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Teachers’ self-perceptions and their students’ perceptions of the three basic dimensions of instructional quality were compared based on a sample of 171 classes and their teachers in German secondary education. Low to moderate correlations (r = .35 to .50) were found between the two perspectives. Differences in perceptions vary across teachers based on favorable and less favorable students’ assessments. Results from latent profile analyses based on perception combinations of teachers and their classes hint at four differential profiles, reflecting to a large extent patterns of under- and overestimation of people’s own competence identified in previous research. Significant differences in gender among individuals assigned to the four profiles could be found. Implications of identifying the divergence between teachers’ and students’ perceptions of instructional quality for reflective practice are discussed.

Effective self-regulation is needed to foster student learning. A meta-analysis has shown that even primary school children benefit from training in self-regulated learning. However, there is a lack of research considering the connection between key aspects of regular classroom instruction and students' self-regulated learning. This study investigates the hypothesis that in primary school, self-regulated learning is systematically related to the quality of teaching. Teaching quality is conceptualized as a multidimensional construct comprising classroom management, supportive climate, and cognitive activation. All three dimensions of teaching quality, as well as metacognitive strategy use and volitional control, were reliably assessed for 996 third graders from 54 classes in German primary schools via questionnaire. Because of the clustered data structure, we used multilevel regression analyses for identifying the assumed connections. Most notably, at the classroom level, metacognitive strategy use was significantly predicted by cognitive activation, whereas volitional control was predicted by a supportive climate. (Orig.).

Building on the sociological work by Lareau, this study examined the association between students' socioeconomic background, prior achievement and the perception of teacher support within the classroom. We expected that students from higher socioeconomic backgrounds would be more critical about the support they receive in the classroom and rate their teachers more negatively, while those with higher prior achievement would perceive teacher support more positively. Multilevel models confirmed that there is a negative association between wealth and students' perception of two dimensions of teacher support, and a negative association between parental educational attainment and one dimension of teacher support. Our findings were in line with the 'sense of entitlement' theory by Lareau. Having higher prior achievement was associated with a more positive perception of teacher support, but did not seem to interact with socioeconomic background. (ZPID).

In this study we examine the interplay between curriculum-embedded formative assessment—a well-known teaching practice—and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students' understanding of the scientific concepts of floating and sinking. We used data from a clusterrandomized controlled trial and compared curriculum-embedded formative assessment (17 classes) with a control group (11 classes). Curriculum-embedded formative assessment and classroom process quality promoted students' learning. Moreover, classroom process quality and embedded formative assessment interacted in promoting student learning. To ensure effective instruction and consequently satisfactory learning outcomes, teachers need to combine specific teaching practices with high classroom process quality.

In recent decades, the assessment of instructional quality has grown into a popular and well-funded arm of educational research. The present study contributes to this field by exploring first impressions of untrained raters as an innovative approach of assessment. We apply the thin slice procedure to obtain ratings of instructional quality along the dimensions of cognitive activation, classroom management, and constructive support based on only 30 seconds of classroom observations. Ratings were compared to the longitudinal data of students taught in the videos to investigate the connections between the brief glimpses into instructional quality and student learning. In addition, we included samples of raters with different backgrounds (university students, middle school students and educational research experts) to understand the differences in thin slice ratings with respect to their predictive power regarding student learning. Results suggest that each group provides reliable ratings, as measured by a high degree of agreement between raters, as well predictive ratings with respect to students' learning. Furthermore, we find experts' and middle school students' ratings of classroom management and constructive support, respectively, explain unique components of variance in student test scores. This incremental validity can be explained with the amount of implicit knowledge (experts) and an attunement to assess specific cues that is attributable to an emotional involvement (students). (ZPID).

In this study, we investigated conditions and consequences of teacher popularity in primary schools. Teacher popularity is embedded in a theoretical framework that describes relationships between teacher competence, teaching quality, and student outcomes. In the empirical analyses, we used multilevel modeling to distinguish between individual students' liking of the teacher and a teacher's popularity as rated by the whole class (N = 1070 students, 54 teachers). The classroom level composite of the extent to which students liked their teacher was a reliable indicator of teacher popularity. Teacher popularity was associated with teacher self-reports of self-efficacy and teaching enthusiasm and with external observers' ratings of teaching quality. The grades students received were not related to the popularity ratings. In a longitudinal study, teacher popularity predicted students' learning gains and interest development over and above the effects of teaching quality. These results suggest that teacher popularity can be a useful and informative indicator in research on students' academic development and teacher effectiveness. (DIPF/Orig.).

Im Rahmen von Forschung zu gutem Unterricht wurden Unterrichtsqualitätsmerkmale identifiziert, die mit dem Lernerfolg von Schülerinnen und Schülern verbunden sind. Diese beinhalten bspw. strukturell-organisatorische Aspekte, wie Classroom Management, oder affektive Aspekte, wie das Klassenklima. Dass der Lernerfolg nicht nur von Unterrichtsmerkmalen, sondern auch von deren Wechselspiel mit den individuellen Lernervoraussetzungen abhängt, ist Thema der Forschung zu Aptitude-Treatment-Interactions (ATI). Gegenwärtig erfährt diese Forschung erneute Aufmerksamkeit und bestätigende empirische Befunde. Diese Studie an deutschen Grundschulen (1041 Kinder aus 54 Klassen) knüpft daran an und prüft Haupt- und Interaktionseffekte von Unterrichtsqualitätsmerkmalen (Classroom Management und Klassenklima) sowie individuellen Lernvoraussetzungen (Migrationshintergrund oder geringe kognitive Grundfähigkeiten) für die naturwissenschaftliche Kompetenz von Grundschulkindern. Ergebnisse aus Mehrebenenanalysen zeigen einen positiven Zusammenhang zwischen Klassenklima und naturwissenschaftlicher Kompetenz, nicht aber zwischen Classroom Management und naturwissenschaftlicher Kompetenz. Darüber hinaus zeigten sich Interaktionseffekte zwischen Unterrichtsqualitäts- und Schülermerkmalen dahingehend, dass Unterrichtsqualität einen ausgleichenden Effekt auf die Leistungen von Kindern mit ungünstigen Lernvoraussetzungen und diejenigen ihrer Mitschülerinnen und Mitschüler ausübte. Dieser kompensatorische Effekt zeigte sich für Classroom Management auch nach Kontrolle sprachlicher Kompetenzen. (DIPF/Orig.). Research on classroom instruction has consistently identified characteristics that contribute to student learning. For instance, these include structural-organizational aspects (e.g., classroom management) and affective aspects (e.g., classroom social climate). The idea that the effects of instruction may differentially depend on students' characteristics has been investigated within the scope of aptitude-treatment-interactions (ATI) research. This study of elementary school (1,041 students, 54 classes) builds on ATI and examines main effects and interaction effects of instructional quality (i.e., classroom management and classroom social climate) and individual risks of school failure (i.e., demographic risk: immigration background or functional risk: low cognitive ability scores) on students' science competence. Based on hierarchical linear modeling and class-level aggregated student ratings of instructional quality, results show a positive link between classroom social climate and science competence but not for classroom management and science competence. As its most important finding, our study demonstrates the compensatory capacity of instructional quality to narrow the achievement gap between students at risk and their peers. Furthermore, classroom management also counteracted risk of school failure when controlling for students' language proficiency. (DIPF/Orig.).

In this study we examine the interplay between curriculum-embedded formative assessment-a well-known teaching practice-and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students' understanding of the scientific concepts of floating and sinking. We used data from a cluster-randomized controlled trial and compared curriculum-embedded formative assessment (17 classes) with a control group (11 classes). Curriculum-embedded formative assessment and classroom process quality promoted students' learning. Moreover, classroom process quality and embedded formative assessment interacted in promoting student learning. To ensure effective instruction and consequently satisfactory learning outcomes, teachers need to combine specific teaching practices with high classroom process quality. (DIPF/Orig.).

Research on classroom instruction has consistently identified characteristics that contribute to student learning. For instance, these include structural-organizational aspects (e.g., classroom management) and affective aspects (e.g., classroom social climate). The idea that the effects of instruction may differentially depend on students' characteristics has been investigated within the scope of aptitude-treatment-interactions (ATI) research. This study of elementary school (1,041 students, 54 classes) builds on ATI and examines main effects and interaction effects of instructional quality (i.e., classroom management and classroom social climate) and individual risks of school failure (i.e., demographic risk: immigration background or functional risk: low cognitive ability scores) on students' science competence. Based on hierarchical linear modeling and class-level aggregated student ratings of instructional quality, results show a positive link between classroom social climate and science competence but not for classroom management and science competence. As its most important finding, our study demonstrates the compensatory capacity of instructional quality to narrow the achievement gap between students at risk and their peers. Furthermore, classroom management also counteracted risk of school failure when controlling for students' language proficiency.

The molecular apparatus behind biological photosynthesis retains its long-term functionality through enzymatic repair. However, bioinspired molecular devices designed for artificial photosynthesis, consisting of a photocentre, a bridging ligand and a catalytic centre, can become unstable and break down when their individual modules are structurally compromised, halting their overall functionality and operation. Here we report the active repair of such an artificial photosynthetic molecular device, leading to complete recovery of catalytic activity. We have identified the hydrogenation of the bridging ligand, which inhibits the light-driven electron transfer between the photocentre and catalytic centre, as the deactivation mechanism. As a means of repair, we used the light-driven generation of singlet oxygen, catalysed by the photocentre, to enable the oxidative dehydrogenation of the bridging unit, which leads to the restoration of photocatalytic hydrogen formation. Molecular catalysts for artificial photosynthesis can break down during operation and stop working, whereas biological photosynthesis uses an enzymatic repair strategy to maintain function. Now, the degradation pathway of a hydrogen-evolving RuPt photocatalyst has been identified, enabling the development of an active repair strategy involving the use of 1 O 2 to reoxidize the deactivated bridging ligand.