Modellierung kognitiver Kompetenzen von Schülern und Lehrkräften mit dem Nested-Faktormodell.

Autor/inn/en	Brunner, Martin; Krauss, Stefan
Titel	Modellierung kognitiver Kompetenzen von Schülern und Lehrkräften mit dem Nested-Faktormodell.
Quelle	Aus: Bos, Wilfried (Hrsg.); Klieme, Eckhard (Hrsg.); Köller, Olaf (Hrsg.): Schulische Lerngelegenheiten und Kompetenzentwicklung. Festschrift für Jürgen Baumert. Münster u.a.: Waxmann (2010) S. 105-125 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	deutsch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	3-8309-2358-9; 978-3-8309-2358-9
Schlagwörter	Sekundäranalyse; Intelligenz (Psy); Kognitive Kompetenz; Deutschland; Lehrer; Lesen; Mathematik; Mathematikunterricht; Messung; Schüler; Interesse; Kognitive Kompetenz; Modellierung; Fachwissen; Sekundäranalyse; Professionalität; Schuljahr 09; Lehrer; Schüler; Fachwissen; Interesse; Lesen; Mathematik; Mathematikunterricht; Messung; Modellierung; Professionalität; PISA (Programme for International Student Assessment); Deutschland
Abstract	People show considerable individual differences on measures of cognitive competencies. These individual differences can be explained by alternative measurement models: In the "standard model" manifest measures are affected by one (latent) competency construct only; in the "nested-factor model" measures may be simultaneously affected by both a general competency construct and a specific competency construct. This chapter thoroughly discusses the application of both measurement models to analyze students' mathematical competency and mathematics teachers' professional knowledge, respectively. Data were obtained from the German extension of the PISA 2000 study (N = 29386 students) and the COACTIV 2004 study (N = 198 mathematics teachers). The results demonstrate that the relationship of students' mathematical competence to domain-specific interests and subject-specific grades depends strongly on the measurement model applied. Further, [the authors] found that mathematics teachers who teach at the highest academic track (Gymnasium) have a higher level of general mathematical content knowledge, but a lower level of specific pedagogical content knowledge compared to their colleagues who teach at intermediate academic tracks. Taken together, our results indicate that the nested-factor model may provide a more detailed picture of students' and teachers' cognitive competencies than the standard model that has been predominately used in previous research. Theoretical and methodological implications for educational and psychological research are discussed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/4