Mok, Sog Yee

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Sog Yee
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Mok, Sog Yee

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2020 - 20235
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    06 - Präsentation
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    Publikation
    How do professional development programs on comparing solution methods and classroom discourse affect students' achievement in mathematics? The mediating role of students’ subject matter justifications
    (Elsevier, 2022) Mok, Sog Yee; Hämmerle, Christian S.; Rüede, Christian; Staub, Fritz [in: Learning and Instruction]
    Comparing solution methods fosters strategy flexibility in equation solving. Productive classroom discourse such as Accountable Talk (AT) orchestrated by teachers can improve students’ justifications during classroom discussions and achievement. Do students’ subject matter justifications during classroom discourse mediate the effect of teachers’ professional development (PD) programs focused on comparing and AT on students’ mathematics achievement? We investigated whether two PD programs (comparing or comparing+AT) compared to a control group increased the number of students justifications, and whether this affected mathematics achievement (strategy flexibility, procedural knowledge, and conceptual knowledge). The study (739 9th and 10th grade students in 39 classes) had an experimental pre-post control group design. Both PD programs significantly increased students justifications compared to the control group. The results of our multilevel path models showed significant small mediation effects in the comparing+AT group on procedural and conceptual knowledge. No mediation effects were found in the comparing group.
    01A - Beitrag in wissenschaftlicher Zeitschrift
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    Publikation
    Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-) experimental studies
    (Elsevier, 2021) Mok, Sog Yee; Staub, Fritz [in: Teaching and Teacher Education]
    During the practicum, pre-service teachers (PSTs) practice instructional skills such as lesson planning and clarity of instruction. Different approaches to assisting PSTs with coaching, mentoring, or supervision have been developed to improve PSTs' instructional skills. We conducted a meta-analysis based on quasi-experimental and experimental studies. The results showed a small and significant overall effect of coaching, mentoring, or supervision on instructional skills (d = 0.41). Cooperating teachers' or supervisors' cognitive modeling (i.e., making cognitive processes explicit and demonstrating teaching-related practices) of lesson planning and teaching practices was a significant moderator (d = 0.90). Implications for initial teacher education are discussed.
    01A - Beitrag in wissenschaftlicher Zeitschrift
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    Publikation
    Evidence-based practice in teacher education: The mediating role of self-efficacy beliefs and practical knowledge
    (Frontiers, 03.12.2020) Georgiou, Despoina; Mok, Sog Yee; Fischer, Frank; Vermunt, Jan; Seidel, Tina [in: Frontiers in Education]
    European educational reforms call for the implementation of evidence-based teaching (EBT) in universities. Based on the evidence-based research paradigm in medical education, this study investigates the relationship between teacher educators' research experience, practical knowledge, self-efficacy beliefs, and frequency of EBT implementation. We report on survey data from N = 243 teacher educators from Germany, Austria, Switzerland, and the United Kingdom. A set of mediation analyses were run to identify the mediating role of self-efficacy beliefs and practical knowledge in the interplay among teacher educators' research experience and frequency of research evidence implementation. The results indicate that self-efficacy beliefs are a strong predictor of how frequently teacher educators implement EBT. Implications about the role of self-efficacy beliefs in teacher educators' professional learning and development along with future steps that are necessary to increase the implementation of EBT practices in teacher education will be discussed.
    01A - Beitrag in wissenschaftlicher Zeitschrift
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    Publikation
    ‘My family’s goals are also my goals’: the relationship between collectivism, distal utility value, and learning and career goals of international university students in Germany
    (Springer, 20.11.2020) Mok, Sog Yee; Bakaç, Cafer; Froehlich, Laura [in: International Journal for Educational and Vocational Guidance]
    The utility value of an academic task can affect university students’ learning behavior and career choices. For collectivistic-oriented students, learning and career goals also matter to their families. Following expectancy-value theory, we assumed that families’ achievement-related expectations would affect collectivistic-oriented students’ utility value. We conducted a survey study with 154 international university students in Germany. We found a significant mediation effect of students’ distal utility value of their university coursework on the relationship between students’ collectivism, learning goal orientation, and motivation to follow family-oriented distal career goals, respectively. Practical implications for career counselors and university teachers are discussed.
    01A - Beitrag in wissenschaftlicher Zeitschrift