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The article focuses on estimating effects in nonrandomized studies with two outcome measurement occasions and one predictor variable. Given such a design, the analysis approach can be to include the measurement at the previous time point as a predictor in the regression model (ANCOVA), or to predict the change-score of the outcome variable (CHANGE). Researchers demonstrated that both approaches can result in different conclusions regarding the reported effect. Current recommendations on when to apply which approach are, in part, contradictory. In addition, they lack direct reference to the educational and instructional research contexts, since they do not consider latent variable models in which variables are measured without measurement error. This contribution assists researchers in making decisions regarding their analysis model. Using an underlying hypothetical data-generating model, we identify for which kind of data-generating scenario (i.e., under which assumptions) the defined true effect equals the estimated regression coefficients of the ANCOVA and the CHANGE approach. We give empirical examples from instructional research and discuss which approach is more appropriate, respectively. (DIPF/Orig.)

This meta-analysis summarizes teaching effectiveness studies of the past decade and investigates the role of theory and research design in disentangling results. Compared to past analyses based on the process-product model, a framework based on cognitive models of teaching and learning proved useful in analyzing studies and accounting for variations in effect sizes. Although the effects of teaching on student learning were diverse and complex, they were fairly systematic. The authors found the largest effects for domainspecific components of teaching-teaching most proximal to executive processes of learning. By taking into account research design, the authors further disentangled meta-analytic findings. For example, domain-specific teaching components were mainly studied with quasi-experimental or experimental designs. Finally, correlational survey studies dominated teaching effectiveness studies in the past decade but proved to be more distal from the teaching-learning process.

Researchers from different fields have developed different observational instruments to capture instructional quality with a focus on generic versus content-specific dimensions or a combination of both. As this work is fast accumulating, the need to explore synergies and complementarities among existing work on instruction and its quality becomes imperative, given the complexity of instruction and the increasing realization that different frameworks illuminate certain instructional aspects but leave others less visible. This special issue makes a step toward exploring such synergies and complementarities, drawing on the analysis of the same 3 elementary-school lessons by 11 groups using 12 different frameworks. The purpose of the current paper is to provide an up-to-date overview of prior attempts made to work at the intersection of different observational frameworks. The paper also serves as the reference point for the other papers included in the special issue, by defining the goals and research questions driving the explorations presented in each paper, outlining the criteria for selecting the frameworks included in the special issue, describing the sampling approaches for the selected lessons, presenting the content of these lessons, and providing an overview of the structure of each paper. (DIPF/Orig.).

Forschungsdesigns erfordern Flexibilität. Wichtig ist aber, dass Anpassungen nicht immer ausschließlich mit Nachteilen verbunden sein müssen. In dieser Forschungsnotiz möchten wir unsere Überlegungen zu den Auswirkungen von COVID-19 auf die Durchführung von qualitativen Interviews mit irregulären Migrant*innen veranschaulichen. Die Ausführungen wurden in Anlehnung an eines unserer eigenen Projekte entwickelt, bei dem sich die Feldarbeit derzeit in der Planungsphase befindet. Aufgrund ihrer möglichen Relevanz für ähnliche Projekte möchten wir unsere methodischen Überlegungen teilen. Wir liefern Anmerkungen zur aktuellen Situation irregulärer Migrant*innen in verschiedenen (europäischen) Ländern sowie eine Einschätzung der methodischen Durchführbarkeit von qualitativen Face-to-Face-Interviews mit irregulären Migrant*innen und möglicher Alternativen zu dieser Methode (insbesondere verschiedener Formen von Ferninterviews). Abschließend kommen wir auf unsere Entscheidung zu sprechen, mit einem Mixed-Mode-Ansatz zu arbeiten, der es uns erlaubt, verschiedene Fernbefragungsmodi zu nutzen, und damit die nötige Flexibilität zur Anpassung an den Verlauf derartiger gesundheitlicher und gesellschaftlicher Krisen bietet.

Longitudinal research holds great promise for researching change and continuity. Qualitative and quantitative longitudinal research can be combined within a mixed methods framework, which enables gaining complementary insights that are more nuanced and more valid. However, longitudinal research generally entails more practical challenges than cross-sectional research. Further, combining qualitative and quantitative strategies in mixed methods longitudinal research (MMLR) multiplies these challenges. In this publication, I start by conceptualizing qualitative and quantitative longitudinal research and highlighting their respective strengths and challenges. I subsequently outline design options and implications of mixed methods longitudinal projects. Hereby, I distinguish traditional dimensions of mixed methods and longitudinal research designs, such as time and timing, priority, purpose, sampling, data collection, analysis and interpretation, and reporting. In MMLR these dimensions have an extended time dimension because these design decisions have to be made or revisited in each wave. With this contribution, I aim to advance conceptual thinking in an area of research that is certainly underdeveloped, but has great potential.

In conversation with Mechthild KIEGELMANN, Joseph MAXWELL talked about his academic pathway. MAXWELL mentioned biographical phases such as being lost in the field as a young scholar of anthropology, working as a researcher in medical education, teaching at Harvard or getting tenure at George Mason University where he worked for 20 years. He introduced key milestones of his work: his design model, realist approach or validity in qualitative research and generalization. MAXWELL talked about important colleagues and commented on overcome divides between quantitative and qualitative positions. Readers get a glance of his passion about philosophy. His humility and commitment to teaching shone through.

Obwohl Beobachtungsdaten von Anfang an wesentlich für Grounded-Theory-Forschende waren, werden meist Interviewdaten ausgewertet. In diesem Artikel plädieren wir für eine stärkere Einbeziehung ethnografischer Beobachtungsdaten, da diese Praxis mehrere Vorteile bietet: Indem Forschende die sozialen Prozesse, die von den Teilnehmer*innen erlebt werden und sich auf diese auswirken, selbst erfahren, sind ethnografische Beobachtungen sowohl eine einzigartige Datenquelle als auch eine Möglichkeit, die eigene theoretische Sensibilität zu verbessern. Weitere Vorteile ergeben sich bei der Stichprobenziehung und Rekrutierung der Teilnehmenden, der Entwicklung von Interviewleitfäden, der Kodierung und der Analyse. Die Durchführung ethnografischer Beobachtungen kann gemeinsam mit der Verwendung von Interviewdaten zur Verbesserung der Qualität der endgültigen Theorie führen. Das Verfassen von Feldnotizen kann mit dem traditionellen Memoschreiben verbunden werden, was den analytischen Nutzen für die Forscher*innen erhöht und die kritische Prüfung des Forschungsprozesses sowie reflexive Praktiken unterstützt.

In this contribution, I focus on nested sampling as it is applied in sequential quantitative-qualitative mixed methods research. The function of this design element is to integrate quantitative and qualitative data. I refer to a specific type of recommendation that has proved particularly useful for the analysis of social milieus. An important feature of this approach is that the quantitative sample is divided into subgroups in order to then collect more qualitative data than would otherwise be the case. I present two projects in which nested sampling was implemented in this respect, but each in a different way. Subsequently, recipe and result will be compared. This reveals a number of discrepancies that are of interest both from a methodological point of view and in terms of research application. Above all, it will become clear that nested sampling is not only applicable to the analysis of social milieus. The same approach can also be applied to the analysis of complex causal relationships. But it may be difficult to provide all subgroups with sufficient qualitative cases. As I will show, nested sampling can be employed and implemented in such studies as well. However, the effort involved should not be underestimated.

Im Rahmen des Artikels wird das Rahmenkonzept zur Messung von Lesekompetenz über die Lebensspanne im Nationalen Bildungspanel (NEPS) skizziert. Dabei werden zwei zentrale Dimensionen dieser Rahmenkonzeption, (a) Textfunktionen bzw. Textsorten und (b) kognitive Anforderung der Leseitems, im Detail dargestellt und vor dem Hintergrund relevanter theoretischer Modelle und Forschungsbefunde diskutiert. Zudem werden Ergebnisse einer Pilotstudie berichtet, die die Angemessenheit des Lesekompetenztests für die Forschungsintentionen des NEPS basierend auf Analysen zur Dimensionalität und Schwierigkeit der Lesekompetenztests auf Basis einer Stichprobe von 447 Erwachsenen darstellen. Spezieller Fokus des Beitrags ist dabei die Frage, ob Textsorten und kognitive Anforderungen als strukturelle Elemente der Rahmenkonzeption insofern angemessen sind, als dass beide (auch) im Erwachsenenalter erlauben, hinreichend zwischen guten und schwachen Lesern zu differenzieren. Zudem werden Ergebnisse zur Dimensionalität des Lesekompetenztests dargestellt. Basierend auf einem Vergleich eines eindimensionalen und zwei unterschiedlichen mehrdimensionalen Modellen gehen wir der Frage nach, ob Textsorten und/oder kognitive Anforderungen der Items separate Dimensionen der Lesekompetenz ausmachen oder die im NEPS gemessene Lesekompetenz - wie intendiert - als eindimensionales Fähigkeitskonstrukt aufgefasst werden kann. Die Ergebnisse werden vor dem Hintergrund der Möglichkeiten und Limitationen des Lesekompetenztests des Nationalen Bildungspanels und der relevanten Forschungsliteratur zur Lesekompetenz diskutiert. (DIPF/Orig.). This article sketches the framework for assessing reading competence across the lifespan in the German National Educational Panel Study (NEPS). It gives a detailed presentation of the two central dimensions in the framework: (a) text functions and text types and (b) the cognitive requirements of reading tasks. These are discussed against the background of relevant theoretical models and research findings. A pilot study of 447 adults is reported that analyzed the dimensionality and difficulty of the reading competence test for adults. Results indicated that the test meets the NEPS research goals. The article focuses particularly on whether text types and cognitive requirements prove to be appropriate structural elements for the framework, that is, whether each distinguishes sufficiently between good and poor readers. Results also report on the dimensionality of the reading competence test. A comparison between one unidimensional and two different multidimensional models examined whether the text types and/or cognitive requirements of the items/tasks are separate dimensions of reading competence, or whether the reading competence measured in NEPS can - as intended - be conceived as a unidimensional construct. Results are discussed against the background of the scope and limitations of the NEPS reading competence test and the relevant research literature on reading competence. (DIPF/Orig.).

Mathematical Literacy wird als wichtige Voraussetzung zum Lösen mathematikbezogener Alltagsprobleme angesehen. Daher ist im Projekt \"NEPS - Nationales Bildungspanel\" Mathematik als eine zentrale Domäne in der Untersuchung von Kompetenzentwicklung über die Lebensspanne berücksichtigt. Um die Entwicklung mathematischer Kompetenz von Individuen verfolgen zu können, werden Testinstrumente benötigt, die dieses Konstrukt kohärent und konsistent messen. Diese Instrumente basieren auf einer theoretischen Rahmenkonzeption mathematischer Kompetenz über die Lebensspanne. Die Rahmenkonzeption unterscheidet eine inhaltliche und eine kognitive Dimension. In den Inhaltsbereichen werden vier mathematische Leitideen berücksichtigt. Die kognitive Komponente besteht aus sechs Prozessen, die zum Lösen mathematischer Probleme notwendig sind. Mit der Unterscheidung dieser zwei Dimensionen ist die NEPS Rahmenkonzeption anschlussfähig an die Konzeptionen der PISA Studien und der Bildungsstandards für Mathematik. Im Fokus des Artikels steht die ausführliche Beschreibung der NEPS-Rahmenkonzeption für mathematische Kompetenz über die Lebensspanne. Zunächst beschreibt der Artikel detailliert die Konzeption mathematischer Kompetenz, die den NEPS-Mathematiktests zugrunde liegt. Anhand von Beispielitems für verschiedene Altersgruppen wird das Zusammenspiel von Inhaltsbereichen und kognitiver Komponente veranschaulicht. Schließlich werden auf Grundlage der NEPS-Pilotstudien der Klasse 9 und der Erwachsenen erste Hinweise auf die Qualität der Tests dargestellt. (DIPF/Orig.). Mathematical literacy is regarded as an important prerequisite to mastering problems of everyday life. In the German National Educational Panel Study (NEPS), mathematics has therefore been included as a central domain of competence development over the lifespan. To track the development of mathematical competence in individuals, instruments are needed that provide coherent and consistent measures. The instruments are based on a theoretical framework of mathematical competence over the lifespan. The framework consists of a content-related and a cognitive dimension. The content areas differentiate between four overarching ideas of mathematics. The cognitive component consists of six cognitive processes that are needed to solve mathematics-related problems. Following this structure, the NEPS framework for mathematical competence is compatible with the underlying framework of the PISA studies and with the framework of the German Mathematics Education Standards. The main focus of the manuscript is to accurately describe the NEPS framework of mathematical competence over the lifespan. First, the concept of mathematical competence, on which the NEPS mathematics tests are based, is explained in detail. Then, exemplary items for different age groups illustrate the interplay of content areas and cognitive components. Finally, initial insight into the tests' quality is provided on the basis of pilot studies in Grade 9 of secondary school and in the adult samples. (DIPF/Orig.).