Teachers' Beliefs, Instructional Behaviors, and Students' Engagement in Learning from Texts with Instructional Pictures

Autor/inn/en	Schroeder, Sascha; Richter, Tobias; McElvany, Nele; Hachfeld, Axinja; Baumert, Jurgen; Schnotz, Wolfgang; Horz, Holger; Ullrich, Mark
Titel	Teachers' Beliefs, Instructional Behaviors, and Students' Engagement in Learning from Texts with Instructional Pictures
Quelle	In: Learning and Instruction, 21 (2011) 3, S.403-415 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2010.06.001
Schlagwörter	Instructional Materials; Visual Aids; Biology; Science Instruction; German; Geography Instruction; Teacher Attitudes; Beliefs; Learning Strategies; Learner Engagement; Elementary School Students; Middle School Students; Grade 5; Grade 6; Grade 7; Grade 8; Teacher Behavior + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Anschauungsmaterial; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Deutscher; Geography education; Geography lessons; Geografieunterricht; Lehrerverhalten; Belief; Glaube; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Teacher behaviour
Abstract	This study investigated the relations between teachers' pedagogical beliefs and students' self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers' instructional behaviors and students' engagement in learning from texts with instructional pictures were assessed by means of student ratings. Teachers' beliefs about using texts with instructional pictures in their teaching were assessed by a self-report questionnaire. Results showed that the more teachers believed that students should be taught clear strategies on how to learn from texts with instructional pictures the more engagement was reported by their students. A multilevel mediation model showed that the association between teachers' beliefs and students' self-reported engagement was mediated by teachers' perceived instructional behavior. (Contains 3 figures and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10