A5007958355- Social and Intergroup Psychology
- Bullying, Victimization, and Aggression
- Teacher Professional Development and Motivation
- School Choice and Performance
- Sociology and Education Studies
- Communication in Education and Healthcare
- Gender Roles and Identity Studies
- Education and experiences of immigrants and refugees
- Teacher Education and Leadership Studies
- Linguistic Education and Pedagogy
- Gender Studies in Language
- Religion, Theology, and Education
- Education, Achievement, and Giftedness
- Parental Involvement in Education
- Education Discipline and Inequality
- Educator Training and Historical Pedagogy
- Religious Education and Schools
- Critical Race Theory in Education
- Early Childhood Education and Development
- Motivation and Self-Concept in Sports
- Education Methods and Technologies
- Media Influence and Health
- Cultural Differences and Values
- Names, Identity, and Discrimination Research
- Inclusion and Disability in Education and Sport
DIPF | Leibniz Institute for Research and Information in Education
2021-2025
Individual Development and Adaptive Education
2024
University of Wuppertal
2017-2021
Springer Nature (Germany)
2021
Abstract Introduction Teacher enthusiasm is an undisputedly important characteristic of teachers, with demonstrated positive effects on student outcomes. Existing research typically operationalised teacher via trait‐based teacher‐ or ratings. Strikingly little known about how teachers' trait manifests in their actual in‐situ classroom behaviour. Some findings have been reported regarding nonverbal behaviours, but the links between and language are unknown so far. Methods The present...
We investigated the effects of stereotypical expectations regarding cultural diversity on teachers' feelings burnout, stress, and self-efficacy beliefs. With an experimental design, we confronted teachers with fictitious schools that were either high or low in assessed burnout beliefs (Study 1) their stress respect to culturally responsive teaching locus control 2). Teachers who a highly diverse school showed higher lower than presented diversity. School composition affected from primary...
Stereotypes about pupils with special educational needs are prevalent both in society and among pre- in-service teachers. However, little is known the specific stereotypes pre-service teachers associate autistic pupils, Down syndrome, dyslexia. We explored these two studies. Study 1 (N=13) involved qualitative interviews to identify potential stereotype content. 2 (N=213) used findings create a questionnaire quantify stereotypes. found distinct associated all three groups of pupils. For...
In a quasi-experimental study, we investigated whether preservice and inservice teachers differed in their responses to minor student misbehavior. The participants’ task was estimate how likely they would be apply various predefined intervention strategies, while simultaneously assessed response latencies. Results indicated that were more choose harsh interventions such as school suspension, whereas use mild strategies ignoring nonverbal responses. latencies showed the application of seemed...
Two experimental studies investigated the disadvantages faced by female ethnic minority students when they are judged pre- and inservice teachers. The results suggest that (preservice) teachers' judgments were affected judgment dimension. Study 1 revealed teachers apply gender stereotypes in their on mathematical ability: Teachers perceived students' ability as lower than male ability. Furthermore, (inservice teachers) 2 (preservice ethnicity influenced language proficiency. Beyond that,...
Abstract. Research has shown negative teachers’ attitudes toward ethnic minority students, who – in Germany often belong to Islam which is stereotypically associated with traditional gender roles. So far, neither implicit nor the role of student have been investigated this context. Among a sample 136 teachers, we assessed Muslim students relation Christian using an Implicit Association Test. and explicit were less positive male than female students. After reading social exclusion scenario,...
Abstract Previous research has provided evidence that teachers implicitly hold more negative attitudes toward ethnic minority students than majority students. Furthermore, they attribute the lower educational success of predominantly to internal causes. So far, it is not known how implicit and causal attributions are related preservice teachers’ judgments students’ academic competencies. We conducted a study close this gap. In sample teachers, our showed mainly On general, made external...
In 2 studies conducted in Germany, we investigated preservice teachers' stereotypical judgement biases regarding Turkish female students and the application of shifting standards stereotyping. Study 1 (N = 148) showed that students' German language proficiency received lower judgements, but other – particularly social dimensions more favourable judgements compared with students. 290), examined stereotyping relation to students, considering different reference groups. These groups differed...
In this preliminary study, we explored preservice and in‐service teachers’ sense of teaching self‐efficacy with a well‐established questionnaire newly adapted implicit measure the self‐concept Single‐Target Implicit Association Test. Teaching is an important construct when it comes to handling culturally heterogeneous classes. Hence, might also contribute motivational orientations regarding beliefs about ethnic minority students. Using quasi‐experimental design, presented teachers both...
In many educational systems, ethnic minority students score lower in their academic achievement, and consequently, teachers develop low expectations regarding this student group. Relatedly, teachers' implicit attitudes, explicit expectations, causal attributions also differ between majority students-all a disadvantageous way for students. However, what is not known so far, how attitudes contribute together to judgments. the current study, we explored preservice judgments of success an...