© campus digital mainz
PLATO has been granted funding from the initiative fund of the Rhine-Main Universities (RMU). The RMU funding will be used to consolidate pilot studies and prepare a cross-university application to solidify PLATO collaboration structures (for more information, see RMU-Website).
04.06.2019:Qualitätsoffensive Lehrerbildung: Lehrstuhl für Wirtschaftspädagogik erhält Förderung zur Entwicklung digitaler Lehr-Lern-Angebote
Der Lehrstuhl für Wirtschaftspädagogik ist im Rahmen eines breiten Verbundes mit dem Antrag „Technik- und Wirtschaft: Integrierte Didaktik (TWIND)“ in der von Bund und Ländern gemeinsam getragenen „Qualitätsoffensive Lehrerbildung“ positiv begutachtet und zur weiteren Förderung empfohlen worden. Damit stehen der JGU für vier Jahre 1,2 Millionen Euro für die Entwicklung und nachhaltige Etablierung von digitalen Lehr-Lern-Angeboten für die Lehrerbildung zur Verfügung. Der Verbund, bestehend aus den vier Hochschulen JGU Mainz, Technische Universität Darmstadt, Universität Kassel und Pädagogische Hochschule Schwäbisch Gmünd, erhält insgesamt 2,4 Millionen Euro.
Im TWIND-Projekt werden digitale Lehr-Lern-Angebote zur effektiven Förderung der Handlungskompetenzen von angehenden Lehrerinnen und Lehrern an berufsbildenden Schulen für die Aus- und Fortbildung entwickelt und nachhaltig etabliert. Dabei werden wirtschaftliche, technische und allgemeinbildende Fachdidaktiken miteinander verzahnt.
Kontakt: Dr. Christiane Kuhn, Lehrstuhl für Wirtschaftspädagogik, Email: email@example.com
Weiterführender Link: https://www.qualitaetsoffensive-lehrerbildung.de/
Zlatkin-Troitschanskaia, O., Kuhn, C., Brückner, S. & Leighton, J. P. (2019). Evaluating a technology-based assessment (TBA) to measure teachers’ action-related and reflective skills. International Journal of Testing (IJT), 19(2), 148–171. https://doi.org/10.1080/15305058.2019.1586377
Teaching performance can be assessed validly only if the assessment involves an appropriate, authentic representation of real-life teaching practices. Different skills interact in coordinating teachers’ actions in different classroom situations. Based on the evidence-centered design model, we developed a technology-based assessment framework that enables differentiation between two essential teaching actions: action-related skills and reflective skills. Action-related skills are necessary to handle specific subject-related situations during instruction. Reflective skills are necessary to prepare and evaluate specific situations in pre- and postinstructional phases. In this article, we present the newly developed technology-based assessment to validly measure teaching performance, and we discuss validity evidence from cognitive interviews with teachers (novices and experts) using the think-aloud method, which indicates that the test takers’ respective mental processes when solving action-related skills tasks are consistent with the theoretically assumed knowledge and skill components and depend on the different levels of teaching expertise.
Loh, M. Y., Dormann, C., Muhamad, H., & Idris, M. A. (in press). Organisational climate and employee’s health outcomes: A systematic review. Safety Science.
Organisational climate, particularly safety climate, has been documented as a crucial element in promoting occupational health and safety. However, most previous studies have focused more on safety issues (e.g., injuries and accidents) rather than health outcomes (e.g., illnesses, stress, etc. A comprehensive review is also lacking in relation to understanding the organisational climate–health relationship between different levels of analysis, different data sources and different analytical procedures. We conducted a systematic review to investigate previous scholarly contributions to organisational climate and health. The reviewed articles were obtained from three databases: ISI Web of Knowledge, PsycINFO and EBSCOHost Academic Premier Search. After reading the abstracts and full texts, we included 56 articles in our review. We found that the influence of organisational climate on employee health has been supported in prior research. However, hypotheses at the individual level are more frequently supported than those at the organisational level. Even though most studies analysed self-reported data and, thus, possibly suffered from common method bias, half of the studies were explicitly or implicitly trying to reduce the bias. Studies with and without remedies for reducing common method bias yielded similar results, suggesting that common method bias has little impact on organisational climate research. Overall, almost no differences were found among the different organisational climate constructs. The current review includes several recommendations for future research.
Muntz, J., Dormann, C., & Kronenwett, M. (in press). Supervisors’ relational transparency moderates effects among employees’ illegitimate tasks and job dissatisfaction: A four-wave longitudinal study. European Journal of Work and Organizational Psychology.
Despite repeated calls for the inclusion of leadership in research on illegitimate tasks, little is known about what supervisors can actually do to mitigate negative effects of illegitimate tasks. We propose transparent leadership behavior as an effective means that buffers detrimental effects of illegitimate tasks. We further propose reciprocal effects between illegitimate tasks and job dissatisfaction. Based on a short panel study with four surveys across four consecutive weeks, data of 347 employees were analyzed using multiple group structural equation models. For the two facets of illegitimate tasks, results were more consistent for unnecessary than for unreasonable tasks. We found main and moderating effects in both the normal causal and the reversed causal direction for unnecessary tasks, with more consistent main effects in the reversed direction and stronger moderating effects in the normal direction: Job dissatisfaction rather led to unnecessary tasks than vice versa; while high transparency particularly buffered the effects of unnecessary tasks on job dissatisfaction. Thus, by means of transparent leadership behavior, supervisors are able to effectively intervene in the vicious circle between illegitimate tasks and employees’ job dissatisfaction and thereby benefit working conditions for leaders and followers alike.
International Conference with Transfer Workshop from 04-06, December 2019 at Humboldt University Berlin
We are pleased to announce that we are holding an International Conference and Transfer Workshop for our collaborative project SUCCESS – Study Success and Study Opportunities for Refugees at the Humboldt University in Berlin, Germany, from December 4-6, 2019.
The title of the conference is: Digital Approaches to Increasing Equity in Higher Education – Opening Universities for Refugees
We will be discussing opportunities for refugees in higher education with a particular focus on the provision of digital education. It will be explored whether existing online educational offers actually facilitate the integration of prospective students with a flight background into their host country – including regular universities – and how refugees can be more successfully integrated into higher education.
We would be delighted to have you participate and kindly ask you to register by sending us an e-mail to firstname.lastname@example.org
We are looking forward to seeing you at our conference in Berlin and to exchanging ideas with you!
Prof. Dr. Olga Zlatkin-Troitschanskaia and the SUCCESS team
Das Sekretariat des Lehrstuhls Prof. Dr. O. Zlatkin-Troitschanskaia ist vom 22.-24.05.2019 nicht besetzt. In dringenden Fällen wenden Sie sich bitte an email@example.com
Jeschke, C., Kuhn, C., Lindmeier, A., Zlatkin-Troitschanskaia, O., Saas, H. & Heinze, A. (2019). Performance assessment to investigate the domain-specificity of instructional skills among pre-service and in-service teachers of mathematics and economics. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12277
Key elements of instructional quality include the teacher's ability to immediately react in domain‐specific classroom situations. Such skills – defined as action‐related skills – can only be validly assessed using authentic representations of real‐life teaching practice. However, research has not yet explained how teachers apply domain‐specific knowledge for teaching and to what extent action‐related skills are transferable from one domain to another. Our study aims to examine (1) the relationship between action‐related skills, content knowledge, and pedagogical content knowledge, and (2) the domain specificity of action‐related skills of (prospective) teachers in the two domains of mathematics and economics. We examined German pre‐service and in‐service teachers of mathematics (N = 239) and economics (N = 321), including n = 96 (prospective) teachers who teach both subjects. Action‐related skills in mathematics and economics were measured using video‐based performance assessments. Content knowledge and pedagogical content knowledge were assessed using established paper–pencil tests. Correlation analyses, linear regressions, and a path model were applied. In mathematics and economics, we find a similar pattern of moderate correlations between action‐related skills, content knowledge, and pedagogical content knowledge. Moreover, a significant correlation between action‐related skills in mathematics and economics can be explained almost entirely by underlying relations between content knowledge and pedagogical content knowledge in both domains. Our findings suggest that action‐related skills empirically differ from domain‐specific knowledge and should be considered as domain‐specific constructs. This indicates that teacher education should not only focus on domain‐specific teacher knowledge, but may also provide learning opportunities for action‐related skills in each domain.
Am 03. Mai 2019 fand an der Johannes Gutenberg-Universität Mainz auf Einladung des Lehrstuhls für Wirtschaftspädagogik (Prof. Dr. Olga Zlatkin-Troitschanskaia, Dr. Christiane Kuhn und Hannes Saas) ein reger Austausch zwischen VertreterInnen von Universitäten, Studienseminaren sowie Schulen zur praktischen Umsetzung der Kompetenzorientierung in der Lehrerbildung statt. Neben zentralen Erkenntnissen zur Erfassung und Förderung fachspezifischer Kompetenzen bei (angehenden) Lehrenden der Fächer Mathematik und Wirtschaftswissenschaften wurden wegweisende Möglichkeiten präsentiert und diskutiert, um die Lehrerbildung gemäß den Bedarfen der Praxis im 21. Jahrhundert zu optimieren und angehende Lehrende frühzeitig auf die komplexen Anforderungen im Unterricht vorzubereiten.
Weitere Informationen entnehmen Sie bitte der Homepage des BMBF-geförderten Projekts ELMaWi.
Dormann, C., Guthier, C., & Cortina, J. (in press). Introducing Continuous Time Meta-Analysis (CoTiMA). Organizational Research Methods.
Meta-analysis of panel data is uniquely suited to uncovering phenomena that develop over time, but extant approaches are limited. There is no straightforward means of aggregating findings of primary panel studies that use different time lags and different numbers of waves. We introduce Continuous Time Meta-Analysis (CoTiMA) as a parameter-based approach to meta-analysis of cross-lagged panel correlation matrices. CoTiMA enables aggregation of studies using two or more waves, even if there are varying time lags within and between studies. CoTiMA thus provides meta-analytic estimates of cross-lagged effects for a given time lag regardless of the frequency with which that time lag is used in primary studies. We describe the continuous time underpinnings of CoTiMA, its advantages over discrete time correlation-based meta-analysis of structural equation models (MASEM), and how CoTiMA would be applied to meta-analysis of panel studies. An example is then used to illustrate the approach. We also conducted Monte Carlo simulations demonstrating that bias is larger for time category-based MASEM than for CoTiMA under various conditions. Finally, we discuss data requirements, open questions, and possible future extensions.
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