Thema: Fehlvorstellungen von Lehrpersonen
Um diese Studie geht es in der Folge:
Menz,
C., Spinath, B., & Seifried, E. (2021). Misconceptions die
hard: Prevalence and reduction of wrong beliefs in topics from
educational psychology among preservice teachers. European
Journal of Psychology of Education, 36(2), 477-494.
Informationen zum Intro:
Cadsby, T. (2011). Stop trusting your instincts. Harvard Business
Review.
https://hbr.org/2011/06/stop-trusting-your-instincts
Diese Forschungsarbeiten werden erwähnt:
Festinger, L. (1962). A theory of cognitive dissonance.
Stanford: Stanford University Press.
Minson, J. A., & Dorison, C. A. (2022). Why is exposure
to opposing views aversive? Reconciling three theoretical
perspectives. Current Opinion in Psychology, 101435.
Thomm, E., Gold, B., Betsch, T., & Bauer, J. (2021). When
preservice teachers’ prior beliefs contradict evidence from
educational research. British Journal of Educational Psychology,
91(3), 1055-1072.
Eitel, A., Prinz, A., Kollmer, J., Niessen, L., Russow, J.,
Ludäscher, M., ... & Lindner, M. A. (2021). The
misconceptions about multimedia learning questionnaire: An
empirical evaluation study with teachers and student teachers.
Psychology of Learning & Teaching, 20(3), 420-444.
Studien/Metaanalysen zum Zusammenhang von Klassengröße
und Lernerfolg:
Bowne, J. B., Magnuson, K. A., Schindler, H. S., Duncan, G.
J., & Yoshikawa, H. (2017). A meta-analysis of class sizes
and ratios in early childhood education programs: Are thresholds
of quality associated with greater impacts on cognitive,
achievement, and socioemotional outcomes?. Educational Evaluation
and Policy Analysis, 39(3), 407-428.
Filges, T., Sonne‐Schmidt, C. S., & Nielsen, B. C. V.
(2018). Small class sizes for improving student achievement in
primary and secondary schools: a systematic review. Campbell
Systematic Reviews, 14(1), 1-107.
Leuven, E., & Oosterbeek, H. (2018). Class size and
student outcomes in Europe. EENEE, Analytischer Bericht,
(33).
OECD (2016). Education at a Glance 2016: OECD Indicators.
Paris: OECD Publishing.
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