My da|ra Login

Detailed view

metadata language: German English

Teachers’ Professionalisation for Promotion the Reading Comprehension (ProLeLe)

Version
1
Resource Type
Dataset : survey data, achievement test
Creator
  • Souvignier, Elmar (University of Muenster)
  • Behrmann, Lars
Publication Date
2016-07-14
Language
German
Free Keywords
Reading Achievement; Teaching Methodology; Germany; Teacher; Intervention Study; Schoolyear 06; Reading Proficiency; Performance Tests; Students; In-service Teacher Training; Reflection; Reading Promotion; Professionalization; Learning Method; Achievement Assessment; Reading Comprehension; Secondary School; Schoolyear 07; Instruction; German Class; Test; Schoolyear 05; Implementation; Support Program; Survey; Teaching Method; Support Concept; Student Achievement; Observation
Description
  • Abstract

    The aim of the study was to investigate, over a time period of one and a half years, how the teaching methods and consequent student achievement could be sustainably facilitated by a reading support program (which aims to teach reading strategies) and various trainings for the teachers. Group network meetings were held to support teachers further (instead of just providing them with the program). The group network meetings aimed to encourage collegial reflection and/or the identification with the principles of reading facilitation. For this study, 75 German teachers and their 2117 students from 5th to 7th grade were assigned to one of three treatment groups; within each of these groups the reading support program “Wir werden Textdetektive” (“We will be textdetectives”) was conducted over a period of eight months. In one group condition, three additional afternoon sessions were offered to the teachers to deepen their knowledge in the theoretical foundation of reading facilitation (=reflection), and to allow for an exchange in regards to the application of the program. The other teachers instead participated in six afternoon sessions, where they developed further material (= identification). The effects of the three group conditions were evaluated by student achievement tests, by observing teaching methods and through teacher questionnaires. Measurements took place at four time points. Within all three conditions the strategy transmission during lessons as well as students’ reading achievement improved sustainably.

Temporal Coverage
  • 2010-01-01 / 2012-12-31
Geographic Coverage
  • North Rhine-Westphalia
Sampled Universe

Students from grade 5 until 7 (N=1865)

Sampling

Non-Probability Sample: Availability Sample

Time Dimension
  • Longitudinal
    Research Design: Quasi-Experimental Design
Collection Mode
  • Self-administered questionnaire: Paper
  • Participant field observation
  • Educational measurements and tests
  • Measurements and Tests: Paper & Pencil
Availability
Delivery
application required: https://www.iqb.hu-berlin.de/fdz/fdz/Datenzugang/SUF-Antrag/FormularSUFs
Rights
CC0 1.0 Universal
Alternative Identifiers
  • 1 (Type: VerbundFDB)
Publications
  • Souvignier, E. & Behrmann, L. (2016). Professionalisierung von Lehrkräften zur Förderung des Leseverständnisses: Implementation komplexer Instruktionskonzepte. In: C. Gräsel & K. Trempler (Hrsg.), Entwicklung von Professionalität pädagogischen Personals. Interdisziplinäre Betrachtungen, Befunde und Perspektiven (S. 153-171). Springer Online.

  • Behrmann, L. & Souvignier, E. (2015). Effects of fit between teachers’ instructional beliefs and didactical principles of reading programs. European Journal of Psychology of Education, 30, 295-312.

    • ID: http://dx.doi.org/10.1007/s10212-014-0241-6 (DOI)
  • Behrmann, L. & Souvignier, E. (2013). Pedagogical content beliefs about reading instruction. European Journal of Psychology of Education, 28, 1023–1044.

    • ID: http://dx.doi.org/10.1007/s10212-012-0152-3 (DOI)
  • Souvignier, E. & Bönnighausen, M. (2013). Professionalisierung von Lehrkräften zur Förderung des Leseverständnisses: Implementation komplexer Instruktionskonzepte. Schlussbericht über den Verlauf des Projekts.

  • Behrmann, L., Souvignier, E. (2013). The relation between teachers' diagnostic sensitivity, their instructional activities, and their students' achievement gains in reading. In: Zeitschrift für Pädagogische Psychologie, Jg. 27, H. 4, S. 283-293.

    • ID: 1010-0652 (ISSN)
    • ID: 1664-2910 (ISSN)
    • ID: 10.1024/1010-0652/a000112 (DOI)

Update Metadata: 2019-03-28 | Issue Number: 11 | Registration Date: 2016-07-14

Souvignier, Elmar; Behrmann, Lars (2016): Professionalisierung von Lehrkräften zur Förderung des Leseverständnisses (ProLeLe). Version: 1. IQB – Institut zur Qualitätsentwicklung im Bildungswesen. Dataset. https://doi.org/10.5159/IQB_ProLeLe_v1