Menz et al. (2021) | Fehlvorstellungen von Lehrpersonen

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. (link.springer.com/content/pdf/10.1007/s10212-0…)
Informationen zum Intro:
Cadsby, T. (2011). Stop trusting your instincts. Harvard Business Review. 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. (sciencedirect.com/science/article/pii/S2352250…)
• 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. (bpspsychub.onlinelibrary.wiley.com/doi/pdfdire…)
• 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. (journals.sagepub.com/doi/pdf/10.1177/147572572…)
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. (journals.sagepub.com/doi/pdf/10.3102/016237371…)
• 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. (onlinelibrary.wiley.com/doi/pdf/10.4073/csr.20…)
• 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.