Bruckmaier, Georg

Profilbild
E-Mail-Adresse
Geburtsdatum
Projekt
Organisationseinheiten
Berufsbeschreibung
Nachname
Bruckmaier
Vorname
Georg
Name
Bruckmaier, Georg

Filter

2018 - 20202
Filter zurücksetzen

Einstellungen

Autor:in: Hilbert, Sven × Dateien dazu vorhanden?: Nein ×

Suchergebnisse

Gerade angezeigt 1 - 2 von 2
  • Vorschaubild nicht verfügbar
    Publikation
    Competence as a continuum in the COACTIV study: the “cascade model”
    (Springer, 11.04.2020) Krauss, Stefan; Bruckmaier, Georg; Lindl, Alfred; Hilbert, Sven; Binder, Karin; Steib, Nicole; Blum, Werner [in: ZDM]
    Two different tools for assessing pedagogical content knowledge (PCK) of mathematics teachers used in the framework of the COACTIV study are systematically compared in this paper, namely the paper-and-pencil test consisting of items on the three facets knowledge of explaining and representation, knowledge of student thinking and typical mistakes, and knowledge of the potential of mathematical tasks, and the video vignettes instrument that examines teachers’ proposed continuations for presented lesson video clips specific to their subject-related and methodological competence aspects. Initially, both COACTIV PCK assessment tools are systematically contrasted for the first time with respect to their predictive validity for instructional quality (N = 163 German secondary mathematics teachers) as well as student learning gains (N = 3806 PISA students from 169 different classes) by means of path models showing that PCK, when assessed by the paper-and-pencil method, can better predict instructional quality than the video vignettes instrument can. Next, we theoretically propose the cascade model as capable of integrating pertinent theories on teacher competence and instructional quality. This model implies five ‘columns’ that are ordered according to a sequential causal chain (teacher disposition → situation-specific skills → observable teaching behavior → student mediation → learning gains). Finally, we specify four out of the five ‘columns’ of this cascade model, based empirically on the COACTIV data.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Prediction of elementary mathematics grades by cognitive abilities
    (Springer, 2018) Hilbert, Sven; Bruckmaier, Georg; Binder, Karin; Krauss, Stefan; Bühner, Markus [in: European Journal of Psychology of Education]
    In the present study, the relationship between the mathematics grade and the three basic cognitive abilities (inhibition, working memory, and reasoning) was analyzed regarding possible alterations during elementary school. In a sample of N = 244 children, the mathematics grade was best predicted by working memory performance in the second grade and by reasoning in the third and fourth grades. Differentiation of these abilities during elementary school was considered as a cause for this pattern but discarded after the analysis of structural equation models. Thus, with respect to output-orientated curricula, scholastic standards, and a large inter-individual heterogeneity of students, it is implied for teachers to account for different cognitive strengths and weaknesses of their students, using adequate tasks and teaching strategies like self-differentiating tasks and adaptive explorative learning.
    01A - Beitrag in wissenschaftlicher Zeitschrift