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\"Michel Foucault's concept of governmentality originated in a lecture series in the late 1970s at the Collلege de France and soon became the basis for a range of historical and contemporary studies across the social sciences and humanities\"-- Provided by publisher.

In order to draw pertinent conclusions about persons with low reading skills, it is essential to use validated standard-setting procedures by which they can be assigned to their appropriate level of proficiency. Since there is no standard-setting procedure without weaknesses, external validity studies are essential. Traditionally, studies have assessed validity by comparing different judgement-based standard-setting procedures. Only a few studies have used model-based approaches for validating judgement-based procedures. The present study addressed this shortcoming and compared agreement of the cut score placement between a judgement-based approach (i.e., Bookmark procedure) and a model-based one (i.e., constrained mixture Rasch model). This was performed by differentiating between individuals with low reading proficiency and those with a functional level of reading proficiency in three independent samples of the German National Educational Panel Study that included students from the ninth grade (N = 13,897) as well as adults (Ns = 5,335 and 3,145). The analyses showed quite similar mean cut scores for the two standard-setting procedures in two of the samples, whereas the third sample showed more pronounced differences. Importantly, these findings demonstrate that model-based approaches provide a valid and resource-efficient alternative for external validation, although they can be sensitive to the ability distribution within a sample. (DIPF/Orig.)

Cultural knowledge is central to social participation and is particularly relevant for educational research. Based on Bourdieu's concept of capital, 14 items are presented to measure highbrow cultural knowledge in the German general population. These have been tested on a cross-sectional survey with more than 7000 participants. This instrument focuses on highbrow cultural knowledge in literature, classical music, theatre, and visual arts. The evaluations carried out descriptively and utilizing item response theory have shown that the instrument is high quality and can measure cultural capital. In addition to high reliability (a ) .80), the values of the generated knowledge score were also approximately normally distributed. Subsequent validity analyses demonstrated that the instrument correlates as expected with other measures, such as educational attainment and social prestige. The existence of slight ceiling effects is not problematic for a representative random sample but should be considered if special and highly educated subpopulations are to be studied. (DIPF/Orig.) Kulturelles Wissen spielt für die gesellschaftliche Teilhabe eine zentrale Rolle und ist besonders für die Bildungsforschung relevant. Aufbauend auf Bourdieus Kapitalkonzept werden 14 Items vorgestellt, um hochkulturelles Wissen in der deutschen Allgemeinbevölkerung zu messen. Diese wurden an einer Querschnittsbefragung mit mehr als 7000 Teilnehmer:innen getestet. Dieses Instrument zielt auf hochkulturelles Wissen in den Bereichen Literatur, klassische Musik, Theater und bildende Kunst ab. Die Auswertungen, die deskriptiv und mittels Item-Response-Theorie erfolgten, haben aufgezeigt, dass das Instrument eine hohe Qualität aufweist und in der Lage ist, kulturelles Kapital zu messen. Neben hohen Reliablilitätswerten (a ) .80) zeigten auch die Werte des generierten Wissensscores eine approximative Normalverteilung. Nachfolgende Validitätsanalysen belegten, dass das Instrument erwartungsgemäß mit anderen Maßen wie den erreichten Bildungsabschlüssen und dem sozialen Prestige korreliert. Die Existenz von leichten Deckeneffekten ist für eine repräsentative Zufallsstichprobe unproblematisch, sollte jedoch berücksichtigt werden, wenn spezielle und vor allem hochgebildete Subpopulationen untersucht werden sollen. (DIPF/Orig.)

As teachers are central to digitalizing education, we summarize 40 years of research on their role in that process within a systematic umbrella review that includes 23 systematic reviews with a total of 1062 primary studies focusing technology integration and aspects of digital literacy. Our findings highlight the international acceptance of the TPACK framework as well as the need for a clear concept of digital literacy. It is unique that we identify and discuss parallels in developing teachers’ digital literacy and integrating digital technologies in the teaching profession as well as barriers to those goals. We conclude by suggesting future directions for research and describing the implications for schools, teacher education, and institutions providing professional development to in-service teachers.

As a teaching and learning medium, 360° videos offer new teaching-learning experiences. Through the possibility of immersion, individual 360° panoramic images, multi-perspective viewing options and interaction possibilities, they extend the advantages of conventional video technology. To understand the potential of using 360° video technology for educational processes, a systematic literature review analyzed previous scientific articles (N = 44) about the interdisciplinary use of 360° videos according to PRISMA guidelines. In the systematic literature selection, particular emphasis was placed on the conceptual distinction between virtual reality and 360° videos. By the authors, 360° videos are understood as a specific video format that has characteristics of virtual reality but is to be distinguished from virtual reality by the necessary real recording situation without programmed virtual environments. The results show a use of 360° videos mainly for three teaching-learning purposes: presentation and observation of teaching-learning content, immersive and interactive theory-practice mediation, and external and self-reflection. Combined with the added value of conventional video technology and other immersive technology such as virtual reality, five added value categories for its use as a teaching-learning medium were identified: To increase learning motivation and interest, to learn in authentic and realistic learning scenarios, for immersive and interactive learning experiences, for multi-perspective observation opportunities and for individual learning. These consisted primarily of positive motivational effects for authentic or immersive learning experiences. (übernommen).

Over the course of just two years, at least six reviews have examined interventions that seek to improve learning outcomes in developing countries. Although the reviews ostensibly have the same objective, they reach sometimes starkly different conclusions. The first objective of this paper is to identify why reviews diverge in their conclusions and how future reviews can be more effective. The second objective is to identify areas of overlap in the recommendations of existing reviews of what works to improve learning. This paper demonstrates that divergence in the recommendations of learning reviews is largely driven by differences in the samples of research incorporated in each review. Of 229 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Across the reviews, two classes of programs are recommended with some consistency. Pedagogical interventions that tailor teaching to student learning levels—either teacher-led or facilitated by adaptive learning software—are effective at improving student test scores, as are individualized, repeated teacher training interventions often associated with a specific task or tool. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.

Policy debates in education are greatly influenced by international differences in test scores. The presumption is that differences in test scores reflect differences in cognitive skills and content knowledge. We challenge this presumption by studying how much of the variation in the Program for International Student Assessment (PISA) scores is associated with student effort. We build a number of measures of student effort on the basis of both the PISA test and the student survey. Together, our measures of student effort explain between 32 and 38 percent of the variation in test scores across countries.

Emotions and motivation are important prerequisites, mediators, and outcomes of learning and achievement. In this article, [the authors] first review major theoretical approaches and empirical findings in research on students' emotions and motivation in mathematics, including a discussion of how classroom instruction can support emotions and motivation. Based on this review, [they] encourage researchers from mathematics education and other disciplines of educational research to combine their efforts. Second, [the authors] provide an overview of the contributions in this special issue, most of which reflect such a combination of efforts by considering perspectives from both mathematics education and other fields of educational research. Finally, [they] consider the neglect of intervention studies and outline directions for future research. [The authors] identify intervention studies that target emotions and motivation as one promising but so far underrepresented line of research in mathematics education and review results from existing intervention studies. For future research, [they] suggest that researchers should implement fine-grained concepts, assessment instruments, theoretical hypotheses, and methods of analysis tailored to the specific features of the mathematical domain to adequately investigate students' emotions and motivation in this domain. (DIPF/Orig.).