Effects of fit between teachers' instructional beliefs and didactical principles of reading programs.

Autor/inn/en	Behrmann, Lars; Souvignier, Elmar
Titel	Effects of fit between teachers' instructional beliefs and didactical principles of reading programs.
Quelle	In: European journal of psychology of education, 30 (2015) 3, S. 295-312Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0256-2928; 1878-5174
DOI	10.1007/s10212-014-0241-6
Schlagwörter	Pädagogisches Denken; Sekundarstufe I; Unterrichtsinhalt; Lesekompetenz; Professionalisierung; Flexibilität; Studie
Abstract	A strategy-based reading promotion program was implemented over a course of 8 months in 65 classes from grades 5 to 7 (student age M = 11.2 years, SD = 1.0). It was investigated whether teachers flexibly adapted their pedagogical content beliefs (PCBs) on the teaching of reading according to the instructional principles of the intervention. Fifteen teachers demonstrated the assumed PCB development curves, that is, an initial increase of direct-transmissive positions followed by an increase in the endorsement of constructivist beliefs. Students of teachers whose PCBs showed this belief development pattern demonstrated significantly larger reading achievement gains than students of the other teachers. Thus, teachers' PCBs are-in principle-open to change which can turn out relevant for student achievement gains. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/4