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In this paper, we argue that classroom management, student support, and cognitive activation are generic aspects of classroom teaching, forming Three Basic Dimensions of teaching quality. The conceptual framework was developed in research on mathematics instruction but it is supposed to generalize across subjects. It is based on general theories of schooling and teaching as well as established theories and research traditions from educational psychology. Although used frequently in German-speaking countries, no comprehensive overview of the theoretical foundation as well as the existing evidence regarding the framework, including its strengths and weaknesses, exists so far. The present paper therefore presents first an overview of the theoretical rationale of the framework. Second, it gives an overview of differences and commonalities in the operationalizations of the Three Basic Dimensions in different studies, including a comprehensive set of sub-dimensions. Third, evidence on the reliability and validity of the dimensions is reviewed, with good results for reliability and mixed results for predictive validity. Fourth, an analysis of three mathematics lessons using observer ratings illustrates how the framework of the Three Basic Dimensions can be used for investigating instructional quality. Finally, strengths and limitations of the framework for capturing instructional quality are discussed and we elaborate on the framework's potential for further development. (DIPF/Orig.).

Starting from the ecological framework, the present study aimed to examine the mediating effects of parental supervision and school climate on the relationship between exosystem variables (time spent with media and perceived neighbourhood dangerousness) and peer aggression problems (peer aggression and victimisation). The participants were 880 primary school students. The data were analysed with multiple regression. The results show that both mediators (parental supervision and school climate) have statistically significant partial mediating effects on peer aggression and victimisation. If students experienced more parental supervision, there was a decrease in the relationship between a) time spent with media and peer aggression, and b) perceived neighbourhood dangerousness and peer aggression and victimisation. Identical findings were obtained for positive school climate. Thus, positive school climate and parental supervision served as protective factors against the negative influence of dangerous neighbourhoods and excessive use of media on peer aggression problems. (DIPF/Orig.).

\"Instructional frameworks provide excellent professional guidance to accelerate growth in schools, but there are many pitfalls in trying to establish clear and effective shared expectations. In their new book Mapping Professional Practice, Heather Bell-Williams and Justin Baeder dive into the complexities and payoffs of implementing solid frameworks for teaching in a way that actually helps both teachers and students improve. Using personal anecdotes and data-backed tools, Mapping Professional Practice serves as an exceptional resource for teachers and administrators alike in developing not just 'best practice', but also good professional judgement\".

Context: Providing learners with quality resources at work and school is a key element of apprenticeships and is essential for developing vocational competencies and successful vocational careers. Drawing on previous research on situational and personal resources, we first explored work-related and school-related resource profiles of apprentices' learning environments. We further analysed how core self-evaluations are linked to resource profiles and examined whether learners' apprenticeship satisfaction and occupational commitment varied according to the resource profiles. Approach: We used latent profile analysis and multinomial logistic regressions, applying an integrative, person-centred approach. Our data came from the Swiss longitudinal study \"Transition from Education to Employment\" (TREE). The sample consisted of 1,185 apprentices enrolled in the second year of their apprenticeship. Findings: We found four profiles of situational resources (e.g., instruction quality, climate, learning opportunities, autonomy, and demands) at the two learning locations. The profiles embodied different patterns and levels of situational resources. Two profiles were characterised by overall high or average levels of situational resources at both learning locations; the other two illustrated a stark contrast between the resources provided in the workplace and at school. Learners with higher core self-evaluations were more likely to be in profiles with higher situational resources. Apprentices in more beneficial profiles were more satisfied with their apprenticeships and more committed to their occupations than those in profiles with lower resources. Conclusion: The results confirm the importance of providing apprentices with challenging, empowering, and supportive learning environments in the workplace and at vocational schools. To support learning and positive career development in apprenticeships, educators should strengthen learners' core self-evaluations to empower them to shape their learning according to their needs. (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.).

The increasing impact of performance based judgments on schools and teachers in the classroom has its critics and supporters. Some oppose the trend and seek to deny the importance of quantitative measures. Others have sought to find ways of implementing educational measurement constructively and with understanding of the concerns. Classrooms are where the operational business of learning takes place and it is on the quality of life within the classroom that the broader process of learning, concerns for the wider community and others, is nurtured. The climate of the classroom has a large impact on the final outcome measure to which so much interest is directed. To help our understanding of the dynamics involved much work has been done in the development and refinement of quantitative studies to this area by studying essential information about how teachers and students perceive the environments in which the work. Research on classroom climates has reached a practical and theoretical maturity and this volume offers an account of the developments that have taken place and the potential for understanding the classroom as a vital component of the curriculum. This book will also be an essential resource tool for anyone engaged in classroom research. (Verlag).

Teachers with proper training in knowledge transfer to different students, in the creation of suitable learning conditions, the motivation of students for active cooperation and peer learning, in the formation of classroom community, as well as independent and responsible personalities, can provide quality education. Teacher's classroom management competencies largely determine the potential of achieving educational goals and helping pupils form integral personalities. Studies show that teachers lack competencies for classroom management and ensuring discipline in the classroom. In the article, we present the results of empirical study on students' perceptions on teachers' classroom management competencies in two different subjects, mathematics and Slovene language. A total of 907 students from elementary and secondary schools in Slovenia participated in the study. Differences in students' assessments have been established in reference to school level and subject. Students' responses show that secondary school teachers are more focused on achieving educational goals, while aspects of forming a suitable class climate remain less important. The components of quality classroom management (maintenance of supportive learning climate, trusting students) are present in Slovene classes in a larger extent in comparison to maths classes, particularly at the elementary school level. Secondary school students assessed the clarity of rules, student obligations and paying attention in class higher in maths than in Slovene. The results of student's assessment of teacher competencies imply a need for additional research on teachers' classroom management competencies in different curriculum subject. (DIPF/Orig.).

This article focuses on the issue of student involvement in the education process. The study comprised pupils aged 10-11, 13-14 and 16-17; 322 students were attending school in Austria, and 458 students were in Slovenia. The data were collected through a questionnaire and processed on the level of descriptive and inferential statistics. The right to participation is among the four main principles set out in the Convention on the Rights of the Child from 1989. However, a study that aimed to identify the areas in which students already have the opportunity to participate in decision-making and areas in which they want more participation showed that they remain insufficiently aware of the right to participation in school. In addition, the study showed that students from Austrian schools have more decision-making opportunities than their peers in Slovenia do. The results also indicate that, despite its proven advantages, legal basis, and the repeated demands for its implementation, participation in the class environment has yet to become common practice. (DIPF/Orig.).

In recent years, there is an ongoing call to employ more minority teachers in Germany's educational system. Associated with this call is the hope that minority teachers can deal with diversity issues more adequately and professionally. Students with migration backgrounds as well as majority students are believed to benefit from the employment of minority teachers. Up to now, there is little or no evidence to support this hope and previous research primarily examines teachers' perspectives. In order to explore the conditions that make it possible to realize the supposed benefits of minority teachers, [the paper] focuses on students' perspectives. It is assumed that a positive effect of immigrant or minority teachers occurs not through their mere presence but through interaction with their students and due to specific constraints and affordances of their classrooms. Relying on group discussions, an ongoing project tries 1) to reconstruct students' experiential knowledge concerning minority teachers and 2) or explore what relevance and meaning they attribute to their experiences with minority teachers. So far, the results indicate that teachers' minority statuses become relevant only in certain situations and this difference dimension seems to be tightly linked to other dimensions (e.g. age, gender, class) that are more salient for students. (Orig.).

Die Förderung von Toleranz ist aktuell angesichts zunehmender gruppenbezogener Gewalttaten in Deutschland von besonderer Relevanz. Die International Civic and Citizenship Education Study 2016 stellt für NRW Daten zur Verfügung, um mögliche schulische Bedingungen der Toleranzentwicklung zu untersuchen. Die Ergebnisse zeigen, dass politisches Wissen eine starke, schulische Sozialbeziehungen sowie diskursive Unterrichtsgestaltung eine jeweils mittlere Vorhersagekraft für Toleranz von Schüler*innen haben. (DIPF/Orig.). Faced with group-related violence in Germany, fostering tolerance is highly relevant. Weighted data from the ICCS 2016 are used to identify statistical predictors of tolerance within schools. While civic knowledge proves to be the strongest predictor, a discursive classroom climate turns out to be predictive for both, knowledge and tolerance. Further, the social school climate can be shown to be a potent predictor of tolerance. (DIPF/Orig.).