany; 

Conference chair. 

Iro Xenidou-‐Dervou; Department of Educational Neuroscience, Faculty of Psychology and 

Education, VU University Amsterdam, the Netherlands; Conference co-‐chair, social media 

manager. 

Erlijn van Genuchten; Knowledge Media Research Center, Tübingen, Germany; Webmaster, 

contact person 

Gregor Maxwell; CHILD, Högskolan för Lärande och Kommunikation, Jönköping University, 

Jönköping, Sweden; Review process co-‐ordinator, web assistant, language editing. 

Eva Wennås-‐Brante; Department of Pedagogical Curriculum and Professional Studies, 

University of Gothenburg, Sweden; Contact person. 

Jake McMullen; Centre for Learning Research, University of Turku, Finland; Programme 

coordination, social media manager, language editing. 

Anett Wolgast; Faculty of Psychology and Sports Science, Department of Educational 

Psychology, Justus-‐Liebig-‐Universität Gießen, Germany; Programme coordination, review 

process. 

Thomas Daniëls; EARLI project manager, Belgium; Treasurer, contact person with EARLI. 

Miguel Mata Pereira; Research Unit on Cognitive, Developmental and Educational Psychology, 

Higher Institute of Applied Psychology (ISPA-‐IU), Lisbon, Portugal; Promotion person. 

JURE 2012 local committee 

Katrin Ketterl; chair of local committee. 

Sebastian Anselmann 

Lisa Birnberger 

Tristan Haselhuhn 

Martin Hillebrand 

Veronika Leicher 

Bernd Meidenbauer 

Elena Stamouli 

Stefanie Zepf 

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Dear participant, 

It is our great pleasure and true honor to welcome you to the JURE 2012 conference, titled 

“Learning Odyssey: Exploring New Horizons in Learning and Instruction”. 

The EARLI brings together researchers from 56 countries, inspiring and triggering critical 

dialogue while striving for excellence in the field of Learning and Instruction. After the EARLI 

conference in Exeter in 2011, the EARLI community was comprised of 2339 members out of 

whom 604 were JURE members. The JURE of EARLI, founded in 2009, has taken up a very 

responsible role, that of expanding the knowledge base and skills of all junior researchers of 

EARLI and equipping them as best as possible for their future careers as responsible and 

excellent researchers and academics that may also leave their mark as many of their 

predecessors in the broad field of Learning and Instruction. 

The JURE 2012 conference committee strived to work in consistence with these views and 

beliefs and following the exalting examples of past JURE conferences. This year we received for 

the first time over 200 submissions from 29 different countries from both inside and outside of 

Europe. Approximately 140 accepted and confirmed participants undertook the peer and senior-‐ 

review process and will be presenting their work. We are very happy with the high quality of 

these submissions; they reflect the continuing strive for excellence of the “juniors” of the EARLI 

community and the bright future ahead. 

This time the conference has been expanded by one more day in order to provide you with a 

large number of workshops in accord with cutting edge research and methodologies and 

emerging fields. We are honored by the fact that renounced experts in the respective topics are 

providing these workshops. Moreover, the JURE 2012 is proud to host keynote lectures by 

world-‐renounced researchers: Prof. Dr. Erno Lehtinen, Prof. Dr. Jos Beishuizen, Prof. Dr. 

Katharina Scheiter and Dr. Bert de Smedt. JURE 2012 participants will have the opportunity to 

have stimulating discussions and network with our professional workshop leaders and keynote 

speakers during the “coffee session with our VIPs”. 

For young researchers, writing articles and getting published in scientific journals is a crucial 

part for growing into the scientific community. It is important to share new ideas, theoretical 

or methodological concepts and findings with other researchers as well as with interested 

people. Beyond doubt, it is a challenge to learn how to write and structure a good article. But 

it is also difficult to find a suitable journal for one’s own research. There are several scientific 

journals in different research domains. Due to that, it is sometimes hard to choose the journal 

that fits the best. Therefore, it is important to not only know the perspective of an author but 

also to learn about the perspectives of reviewers and editors. Scientific writing is 

undoubtedly a process of professional interaction with reviewers and editors. So, acknowledging 

the “odyssey” junior researchers go through in order to publish their work and become 

advanced researchers, we included several respective workshops that we hope you will find 

helpful. Lastly, the JURE 2012, to cover the whole span of the “odyssey” a junior researcher must 

nowadays face, will also host a panel discussion closing session on the theme of: “European 

research funding possibilities”. 

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With all that said and done, we hope you will find this JURE conference interesting, 

stimulating, educational, motivating and of course fun! Most past JURErs will tell you that they 

made good international friends in these conferences. So, network, meet people and enjoy! And 

of course, don’t’ forget to enjoy and explore the beautiful city of Regensburg. 

Some “facts” about the city that you might like: 

• Regensburg is known as the “most northern city of Italy”. By strolling around the city you 

might recognize why. 

• The “Historische Wurstkuchl” next to the stone bridge is the oldest “fast food” stall in the 

world and dates back to the 12th century. Here you can buy traditional Bavarian food like 

the famous Regensburg’s bratwurst. 

• The “Steinerne Brücke” (stone bridge) was over 800 years the only bridge over the 

Donaube in Regensburg. Its construction comes with a story. According to the legend, the 

bridge builder and the cathedral builder competed on who will finish their structure first. 

The fact that the construction of the church was going very fast scared the bridge builder. 

Thus, he made a wish to the devil to win the bet. In return, he promised the devil the first 

three souls that would cross the bridge. In the end the bridge builder won the bet and the 

devil claimed the souls. At the opening of the 

bridge the bridge builder made a rooster, a 

chick and a dog cross the bridge. The devil 

tried to destroy the bridge enraged, but he 

failed. That’s the reason why the bridge has a 

hump. 

• In Regensburg you can find a building with a 

picture based on the story about David and 

Goliath. So, watch for it when you walk 

through the narrow streets 

We wish you a wonderful time in the JURE 2012 conference and stay in the city of Regensburg! 

All the best, 

Markus Hirschmann and Iro Xenidou-‐Dervou 

Conference chairs of JURE 2012 

Ps: For the latest updates follow us on www.earli-‐jure2012.org or on Facebook, Twitter and 

LinkedIn. 

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Programme Overview 

Monday July 23 -‐ Overview 

08:30-‐10:30 Registration Foyer 

and welcome coffee / tea 

10:30-‐11:00 Opening session H24 

11:00-‐12:00 Keynote 

Understanding and Participation in Communities of 

Learners 

4 

Prof. Dr. Jos Beishuizen H24 

12:00-‐13:30 Lunch Canteen 

13:30-‐15:00 Professional Development Courses 

PDC.1.1. Meta-‐Analysis in Research on Learning and Instruction Andreas Gegenfurtner & Erkka 

Laine 

PDC.1.2. Educational Neuroscience: Recent Research and Future 

Directions 

H25 

Menno van der Schoot VG 1.31 

PDC.1.3. Structural Equation Modeling: Basic workshop Dylan Molenaar VG CIP-‐Pool 

PDC.1.4. Qualitative Synthesis in Educational Science Floryt van Wesel H26 

15:15-‐16:15 Paper sessions 

PA.1.1. Self-‐Assessment in Teacher Education Anderson-‐Park, Panadero VG 1.30 

PA.1.2. Exploring and Measuring Informal Learning Luger, Peeters VG 1.31 

PA.1.3. Capital and Educational Outcomes: Immigrant Issues in 

Education 

PA.1.4. The Teacher and The Learner in Special Needs 

Education 

PA.1.5. Foreign Language Teaching: Strategies and 

Performance 

Berner, Latina VG 1.36 

Bruggink, Lambert H25 

Jansma, Zhu H26 

16:15-‐16:45 Coffee/Tea Foyer 

16:45-‐18:15 Roundtable sessions 

RO.1.1. Learning Trajectories in Higher Education Bohle Carbonell, Gilliam, 

Muskatewitz 

VG 0.04 

RO.1.2. Learning in Informal Settings: Museum Learning Neubauer, Philippon VG 0.05 

RO.1.3. Implications of Technology on Learning Brezovszky, Moser VG 0.14 

RO.1.4. Professional Development of Teachers: 

Instrumentation and Measurement 

Heininger, Sauer VG 0.15 

RO.1.5. Effectiveness in Teacher Training Programmes Frost, Neugebauer, Zimmerli VG 0.24 

RO.1.6. Perspectives on Learning Processes Buzas, Hast, Laine VG 1.37 

RO.1.7. Enhancing Teacher Trainees’ Competences Jahn, Jobst, Wiedmann VG 2.38 

RO.1.8. Influences on Learning in the Workplace Ketterl, Raes, Schley VG 2.39 

RO.1.9. Innovative Approaches to Curricula Ikonen, Nussbaumer, Smeets VG 2.44 

RO.1.10. Pedagogical Inquiries into Classroom Learning Kyriakou, Song VG 2.45 

18:30-‐ Welcome Reception Foyer


Tuesday July 24 – Overview 



PA.2.1. Developing Competences in Teacher Education Syring, Schäfer VG 1.30 

PA.2.2. Educational Approaches in Novel and Non-‐Traditional 

Learning Environments 

PA.2.3. Antecedents to achievement: Personality and 

Motivational Traits 

5 

Geçim, Zhou 

Chatzikyriakou, Fritzsche 

VG 1.31 

VG 1.36 

PA.2.4. Assessment and its Effects on Student Achievement Foerster, Hondrich H25 

PA.2.5. Using Questioning to Promote Learning: Experimental 

Findings 

Kapp, Nguyen 

10:30-‐11:00 Coffee / Tea Foyer 

11:00-‐12:00 Keynote 

The Mutual Interplay between Processing of Text and 

Pictures in Learning with Multimedia 

Prof. Dr. Katharina Scheiter 



PDC.2.1. Beyond Standard Multiple Regression Analysis Floryt van Wesel H26 

PDC.2.2. Using Eye-‐Tracking in Educational Research – 

Beginners 

Tamara van Gog & Halszka 

Jarodzka 

PDC.2.3. Structural Equation Modeling: Advanced Workshop Dylan Molenaar CIP-‐Pool SG1 

PDC.2.4. Matlab – A Comprehensive Tool to Collect and Analyze 

Quantitative Data 

PDC 2.5 Getting Involved in EARLI, EARLI Publications, and 

Business Meeting 


Marcus Nyström 

Hans Grüber 

H26 

H24 

H25 

VG CIP-‐Pool 

VG 1.30 

PA.3.1. Professional Competences in Pre-‐Service Teachers Schumacher, Wolgast VG 1.30 

PA.3.2. Perspectives on Social Interaction in Multiple Settings Amador, Marksteiner VG 1.31 

PA.3.3. Investigations and Explorations into Assessment and 

Feedback 

PA.3.4. Learning and Cognition in Mathematics Education and 

Development 

Morosanu, Salaschek 

Friso-‐van den Bos, Geiger 

VG 1.36 

PA.3.5. Theory Building in Learning and Instruction Geboers, Nelles H26 

16:15-‐16:45 Coffee/Tea/SIG Session 

16:45-‐18:15 Poster sessions 

PO.1.1. Innovative Practices in Teacher Education Gold, Köffler, Mattern, Noll, 

Schlag, Schneider 

PO.1.2. Inquiries in Early Childhood Education Egert, Gläser,, Stude, 

Tanhuanpää, Yliverronen 

PO.1.3. Assessment, Feedback & Evaluation Chung, Kniebühler, Van der Pas-‐ 

Paasschens, Vermazeren, 

Vogelzang 

PO.1.4. Measuring Learning: Advances in Methodology Barry, Knogler, Legrottaglie, 

Schmidt, Szabadi, Zini 

19:00-‐20:30 City tours 

H25 

VG 0.14 

VG 0.15 

VG 2.38 

VG 2.39

Wednesday July 25-‐ Overview 



PA.4.1. Teacher Competences in the Workplace Lachner, van der Linden VG 1.30 

PA.4.2. Influence of Gender on Teaching and Learning Heyder, Jurik VG 1.31 

PA.4.3. The Role of Metacognition in Teaching and Learning 

Strategies 

6 

Lewis, Lai Kuen 

VG 1.36 

PA.4.4. Teachers' Use of Assessment Practices Hellrung, Radisic H25 

PA.4.5. Teaching and Learning across Language Learning Pereira, Wijnia H26 


11:00-‐12:00 Keynote 

Guided Learning and Self-‐initiated Practice in Learning 

Cognitive Skills 

Prof. Dr. Erno Lehtinen 



PDC.3.1. Introduction to Open Access in Educational Science Gernot Deinzer VG 1.30 

PDC.3.2. Using Eye-‐Tracking in Educational Research – 

Advanced 

PDC.3.3. Designing Behavioural Experiments Using E-‐Prime -‐ 

Beginners 

Halszka Jarodzka & Tamara van 

Gog 

Michiel Spapé 

H24 

H25 

VG CIP Pool 

PDC 3.4 Longitudinal Data Analysis Sanja Franic H26 


PO.2.1. From Trainees to Teachers: Perspectives on Teacher 

Education 

Helker, König, Lehmann, Sieve 

PO.2.2. Text and Graphics across Disciplines Arndt, Enzingmüller, Hodds, 

Schubert, Takacs 

PO.2.3. Research on Science and Mathematics Education Boonen, Kádár, Liu, Maertens, 

Malleus, Vogelzang 

16:45-‐18:15 Coffee with JURE’s VIPs 

VG 0.14 

VG 2.38 

VG 2.44 

Foyer


Thursday July 26 -‐ Overview 



PA.5.1. Influences of Teacher-‐Student Interaction on Learning Herppich, Taxer VG 1.30 

PA.5.2. Portfolio Use across the Learning Spectrum Baas, Okas VG 1.31 

PA.5.3. Feedback Effects on Self-‐Regulated Learning: 

Technological Advances 

PA.5.4. Teaching Strategies for Promoting Reading 

Performance 

7 

Knaut, Schmidt VG 1.36 

Behrmann, Eckert H25 

PA.5.5. Methodological Advances to the Study of Students Hawlitschek, Rusk H26 


11:00-‐12:00 Keynote 

The Use of Cognitive Neuroscience in Educational 

Research: A multi-‐method approach to understand 

individual differences in mathematics achievement 

Prof. Dr. Bert de Smedt H24 



PDC.4.1. "The High Art" of Scientific Writing Hans Grüber H25 

PDC.4.2. Springer Journal Author Academy Bernadette Ohmer & Christian 

Harteis 

PDC.4.3. E-‐Prime – Advanced Michiel Spapé VG CIP-‐Pool 

PDC 4.4 Programming with R Sanja Franic CIP-‐Pool SG1 


PA.6.1. Cognitive Attributes and Exceptional Students: 

Exploring Individual Differences 

PA.6.2. Breaking New Ground in Science Education Teaching 

and Learning 

H26 

Kornmann, Nejad VG 1.30 

Adl-‐Amini, Limprecht VG 1.31 

PA.6.3. Teacher as Learner, Teacher as Practitioner Lambert, Zorzi VG 1.36 

PA.6.4. Affect and Autonomy in Reading Strategies Minguela, Molitorisz H25 

PA.6.5. Effectiveness and Development of Educational Games Huizenga, Pásztor H26 

16:15-‐16:45 Coffee/Tea Foyer 


PO.3.1. Diverse Perspectives on Instructional Practices Brouwer, Byl, Damnik, de Heus, 

Hiltmann, Litalien, Louari, Taxis, 

Zoykea 

PO.3.2. Lifelong Learning and Professional Development: To 

Educate for Life 

Friso, Neumann, Nivala, Rausch, 

Rupprecht, Vriens 

PO.3.3. Language Learning: Reading, Writing, and L2 van den Berg, Dragon, Heppt, 

Iparraguirre, Machunsky, 

Schulte, Wassenburg, Willemsen 

19:30-‐22:00 

22:00… 

Conference Dinner 

Conference Party 

VG 2.38 

VG 2.39 

VG 2.44

Friday July 27 -‐ Overview 



PA.7.1. Predictors and Antecedents to Student Achievement in 

Secondary and Tertiary Education 

8 

Lee, Trigo VG 1.30 

PA.7.2. Issues of Equality and Marginalization in Education Acquah, Krahn VG 1.31 

PA.7.3. Affective Processes in Student Achievement Dinger, Jõgi VG 1.36 

PA.7.4. Approaches to Teaching Language: L1 and L2 

Perspectives 

PA.7.5. Text and Graphic Comprehension: Eye-‐Tracking 

Approaches 

Friedrich, Gaitas H25 

Klepsch, Wennås-‐Brante H26 



PA.8.1. Dynamic Learning Environments: Student Acquisition 

of Knowledge and Skills 

PA.8.2 Promoting Self-‐Regulated Learning: Intervention 

Studies 

Ouwehand, Valizadeh VG 1.30 

Schmidt, Wagner VG 1.31 

PA.8.3 Management Effects on Teachers’ Attitudes Raes, Thomsen VG 1.36 

PA.8.4 Curricular Implications in Higher Education Schindler, Serbati H25 

PA.8.5 Theoretical and Practical Approaches to Measurement 

and Instrumentation 

Buchholz, Müller H26 

12.15-‐13:30 Closing Session H24

JURE 2012 Conference Programme Session guidelines 

Session guidelines 

Paper sessions 

General information 

A paper session consists of 2 conceptually linked papers. Each presenter has 15 minutes to 

present his/her work, followed by 15 minutes for questions and discussion. If possible, the 

discussion should be opened by the peer who read and commented on the full paper during the 

peer feedback process. The audience is encouraged to enrich this discussion with questions and 

suggestions. In order to limit disruptions, we ask the audience to remain for the entire 

session. 

For presenters 

Please be on time for your presentation: make sure you are present at least 10 minutes before 

the session starts. You can use this time to upload your presentation to the computer. We 

suggest that you use the provided computer equipment, because switching between 

computers (e.g. using your own private laptop) will take up valuable time of your presentation, 

and moreover, can cause problems which might not be solved quickly. If you wish to use your 

own computer, we kindly ask you to allow the other presenters in the session to upload their 

presentation to your computer as well, so switching between computers during a session will 

not be necessary. 

Computer information for presenters 

The session meeting room will be equipped with audiovisual equipment (computer, beamer, 

screen). The University of Regensburg computers work with Windows XP, so we recommend 

that you save your presentation in a format which is compatible with this software. If your 

presentation is designed using Office 2007, Vista or with a Macintosh (Apple) device, please save 

it in a Windows-‐compatible extension such as .ppt (Powerpoint 97-‐2003) or .pdf and not 

.pptx. We also advise you to use common fonts for your presentation, such as Times New Roman, 

to prevent problems with your layout. Give your file a name that can be easily identified. We also 

urge you to also put your presentation online, in case your memory stick fails to work for 

whatever reason. Moreover, we would like to recommend that you bring copies of your slides 

and a number of copies of your paper (or the extended summary), as well as business cards, to 

distribute to interested participants. 

For the chair 

Each paper session is supervised by a chair. The main task of a chair is to moderate a session in 

such a way that presenters and audience can benefit from each other in an optimal way under 

the constraints and intentions of the conference. In general, the chair opens and closes a session 

and gives the floor to the presenters (and discussants) according to the planned programme. 

The following steps can help you to fulfil this task. 

1. Before you go to the session meeting room, check the printed Bulletin and the "Programme 

changes board" to determine if there are any changes to the scheduling of the session that you 

are chairing. 

2. If possible, arrive at the meeting room about 10 minutes prior to the start of the session 

and familiarize yourself with the controls for lights and computer equipment. If you encounter 

problems, you should immediately alert the conference organizers (student assistants present in 

the room or at the registration desk). 

9

Session guidelines JURE 2012 Conference Programme 

3. If the presenter does not show up, immediately alert the conference organizers (student 

assistants present in the room or at the registration desk). 

4. Make sure that at the start of the session all PowerPoint presentations are saved on the 

computer and are ready to use. 

5. Monitor the time in order to give each presenter a fair opportunity for discussion. Allow a 

maximum of 15 minutes for the presentation and 15 minutes for discussion. Alert the speaker 5 

minutes and 1 minute before the allotted presentation time is up. 

6. After the presentation, the discussion will be opened by the peer reviewer. The chair should 

facilitate the discussion to make sure participants get an opportunity to participate in the 

discussion. Keep in mind that the session must end on time to ensure enough time for breaks 

between sessions. 

7. If any problems arise that you are unable to handle immediately alert the conference 

organizers of the problem. 

For the discussant (Peer reviewer) 

Since you are the one in the audience most familiar with the study of the presenter, we ask you 

to start the discussion after the presentation with a few questions or reflections about the 

presented research. As far as the programme allows, peers who reviewed each other will be 

scheduled in the same session. If you are not scheduled in the same session as the person whose 

paper you reviewed, we kindly ask you to attend his/her session to provide feedback to 

him/her. Examples of topics that could be mentioned by peer reviewers include: 

1. What you liked about the study. 

2. Your take-‐away point (e.g. one of the things I learned from this study is …, the conclusion that 

we should disseminate from this study is …). 

3. A question about the choices made in the research (e.g., why did you choose a certain 

framework, a certain method of analysis, a certain interpretation of the results?). 

4. Implications for further research (e.g. are there unanswerable or new research questions? Is 

anyone in the public doing similar research, and how does it relate to the presented study?). 

Poster sessions 


The posters are also grouped conceptually into sessions of 4-‐8 posters. The sessions will be 

chaired by a conference participant or a member of the organizing committee. Approximately 5 

minutes after the start of the poster session, there will be a short opening session, in which 

each poster presenter will give a brief oral presentation to the attendees (max. 3 minutes). In 

this presentation the presenter has the opportunity to shortly highlight the topic and main 

findings of his/her poster. After these introductions there will be time to individually walk 

around the posters and discuss their content with the poster presenters. 


Please be on time for your presentation: make sure you are present at least 5 minutes before the 

session starts. Display panels and tape will be provided to display your poster. It is your own 

responsibility to attach your poster to the easel prior to the session. It is recommended that you 

bring a number of small copies of the poster (or the extended summary) with you, as well as 

business cards, to distribute to interested participants. The aim of the brief oral presentations is 

to give a short overview (max. 3 minutes) of the presented posters to the audience gathered 

10


as a group. Please use this time to highlight the topic and main findings of your poster. Please do 

not elaborate on your findings; this time is not intended for an extended presentation on your 

research. An in-‐depth discussion of your findings can be held after the brief oral presentations, 

when the audience will individually walk around the posters and discuss with the poster 

presenters. Your main job during the in-‐depth discussion is to supplement the information the 

poster contains. 

For the chair 

The chair opens and closes a session and gives the floor to the presenters according to the 

planned programme. The following steps will help you to fulfil this task: 



are chairing. 

2. If possible, arrive at the meeting room about 10 minutes prior to the start of the session 

and familiarize yourself with the room. If you encounter problems, you should immediately alert 

the conference organizers (student assistants present in the room or at the registration desk). 

3. If the presenter does not show up, immediately alert the conference organizers (student 

assistants present in the room or at the registration desk). 

4. Monitor the time. Open the plenary part of the session about 5 minutes after the session has 

started. Allow a maximum of 3 minutes for the oral presentation of each poster. Alert the 

speaker 1 minute before the allotted time for presenting is up. Communicate your time signals to 

the presenter before the session starts. 

6. If any problems arise that you are unable to handle, either go to, or immediately send 

someone to, the registration desk to alert the conference organizers of the problem. 

For the audience 

Because of the setup of the poster sessions, it is possible to visit more than one poster 

session in a time slot. Since the poster sessions include brief oral presentations by the 

presenters, be on time for the session. The moment for brief oral presentations is not intended 

for discussion with the presenters: please do so with the presenter in person. 

Round table sessions 


Round table sessions are dedicated to research in progress. These sessions are an opportunity to 

discuss not only outcomes but also the design of a research project or research in progress. 

Round table sessions allow maximum interaction with the presenters by abridging the formal 

presentation. Each round table session consists of 2 or 3 conceptually linked projects. Each 

session is presided by a chair. All the projects will be discussed in a single room. 


Each presenter has 5 minutes to introduce his/her project and raise one or two open 

discussion questions. A total of 25 minutes is intended for discussion. Presenters should 

prepare handouts for the other participants but NOT a PowerPoint presentation. Please note 

that you are required to bring your own copies (approx. 25) of your handout for the participants. 

No computer, beamer or screen will be provided in order to guarantee the interactive discussion 

format of the round table sessions. 

11

Session guidelines JURE 2012 Conference Programme 

For the chair 

The chair monitors the discussion in accordance with the discussion questions of the presenter 

and will make sure that each person is given the opportunity to participate. The chair opens and 

closes a session and gives the floor to the presenters according to the planned programme. The 

following steps will help you to fulfill this task. 



are chairing. 

2. If possible, arrive at the meeting room about 10 minutes prior to the start of the session and 

familiarize yourself with the room. If you encounter problems, you should immediately alert the 

conference organizers. 

3. If the presenter does not show up, immediately alert the conference organizers. 

4. Monitor the time in order to give each presenter a fair opportunity for discussion. Allow a 

maximum of 5 minutes for the introduction of the handout and 25 minutes of plenary 

discussion. Alert the speaker 1 minute before the allotted time for presenting is up. 

Communicate your time signals to the presenter before the session starts. 

5. In the presentation, the presenter will raise one or two open discussion questions. Your job is 

to monitor the discussion in line with these discussion questions. Try to make sure that the 

presenter has (at least) made some progress in answering these discussion questions in order to 

maximize the benefit of this interactive session format. Also, make sure that each person in the 

audience is given the opportunity to participate. Keep in mind that the session must end on time 

to ensure enough time for breaks between sessions. 

6. If any problems arise that you are unable to handle, either go to, or immediately send 

someone to, the registration desk to alert the conference organizers of the problem. 

For the audience 

This session format is intended to be very interactive. At a round table session, the audience is 

gathered at a round table to discuss the research of the presenters. Since the projects in one 

session are linked conceptually, we recommend you to attend the whole session. 

12


Publishers’ exhibition 

You can meet Springer Publishing as well as Elsevier Publishing during JURE 2012 in the Foyer, 

Ground Floor. 

Use this chance to make contact with publishers and explore interesting and innovative journals 

and books. 

SIG Session 

During Tuesday’s afternoon coffee break you can learn more about the different SIGs (special 

interest groups) of EARLI. Several SIGs will display their research focus on posters. You can meet 

SIG representatives during this coffee break, too. 

Coffee with JURE’s VIPs 

This session is about networking. As many of our keynote-‐speakers and PDC leaders as possible 

will attend the coffee break. This is the time to ask that question that’s been in the back of your 

mind, try out an idea, exchange a reference, find out something you didn’t know and have a good 

time. It is a great opportunity to make contact with experienced researchers and all your 

questions are welcome! 

Closing Session 

The closing session will include a wrap-‐up of the week’s events, the presentation of the Best-‐of-‐ 

JURE awards, and a panel discussion with our honored guests. The panel discussion revolves 

around the theme: “European research funding possibilities”, and will include insights from top 

researchers in the field regarding how to get your own research properly funded. 

13

Monday, July 23 JURE 2012 Conference Programme 

Monday, July 23 

Registration and welcome coffee/tea 

08:00-‐10:30 

Registration: Foyer Ground Floor 

Coffee/tea: Foyer Ground Floor 

Opening session 

10:30-‐11:00, H24 

Keynote 

11:00-‐12:00, H24 

Understanding and Participation in Communities of Learners 

Jos Beishuizen 

The concept of the community of learners has been coined by Ann Brown (Brown, 1997; Brown 

& Campione, 1996); Five characteristics are crucial for a community of learners: (1) Students are 

considered as serious partners in a process of knowledge building. (2) Students and teachers 

collaborate in order to answer questions according to the method of inquiry learning. (3) The 

research questions clarify big ideas in the domain of research. (4) Students are immersed in a 

culture of scientific research, in which they learn to work with research methods, rules for 

collaboration and scientific communication. (5) Students learn to reflect on methods and rules, on 

principles and schemas based on concrete experience, and on the value of their work for science 

and society. (6) Students get access to resources and equipment for research. Beishuizen (2008) 

has shown that successful implementation of the concept of the community of learners in 

university education is dependent upon the role of the teacher as researcher. Volman and Ten 

Dam (2010) argued that both understanding and participation are central learning activities in a 

community of learners. Understanding through inquiry learning and reflection, participation in 

the culture of research or professional life through acting in the community and developing a 

professional identity. 

What is the current status of the concept of the community of learners? To what extent has it 

been put into practice within university education? Does learning and working in a community 

of learners contribute to understanding and participation? These question will be addressed by 

reviewing recent studies and reflecting on their empirical meaning. 

Beishuizen, J. J. (2008). Does a community of learners foster self-‐regulated learning? Technology, 

Pedagogy and Education, 17(3), 183-‐193. doi:10.1080/14759390802383769 

Brown, A. L. (1997). Transforming schools into communities of thinking and learning about 

serious matters. American Psychologist, 52(4), 399-‐413. 

Brown, A. L., & Campione, J. C. (1996). Psychological theory and the design of innovative learning 

environments. In L. Schauble & R. Glaser (Eds.), Innovations in learning; new environments for 

education (pp. 289-‐326). Mahwah, New Jersey: Lawrence Erlbaum Associates. 

14

JURE 2012 Conference Programme Monday, July 23 

Volman, M., & Ten Dam, G. (2010). Communities of Learners. Waarom het concept een plek 

verdient in de praktijk van het (hoger) onderwijs. [Communities of Learners. Why the concept 

deserves a place in the practice of (higher) education]. In H. Radstake & H. Kuijs (Eds.), Verder 

met Onderwijs (pp. 21-‐33). Amsterdam: Vrije Universiteit. 

Lunch 

12:00-‐13:30, Canteen 

Professional Development Courses 

13:30-‐15:00 

PDC.1.1. Meta-‐Analysis in Research on Learning and Instruction 

Professional Development Course, 13.30-‐15.00, Room: H25 

Andreas Gegenfurtner & Erkka Laine 

In this professional development course, participants can get acquainted with what meta-‐ 

analysis is, how meta-‐analysis can be used as an analytic tool in research on learning and 

instruction, and how data for meta-‐analysis can be collected, analyzed, and reported. In part one, 

we start with discussing reasons for doing meta-‐analysis and outline similarities and differences 

to traditional literature reviews. In part two, we focus on different ways how data for meta-‐ 

analyses can be selected and coded. In part three, we compare techniques to meta-‐analyze 

correlational and experimental data, and we demonstrate how these data can be corrected for 

study design artifacts. In part four, the reporting of meta-‐analytic findings will be discussed with 

a focus on numerical and visual displays. Finally, in part five, participants’ questions about the 

course and about how meta-‐analysis can be used in their own study projects will be addressed. 

PDC.1.2. Educational Neuroscience: Recent research and future directions 

Professional Development Course, 13.30-‐15.00, Room: VG 1.31 

Menno van der Schoot 

The main goal of educational neuroscience is to bridge the gap between cognitive neuroscience 

and education. This workshop will explore the key questions and challenges associated with 

building this bridge. Perhaps the most obvious starting question to ask is: why has it proven so 

difficult to bring the “brain into the classroom” (Goswami, 2005)? In other words, why have 

attempts to connect cognitive neuroscience findings to classroom applications so often fallen 

short of their intended goals? Why is it that despite great advances in the field of cognitive 

neuroscience, some have argued that it is still premature to develop and implement brain-‐based 

learning packages and educational programs? Is the problem within the research itself, or does it 

mainly have to do with the translation of research into educational policy and practice? 

An inherent limitation of educational research itself is that education is highly context-‐ 

dependent. For researchers working in school settings, it is difficult to control all the class-‐, 

school-‐, and community-‐level variables which may contaminate the results and limit their 

generalization beyond the particular circumstances of the study. Educational research designs 

should do justice to these context-‐dependencies. 

15


As for the translation of research, the crucial question is how cognitive neuroscience can inform 

and improve education and vice versa. There is a growing awareness that we should build more 

and better research-‐school collaborations between researchers and practitioners (e.g. Stein & 

Fisher, 2011). Within these collaborations, researchers should help teachers to become more 

“literate” in neuroscience, and teachers should help researchers to become more “literate” in the 

issues and problems related to classroom practice (Ansari et al., 2011). In general, one of the 

goals is to replace the “neuromyths” which have become accepted in education by evidence-‐ 

based theories of learning on which the educational practices can be based upon. The workshop 

will also further elaborate on the concept of “evidence” in evidence-‐based educational practice. 

The key question which will be addressed in the workshop builds upon the answers to the 

previous questions but this time it is about the future rather than the past: How do we build the 

bridges between cognitive neuroscience and education? Can we identify some general principles 

and mechanisms? The workshop will discuss some of the conceptual and methodological 

frameworks which are proposed to guide the construction of these bridges. For example, models 

of educational intervention research might include a randomized “classroom trials” link – 

modeled after the “clinical trials” stage of medical research – between the initial development of 

an intervention and the implementation of it (Levin & O’Donnell, 1999). 

PDC.1.3. Structural Equation Modeling: Basic workshop 

Professional Development Course, 13.30-‐15.00, Room: VG CIP-‐Pool 

Dylan Molenaar 

Meet Ricardo: Ricardo is a PhD student studying the circumstances in which people comply to 

‘sensation seeking’ (e.g., bungee jumping, karaoke singing, binge drinking, etc.). Currently, 

Ricardo is interested in investigating whether sensation seeking can be predicted from the 

personality attribute ‘extraversion’ (e.g., being outgoing, enjoying company, enjoying parties, 

etc.). To investigate this, he designed a study in which he administered a questionnaire that 

measures the tendency to comply to sensation seeking, and he administered an extraversion 

questionnaire. After a long period of data collection, he started his data analyses. To address his 

question whether sensation seeking can be predicted from extraversion, he first took the 

summed item scores on both the sensation seeking questionnaire and the extraversion 

questionnaire. Next, he submitted these scores to a regression analysis in SPSS and observed 

whether the regression was significant. Unfortunately, it was not... End of the story for Ricardo. 

In this workshop you will learn what Ricardo could have done to address his question in a more 

appropriate way, possibly resulting in more favorable results concerning his hypothesis. 

Specifically, you will learn that analyzing summed item scores is a suboptimal way to infer 

relations among theoretical constructs. In the workshop, a more explicit and appropriate 

statistical approach will be discussed. This approach goes by the name Structural Equation 

Modeling (SEM). 

SEM is a highly flexible technique that enables statistical modeling of relations among a set of 

variables. For instance, in the case of Ricardo, a SEM analysis would require him to set up an 

appropriate measurement model for both ‘sensation seeking’ and ‘extraversion’ and specify the 

hypothesized relations among them. This workshop focusses on these aspects of SEM, i.e., 

measurement models, structural models, hypotheses tests, model fit, and model modification. 

After the workshop you will be able to analyze data similar to those of Ricardo using the Mplus 

program, and thus become more successful than Ricardo! 

16


PDC.1.4. Qualitative Synthesis in Educational Science 


Floryt van Wesel 

Aggregating quantitative research results on a certain phenomenon has proven to be very useful 

is answering research questions concerning “What works?” Such summary studies are called 

‘meta-‐analyses’ and they are quite popular in the field of medicine. In these studies the core 

consists of calculating a main effect size of studies investigating the same phenomenon under 

roughly the same conditions. Aggregating qualitative research for answering questions such as 

“How does it work?”, “Under which circumstances?”, and “For whom does it work?”, however, 

are less commonly conducted but gain in popularity. As qualitative research focuses on the 

perspectives, needs, and experiences of a certain target group, such research is often small-‐ 

scaled and context-‐bound. However, systematically synthesizing the results of such studies may 

result in knowledge a single study can never provide. As such, an integrative study covers more 

samples and more dimensions of the topic of interest. 

In this workshop we will explore the possibilities of qualitative synthesis within the field of 

Educational Science. In order to conduct such a synthesis study several steps need to be taken. 

The first step concerns the formulation of a review question to anchor the area of interest. The 

second step involves retrieving the primary articles. In this step the search strategy and the 

inclusion criteria, as well as a further determination of the review question will be dealt with. 

The third step is optional and involves quality assessment of the included studies. In the fourth 

step the included articles are coded for their study characteristics and the study results are open 

coded. These codes form the basis for the analysis in the fifth step where the found codes are 

demarcated, clustered and reorganized. In the final step the observed patterns and themes are 

reported. All steps are emphasized on in the workshop, giving the participants the opportunity 

of looking at qualitative research differently, from a meta-‐perspective. 

17



15:15-‐16:15 

PA.1.1. Self-‐Assessment in Teacher Education 

Paper Session, 15.15-‐16.15, Room: VG 1.30 

Chair: Stephanie Herppich 

Measuring the effect of educational processes in teacher induction on self-‐assessed 

competencies of newly qualified teachers 

Eva Anderson-‐Park 

In the last decade, Germany has witnessed numerous heterogeneous reforms in teacher 

education. In 2006, the teacher induction program in the German constituent state of Hesse was 

reorganized. While before, the curriculum was organized in more comprehensive units, it is now 

divided into independent, competence-‐specific modules. 

From September 2004 through September 2008, an evaluation study was conducted by the 

German Institute for International Pedagogical Research assessing all teacher induction 

institutions once before and once after the reform. Amongst other things, organizational and 

qualitative preconditions of teacher induction were examined. The study surveys the different 

status groups within the teacher induction program: newly qualified teachers (NQTs), teacher 

trainers (TTs) and mentor teachers (MTs). This paper focuses on the first group only. The 

sample includes 4,203 NQTs in the last three semesters of the program. 

The theoretical model underlying the study follows the general idea that educational outcomes 

are based on processes of supply and utilization. In accordance, the paper examines the effect of 

quality indicators of educational processes of the teacher induction institutions on self-‐assessed 

instructional competences in the context of modularization. 

Task fulfillment of TTs /MTs and opportunities to learn are analyzed as exemplary supply 

variables, utilization of social resources and learning strategies as exemplary utilization 

variables. Separate estimations for the three main tracks of German education are computed. 

The results show that supply as well as utilization variables have an effect on instructional 

competencies for NQTs specializing for higher secondary education. For the other tracks, results 

were not as straight forward. A highly significant effect of OTL on instructional competencies 

was found for all tracks, however. 

Using rubrics or not. The effects of self-‐assessment on self-‐regulation, performance, self-‐ 

efficacy and calibration 

Ernesto Panadero 

& Margarida Romero 

The objective of this study was to compare the effects of situations in which self-‐assessment is 

conducted using rubrics and situations where no specific self-‐assessment tool or guidance is 

used. 218 third year pre-‐service teachers were assigned to either non-‐rubric or rubric self-‐ 

assessment while designing a conceptual map. Then they assessed their own maps. The 

dependent variables were self-‐regulation measured through a questionnaire and an open 

question on learning strategies use, performance based on the score given by an expert, self-‐ 

efficacy evaluated with an 8 item scale and calibration comparing their scores with the expert’s. 

Results showed that the rubric group reported a higher use of learning strategies, performance 

and calibration. However, the rubric group also reported more problems coping with stress and 

higher performance/avoidance self-‐regulation that is detrimental for learning. No differences 

18


were found in self-‐efficacy. Implications of these results are discussed in more detail in the 

study. 

PA.1.2. Exploring and Measuring Informal Learning 


Chair: Katerina Bohle Carbonell 

Development of a Measurement Instrument for Informal Learning Activities 

Birgit Luger 

To support informal learning activities at work it is necessary to find out what learning activities 

occur at work. For researching this, a measurement instrument is required. In a first step a 

theoretical framework and conceptualization of learning activities at work were developed. 

Informal learning at work needs a trigger and is understood as carrying out learning activities 

and reflection about these activities and outcomes. The main question is: How can informal 

learning activities at work be measured? To answer this question several steps have to be done. 

As a first a conceptualization of informal learning activities has to be done. On basis of this 

implications for operationalisation and measurement are derived. In a next step the theoretically 

assumed dimensions were tested empirically. Furthermore, the instrument was tested on 

reliability and validity. The sample consisted of employees of several companies (N=245). The 

questionnaire can be used for identifying learning activities at work. For companies it is 

important to know how employees learn informally and to be able to support these learning 

activities in daily working life. 

Out of the box thinking by allowing it in -‐ an explorative research on the occurrence of 

informal learning within formal adult education. 

Jeltsen Peeters 

Lifelong learning contains both formal and informal learning processes that overlap as well as 

interact. In contrary to actual educational practices, research and policy tend to separate both 

learning processes. Whereas formal learning processes are commonly studied within school 

contexts, informal learning is usually expelled to extra-‐curricular activities and the work and 

social environment. Informal learning encompasses self-‐directed, incidental and tacit learning 

and tends to be overlooked because of its ordinariness and taken-‐for-‐granted nature. 

As schools are primarily committed to people’s learning, this paper questions why they would 

only pay limited attention to the enormous amount of students’ informal learning. Hence, this 

study aims at enlarging the insight in informal learning within formal education by conducting 

in-‐depth interviews with 15 students, two teachers, and two program coordinators of an adult 

education program. The above-‐mentioned operationalization of Schugurensky into three 

different types of informal learning was applied as a sensitizing concept guiding the inductive 

data collection and analysis. 

Students displayed a diverse array of informal learning outcomes and ways of learning, such as 

the informal and hidden curriculum, spontaneously teaching one another, observations, 

experiences, and small talks. Moreover, informal learning in the program enriched and 

complemented formal learning and eventually supported formal adult education to reach its 

objectives, since the engagement in informal learning processes facilitated certificate 

achievement and personal, social, educational and professional improvements. 

Although informal learning should and cannot be manipulated, the results of the present study 

suggest including it within formal education. Recognizing one’s own informal learning processes 

proved to be an empowering experience and influenced formal education. Furthermore it 

encouraged further learning, moving lifelong learning one step closer to reality. 

19


PA.1.3. Capital and Educational Outcomes: Immigrant Issues in Education 


Chair: Birgit Heppt 

Familial process conditions of academic achievement in consideration of heterogeneity 

Valérie-‐D. Berner 

Benbow, Alison, E. F., Hartinger, Andreas, Scheunpflug, Annette, & Dresel, Markus 

International and national comparative studies such as PISA, IGLU or TIMSS point out that there 

is a close relationship between students` academic success and their social class as well as their 

ethnic origin. In Germany this relationship is an especially close one compared to other 

countries. While this relationship between social and ethnic background and academic outcomes 

is well documented, there are theoretical and empirical research deficits concerning the 

responsible processes. So far there are barely any results on -‐ how motivational differences 

between students of various backgrounds are related to differences in parental expectations, 

beliefs and response. 

It is the aim of the PhD-‐Project “MigS” (“Analysis of Family Processes of the Academic Success of 

Students with Migration background and/or low Socio-‐economic Status”) to focus on the link 

between family processes and students` individual learning processes and academic outcomes, 

which allows conclusions on how educational disparities evolve. Against this background the 

concept of motivational practice of parents is introduced, which is applied to explain social 

disparities in academic outcomes. 

This contribution presents the results of two quantitative studies. One study was carried out in 

4th grade of German primary level, the second study in grade 7 to 10 of secondary level. Besides 

students` motivation to learn, and students` achievement motivation, the relevance of parental 

beliefs, reactions, and values which are important for motivation, were measured. 

It could be shown that the relationship between academic outcome and social background is 

mediated by parents’ motivational practice. The results are discussed in the light of their 

theoretical and practical relevance. 

The End of Compulsory School for Migrants: One More Year for Low-‐Track Students 

Joelle Latina 

Using a typology based on different forms of capital (financial and human, social, and political), 

we focus on migrant integration into the Swiss schooling system, as expressed by their track 

choice at the upper-‐secondary level. In particular, we examine whether school transitions of 

children from certain migrant communities are negatively affected by a lack of social capital and 

estimate for this purpose a reduced-‐form multinomial logit, using longitudinal data from the 

Canton of Geneva (Switzerland), for the period 1993-‐2007. While differing substantially 

between high-‐track and low-‐track students, results confirm that social capital matters 

independently of human and financial capital and, while affecting all students, the impact of a 

lack of social capital is higher on high-‐track students. In addition, we find that among low-‐track 

male students, recent migrants are disadvantaged, compared to natives and first-‐wave migrants, 

as they are, ceteris paribus, more often oriented toward non-‐certifying remedial education. 

PA.1.4. The Teacher and The Learner in Special Needs Education 

Paper Session, 15.15-‐16.15, Room H25 

Chair: Gregor Maxwell 

How do educational needs of SEN-‐students relate to child characteristics? A quantitative 

study on teacher perceptions in Dutch mainstream primary education 

20


Marjon Bruggink 

Sui Lin Goei, & Hans Koot 

(Inter)national (research) literature in educational psychology has focused on special 

educational needs (SEN) from a viewpoint of within-‐child characteristics, child deficits, 

assessments and resource allocations for many years. Nowadays, especially in The Netherlands, 

there is a tendency towards a more educational and functional emphasis of SEN by linking 

educational needs to educational goals, starting from a teacher perspective. This perspective 

defines SEN-‐students as “students who are in need of more support to meet the educational 

goals that have been set for them”. Although this perspective has been pleaded for in recent 

debates, little empirical research has been done so far. Therefore, data of 92 SEN-‐ students were 

collected in mainstream primary education in the Netherlands. First, a recent developed and 

validated quantitative questionnaire measuring educational needs (SEN-‐Q) was filled out by 

teachers, measuring four types of educational needs. Second, validated questionnaires were 

used to measure characteristics of SEN-‐ student’s task-‐oriented behavior (BRIEF), teacher-‐ 

student relationships (LLRV), classroom behavior (PBSI) and scholastic achievement 

(mathematics and reading). Mean scores (SD) on the SEN-‐Q are being compared between boys 

versus girl and high versus low-‐achieving SEN-‐students. Second, correlations were computed 

between raw scale scores on child characteristics (task-‐oriented behavior, teacher-‐student 

relationships and classroom behavior) and their educational needs (need for structure, 

didactical support, emotional support and peer support). Results are being discussed in terms of 

classified special educational needs versus specific educational needs as perceived by the 

teacher and implications for further research are given. 

Numerosity Processing, Visuo-‐Spatial and Conservation Abilities in Elementary School 

Children with Mathematical Learning Disabilities 

Katharina Lambert 

& Birgit Spinath 

The present study investigated the association of mathematical abilities and numerosity 

processing as well as visuo-‐spatial and conservation abilities in elementary school children. The 

Piagetian Volume Conservation Task and Three-‐Mountain-‐Task were used to examine 

conservation and visuo-‐spatial abilities. In addition, IQ and the speed of numerosity processing 

were assessed. The ananlysis of N = 222 second-‐, third-‐ and fourth grades showed a high 

correlation of mathematical abilites with IQ and these abilties as well as speed of numerosity 

processing. 44% of the variance of mathematical abilities could be explained by all variables. 

Relative weights analysis revealed that IQ, visuo-‐spatial abilities and speed of numerosity 

processing were the most important predictors. Children with a mathematical achievement 

below the 25th percentile exhibited a significantly lower understanding of the conservation 

principle throughout all grade levels. Second-‐graders had a lower level of understanding of this 

principle, of visuo-‐spatial abilities and numerosity processing speed than did third-‐ and fourth-‐ 

graders who did not differ significantly from each other. The results are in line with the 

assumption that mathematical abilities are connected to visuo-‐spatial and conservation abilties 

as well as to numerosity processing speed. Furthermore, the use of the Piagetian tasks might 

contribute to the understanding of the underlying deficits of mathematical learning disabilities. 

Further research is required to examine the causal relationship between mathematical 

achievement, visuo-‐spatial and conservation abilities and speed of numerosity processing. 

PA.1.5. Foreign Language Teaching: Strategies and Performance 

Paper Session, 15.15-‐16.15, Room: H26 

Chair: Erlijn van Genuchten 

21


Improving English Speaking Performances and Self-‐confidence through Multilingual 

Education 

Marrit Jansma 

Edwin L. Klinkenberg, René J.J.M. Jorna, & Greetje van der Werf 

The study presented in this paper, focuses on the effect of multilingual primary education on 

English oral language competences and the level of self-‐confidence when speaking in English. 

An increasing number of schools start trilingual education programmes, where besides the 

majority and the minority language a foreign language (English) is instructed (Ytsma, 2001). 

Regarding previous research can be hypothesized that there is more positive transfer when 

pupils, who already are educated bilingual, learn an additional language (Brohy, 2001; Cenoz 

and Genesee, 1998; Cummins, 1987). In addition, because of the usage of the different languages, 

their self-‐confidence in speaking the foreign language can increase as well (Dewaele, Petrides 

and Furnham 2008). When this is applied to the multilingual language situation of this study, it 

could be that pupils of multilingual schools have advantages when learning English. 

In a cross-‐sectional comparison, we tested whether trilingual education indeed enhances English 

speaking performances and self-‐confidence. The study includes monolingual, bilingual and 

trilingual schools with a total of 600 participating pupils from 4th till 6th grade (age 9-‐12). 

Pupils’ English vocabulary and oral language competences were tested. In addition, the amount 

of encouragements made by the experimenter and total amount of time when pupils speak in 

English was measured. 

We found that pupils of trilingual schools, 9-‐11 years old, have larger English vocabulary and are 

better English speakers compared to pupils of monolingual and bilingual schools. However, 

when the pupils are 11-‐12 years old, this advantage seems to disappear. Furthermore, instead of 

what was expected, pupils of bilingual schools needed the least encouragement and amount of 

time to speak in English. The presentation will give more details of the results and will discuss 

possible explanations of the results. 

Second-‐Language Teacher Judgment: Accuracy, Moderators, and Consequences 

Mingjing Zhu 

The study examines the accuracy, moderators, and psychological consequences of second-‐ 

language teacher judgments of students’ English skills. Sixteen English teachers assessed English 

competencies as well as motivational and emotional characteristics of 505 Chinese fifth-‐grade 

students. Students completed a standardized English test and a self-‐report questionnaire on 

motivation and emotion. The results show that teachers could judge the rank order of students’ 

achievement and motivation very well but were not good at judging students’ test anxiety. 

Multilevel modeling reveals that student gender and achievement level moderated the relation 

between teachers’ judgments of achievement and student achievement. Moreover, teachers 

overestimated students’ actual level of achievement. Underestimated students in comparison to 

overestimated students, despite of obtaining the same achievement, had lower self-‐concept, 

lower self-‐efficacy, and felt more test anxiety and shame. Even though second-‐language teacher 

judgment is fairly accurate, teacher’s misjudgment of student achievement is related to serious 

motivational and emotional consequences. 

Coffee/Tea 

16:15-‐16:45, Foyer Ground Floor 

22


Roundtable Sessions 

16:45-‐18:15 

RO.1.1. Learning Trajectories in Higher Education 

Round Table Session, 16.45-‐18.15, Room: VG 0.04 

Chair: Anett Wolgast 

A multilayered development path 

Katerina Bohle Carbonell 

R. Stalmeijer, M. Segers, & J. van Merrienboer 

Changes in the work environment require universities to reconsider the learning environment 

they offer. Two important changes relate to the organization of work around teams and the 

greater volatility in professional knowledge and tasks. In order to prepare graduates for this 

work environment, universities need to stimulate their abilities to work in a team and put them 

on the path of adaptive expertise. This implies that learning should happen in two related layers: 

Individual learning to become adaptive professionals and team learning to become efficient 

team workers. 

The paper presents a learning model which takes those two layers into account. The individual 

layer, considered to be the core of the learning sphere, describes how adaptive expertise can be 

developed through the mastery of divergent and critical thinking. The next layer of learning, 

team learning, provides the social context in which individual learning happens. Events related 

to team learning influences the development of individual learning and thus if individuals will be 

able to develop into adaptive experts. 

In order to test this model, three questionnaires have been developed to measure the concepts 

within the individual learning layer. These have been distributed to a test population. In a 

second pilot, the complete learning model will be tested. A method is being thought to measure 

the interaction between individual and team learning. 

Student Journeys into International Higher Education 

Paul Gilliam 

The paper takes a new approach into how international students selected their United Kingdom 

(UK) University. The strategic importance of income generated by international students to UK 

colleges and universities is documented but this research is primarily focused on the students’ 

reflection of their higher educational experience. Interviews will be held back in the student’s 

home country. Students will be selected, using purposive sampling, from different cultures and 

from differently ranked UK Universities This qualitative research methodology study uses 

narrative inquiry. The objective is to allow individual students to tell their personal stories of 

their expectations before and after their studies as well as their views on the benefits and 

limitations of UK higher education. A key objective is to develop new approaches to measuring 

student satisfaction primarily from a pedagogic viewpoint to aid curricula development. Its 

findings should also be of interest for marketing purposes and could well have conclusions that 

can form the basis of wider research. Views from employers of returning students will also be 

sought. Early research in the UK is confirming that the approach should yield important new 

insights. The researcher became the Academic Leader of Asia’s first University campus in 

London in 2007, following a career in teaching and management at a leading UK University. 

Professional marketing and management experience in industry and higher education together 

with ongoing teaching and pastoral care of international students supports this researcher’s 

reflexive study. The new social media come in for close examination and the paper introduces 

some thoughts about their true significance in the influencing or decision making process, even 

likening them to the coffee houses that dominated C17th and C18th Century life in London and 

23


many other cities. Universities recruiting international students should find the results from this 

approach interesting. 

Disentangling First-‐Year Students’ Interest in Science 

Sara Muskatewitz 

& Manfred Prenzel 

During their first year of study, science students show as well a decrease of interest in their 

discipline, as a rather high drop-‐out rate. Facing this challenge, TU München introduced an 

innovative propaedeutic study program with an interdisciplinary science curriculum of two 

semesters. It helps to clarify interests and offers orientation with regard to a safe subsequent 

academic decision. Within the evaluation of this pilot project the development of students’ 

interest profiles shall be monitored. Given the opportunity to collect data from regular Bachelor 

students of life-‐sciences, the initial small sample could be extended considerably. 

This study aims (1) to investigate how students’ interest in science at the beginning of their 

studies can be described and modeled considering the multidimensional character of interest, 

and (2) to examine the development of students’ interest profiles after their first year of study. 

Therefore, our instrument particularly focuses on the topological content structure of science 

interests differentiating three dimensions of interest and four disciplines of science. A close look 

is taken at the relationship between interest and relevant individual prerequisites (educational 

background, academic and occupational motivation, science-‐related self-‐beliefs, achievement). 

Results are expected to confirm the multidimensional model of interest, as well as assumed 

relations with individual prerequisites. A latent-‐class-‐analysis is conducted to develop a 

typology of students’ profiles. After second data collection in summer semester, developmental 

changes of interest profiles will be analyzed, including the influence of relevant study-‐related 

variables (social and academic integration, perception of teaching and learning environment) 

and assumed effects on achievement and intention to drop out. 

Findings can contribute to a more differentiated picture of the content structure of students’ 

interest in science at higher education and its development that will serve as basis for further 

investigations and may be useful for the development and improvement of science study 

programs. 

RO.1.2. Learning in Informal Settings: Museum Learning 


Chair: Anett Kádár 

Different instructional designs for supporting the learning effectiveness of school field 

trips in museums 

Katrin Neubauer 

Claudia Geyer, & Doris Lewalter 

A basic understanding of science forms the background for responsible personal and social 

decision making. To prepare students for this task, they need to be able to deal with scientific 

topics in a reflective way. In order to do so, they have to use and transfer their scientific 

knowledge. Indeed, studies have shown that it is exactly this application and transfer of scientific 

knowledge that often causes students problems. One way to address this is through application-‐ 

oriented mediation in the shape of informal learning settings like museums. At the moment it is 

still unclear how school field trips should be organized in order to use situational characteristics 

in museums more effectively and to best support learning. 

Based on the traditional, constructivist and problem-‐based learning theory three instructional 

designs with different degrees of activation and structuring were developed for a school field 

trip in the “Deutsches Museum” Munich. The designs were comparatively analyzed concerning 

24


the following research questions: 

1. How do the different instructional designs during the museum visit change the students‘ self-‐ 

estimated level of knowledge concerning three nanotechnological issues? 

2. How do the different instructional designs affect the students’ cognitive learning activities 

during the museum visit? 

a) How are students’ cognitive learning activities and self-‐estimated level of knowledge related? 

b) Which personal characteristics influence this relationship? 

Altogether 133 students of different high schools (9th grade) were interviewed about cognitive 

variables at two times of measurement (before and after the museum visit). Initial results show 

differences between the three instructional designs concerning the self-‐estimated level of 

knowledge in favor of the traditional design. Within the scope of the contribution further 

findings are presented and discussed concerning their applicability on learning in the museum. 

Implicit and Explicit Guidance for Collaborative Learning at the Museum 

Laure Philippon 

The present study is centered on a multi-‐touch table (MTT), which provides museum visitors 

with information concerning art exhibitions. The MTT offers the possibility to assist visitors in 

an either implicit or explicit way to collaboratively engage in meaning-‐making activities. The 

present study investigates which kind of support is needed and how it should be designed to 

foster learning. An explicit instructional support will be designed against the backdrop of 

research on example comparisons and schema acquisition. An implicit support will be designed 

as it is known into the field of CSCL. Both ways of support are based on ontological 

commonalities and differences between exhibits so that the MTT is able to make museum 

visitors aware of the conceptual structure of the assembly of art exhibits. The two kind of 

support will be empirically investigated in this study. 

RO.1.3. Implications of Technology on Learning 


Chair: Sebastian Anselmann 

Developing a computer-‐based game environment for promoting flexible problem solving 

strategies in mathematics 

Boglarka Brezovszky 

Several reviews draw the attention to the lack of empirical evidence-‐based educational games 

and to the methodological flaws of existing studies in this area. These results call for more 

research regarding the effectiveness of games in most of the educational domains. In response to 

this appeal, we are currently developing in our project a computer game for training the flexible 

use mathematical problem solving strategies (Number Navigation Game). Our goal is to create a 

strategy-‐based game with the aim to promote flexibility in mathematical thinking as an adaptive 

expertise. 

The target group of the game is normally performing children between the ages of 8-‐12. In the 

game players navigate in the virtual sea of natural numbers (1-‐100) by using the four types of 

basic operations. In order to assure a meaningful experience from both the point of view of the 

educational content and gameplay, we are continuously playtesting consecutive game versions. 

Data is gathered through several case studies using video recorded observation, screen capture 

of the game play and semi-‐structured interviews. 

The purpose of the pilot studies is two-‐fold. First, we aim to examine and test the efficiency of 

different game rules that can trigger the flexible and optimal use of mathematical operations. 

Second, our goal is to explore different problem solving strategies that emerge during game play 

in order to develop meaningful measures of what a flexible expertise in mathematical problem 

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solving is. Results will be used in order to develop a final game version that will be tested in a 

large scale experimental study starting in autumn 2012. The main topic of the round table 

discussion will be connected to our preliminary findings focusing on game features vs. learning 

goals. 

Pedagogical competencies as a part of professionalism of teachers: the development of a 

measurement instrument 

Stephanie Moser 

Overall objective of this research project is to analyze (non-‐)conscious cognitive processes of 

verbal and visual information processing, their role for multimedia learning, and the genesis of 

learning styles as a result out of implicit learning processes. The possibility to present 

information in different ways can be seen as an advantage of multimedia learning environments 

as they offer the opportunity to respond to the learners’ individuality: learners can directly and 

interactively choose those representations which they find most helpful for learning. The 

present research focuses on multimedia learning environments regarding in particular the 

chance to respond to the learners’ individual learning preferences. Within the field of 

multimedia learning and instruction particularly visual and verbal learning styles (or learning 

types) gained awareness. Yet learning style theory is inconsistent and there is only insufficient 

empirical validation to date, so there is a need for results under clear experimental conditions. 

Furthermore, it is also known that appraisal and attribution processes play a role within 

multimedia learning. Thus, the present research also takes in account effects of appraisal and 

attribution. The present study aims to develop and validate a specific method, an Implicit 

Association Test (IAT) to assess learner’s potential implicit learning preferences. If non-‐ 

conscious learning preferences are relatively fixed dispositions, they may not change, while 

thoughtful learning preferences may be modifiable and change with growing learning 

experiences. These processes are described in a preliminary theoretical framework of learning 

styles formation. 

RO.1.4. Professional Development of Teachers: Instrumentation and 

Measurement 


Chair: Anne Noll 

Learning to Deal with Evidence: Construct Modeling for Test Construction 

Susanne Heininger 

& Manfred Prenzel 

The study aims at developing an instrument for assessing the competence of teachers in dealing 

with evidence. It is strongly recommended to base professional decisions and actions in teaching 

on evidence rather than on personal experience and traditional practice. However, there is a lack 

of assessment tools to measure the current competencies of teachers in dealing with evidence. 

Based on existing tools of the medical and natural scientific contexts we develop an instrument 

assessing the main competencies in evidence-‐based practice: Appraise and apply evidence. Our 

assessment tool consists of text vignettes creating realistic professional situations. Participants 

are requested to make a recommendation for the open-‐ended problem-‐based scenarios based on 

previous knowledge. Subsequently we present specific evidence in the form of four different 

research papers with relevant findings for the respective situation. Participants are asked to 

make another recommendation for the same scenario now based on presented evidence and to 

appraise the quality of presented evidence. For mapping the construct “apply” we classify the 

written recommendations using the approach of construct maps by Wilson (2005). Different 

competence levels refer to the argumentative using of mentioned reasons in the presented 

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evidence. Respondents in the lowest level of competence use no reasons to support their 

recommendations. Respondents in the highest level of competence use all presented arguments 

for their recommendations and go beyond in the form of an individual conclusion. The construct 

“appraise” is mapped by using IRT-‐scaled items to estimate the competencies in appraising 

evidence. The estimated competencies are represented in different competence levels. 

Participants in the pre-‐pilot study will be N=40 pre-‐service teachers. The development of the 

text vignettes and the evaluation method is currently taking place. The assessment instrument is 

supposed to provide the basis for subsequent intervention studies. 

Pedagogical competencies as a part of professionalism of teachers: the development of a 

measurement instrument 

Susanne Sauer 

Regina Mulder 

Aspects such as growing diversity of students, behavioral problems or technological 

developments lead to new challenges for teachers, who are expected to prepare students for 

lifelong learning, flexibility and mobility. To cope with these tasks in a professional way we 

argue that teachers have to take on several roles which were identified by a literature search: 

the teacher as (1) an instructor in the classroom, (2) a developer, (3) a coach, (4) a researcher 

and (5) a lifelong learner. To fulfill these roles teachers need pedagogical knowledge as a basis 

for professional pedagogical activities. To get more insight in this domain a measurement 

instrument is required. Since there is none yet, this project focuses on the development of such 

an instrument. The first step is to answer the following research question: How can professional 

pedagogical activities within the teacher roles be measured? 

As we decided not only to measure pedagogical knowledge but also professional activities within 

the teacher roles it was necessary to create an instrument with cases (N=80) of teachers’ 

everyday life. The cases for each teacher role are operationalised by pedagogical variables 

(cognitive diversity of learner, cultural diversity of learner, media competences and evaluational 

competences). Two interview-‐studies (N=66; 2009-‐2011) and a pilot-‐study (N=70; august-‐ 

december 2011) were carried out to increase the quality criteria and to accomplish the coding 

system. Result of these studies will be a set of measures with a coding manual to assess teachers’ 

pedagogical professionalism. 

RO.1.5. Effectiveness in Teacher Training Programmes 


Chair: Veronika Leichner 

Pre-‐service Teacher Candidates’ Decisions within a Two-‐Step Admissions Procedure 

Franziska Frost 

Tina Seidel, & Manfred Prenzel 

Selecting appropriate candidates for teacher education programs has become increasingly 

important in recent years. Apart from cognitive criteria, there is a growing interest in 

considering motivational and personal criteria. Since universities in Germany granted greater 

self-‐determination in selecting their students, new admissions procedures resulted. Up to now, 

little is known about consequences of new admission approaches to teacher education. 

Using the example of the TUM School of Education’s (Technische Universität München, 

Germany) admissions procedure, this study investigates individual and procedural influences on 

applicants’ decisions to enroll (or not) in the teacher education program. The admissions 

procedure is two-‐step: either direct admissions on the basis of excellent school grades or, if a 

certain threshold is not reached, admissions through personal interviews. The main questions 

are: (1) To what extent do pre-‐service teacher candidates’ (PSTC) decisions for enrolment 

27


depend on cognitive, motivational and pedagogical prerequisites? (2) How does the admission 

track influence the applicants’ decisions for versus against an enrolment? (3) In what way do 

both effects interact with each other? 

Our approach is a systematical analysis of a complete cohort (N = 247) of PSTCs’ application 

documents: Content analyses of letters of motivation give information on the applicants’ study 

motives. Curriculum vitas are used to assess previous experiences in pedagogical fields and final 

school grades serve as cognitive criteria. Latent Class Analysis (LCA) are planned to identify 

subtypes of PSTC. Via Chi-‐Square-‐Tests the occurrence of various PSTC subtypes will be 

monitored for different groups within the admission procedure (e.g. direct admission enrolment 

vs. direct admission dropout). At the round-‐table first results and methodological alternatives 

will be discussed. 

Declining Academic Performance of Student Teachers? The case of Germany 1977-‐2009 

Martin Neugebauer 

As teachers rank among the most important school inputs that shape student learning, 

recruiting competent teachers is a central goal in literally all educational systems. However, a 

number of researchers have shown that in recent years the brightest students – at least those 

with the highest test scores or grades – are less likely to enter teaching. In addition, evidence 

suggests that the ability to attract the brightest into becoming teachers has been declining for 

years in a number of countries. While it is clear that academic performance at the end of high 

school is a very poor proxy for later teacher competencies, it is nevertheless a troubling fact that 

the academically best performing students are becoming less likely to enter teaching. This paper 

investigates whether such a decline can be detected in Germany as well, where the teacher 

labour market situation has fluctuated substantially over past decades. In a first step, the 

changing attractiveness of the teaching profession is evaluated in terms of labour market 

returns. To this end, data from the German Microcensus is employed, which enables me to assess 

the changing net earnings and unemployment risk of teachers in comparison to other academic 

jobs. In a second step, the impact of changing labour market conditions on the composition of 

student teachers is assessed. Using repeated cross-‐sectional student survey 

data, spanning first-‐year student cohorts from 1977 to 2009, I document that the best upper 

secondary school graduates today are less likely to become student teachers than 30 years ago. 

Career entry of traditionally and alternatively trained teachers 

Andrea Zimmerli 

Beginning teachers are subject to various researches in the context of teacher education and 

teacher induction. Many beginning teachers face severe professional and personal problems 

when they first teach. To master the typical challenges of this phase of professional life is 

essential to future professional development and success, job satisfaction and general wellbeing. 

Due to the current concerns regarding a shortage of qualified teachers in Switzerland, 

alternative teacher certification programs are being created. In recent years an acute shortage of 

qualified teachers has led to the employment of unqualified or alternatively qualified individuals 

in school teaching also in countries as Germany, the United Kingdom and the United States of 

America. The implementation of alternative teaching programs is accompanied by a discussion 

about teacher professionalism, teacher proficiency and quality in teacher training. Research 

findings illustrate differences in quality of teaching and instruction between traditionally and 

alternatively qualified teachers. Research findings show also various aspects of different 

programs, but provide little information about how alternatively certified teachers cope during 

induction phase. Particularly because alternatively qualified teachers take the same 

responsibility and tasks as traditionally trained teachers. 

The main focus of this thesis is to analyze the matter of differences between alternatively and 

traditionally qualified teachers during the career entry phase. It will seek to resolve whether 

28


traditionally and alternatively qualified teachers gain the same experiences during this phase or 

if their experiences and problems differ depending on variances in teacher training and 

biographical aspects. 

RO.1.6. Perspectives on Learning Processes 


Chair: Harry Nejad 

The Transfer Effects of Learning an Instrument in Conservatory Students 

Zsuzsa Buzas 

My research topic is about the effects of learning an instrument in conservatory students. The 

first researches in this area in Hungary were started in 1916 by Revesz, who made a study of a 

young Hungarian pianist, Nyiregyhazy. Gyulay (1936) examined 400 children how music effects 

their psychic world. The works of Kokas, Barkoczi and Pleh in the 1970es have great 

significance; they were about the transfer effects of music and the importance of everyday music 

learning in children’s personality. 

During the last century several models were introduced in connection with musical abilities. The 

first best known measurement of musical skills is the Seashore Tests of Musical Ability from 

1919. The vast of these tests measure rather musical talent, then musical abilities. It was Erős, 

who (1993) created the model of basic musical skills. She separated five musical dimensions and 

distinguished four types of information-‐giving in musical communication. 

Playing a musical instrument can have beneficial effects on cognitive abilities, as well. The 

strings e.g. demand discipline, advanced memory or concentration. These skills partly refer to 

special musical skills but partly they contribute to the improvement of the general conditions of 

personality. 

The purpose of my investigation is to analyze the transfer effects of playing an instrument in 

conservatory students and to find connection between musical ability and personality. My 

hypotheses are that there are effects of Kodály’s Concept on the development of intellectual 

processes and on personality and correlation exists between creativity and intelligence 

increased by musical education. 

It is now clear from research studies that music training enhances the detailed and skilled motor 

movements and contributes to the positive development of the human brain. 

As a practicing music teacher I have the opportunity to rely on my own experiences and test the 

theoretical results. 

Tacit knowledge assessment in early science education: A new horizon in learning and 

instruction? 

Michael Hast 

Children come to science classes with prior knowledge about the physical world, constructed on 

the basis of their everyday experiences. This knowledge often differs from scientific conceptions 

and needs to be changed throughout the course of education. Given the recent evaluations of 

PISA and TIMSS, working on new approaches to assessing science topics may be crucial in order 

to improve teaching and learning. One approach is that of tacit knowledge assessment. Recent 

research on object motion has shown that children display two forms of knowledge about 

dynamic events. While children make explicit predictions that are incorrect they are able to 

correctly identify natural and non-‐natural events on the basis of underlying tacit expectations. 

This distinction has been shown to be helpful in modifying relevant concepts in the classroom by 

encouraging dissatisfaction with own predictions – a key element in conceptual change theory. 

Long-‐term benefits are not known, though. Can this distinction successfully be applied to other 

areas of science education? One specific suggestion is offered: floating and sinking of objects. A 

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sample study will be introduced to demonstrate the approach for this new area. Additional 

questions are being raised, though. Firstly, are there further aspects in science that can be 

considered? Secondly, can the distinction be useful in the learning of other subjects with 

underlying rules, such as mathematics or grammar? And finally, what is the best approach to 

introduce this approach into teaching curricula? It is hoped that by finding answers a successful 

conceptual change program can be developed, providing beneficial experiences for children and 

teachers, and thus providing a new horizon in overall learning and instruction. 

Stability and Change in Achievement Goals and Transfer 

Erkka Laine 

& Andreas Gegenfurtner 

Achievement goal orientations represent an important theme in contemporary training 

research. Typically, the literature conceptualizes achievement goals in 2 X 2 dimensions (Elliot, 

1999; Fryer & Elliot, 2007), consisting of mastery-‐approach goals (when we have the goal to 

attain task-‐based or intrapersonal competence), mastery-‐avoidance goals (when we have the 

goal to avoid task-‐based or intrapersonal incompetence), performance-‐approach goals (when 

we have the goal to attain normative competence), and performance-‐avoidance goals (when we 

have the goal to avoid normative incompetence). There are theoretical reasons to expect both 

stability and change in achievement goal orientations. On one hand, reasons to expect stability 

lie in the hierarchical nature of achievement motivation and in the nature of continued goal 

pursuit (Elliot, 1999; Fryer & Elliot, 2007; Tuominen-‐Soini, Salmela-‐Aro, & Niemivirta, 2011). On 

the other hand, reasons to expect change lie in the multiple types of change that may take place 

in goal commitments, goal intensifications, and regulative striving (Fryer & Elliot, 2007). This 

paper aims to discuss the influence of achievement goals on transfer as a function of 

measurement time. The purpose of the study is to test the research question: “What kind of 

changes take place in achievement goals and transfer over time?” The present study uses meta-‐ 

analytic techniques to inquire whether achievement goals, after controlling for sampling error 

and error of measurement, exhibit variance or invariance as time after training unfolds. The 

literature for this study was searched in three web databases using suitable keywords. In 

addition, a manual search of journal issues covering a 25-‐year period (from January 1986 

through December 2010) was conducted. A total of k = 28 independent data sources from 

articles, book chapters, conference papers, and dissertations that contributed at least one effect 

size to the meta-‐analysis were included in the database. Total sample size was N = 4,394 

participants. 

RO.1.7. Enhancing Teacher Trainees’ Competences 


Chair: Valérie-‐D. Berner 

Do Pre-‐Service Teachers Rate their Competences Realistically? A Study about the 

Relationship between Pre-‐Service Teachers’ Professional and Teaching-‐Related Self-‐ 

Concepts 

Gloria Jahn 

Tina Seidel, & Manfred Prenzel 

Cognitive criteria (e.g. final school grades) still dominate the admission procedures to teacher 

education programs in Germany. However, pedagogical prerequisites become more and more 

important. Most universities offer self-‐assessment tests for pre-‐service-‐teacher candidates to 

support them in their decision making process. These tests contain questions about motivation, 

interests and conceptions about teaching abilities. However, it is not clear to what extent pre-‐ 

service teachers’ self-‐assessment corresponds to their actual competences. Therefore, this study 

30


focuses on teaching-‐related self-‐concepts. In detail we are analyzing the accuracy of educational 

and diagnostic self-‐concepts as well as teaching related ability beliefs of pre-‐service teachers. In 

order to use a reference base proximal to classroom action, we assessed pre-‐service teachers’ 

professional vision of classroom situations, which serves as an indicator for professional 

competence of teachers. The purpose of this study is to gain profound knowledge about pre-‐ 

service teachers, who tend to over-‐ or underestimate their educational, diagnostic and teaching 

abilities. Thus, we address the following research questions: (1) How prevalent are inaccurate 

teaching-‐related self-‐concepts of pre-‐service teachers with regard to their professional vision? 

(2) Is it possible to predict inaccurate teaching-‐related self-‐concepts referring to other 

characteristics of the teacher personality? 

Data of 163 pre-‐service teachers (73.6 % female) from twelve German universities were 

collected. Multivariate regression analyses showed that maximal 9 % of variance of professional 

vision could be explained by teaching related self-‐concepts (F(3, 104) = 3.23, p = .03). This low 

explanation of variance supports our hypothesis that there are pre-‐service teachers with 

inaccurate teaching-‐related self-‐concepts. Currently, latent class analyses are being conducted to 

identify pre-‐service teachers’ profiles. The results will be available to be presented at the JURE 

2012 conference. At the roundtable discussion we particularly hope to receive feedback on the 

prediction of inaccurate teaching-‐related self-‐concepts. 

Virtual Cognitive Apprenticeship in Teacher Education 

Fabian Jobst 

The paper discusses possibilities of implementing cognitive apprenticeship as an instructional 

design in a hybrid learning environment focusing on the first step ‘modeling of excellence’ by 

means of video-‐graphed model experts who annotate their behavior (‘aloud thinking’). A general 

goal of the study is to construct and evaluate an instructional design that tap the full potential of 

innovative digital media while diminishing its immanent disadvantages by a careful 

conceptualization of the learning process and by embedding it into a conventional (‘face-‐to-‐ 

face’) instructional design (hybrid learning environment). Planned and to be discussed research 

questions address the adequate development of video-‐based expert models, the enabling of 

interactivity, the effectiveness compared to conventional media (text-‐based) and the 

preconditions and moderators of learning effects. Subjects are teachers in higher education 

(university of education in Baden-‐Württemberg, Germany) which are on the threshold of 

becoming professional novices. 

Modelling teacher competencies for effective collaborative learning in mathematics 

Michael Wiedmann 

& Celia Kaendler 

Collaborative learning is a well-‐researched instructional approach that has been shown to be 

highly effective and often superior to individual learning. However, this effect depends on 

designing the collaboration carefully, considering factors such as group size, group composition, 

prior experience with collaboration, and learning goals. These factors influence how the groups 

will interact (e. g., giving and receiving tailored explanations), which in the end determines the 

fruitfulness of the collaboration. 

Teachers need to be aware of these factors in order to design, monitor, and support student 

collaboration successfully. The aim of our research is to develop a model that describes teachers’ 

competencies required for Implementing Collaborative Learning in Mathematics (ICLM), to 

develop corresponding instruments for measuring ICLM competencies, and to develop a training 

to increase them. The model draws on state of the art research to inform three major 

components of teachers’ ICLM competencies: planning collaborative situations, monitoring 

student interactions online, and supporting beneficial collaborative behaviors. The model 

postulates that these competencies build on teachers’ general pedagogical knowledge, content 

31


knowledge, and beliefs. 

Since teaching with collaborative learning methods is usually not explicitly targeted in German 

teacher education, additional training is needed to create a sound knowledge base for ICLM 

competencies. This training will be administered to pre-‐ and in-‐service student teachers in 

mathematics. ICLM competencies will be assessed before and after the training. The measuring 

instruments will utilize video vignettes, text vignettes, and lesson planning artifacts to provide 

context to which the competencies can be applied to. 

RO.1.8. Influences on Learning in the Workplace 


Chair: Ilona Friso-‐van den Bos 

Complexity of work task and its effect on learning at work 

Katrin Ketterl 

& Regina H. Mulder 

Not only formal learning leads to acquirement of vocational competence, but also learning at 

work does as current research results indicate. Despite of the existing research on learning at 

work the question about what characteristics of the work hinders and fosters learning at work 

remains open. Thus, the research question is: To what degree do work characteristics foster or 

hinder learning at work? Hereby, the focus lies on task complexity and social support. Complex 

tasks comprise incomplete specifications of problems, require decision during the process, can 

be solved by different strategies and have not one solely solution. Social support is 

operationalized by (1) knowing what that persons knows (2) trust in what that person knows, 

and (3) trust in the person.This question will be answered based on the results of a cross 

sectional study conducted in the field of software developing in June 2012. Software Developer 

(N = 100) will fill in standardized online questionnaires about complex triggers for learning at 

work (case approach), learning at work and social support. The instrument is based on the 

theoretical framework on learning at work and the results of an interview study in this domain. 

The data will be analyzed with the help structure equation modeling. The round table discussion 

should focus on alternatives regarding the analysis. 

Learning through reflection within problem solving processes in the workplace 

Thomas Schley 

There is a growing interest in research combining work and learning and thus a focus on the 

concept of critical reflection and problem solving in work contexts. Although most of the daily 

work is routinized and rule-‐based, each situation has unique aspects. Furthermore, the change of 

contexts, variables and circumstances within the complexity of working life can transform a 

simple task into a problem. Problems have to be discovered and solved reflectively especially 

because a problem is subjective, i. e. what is a problem for one person could be a task for another 

and vice versa, depending on the respective expertise, prior knowledge etc. of the individual. 

However, reflection can induce new difficulties, e. g. if somebody gets aware of his own 

incompetence. This might lead to demotivation, inactivity and pessimism. A balanced concept of 

reflection in relation to problem solving should be reached to cause, enhance and support 

problem solving processes and thereby learning at work. The aim of the doctoral project is to 

create an adequate model of reflection and problem solving concerning the workplace and 

gaining a better understanding of the triggers, frequency and extend of critical reflection within 

the workplace for the recognition and solving of problems. Moreover the research questions 

concentrate on the characteristics of the quality of reflection and their learning potentials as 

well as the quality of problem solution. The complexity of the subject area and the empirical 

access into this research field is currently a challenge. Hence, the round table discussion will be 

32


about possible operationalisation of critical reflection and problem solving with regard to work 

contexts in association with reasonable survey methods. 

The role of team development, expertise diversity and TMS in team learning of project 

teams. 

Elisabeth Raes 

In contemporary organisations the use of temporary teams that consist of people with different 

expertise who aim to create innovative results is very popular. In this PhD project I will focus on 

these project teams to create an in depth picture of how different team learning variables and 

processes work within such teams. The first aim of my PhD project is to focus on the 

development of project teams as previous research shows that teams tend to grow over time. 

Teams that achieve a high degree of development tend to be more effective in their work. The 

goal of this project is to find out when in their development these project teams start to express 

the different team learning behaviours, why these behaviours occur at that time, and how this 

team learning affects its effectiveness. Research states that after completing a project, some of 

these project teams continue to exist and start a new project. It will also be investigated if there 

is a difference in the occurrence of the team learning variables and processes between ad hoc 

and on going project teams. The second aim of my PhD project is to focus on one specific 

characteristic of project teams, namely the fact that all team members have their own domain of 

expertise. The question arises whether this expertise diversity between team members 

influences the learning and effectiveness of project teams and if so, how this diversity is 

manifested during the development of a team. The effect of the extend to which the team is 

aware of the expertise of the different team members (i.e. TMS or Transactive Memory System) 

on these processes will also be investigated. During the round table session the aims and design 

of my PhD project will be discussed in-‐depth. 

RO.1.9. Innovative Approaches to Curricula 


Chair: Veronika Leicher 

Discovering the Founts of Well-‐Being -‐ Connections Between Learning Methods and Well-‐ 

Being in Finnish Upper Secondary School 

Essi Ikonen 

The importance of students' well-‐being in school is acknowledged worldwide. For example, 

WHO's Global School Health Initiative (1995) aims to increase the number of schools that can 

truly be called 'Health-‐Promoting Schools'. In Finland, National Core Curriculum for Upper 

Secondary School states that school should promote student's well-‐being, and also teach them 

how to promote their own well-‐being. Research and intervention projects have been established 

to improve well-‐being, but research of the connections between learning methods and well-‐ 

being has been scarce. This is unfortunate, because most of the time spent at school is spent in 

lessons. The aim of my dissertation is to fill part of this gap by investigating students' and 

teachers' perceptions of these connections in order to develop practises that promote students' 

well-‐being and well-‐being skills. 

Here I will introduce the qualitative part of the study, based on a pedagogical experiment 

applying a narrative method called “Silent Moments” – short moments (3-‐10 minutes) of silent, 

free-‐floating reflection on one's thoughts and feelings about a given stimulus (e.g. a piece of art 

or a relaxation exercise). One class of students in two schools will participate in“Silent Moments” 

in the beginning of each religious education lesson, three times a week for six weeks. The data 

will be drawn from students' diaries of their experiences of the “Silent Moments”; the diaries of 

the teachers and the researcher; students' essays on the significance of “Silent Moments”; and 

interviews of selected (5-‐8) students. In the analysis I will use qualitative content analysis and 

33


narrative analysis in order to explore connections between “Silent Moments”, well-‐being and 

learning. 

VaKE (Values and Knowledge Education): An innovative teaching method. Taking further 

steps towards the proper integration of VaKE in the regular school system 

Martina Nussbaumer 

VaKE (Values and Knowledge Education) is a didactical approach, which combines moral-‐ and 

values education as well as knowledge construction. With this method it is possible to 

implement values education in subject-‐matter classes without limiting the content knowledge 

aspects, which are of vital importance for teachers and schools. VaKE can be used in different 

learning environments and learning groups, independent of age, intellectual abilities, curriculum 

or heterogeneity. For the application of VaKE teachers need to be trained and they also need to 

have an understanding of the different teacher roles in a VaKE-‐course. The presented study 

investigates the teachers role in the various steps of a VaKE-‐course and assesses if these roles 

are adequate or not. The results are based on theoretical work, on experiences with VaKE in 

teacher education and on a questionnaire. The results of the questionnaire show how teachers 

define their roles and how students experience the different roles of their teachers. 

Learning how to cooperate: Effective teacher strategies for improving cooperation 

amongst students 

Marga Smeets 

& Hanneke Beneden 

Cooperative learning is one of six Montessori characteristics and an important starting-‐point in 

Montessori education. Cooperation amongst students takes place in a variety of daily 

educational situations. Evaluating the current situation in schools, cooperation amongst 

students is rarely implemented as a teaching method. However, research shows that clearly 

defined cooperative goals and assignments suitable for cooperation have a positive effect on the 

achievements of students. 

This research focuses on effective teacher strategies for improving cooperation amongst 

students in informal cooperative learning groups. An instructional design is developed, 

implemented and evaluated in various contexts, in the upper grades of pre-‐university education 

of two Montessori schools (Montessori Lyceum Amsterdam, Montessori College Nijmegen). The 

design is implemented in four classes, during four to eight weeks, in German (L2) and art-‐classes 

and in two interdisciplinary education programs. 

The aim of the design is to improve the quality of the cooperation between students. The design 

focuses on expanding student-‐skills in cooperation by an instruction model based on positive 

interdependence and individual accountability, and conceptual learning. 

During the research period students carry out assignments for cooperation to train and improve 

their communicative skills, their cooperative skills and their ability to cope with conceptual 

tasks. To evaluate the design, questionnaires after a training exercise and at the end of the 

cooperative task answered by students, as well as group interviews with students after the task 

will be analyzed. 

Preliminary results of questionnaires and interviews show that the preparation, instructing and 

coaching of teachers during groupwork assignments are crucial for guaranteeing positive 

interdependence and the quality of students’ cooperation in general. Results of the interviews 

show students becoming more conscious of skills they need to better their cooperative skills. 

The outcomes of the research will be used to evaluate the design on the improvement of 

cooperation. 

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RO.1.10. Pedagogical Inquiries into Classroom Learning 


Chair: Bernd Meidenbauer 

Primary mathematics education: Enhancing teaching effectiveness through quality talk 

while using the Interactive Whiteboard 

Artemis Kyriakou 

In a classroom context interaction has the power to support and shape learning while dialogue 

performs the driving force of it. Indeed, Mercer (1995) supports that ‘an analysis of the process 

of the teaching, of constructing knowledge, must be an analysis of language in use’. In line with 

this view, comparative international research by Alexander (2004) indicates that countries with 

effective educational systems have a strong tradition in oral pedagogy and regard oracy as 

having the same importance as literacy. Interaction -‐ hence classroom discussion -‐ is nowadays 

influenced by the integration of Interactive Whiteboards (IWBs hereafter) and consequently 

new practices need to be addressed. The new technologies have the potential to improve the 

teaching process and research should indicate ways in which we can make use of their 

advantages at a maximum level. Educational focus should be on interactions characterized not 

only by their duration but more importantly by their quality and content. Especially in 

Mathematics lessons, the transfer of meanings and misunderstandings becomes a difficult task 

to reach. Thus, this project is set out to give some practical ideas and tips towards that task by 

answering the following: What type of talk is developed while using the IWB during 

Mathematics in high performing primary schools? What type of IWB use generates and supports 

the type of talk developed in each case? How long do pupils and teachers talk during 

mathematics lessons where IWB is being used and what is the context of the talk? Why do 

teachers teach in the way they do, in terms of talking and using the IWB?. Methods will be video-‐ 

taped observations, questionnaires (pupils) and semi-‐structured interviews (teachers) using a 

targeted sample from high-‐performing schools. 

An Investigation into How to Use the Right Preposition in English-‐-‐-‐-‐A Cognitive Linguistic 

Approach 

Xin Song 

English prepositions, as enclosed type in language system, take a small proportion of the 

language but have a big function. In secondary school, English prepositions emerge a lot in 

English textbooks. A major problem is that students often show low achievement in this area. 

The strategy commonly employed by teachers is teaching the multiple senses of prepositions by 

rote. However, concerning the field of cognitive linguistics, new findings have a great impact on 

the methodologies of foreign language teaching and learning. In order to concentrate on the 

status of German students and find an effective teaching method for German learners in 

particular, an investigation based on cognitive linguistic approaches was carried out, which 

followed the principle of meaningful teaching, methods inspired by cognitive linguistic and the 

theory of domain. The results indicated that German learners of English produce systematic 

errors in their use of prepositions which are rooted in inadequate image schemata. And the 

systematic errors stem from different domains and different prepositions. The present study 

analyzed the origin of errors under the view of cognitive linguistic and attempted to provide a 

well-‐structured cognitive approach for teaching English prepositions. 

Welcome reception 

18.30 Foyer, Ground Floor 

35

Tuesday, July 24 JURE 2012 Conference Programme 

Tuesday, July 24 

Registration 

08:30-‐09:30, Foyer, Ground Floor 


09:30-‐10:30 

PA.2.1. Developing Competences in Teacher Education 


Chair: Kerstin Helker 

Classroom-‐cases in pre-‐service teacher education programs. Effects on cognitive, 

motivational and emotional processes during case-‐based learning in text-‐ or video-‐based 

learning arrangements 

Marcus Syring 

The study “Classroom-‐cases in pre-‐service teacher education programs” aims at identifying 

differences in the process of learning reflective competence given different text-‐based and 

video-‐based arrangements. It particularly focuses on the effects on cognitive, motivational and 

emotional processes during case-‐based learning. In pre-‐service teacher education programs 

case-‐based learning enhances connections between theory and practice and prepares for 

complexity of teaching and classroom management. Reflective competence is regarded as an 

important competence for professional teaching. Based on the combination of theory and 

practice (by observing and analyzing classroom lessons based on pedagogical theories) this 

competence is fundamental to students who will be exposed to the complexity of education. 

In a cluster randomized design with 400 pre-‐service teachers problem-‐based learning 

arrangements will be compared with instructional forms. In all courses real cases from 

classroom are used -‐ they will be presented as text or video. The learning arrangements 

(problem-‐based vs. direct instructional) as well as the medium of case presentation (text vs. 

video) will be systematically varied. The arrangement of the courses derives from theoretical 

conceptions of situated and problem-‐based learning as well as from concepts of case study 

method. Sub-‐processes of reflective competence (noticing, describing, explaining with theories, 

predicting action alternatives) will be integrated in the case study. 

Compared to direct instructional arrangements, I expect more positive emotions, a higher 

motivation and a deeper cognitive reflective process in problem-‐based learning arrangements 

with videos. Furthermore, I expect a better transfer cases to professional action in real classes 

from video-‐based compared to text-‐based cases. On the other Hand I expect that text-‐based 

direct instructional courses enhance the students’ analytical vision. 

In the pilot phase (summer 2012) the four learning arrangements and the survey questionnaires 

are tested by 80 students and optimized afterward. 

Pre-‐Service Teachers’ Noticing and its Interplay with Knowledge-‐Based Reasoning 

involved in their Professional Vision 

Stefanie Schäfer 

Kathleen Stürmer, & Tina Seidel 

Noticing what is happening in a complex classroom situation is a central feature of teachers’ 

expertise. As one important process involved in professional vision it describes the ability to 

36

JURE 2012 Conference Programme Tuesday, July 24 

apply knowledge of teaching and learning processes in order to direct attention to relevant 

features of classroom situations. The second process, the knowledge-‐based reasoning is the 

ability to describe, explain, and predict the noticed events based on professional knowledge. 

So far, research found that novice teachers are less skilled than expert teachers, and that 

interventions can effectively foster pre-‐service teachers’ professional vision. However, studies 

exploring pre-‐service teachers’ noticing of relevant teaching and learning components and the 

interplay with knowledge-‐based-‐reasoning are still lacking. Therefore, we applied a method 

which combines a qualitative approach measuring noticing with a quantitative study assessing 

knowledge-‐based reasoning. To explore the distinct processes in the same situation, we ask a 

sample of N= 109 pre-‐service teachers to observe a videotaped classroom situation, which 

combines the opportunity to a) comment on the clip and b) to evaluate the clip based on 

standardized rating items. To gain insight in what pre-‐service teachers noticed we analyzed 

their comments qualitatively using a coding instrument and compared their knowledge-‐based 

reasoning items with expert ratings. Results from a conducted MANOVA show that pre-‐service 

teachers direct their attention significantly more on other aspects than on the relevant teaching 

and learning components, F(2,107) = 16.02, p< .01, η2 = 23. From analyzing the interplay 

between both processes we see that pre-‐service teachers’ ability to notice correlates 

significantly with their knowledge-‐based reasoning on the dimension of prediction (r = .19, p < 

.05). Our methodological approach provides evidence that pre-‐service teachers' noticing ability 

of teaching and learning components impacts also their reasoning ability about them. 

PA.2.2. Educational Approaches in Novel and Non-‐Traditional Learning 

Environments 


Chair: Jeltsen Peeters 

Using Creative Drama Approach to Teach Probability and Permutation Concepts 

Ayşe Damla Geçim 

& Mine Işıksal 

The aim of the study was to investigate the effect of creative drama based instruction on 7th 

grade students’ mathematics achievement. The study was conducted with two 7th grade classes 

from a public school in the 2010-‐2011 academic year, lasting 17 lesson hours (six week). 

Experimental design was used in which two different learning environments; creative drama 

based instruction on traditional teaching was compared. In order to measure students’ 

mathematics achievement Probability Achievement Test was used. The instrument was 

implemented before and after the treatment as pre-‐test and post-‐test. The results revealed that 

creative drama based instruction and its effects can be regarded as one of the most appropriate 

methods in mathematic learning It is believed that results of the study will give valuable 

implications to teacher educators and policy makers in terms of using creative drama as an 

alternative approach in mathematics classes in order to enhance students learning. 

Self-‐Regulated Learning in the Museum: Exploring the Relationships among Visitor Goals, 

Learning Strategies and Appraisals 

Ji Zhou 

Self-‐regulated learning (SRL) refers to the modulation of cognitive, affective, and behavioral 

processes oriented by goals (Sitzmann & Ely, 2011). It comprises phases of goal formation and 

planning before action, monitoring during action, and evaluation after action (van Merriënboer, 

1997), which could also be observed in the Rubicon model of action phases (Heckhausen & 

Gollwitzer, 1987). The relationship between learning strategies and motivational variables such 

as goal orientations, self-‐efficacy, and control beliefs was extensively researched in school 

37


settings (e.g., Berger & Karabenick, 2010), however, to a lesser extent in other settings (e.g., Ng, 

2007). Actually, SRL in informal learning settings tackles more the contextual aspect of learning 

(Boekaerts & Minnaert, 1999; Sitzmann & Ely, 2011). In this object-‐based, social-‐bound learning 

environment without competitive assessment, SRL processes might have a stronger effect on 

learning (Sitzmann & Ely, 2011) and differ from that in school settings (Boekaerts & Minnaert, 

1999). Therefore, it is worth to investigate SRL processes in informal learning settings. 

As a kind of informal learning, museum learning is considered as a dynamic interaction with 

potential for SRL (Boerkaerts & Minnaert, 1999). SRL theory might be an appropriate approach 

for understanding learning or even indicating effective instruction in the museum. In this project 

(including two studies conducted separately before and after visit), visitors’ goals, their planned 

and actual learning strategies as well as learning appraisal in the museum were investigated. 

According research focused on the relationship between visitors’ learning goals and their 

intended learning strategies before visit, the relationships among visitor goals, actual learning 

strategies and appraisal after visit, and a comparison of the results. 

PA.2.3. Antecedents to Achievement: Personality and Motivational Traits 


Chair: Jessica Kornmann 

Predicting academic self-‐handicapping in different age groups: The role of personal and 

contextual factors 

Glykeria Chatzikyriakou 

The study aimed to investigate academic self-‐handicapping strategies in elementary and 

secondary school students. Academic self-‐handicapping refers to the use of impediments to 

successful performance on academic tasks. As an avoidance strategy, it is linked to maladaptive 

patterns of learning, devaluation of learning and potentially dropping out of school. Thus, the 

examination of the antecedents of self-‐handicapping has emerged as a significant domain study. 

In the present study a number of both personal and contextual factors are examined in regard to 

their potential contribution in the development of self-‐handicapping strategies. Grade 

differences were also examined. Specifically, cognitive and metacognitive factors such as prior 

achievement and cognitive and metacognitive strategy use, motivational factors such as 

students’ personal achievement goals, self-‐esteem and self-‐efficacy beliefs, and contextual 

factors as perceived by the students themselves, such as perceived classroom goal structures 

and perceived parent goals were examined in the present study. A sample of 712 elementary and 

secondary school students participated in the study and were asked to complete a set of self-‐ 

report questionnaires measuring the above referred variables. Stepwise regression analyses 

indicated different results for children and adolescents. For elementary students, strategy use, 

self-‐esteem, and perceived classroom mastery goal structures were the strongest negative 

personal predictors of self handicapping, while the absence of strategy use predicted positively 

academic self-‐handicapping. For secondary students, prior achievement, self-‐efficacy beliefs, 

mastery goals, and perceived classroom mastery goals emerged to be the most significant 

negative predictors of self-‐handicapping. The results will be discussed in light of recent theory 

and evidence regarding academic self-‐handicapping and its antecedents and implications for 

educational practice will be pointed out. 

Confidence in primary school students: A measure for self-‐concept? 

Eva Susanne Fritzsche 

In a series of four empirical studies, aggregated confidence scores of primary school students in 

a German spelling test were investigated in order to determine whether that could be used as a 

measure of their verbal self-‐concept. Relations between confidence scores, self-‐concept and 

38


achievement were examined in the first three studies. A correlation between confidence and 

self-‐concept and a correlation of both variables with achievement were observed to be 

consistent. Unique effects on external achievement criteria when the corresponding 

achievement scores were controlled, an established result for self-‐concept, were surprisingly 

missing for confidence scores. By a longitudinally investigation of cross-‐lagged effects in study 

three, known effects between self-‐concept and achievement were replicated. However, between 

confidence and achievement, no effects of confidence on achievement were found. This may be 

due to the different specificity of the constructs. Thus, the relation of confidence scores and 

verbal self-‐concept was compared with the relation of confidence scores and task-‐specific self-‐ 

concept in spelling in the fourth study. When controlling for corresponding achievement scores, 

unique effects on achievement criteria were only present for verbal self-‐concept, but not for 

task-‐specific self-‐concept and confidence scores. Moreover, a stronger correlation between 

confidence scores and task-‐specific self-‐concept in comparison with confidence scores and 

verbal self-‐concept was observed. Taken together, this indicates that confidence scores might be 

indicators of task-‐specific rather than domain-‐level verbal self-‐concept in primary students. 

Should these results be confirmed in future studies, teachers could apply confidence scores for 

assessing and enhancing students’ task-‐specific self-‐concepts. 

PA.2.4. Assessment and its Effects on Student Achievement 


Chair: Joelle Latina 

Individual Progress Monitoring and Goal Setting: Effects on Reading Achievement, 

Reading Self-‐Concept and Reading Motivation 

Natalie Foerster 

& Elmar Souvignier 

This study deals with the promotion of students’ self-‐concept and self-‐worth through school-‐ 

based treatments after the transition to Gymnasium, the German high level secondary school. 

Three different methods of literacy instruction realised in 5th grade classes were compared 

concerning their impact on students’ self-‐perceptions. Students from one class were taught in a 

strictly teacher-‐guided way, whereas in another class elements of cooperative learning were 

included. The content and instructional methods of a third class remained uninfluenced. Both 

prespecified teaching conditions were expected to promote verbal self-‐concept and to weaken 

math self-‐concept, while not affecting non-‐academic self-‐concept domains. In addition, the 

combination of teacher-‐guided and cooperative learning was assumed to foster the students’ 

peer self-‐concept and self-‐worth. However, the results of the pretest-‐posttest control group 

design indicated a high and stable level of verbal self-‐concept across all students regardless of 

the specific form of literacy instruction. This can be traced back to the high base level of 

students’ self-‐concept and to the failure of skill enhancement through any kind of literacy 

instruction. The decrease of general school and math self-‐concept across all students 

corresponds to other studies reporting declining levels of academic motivation after the 

transition to secondary school. The implementation of cooperative learning had no 

advantageous influence on peer self-‐concept. The students’ self-‐worth increased after their 

subjection to both forms of literacy instruction and decreased in the control group. Possible 

explanations for this unexpected result are discussed. As this study once more indicates the 

difficulty of self-‐concept enhancement at school, further approaches to targeting this ambitious 

goal are suggested. 

39


Formative Assessment in Primary School Science Class: Impact on Students’ Achievement 

Lena Hondrich 

Silke Hertel, & Eckhard Klieme 

Formative Assessment refers to eliciting evidence of students’ achievement and using the 

information to support learning, for example by providing feedback and adjusting teaching 

(Black & Wiliam, 2009). Empirical studies provide evidence that formative assessment 

constitutes an effective strategy for fostering students’ achievement (Kingston & Nash, 2011). 

However, there is a lack of ecologically valid experimental studies evaluating formative 

assessment in the primary school context. The present study aims at investigating formative 

assessment within a third grade science curriculum on floating and sinking. We expect that 1) 

teachers will be able to implement formative assessment, and that 2) formative assessment will 

foster students’ achievement as compared to regular teaching. Our analyses were based on a 

subsample of the IGEL-‐project, a cluster randomized, controlled trial. N = 27 German primary 

school teachers participated either in a professional development on formative assessment (n = 

16) or on parental counseling (control group, n = 11). Both workshops also addressed 

pedagogical and content knowledge on floating and sinking. Teachers then taught the 

curriculum on floating and sinking in their classrooms, using either a formative assessment or a 

“baseline” version. Implementation of formative assessment was assessed analyzing students’ 

written materials. To evaluate treatment effects, we assessed students’ knowledge on floating 

and sinking in a pre-‐post-‐design, as well as students’ learning preconditions at the onset of the 

study. Our analyses confirmed that teachers implemented formative practices as planned. 

Multilevel regression analysis showed that at post-‐test, students in the formative assessment 

group had a higher knowledge on floating and sinking than the control group (β = 0.28; p = .02), 

controlling for pre-‐test knowledge and differences in learning preconditions. These results 

confirm previous findings on the effectiveness of formative assessment, extending them to the 

primary school science context. 

PA.2.5. Using Questioning to Promote Learning: Experimental Findings 


Chair: Ernesto Panadero 

Effects of Learning Questions in a Computer-‐Based Learning Environment 

Felix Kapp 

& Hermann Körndle 

One possibility to support learners in computer-‐based learning environments is to provide 

learning questions. Working on learning questions can facilitate the learner’s retention and 

understanding of learning material, the learner’s knowledge organization and application, as 

well as the learner’s assessment of his progress of knowledge and skill acquisition (Körndle, 

Narciss, & Proske, 2004). Learning questions have been proved to be an effective support for 

learners (Hamaker, 1986). The present study reports findings on the use of interactive learning 

questions in a computer-‐based learning environment on the topic of intellectual properties. 

Eighty one students were randomly assigned to one of three experimental groups (receiving 14 

interactive learning questions at the beginning, in the middle or at the end of the study phase) or 

to the control group (studying in a learning environment without learning questions). A 

significant learning effect for all three experimental groups was found. They scored better in the 

post-‐knowledge test than the control group. There were no differences within the three 

experimental groups. Better learning achievement was found in test items which tested content 

that was not explicitly treated by the learning questions. Based on these results possible 

metacognitive effects of learning questions are discussed. 

40


Effects of Self-‐questioning on L2 Literary Reading Quality – An Intervention Study 

Phuong-‐Nam T. Nguyen 

Gert Rijlaarsdam, & Wilfried Admiraal 

In preparing Vietnamese undergraduate learner-‐readers for active process of foreign language 

literature reading, we designed two reading strategy interventions based upon research on 

effects of self-‐questioning on L1 literature reading engagement (Commeyras & Sumner, 1998, 

Janssen, 2009; Kooy, 1992), on cooperation/negotiation/small group discussion and its efficacy 

in promoting creativity (Mouchiroud & Bernoussi, 2008), on free-‐writing and its efficacy in 

encouraging personally-‐embedded knowledge (Elbow, 1973) and on empirical observation of 

Vietnamese undergraduate learners learning to read in a foreign language, English. The two 

interventions including (1) students formulating questions while reading individually and 

discuss their questions in small groups; (2) students formulating questions while reading 

individually and continue to think/to encode their questions with their own reflection through 

free-‐writing means. Effects on literary reading self-‐perception, comprehension, and response 

writing quality have been measured with 277 questionnaires, and 292 response texts [1] 

collected through five times of measurement. Reliability of 11 items of the questionnaire used to 

measure literary reading self-‐perception is high and stable through five times of measurement 

with Cronbach’s alpha (.825; .859; .873; .888; .871). The first main validation of the first 

intervention was revealed through higher level of self-‐perception measured within group before 

and after intervention. Implication with the finding is that teaching Vietnamese novice learner-‐ 

readers while-‐reading self-‐questioning and discussion strategy positively affect the self-‐ 

perceived level of their involvement in reading foreign language literature. 

Coffee/Tea 


Keynote 

11.00-‐12.00, H24 

The Mutual Interplay between Processing of Text and Pictures in Learning with 

Multimedia 

Katharina Scheiter 

Cognitive theories of learning with multimedia (e.g., Mayer, 2005) assume that relevant 

information from text and pictures is first selected and organized independently into separate 

mental representations, before these representations are integrated into a coherent mental 

model. Thus, no interplay between text processing and picture processing is assumed before this 

integration takes place; rather, learners are assumed to first understand both information 

sources in isolation. Moreover, it is suggested that text and pictures are treated equally during 

learning from multimedia. In my talk I would like to emphasize that an independent and 

balanced processing of text and pictures is hardly in line with findings from more process-‐ 

oriented views on multimedia learning. In particular, I am going to present findings from my lab 

suggesting first that pictorial information is often attended less compared to text; moreover, the 

nature of the verbal information (i.e., the degree to which it contains spatial descriptions) 

influences picture processing and thus learning from multimedia (text-‐driven processing of 

multimedia). Second, I will present evidence indicating that even an initial glance at a picture 

may already positively influence text comprehension (picture-‐initiated processing of 

multimedia). Both sets of findings suggest that there is mutual interplay between text processing 

and picture processing that needs to be investigated in future studies in more detail. I will end 

41


with a discussion of the consequences these findings have with regard to theory building in 

multimedia learning. 

Lunch 

12:00-‐13:30, Canteen of University 


13:30-‐15:00 

PDC.2.1. Beyond Standard Multiple Regression Analysis 


Floryt van Wesel 

Multiple regression analysis is one of the most frequently used analysis techniques in the field of 

Educational Science. A regression analysis provides information on how well a group of 

independent variables can predict an outcome/response variable. In addition we gain 

information on which predictors are important and which are not. A research question 

demanding regression analysis often involves the search for determinants of a phenomenon. 

Almost all researchers in Educational Science know how to conduct a standard (multiple) 

regression analysis: linear regression on a continuous, normally-‐distributed response variable. 

But what if the response variable is of a dichotomous, multinomial, or ordinal nature, e.g. 

categorical data? Or when it involves the amount of correct answers in a trail, e.g. count data? 

PDC.2.2. Using Eye-‐Tracking in Educational Research – Beginners 


Tamara van Gog & Halszka Jarodzka 

Continuously we make eye movements of different kinds; when reading for instance, we close 

our lids (blinks), focus on a character within a word (fixation), move from one word to another 

(saccade), and our pupil changes its size (pupil dilation). Eye tracking is a technique to record all 

of these movements. This technique becomes an increasingly popular tool in research on 

learning and instruction. But why? In this professional development course for beginners, 

participants can get acquainted with what eye tracking is and how it can be used in research on 

learning and instruction. 

In the first part of the beginners’ course, we start by describing the theoretical, physiological, 

and technical background of eye tracking. Moreover, we’ll make a brief excursion into how eye 

tracking technology developed over the years. Next, we will introduce different types of eye 

trackers (mobile, monitor-‐fixed, and tower-‐mounted) and for which purposes they can be used. 

In part two, different ways of using eye tracking in research on learning and instruction will be 

discussed/demonstrated. Focus will be not only on eye tracking as a tool to study learning 

processes, but also on eye tracking as a tool to enhance learning processes. Furthermore, we will 

present how eye tracking recordings can be used after the experiment to support the memory of 

participants so they can verbalize their cognitive processes that happened during the 

experiment (cued retrospective reporting). There will be sufficient time for participants’ 

questions about the course and about the (potential) use of eye tracking (data) in their own 

research. 

42


PDC.2.3. Structural Equation Modeling: Advanced Workshop 

Professional Development Course, 13.30-‐15.00, Room: CIP-‐Pool SG1 

Dylan Molenaar 

Did you make your first steps in the world of Structural Equation Modeling (SEM) and you see 

the advantages of this technique, but you still feel you cannot address every question you have 

concerning your data? Then you might consider attending this workshop! In this workshop 

some advanced problems are presented with the proper solution in terms of SEM models. To 

give just a few problems that are discussed: 

The problem of discrete data For instance you administered an IQ test which results of 

dichotomous item data (1: correct, and 0: incorrect). The basic SEM model is not appropriate in 

this case as it assumes an approximate continuous distribution for the observed data. 

The problem of nested data For instance, you administered a test at children from different 

primary schools. These data will have a nested structure, i.e., the children are nested within 

school and are therefore no independent data points. Basic SEM models are not appropriate in 

this case as it assumes the data from the children to be mutually independent. 

The problem of non-‐normality For instance, data from personality questionnaires can be 

severely non-‐normal, imagine the score distribution on a question like: 

‘I sometimes think of committing suicide’ 

Not applicable to me 1 2 3 4 5 6 7 Highly applicable to me 

In the general populations, far most people will answer 1, maybe 2. Distribution will therefore 

be highly skewed. The basic SEM model assumed an approximately normal distribution, which is 

clearly violated in this case. 

The problem of multi-‐groups For instance you want to compare 8-‐year old children with 10 year 

old children on their performance on a memory task. The basic SEM model assumes a single 

group. In addition, group comparison is not straightforward as some restricting across groups 

should be imposed to enable a meaningful comparison. 

Thus, if you think ‘help!’ when reading (one of) these problems, this workshop might help you 

out as you will learn how to solve such problems in the Mplus program. Don’t be afraid, there is 

an answer for everything! 

PDC.2.4. Matlab – A Comprehensive Tool to Collect and Analyze Quantitative 

Data 


Marcus Nyström 

Matlab (matrix laboratory) is a comprehensive, easy to learn programming language that is 

widely used by experimental psychologists, vision researchers, and neuroscientists to collect 

and analyze behavioral and physiological data. Learning Matlab helps you to freely explore the 

problems you are working with, without having to rely on inflexible, custom designed software 

or the help of knowledgeable colleagues or friends. 

The aim of this workshop is to give and introduction to Matlab and provide an overview of how 

it can be used in experimental research within the field of learning and instruction. Focus will be 

on data collection with the Psychophysics Toolbox (Brainard, 1997) as well as data plotting and 

visualization. 

43


PDC.2.5. Getting Involved in EARLI, EARLI Publications, and Business Meeting 

Professional Development Course, 13.30-‐15.00, Room: VG 1.30 

Hans Grüber 

The PDC is aiming at providing the participants with information on how to become an active 

participant of EARLI. We will talk about the history of EARLI, the structure of the association, the 

books and journals, the different conferences and initiatives and the possibilities of young 

researchers to build their network which is of utmost importance for professional development 

and career opportunities. Members of the JURE Organizing Committee will attend the business 

meeting, will share their experiences regarding the organization of the conference, and will 

encourage participants to become involved in the organizing of the JURE conference 2014. 


15:15-‐16:15 

PA.3.1. Professional Competences in Pre-‐Service Teachers 


Chair: Mingjing Zhu 

Professional Competence of Pre-‐Service Teachers – Are There Certain Types to be 

Distinguished? 

Eva Schumacher 

& Franziska Perels 

The aim of the study was to validate if university students (i.e. pre-‐service teachers) incorporate 

characteristics that are associated with professional competence of in-‐service teachers. The 

underlying study was based on the model of professional competence by Baumert and Kunter 

(2006), and was thus extended by personality factors. Apart from finding evidence of 

competence in a student sample, it was additionally examined if different types referring to 

personality characteristics could be differentiated. 

The competence model used by Baumert and Kunter (2006) in their studies comprises the core 

aspects Professional Knowledge, Value Orientation and Beliefs, Motivation and Self-‐regulatory 

Abilities (terms in italics are core elements of the applied competence model). These cognitive 

aspects were extended by personality factors, since a combination of the personality factors 

Conscientiousness, Extraversion and a reversed value of Neuroticism (i.e. Emotional Stability) 

are considered as supportive in everyday school-‐life. 

39 participants (26 female, 13 male) of education classes were asked to fill out a questionnaire 

(quantitative focus), which was dealing with aspects of teacher competence, also including 

personality factors. On the average the students were 24.38 years old and in the middle of their 

university training (fifth semester). The overall questionnaire consisted of 125 items, 21 items 

dealing with personality (reliabilities α > 60). 

The results of principle components analyses showed that the competence model depicted by 

Baumert and Kunter (2006) was applicable to the student sample. Furthermore a k-‐means 

cluster analysis with four clusters was conducted, showing a satisfactory spread of the sample: 

about a quarter of the sample (n = 11) incorporated the ideal combination of personality traits 

with high values on the Conscientiousness, Extraversion and Emotional Stability scales. 

In future studies emphasis will be put on meta-‐cognitive processes, since they are considered as 

key elements to influence cognitive aspects. 

44


Analysis of the Developing Diagnostic Competence of Prospective Teachers 

Anett Wolgast 

Joachim Stiensmeier-‐Pelster, & Claudia von Aufschnaiter 

Modeling and analyzing teachers’ professional competences constitutes an increasing area in 

science education research. Among the competences outlined to be relevant for pre-‐ and in-‐ 

service teachers, diagnostic competence is frequently mentioned. Teachers need to be able to 

identify students’ learning dispositions and their level of understanding in order to design 

instruction accordingly. Even though it seems to be clear that such diagnostic competence plays 

an important role in teachers’ professional behavior, research rarely explicitly focuses on this 

competence. Therefore, we describe different types of diagnosis: diagnosis of a status, of a 

solution process, of progression in status/solution process, and of learning processes. In our 

project, they serve as theoretical framework for the methods we use to investigate teachers’ 

learning. Furthermore, established instruments are used to identify prospective teachers’ 

motivation, attitudes, and self-‐regulated abilities towards learner oriented instruction are 

diagnosed with established instruments as well as a test of knowledge in educational psychology 

and an assessment to test the diagnostic competence. In order to assess not only prospective 

teachers’ knowledge but also their abilities, a virtual classroom is used. Here, prospective 

teachers have to identify pupils’ pre-‐conditions to learn from their responses to questions the 

(virtual) teacher asks. 

Longitudinal analyses from the first to the third year at university show changes of three self-‐ 

reported variables: tolerance regarding bad exams, enjoyment about working with pupils, and 

perceived increase in competence. Furthermore, calculated regression coefficients of 

prospective teachers’ self-‐reported variables and knowledge in educational psychology indicate 

that the final grade in school (Abitur), sex, and tolerance regarding bad exams predict 

knowledge in educational psychology. Currently, the data of the virtual classroom are analyzed. 

The model, results, and their implications in regard to diagnostic competence will be discussed. 

PA.3.2. Perspectives on Social Interaction in Multiple Settings 


Chair: Andreas Rausch 

Teacher-‐student interactions to promote collaborative Knowledge construction in a Wiki 

environment 

Rosanna Jové Amador 

This paper presents the design, implementation and evaluation of an educative project in which 

twenty-‐five primary students used a wiki for writing collaboratively a scientific text about the 

possibility to set up a human colony in Mars planet. The aim of this study is to analyse teacher-‐ 

student interactions when students engage in the wiki space to develop the digital competences 

that the technological and global knowledge construction era requires. 

The study focuses on the dialogic space created by the teacher in which she made efforts to 

foster students’ interactions to collaboratively reach the web-‐knowledge construction. We 

analyse teacher-‐student interactions in order to describe the type of scaffolding given and 

examine which teacher scaffolds better promote the Web 2.0 competences for collaborative 

knowledge construction. Findings support that interactions that promote interthinking involve 

students to think critically and reflectively with each others. On contrast, when the teacher 

interacts with students in a directive way, reasoning is hindered. 

The paper gives some pedagogical clues about how a teacher may support the development of 

digital competences for knowledge construction when Web 2.0 environments are implemented 

in primary classrooms. 

45


Motivated lie detection: The effect of directional goals on credibility judgments among 

teachers and teacher students 

Tamara Marksteiner 

Marc-‐André Reinhard, Oliver Dickhäuser, & Karl Ask 

Three experiments investigated the effect of lie or truth goal-‐directed (i.e., the desire to 

disbelieve or believe a statement) processing on credibility judgments (Experiment 1 and 2) and 

detection accuracy (Experiment 3) among pre-‐ and in-‐service teachers. It was assumed that 

information is processed in line with a judgment goal and that a goal-‐inconsistent (vs. 

consistent) cue would lead to a goal-‐directed systematic processing. In all three experiments 

participants' judgment goal (truth vs. lie judgment goal) was manipulated experimentally. In 

Experiment 2 and 3, a goal-‐inconsistent vs. consistent cue was also presented, and participants 

judged the credibility of an ambiguous statement (Experiment 2) or of 8 videotaped statements 

(Experiment 3). Experiment 1 shows that participants process ambiguous statements in line 

with their judgment goal. Experiment 2 shows that participants who received a judgment goal-‐ 

inconsistent cue processed the statement in a more biased or goal-‐directed systematic way than 

participants who received a consistent cue. Experiment 3 shows that participants’ accuracy rate 

is higher after having received an inconsistent cue. The results of all three studies give an insight 

into the process underlying biased lie detection. Practical implications of these findings are 

discussed. 

PA.3.3. Investigations and Explorations into Assessment and Feedback 


Chair: Markus Hirschmann 

‘Good’ and ‘bad’ feedback: Content, discontent and the contingent value of feedback 

Laura Morosanu 

Jill Millar, & Margaret Price 

Despite growing efforts to improve the provision of feedback, recent evidence suggests that 

feedback still raises significant dissatisfaction amongst students. However, relatively little is 

known about how students make sense of written feedback and what sort of feedback they find 

useful. Our paper contributes to this under-‐researched area by undertaking an analysis of 

student-‐selected feedback scripts versus students’ evaluations of them in order to obtain a more 

nuanced understanding of what constitutes ‘good’ and ‘bad’ feedback in students’ perception. 

The findings confirm some of the previous research showing that feedback offered to students 

generally contained low levels of explanation and suggestions for improvement, and that 

demotivational comments had a negative effect upon students. However, contrary to 

assumptions that higher levels of explanation may improve the reception of feedback, our study 

shows that explanatory comments per se did not necessarily make feedback more ‘valuable’ in 

students’ eyes. The analysis of the in-‐depth interviews revealed that students valued feedback 

more in the context of generally favourable comments, although not containing more 

explanation. Second, students’ agreement or disagreement with tutors’ explanation significantly 

shaped their views on the usefulness of feedback. Our study shows that student evaluations of 

‘good’ or ‘bad’ feedback are dependent on the broader context of assessment, including more or 

less successful pre-‐assessment dialogues between students and tutors. By showing how students 

interpret feedback as ‘useful’ or not, we argue that efforts to improve feedback have partly been 

misplaced. Contrary to common attempts to improve the qualities of written feedback as an end 

product, we support an understanding of feedback as a ‘dialogic’ process, and emphasise the role 

of pre-‐assessment discussions on the content and substance of the assignment in order to 

increase students’ knowledge of the subject and minimise ensuing disagreement between 

student and tutor interpretations of the assessed work. 

46


Online Progress Monitoring in Mathematics for Second-‐Graders 

Martin Salaschek 


Development of math competencies in and before primary school has high predictive value of 

students' mathematical performance throughout their academic career. Hence, identifying at-‐ 

risk-‐children as early as possible and providing teachers with detailed information about 

strengths and weaknesses of their students as well as their learning growth is vital for optimal 

teaching. This study analyses the adequacy of a newly developed computer-‐based test that 

continuously assesses math skills using the Curriculum-‐Based Measurement approach (CBM). A 

total of 222 second-‐grade students completed eight parallel online tests over a period of six 

months. Both teachers and students were provided with information about the individual 

learning progress. Furthermore, validity of the CBM tests was assessed with standardised math 

tests three times (preceding and succeeding the online tests in second grade and in a follow-‐up 

at the beginning of third grade). 

Reliability of the parallel test forms proved to be high, with correlations of adjacent tests from r 

= .71 to r = .87. Tests were also sensitive to students' growth in competence from t1-‐t6. 

Concurrent validity of the eight online tests was .44 ≤ r ≤ .58 for the first standardised test 

(which assessed first-‐grade competencies) and .66 ≤ r ≤ .76 for the second standardised test. 

Predictive validity of the online tests for third-‐grade performance was .48 ≤ r ≤ .76. 

Results suggest that the CBM tests give teachers valuable information about their students' 

mathematical skill level. Information about the learning growth rates enables teachers to quickly 

react to students' needs. 

PA.3.4 Learning and Cognition in Mathematics Education and Development 


Chair: Iro Xenidou-‐Dervou 

Training early numeracy skills in kindergarten: Comparing number sense and working 

memory trainings 

Ilona Friso-‐van den Bos 

Evelyn H. Kroesbergen, & Johannes E. H. van Luit 

Previous research has shown that number sense and working memory are vital to successful 

development of mathematics skills. Training programmes have shown that both number sense 

and working memory can be fostered by repeated practice. In this study, training possibilities 

are further explored, with two main goals. First, the possibility to foster number sense using a 

unique combination of training aims (counting, quantity operations, and number lines) is 

investigated. Second, this study explores the relations between number sense, working memory 

and mathematics proficiency by comparing a training programme that targets number sense 

directly to a programme that targets number sense and mathematics proficiency indirectly 

through working memory. Both number sense and sufficient working memory capacity are 

considered prerequisites for successful mathematics development. 117 kindergartners received 

one of the training programmes or no intervention at all. Children who participated in the 

number sense training showed gains in symbolic number sense measures and mathematics 

performance, but not in nonsymbolic number sense measures. Children in the working memory 

intervention group showed higher gains visuospatial but not verbal working memory measures 

than those in the number sense training group or control group. This study indicates that the use 

of an extensive number sense training is promising for improving number sense and consequent 

mathematics performance, but raises questions with regard to the resources used in working 

memory, and the extent to which training of working memory is possible. 

47


How to support transformation processes between multiple representations 

Marion Geiger 

Juliane Felsmann, Markus Vogel, & Tina Seufert 

Especially in mathematics, learners have to deal with various forms of representations. While 

many studies show that students have problems performing tasks like transforming one type of 

representation into another, little research has been conducted to identify how to improve this 

situation. 

A transformation process consists of two steps: first students have to read information off the 

given representation (reception) and second they have to produce a new representation 

(production), which shows the same information in another way. Due to this, we wanted to find 

out, if students show better results in transforming and producing representations when they 

were especially trained in the process of production. 

We developed a special training to show students (n = 27) strategies to produce representations. 

The control group (n = 27) carried out concentration tasks instead of the training. A third group 

of students (n = 25) also took part in the survey, without any training. 

In the pre-‐ and post-‐test learners had to work on 15 tasks in the mathematical domain of linear 

functions, in which representations had to be produced as well as transformed into another 

format. We analyzed the accuracy in form and content of the produced representations. 

Results of this study indicate that students benefited from the training with respect to 

production skills, but not concerning transformation of representations. Hence, production 

seems not sufficient for effective transformation. Therefore, we want to develop strategies to 

additionally support the process of reception or other integration processes to foster students’ 

skills to deal with multiple representations. 

PA.3.5. Theory Building in Learning and Instruction 


Chair: Fabian Jobst 

A framework for citizenship orientations 

Ellen Geboers 

Despite the widespread attention to citizenship in educational practice knowledge of the 

citizenship of students is still fragmented and conceptual thinking in this area also seems to be 

dispersed. In this article a comprehensive framework is presented grounded in theoretical 

notions as well as empirical data on the citizenship of youngsters. A sample was used of 7803 

students from grade 5-‐9 in 38 schools for primary and secondary education in the Netherlands 

to develop and validate the framework. The results are cross-‐validated on a sample of 15890 

students from two age levels in primary and secondary education. 

Our citizenship competences framework consists of six student orientations: prosocial skills 

concerns the students’ capability to adapt oneself to social rules, moral values and social 

conventions in daily life, and to empathize with others; societal commitment concerns students’ 

engagement, with and interest in society and tolerance towards social differences; critical 

reflection refers to students’ critical thinking about societal problems and social structures: 

assertiviness , concerns students’ skills to stand up for your own ideas and clearly formulate 

these ideas; societal knowledge concerns students’ knowledge about societal problems, social 

structures, democracy, prejudices and discrimination; and finally interpersonal knowledge 

concerns students’ knowledge about social interaction and social manners. Implications of the 

developed framework for future citizenship research and citizenship education are discussed. 

48


Developing a Competence Model for the Domains of Informatics Modeling, Informatics 

System Comprehension and System Application 

Wolfgang Nelles 

& Niclas Schaper 

Background: Cooperative learning is often used as part of problem based learning (PBL) process. 

But PBL does not This article aims to describe the methodical procedure within the project 

MoKoM funded by the German Research Foundation (DFG) which is focused on the development 

and empirical refinement of a competence model concerning the three informatics domains of 

System Application, System Comprehension and Informatics Modeling. This informatics 

competence model is understood as a contribution for the improvement of informatics 

education in secondary schools. At first, a theoretical competence model with regard to the 

mentioned three domains was derived by means of theoretical considerations and on basis of 

syllabi and curricula of high reputation. In order to refine and to supplement the theoretically 

derived competence model, we decided to use an empirical approach. 

This was accomplished by conducting expert interviews in which the Critical Incident Technique 

(CIT) was applied. On basis of the presented critical incidences, we got a detailed insight into the 

informatics experts’ problem solving strategies. Thus, it was possible to determine the skill 

requirements of complex problem situations very precisely. The expert interviews were 

transcribed in full and analyzed by a qualitative content analysis. The obtained empirical data 

enabled us to identify new competence components and facets which were not taken into 

account in the theoretical model previously. Furthermore, the empirical data encompassed 

valuable information with regard to the elaboration of detailed and differentiated descriptions of 

the competencies being necessary in order to act successfully in the mentioned informatics 

domains. The empirically refined competence model serves us as a basis for developing 

instruments which are appropriate for competence measurement. Each modeled informatics 

competence has to be covered by suitable test items. In this way, it is possible to deploy the 

measuring instruments in a broad competence assessment of informatics students in German 

secondary schools in the near future. 

Coffee/Tea/SIG Session 



16:45-‐18:15 

PO.1.1. Innovative Practices in Teacher Education 

Poster Session, 16.45-‐18.15, Room: VG 0.14 


A Standardized Video Test to Asses Professional Vision of Classroom Management 

Bernadette Gold 

& Manfred Holodynski 

Classroom management has an empirical established impact on students’ learning outcomes and 

active participation in lesson. Hence, novice teachers should develop classroom management 

skills as early as possible. One important component of these skills is a professional vision of 

classroom interactions. The observation of classroom videos accordingly to theoretical 

principles can be an important step to act competently in practice. The aim of this study is the 

49


construction and validation of an internet-‐based instrument to assess this competence. 96 

elementary teachers, 94 Master and 75 Bachelor students of Elementary School Education 

participated in this study. The video test was composed of nine short classroom video clips and 

corresponding text items about the classroom management behavior of the observed teacher. 

Because each item is connected to a specific situation of the video clip, there might be a 

statistical dependence, which can cause overestimated reliability. Avoiding this risk, a bi-‐factor 

model was calculated to examine the construct validity of the video test and investigate mean 

differences of novices, pre-‐service and in-‐service teachers on the latent level corrected for 

nuisance effects of the video contents and measurement error. The optimized final test 

comprised 54 items from five of the nine initial video clips and reached a good model fit (RMSEA 

= .05, CFI = .95, TLI = .98). The factor loadings on the ability factors of classroom management 

ranged from λ_Min = .24 to λ_Max = .78. Results of multigroup analysis show that in-‐service 

teachers reached the highest mean in the video test and that pre-‐service teachers reached a 

higher mean than novices. The statistical findings indicate a satisfying construct validity and 

sensitivity for expertise differences of the video test, with which for example training effects of 

courses for pre-‐service teachers or workshops for in-‐service teachers can be measured. 

Essential Learning and Developmental Processes in University Teacher Education: 

Reconstruction of Learning and Developmental Processes in the University Teacher 

Education on the Basis of Experienced Challenges of Teacher Education Students 

Nadja Köffler 

Teacher education students (TES) as well as acting teachers have attained significantly worse 

average values in various national and international surveys on their mental well-‐being than 

students of other disciplines of study (particularly those of economics, languages) or other 

professional groups (e.g. civil servants, policemen, nurses) (cf. IHS, 2010; Dür & Griebler, 2007; 

Schaarschmidt, 2004). These results are of high relevance for educational sciences, especially in 

terms of the necessity of teachers’ long-‐term working capability and their function as role 

models. Therefore, academic teacher education ought to intervene more intensively and support 

students’ professional development in order to promote a successful and satisfied future work 

life. So far, TES’ well-‐ being has only been rudimentarily researched (cf. Wöller, 1978; 

Schaarschmidt, 2004). This research project follows a resource-‐oriented, qualitative approach to 

specify opportunities of theory-‐based prevention and intervention. Following psycho-‐social 

developmental theories (cf. Newman & Newman 2007) and the course of education theory (cf. 

Trautmann 2004), the study is based on the hypothesis, that people need to undergo specific 

learning and developmental processes within specific periods of time in order to be able to 

master later stages in life successfully. The lack of essential learning processes during university 

education very likely has a negative effect on the future occupational career and job satisfaction. 

In this context, this survey aims at identifying particularly those essential learning and 

developmental processes within university teacher education which, taking into consideration 

the demands of the future teaching profession, should be necessarily mastered before entering 

work life in order to encourage a successful occupational career. Referring to Holzkamp’s (cf. 

1995) approaches to learning and development, the chosen tool for the reconstruction of 

necessary learning and developmental processes within university teacher education are 

experienced challenges of TES. According to Holzkamp and action-‐based learning theories, 

Does Scenario-‐Based Training help to improve Pre-‐Service Teachers’ Self-‐Regulatory 

Competences and Coping Strategies? 

Jessica Mattern 

Both, governmental institutions and researchers regard self-‐regulation as an essential 

competence for teachers. However, little empirically validated attempts to include its acquisition 

in teacher education have been made so far. Considering that teachers typically lack external 

50


guidance and have to accomplish their tasks under the constraint of a limited time frame, high 

self-‐regulation competences seem to be advantageous in order to prevent vocational strain. 

Therefore, this study addressed the research questions of whether scenario-‐based self-‐ 

regulation training specifically designed for the professional context of teachers can (a) improve 

self-‐regulated behavior of pre-‐service teachers and (b) enhance their coping with vocational 

stress. Data from the prototype’s evaluation (N = 20 pre-‐service teachers) is available to answer 

these questions. The training program consists of four weekly training sessions covering time-‐ 

management, action planning, self-‐motivation, volitional control, and self-‐reflection with a 

unique focus on the professional context of teachers. In between the training sessions, 

participants fill out standardized diaries on a daily basis in order to deepen the training content, 

and foster self-‐monitoring. The one-‐factorial repeated-‐measures design involves two treatment 

conditions: training and diaries, and a control condition. Variance-‐analytic pre-‐post-‐ 

comparisons show significant training effects for volitional control strategies and stress coping 

competencies. Time-‐series analyses of the diary data show a significant intervention effect 

concerning goal-‐setting and self-‐reflection, and a positive trend for self-‐monitoring. The results 

indicate the effectiveness of the training program for supporting pre-‐service teachers in 

practicing self-‐regulation. Furthermore, they suggest that the improvement of self-‐regulation 

competences has a positive impact on coping with vocational stress. After validating the training 

program with a larger sample size, it could be integrated into teacher education in order to 

support pre-‐service teachers in achieving a successful career start. 

Teacher-‐Parent Communication – A Validation of “Simulated Parents” as an Instrument 

for Assessing the Communication Competence of Pre-‐Service Teachers 

Anne Noll 

Martin Gartmeier, & Manfred Prenzel 

Teacher-‐parent communication is an obligatory theme in German teacher education since 2004. 

Consequently, instruments for measuring communicative competence are required. Since the 

assessment of communicative competence is relatively new in the educational sciences, we 

adapted a method from the medical sector -‐ “simulated patients” respectively “simulated 

parents” (SPs). “SPs” are actors with whom students interact as if they were real parents. Studies 

from medicine show that the amount of training and standardization is decisive for the 

reliability and validity of the SP-‐method. 

The four SPs in this study received case descriptions and a one-‐day training. As the nature of 

teacher-‐parent conversations does not allow a full standardization, the crucial question is to 

what extent the SPs differ from each other and to what degree the conversations are still 

comparable. The difference between the SPs is deducted from the performance of the 

participants in videotaped, simulated conversations and from self-‐assessment of performance, 

assessed by questionnaires. The study investigates (1.) to what extent the performance of pre-‐ 

service teachers varies depending on their conversational partners (2.) how much the self-‐ 

assessed performance is influenced by the conversational partner (3.) if the perceived 

authenticity of the conversations varies between conversational partners. Videos and 

questionnaires were distributed in groups according to the SP who conducted the conversation. 

ANOVAs showed that neither the (self-‐assessed) performance of the pre-‐service teachers nor the 

perceived authenticity of the conversations is significantly affected by the different 

conversational partners. 

The study is a first contribution to the validation of SPs as an approach for assessing the 

communication competence of pre-‐service teachers. In the long run, after further validation, SPs 

could be integrated into the (pre-‐service) professional development of teachers as a valuable 

tool for diagnosing training requirement in order to provide (pre-‐service) teachers with 

communication competencies needed for successful communication with parents. 

51


The missing link between university and practicum? A portfolio in student teacher 

education 

Myriam Schlag 

The Portfolio called “Workbook” is associated with learning matters from university coursework 

and does justice to the call of dual education for student teachers. The Workbook contains a 

variety of classroom observation tasks for example to observe individual students in terms of 

learning behavior and learning needs and to document student -‐ teacher interactions and 

classroom management. The student teachers are also required to reflect on their experiences 

and observations and to develop their perspective on teaching behavior. 

Alternatively, student teachers may write a four-‐page essay for two general reflection tasks 

during practicum. These tasks are only loosely associated with learning matters from university 

coursework. Therefore, it is necessary to find a tool linking learning in university and practicum 

and to focus on enhancing teaching competence of the student teachers during practicum. The 

aim of this study is to examine if the use of a Workbook during practicum fosters competence of 

student teachers after a practicum of three weeks but each one in a different school. 

Two samples have been matched. The experimental condition (n = 24) working with the 

Workbook and a reference group (n = 24) who had worked with two general reflection tasks. 

Before (only in experimental condition) and after the practicum a self-‐report questionnaire was 

applied including teacher competence scale, basic conditions of the practicum, the acceptance of 

practicum documentation and a self-‐ efficacy scale. 

Results show that there is a significant increase of competence for student teachers working 

with the Workbook during practicum. The student’s self-‐efficacy did not change during the 

practicum. After practicum there was no significant difference in competence between the two 

conditions, but in acceptance. So, there is an increase of competence during practicum but it is 

independent of the kind of practicum documentation, even though the students prefer the 

Workbook. 

Promoting Professional Analysis of Practice in Pre-‐Service Teacher Education. Developing 

a diagnosis tool for professional analysis of practice. 

Jürgen Schneider 

Professionally dealing with classroom complexity and successfully transferring scientific theory 

into practice are two major challenges in the teaching profession. Current educational research 

tries to overcome these difficulties by implementing case-‐based learning environments in 

advanced teacher training and enhancing professional analysis of practice. However, teachers 

are particularly facing these challenges during the transition from pre-‐service education to 

everyday school life. In this study we hence explore, how the professional analysis of practice on 

the topic of classroom management can be fostered in pre-‐service teacher education using case-‐ 

based learning environments. 

In a first study we design and evaluate a diagnosis tool for the professional analysis of practice. 

Latter is theoretically conceptualized as being a part of learning from practice by means of 

reflection. Particular focus lies on the cognitive process of analyzing practice to enable learning 

from these situations. We developed a web-‐based instrument using video clips of classroom 

teaching to be analyzed for classroom management. For validation purposes experts’ ratings (on 

classroom management, complexity, arousal, etc.) on several classroom videos were obtained 

before choosing multiple scenes from one appropriate classroom lesson. These scenes were then 

assigned (matched) to a pre or posttest based on the experts’ ratings. The result was an 

instrument using similar but different scenes from the same classroom video in pre and posttest 

(minimizing pre-‐post effects of the instrument). One objective of the pilot study was to clarify 

whether the pre and posttest may be assumed as being comparable. Thus half of the N=100 pre-‐ 

service teachers were asked to complete the diagnosis tool in regular order (pre-‐posttest), the 

other half completing it in reverse order (post-‐pretest) and to rate the tool for complexity, 

52


cognitive load and arousal. Results of the professional analysis and ratings were then compared. 

Further validation processes are planned, preliminary results will be presented. 

Essential learning and developmental processes in University Teacher Education. 

Reconstruction of learning and developmental processes in the university teacher 

education on the basis of experience and challenges of teacher education students. 

Nadja Köffler 

Teacher education students (TES) as well as acting teachers have attained significantly worse 

average values in various national and international surveys on their mental well-‐being than 

students of other disciplines of study (particularly those of economics, languages) or other 

professional groups (e.g. civil servants, policemen, nurses) (cf. IHS, 2010; Dür&Griebler, 2007; 

Schaarschmidt, 2004). These results are of high relevance for educational sciences, especially in 

terms of the necessity of teachers’ long-‐term working capability and their function as role 

models. Therefore, academic teacher education ought to intervene more intensively and support 

students’ professional development in order to promote a successful and satisfied future work 

life. So far, TES’ well-‐being has only been rudimentarily researched (cf. Wöller, 1978; 

Schaarschmidt, 2004). This research project follows a resource-‐oriented, qualitative approach to 

specify opportunities of theory-‐based prevention and intervention. Following psycho-‐social 

developmental theories (cf. Newman & Newman 2007) and the course of education theory (cf. 

Trautmann 2004), the study is based on the hypothesis, that people need to undergo specific 

learning and developmental processes within specific periods of time in order to be able to 

master later stages in life successfully. The lack of essential learning processes during university 

education very likely has a negative effect on the future occupational career and job satisfaction. 

In this context, this survey aims at identifying particularly those essential learning and 

developmental processes within university teacher education which, taking into consideration 

the demands of the future teaching profession, should be necessarily mastered before entering 

work life in order to encourage a successful occupational career. Referring to Holzkamp’s (cf. 

1995) approaches to learning and development, the chosen tool for the reconstruction of 

necessary learning and developmental processes are experienced challenges of TES. According 

to Holzkamp and action-‐based learning theories, experienced challenges are the breading 

ground for learning and development and bear the potential to trigger off those processes. 

Finally, this project will then evaluate if university teacher education offers suitable support to 

master the identified essential learning processes successfully and if interventive measures are 

necessary. 

PO.1.2. Inquiries in Early Childhood Education 


Chair: Miguel Mata Pereira 

Measuring preschool teachers attitudes towards effective language stimulation strategies 

for children under 3 

Franziska Egert 

& Andrea Sens 

A systematic change in the child care system in Germany has lead to the extension of formal 

child care for children under the age of three years. In the last few years, child care classroom 

became heterogeneous age groups serving children from one to six years of age and a couple of 

homogeneous infant and toddler classrooms have been facilitated. However, most of the 

300.000 practitioners’ currently working in center based care had been less prepared to face 

these challenges. The pilot study contributes a) to the development of an interdisciplinary 

standardized instrument that measures preschool teacher attitudes and knowledge on effective 

53


language stimulations and appropriate supportive situations for children under 3 and b) to the 

identification of predictors that influence these ratings. The non-‐random stratified sample for 

the pilot study consists of 54 preschool teachers (mean age=39.3 years; 98% female) currently 

working with (N=31) and without (N=23) children under 3 in center-‐based care. After refining 

the questionnaire with factor and reliability analysis, the instrument consists of 54 items (6-‐ 

point likert-‐scale) measuring preschool teachers’ attitudes and foreknowledge towards effective 

language stimulation strategies for children under 3 (cronbach’s alpha .82). With a mean of 4.7 

(SD=.35) most of the preschool teachers estimations are appropriate language stimulations 

strategies for infants and toddler. Findings from the regression analysis indicates that the 

amount of working experience, pre-‐service training at university level and a higher degree in 

formal education of preschool teachers predict the rating of effective language stimulation 

strategies. 

The alignment of beliefs and teaching practices among teachers of mathematics in early 

childhood/preK institutions and elementary school, as a condition for 

interconnectedness between early childhood education and primary school – a 

representative study of two states. 

Johanna Gläser 

Kindergarten and elementary school teachers´ knowledge about coherence of mathematical 

ideas, comprehension of mathematical basic concepts, knowledge about mathematical thinking, 

and how to assist children in it are reflected in their epistemological beliefs. 

In the present interdisciplinary research project, the alignment of kindergarten and elementary 

school teachers´ beliefs about mathematic instruction and teaching practices, are considered as a 

basic condition for interconnectedness between early childhood education and primary school. 

This is especially directed towards mathematical education in the current study. 

The study aims at finding out how kindergarten and elementary school teachers assess each 

other’s beliefs about teachers´ mathematic instruction and mathematical teaching practices. The 

purpose of the project is to design a well-‐grounded structural model of epistemological beliefs 

on teaching mathematics, which will focus on possible ways of thinking and courses of action, as 

well as on their different levels of development. 

In addition, possibilities should be identified that may help refine the professional skills of 

kindergarten and elementary school teachers needed to support interconnectedness. 

Video-‐observations and follow-‐up interviews about characteristic situations of action are 

conducted. A questionnaire-‐based survey as well as a realistic test-‐situation will be created, 

using Technology Based Assessment. Thus, the beliefs of kindergarten and elementary school 

teachers about mathematic instruction and mathematic teaching practices, can be linked to 

concrete actions. 

The assessment of competencies currently neglect the role of motivational aspects and thus 

constitutes a research desideratum. Therefore , the central aim of the dissertation project is to 

find out the significance of motivational aspects, in terms of self-‐efficacy for the competence to 

act within educational mathematical contexts. 

Metalanguage in learning and instruction: The significance of early productions amongst 

peers 

Juliane Stude 

Language plays a crucial role in human discourse and especially in language learning and 

instruction on two accounts: it functions as an instrument of communication as well as it can 

become at the same time its subject. Studies have proven that from an early age, children reflect 

and comment explicitly on language in parent-‐child discourse. However, little is known about 

their competence to use metalanguage with peers and teachers in a more institutional setting. 

This study was conducted to explore to what extent both teacher-‐child interaction and peer 

54


interaction amongst preschool children can be considered rich acquisitional contexts for the 

development of metalinguistic abilities. Thus, the main objective of this study is to shed light on 

the underlying mechanisms of emergent metalanguage. For this purpose quantitative and 

qualitative methods of analysis were applied to spontaneous interactions (>30 hrs) recorded in 

daily routines of a German kindergarten. Findings reveal that teacher-‐child interaction is mainly 

directed by the teachers, which provides children limited opportunities for gaining experience in 

the production of metalanguage. In contrast, peer interaction invites children to actively take 

part in metalinguistic activities in order to maintain the ongoing discourse and to negotiate 

participants´ roles. In particular, while attempting to establish superiority, some children adopt 

adult-‐like roles by using typical forms of adults’ speech. Remarkably, the child´s usage of those 

forms goes beyond imitation. Moreover, new peer-‐culture-‐specific forms and functions of 

metalanguage are generated. In sum the findings argue against the assumption that child-‐child 

interaction has to be considered a poor acquisitional context due to the absence of a more 

competent adult in terms of communicative experience. The results are discussed in relation to 

pedagogical consequences that concern the significance of verbal models supplied by teachers as 

well as the value of peer group experiences within educational settings. 

Children´s participation in Finnish Kindergartens 

Saija Tanhuanpää 

The theoretical framework of this study is based on the Convention on the Rights of the Child. 

Article 12 of United Nation´s Convention on the Rights of the Child (1989) convention provides 

children with the opportunity to be heard in juridical and administrative proceedings, either 

directly or indirectly. Although Finland ratified this convention in 1989, there are few studies of 

participation in kindergarten connections. Another theoretical framework of this study is based 

on the different models of participation. Arnstein (1969), Hart (1992), Shier (2002) and Percy-‐ 

Smith & Thomas (2010) have designed the ladder of participation. 

The structure of Finnish kindergarten system is shortly described in the poster, because it is 

actualizing in a different way than in other European countries and it´s also going to be reformed 

during the next five years. 

The aim of this study is to examine what is the level of the participation in Finnish kindergartens 

and whether, and to what extent, parents´ and teachers´ views about children´s participation 

differ. 

Forty-‐eight kindergarten groups located in southwestern part of Finland participated in the 

study. Questionnaires with open and structured questions were delivered to 590 parents and 

141 teachers. Data were analyzed qualitatively. 

The preliminary findings show that parents have a high respect for teachers and they want to 

share children´s experiences together. Despite of this combined view on children, parents need 

additional support in education and parenting. Parents´ demand relate to teacher´s attitudes, 

children´ s individuality and to the collaboration. All the participants had combined view on the 

importance of children´s school maturation and sociality. On the basis of findings it´s important 

to develop teacher – parent partnership, involve parents to the child-‐decision making and enable 

children to the decision -‐making process. To be heard and to support friendship, children need 

an adult consultant. 

Building meanings for child´s craft process by storycrafting 

Virpi Yliverronen 

Juli-‐Anna Aerila, & Marja-‐Leena Rönkkö 

Finnish childhood education stresses art related ways of learning. According to National 

curriculum guidelines on early childhood education and care in Finland learning should take 

place in child-‐specific activities and ways of thinking through playing, moving, studying and 

exploring the different areas of art. 

55


The main focus of the study is on testing the storycrafting method and craft activities. By 

combining a variety of methods it may be possible to get more diverse information on 5–6-‐year-‐ 

old children's understanding of literature, world view, linguistic expressions, and craft skills. 

The data collection of this study consists of several stages. At the first stage children were told a 

fragment of a story. After that each child told his or her own story to an adult. On the 

storycrafting method the adult asks the child to tell a story and he or she writes it down word for 

word. Anticipatory stories are considered to be a good method in clarifying a person’s process of 

understanding. On the next step children drew a picture of their own character based on the 

story and described it. Next the children sew their characters by hand and decorated them. The 

characters are made by the concept of a holistic craft: the child designs, produces and evaluates 

the whole process. 

The analysis is conducted using content analysis. The aim is to determine an individual child's 

thinking process during craft process and to evaluate the feasibility of different approaches 

when assessing pre-‐school age children thinking. 

Further research related to children's understanding of literature and artistic activities is still 

needed. By combining a variety of methods it may be possible to get more diverse information 

on 6–7-‐year-‐old children's understanding of literature, worldview, linguistic expressions, and 

craft skills. 

PO.1.3. Assessment, Feedback & Evaluation 


Chair: Bernd Meidenbauer 

Progress monitoring in reading for secondary-‐school students 

Siuman Chung 

Students with severe and persistent reading difficulties require special attention from their 

teachers. To satisfy the special needs of these students, teachers could benefit from a tool that 

reliably and validly measures the effects of instructions on student learning. 

One such tool is Curriculum-‐Based Measurement (CBM). CBM is a system of measurement 

whereby teachers monitor student progress on a frequent basis (e.g. weekly) and create graphs 

representing student progress. Over the past 30 years, a large body of research has supported 

the technical adequacy of CBM. The measures used in CBM were reliable and valid indicators of 

general reading proficiency. Further, when teachers use the progress data to inform instruction, 

student performance improves. 

The large majority of research on CBM has been conducted at the elementary-‐school level. This 

study extended the research on the technical adequacy of CBM progress measures to the 

secondary-‐school level. Participants were 210 students in 7th-‐9th grade. Students completed 

two 2-‐min reading probes in March and May/June. Criterion variables consisted of scores on 

standardized reading achievement tests, and placement into academic level. Analyses are 

underway and will examine (1) the relationship between the two parallel forms of the maze 

selection; (2) the relationship between the maze selection and the criterion variable; and (3) the 

sensitivity of the measures to growth from March to May/June. 

Assessing students’ understanding of economic issues: Suitability and validating of 

available tests 

Michael Kniebühler 

Economic literacy, which could be seen as the requirement to understand and estimate 

economic issues and make decisions accordingly, is essential in business and private life (Caplan, 

2004). To assess economic literacy, the “Test of Economic Literacy” (TEL) and the “Test of Un-‐ 

derstanding College Economics” (TUCE), both created by members of the Council of Economic 

56


Education, are used internationally. Critiques query whether economic literacy is adequately 

cap-‐tured by items which primarily focus on repeating definitions and factual knowledge. In 

contrast to the characteristics of tests like TEL or TUCE it is now seen as important to construct 

items that reflect the understanding of economic concepts. 

The aim of this project is to be able to gauge the suitability and validity of tests for the target 

group. For review and verification of the tests the first step is to analyze their background 

concepts with regard to generally accepted economic literacy concepts. The next step is to exam-‐ 

ine the experimental validity – in particular the internal and external validity. 

In the pilot study of the research project students from all study programs of the Universi-‐ty of 

Mannheim that are related to economics and business administration were asked to solve the 

TEL and TUCE tasks. The assessment was realized as a pre-‐ and post-‐test. Analysis of correla-‐ 

tion, item selectivity, explorative factor analysis and significance tests will be conducted. The 

whole project plan as well as rational, method and first results of the pilot study will be 

presented by the poster. 

Negative Effects of Ability Tracking? 

Godelieve van der Pas-‐Paasschens 

Rosanne Zwart, & Tanja Janssen 

Background. In the Netherlands, students are tracked into differing-‐ability schools at the age of 

12. There is a political debate about the Dutch selective school system compared to more 

comprehensive ones such in the US. 

Aim. Aim of this study is to investigate whether ability tracking has negative consequences for 

students’ performance, motivation and self-‐efficacy in secondary education. 

Method. In the study data were collected from 1226 10th and 11th grade students from three 

secondary schools in the Netherlands. Data collection included: 

-‐information from school administration on student performance and background 

characteristics; 

-‐questionnaires on motivation and self-‐efficacy. 

Student ability match refers to the difference between student achievements in Dutch, English 

and Mathematics in primary school and the track students followed in secondary education. 

Regression analyses were used to examine the relation between the student ability match as 

independent variable and students’ performance, motivation and self-‐efficacy in each subject in 

secondary education as the dependent variables. 

Results. Previous results show that only for about 35% of the students, their track in secondary 

school matched their performance in a school subject in primary education. Moreover, student 

ability match explained about 27% of the differences in performance during the first two years 

of secondary education. 

Conclusion. Tracking is a form of whole-‐group instruction that is characterized by a single and a 

set curriculum which is deliveder at the same pace for all students within the classroom. For 

large portion of the students who attend secondary education, the level on which the subject 

matter was teached, did not match their ability. Moreover, this difference seems to be an 

important variable to explain differences in students’ performance in school subjects. 

Ability-‐homogeneous groups and performance in secondary education 

Herman Vermazeren 

& Rosanne Zwart 

Introduction 

There is public dissatisfaction with the learning performance of students in The Netherlands. 

The reason is that The Netherlands is falling on the international rankings (PISA: Programme for 

International Student Assessment – TIMMS: Trends in International Mathematics and Science 

Study). 

57


Declining academic performances and school motivation are major issues in political debates. 

The current trend in Dutch secondary education is to leave the system of early-‐tracking and 

adopt a more comprehensive school system. One of the challenges then is how to adjust teaching 

to different student abilities in order to decrease educational inequalities and increase students’ 

performance. Teaching in ability-‐homogeneous groups can be the educational solution to 

increase learning performance. 

Aim 

In this study, we investigate the effect of teaching in ability-‐homogeneous groups on students' 

performance and motivation in secondary education. 

Method 

Participants of this research are 232 Grade 7 and 8 students (117 boys and 115 girls) of a school 

for secondary education in the south of The Netherlands. Students will be placed into three 

ability groups with both boys and girls on the basis of previous performance. Grade 7 students 

follow a series of 6 Mathematic classes in ability-‐homogeneous groups and Grade 8 students 

follow a series of 6 L1 Dutch classes in ability-‐homogeneous groups. 

A pre-‐test post-‐test control group design will be used to examine differences in performance and 

school motivation. On the basis of a questionnaire, teachers and students can report on their 

experiences with teaching in ability-‐homogeneous groups. 

Findings 

The results of this study will contribute to the design and implementation of teaching in ability-‐ 

homogeneous groups and the effects on performance and motivation. As this is research in 

progress, the results will be available in the spring 2012. During the poster presentation the 

results of this study will be presented. 

Effect of Formative Assessments on Achievement and Motivation in a Context-‐based 

Chemistry Course 

Hans Vogelzang 

Rosanne C. Zwart, & Wilfried F. Admiraal 

Background. Context-‐based science courses stimulate students to construct the knowledge 

presented and to connect this to prior knowledge. Literature suggests that Context-‐based 

courses increase student motivation. 

Research on Formative Assessments suggests a positive impact on students’ science 

achievement and motivation. However, its success depends on how the formative assessment is 

implemented in the classroom. Formative assessments inform teacher and students about 

knowledge deficiencies and misconceptions. It provides students with information on how to 

improve their learning. 

Aim. The current study presents the effects of Formative Assessments on achievement and 

motivation during a context-‐based Chemistry course on Lactic Acid. 

Sample. Participants in the context-‐based course were from pre university education (grade 8, 

39 girls, 23 boys)). The motivation questionnaire was completed by 106 students (grade 8). 

Method. The research was conducted with an untreated control group design with dependent 

pretest and posttest samples using switching replications. An one group pretest and posttest 

design was used to measure students’ motivation. After the pretest students were divided with 

respect to motivation into three different groups: low, medium and high motivation. 

Results. Quantitative analysis showed that the use of Formative Assessments raised students’ 

achievement on the posttest significant. However, no retention effect after was found. We didn’t 

find a main effect on motivation. But students with a high score on the motivation pretest 

questionnaire scored significant higher on the motivation posttest questionnaire. Students with 

a low motivation score on the pretest showed a significant decrease in motivation. No gender 

effect was found. 

Conclusions. Formative Assessments improved achievement on the posttests. Although no 

retention effect was found. The use of Formative Assessments during a context-‐based courses is 

not the magic charm to increase motivation of all students. 

58


PO.1.4. Measuring Learning: Advances in Methodology 



Development of a German Money Attitude Scale 

Daniela Barry 

Within the international discussion of 21st-‐century learning, this contribution addresses the 

skill of financial literacy (Trilling & Fadell 2009). The research focuses on the money 

management of adolescents, especially their attitudes towards money. These young people are 

confronted with the challenge of a self-‐regulated lifestyle and of economic independency. Most 

adolescents master this demand. Nevertheless, latest studies in Germany show that the rate of 

personal insolvencies in this group is continuously increasing (Bürgel Wirtschaftsinformationen 

2011). As a result, there is a great request for better financial education (BMAS 2008), which 

mostly refers to better financial knowledge (Schufa Holding AG 2008). From an educational 

perspective, such a one-‐dimensional approach cannot be sufficient. The agency of a person is not 

only determined by a person’s knowledge but as well by motivational, volitional and social 

aspects (Weinert 2002, 28). Following Weinert’s (2002) understanding of competence, we 

consider attitudes towards money to be, among others, an important factor that determines 

money management. 

Surprisingly, in the German literature there is no adequate instrument to be found on attitudes 

towards money. Within the international framework there are a few instruments only. Based on 

the questionnaires of Yaumauchi and Templer (1982, Money Attitude Scale), Furnahm (1984, 

Money Belief and Behaviour Scale) and Tang (1992, Money Ethic Scale), we scientifically 

translated these instruments into German, and conducted a study on the dominant factors that 

determine attitudes towards money in the German-‐speaking world. In total 639 individuals 

answered the questionnaire, 377 of them the German translation and 262 of them the original 

English items. An explorative factor analysis of the data based revealed five clearly interpretable 

factors. The formal validity of the German scale has been tested by means of a confirmative 

factor analyses (CFA). The results of both factor analyses will be presented on the poster. 

Perceived authenticity and quality of immersion in simulative learning environments 

Maximilian Knogler 

Simulative learning environments such as role –plays attempt to make the experience of 

learning feel real. They foster a sense of being absorbed in the learning environment which 

breaks with meta-‐level perspectives and offers a direct encounter with the things to be studied. 

In two words they strive to provide authentic and immersive contexts for learning. Both 

qualities have educational significance as they are hypothesized to positively influence learners’ 

intrinsic motivation and transfer of knowledge. To render these qualities amenable to empirical 

investigation this contribution documents initial efforts to establish two new scales which allow 

for a reliable assessment of the concepts of immersion and representation (authenticity). 

Immersion as it is defined here describes a core mechanism of role-‐ play namely taking up 

another identity from oneself (De Freitas & Oliver, 2006). It is conceived as an indicator of being 

involved in one’s role as part of a fictitious scenario. Representation describes the perceived 

physical or psychic similarity between the scenario and the represented segment of reality 

(Wilson et al., 2009). Both concepts were operationalized with several questionnaire items 

(language: German) and piloted with a student sample (N= 161) on two measurement occasions 

during an extended simulation activity. The psychometric quality of the two scales was 

investigated for their one-‐dimensional character using concepts and procedures of classical test-‐ 

theory. Internal consistency values (Cronbach’s α) and fit indices (Confirmatory Factor Analysis) 

59


were calculated for two measurement occasions and the structures were replicated with a 

second sample (N > 300). In general, results revealed satisfactory and good fit indices for the 

one-‐dimensional models. 

Building tools to inquire Teachers' Professional Identity 

Sandra Legrottaglie 

& Maria Beatrice Ligorio 

The purpose of this research is to investigate how in service teachers understand and describe 

their own professional identity. In order to achieve such goal, we built a semi-‐structured 

interview and a codebook. Through a process of assessment, in which adjustments, corrections, 

additions and cancellations occurred, we obtained the final version of the above mentioned 

tools. The interview is composed by 45 questions relating to three sections: professional profile, 

teaching strategies and sense of belonging to professional context. The codebook, composed by 

principal and secondary topics, facilitates the phases of coding and grouping of teachers’ 

answers expressing similar ideas. 

Both the semi-‐structured interview and the codebook could be used to explore the 

characteristics of TPI, that is not a stable entity but is characterized by a dynamic positioning 

process (Hermans, 2010) depending on many dimensions: relationships engaged, perception of 

the teaching strategies, motivational aspects and sense of belonging to the professional context. 

Evaluating Differences of Three-‐Option Answer Formats in Multiple-‐Choice-‐Questions -‐ A 

Comparison of the Single-‐Response and the Multiple-‐Response Format 

Marlit Annalena Schmidt 

Multiple-‐choice (MC) -‐questions with four or five answer options are widely used as an 

instrument in achievement testing. However, empirical and theoretical evidence indicates that 

reducing the number of options to three does not affect the quality of the MC-‐test in terms of 

reliability and validity while the item construction is less difficult and less time consuming 

(Rodriguez, 2005; Haladyna & Downing, 1993). Nevertheless, due to the reduction of options a 

higher a priori probability that people might guess the right answer must be taken into account. 

To date the guessing probability in MC-‐tests has played a tangential role. Thus, there is a need 

for studies concerning options to handle the guessing problem. 

As a first suggestion, reducing the impact of guessing effects may be as easy as using a multiple-‐ 

response format that allows for none or more than one right answers. The evaluation of 

psychometric differences and possible advantages or disadvantages of the single-‐response and 

the multiple-‐response three-‐option MC-‐format is helpful in providing a foundation for a 

recommendation of these MC-‐formats in practical application. 

In this Ph.D. project, MC-‐tests with similar properties, in two different thematic contexts, each 

with a multiple response and a single-‐response format (four tests) will be constructed for 

administration in empirical studies. An expert-‐novice comparison will be used to investigate 

whether there are psychometric differences in MC-‐item characteristics dependent on the 

person’s status of knowledge and the response format of the items. Groups of students will take 

the MC-‐test pertaining to a topic they have expertise in and afterwards answer the test for which 

content they have little expertise. This approach allows a cross-‐validation of results for distinct 

groups of experts and novices in addition to answering the research questions of test-‐specific 

characteristics for the different MC-‐test formats. 

60


The development of the emotional factors of social competence with music therapy 

(testing the questionnaire) 

Magdolna Szabadi 

Our research is based on the Affective Social Competence model. ASC has three basic 

components, sending, receiving and managing affective messages. There are emotional skills 

behind the three basic components of ASC. These are expressing, recognizing, understanding 

and managing emotions. We are working with these skills. Music therapy uses music to develop, 

to restore, to rehabilitate the psychological workings/functions as an additional instrument with 

a framework and conditions given by the therapist’s original profession. Forms are the active 

and receptive therapies. We are preparing a one year long development using the instruments of 

music therapy with the experimental groups. Our tools are self – developed questionnaires and 

semi – structured interviews. The emotional questionnaire is based on a story including typical 

situations for students, following the parts and elements of ASC. Behind the parts of the 

situations, there are the emotional skills. The participants are expected to give solutions for the 

situations. Their answers are classified into response categories. In this period of testing, the 

data was analyzed with qualitative method. In the first step, the opened questions were 

classified into four possible response categories (creative, emotional, rational and conventional) 

by two independent encoders. Up to now, the two encoding results were compared. The 

difference between the frequency of responses categories were observed. So far, for the sake of 

criterion-‐oriented validity and external reliability a repeted testing was performed. The 

examination of external reliability is needed, because the temporal change is expected by the 

effect of the music therapy training. During the examination we left out the students who 

participated in previous training. We was curious the temporal differences. Between the two 

testing past one month. The data are presented by diagrams. 

Applying lexical statistics to rational cloze test to assess the relevant vocabulary in course 

readings 

Andrea Zini 

This study is part of the "adaptive-‐message learning " project (FIRB, 2009-‐2013), aimed at 

individualization of learning message in e-‐learning systems. The purpose of the initial and 

ongoing evaluation is to know of how effectively the students cope with course readings. In 

more detail, computer generated, multiple-‐choice, rational-‐deletion cloze are used to measure 

the extent to which learners can handle relevant vocabulary in discipline specific texts. Corpus 

analysis tools are used for identyfing relevant vocabulary. 

The primary aim of this study is to compare the effects of different statistical criteria on 

classifyng and selecting content words to delete in a passage. We consider the results of a set of 

tests conducted at the University of Modena and Reggio Emilia. Since tests were developed as 

part of a course, students who were actually taking the courses were used as subjects, in groups 

of 30-‐40. Self-‐contained excerpts from Kinesiology and Education course readings were 

sampled. Two cloze tests, constructed selecting highly frequent items within a monograph on 

case study research in Education, lacked in consistency: this was interpreted in relation to 

words' polysemy and register's low degree of specificity. The procedure adopted for Kinesiology 

tests yeld better results. Analysing a Rehabilitation Medicine corpus, we derived a list of 

keywords, defined by unusual frequence in the target corpus compared to a reference corpus of 

standard Italian, and we noticed a moderate positive correlation between keyness value and 

frequency of occurrence in specialized language. Qualitative analisys suggested keywords were 

normally unambiguous in specific context. Both IRT and classical analysis of keywords cloze, 

show signs of a positive relation between items' keyness value, difficulty and discrimination. 

Cloze were complemented by reading comprehension and specific vocabulary measures, the 

latter showing a moderate significant correlation. Further research is needed on both selection 

criteria and deletion procedure. 

61


City tours 

19:00 – 20:30 

62

JURE 2012 Conference Programme Wednesday, July 25 

Wednesday, July 25 

Registration 



09:30-‐10:30 

PA.4.1. Teacher Competences in the Workplace 



Experts beat Intermediates -‐ Why Experts’ Explanations are More Effective in Fostering 

Novices’ Transfer of Learning than Explanations Generated by Intermediates 

Andreas Lachner 

Johannes Gurlitt, & Matthias Nückles 

Although prior research has shown that explanations by subject matter experts are superior 

compared to explanations by intermediates with regard to transferring knowledge to novices, 

little is known about which features of experts’ explanations foster novices’ transfer. To 

investigate the effect of the instructor’s subject matter expertise on novices’ learning, we 

conducted an experiment (N = 74). Novices were provided with one of four randomly selected 

explanations. Two explanations were experts’ explanations and two were intermediates’ 

explanations from a former experiment that varied in the degree of coherence and generality. 

We showed that novices who learned from experts’ explanations outperformed novices who 

learned from intermediates’ explanations on transfer tasks. Contrast analyses showed that the 

high coherence and medium generality of expert’s explanations accounted for novices’ transfer 

of learning. Additional explorative qualitative analyses of novices’ verbal protocols during the 

learning phase suggested that high coherence and a medium generality of experts’ explanations 

fostered novices’ active processing of the explanations, i.e. novices who learned with an expert’s 

explanation generated more elaborations and draw more bridging inferences, whereas novices 

who learned with an intermediate’s explanation predominantly relied on surface learning 

strategies. Thus, for tasks that require novices to apply their knowledge, it seems to be an 

effective instructional strategy to provide novices with experts’ explanations as an appropriate 

generalized domain schema to transfer their knowledge to other tasks. 

Mentors matter! 

Hans van der Linden 

This paper presents the outcomes of a research on successful mentor competences in the 

Regional training school West Friesland, which is a partnership of thirteen secondary schools 

and five teacher training institutes on school based teacher training. 

In the Netherlands schoolbased teacher training is a common aspect of initial teacher education. 

Schools and training institutes together realize the training of prospective teachers. In school 

student teachers train their teaching skills; teacher training institute delivers support and tools 

to cope with the questions and concerns in the student teachers development that arise at the 

workplace. Mentor teachers are crucial in student teachers’ learning at the workplace and play 

an important role in connecting theory (institute) and practice (school). However, it is unclear 

what competences mentor teachers should have and how these competences can be developed. 

63

Wednesday, July 25 JURE 2012 Conference Programme 

The study presented here includes two parts. Part one is an exploration of successful mentor 

teachers competences. Based on literature and 12 interviews with student teachers, mentor 

teachers, schoolbased trainers and teacher trainers, a list was created of successful mentor 

competences as well as design principles for professional development activities. 

Part two was a series of three design experiments with two groups of ten mentor teachers. We 

examined the effects of particular sets of training elements on the perceived relationship 

between student teacher and mentor teacher in schools. Previous research showed that 

especially being a role model as mentor teacher and how to give feedback had positive effects on 

the relationship between student teacher and mentor teacher. The perceived relationship was 

measured with semantic differential scales. In addition video recordings of mentor and student 

meetings were analyzed. 

The outcomes of this study may inform schools and teacher training institutions on how to 

design successful training sessions for the mentor teachers. 

PA.4.2. Influence of Gender on Teaching and Learning 


Chair: Zsuzsa Buzas 

Do burping boys copy homework? An experimental study on teachers’ perception of boys 

enacting their masculinity at school 

Anke Heyder 

& Ursula Kessels 

The current lower academic success of boys as compared with girls is a widely discussed topic. 

Research explaining boys’ lower academic success has brought into focus boys’ so called 

“laddish behaviour” and the “enactment of masculinity”. In a nutshell, these theories propose 

that the more boys show behaviour demonstrating their masculinity at school, the more they 

will be negatively sanctioned by their teachers. However, empirical data confirming these 

relations are scarce, and studies within this paradigm mostly rely on qualitative data. 

Using a randomized vignette study, we tested whether teachers (n= 104) infer from boys’ visible 

enactment of masculinity that these boys will also show more behaviour impeding learning and 

less behaviour fostering learning (as compared to either boys showing gender-‐neutral behaviour 

or to girls (enacting femininity)). Adding to the discussion if the “feminisation” of the teaching 

profession is responsible for boys’ disaffection from school, we also studied if male and female 

teachers showed different reactions to behaviour enacting masculinity. 

The material used was pretested, resulting in four vignettes describing a male student enacting 

masculinity, a male student showing gender-‐neutral behaviour, a female student enacting 

femininity, a female student showing gender-‐neutral behaviour. Two 2 (target student’s sex) x 2 

(enactment of gender identity vs. gender-‐neutral behaviour) x 2 (teacher’s sex) ANOVAs 

revealed the following effects: As expected, teachers ascribed less behaviour fostering learning 

and more behaviour impeding learning to male target students (main effect sex) and to target 

students enacting their gender identity (main effect enactment), resulting in the least favourable 

judgement of a male student enacting masculinity at school. Our findings show that enactment of 

gender identity at school, especially by boys, is perceived by teachers as clashing with academic 

engagement. Practical impact is discussed with regard to fostering boys’ academic engagement. 

64


Do girls’ and boys’ cognitive and motivational-‐affective characteristics predict verbal 

teacher-‐student interactions? 

Verena Jurik 

Alexander Gröschner, & Tina Seidel 

Teacher-‐student interactions play an important role for student learning. This study 

investigated teacher-‐student interactions with regard to the verbal IRF exchange (Initiation-‐ 

Response-‐Follow-‐Up). Specifically, we explored how girls’ and boys’ cognitive and motivational-‐ 

affective characteristics predict verbal teacher-‐student interactions in physics instruction. For 

this purpose, we analyzed data from an existing study. The sample included N = 79 randomly 

selected high school physics classrooms from Germany and the German-‐speaking part of 

Switzerland. Student characteristics (cognitive abilities, pre-‐knowledge, self-‐concept and 

interest) were assessed at the beginning of the school year to identify five student profiles in 

previous research. Four months later, classroom talk was videotaped in the same classrooms. 

The student profiles were incorporated into a new analysis for the study presented in this paper. 

In order to answer our research questions we reanalyzed the data and identified eight specific 

patterns of verbal teacher-‐student interactions. In a second step, we conducted multilevel 

analysis showing that especially girls’ student profiles predict verbal teacher-‐student 

interactions. Boys’ student profiles rarely seem to be associated with their verbal interactions 

with teachers. Our results indicate practical implications as they show that teachers’ particular 

competencies should be fostered in order to enhance and strengthen their interactions with 

different types of students. 

PA.4.3. The Role of Metacognition in Teaching and Learning Strategies 


Chair: Daniela Barry 

Exploring Metacognitive Awareness with Young Children and Their Teachers 

Helen Lewis 

The Foundation Phase is a play-‐based curriculum for 3 – 7 year olds in Wales, incorporating 

thinking skills as an explicit component (WAG, 2008). Teachers have ownership in selecting the 

methods they use meaning variation in approach across schools. 

Metacognition is generally accepted to be a significant element of many approaches. There is 

debate about how to best teach this (eg Lavery, 2008 in Hattie, 2012) and about whether young 

children are able to think metacognitively (Georghiades, 2004). Perhaps more sensitive research 

methods would reveal such abilities in young children (Whitebread et al , 2009). 

Video Stimulated Reflective Dialogue (VSRD) could be a useful technique to use to access young 

children’s metacognitive strategies. Previous studies have shown that children can offer insights 

into their learning when using VSRD (Tanner and Jones, 2007). Such research has analysed video 

episodes selected by the teacher, with older children. This project invited 5 and 6 year olds to 

identify, capture and discuss episodes of thinking for themselves. 

The aims of this study were: 

• explore how the teaching of thinking is being approached in the FP; 

• analyse the extent and character of young children’s metacognitive awareness; 

• investigate the affordances of VSRD to promote the effective teaching of thinking. 

Distribution and analysis of questionnaires to FP settings indicated that teachers do indeed 

approach the teaching of thinking in many ways, with differing opinions regarding effectiveness. 

A focus group of teachers acted as co-‐researchers investigating their teaching of thinking. They 

reflected on the strategies evident in selected episodes of teaching using VSRD. VSRD was also 

used by the children to explore their own thinking. 

Initial analysis indicates that young children can demonstrate an awareness of emergent 

metacognitive processes. VSRD and the specific teaching strategies implemented increased 

65


teacher awareness of the significance of metacognition. VSRD aided teacher reflection on their 

pedagogy. 

How is teachers’ pedagogic practice influenced by what they know about teaching for 

metacognition? 

Lai Kuen Chong 

This paper examines teachers’ knowledge about teaching for metacognition (TfM) and its 

influences on their pedagogic practices. Fourteen Singaporean Humanities teachers in this 

multiple case-‐study completed an open-‐ended questionnaire regarding 6 dimensions of 

knowledge about TfM: knowledge about (a) metacognition, (b) how to teach for metacognition, 

(c) evidence of learning about metacognition, (d) the value of TfM, (e) the desirable 

outcomes/goals of TfM, and (f) attitude towards metacognition in the school community. 

Subsequently, they demonstrated teaching for metacognition and talked about their practices 

and knowledge during the stimulated recall semi-‐structured interviews. Results indicated that 

while participants know the value of TfM, they did not have adequate empirically validated 

knowledge about metacognition, how to teach for metacognition, evidence of learning about 

metacognition or about the desirable outcomes/goals of TfM. Participants’ knowledge about the 

attitude towards metacognition in the school community varied. Triangulating data from the 

open-‐ended questionnaire, lesson observations and post-‐lesson interviews suggested that 

participants’ inadequate knowledge influenced their pedagogic practices negatively, more so for 

some than others. The results also indicated that it was likely that knowing the value of TfM 

prompted some to teach for metacognition despite students’ negative perceptions towards 

metacognition and despite TfM not being an explicit instructional priority in the school. These 

findings can inform teacher training. 

PA.4.4. Teachers' Use of Assessment Practices 



Teachers’ understanding and use of IRT-‐modeled feedback from external evaluations 

Katrin Hellrung 

& Johannes Hartig 

To improve the quality of teaching, educational accountability must include periodic external 

evaluations of students’ performance. This requires the availability of evaluation instruments 

which support the developmental process and are understandable at school level. However, 

studies show that teachers have often difficulty managing effectively the information provided 

by complex models. There is a strong risk that evaluation results will be underused if 

information is not understood. Not surprisingly, the assumed positive influence remained far 

beyond the expectations in practice. 

The aim of this study is to analyze how teachers understand and use English as a foreign 

language (EFL) reading and listening test feedback on unknown secondary school students in 

Germany. The performance of 47 ninth-‐grade students in EFL reading and listening 

comprehension tests were presented using two different psychometric models: a two 

dimensional model with between-‐item multidimensionality, and a model with within-‐item 

multidimensionality. The resulting scores for selected classes were presented visually in tables 

and figures with two frames of reference (criterion and norm-‐referenced). 

48 English teachers in Germany were asked to rate understandability and usefulness of feedback 

based on different complex models. In addition, they were asked to formulate goals and actions 

to be taken as a consequence of the student feedback data. Analyses show that teachers prefer 

66


the criterion-‐referenced between-‐item model which is aligned with European Framework of 

Reference for Languages (CEFR). 

Handling students’ mistakes in the mathematics classroom 

Jelena Radisic 

The paper focuses on routines related to solving math problems in class and in particular how 

students’ mistakes are handled and viewed by different teacher types discerned in the study, 

whose practices were then analyzed. Presented data are part of a larger study designed through 

several stages. First instruments were constructed to map teachers’ beliefs on teaching and 

learning. Based on different profiles of the teachers’ beliefs four types of teachers were 

identified. Then, classes of representative teachers for each type were videotaped. Finally a 

follow up interview was made with the goal of deepening knowledge on dynamic relationship 

between conceptions of each teacher and real, in situation, teacher behavior in class. Analysis 

has shown that specific routines can be discerned between different teacher types when 

problems are solved during the lesson. However almost in all the math lessons that were 

videotaped teachers are the one in charge of the process even if a student is “solving” the 

problem in front of the board. In some cases teacher is the only one during the lesson who does 

the actual “solving”. As for the mistakes students are prone to make, although they are not 

frequent they range from “fishing” the right answer to procedural mistakes. However when they 

do happen they are discussed in public in a whole class setting creating thus specific learning 

opportunities for the students themselves. 

PA.4.5. Teaching and Learning across Language Learning 


Chair: Markus Hirschmann 

Didactic context and children spellings 

Miguel Mata Pereira 

Jacques Fijalkow, &Margarida Alves Martins 

Spelling acquisition has been traditionally understood as a developmental path were children 

actively built hypotheses about the relationship between speech and print (Ferreiro, 1988). 

Specifically, syllabic spellings are productions were children represent oral syllables using 

letters in a one-‐to-‐one matching. Although the linguistic contexts in which this process occur 

have been studied, the didactic context, that is, the teaching/learning conditions in which this 

acquisition takes place, has been less considered (Fijalkow, Cussac-‐Pomel, & Hannouz, 2009). In 

this research our aim was to analyze the influence of the didactic context on children’s syllabic 

spellings, hypothesizing that syllabic spellings could be dependent on didactic constrains. For 

that matter, we conducted an experimental study with 10 Portuguese kindergarten teachers that 

were divided into two profiles, according to the use of syllabic units within their didactic 

practices. In order to assess these practices, we asked them to complete a questionnaire about 

their classroom practices, assessing the frequency of the use of syllabic units in those practices. 

Profile 1 had 5 teachers who frequently used syllables and 46 children. Profile 2 had 5 teachers 

who use less often syllables and 38 children. Children’s of the two groups were equivalent in 

their age, intellectual level, knowledge of the alphabet, and phonological awareness. Their 

writings were evaluated using a spelling test consisting in a set of 18 words and pseudo-‐words. 

We specifically analyzed their production of syllabic spellings. Results show that children 

belonging to the teacher’s profile 1 produced significantly more syllabic spellings than those 

who belonged to teacher’s profile 2. It seems that syllabic spellings could be not only a 

psychogenetic manifestation in children spelling development but also a response that is 

sensible to the didactic constrains to which children are exposed during their learning process. 

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Literature Recommendations in Problem-‐Based Learning: The Effects of Autonomy 

Lisette Wijnia 

Sofie M. M. Loyens, Eva Derous, & Henk G. Schmidt 

Problem-‐based learning (PBL) is a student-‐centered collaborative learning environment in 

which students are responsible for their own learning process, for example by selecting own 

study resources. Some believe PBL is ineffective and costs too much mental effort for students, 

whereas others disagree. In this study we examine the effects of literature recommendations 

and context on students’ mental effort, test performance, and efficiency in PBL. Half of the 

participants received literature recommendations, whereas the other half did not. Also, half of 

the participants received these instructions in either an autonomy supportive (i.e., “you can 

decide”) or controlling (i.e., “for your own good”) context. Results indicate that when students 

received literature recommendations in a controlling context they experienced more mental 

effort and less efficiency. 

Coffee/Tea 


Keynote 

11:00-‐12:00, H24 

Guided Learning and Self-‐initiated Practice in Learning Cognitive Skills 

Erno Lehtinen 

When dealing with the learning of basic cognitive skills, such as reading, foreign languages or 

mathematics, educational sciences mainly analyse particularly organized and guided learning 

situations in schools and out of school situations. It is however obvious that only a part of the 

learning process leading to the acquisition of the skills take place during these deliberately 

organized learning situations. Expertise studies have shown that the deliberate practice needed 

for the development of exceptional skills goes far beyond the organized training sessions. In the 

similar way everyday situations afford endless opportunities to practice basic cognitive skills. 

However, everyday situations support the learning of the skills only if the learner focuses on 

those aspects of the environment which are related to the developing skills. Recent studies show 

that there are inter-‐individual differences in focusing to affordances relevant for development of 

basic cognitive skills and as a consequence of that remarkable differences in self initiated 

practise of these skills. In the talks I will present examples of the findings and discuss about the 

broader theoretical, practical and methodological consequences of these findings. 

Lunch 

12:00-‐13:30, Canteen 

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13:30-‐15:00 

PDC.3.1. Introduction to Open Access in Educational Science 

Professional Development Course, 13.30-‐15.00, Room: VG1.30 

Gernot Deinzer 

Scholarly communication has undergone an enormous change in the last years. Nearly all the 

publications are nowadays published electronically. But not all the literature is available to 

researchers due to the plenty of works and the restrictions of licences. How can someone make 

his work visible in the best feasible way? 

Publishing work in an Open Access way, which means that the work is freely available and (re-‐ 

)usable at the internet, gives researches the great possibility, to spread their work worldwide 

without any access barriers. The different ways of publishing work Open Access and the 

application to educational science will be presented in this workshop as well as the work with 

useful tools is practised. 

PDC.3.2. Using Eye-‐Tracking in Educational Research – Advanced 


Halszka Jarodzka & Tamara van Gog 

As a consequence of technological development, eye tracking hardware and software becomes 

increasingly affordable and user friendly, and it is being used more and more often nowadays in 

research on learning and instruction. Eye tracking is a powerful research technique that 

provides many possibilities, but also challenges to the researcher. In this advanced professional 

development course, we will discuss which research questions can be addressed by means of 

eye tracking and how eye tracking data can be successfully recorded and analyzed. 

In the first part of this advanced course, we start by concretely describing how to run a 

successful recording of eye tracking data, addressing issues from setting up an appropriate eye 

tracking recording room to successfully calibrating participants, to checking whether recording 

was succesful. In the second part, different ways of analyzing eye tracking data will be discussed. 

We start with basics, like which event detection algorithm to use and with which settings. Next, 

we present common measures for different stimuli (e.g., reading, scene viewing, dynamic 

stimuli,…) and how to interpret them. Finally, we present novel, and more sophisticated 

scanpath similarity measures. In the third part, we will present examples from concrete studies 

on how to use different measures to address research questions. There will be sufficient time for 

participants’ questions about the course and about the use of eye tracking (data) in their own 

research. 

PDC.3.3. Designing Behavioural Experiments Using E-‐Prime -‐ Beginners 

Professional Development Course, 13.30-‐15.00, Room: VG CIP Pool 


E-‐Prime is a graphical software package by Psychology Software Tools which is designed for 

quickly setting up and running behavioural experiments. The software is most commonly used 

for classical psychological experiments, focussing on reaction times and randomisation rather 

than questionnaire data and qualitative measurements. However, as social science is 

progressively becoming more of an interdisciplinary endeavour, it will be shown how E-‐Prime, 

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and the associated methodology in general, can be used across the spectrum of social and 

behavioural sciences. For instance, reaction times can be extremely useful as diagnostic tools by 

objectively, independently quantifying the effectiveness of a treatment or educational 

intervention. The workshop consists of two sessions, with some knowledge of the software 

required for the more advanced, second session. In each session, use and abuse of E-‐Prime will 

be explained, followed by a short demonstration in which an example experiment is designed 

from the ground up. Following this, participants will be given the chance to try their hands on 

coding their own experiment, thus learning how they might use the software in their own 

studies. 

PDC.3.4. Longitudinal Data Analysis 

Professional Development Course, 13.30-‐15.00, Room: H 26 

Sanja Franic 

Frequently, researchers are faced with the question of how to optimally analyze longitudinal 

data. In the present workshop we will present several classes of questions one may aim to 

answer by utilizing longitudinal data, and provide the participants with the knowledge on a 

number of models commonly used to address them. 

How large is, for instance, the role of factors that act in concert across different time points to 

cause the observed stability of the variable of interest over time? How large is the role of those 

factors that cause individual differences specific to a certain time point? Is there a stabile driving 

force behind the growth or decline of a trait (or e.g. ability/skill) over time, or do novel factors 

relevant to the trait emerge at different time points? If so, how to detect and quantify them? How 

well can a trait at a certain time point be predicted from a measurement at the preceding time 

point? How much do individuals differ in the starting level of the variable of interest (e.g., in 

mathematical skills prior to formal education)? How much do individuals differ in their speed of 

growth or decline over time? Do the shapes of learning curves differ across individuals? Does the 

development of a skill follow a linear curve, or is there non-‐linear change? 

In the present workshop we will cover three types of models aimed at addressing the above 

questions: Cholesky decomposition, simplex models, and growth curve models. Prior attendance 

of the Structural Equation Modeling workshop (given by Dylan Molenaar, Monday, 23.7.) is 

desirable (although not obligatory). The workshop will be based on a thorough theoretical 

introduction by the workshop leader, combined with practical exercises. 


15:15-‐16:45 

PO.2.1. From Trainees to Teachers: Perspectives on Teacher Education 


Chair: Elena Stamouli 

Halfway There?! Student Teachers' compared to Teachers' Perspective of Responsibility 

in the School Context 

Kerstin Helker 

The specific nature of responsibilities in schools is still far from clear (Fischman, et al., 2006). 

Thus, all people involved in the school context, like teachers, students and parents are left to 

specify on their own what they personally feel responsible for and what responsibilities they 

assign to other actors respectively. 

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Lauermann and Karabenick (2009) studied teachers’ sense of personal responsibility and 

identified four dimensions of teacher responsibility (for student motivation (SM), student 

achievement (SA), teacher-‐student relationships (TSR) and teaching (T)). But of course, most of 

these responsibilities are not exclusively incumbent on teachers so that teachers have to (learn 

to) distinguish their responsibility from that of others like students or parents. 

The present study expands upon prior research on teachers’ beliefs about their professional role 

and sense of professional responsibility by exploring teachers’ (N=68) and student teachers’ 

(N=125) beliefs about different dimensions of teachers’, students’ and parents’ responsibility. 

Results show that student teachers’ perceptions of teachers’, students’ and parents’ 

responsibility for teaching, student motivation and achievement as well as teacher-‐student 

relationships lie between that of students identified in prior research and that of teachers 

identified here. Significant differences could be found between teachers’ and student teachers’ 

ratings of teachers’ and students’ responsibility for student achievement, with the student 

teachers rating both higher, and student responsibility for student motivation. Furthermore, in 

student teachers’ and teachers’ qualitative data differences were found regarding the 

responsibilities of parents. 

Further research into the issue of development of responsibility beliefs is needed in order to 

endow student teachers with realistic perceptions of who is responsible in the school 

environment. As prior research has found the relation between feelings of responsibility and 

motivation, results of further research could help prevent student teachers from frustration with 

the job they have chosen. 

Teacher Education & Educational Effectiveness: An Organizational Approach 

Christoph König 

International comparative studies steadily point out the fact that some education systems are 

better than others. Explanations for this between-‐country variance in educational effectiveness 

refer either to institutions of education systems or teacher education. However, regarding 

teacher education, the dominant research focus on individual-‐level variables leads to biased 

results concerning the effect of teacher education on educational effectiveness. Consequently, we 

tackle the question by taking on an organizational approach, where teacher education is 

considered an open subsystem of education systems. We furthermore argue that their relation 

cannot be fully understood without considering the selection and allocation function of teacher 

education. In our open systems framework the selection and allocation function of teacher 

education are characterized as boundary and maintenance systems governing a) the selection of 

teacher training candidates, b) the sorting of student teachers, and c) the assignment of newly 

trained teachers (NTT) to teaching positions in schools. By means of a review of 32 theoretical 

contributions corresponding to 19 educational, economic, and sociological theories on 

educational decisions, open systems, and labor market processes we seek relevant institutional 

dimensions of education and teacher education systems constituting the aforementioned 

teacher education subsystems. We were able to identify 27 institutional dimensions determining 

the selection and allocation of student teachers and NTT: the stratification of the education 

system and of higher education, the funding of higher education, the attractiveness of the 

teaching profession, and career counseling; additionally, admission procedures and criteria. 

Furthermore, assessment procedures and criteria, incentive mechanisms, internal support 

structures, and on-‐the-‐job training. Moreover, job descriptions, licensure and certification, 

recruitment procedures, structural linkages, probationary periods, and induction and 

mentoring, embedded in the general characteristic of the student population, work conditions, 

school autonomy, salary structure, career ladders and union regulations. 

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Capturing Pre-‐service Teachers' Views of Instructional Activities via Metaphors: 

Development of a Valid and Reliable Likert Scale-‐based Instrument 

Birgit Lehmann 

The Cognitive Theory of the metaphor (Lakoff & Johnson, 1980) argues that metaphors are 

influential mental models. Therefore, they can function as ‘mirrors of the mind’ and can be a 

useful tool to evoke cognitive processes, especially in learning and instruction. In several studies 

researchers identify metaphors to describe (prospective) teachers’ thinking. In addition, they 

explore significant differences in the selection and changes during the teaching career. Lehmann 

and Ebner (2011) and Lehmann (2012) conducted a series of (pilot) studies that essentially 

confirmed what Saban, Kocbeker, and Saban (2007) had demonstrated. When developing scales, 

we found that it seems to be possible to grasp what “A teacher is like…” with a Likert scale-‐based 

instrument. 

The aim of the follow-‐up studies is to replicate and expand the recent research: What’s about the 

stability of the factors? Will there emerge new factors? Do the factors relate to selected 

constructs? What predictive power do metaphors concerning instructional activities have? 

Students from the area “Economic and Business Education” completed a questionnaire. The 

cross-‐sectional study was carried out under controlled conditions. The six-‐point Likert scale-‐ 

based instrument to rate the metaphors consists of 34 metaphors. Other scales (e.g., to measure 

goal orientation) are also included. Explorative factor analysis and analysis of correlation are 

conducted. 

Central findings of the former study are confirmed. In addition to the three factors KNOWLEDGE 

WORK, MENTOR / SOCIAL SUPPORT, and DETERMINATE & DETERMINATING ACTIVITY, 

another factor labeled as GOAL-‐ORIENTATED LEADING emerged. The metaphors were 

iteratively tested concerning their factor analytical stability. The reduced final set consists of 28 

metaphors. Significant relations between the above mentioned factors and other constructs are 

found. 

The next step will be to further explore the validity of the instrument. The goal is to develop an 

instrument for predicting categories of instructional activities and for recruiting staff members. 

Teachers concerns about using the interactive whiteboard in classroom practice 

Bernhard Sieve 

& Sascha Schanze 

At many schools in Germany the conventional blackboards are replaced or just complemented 

by interactive whiteboards (IWB). We regard the implementation of the IWB as an innovation 

that faces the teachers with significant challenges and therefore causes concerns towards the 

innovation. Based on individual experiences and the personality these concerns can be realized 

differently from teacher to teacher. Using the Concerns-‐Based Adoption Model (CBAM) (Hall & 

Hord, 2006), this study investigates the concerns of 360 teachers from 25 German schools in the 

early stages of using the IWB. All of the teachers completed an adapted Stages of Concern 

Questionnaire (SoCQ) and 42 of them were interviewed by a semi-‐structured interview (Level of 

Use Interview) (Hall et al., 2006). The aim of the study is to a) characterise the teachers based on 

their stages of concerns and b) trace it back to their experiences with technologies and levels of 

use. This analysis serves to identify different roles in a teacher’s body and to develop an in-‐ 

service training that meets the teachers’ individual needs. 

According to CBAM the seven SoC appearing in a progress from no or little concerns about the 

IWB (stage 0), to the personal effects of using the IWB (self-‐concerns: stage 1-‐2), concerns about 

the task of adopting the innovation (stage 3) and concerns about how to use the IWB well to 

meet the needs of the students (impact-‐concerns: stages 4-‐6). 

The first results of the study indicate that most of the surveyed schools just start using the IWB. 

About three quarters of the teachers are at the stages 0 to 2, nearly 25 % of them are on stage 4-‐ 

6. The higher values of the self-‐declared non-‐users in the self-‐concerns support our assumption 

for differentiating training courses. The analysis of the LoU-‐interviews gives additional evidence. 

72


PO.2.2. Text and Graphics across Disciplines 


Chair: Eva Wennås Brante 

Investigations about the Integration of Text and Pictures 

Jana Arndt 

Anne Schüler & Katharina Scheiter 

According to the Cognitive Theory of Multimedia Learning (Mayer, 2009) one crucial step for 

learning with text and pictures is the integration of the verbal and the pictorial representations 

with each other. The aim of the current three studies was to investigate this so called integration 

process by using a modified paradigm introduced by Gentner and Loftus (1979): Learners 

memorized series of pictures and sentences that resulted from cross-‐varying type of picture 

(general vs. specific) and type of sentence (general vs. specific) within subjects. Integration is 

assumed to occur whenever the two sources of information differ in their specificity (i.e., when a 

general sentence is paired with a specific picture and vice versa). As a consequence, learners 

should be less able to trace back the learned information to a specific representation. This 

should result in lower performance in a later recognition test. The three studies differed in 

regard to the used number of items and the presentation duration of stimuli. Overall, the results 

support the assumption that verbal and pictorial information are integrated with each other. 

However, it remains still unclear, whether the integrated model is verbal, pictorial, or has no 

specific codality. Further research is needed to answer this question. 

Graphics in Science Education – German Biology Teachers’ Beliefs, Instructional Practices, 

and Related Student Outcomes 

Carolin Enzingmüller 

Interpretation and construction of graphics is an integral element of learning science. However, 

research indicates that acquiring these skills is quite a difficult task for learners. Thus, there is a 

demand for teachers not only to be knowledgeable about instruction involving graphics but also 

to hold favorable beliefs about this aspect of science instruction. To examine biology teachers’ 

beliefs about teaching and learning graphics, we designed a two-‐part investigation. In the first 

study semi-‐structured interviews were conducted with 15 German biology teachers (7 males, 8 

females) to (a) explore teachers’ thoughts and self-‐reported behaviors in depth and to (b) 

facilitate the development of a questionnaire for the second study. The latter will quantatively 

investigate the relationships between teachers’ beliefs, classroom practices and important 

student outcomes in the domain of graph-‐related instruction. In a pilot study the scales of the 

teacher questionnaire showed satisfying discriminant validity and reliability. 

Manipulations of a proof text to improve understanding 

Mark Hodds 

My poster will present a study that I conducted in March 2011, investigating the effects of text 

coherence and the use of mathematical symbols on reading comprehension of a mathematical 

proof. The literature suggests manipulating a text to produce versions of high and low coherence 

combined with considering a student’s knowledge of a field can improve their understanding. 

High coherence texts include all the information a reader would need to understand the text 

with very little prior knowledge. Low coherence texts remove some information and the reader 

is required to use prior knowledge to understand the new information. 

In mathematics, learning from a text is much more complex since special symbols are used. Two 

previous studies showed that students learn better from a mathematical text when 

mathematical symbols are removed and everyday words are used rather than mathematical 

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terminology. 

Although the effects of text coherence and the use of symbols have been tested in other 

disciplines, they have not been tested on mathematical proofs. A mathematical proof is a special 

type of text because it uses everyday words to produce sentences but also contains 

mathematical symbols. It is therefore clear that mathematical proofs are different to any other 

texts. 

The research question I aimed to answer was: Does the level of coherence and the use of 

mathematical symbols in a proof text affect the level of learning from that text? The study used a 

2 x 2 between-‐subjects design in which I manipulated a proof text to produce four versions of 

that proof, each varying in either coherence or the use of symbols. I tested undergraduate 

mathematics students by creating and analysing a multiple choice test. I will present the findings 

of this study, which suggest that manipulating a proof text appears to have no significant effect 

on understanding. 

Unwinding the relationship between cognitive processes and gaze behavior during 

multimedia learning 

Carina Schubert 

Although adding visualizations to text has been shown to improve learning, this multimedia 

effect (Mayer, 2009) is not always found. These results might be caused by poor instructional 

design; however, they might as well be caused by learners’ failure to process the materials 

adequately. Accordingly, this projects aims at designing an adaptive multimedia system that 

fosters strategic use of the learning material. In this system, we want to use eye tracking as an 

online measure for learning difficulties, providing additional information (zoom-‐ins, highlights) 

tailored to these difficulties. In a first step, we want to identify those eye tracking parameters 

(e.g., long dwell times or rereading of sentences) that indicate comprehension problems, which 

is the objective of the present study. To investigate which gaze parameters coincide with 

learning difficulties, participants learn with a static multimedia learning system and their gaze 

movements are recorded. In addition, they are instructed to indicate by mouse clicks whenever 

they have comprehension problems during learning. After the learning phase, participants 

complete a posttest to assess learning outcome. Furthermore, they are shown a video of the 

learning material with their real-‐time gaze movements (i.e., a gaze replay) and asked to 

verbalize what they thought during learning, a technique called cued retrospective reporting. 

Triangulation of the data from verbal protocols, the key presses and learning outcome measures 

will allow for getting a detailed picture of where a learner had comprehension problems. In the 

next step, we will explore which eye-‐movement parameters correlate with comprehension 

problems. Data collection is still running at this point; however, preliminary analysis of data 

from 30 participants suggests that rereading paragraphs is a good indicator for learning 

difficulties whilst dwell times can indicate learning difficulties as well as deeper processing of 

the learning material depending on learners’ prior knowledge. 

The effect of simultaneous presentation of the pictures and the oral text of picture 

storybooks on preschoolers’ vocabulary development 

Zsofia K. Takacs 

Maria T. de Jong, & Adriana G. Bus 

The present study investigated the role of temporal contiguity of the pictures and the oral text in 

storybook reading on word learning. Simultaneous presentation of the pictures of the books 

while the text is being read aloud is compared to presenting the pictures only after a page was 

read and a control condition in a within-‐subject design. 11 native English-‐speaking 4-‐year-‐old 

children living in the Netherlands were recruited in an international school with English as the 

language of teaching. The outcome measures were both expressive and receptive book-‐related 

vocabulary tests, regarding both book-‐specific and transfer knowledge of the target words. 

74


Children were hypothesized to make stronger connections between the pictures and the words 

and, thus, learn more words in the simultaneous condition, both on the expressive and receptive 

levels, as compared to the non-‐simultaneous and the control conditions. In fact, children learnt 

significantly more words from books that were simultaneously presented than from books in the 

non-‐simultaneous and the control condition on three of the four outcome measures, after 

controlling for age. Temporal contiguity of the verbal and the oral information appears as a key 

feature of storybook reading for facilitating word learning. Information and communication 

technology is suggested to be incorporated into the preschool group reading practices to provide 

children with the pictures and the oral text in a simultaneous manner. 

PO.2.3. Research on Science and Mathematics Education 


Chair: Boglarka Brezovszky 

Underlying factors influencing sixth grade students’ production of visual-‐spatial 

representations and mental problem models while working on mathematical word 

problems 

Anton Boonen 

With respect to mathematical word problem solving, scientific literature analyzes two major 

component processes: problem comprehension and problem solution (Mayer, 1985). The main 

focus of math instruction is on the problem solution component. This is remarkable because 

students often experience a lot of problems in the comprehension of a word problem (Lewis & 

Mayer, 1987). The research regarding this problem comprehension component focuses on two 

theoretical frameworks, a semantic-‐linguistic approach (which distinguishes the production of 

problem/situation models vs. the direct translation approach, e.g., Van der Schoot, Bakker 

Arkema, Horsley, & Van Lieshout, 2009) and a visual-‐spatial approach (which distinguishes the 

production of schematic representations vs. the production of pictorial representations, e.g., Van 

Garderen 2006). The aim of the present study is to investigate the existence of these two 

theoretical approaches by combining these views in one hypothesized model. This hypothesized 

model investigates the underlying processes influencing the production of the problem 

representations in both approaches and investigates the relation with mathematical word 

problem solving skills. The relation between five measures (two mathematical word problem 

tests, two mental rotation tests and a reading comprehension test) were tested in a path 

analysis. The results of the path analysis show that the two approaches indeed exist next to each 

other and have different underlying constructs. The production of problem models in the 

linguistic-‐semantic approach is mainly influenced by reading comprehension skills, the 

production of schematic representations in the visual-‐spatial approach, on the other hand, is 

largely influenced by spatial ability. Based on the findings of this study, we are going to train 

future teachers to develop effective instruction methods for students to deal with analyzing the 

text of a mathematical word problem. 

Mapping Geographical Misconceptions among Hungarian Scoolchildren 

Anett Kádár 

From the 1970s on, the mapping of scientific misconceptions has been blooming, and numerous 

researches have been carried out to explore the connection between misconceptions and 

conceptual change. Thorough research into these topics has only started about a decade ago in 

Hungary, and most studies have focused on revealing misconceptions in the fields of physics, 

chemistry, and biology. However, geography, with its scientific complexity, is an exciting and yet 

unexplored field of research concerning misconceptions. Therefore, the purpose of the present 

research is threefold:(1) uncovering misconceptions related to physical geography among 

75


Hungarian schoolchildren; (2) finding the reasons and explanations for the emergence of these 

misconceptions; and, finally, (3) proposing methods that help teaching for conceptual change 

and avoiding the development of misconceptions. Pilot tests have been performed in the target 

age groups. The actual research is planned to range from 3rd grade primary schoolchildren to 

11th grade secondary school students. The test consists of three parts: a word-‐association test, 

an achievement test, and an aptitude test. Teachers of geography are also to be interviewed 

about their teaching methods, and other background information such as teacher-‐student 

attitudes toward geography is to be examined. In addition, as a kind of control, the test of the 

11th grade students is planned be presented for two different groups of university 

undergraduates, one group majoring in Geography, the other in English. Preliminary results 

suggest that while culturally induced misconceptions are not present, popular media and movies 

influence student misconceptions. Furthermore, mistakes in textbooks, flaws in teachers' 

explanations, and potential other factors may also interfere in the emergence of geographical 

misconceptions. 

Comparative study in biology teaching between Germany and China 

Ning Liu 

Teaching effectiveness has been an important concern of science education for many years. A lot 

of effective teaching compopnents have been identified and analyzed. But few of them were 

conducted in the context of Chinese biology classroom. In this study, a sample of about 20 

Chinese biology lessons (the same topic) will be videotaped and coded. Concerning about the 

lesson, the students will be asked about learning achievement, situational interest, students' 

perception of teaching quality. The correlation between quality criteria observed in the lesson 

and students’ learning outcomes will be analyzed. Furthermore, Chinese biology lessons will be 

compared with the German biology lessons (the same topic) in terms of teaching pattern, 

classroom management, ect.. 

The ability to discriminate non-‐symbolic numerosities in relation to mathematics 

achievement 

Bieke Maertens 

The proposed studies will focus on the lower-‐order aspects of number sense, investigated in 

kindergarteners. These aspects refer to the ability to represent and manipulate numerosities on 

a mental number line. In our research, their abilities to detect numerical differences and to 

compare numerosities will be examined. Typically in these tasks, the Weber fraction (i.e. the 

smallest difference that can be reliably detected) is computed for each individual. 

In a first study, we examined the development of the approximate number system (ANS) as 

measured by the internal Weber fraction. We presented the 4-‐ and 5-‐year-‐olds two non-‐ 

symbolic tasks. In the comparison task, children had to compare two arrays of dots and decide 

as soon as possible which array contains the largest number of dots. In the same-‐different task, 

children had to compare two arrays of dots and decide whether the two arrays contain a 

different or same amount of dots. 

There was a significant main effect of ratio for both experimental tasks. We did not find an 

interaction effect of ratio and age group. Only in the comparison task, a main effect of age group 

was present on accuracy and Weber fraction, indicating that 4-‐year-‐olds made more errors and 

had a larger Weber ratio than the 5-‐year-‐olds. 

In a second study, we are developing an online non-‐symbolic comparison task to examine the 

ANS acuity of different populations and to implement in training studies. We hope to have our 

experiment online as soon as possible, so we can present some results at the conference. 

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Weather-‐related knowledge development-‐variations in different ability groups 

Elina Malleus 

Current longitudinal study examined seventh grade students beliefs about different types of 

clouds, rainfall and rainbow formation. Research provides an overview of the specifics of 

students thinking and the process of knowledge development emphasizing the importance of 

prior knowledge. Previous studies have shown difficulties in understanding different scientific 

concepts. Clouds, rain and rainbow are noticeable for every child but the understanding of 

forming mechanisms requires verbal-‐taught knowledge. That leads children of forming their 

own non-‐scientific ideas. 

The purpose of the study was to describe children ideas about weather phenomenon and give an 

overview of their learning process-‐ essence in different mental ability groups. 64 children (24 

boys and 40 girls) were tested three times at grade 7-‐before, right after and three months after 

learning new information. Research test included weather related questions and mental ability 

tests. 

It was found that students` percentage of right answers increased right after learning and also 

during three months after learning when children had time to adjust new knowledge to existing 

context. Study also showed differences learning weather-‐related concepts in various ability 

groups where children in medium ability test results group gave better results right after 

learning and children in higher ability test results group gave more right answers three months 

after learning compared to results before learning. 

Effects of the use of concept maps in context-‐based Chemistry education on students’ 

performance, attitude and on forming of cognitive mental maps 

Johannes Vogelzang 

Rosanne C. Zwart, & Wilfried F. Admiraal 

Background. Worldwide the innovation of science curricula shifts to more context-‐based 

approaches. These courses claim to address the major problems that Science education 

currently faces: curriculum overload, irrelevant content, problems to transfer the knowledge 

taught to other contexts and the fact that too many students do not achieve coherent mental 

maps. However, it is still unclear how a context-‐based course can improve students’ motivation 

and performance. 

Aim. In the current study, the use of concept maps was studied as a way to implement context-‐ 

based Science education. We examined the effects of the use of concept maps on the creation of 

coherent mental maps, on students’ attitude towards Chemistry and their performance. 

Method. Participants were 58 Grade 11 students from senior general secondary education and 

50 Grade 11 students from pre-‐university education. All students were from one secondary 

school in the Netherlands. 

A pretest-‐posttest quasi-‐experimental design was used. The students attended five classes on 

Antibiotics of 75 minutes each. They were randomly assigned to one of two different treatments: 

half of them were assigned to a treatment with concept maps in which they actively and 

explicitly constructed their knowledge. The other half were assigned to a treatment with 

formative assessments. These assessments contained questions on the subject talked about. The 

former treatment was our experimental condition; the latter was the control condition. Students’ 

performance was measured by a pretest, posttest and a retention test. Students’ attitude 

towards Chemistry was measured by a questionnaire with 32 five-‐points Likert type items, 

before and after the course. 

Results. This is research in progress. Spring 2012 results will be available. 

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Coffee with JURE’s VIPs 


Introduced by Jake McMullen 

This session is about networking. As many as possible of our keynote-‐speakers and PDC leaders 

will attend the coffee break. Take the opportunity to ask a question, try out an idea, exchange a 

reference, find out something you didn’t know and have a good time! 

78

JURE 2012 Conference Programme Friday, July 27 

Thursday, July 26 

Registration 



09:30-‐10:30 

PA.5.1. Influences of Teacher-‐Student Interaction on Learning 


Chair: Jelena Radisic 

A Comparison of Tutors with More and Less Teaching Experience: Tutors with More 

Teaching Experience Help Tutees Express Their Knowledge Deficits 

Stephanie Herppich 

Jörg Wittwer, Matthias Nückles, & Alexander Renkl 

Research suggests that tutors fail to contribute successfully to the effectiveness of tutoring 

because they dominate the tutoring dialogue and have difficulty with detecting a tutee’s 

knowledge deficits. However, research also suggests that teaching experience influences the way 

in which tutors execute tutoring techniques. Thus, more experienced tutors might be more 

reluctant to dominate the tutoring dialogue and, instead, are more likely to foster a tutee’s active 

participation by eliciting, detecting, and addressing a tutee’s knowledge deficits. In an empirical 

study, we compared the tutoring interactions between n = 21 classroom teachers as tutors with 

teaching experience (teacher tutors) and n = 25 university students as tutors without teaching 

experience (student tutors). We found that, irrespective of the level of their teaching experience, 

all tutors dominated the tutoring dialogues. However, tutoring dialogues of teacher tutors were 

more extended. Thus, tutees of teacher tutors had more opportunities to actively construct 

knowledge. They also expressed more knowledge deficits. Contrary to our assumptions, 

however, teacher tutors did not address a tutee’s knowledge deficits more often than did student 

tutors. Overall, the results suggest that tutoring interactions with tutors having more teaching 

experience more successfully contribute to the effectiveness of tutoring than those with tutors 

having less teaching experience. 

The Influence of Teachers’ Emotions on Students’ Self-‐Concepts, Attributions, 

Expectations, Persistence, and Emotions 

Jamie L. Taxer 

Research on teachers’ emotions and specifically the effect teachers’ emotions may have on 

students is still lacking. By replicating and expanding on studies conducted by Rustemeyer 

(1984) and Graham (1984), we examined the influence anger and pity from others has on 

intrapersonal causal attributions, task-‐specific self-‐concepts, persistence and emotions following 

failure. In Study 1, participants were induced to fail a cognitive task and an experimenter reacted 

with either anger or pity. The results indicated that participants who were shown pity were 

more likely to perceive that the teacher attributed their failure to lack of ability, as opposed to 

lack of effort and had a significantly lower task-‐specific self-‐concept, than participants who were 

shown anger. In Study 2, participants were induced to fail a word search task and a virtual 

teacher responded with either anger or pity. Results from this study showed that after an angry 

response from the teacher, participants were more likely to have perceived teacher 

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JURE 2012 Conference Programme 

interpersonal attributions to lack of effort and persist longer on the next task. Discrepancies 

between Study 1 and Study 2 findings, as well as the overall influence of teachers’ emotions on 

students are discussed. 

PA.5.2. Portfolio Use across the Learning Spectrum 


Chair: Thomas Schley 

Using portfolios as a tool for learning: dream or reality? 

Diana Baas 

Nowadays a growing number of primary schools are looking for modes of assessment that are 

more congruent with their approach to learning and teaching. These schools wish to integrate 

aspects of Assessment for Learning (AfL) in their educational practice by means of a portfolio. In 

spite of the popularity of portfolios, different definitions are used and a wide array of formative 

purposes is being served. The literature emphasizes portfolio assessment as a tool to promote 

students’ ownership of their learning process by monitoring their development, reflecting on 

leaning, providing feedback on work and engaging students in reflective student – teacher 

dialogue. This study focuses on the question whether portfolios are used for AfL purposes in 

Dutch primary schools. Semi-‐structured interviews with principals, teachers, students (grade 4 

to 6) and parents were conducted in ten primary schools. The interviews focused on the setting 

and the purpose of portfolio assessment. Validated summaries of the interviews were coded 

with MAXQDA using a grounded theory approach. The results show that schools participating in 

this research use portfolios to promote characteristics of AfL. Portfolio assessment is perceived 

as a powerful tool to give students responsibility in their learning process by formulating 

learning goals, monitoring their learning process and reflecting on their learning. Furthermore, 

feedback is provided on student learning in reflective student – teacher dialogue. The power of a 

portfolio can be improved with respect to the portfolio as a tool to provide parents insight in 

their children’s development and the use of a portfolio as a communication tool. 

Assessing Expertise in Teaching as Revealed by Teacher Portfolios – Estonian Case 

Anne Okas 

Quality teaching is now recognized as a result of complex interactions between teachers´ beliefs 

and behavior in a certain context. Many countries have demonstrated increasing interest in the 

assessment of teachers. We can use different instruments to assess teachers´ expertise and one 

possibility is to use portfolio. 

A portfolio based assessment method developed by van der Schaaf is used in this research. The 

usage of portfolio methods to document professional competences in teaching is not very 

common in Estonia. The issue how the effects of portfolio methods can be determined has 

received a very little attention. Ten expert teachers and 10 novice teachers who created 

portfolios by certain rules participated in this research. Current paper identifies the expertise in 

teaching of participants in various dimensions: planning and delivery as revealed by teacher 

portfolios. The objectives of the class verbalized by the teachers, the assessments of teachers´ 

behavior made by their students, and the assessments based on portfolios is made by 

independent raters. Teachers´ expertise to develop students learning skills is judged. The aim of 

this paper is to explore differences of novice and expert teachers. Current research brings out 

the differences between experts and novices in planning and delivery phases. The novice 

teachers focus more on development of the knowledge and facts, and they pay less attention to 

how students acquire this knowledge. The expert teachers focus more on development of the 

students´ learning skills that enable the students to acquire and interpret new knowledge. An


analysis of the objectives of the class allowed the teachers to be grouped into three categories, 

which were formed based on the goals and objectives set during the class. 

PA.5.3. Feedback Effects on Self-‐Regulated Learning: Technological 

Advances 


Chair: David Litalien 

Effects of interactive learning questions in an online study 

Max Knaut 

One way to support learners in self-‐regulated learning processes is to provide them with 

learning questions. Learning tasks can activate prior knowledge, direct the attention to relevant 

content and show the demands of a specific learning situation. Further, they facilitate learners' 

practice and studying process. Learning questions have been proved to be an effective support 

for learners (Hamaker, 1986). In computer based learning environments informative tutoring 

feedback can be used. After answering a learning question incorrectly feedback including 

strategic information leading to the correct solution is provided. In case of a correct response, 

the given feedback justifies the answer with further information. Interactive learning questions 

including informative tutoring feedback can be used to evaluate the progress of knowledge and 

skill acquisition (Kapp, Narciss, Körndle & Proske, 2011). The present study reports a positive 

effect of interactive learning questions in a computer based learning environment on the topic 

“The Berlin Wall”. For the experimental group one third of the text was supported with learning 

questions. The control group read the learning material without learning questions. A significant 

learning effect for the experimental group was found. They scored better in the post-‐knowledge 

test than the control group. Significantly better learning results were additionally found in test 

items which related to content that was not supported with learning questions. In this study 

learning questions assist on a metacognitive and a motivational level. Research should further 

focus on those metacognitive and motivational functions. 

How a graphical visualization of dilatory behaviour improved self-‐regulated learning 

Kristin Schmidt 

The scope of this study was to investigate effects of a graphical visualization of dilatory 

behaviour on self-‐regulated learning. In a series of web-‐based self-‐monitoring protocols, 

participants (N = 49) recorded their class preparation. In the experimental condition, they 

received individual scores of dilatory behaviour mirrored in an individual line chart. We were 

interested in whether potential advantages of the line chart can be traced back to non-‐specific 

signalling of dilatory behaviour or to specific individual feedback. Therefore, we compared the 

experimental group with two control groups: without visualization or with random 

visualization. The random visualization was expected to have a signalling but no feedback effect. 

Results supported the effects of signalling and individual feedback. Participants with random or 

veridical visualizations were more likely to engage in self-‐reflection, but only those who received 

veridical feedback were more likely to regulate their dilatory behaviour and improve self-‐ 

regulated learning. Thus, the visualization induced beneficial self-‐reactivity effects. 

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PA.5.4. Teaching Strategies for Promoting Reading Performance 


Chair: Laura Morosanu 

The relation between teachers’ diagnostic competencies, their classroom behavior and 

their students’ achievement gains in reading 

Lars Behrmann 


As long ago as 1987, Helmke and Schrader showed math teachers’ diagnostic competencies to be 

positively related to student achievement only when the teachers gave structured cues or 

individualized their instruction. However, the interaction of teachers’ diagnostic competencies, 

their classroom actions and student achievement in reading has not yet been explored. In the 

framework of a longitudinal intervention study, 60 reading teachers conducted a program to 

promote reading comprehension with their 1448 students (53% boys,47% girls: M age = 11.2 

years, SD = 0.99) over a time period of eight months. Data on student achievement were 

collected before and after the program conduction; classroom observations and teacher 

estimations on students’ individual reading competencies were also collected after completion 

of the program. Multilevel analyses were conducted with strategic cues, individualized 

instruction, and school type as predictors. The results demonstrated teachers’ relation of 

diagnostic competencies and instructional behavior to depend on the school type. Furthermore, 

results indicate differential relations of teacher variables with student achievement gains to be 

conditional of the respective school type. Implications of the results are discussed. 

Boys' and girls' reading performance: Does one instruction fit all? 

Christine Eckert 

When stigmatized group members are in a situation where they are afraid of confirming 

negative group stereotypes, the probability of performance deficits increases. This situational 

predicament is defined as stereotype threat. In contrast to research on girls and mathematics, 

results of a first suggested that boys (secondary private schools) in a threatening situation (n = 

31) significantly outperformed boys in a non-‐threatening situation (n = 40). The first aim of the 

present study was to examine stereotype threat effects on boys in a larger and less selective 

sample. Because boys are overrepresented in low-‐achieving school forms, it is of further interest 

to explore whether belief in stereotype is more salient for boys in low-‐achieving than for boys in 

high-‐achieving school forms and can therefore explain boys’ underperformance in reading tasks. 

A total of 155 boys and 156 girls (8th and 9th grade) from five secondary schools (grammar 

school, secondary modern school) completed 30 reading tasks in either a stereotype threat 

(emphasizing of gender differences) or a non-‐threat condition (nullifying of gender differences). 

Additionally, they answered a question about their belief in stereotype. A three-‐way ANOVA 

(school form x gender x experimental condition) revealed that―for grammar schools―in the 

stereotype threat condition, girls significantly outperformed boys. We also found a stereotype 

lift effect for girls in grammar schools because girls in the threat condition performed 

significantly better than girls in the non-‐threat condition. Furthermore, belief in stereotype was 

not more salient for boys in secondary modern schools than for boys in grammar schools. 

Overall, it is important to acknowledge environmental circumstances to explain stereotype 

threat effects for both boys and girls so that they are able to perform according to their ability 

potential.


PA.5.5. Methodological Advances to the Study of Students 


Chair: Attila Pásztor 

Analyzing Player Behavior in Digital Educational Games 

Anja Hawlitschek 

& Veit Köppen 

In this article we argue for enhanced consideration of player behavior as third variable in 

research concerning game-‐based learning. Due to the fact that educational games are interactive 

non-‐linear environments, there are different ways to play and therefore, players experience a 

specific game heterogeneously. This is a challenge for intervention integrity. Without monitoring 

player behavior it is not possible to ensure that the intervention is delivered as intended. We 

illustrate this more clearly with results from an experiment on learning with an educational 

game. Describing methods for monitoring and analyzing player behavior, their advantages, and 

drawbacks, we suggest logfile analysis and data mining methods as appropriate tools for 

examination of patterns of user-‐system interaction. 

Everything, everywhere, all the time: Advantages and challenges in the use of extensive 

video recordings of children 

Fredrik Rusk 

Michaela Pörn, Fritjof Sahlström, & Anna Slotte-‐Lüttge 

The aim of this paper is to discuss advantages and challenges in the use of extensive video 

recordings from a participant’s perspective as a way of studying learning in children’s daily 

interaction. Studies on children’s learning in interaction and the use of video in social studies 

have increased over the last decade. Often these studies focus one setting in children’s everyday 

life, such as the school. In this paper we will focus on some challenges that arise when involving 

the children and families in the data collection instead of participant observation. We claim that 

to better understand how learning in interaction is construed, one benefits from capturing the 

child’s entire day for an extensive time. If learning is done in the everyday interaction in 

different social situations and contexts one has to record all interaction, because learning is not 

tied to one setting. At school a researcher records a child’s entire day at school. The families are 

provided an easy-‐to-‐use camera and tripod so they can collect data in the child’s home and 

outside of school. They are instructed to record as much as possible. By involving the families in 

the data collection the researcher avoids challenges concerning physically entering the homes, 

but in a sense the researcher still enters the home, not physically, but through the camera. This 

method poses other challenges. The researcher does not control what is recorded. We want to 

encourage to a discussion about the challenges and advantages arising in involving the families 

in the data collection compared to participant observation. However challenging the presented 

data gathering method and analysis method in this article may seem; the challenges of the ways 

of work are outweighed by the possibilities afforded for a better understanding of learning in 

interaction. 

Coffee/Tea 


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Keynote 

11:00-‐12:00, H24 

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The use of cognitive neuroscience in educational research: a multi-‐method approach to 

understand individual differences in mathematics achievement 

Bert de Smedt 

About a decade ago, I started my career as an educational researcher by examining children with 

difficulties in learning mathematical skills. This work involved traditional behavioral educational 

research methods, yet gradually I became interested in the field of cognitive neuroscience, in 

which research on the biological underpinnings of these mathematical difficulties was booming. 

Against this background, I have set up a research program that combines traditional educational 

research with brain imaging methods to understand how children develop mathematical skills. 

In my talk, I will illustrate that neuroimaging data can be used as an input for educational 

research, for example, by drawing our attention to the importance of numerical representations 

as a potential origin of individual differences in mathematical achievement and of atypical 

mathematical development. I will also show that neuroimaging data can provide a level of 

analysis and measurement that cannot be accessed by behavioral studies alone, adding new 

insights to theories of arithmetic (fact) development. This all indicates that a combination of 

behavioral and neuroscientific methods represents a fruitful approach to answer some specific 

educational research questions in the field of school-‐taught mathematics learning. 

Lunch 

12:00-‐13:30, Canteen 


13:30-‐15:00 

PDC.4.1. "The High Art" of Scientific Writing 


Hans Gruber 

Publishing in scientific journals is an important part of research. Experiences made during the 

publication process are crucial for one’s own learning and professional development. Not every 

experience is a pleasant one, however (“expect rejection”, as some say). In this professional 

development course the main parts of the publishing processes are analysed. Dos and don’ts are 

discussed in order to develop appropriate responses to the requirements at different stages of 

the publishing process. It is stressed that it is most important to conceive this process as a kind 

of professional interaction with reviewers and editors. Being able to take the perspective of 

reviewers and editors therefore is part of growing into the scientific community. 

The following topics are highlighted in the course: Getting started – Writing process – Assessing 

journal quality: different kinds of journals – Empirical articles: Writing up qualitative research – 

Editing and review process – Arguments for rejection – How to process feedback from reviewers 

and editors.


PDC.4.2. Springer Journal Author Academy 


Bernadette Ohmer & Christian Harteis 

The Springer Journal Author Academy offers junior researchers the opportunity to learn how to 

get started on publishing your research in academic journals. The workshop provides 

information on how to choose a suitable journal, how to write a cover letter for your article and 

how to structure your manuscript. It also gives tips for the writing process, submission 

guidelines, an overview of article types as well as review procedures. And last but not least there 

will be plenty of time to ask all the questions you always had about how to get your first journal 

article published but never dared to ask… 

PDC.4.3. E-‐Prime – Advanced 



E-‐Prime is a graphical software package by Psychology Software Tools which is designed for 

quickly setting up and running behavioural experiments. The software is most commonly used 

for classical psychological experiments, focussing on reaction times and randomisation rather 

than questionnaire data and qualitative measurements. However, as social science is 

progressively becoming more of an interdisciplinary endeavour, it will be shown how E-‐Prime, 

and the associated methodology in general, can be used across the spectrum of social and 

behavioural sciences. For instance, reaction times can be extremely useful as diagnostic tools by 

objectively, independently quantifying the effectiveness of a treatment or educational 

intervention. The workshop consists of two sessions, with some knowledge of the software 

required for the more advanced, second session. In each session, use and abuse of E-‐Prime will 

be explained, followed by a short demonstration in which an example experiment is designed 

from the ground up. Following this, participants will be given the chance to try their hands on 

coding their own experiment, thus learning how they might use the software in their own 

studies. 

PDC.4.4. Programming with R 

Professional Development Course, 13.30-‐15.00, Room: CIP-‐Pool SG1 

Sanja Franic 

R is a freely available programming language and an environment for statistical computing and 

graphics. It may be used for computer simulations, graphics, data management, and statistical 

analyses. It is easy to learn, powerful, platform independent, free, supported by a large user 

network, and -‐ for an large number of users -‐ is increasingly replacing programs/languages such 

as C++, Excel, and SPSS. Finally, as the participants of this workshop will discover: R is fun. 

The present workshop will start by familiarizing the user with the R environment and the basics 

of the R language; this will be achieved through exercises involving creating objects and 

performing simple manipulations. In subsequent exercises, the workshop leader will guide the 

participants through simulating an example data set, performing statistical analyses (using both 

built-‐in R functions as well as self-‐written programs), and using R’s graphical facilities to 

visualize the results. The workshop is practically oriented and based on hands-‐on experience, 

accompanied by input and support from the workshop leader. 

Due to the virtually infinite number of possibilities that R offers, aspiring to cover all of its 

features in a single course would be unrealistic; however, the workshop should provide the 

prospective user with an overview of what can be achieved within R, as well as a basis for 

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further learning. In addition, we hope to impart an understanding of why many users claim that 

“once you’ve learned R, you’ll never want to go back”. 


15:15-‐16:15 

PA.6.1. Cognitive Attributes and Exceptional Students: Exploring Individual 

Differences 


Chair: Felix Dinger 

What really makes up giftedness? A closer consideration of specific cognitive capabilities 

Jessica Kornmann 

Ingo Zettler, Yvonne Kammerer, Peter Gerjets, & Ulrich Trautwein 

In the present study, we focused on gifted and non-‐gifted children’s working memory capacity. 

Specifically, we wanted to demonstrate the relevance of working memory as a cognitive 

characteristic of gifted children beyond IQ. Previous research has indicated that gifted children 

have a higher working memory capacity than non-‐gifted children. However, working memory 

has not found entrance into any giftedness conception yet. This might be due to the fact that, to 

this date, it is still unclear whether gifted and non-‐gifted children differ in all or only specific 

parts of the working memory. Based on the assumption that only the central executive can 

explain variance in general intelligence, we suggested that especially the capacity of the central 

executive differentiates between gifted and non-‐gifted children. Moreover, we assumed that 

beyond IQ it is particularly the central executive that plays a crucial role in defining giftedness. 

To this end, we compared the capacity of different working memory components between gifted 

and non-‐gifted children. More precisely, two groups of fourth graders (children attending an 

enrichment program for giftedness and children of normal school classes) completed an 

intelligence test and several working memory tests addressing the phonological loop, 

visuospatial sketchpad, and central executive. Results indicated that gifted children show better 

performance in the central executive component, but not in the other components of working 

memory. Second, a logistic regression revealed that the central executive explains significant 

variance beyond IQ, when predicting whether a child belongs to the gifted or control group, 

respectively. 

Thus, the central executive seems to be a characterizing construct in gifted children. Accordingly, 

in terms of effective giftedness promotion, learning environments should be particularly 

designed considering executive demands in order to reach optimal learning outcomes. 

Adaptability: Exploring its personality antecedents and well being outcomes 

Harry G. Nejad 

Adaptability refers to individuals’ capacity to adjust their cognitions, emotions, and behaviours 

in response to new, changing, and/or uncertain conditions. The study seeks to explore the links 

between adaptability and its antecedents (personality trait, implicit theories of ability) and well-‐ 

being consequences (general self-‐esteem, life satisfaction, emotional stability, and 

meaning/purpose). The data were collected using a set of psycho-‐educational measures 

administered to 2,207 Australian high-‐school students (mean age=14.42, 49.8% females). 

Preliminary analyses showed that participants’ responses to the measures were normally 

distributed (i.e., relatively low skewness and kurtosis), internally consistent (i.e. alpha >.75), and 

fit well to the hypothesised measurement models (i.e., excellent fit indices, item factor loadings


>.70; invariant factor structures across gender, age, language background groups). Fully forward 

structural equation modelling indicated that after controlling for students’ socio-‐demographics 

(e.g., age, gender, language background) and academic ability, extraversion, neuroticism, 

openness, and incremental theory of ability (β=.11, β=-‐.20, β=.10, and β=.32, respectively, all at 

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Promoting Students´Learning Competencies based on the Portfolio-‐Approach 

Susi Limprecht 

& Michaela Gläser-‐Zikuda 

In the last years, portfolios are becoming increasingly popular in education, particularly in 

school context. With the use of portfolios in school context learning-‐processes can be 

documented, students’ results can be obtained and portfolios are also an appropriate basis for 

students’ evaluation. The portfolio approach could be decisive for the successful execution of the 

paradigm shift from teaching to learning. But there is a lack of empirical studies regarding the 

examination of the effectiveness of the portfolio-‐approach. The research project “Promoting 

Students´ Learning Competencies based on the Portfolio-‐Approach”, founded by the DFG 

(German Research Foundation), examines the effect of a portfolio-‐approach on students´ 

cognitive and affective learning aspects in physics. The study concentrates on the topic 

electricity in 8th grade classrooms of grammar school. In total, 201 students participated in the 

study, divided in treatment-‐ and control-‐ groups. In terms of the main characteristics of the 

portfolio based learning environment – competence-‐oriented learning demands, self-‐regulation 

demands, high quality interactions between learners and teachers as well learners and learners 

and continuous self-‐reflection – it is gratifying to see that first results of the quasi-‐experimental 

intervention study show positive effects of the intervention regarding problem solving 

competencies, empathy as a kind of social competencies and the students emotion boredom. 

Theoretical framework, method and first results of the study will be presented. 

PA.6.3. Teacher as Learner, Teacher as Practitioner 

Paper Session, 15.15-‐16.15, Room: Paper VG 1.36 

Chair: Anett Wolgast 

Dimensions and conditions of the professional development of teaching assistants 

Marie Lambert 

Today, most universities employ teaching assistants who share their time between doctoral 

research and teaching activities. Previous studies suggest that, as novice teachers and 

researchers, they need specific help during this crucial phase of their career to support their 

professional development. However, some specific research questions must still be addressed: 

What actions and strategies do teaching assistants undertake to address the requirements of 

their work? On what dimensions do they develop professionally? What are the conditions for 

their professional development? 

We have chosen a mixed methods approach to address these questions. First, an online 

questionnaire has been sent to all the teaching assistants at the University of Fribourg 

(Switzerland). Second, semi-‐structured interviews have been conducted with volunteer 

assistants who had previously completed the questionnaire. First results are shortly presented 

below. 

When facing difficulties in their teaching or research activities, our respondents use various 

types of resources. First, they try to solve problems by themselves, using competences they 

already have and leading a personal reflection. They also seek help from peers and colleagues 

and, to a lesser extent, from supervisors. They take part willingly in formal support offers too 

(e.g. doctoral schools, courses and workshops, and mentoring programmes). 

Our respondents report having developed many research and teaching competences during 

assistantship. Moreover, through participation in support offers, they have increased their level 

of comfort as teachers, as well as their motivation to research activities and their self-‐confidence 

about their ability to carry out their doctoral thesis. 

Different types of conditions are important for the professional development of teaching 

assistants. This includes having access to varied, flexible, and adapted formal support


programmes; receiving guidance and feedback from professors and thesis supervisors; sharing 

with peers and more experienced colleagues; and having specific individual abilities. 

Teacher as Improviser -‐ An Exploratory Research between Teaching and Performing Arts 

(first step) 

Eleonora Zorzi 

This paper presents the first part of a PhD research. The PhD research’s hypothesis is that the 

exploration of the concept and practice of improvisation could be useful to rethink the classroom 

teaching and to look at teacher’s competences and profile from a new perspective. 

Since improvisation is more formally recognized as a valuable expertise to be acquired, trained 

or implemented in arts fields and literature rather than in the educational ones, arts fields and 

arts professionals were chosen as a starting point for this research. 

The aim of this first research phase is revealing some significant features of improvisational 

practice emerging from the experience in artistic fields where improvisation is recognized as an 

expert competence and performing methodology. 

The data are being gathered through some interviews (will be approximately 9) to “privileged 

witnesses” such as performing arts professionals. They regularly have worked on improvisation 

for ten years at least and they make improvisation the object of teaching activities (workshop, 

laboratories, training courses). 

All the results will be drawn by a content-‐analysis made upon the interviews’ transcriptions, 

implemented also by further possible integrations made by the witnesses. The categories and 

dimensions emerging from the analysis will be compared with the literature reference, following 

a mixed approach: a bottom-‐up (data collected) plus top-‐down (categories emerged from 

literature) process. 

The data analysis will concern the identification of some common aspects and attitudes among 

the privileged witnesses’ experiences. The analysis results will be used to elaborate such an 

“improviser profile” and to identify some procedural features of the “educational processes” 

implied during improvising activities. 

These profile and procedural features will be used as a focus to think at the teaching features, 

hypothesizing where and how they could be present in the classroom practice. These 

educational implications will be proposed and submitted to discussion. 

PA.6.4 Affect and Autonomy in Reading Strategies 


Chair: Eva Wennås Brante 

Is following the natural order always the right thing to do? Strategic reading to deeply 

comprehend texts 

Marta Minguela 

Reading comprehension is a complex process that requires the conscious and self-‐regulated use 

of reading strategies. The main goal of this article is to describe the different reading patterns 

used by skilled and less skilled readers, and to find out the relation between these patterns and 

reading comprehension when students confront simple or complex comprehension questions. 

The reading process followed by 60 secondary school students was examined. Participants, who 

differed in their general comprehension ability, read an expository text; during reading, they 

could follow any sequence, rereading if necessary, and had no time limit. Once they finished the 

text, they answered reading comprehension questions. Reading comprehension questions were 

constructed to measure different comprehension levels (low and high level questions). 

Four reading patterns were identified on the basis of the sequence of reading, recursion, and 

reading speed (from more mechanical to more strategic). Regarding the use of these reading 

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patterns, some tendencies arouse: skilled readers tended to use patterns that could be 

considered as strategic to some extent (recursive, non-‐linear 

patterns), while the more mechanical patterns (linear, non-‐recursive) were used essentially by 

less skilled readers. Also, a relationship between the reading pattern used and the level of 

comprehension achieved was found. Specifically, significant differences were found in high level 

comprehension performance depending on the reading pattern used, and these differences can 

be attributed neither to reading time nor to general comprehension ability. Seemingly, those 

who use strategic reading patterns perform better in high level questions than those who read 

mechanically. No significant differences were found in low level questions performance due to 

the reading pattern used. 

These results emphasize the importance of self-‐regulation to achieve deep comprehension, and 

have valuable educational implications, as they provide evidence of the importance of teaching 

metacognitive strategies to improve students deep processing of texts. 

Text book reading: 17 year-‐old pupils’ awareness of reading strategy use 

Anikó Molitorisz 

The purpose of our study was to investigate 17 year-‐old Hungarian students’ awareness of 

reading strategy use by interviewing them while answering a self-‐report questionnaire. One way 

to measure reading strategy use is by using self-‐report instruments, but researchers raise 

concerns about the validity of data gained by this method and suggest using multi-‐method 

designs (Veenman, van Hout-‐Wolters & Afflerbach, 2006). The Metacognitive Awareness of 

Reading Strategies Inventory (MARSI, Mokhtari & Reichard, 2002) was developed on the basis of 

observing and categorizing skilled readers’ reading strategies (Pressley & Afflerbach, 1995). It 

was adapted to Hungarian in 2008 and was used in several samples between the ages of 12 and 

18 since then. In our present study, we aimed at gaining more detailed information about pupils’ 

awareness of their reading processes and the reading strategies they use while reading text 

books. 24 pupils from three vocational secondary schools were interviewed in May 2011 while 

answering the MARSI questionnaire. They were asked to explain their answers to each 

statement. Our results revealed three different types of answering: talkative pupils who 

voluntarily explained their answers (N=10), pupils who answered the statements but provided 

very poor or no explanations (N=10) and a few pupils who hesitated a lot before answering 

(N=4). In their explanations, the use of text book reading strategies proved to be of domain-‐ 

specific nature (different frequency of strategy use for different subjects), and preparing to tests 

was also mentioned as a special situation. Girls reported more frequent strategy use concerning 

six statements. Pupils who use to talk about books analyze and evaluate text book information 

more frequently than their peers. A verbal explanation of their answers was a welcomed method 

by pupils who appreciated being listened to. Our results can be used in designing reading skills 

development programs. 

PA.6.5. Effectiveness and Development of Educational Games 


Chair: Boglarka Brezovszky 

Learning by playing and creating location-‐based games 

Jantina Huizenga 

Wilfried Admiraal & Geert ten Dam 

With handhelds, it is possible to mix virtual with real-‐world data (i.e., locations and contexts) 

connecting virtual worlds to real life. Handheld games can be used to engage students with 

learning in their (school) environment. In a project called ‘Games Atelier’, innovative pedagogy 

was developed supporting students to create content with the use of mobile technology with the


aim to improve their learning experiences. In this paper, experiences of 80 students from 

secondary education working with the 7scenes game-‐creation-‐platform were described. The aim 

of this investigation was to indicate how 7scenes was used in secondary education. Games were 

created in a series of 12-‐14 lessons. Students enjoyed creating the game, learned how to do this, 

but did not seem to learn much of subject-‐related knowledge. There were fruitful discussions 

though. Several improvements were suggested such as working in two consecutive lessons, 

scheduling lessons, using pre-‐structured assessment, and improving the user-‐friendliness of the 

platform. 

Comparing the effectiveness of an educational training program in ‘face-‐to-‐face’ and 

game-‐based environment 

Attila Pásztor 

& Gyöngyvér Molnár 

Due to the technological development over the past decades a new training method has 

appeared beside the traditional ‘face-‐to-‐face’ development programs: the possibility of game-‐ 

based development. This paper compares the results and the effects of an inductive reasoning 

training program for first and second grade students in ‘face-‐to-‐face’ and game-‐based 

environment. The training program is based on Klauer’s theory of inductive reasoning and 

consists of 120 educational games, which can be solved through inductive reasoning. 123 first 

and second grade students constituted the experimental group, whereas the control group 

consisted of 137 students. One third of the experimental group conducted game-‐based training 

in computer-‐based environment (n=38), while the remaining part performed ‘face-‐to-‐face’ 

training. The period of the development process was six weeks. A paper-‐based inductive 

reasoning test was used in the pre-‐ and posttest. The test comprised 37 figural, non-‐verbal items 

(Cronbach α = .87). On the posttest, the experimental group significantly outperformed the 

control group by more than one standard deviation in both cases. There were no significant 

achievement differences between the developmental level of the two groups in average after the 

training. The effect size of the training program in ‘face-‐to-‐face’ environment was d = 1.05 while 

in game-‐based environment it was d=.87. No gender differences were detected on the pre-‐ or the 

posttest in either of the environments. To sum up we have constructed an effective, platform and 

gender independent development training program which can be applied in ‘face-‐to-‐face’ and 

also in game-‐based environment with a similar developmental effect. 

Coffee/Tea 


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16:45-‐18:15 

PO 3.1. Diverse Perspectives on Instructional Practices 


Chair: Birgit Lehman 

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Autonomy support and structure in heterogeneous classes in Montessori pre-‐university 

education 

Jeannet Brouwer 

& Tanja Janssen 

Motivation is a necessary condition in order to reach a state in which self-‐regulated learning will 

be attainable. This applies especially to high school students in heterogeneous groups where 

students, instead of the teacher, are in control of how time is used. Not just the amount of 

motivation, but also the quality of it can be improved by supporting three innate psychological 

needs that are mentioned in the self-‐determination theory of Deci and Ryan. These needs, that 

are also part of the Montessori theory on education, are: autonomy, competence and 

relatedness. 

In this study we focus on the autonomy supportive and structuring behavior of the teacher. This 

behavior can nurture students’ needs for autonomy and competence, while absence of this 

behavior can thwart these psychological needs. The question to be answered in this study is to 

what extent teachers on a Montessori high school provide autonomy support and structure 

during lessons in heterogeneous groups in the upper grades. 

Teachers (n=15), on a Montessori high school in the eastern part of the Netherlands, are 

observed during two lessons. On average 20 students participate in each lesson. Teachers’ 

autonomy supportive and structuring behaviors are rated through observations by trained 

raters. Additionally students fill in a questionnaire in which they report the perceived autonomy 

support and structure provided by the teacher. Also the orientation towards autonomy support 

of the observed teachers will be determined using a questionnaire. 

At present, the study is ongoing: data-‐collection and data-‐analysis will be completed in May, 

2012. Previous research on the time-‐on-‐task during lessons in heterogeneous groups at a 

Montessori high school make it plausible to hypothesize that autonomy support is present and 

the amount of structure needs to be improved. 

The phenomenon of individual study in social environments 

Emmeline Byl 

State of the art: In exam periods, increasingly students seek out social environments to study 

individually. The main focus on this study is to understand the occurrence, development and 

practices of ‘individual study in social environments’ (ISIS), particularly within public spaces. 

Objectives: to build a model representing determinants of the ISIS-‐ occurrence, -‐development 

and -‐practises on individual and group level. By focusing on the processes and relationships 

between influencing characteristics, we gain deeper insight into important elements 

contributing to students’ individual study behaviour and informal study-‐group-‐culture in 

libraries and study-‐spaces. 

Design: we integrated three different frameworks presenting a comprehensive model. 

Expectations are that the ISIS-‐phenomenon is an interaction process of these models. To find 

evidence for these interactions, and to represent determinants of the ISIS occurrence, -‐ 

development and -‐practises in libraries and study-‐spaces on individual and group level, a mixed 

methods design is developed in which questionnaires, semi-‐structured interviews and library 

observations are combined. Each study output will be merged with the results of the previous


study. 

Method: In study 1, a minimum of 5000 students of Flemish higher education will be included in 

the sample for the online survey and a minimum of 500 students, who studying in VUB-‐library/ 

study landscapes will be include in the sample for the separate paper-‐and-‐ pencil survey. Based 

on the results of the survey, a minimum of 60 ISIS-‐students of Flemish higher education will be 

included in the sample for the face-‐to-‐face interviews. In study 2, a minimum of 60 ISIS-‐students 

of Flemish higher education will be included in the sample for the focus groups interviews. And 

finally, 4 Flemish libraries/ study landscapes (with a minimum of 15 members in the space) will 

be observed for the third study of ‘social study culture’ observation. 

Why do authors of digital learning media learn more than later users? 

Gregor Damnik 

Antje Proske, & Hermann Körndle 

The instructional approach learners-‐as-‐designers (LaD, Jonassen & Reeves, 1996) is based on 

the observation that designers often learn much more than the later users of digital learning 

media. Therefore, encouraging learners to produce learning media is seen as a powerful source 

for knowledge acquisition. However, empirical studies hardly investigated the gains of LaD on 

knowledge acquisition in a systematic way. When designing and producing learning material, 

designers are required to externalize their acquired knowledge. The purpose of this study was to 

test if this externalization contributes to knowledge acquisition by supporting designers in 

constructing an adequate situation model about a particular topic. Therefore, a LaD group was 

compared with two other groups: one group was presented with a structured learning 

environment while the other group read the source text on computer. 38 students participated 

in the study. The results revealed no significant differences between the groups with respect to 

retention tasks. However, the LaD group significantly outperformed the other two groups on 

transfer and application tasks. Furthermore, the LaD group did not spend more time for 

learning, suggesting that the process of externalizing helped designers to build a more 

sophisticated situation model. 

The pedagogical concept of the International Classroom: how to promote collaboration 

based on intercultural dialogue 

Nicoline de Heus 

The poster presentation will provide insight in the progress of a professional doctorate research. 

Aim of this research is to gain insight which factors influence the emergence of the socially 

constructed concept of the International Classroom and to understand to which extent these 

factors influence the emergence of intercultural dialogue 

Internationalisation in higher education is a focal point for many higher educational institutes all 

over the world. One of the instrumental strategies of internationalisation is to create 

international classrooms by establishing flows of in-‐ and outbound students. By the assembly of 

diversity in learning strategies and cultural perspectives, intercultural learning should take 

place in these international classrooms. The question rises to which extent intercultural learning 

opportunities in these international classrooms are fully utilized? The dynamics in the 

international classroom are far more complex and its effect does not always lead to intercultural 

learning, sometimes even to opposite developments. 

This poster presentation presents the theorisation of the first research question which is 

investigated as a preliminary research. This investigation will take place between April and June 

2012. Aim of the preliminary research is to understand how the International Classroom of 

International Leisure Management at the Academy for Leisure (NHTV, Breda, het Netherlands) is 

socially constructed in the perception of the teachers. Two approaches of implicit theorisation 

on culture will be addressed; the dominant essentialist approach of managing differences and a 

social constructionist approach based on chaos theory which has a focus on knowledge 

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management. Subsequently the poster presentation will provide insight on how different 

implicit ideas on culture lead to different perceptions on what the nature of the international 

classroom might be in the perception of the teachers. This is hypothesized is being one of the 

constraining or enabling factors of the emergence of intercultural dialogue in the International 

Classroom. 

Supporting self-‐regulated learning in vocational schools 

Stephanie Hiltmann 

Magdalena Würfl, & Klaus-‐Peter Wild 

Studies showed that self-‐regulated learners lack volitional competence to bring learning 

activities to a successful end and show no adequate learning behaviour. This could lead to 

failures weakening learners' self-‐efficacy. 

It is assumed that the setting of learning goals, sub-‐goals and implementation intentions support 

learners to persist in learning. Thus, cognitive and meta-‐cognitive learning strategies can be 

applied and study time can be improved. Furthermore, learning implementation and distraction-‐ 

inhibiting implementation intentions can lead to efficient handling of volitional problems by 

using action control strategies. It is also evident that success is the most important source of self-‐ 

efficacy. In contrast, if learners fail to attain a desired goal, self-‐efficacy can be weakened – 

especially if learners show an unfavourable attribution of the failure to lack of abilities. 

Beneficial attributions (regarding self-‐efficacy) would explain successes by the existence of 

adequate abilities and failures by external causes. 

Hence, our study seeks to clarify the following research questions: 

Can the quality and quantity of learning behaviour be influenced positively by forming learning 

goals, which can be pursuit and achieved by the support of learning implementation and 

distraction-‐inhibiting implementation intentions? 

Can task-‐specific and academic self-‐efficacy be protected or strengthened during the process of 

self-‐regulated learning by giving beneficial attributional feedback on learners’ attainment? 

To answer the two research questions a field study with a 2x2x3 mixed factorial design is 

currently conducted with a sample of vocational students (N=291). 

It is expected that the study time is increased and cognitive and meta-‐cognitive learning 

strategies are used more often and more adequately, as well as volitional problems are solved in 

a more successful and efficient way. Moreover, it is expected that feedback providing beneficial 

attributions strengthens task-‐specific and academic self-‐efficacy during successful goal 

attainment, and protects it particularly during failures. 

Construction and Validation of a Scale Assessing Motivation Toward PhD Studies 

David Litalien 

Frédéric Guay 

In Canada as in the United States, doctoral persistence rates are estimated between 40 and 60 % 

(Nettles & Millett, 2006). Bair and Haworth (2005) suggested that academic motivation is an 

important determinant of this persistence. In the education domain, numerous studies have 

assessed motivation through Self-‐Determination Theory (SDT), which proposes five different 

types of motivation. Nevertheless, fewer studies using this framework have targeted doctoral 

students and there is no scale which specifically assesses academic motivation at this level. The 

purpose of this research was to develop and validate a scale assessing these types of motivation 

toward PhD studies. It involved four steps: 1) items development, 2) reliability assessment, 3) 

factorial structure validation, and 4) construct validity evaluation via correlations among 

subscales and with correlations connecting each type of motivation to test anxiety, satisfaction 

with studies, positive and negative affect, and intention to dropout. The sample consisted of 241 

PhD students (64 % female, M = 30.8 years of age, SD = 6.2) from a large French Canadian 

university. The subscales Cronbach’s alpha ranged from .61 for introjected regulation to .85 for


integrated regulation. Results of the exploratory structural equation modeling showed an 

excellent fit to the data and suggested a five-‐factor structure, in line with SDT. As expected, 

correlations among latent variables and correlations between subscales and the different 

outcomes also supported SDT. Our results have scientific significance at three levels: 

methodologically, theoretically and practically. Mainly, we provide a new instrument to evaluate 

PhD students' motivation. We showed that even at PhD level, students experience better 

outcomes from being motivated by intrinsic, integrated, and identified reasons. Indeed, 

increasing PhD students’ intrinsic, integrated, and identified regulations could enhance their 

psychological well-‐being and persistence in their program. 

The design of an intervention programme through Bibliotherapy 

Marina Louari 

This is a pilot study and co-‐financed by the European Union (European Social Fund – ESF) and 

Greek national funds through the Research Funding Program: Heracleitus II. The aim is the 

assessment of students’ knowledge about disabilities, the investigation of their attitudes 

towards a peer with disability and the use of inclusion literature in order to improve students’ 

knowledge and clarify misconceptions. Eighty eight students took place in the study and the 

intervention design which is going to be presented and implemented in a target group, based on 

the results of the pilot study. Three literature books have been selected, and their plot is about 

autism, mental retardation and physical disability. Every book is accompanied by thoughtful 

provoking activities which have been designed by researcher. Also, videos will be presented and 

discussions will be held. 

We decided to use the bibliotherapeutic technique, because the power of children’s literature 

has been recognized from a lot of professionals, such as social workers, psychologists, teachers, 

etc. The written and spoken word usually appeals to children, so the use of children’s literature 

books can deal not only with emotional and developmental needs of them but also provide the 

opportunity to learn about disability. On the other hand, inclusion depends on positive attitudes 

and interaction among typical students and those with disabilities. A lot of research has been 

contacted in order to investigate children’s attitudes and attempts have been made in order to 

be incorporated students with disabilities in the mainstream classroom. However, a lot of 

research has highlighted that typical students just co-‐exist with their disabled peers without real 

interaction. For that reason, we have designed and we are going to implement this intervention 

in order to improve knowledge and attitudes and clarify misconceptions towards disabilities. 

Can students` cognitive, metacognitive and motivational strategies be fostered by 

teacher-‐based learning strategy training? 

Silja-‐Susann Taxis 

Cornelia Gutmann, & Tina Seufert 

Learning strategies constitute a key competence for successful learning. A lot of research shows, 

that learning strategies have a positive impact on learning outcomes and can be trained 

successfully (Dignath, Buettner & Langenfeldt, 2008). 

We conducted a quasi-‐experimental field study to investigate the effects of a teacher-‐based 

learning strategy training on students` strategy use, conditional strategy knowledge and 

learning performance. We compared 1186 5th graders trained in cognitive, metacognitive and 

motivational strategies over 5 months by teachers to 851 5th graders without strategy training. 

After a direct instruction of learning strategies in class by teachers, students were trained 

indirectly working with strategies during lessons and homework. 

Results indicate that students trained in learning strategies show higher increase in cognitive 

(F(1,1068) = 7.47, p < .01, η² = .01) and metacognitive strategies (F(1,1112) = 19.48, p < .001, 

η²=.02) as well as in strategy use while text reading (F(1,517) = 3.80, p = .05, η² = .01) than 

untrained students. We did not find any training effects for conditional knowledge (F(1,1259) = 

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2.39, p=.12, η² = .00), motivational strategies (F(1,1048) = 1.15, n.s, η² = .00) and learning 

performance (F(1,364) = 1.00, n.s., η² = .00). 

From a methodological point of view it must be mentioned that little information is given about 

the implementation of strategy training. For future research teachers should be supported more 

intensely while training their students in learning strategies. 

Personalized Learning in VET -‐ A Case Study on Fostering Development of Competence in 

Vocational Rehabilitation 

Andrea Zoyke 

Social, political, legal and last but not least learning theory based calls for personalized learning 

are facing a vague understanding of this term. Furthermore personalized learning is lacking 

appropriate theories, concepts and implementation advice in the field of educational research as 

well as practice. So far corresponding discourses on personalized learning did not offer much 

clarity about actual objectives, appropriate didactical methods, contents, instruments and 

concrete implementation in areas of everyday education. This applies in particular to the context 

of VET. Current discussions are shaped by keywords such as ‘vocational competence’, 

‘development of competence’ and ‘diagnosis of competence’. Regardless their extensive usage, 

these keywords are still waiting to be consistently defined. The main objective of this study is to 

provide teachers and other persons in charge of vocational education with orientation in the 

field of personalized learning designs. This objective points beyond theory testing. Instead this 

study intents to gain systematic insight of the understanding and activities of teachers and 

learners by generating and exploring practical solutions – so called prototypes. The 

methodological framework therefore follows a design based research approach. ‘Vocational 

rehabilitation’ is a certain field of VET practice which has been chosen as an area of research and 

development for this study. Qualitative analysis of (text)documents is the major research 

method. The whole setting concerning development and research is based on a very responsive 

relationship between the various stakeholders in the worlds of research and practice. Many 

hints of the subject and the implementation of personalized learning could be found. Findings 

indicate some areas of conflict in the field of curriculum (generalization vs. individualization) 

and learning arrangements (group vs. individual; complex learning arrangements vs. training 

tasks) as well as a lack in the field of diagnosis (e. g. practicable instruments; transferring results 

into concrete frameworks for personalized learning). 

PO 3.2. Lifelong Learning and Professional Development: To Educate for Life 


Chair: Jake McMullen 

Adult education for people at work. Effects in organizations 

Valeria Friso 

This work deals with life-‐long learning, especially its explanation for people at work in an optic 

that goes beyond the concept of Human Resources, favouring the concept of the individual in the 

common school of thought of personalism. 

The main research theme is the life-‐long learning in organizations. This theme is part of a broad 

debate on the continuing adult education. In particular, the research investigated the perception 

by workers of the effects that training brings to the companies. The research therefore focused 

on the intersection between the world of work and the adult education-‐ the spaces and times 

where these two worlds meet. 

The objective of the project was to examine the hypothesis: life long learning – understanding 

and thinking of or seeing it as a growth opportunity rather than as a cost, an investment rather


than a far-‐sighted undertaking because of dispersion. When life-‐long learning addresses the 

people who work in their whole, it has an impact at the level of organization too. 

The poster presents informations about: 

1. the importance of life long learning according to the workers; 

2. the impact the adult education can have on workers and organizations as a whole; 

3. analysis of the training process elements that allow to stimulate the intentionality, 

accountability, membership, the workers' desire to improve until it becomes a process 

that corresponds to the real workers in the spring that determines the will to acquire 

new knowledge be made available to the organization. 

The measurement of processes and products of team learning within complex decision 

making teams 

Wilfried Neumann 

Regina H. Mulder 

Teamwork is of sustained importance in modern organizations. To develop the skills necessary 

for dealing with judgmental tasks, complex decision making teams need to learn. This study aims 

at answering the question, how team learning within complex decision making teams can be 

measured. Team learning encompasses processes and products. Both need to be considered. 

Team learning processes are conceptualized as activities, through which team members 

collectively share, reflect on, store and retrieve knowledge. On the side of team learning 

products, mutually shared cognition and team mental models (TMMs) of team member 

characteristics are investigated. To answer the research question, a questionnaire measuring 

products and processes of team learning has been developed. The questionnaire is validated in a 

longitudinal survey study with N=27 student teams (n = 108 individuals) at the University of 

Regensburg. Preliminary results indicate sufficiently high reliability of all team learning scales 

(coefficient alpha). Regarding construct validity, factor analysis is used to test whether scales 

measuring team learning processes fit our theoretical framework. Preliminary results indicate a 

three-‐factor solution, which is not in accordance with our theoretical framework. In order to test 

the instrument with respect to criterion validity, team performance is included in the study as 

external criterion for team learning. Preliminary results provide a first indication of the 

discriminant validity of the instrument, showing positive intercorrelations between measures of 

team learning and team performance. On the conference, we would like to present and discuss 

results of the study with a poster. 

The relation between basic biomedical knowledge and the early development of visual 

diagnostic skills 

Markus Nivala 

Erno Lehtinen, Roger Säljö 

The growing importance of medical imaging in everyday diagnostic practices raises the 

questions about the required skill and knowledge base medical students need in order to make 

sense of the visual information. Despite the prominence of basic biomedical knowledge in 

medical education curriculum, there is contradictory evidence in regard to whether expert 

diagnosticians actually employ their biomedical knowledge at all or mainly rely on their more 

practical clinical knowledge. In this study we explore the relation between basic biomedical 

knowledge and early development of visual diagnostic skills. The longitudinal data presented 

here consists of three tests in biomedical knowledge (anatomy, genetics, pathology) and four 

tests of more applicative nature, two of them focusing especially on visual diagnosing. The 

results imply that medical students’ visual diagnostic skill seem to be more strongly related to 

basic biomedical knowledge than e.g. diagnostics based on written information is. Biomedical 

knowledge appears to be of value especially after a wash out period, i.e. when students have to 

reason in a context that has not been taught recently. Thus, although experts' reasoning may be 

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void of overt references to biomedical knowledge, possibly due to knowledge encapsulation, it 

could be that biomedical knowledge plays an important role in the early development of visual 

diagnostic skills and in tasks that take the doctors out of their comfort zone. 

Researching problem solving in the field of office work – Development and 

implementation of an web-‐based diary 

Andreas Rausch 

Thomas Schley, Matthias Hoffmann, Benjamin Brosi 

Assessing work-‐related competences as well as fostering its acquisition relies on valid 

information on what competences are required in the respective workplace. While highly 

structured repetitive tasks become gradually automated or outsourced, solving problems is seen 

as an integral part of current work. However, little is known about problem solving in the 

workplace. The present study aims at problem solving in office work within the domain of 

controlling. The study is part of a research project funded by the German Federal Ministry of 

Education and Research. In order to picture crucial stages of problem-‐solving processes at work, 

we decided to collect data near the real-‐life processes by using diaries. Within diary studies 

participants themselves record predetermined types of events, behaviours or experiences 

according to certain guidelines at several times during the day. The study at hand incorporates 

an event-‐sampling diary on problems, problem solving, and emotional states using both 

standardised and open-‐ended items. It will be implemented as a purpose-‐built internet-‐based 

application. The study takes place in a global industrial enterprise and is scheduled for Mai 

2012. The designated sample includes a minimum of five skilled workers (experts) and five 

trainees (novices) who will be requested to record one or two domain-‐specific problem 

situations per day over a period of 10 workdays. Based on response rates in previous studies, a 

resulting sample of 100 records is appreciated and should offer interesting insight into problem 

solving in office work within the domain of controlling. In our poster presentation, we will 

outline the diary method in general, the web-‐based diary in use, and discuss advantages and 

disadvantages of this methodological approach. 

Learning and innovative behaviour in diverse teams 

Maria Rupprecht 

Regina Mulder, Hans Gruber 

Cooperation in teams is supposed to facilitate learning of individuals through knowledge 

exchange with colleagues about relevant topics. Consultancies try to organise and elaborate 

knowledge through teamwork. As a consequence of internationalisation, consultancies are 

challenged to operate at a global market. Consultancies thus are increasingly characterised by 

diversity in their social demographic, informational, and cognitive background. Diversity in 

teams can lead to more unconventional solutions, but can also increase misunderstandings and 

conflict. To deal with the problems of diversity and to exploit the potentials of diversity, 

consultants need to develop a common frame of reference (in our study: a team mental model 

TMM) and a common view of an ideal future state (in our study: a shared vision) within their 

team. Aim of this study is to answer the question: What is the relation between team learning 

behaviour, TMM/shared vision and innovative behaviour in diverse consulting teams? Data 

were collected in a survey (October 2009–January 2010) among 403 consultants of 110 

European consulting teams that worked currently together on a project. Data were analysed on 

individual and team level (multi-‐level analyses). The results show that innovative behaviour was 

(1) positively related with team learning behaviour, (2) positively related with TMM/shared 

vision, (3) not significantly related with demographic diversity, (4) positively related with 

informational diversity, and (5) negatively related with cognitive diversity. This pattern of 

results has many implications for professional learning and work which will be discussed in the 

presentation.


International projects as a means of citizenship education in secondary schools 

Arjan Vriens 

Wilfried Admiraal, Rosanne Zwarft 

Since 2006 it has been compulsory for Dutch schools of secondary education to incorporate 

citizenship education in their curriculum. How citizenship education is incorporated is up to the 

schools to decide. International projects, with schools for secondary education from different 

countries work together on a common subject, could be one way to design elements of 

citizenship education. 

Aim 

This research aims to explore how and which citizenship competencies are addressed within 

international projects. 

Methods 

Four different international projects, aimed at different age-‐groups and educational levels, both 

vocational and non-‐vocational, have been examined. Data were collected from 7 schools with 10 

teachers and about 100 students participating in the projects. 

For each project, the project applications, project evaluations and students’ work were gathered. 

Next to these documents that were related to the particular projects, from each project one 

participating teacher and two students were interviewed on their perception how citizenship 

competencies were addressed in the particular project. 

Based on three literature reviews a list of citizenship competencies was developed. In addition, 

an overview was created of ways to promote student citizenship competencies in secondary 

education. These two lists were extended with the views on global citizenship as reported by 

UNESCO en Oxfam. Both lists were then used as input for the teacher and student interviews and 

for coding the project documents and student work. 

Narrative analyses were used to come up with project portraits that describe the way projects 

address student citizenship competencies. 

Results 

This is research in progress. At this moment data, we are in the process of data collection. We expect that 

international projects are a effective way to design elements of citizenship education. 

PO 3.3. Language Learning: Reading, Writing, and L2 


Chair: Zsofia Takacs 

Infants with high scores on negative emotionality benefit most from BookStart 

Heleen van den Berg 

Book reading is a program that starts in infancy and is conceptualized to set in motion a pattern 

of reciprocal influences on children’s language and literacy development. The more advanced 

language skills of frequently read to children are an incentive for more reading and other 

literacy-‐related activities. Negative emotionality of the child can disturb this reciprocal pattern 

by discouraging parent-‐child interactions. An extensive nation-‐wide intervention (BookStart) is 

implemented in the Netherlands to stimulate an early start with book reading activities. Parents 

of babies receive free of charge a baby book, a cd-‐rom with children’s songs, and a flyer 

explaining the importance of shared book reading. In a first assessment of home activities, 480 

BookStart parents and 302 controls completed a questionnaire with 0-‐3 scales (never-‐daily) for 

frequency of shared reading, singing songs, library visits, watching television, storytelling, 

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looking at apps, and reciting rhymes. We included a print exposure list to assess parental 

familiarity with baby books as an alternative more reliable indicator for book reading. To test 

effects of negative emotionality of the child on literacy-‐related activities parents completed a 

Dutch version of the shortened Infant Behavior Questionnaire -‐ revised (IBQ-‐R). BookStart 

families were more frequently involved in shared reading, storytelling, and library visits, and 

were more familiar with baby books. Results also demonstrate that BookStart had the strongest 

effects on more difficult children; especially children scoring high on negative emotionality 

benefited. Another indicator of shared reading, familiarity with baby books, demonstrated 

significant effects in a sub-‐sample, the lowest educated group (N = 282); especially when 

children had high scores on negative emotionality BookStart parents were more familiar with 

baby books meaning that they read more frequently to their child. 

Academic Language Competencies of Primary School Children: Comprehension of Clause 

Connectors 

Nina Dragon 

Karin Berendes, Birgit Heppt, Sabine Weinert, Petra Stanat 

The mastery of academic language is an important precondition for academic success (Gogolin, 

2009). Especially for children with a migration background this seems to be a challenge (Bailey, 

Butler, LaFramenta & Ong, 2004). In Germany, only insufficient data exists concerning the 

question to which extent primary school children possess competencies in academic language 

(Eckhardt, 2009). 

Therefore, the interdisciplinary study "Bildungssprachliche Kompetenzen" (BiSpra; Academic 

Language Proficiency) of the "Forschungsinitiative Sprachdiagnostik und Sprachfrderung" (FiSS; 

Research Initiative: Language Diagnosis and Language Support) makes a contribution to answer 

this question. The aim is to examine which particular features of academic language cause the 

majority of problems for primary school children with a migration background and for children 

from socially disadvantaged families. 

One typical characteristic of academic language is a complex sentence structure (Bailey & Butler, 

2003) formed inter alia by the use of clause connectors (e.g. after [temporal], therefore [causal], 

although [concessive]). Thus, understanding clause connectors is an essential precondition for 

the mastery of academic language. 

In order to measure children's comprehension of clause connectors items were developed. 

These items along with several control measures (e.g. basic lexical knowledge and grammar 

comprehension) were applied in the main study with 1012 second and third graders. 

An analysis of variance indicates that children from German-‐speaking families show a 

significantly better performance in temporal and causal connectors than those from multilingual 

backgrounds. Correlations of the clause connector items with the children’s basic lexical 

knowledge and their grammar comprehension show that clause connector comprehension is 

related approximately equally high with lexical knowledge and with grammar comprehension. 

Therefore, a prime attribution of connectors to either one of these two domains is not possible. 

These findings will be discussed further on the poster. 

Academic Language Features and Their Impact on Reading Comprehension: Differential 

Effects for German Native Speakers and German Language Learners 

Birgit Heppt 

Nicole Haag, Petra Stanat, Katrin Böhme 

International large-‐scale assessments such as PISA have repeatedly shown that immigrant 

students are less successful in school than their native peers (e.g., Stanat & Christensen, 2006).


As an important precondition for school success, various researchers have discussed the level of 

academic language proficiency students attain (e.g., Bailey, 2007). In contrast to everyday 

language, academic language is characterized by a more demanding vocabulary, a more complex 

syntax and a higher degree of decontextualisation. Its mastery is expected to be especially 

challenging for second language learners (e.g., Bailey, Butler, LaFramenta, & Ong, 2004). To date, 

however, very few studies have tested this assumption and explored specific academic language 

features that impede second language learners from fully understanding classroom discourse 

and text books. Therefore, the aim of the present study is to investigate the impact of various 

academic language features on difficulty of reading comprehension texts for German native 

speakers (GNS) and German language learners (GLL). The analyses are based on data from a 

nation-‐wide reading comprehension test performed in 2007. A sample of 1,141 third graders 

participated in the test, 700 of whom were GNS and 441 of were GLL. Difficulty parameters of 

the ten texts used in the study were estimated separately for the two language-‐background 

groups. The academic language features of the texts were rated on criteria developed be the 

National Center for Research on Evaluation, Standards, and Student Testing (CRESST; Bailey & 

Butler, 2003). Our findings indicate that the majority of academic language features shows 

substantially higher correlations with text difficulty for GLL than for GNS. This is especially true 

for features associated with the construction of long and complex sentences (i.e., clause 

connectors). In line with this result, text difficulty for GLL is predicted by average sentence 

length, whereas text difficulty for GNS is not. 

Third and Seventh Graders Write about their Neighborhood. Lexico-‐Grammatical and 

Orthographical Variations in Northwestern Patagonia 

Maria Sol Iparraguirre 

& Nora Scheuer 

In most schools, teaching-‐learning processes are based on linguistic exchanges, mostly 

privileging certain oral and written forms used mainly by urban middle/high socio-‐economical 

groups. This situation indicates that socio-‐regional linguistic variation is mostly ignored in 

schooling, contributing to deepen educational exclusion processes. Improving school language 

learning, and school writing outcomes in general, requires a deeper knowledge of the children’s 

language forms and communication styles. The aim of this exploratory study is to describe the 

written language used by elementary school students with different socio-‐educational 

characteristics when composing a text about a familiar topic. 

Participants were 63 children attending third and seventh grade of basic education in four 

schools of Northwestern Patagonia, Argentina, chosen on the basis of socio-‐cultural 

heterogeneity and educational modality. Students were asked to write an individual text 

describing their neighborhood. These texts were digitally transcribed and divided into words. 

We performed a category analysis focused on six dimensions: word class, word syntactic role, 

word thematic role, word adjustment to orthographic conventions, semantic features of nouns, 

semantic features of verbs. We applied an Ascendant Hierarchical Cluster Analysis, in order to 

classify the 63 texts according to their similarity across these six dimensions, and to identify 

associations with students’ grade/school. 

Five clusters of texts/students were identified, revealing patterns organized primarily by word 

class choices, and by particular thematic and syntactic structures. Some semantic features of 

nouns and verbs have also shown to be traits of differentiation. These categories allow to 

identify the perspectives assumed by the students and their linguistic strategies when writing a 

simple text on a familiar topic. The clusters also show the breach in the mastery of the alphabetic 

code between third and seventh grade. Enhancing teachers` awareness of this diversity may 

contribute to more finely tuned instructional assessments and interventions. 

Content and language integrated learning (CLIL) in low track physical education classes. 

101

Meike Machunsky 

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In a globalized world the learning of foreign languages is gaining importance. English as a lingua 

franca holds a specific role in the education for Europe and the international market (Finkbeiner 

1995, p. 104). Therefore content and language integrated learning (CLIL) classes are increasing 

all over the world since the 1990s (Mentz 2010, p. 29-‐30). However the less excellent learners 

are often lost on the way because their competence is challenged (Karle, Mayer-‐Felsenstein, 

Krieger & Schulze 2003, p. 1). Nevertheless „the action-‐competence of an individuum with and in 

language” (Finkbeiner 1995, p. 104) plays a significant role, especially for pupils with average 

degrees. 

Therefore this study tries to find a way to open CLIL classes for the these pupils and physical 

education (P.E.) seems to be the perfect entrance subject, due to its natural authenticity and 

action orientation. The project tries to address the issue by investigating the pupils’ attitudes to 

English as a foreign language, sport, as well as the combination of English and sport and how 

these attitudes change after experiencing a CLIL unit in physical education. 

The poster reports on the design of the study and results of a pilot study, which was conducted 

in 2011 to test the teaching unit and questionnaires on their viability and adequacy. The pilot 

study followed the pre-‐post design of the main study and gave several indications which should 

be considered for the main study. 

Effects of diagnostic progress information and individualized instruction on reading 

competencies 

Elisabeth Schulte 

Providing students with adaptive reading instruction that is based on diagnostic information of 

individual reading progress has proven to be effective. However, one also might argue that each 

of the two components – diagnostic information on learning progress or individualized 

instructional material – is effective on its own. Hence, the research question of our study was if 

the combination of diagnostic progress information and individual reading instruction 

(DIAG+INST) is more effective than its single components: diagnostic progress information 

(DIAGNOSTIC) and individualized instruction (INSTRUCTION). This research question is 

investigated with 119 classrooms (n=2368 students) from grades three and four during one 

school year. The combined approach of progress measurement and individualized reading 

program (DIAG+INST) is realized in 23 classes. They use both, a Web-‐based tool to provide 

teachers with diagnostic information on students’ reading process with the help of eight 

computer-‐based reading-‐tests, and differentiated teaching material for individualized 

instruction. A second group of 21 classes is provided with the reading programs only 

(INSTRUCTION), the third group consisting of 50 classes participates in the eight parallel 

computer-‐based reading-‐tests (DIAGNOSTIC), while a fourth group (CG) with 25 classes gets no 

treatment. The growth in reading is assessed before and after the implementation of progress 

measurement and/or the individualized reading instruction with standardized tests (SLS1-‐4 to 

assess reading fluency and HAMLET3-‐4 to assess reading comprehension). First analyses show 

that all four groups are similar with demographic variables as well as with respect to reading 

fluency and reading comprehension. Furthermore, the implementation of the individual reading 

instruction was successful. 

The main goal of our study is to clarify how much support teachers need to promote reading 

competencies of their students: Can the effectiveness of just providing diagnostic information or 

making teaching material available be increased by combining diagnostic information and 

individualized instruction into an integrated concept? 

Individual and developmental differences in children’s comprehension monitoring 

Stephanie I. Wassenburg


Katinka Beker, Meinou H. de Vries, Menno van der Schoot, Paul van den Broek, & Jelle Jolles 

Comprehension monitoring is an important component skill of reading comprehension. Studies 

have shown that children with reading comprehension difficulties perform worse than other 

children on tasks in which they have to deal with inconsistencies in a text. Van der Schoot, 

Reijntjes, & van Lieshout (2011) also found this effect, specifically when the inconsistencies 

were induced in a situation where context and target were separated by interfering filler 

sentences (“global condition”). In contrast, in situations where context and target were adjacent 

(“local condition”) the effect was absent. Difficulties with detection of inconsistencies were due 

to problems in constructing a situation model, rather than updating a situation model. In the van 

der Schoot et al. (2011) study, texts contained inconsistencies with regard to the goals and 

character of the protagonist. However, situation models are typically constructed using 

information from multiple dimensions. The aim of the present study is to extent the findings 

described above by exploring these dimensions (i.e. time, space, emotion and causation) and 

investigate whether the ability to detect inconsistencies differs as a function of dimension and of 

individual differences in reading skill in primary school children. Furthermore, we want to 

address the question to what extent individual differences regarding the four dimensions (e.g., 

time perception, spatial abilities, empathy and perception of causality) influence situation model 

processing during reading. The results will be of relevance for educational practice. 

Observational learning and reading strategies in French, L2 

Kitty Willemsen 

Background. Traditional reading pedagogy in the L2-‐classroom, learning by answering questions 

about texts, is criticized for the lack of focus on the reading process as a problem solving activity. 

The problem solving activity demands applying reading strategies, for instance using prior 

knowledge and text-‐ and structure marking elements while reading. Previous research has 

shown that knowledge and awareness raising of reading strategies (e.g. by observational 

learning) are effective in reading instruction. Aims. This study aims to design a reading strategy 

program which improves strategic reading and reading comprehension in L2. We aim to 

improve the experimental program which focuses on two effective components; observational 

learning (observing video-‐scenes of peers solving reading problems) and executing reading 

tasks applying the reading apparatus. The reading apparatus is a way of reading in pairs; one 

pupil who can read the text, answers questions of the other ‘blind’ pupil who has no text. Sample. 

Participants are about 40 Dutch students (15-‐18 years) in secondary school divided in two 

groups: one group participates in design 1, the other group in (re)design 2. Methods. Process 

variables are students’ learning behaviour during the program and output variables are their 

learning results. Observations and interviews will measure learning behaviour and will enable 

us to monitor and evaluate the program in order to re-‐design before the second group will 

participate. At pre-‐and posttests we will measure students’ reading comprehension, strategy 

awareness and self-‐reported learning by using tests, a learner report and a questionnaire. 

Results. Results may show that we have succeeded in improving the program, so the second 

group will perform better than the first. Moreover we expect that students improve their 

reading comprehension through enhanced strategy awareness and application. Conclusion. 

Observation and awareness raising are effective components in strategy instruction programs. 

Conference Dinner 

19:30 – 22:00 

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Conference Party 

22:00… 

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JURE 2012 Conference Programme


Friday, July 27 

Registration 



09:30-‐10:30 

PA.7.1. Predictors and Antecedents to Student Achievement in Secondary 

and Tertiary Education 


Chair: Saija Tanhuanpää 

Achievement Goals and Achievement Emotions: Their Relations with Academic 

Performance in Foreign Language Learning in Germany and Korea 

Mikyoung Lee 

The present study examined cross-‐cultural differences in achievement goals and achievement 

emotions related to Foreign Language Learning (FLL) among high school students in Germany 

and South Korea. Furthermore, this research investigated the relationships between 1) 

achievement goals and achievement emotions, 2) achievement goals and academic performance, 

and 3) achievement emotions and academic performance in the English domain. German 

(N=200; age 14 to 18 years) and South Korean (N=228; age 15 to 18 years) students completed 

the Achievement Emotions Questionnaire-‐Language (AEQ-‐L), Achievement Goals Questionnaire-‐ 

Revised (AGQ-‐R), Self-‐Construal Scale (SCS), Individualism-‐Collectivism Scale (ICS), and an 

English performance test. Based on the results of multi-‐group confirmatory factor analyses 

(CFAs), multi-‐group structural equation modeling (SEM) was performed to test hypotheses, 

ensuring measurement equivalence across the two countries. Results demonstrated that 

enjoyment, hope, pride, anger, and boredom were higher in German students, whereas anxiety, 

shame, and hopelessness were higher in Korean students. In line with the theoretical model on 

achievement goals and achievement emotions proposed by Pekrun et al. (2006), the results 

showed specific links between 1) mastery-‐approach goals and activity emotions, 2) 

performance-‐approach goals and positive outcome emotions, and 3) performance-‐avoidance 

goals and negative outcome emotions. Furthermore, mastery-‐approach goals and performance-‐ 

approach goals positively predicted academic performance, whereas performance-‐avoidance 

goals negatively predicted academic performance. Consistent with previous findings, positive 

emotions were positively related to academic performance, whereas negative emotions were 

negatively related to academic performance. Unexpected outcomes were reported regarding 

cross-‐cultural comparisons of achievement goals, independent/ interdependent self-‐construals, 

and individualism/ collectivism, and these results are discussed. 

Previous knowledge, sociocultural variables, approaches to learning and academic 

involvement as predictors of academic performance among first-‐year university students 

Luísa Ribeiro Trigo 

& Pedro Rosário 

The purpose of this study was to analyse the relationships between previous knowledge, 

sociocultural variables, students’ approaches to learning, academic involvement and academic 

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performance in a sample of 516 Portuguese first-‐year university students. The results showed 

that all the correlations assumed were significant, except the correlation between sociocultural 

variables and students’ approaches to learning. Structural equation modelling revealed that 

deep approaches and surface approaches to learning are predicted by previous knowledge, that 

academic involvement is predicted by approaches to learning, and that academic involvement 

predicts academic performance. These findings highlight the importance of analyse jointly the 

structural relationship between presage, process and product variables (Biggs, 1987), since it 

can provide valuable information about factors that can be improved in order to enhance 

academic performance at university (Diseth, 2007). Results are discussed both from the 

perspective of the student and the university teacher. 

PA.7.2. Issues of Equality and Marginalization in Education 


Chair: Iro Xenidou-‐Dervou 

Pre-‐service Teachers’ Beliefs and Knowledge about Multiculturalism 

Emmanuel Acquah 

& Nancy Commins 

The present study examined pre-‐service teachers’ knowledge of issues related to 

multiculturalism and diversity before and after taking a multicultural education course. Data 

from 38 degree students in an urban university in the Southwest of Finland were analysed using 

a mixed method approach. The results indicate that pre-‐service teachers’ knowledge level 

increased with respect to diversity and multicultural education after taking the course. In 

addition, pre-‐service teachers felt more competent and prepared to teach students with diverse 

background after the exposure. The implications of the findings for teacher education 

programmes and teacher educators are discussed. 

Storytelling through métissage: International perspectives with at-‐risk youth 

Mandy Krahn 

Tracy Onuczko, & Monica Chahal 

The presenters will contribute to the larger collective story surrounding at-‐risk youth in a 

variety of international contexts, by presenting a métissage performance. The performance will 

share the presenters’ exploration of métissage as a research method and demonstrate how to 

utilize métissage within educational research. Donald (2004) describes that “métissage, from 

which the Canadian word Métis is derived, is an approach to research that often begins with 

autobiographical texts as a starting point for further interpretations” (p. 24). This methodology 

involves the braiding together of stories and images to offer a counternarrative to the dominant 

discourse, which for at-‐risk youth, is solution focused. Métissage is a hermeneutic mode of 

curriculum inquiry that allows one to live in the midst of the experiences that pass through and 

between people. The participants, as researchers, educators, and storytellers, draw upon 

experiences in diverse geographical locations, including England, Canada, and Guatemala, to 

present autobiographical stories concerning their experiences with at-‐risk youth. The stories 

reveal the relationality of educator’s international experiences with at-‐risk youth that may 

otherwise appear dissimilar. We start with an educator’s experience of walking through the 

London streets on July 7, 2005 with a group of inner-‐city students during a school trip. Next, the 

story of an abandoned child who, no matter how much a teacher cared, could not be saved. A 

final story includes a teacher’s experience in the lives of a graduating class who have grown up 

in the barrios of the Guatemala City dump. The goal of the presenters is to illustrate to the 

audience not only what métissage is, but to also its strengths as a mode of curriculum inquiry.


PA.7.3. Affective Processes in Student Achievement 


Chair: Jake McMullen 

Antecedents and consequences of students’ achievement goal orientations: A multivariate 

analysis 

Felix C. Dinger 

Oliver Dickhäuser, Bigit Spinath, & Ricarda Steinmayr 

The present paper examines antecedents and consequences of students’ achievement goal 

orientations using a comprehensive multivariate approach. Specifically, the study investigated 

the role that students’ naïve theory about the malleability of intelligence, hope of success, fear of 

failure and perceived competence jointly play as predictors of their achievement goal 

orientations and, as a consequence, of their intrinsic motivation and academic achievement. The 

sample consisted of 524 11th and 12th grade high-‐school students. Self-‐report measures were 

used to assess students’ motivational characteristics and grade point average served as criterion 

for their academic achievement. Data were analyzed using structural equation modeling. 

Students’ implicit theory of intelligence, achievement motives, and perceived competence jointly 

explained substantial variance in their achievement goal orientations that in turn predicted 

students’ intrinsic motivation and grade point average. Furthermore, mediation analyses 

revealed meaningful indirect effects of students’ distal motivational dispositions on these 

outcomes via their achievement goal orientations. Findings are discussed with regard to their 

implications for achievement goal theory. 

Middle-‐School Students’ Cheating Behaviour – Effects of Motivation and Abilities 

Anna-‐Liisa Jõgi 

Cheating is a growing problem among students at schools everywhere. In order to prevent the 

development of cheating behaviour, its roots should be understood better. The aim of the study 

was to assess the predictive role of motivational constructs (interest, extrinsic goal orientation, 

and academic self-‐efficacy) and cognitive abilities in self-‐reported cheating. It was expected that 

self-‐efficacy, interest and cognitive abilities are all negative predictors of cheating. Extrinsic 

goals were expected to predict cheating positively. The sample consisted of 807 seventh grade 

students. Students were asked about their cheating behaviour, academic self-‐efficacy in general 

and their math-‐specific interest and extrinsic goal orientation, and also tested on cognitive 

abilities. Results indicate that students with high self-‐efficacy and interest tend to cheat less 

likely in school. The interaction between interest and self-‐efficacy shows the trend that both of 

these constructs together are important to be less prone to cheating. Students who are more 

oriented to showing their abilities and comparing their results with peers are more inclined to 

cheat. Students’ cognitive abilities are not related to their cheating behaviour. Despite the 

positive relation between extrinsic goal orientation and self-‐efficacy and interest, students with 

extrinsic goals are more likely to cheat in school context. The results certainly need further 

investigation in the light of the role of classroom context and teachers’ teaching practices. 

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PA.7.4. Approaches to Teaching Language: L1 and L2 Perspectives 


Chair: Marrit Jansma 

Diagnosing students’ use of strategies-‐ A blended learning training for future English 

teachers 

Jennifer Friedrich 

Future teachers of English as a foreign language need to learn how to facilitate their students’ 

learning process. Thus, this study focuses on the development of a situated blended learning 

environment to help future English teachers diagnose students’ adequate learning strategy use 

while reading an English text. While the face-‐to-‐face sessions of the university seminar were 

concerned with current insights into the research on reading in a foreign language, learning 

strategy use and the teaching of strategies, the online sessions allowed the N = 33 participants to 

analyze video data from a large video study corpus on learning strategies (ADEQUA, Finkbeiner 

et al. 2008). A practical training complemented the seminar and helped students to implement 

their theoretical knowledge as well as the knowledge gained from analyzing the video clips in 

school. 

The explorative study consists of a pilot and the main study. During the piloting, the single 

components of the learning environment were tested and instruments adapted. The main study 

draws on both qualitative and quantitative data to gain insights into the future teachers’ 

process-‐oriented diagnostic competencies on the basis of video data from the participants’ own 

lesson, guided interviews on their lessons as well as a pre-‐post-‐test. A detailed evaluation of the 

seminar to find out about the participants’ attitude towards the seminar concept has already 

been analyzed. 

Results show that according to the participants, they highly appreciate the blended learning 

approach and benefit from both the video-‐based online activities and the practical teacher 

training in school. From the video data and guided interviews it becomes obvious that the 

reflection on one’s teaching is essential in developing diagnostic competencies, and thus, needs 

to be further examined and become an integral part of English teacher education programs. 

Teaching Written Language in the First Grade 

Sérgio Gaitas 

& Margarida Alves Martins 

Nowadays, in modern societies, it is supposed that everyone will be able to read and write. Thus, 

raising standards of literacy has become a key issue for education. There has been considerable 

debate and controversy on how written language should be taught. This debate, typically Anglo-‐ 

Saxon, has been established mainly between advocates of two different approaches (phonics vs. 

whole language or skills vs. process) and has been the basis of much research on literacy 

teaching. 

The first approach, often referred to as "phonics or skills instruction" argues that, in the first 

place, students should focus on the individual letter-‐sound relationships. The second approach, 

known as whole language approach, postulates that, in a holistic way, students should be 

immersed in written language since the beginning of schooling, that is, reading books and 

writing their own stories. 

In this context we investigated teachers proposed activities to engage students in written 

language in the first grade. 

A sample of 833 first grade teachers from across Portugal was surveyed about their classroom 

instruction practices in written language. A hierarchical clusters analysis showed four different 

groups of teachers that differ in their teaching approaches: a) Group 1 (N=79) more focused on 

meaning construction; b) Group 2 (N=201) more focused on the systematic teaching of the code;


c) Group 3 (N=298) seem to have a mixed approach but emphasizing code instruction; and, 

finally d) Group 4 (N=255) with a really balanced approach. 

PA.7.5. Text and Graphic Comprehension: Eye-‐Tracking Approaches 


Chair: Tamara Marksteiner 

An on-‐site Training on Picture-‐reading: useful or not? 

Melina Klepsch 

& Tina Seufert 

Pictures come across us every day. But only few people have developed a strategy to “read” 

pictures and therefore are able to understand the picture and comprehend the conclusion. In an 

experimental study we analyzed whether an on-‐site training on picture reading fostered 

learners understanding of pictures. Half of the learners, which took part in the study, where 

given an on-‐site training on picture-‐reading, in addition they trained the given strategy over one 

week. After this week, all learners had to work with diagrams and realistic pictures, which they 

were supposed to look at closely so that they could answer questions. Results indicate that the 

type of a picture is crucial for the effectiveness of the training. For diagrams the training showed 

an effect, whereas for realistic pictures no effect could be found. 

More words say less – comparing quantity and quality in verbal answers in an eye-‐ 

tracking study with dyslexics. 

Eva Wennås Brante 

It is commonly assumed that presenting information in more than one modality will enhance the 

learning effect, hence the frequent use of pictures in textbooks. Pictures are also excellent 

complements to words giving an additionally and different representation of the presented 

information, making it possible to discern a part/whole relationship in the learning material . To 

integrate pictures with a text require however more processes than only reading. We were 

interested in finding out how individuals with dyslexia coped with such demands and if it was 

possible to find qualitative differences in reading comprehension questions after subjects had 

either read texts only or texts integrated with pictures. 19 subjects age 19-‐28, were recruited. 

Nine met the text only condition and ten the text-‐picture condition. Subjects read about six 

different art-‐genres on a screen and their eye-‐movements were recorded. After each art genre 

one open question were asked and the subjects oral replies were captured through a web-‐cam, 

the answers were transcribed and analyzed by the use of concepts as complexity in syntax, use 

of inferences in speech and length of answers. Answers from the two conditions were contrasted 

with one another. Results showed that answers in the text only condition were shorter but with 

more condensed meaning, that is, even if the text only answers consisted of fewer words they 

had a more uninterrupted syntax and respondents from this condition made more inferences. 

The result is confirmed by the measures from two multiple choice questions in the study, 

showing that the text-‐picture condition gave a slightly poorer reading comprehension. Thereby 

results from this study show that pictures not clearly and consequently improve reading 

comprehension 

Coffee/Tea 


109


11:00-‐12:00 

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PA.8.1. Dynamic Learning Environments: Student Acquisition of Knowledge 

and Skills 


Chair: Elena Stamouli 

Effects of gestures in instruction for learning a novel problem-‐solving task 

Kim Ouwehand 

The present study investigated the role of co-‐speech gestures (human hand gestures that 

accompany speech) in instructional design from a cognitive load theory perspective. It is 

proposed that co-‐speech gestures might lower cognitive load and foster learning. This can be 

especially beneficial for children’s learning, because gestures might compensate for their as yet 

immature working memory functioning. In the present study, 5th and 6th grade children were 

presented with video-‐instructions explaining a problem-‐solving task followed by isomorphic 

problems they had to solve themselves, and a transfer task. Participants were randomly 

assigned to one of three instruction conditions in which a videotaped instructor explained the 

problems verbally and made head movements towards the screen (1) using gesture cues, (2) 

using no cues and, (3) with arrow cues pointing to the locations to which the gestures in the first 

condition pointed. Learning was defined as performance on isomorphic problem-‐solving tasks, 

and transfer task. Results showed no effect of instruction condition on overall performance on 

the isomorphic problem-‐solving task and the transfer task. 

Acquiring Spatial Knowledge Through Interactive Visual-‐Dynamic Representations: The 

Role of Visual-‐Spatial Abilities and Exploration Strategies 

Mahsa Valizadeh 

The purpose of this study was to analyse the relationships between previous knowledge, 

sociocultural variables, students’ approaches to learning, academic involvement and academic 

performance in a sample of 516 Portuguese first-‐year university students. The results showed 

that all the correlations assumed were significant, except the correlation between sociocultural 

variables and students’ approaches to learning. Structural equation modelling revealed that 

deep approaches and surface approaches to learning are predicted by previous knowledge, that 

academic involvement is predicted by approaches to learning, and that academic involvement 

predicts academic performance. These findings highlight the importance of analyse jointly the 

structural relationship between presage, process and product variables (Biggs, 1987), since it 

can provide valuable information about factors that can be improved in order to enhance 

academic performance at university (Diseth, 2007). Results are discussed both from the 

perspective of the student and the university teacher.


PA.8.2. Promoting Self-‐Regulated Learning: Intervention Studies 


Chair: Eva Fritzsche 

How to Prevent a Vicious Circle of Dilatory Behaviour 

Kristin Schmidt 

Anne Allgaier, Andreas Lachner, Siegfried Fink, & Matthias Nückles 

Prescriptive models of self-‐regulated learning proclaim that former learning episodes influence 

later learning episodes via self-‐reactive processes. Learners are expected to learn from 

discrepancies between their personal standards and learning outcomes, and subsequently 

deduce consequences for their future behaviour. In this way, a positive development of self-‐ 

regulated learning from one to the next learning episode can be achieved, and problems can be 

reduced. Nevertheless, many students are, for example, not able to self-‐regulate their motivation 

and reduce their dilatory behaviour. Instead, sometimes the problems seem to increase. Thus, 

the aim of the current study was to investigate self-‐amplifying feedback loops for both self-‐ 

efficacy, which is a protective variable in self-‐regulated learning, and dilatory behaviour, which 

is a failure of self-‐regulation. Furthermore, we investigated the role of goal-‐setting and cognitive 

strategy use within these self-‐amplifying feedback loops. In a longitudinal field study, 150 

university students recorded their goal setting and self-‐reported their dilatory behaviour, their 

perceived self-‐efficacy, strategy use, and goal achievement in weekly self-‐monitoring protocols. 

Using hierarchical linear modelling, we tested several hypotheses concerning the cyclical nature 

of self-‐regulated learning. Therefore, we specified contemporary, lagged and cross-‐lagged 

effects. The results indicate that goal achievement and self-‐efficacy amplified each other in 

consecutive learning circles. In contrast, dilatory behaviour decreased perceived goal 

achievement. A low goal achievement in turn increased dilatory behaviour; this provides 

evidence for a vicious circle of procrastination. Flexible learning goals and adaptive use of deep-‐ 

learning strategies were protective factors in self-‐regulated learning, because they contribute to 

increased goal achievement and thus increased self-‐efficacy, which can prevent irrational 

postponing. Nevertheless, the results indicate that strong dilatory behaviour seems to be a stable 

failure in self-‐regulation that seems to overburden the self-‐regulatory competencies of students. 

Evaluation of an intervention programme to foster self-‐regulated learning and the 

application of translation strategies in Latin instruction 

Daniela Wagner 

& Franziska Perels 

The aim of the study was to develop and evaluate an intervention programme to support self-‐ 

regulated learning and academic achievement in Latin classes. 

The concept of our study referred to the process-‐focused model of self-‐regulated learning by 

Pintrich (2000) that divides the phases of the self-‐regulation process in different areas and 

components. Within the theoretical background of Latin translation we concentrated on the 

impartment of domain specific translation strategies which covered the syntactic information as 

well as context related aspects of a text. 

As there is empirical evidence for the effectiveness of intervention programmes with regard to 

the support of self-‐regulated learning and academic achievement (Dignath et al., 2008; Perels et 

al., 2005; 2009), we varied three intervention conditions: (1) combined training group: self-‐ 

regulation and translation (2) purely translation training (3) control group (no treatment). 

The intervention programme consisted of nine training sessions spread over a period of three 

weeks. 

The intervention’s effectiveness was evaluated in a pretest-‐posttest-‐control-‐group design and 

was targeted on a sample of 109 students of 10th grade. 

The results calculated by analyses of variance with time as a repeated measurement revealed 

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that there were interaction effects between time and group for self-‐regulated learning in favour 

of the combined training group. With regard to the translation competencies the results also 

revealed a significant interaction effects between time and group in favour of the group which 

had only the translation training. 

The results lead to the conclusion that it is generally possible to evoke training effects by an 

intervention programme with regard to self-‐regulatory as well as to translation competencies. 

Keywords: self-‐regulated learning, translation strategies, intervention programme, Latin 

instruction. 

PA.8.3. Management Effects on Teachers’ Attitudes 


Chair: Sebastian Anselmann 

Does psychological and structural distance between teachers and school management 

influence teachers’ attitudes and behavior? 

Maren Thomsen 

This study aimed to examine the relationship between structural and perceived psychological 

distance of teachers and management in Dutch VET schools and teachers’ affective 

organizational commitment (AOC) and organizational citizenship behavior (OCB). Referring to 

social exchange theory interpersonal trust between teachers and management was 

hypothesized to have a mediating role. Further, openness and adequacy of communication was 

hypothesized to reduce perceived psychological distance. 620 teachers of 10 VET schools 

completed a questionnaire. The data was analyzed using structural equation modeling. 

Perceived psychological distance had a negative effect on trust in management. Only trust in the 

supervisor had a significant effect on OCB. Trust in higher management did neither influence 

teachers’ AOC nor OCB. Structural distance did not influence teachers’ AOC or OCB nor did it 

influence teachers’ trust in management. Accuracy and openness of communication as well as 

participation in decision making reduced teachers’ perceived psychological distance to 

management. In addition, communication positively influenced teachers’ trust in management. 

Overall, the findings suggest that psychological distance in schools might be harmful to the 

effectiveness of school. 

PA.8.4. Curricular Implications in Higher Education 


Chair: Miguel Mata Pereira 

Implementation of the Bachelor´s / Master´s system in Germany and its effects on the 

number of exams and students´ perception of pressure exerted via exams 

Christoph Schindler 

& Florian Schulz 

Workload through exams is a highly controversial topic within higher education since the 

introduction of the Bachelor/Master system in Germany. It seems that under the new system 

more students feel stressed and pressured due to exams than students in traditional degree 

programmes. The purpose of the present study is to investigate differences between traditional 

and new degree programmes at a German university regarding (1) the number of exams 

students passed within one semester, (2) whether Bologna guidelines were implemented 

differently at individual faculties of the same area and (3) whether the number of exams and 

courses students take concurrently is linked to their perceived pressure exerted via exams. Data 

collection was conducted through an online survey. The sample consists of students enrolled in


different Bachelor’s (n = 1453), Master’s (n = 2206) and Diploma (n = 661) degree programmes 

at a German university. The results show that the number of exams students have to pass is 

higher in new degree programmes. Furthermore, the implementation of Master´s programmes 

at two engineering departments, that are structurally similar, plays out differently suggesting 

implementation effects. At one department the number of exams and courses students have to 

take in one semester did not change through the change from Diploma to Master´s programmes 

whereas at the other department these numbers increased substantially. However, the 

perception of pressure exerted via exams increased for Master´s students with the same rate at 

both departments. This indicates that students´ perception of pressure exerted via exams cannot 

be easily connected to the number of exams students have to take. Rather, other factors and 

dimensions have to be considered. Therefore, we conclude by proposing a comprehensive 

approach to investigate the generic processes students´ are going through during their studies. 

Alignment of teaching, learning and assessment activities with learning outcomes: a 

proposal for higher education programmes 

Anna Serbati 

Luciano Galliani, & Cristina Zaggia 

The project had a dual purpose that aimed to contribute to the creation of a higher education 

system within the European Higher Education Area that is both more competitive and more 

attractive for Europeans and for students and scholars from other continents. It was framed 

within the Bologna process and the European and national frameworks for higher education, in 

which students can choose from a wide range of compatible and comparable high quality 

courses. The first objective was to describe 10 Master degrees in terms of generic and subject-‐ 

specific expected competences (based on the Tuning project), using Dublin Descriptors and 

linking them to the European Qualification Framework levels, and to re-‐design some of the 

courses within the degrees in terms of both the intended learning outcomes to be achieved by 

students and the related teaching, learning and assessment techniques aligned to them (Biggs, 

2007). The second objective was to try to apply new teaching and learning activities that were 

geared towards achieving the relevant learning outcomes and assessment tests, transforming 

traditional didactics and assessments into more learner-‐oriented ones. 

Despite problems and resistance from teachers due to the lack of knowledge, time and training 

for them to understand and develop a learner-‐centred approach, the project stimulated them to 

reflect on their practices, and involved all interested actors and stakeholders; thereby increasing 

the dialogue between higher education and the business world, and enabling good 

dissemination of the process in the Veneto Region. 

PA 8.5. Theoretical and Practical Approaches to Measurement and 

Instrumentation 


Chair: Gregor Maxwell 

Latent interactions in non-‐compensatory multidimensional item response models – A 

simulation study 

Janine Buchholz 

& Johannes Hartig 

Most constructs in ability and achievement testing are multidimensional in nature, thus 

multidimensional item response theory (MIRT) presents a valuable basis for measurement. Non-‐ 

compensatory MIRT models are necessary if it is theoretically assumed that success on an item 

is plausible only in case of the joint presence of multiple abilities. Simulation studies 

demonstrated that the existing non-‐compensatory models impose strong data requirements; 

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114 


aside from large sample sizes, the presence of pure indicator items for each dimension is 

necessary. Therefore, two alternative non-‐compensatory MIRT models are proposed and subject 

to a simulation study: one model includes the interaction of two dimensions only and one 

extends a linear compensatory model by an interaction term. Dichotomous item responses were 

simulated under two-‐dimensional 2PL models. For the interaction model, we investigated how 

well interaction effects can be recovered when there are pure indicator items for either both or 

only one of the latent dimensions; for the extended interaction model we investigated how well 

true compensatory and true interaction effects can be detected. For both models, sample size 

and number of indicator items varied. Both simulation and estimation were conducted in Mplus 

6. Results show that latent interactions can be recovered using the interaction model even under 

the lack of pure indicators, though showing reduced statistical power. The finding, however, 

presents a major advantage over existing non-‐compensatory models. The extended interaction 

model proved to do very well in retrieving the correct population effects, with acceptable power 

and very low false-‐alarm rates. 

Emotions in the HCI -‐ Measuring Components of a holistic User Experience on Websites 

with the Questionnaire User Experience (QUX) 

Julia Müller 

Steffi Heidig, & Helmut M. Niegemann 

Usability comes first! This credo has ruled the research of Human-‐Computer-‐Interaction (HCI) 

for a long time. Usability is a quality of websites and other computer-‐based applications which is 

important for an effective, efficient and satisfactory performance. Poor Usability increases 

extraneous load in instructional design. 

Whereas Usability addresses the functionality, there is the assumption of additional emotional 

aspects, which are associated with fun, joy and pleasure when handling websites, and address 

other requirements than just good Usability. These aspects within the HCI are often discussed 

under the term Joy of Use. Usability and Joy of Use represent different aspects of a holistic User 

Experience (UX) in the field of HCI. 

We developed the online-‐based Questionnaire User Experience (QUX) to measure these different 

aspects of websites. The QUX consists of four scales which represent the distinct dimensions of 

the User Experience, as proposed by Mahlke (2008). An online survey was accomplished (N = 

1199) to test an initial, expert-‐generated item set. Factor analyses and item consistency 

analyses, in several iterations, were used to eliminate inappropriate questions. The resulting 

questionnaire has a clear factor structure with high factor loadings (≥ .734), high reliability 

(Cronbach’s α ≥ .88) and sufficient validity. Validity for the scales was tested through different 

methods: Firstly, hypothesis testing by prior expert predictions; secondly, comparison 

(correlation) of the Usability-‐scale to a longer existing analog questionnaire (System Usability 

Scale, Brooke, 1996); and finally, linear regression models were analyzed to study the internal 

structure of the underlying theoretical model. 

Closing Session 

12:00 – 13:30, H24 

Index of JURE 2012 presenters


A 

Acquah 106 

Adl-‐Amini 88 

Amador 46 

Anderson-‐Park 18 

Arndt 74 

B 

Baas 81 

Barry 60 

Behrmann 83 

Beishuizen 14 

Berner 20 

Bohle Carbonell 23 

Boonen 76 

Brezovszky 25 

Brouwer 93 

Bruggink 21 

Buchholz 113 

Buzas 29 

Byl 93 

C 

Chatzikyriakou 39 

Chung 57 

D 

Damnik 94 

de Heus 94 

de Smedt 85 

Deinzer 70 

Dinger 107 

Dragon 100 

E 

Eckert 83 

Egert 54 

Enzingmüller 74 

F 

Foerster 40 

Franic 71, 86 

Friedrich 22, 108 

Friso 97 

Friso-‐van den Bos 32, 48 

Fritzsche 39 

Frost 27 

G 

Gaitas 22, 108 

Geboers 49 

Geçim 38 

Gegenfurtner 15 

Geiger 49 

Gilliam 23 

Gläser 54 

Gold 50 

Gruber 45, 85 

H 

Hast 29 

Hawlitschek 84 

Heininger 26 

Helker 71 

Hellrung 67 

Heppt 101 

Herppich 80 

Heyder 65 

Hiltmann 95 

Hodds 74 

Hondrich 41 

Huizenga 91 

I 

Ikonen 34 

Iparraguirre 102 

J 

Jahn 31 

Jarodzka 43, 70 

Jobst 31 

Jõgi 107 

Jurik 66 

K 

Kádár 76 

Kapp 41 

Ketterl 32 

Klepsch 109 

Knaut 82 

Kniebühler 57 

Knogler 60 

König 72 

Kornmann 87 

Krahn 106 

Kyriakou 35 

L 

Lachner 64 

Lai Kuen 67 

Laine 15, 30 

Lambert 21, 89 

Latina 20 

Lee 105 

Legrottaglie 61 

Lehmann 73 

Lehtinen 69 

Lewis 66 

Limprecht 89 

Liu 77 

Louari 95 

Luger 19 

115 

M 

Machunsky 102 

Maertens 77 

Malleus 78 

Marksteiner 47 

Mattern 51 

Minguela 90 

Molenaar 16, 44 

Molitorisz 91 

Morosanu 47 

Moser 26 

Müller 114 

Muskatewitz 24 

N 

Nejad 87 

Nelles 50 

Neubauer 24 

Neugebauer 28 

Neumann 97 

Nguyen 42 

Nivala 98 

Noll 51 

Nussbaumer 34 

Nyström 44 

O 

Ohmer 86 

Okas 81 

Ouwehand 110 

P 

Panadero 18 

Pásztor 92 

Peeters 19 

Pereira 68 

Philippon 25 

R 

Radisic 68 

Rausch 98 

Rupprecht 99 

Rusk 84 

S 

Salaschek 48 

Sauer 27 

Schäfer 37 

Scheiter 42 

Schindler 112 

Schlag 52 

Schley 33 

Schmidt 61, 82, 111 

Schneider 53 

Schubert 75 

Schulte 103 

Schumacher 45 

Serbati 113

Sieve 73 

Smeets 34 

Song 35 

Spapé 70, 86 

Springfeld 55 

Stude 55 

Syring 37 

Szabadi 62 

T 

Takacs 75 

Tanhuanpää 56 

Taxer 80 

Taxis 96 

Thomsen 112 

Trigo 105 

V 

Valizadeh 110 

van den Berg 100 

van der Linden 64 

van der Pas-‐Paasschens 58 

van der Schoot 15 

van Gog 43, 70 

van Wesel 17, 43 

Vermazeren 58 

Vogelzang 59, 78 

Vriens 99 

W 

Wagner 111 

Wassenburg 103 

116 


Wennås Brante 109 

Wiedmann 32 

Wijnia 69 

Willemsen 104 

Wolgast 46 

Y 

Yliverronen 56 

Z 

Zhou 38 

Zimmerli 28 

Zini 62 

Zorzi 90 

Zoyke 96


Sponsors of JURE 2012 Conference 

European Association for Research on Learning and 

Instruction 

Junior Researchers of Earli 

University of Regensburg 

German Research Foundation 

Foundation of the University of Regensburg, Hans Vielberth 

Subdivision of Educational Psychology of the German 

Psychological Association 

Springer Publishing 

Waxmann Publishing 

Allianz 

117

University of Regensburg 

Location of Vielberth Buildung (VG) and route to canteen (Mensa) 

118 


JURE 2012 Conference Programme Maps 

Vielberth Building, Ground Floor (VG 0) 

119

Vielberth Building, 1st Floor (VG 1) 

120 


JURE 2012 Conference Programme Maps 

Vielberth Building, 2nd Floor (VG 2) 

121

JURE 2012 Programme book - EARLI Jure 2012

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