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Competence Acquisition and Learning Preconditions

Version
1
Resource Type
Dataset : survey data, achievement test
Creator
  • Kristen, Cornelia
  • Stanat, Petra
  • Kogan, Irena
  • Lorenz, Georg
  • Gentrup, Sarah
  • Rahmann, Susanne
  • Otto-Friedrich-Universität Bamberg
  • Institut zur Qualitätsentwicklung im Bildungswesen; Humboldt-Universität zu Berlin
  • Mannheimer Zentrum für Europäische Sozialforschung; Universität Mannheim
Publication Date
2018-05-30
Contributor
  • Forschungsdatenzentrum (FDZ) am Institut zur Qualitätsentwicklung im Bildungswesen (IQB) / Research Data Centre (FDZ) at the Institute for Educational Quality Improvement (IQB) (Distributor)
Language
German
Free Keywords
Primary Education; Equal Education; Influences; School Enrollment; Student Development; Academic Ability; Environment; Instruction; Learning Processes; Achievement Gap; Educational Environment; Immigrants; Classroom Observation Techniques; Performance Based Assessment; Achievement Rating; Teachers; Gender; Communication; Classroom Research; Video Analysis; Germany
Description
  • Abstract

    The project „Competence Acquisition and Learning Preconditions” deals with the interaction of classroom teachers and students curtly enrolled in primary school. For this purpose, we considered school-related as well as non-school-related factors influencing learning processes at the primary level. With regard to non-school-related factors, we took into account various individual preconditions, for example resources of the families associated with different social or ethnic backgrounds. The school-related factors we were interested in include characteristics of the interaction between children and teachers, such as the classroom management, the teaching structure, the classroom climate, and the teachers’ expectations and evaluations. In order to examine the interaction processes, we conducted a longitudinal survey in 39 primary schools in North Rhine-Westphalia. Seven steps of data collection, which can be classified into three phases, have been carried out in the course of the first school year: In the first phase, at the beginning of the first school year, the parents have been interviewed by telephone in order to determine the learning preconditions at home. In addition, linguistic and mathematic competences as well as the cognitive abilities of the children have been tested. Furthermore, the teachers have been interviewed in written form about their expectations and evaluations regarding their classes. In the second phase, which took place in the middle of the school year, selected lessons have been filmed to gather information on the pupils’ behavior and their interaction with the teachers within the everyday school setting. In addition to the videography, the children have been interviewed personally about their educational motivation, academic self-concept, and their perception of the interaction with their teachers. Finally, at the end of the first school year, we have again tested the pupils’ subject-specific competences and inquired the teachers’ evaluations and expectations. In this way, we were enabled to gain information about changes over time.

Temporal Coverage
  • 2013-09-20 / 2013-12-22
  • 2014-02-20 / 2014-03-20
  • 2014-05-20 / 2014-07-03
Geographic Coverage
  • North Rhine-Westphalia
Sampled Universe

Schools (N=39), Teachers (N=69), Students (N=1.065)

Sampling

Non-Probability Sample: Respondent-assisted Sample

Time Dimension
  • Longitudinal: Panel
  • Research Design: Observational Design
Collection Mode
  • Face-to-face interview: PAPI
  • Telephone interview: CATI
  • Self-administered questionnaire: Paper
  • Self-administered questionnaire: Web-based
  • Educational measurements and tests
  • Measurements and Tests: Computer Assisted Test
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)
Relations
  • Is supplement to
    DOI: 10.7477/287:1:0
  • Is supplemented by
    DOI: 10.7477/287:1:0
Publications
    • ID: 10.1080/13803611.2018.1550840 (DOI)
    • ID: 10.1007/s11618-018-0806-2 (DOI)
    • ID: 10.1007/s11577-015-0352-3 (DOI)
    • ID: 10.2314/GBV:866991506 (DOI)
  • Lorenz, G. und Gentrup, S. (2017). Lehrererwartungen und der Bildungserfolg von Schülerinnen und Schülern mit Migrationshintergrund. In: Berliner Institut für empirische Integrations- und Migrationsforschung (BIM)/Forschungsbereich beim Sachverständigenrat deutscher Stiftungen für Integration und Migration (SVR-Forschungsbereich): Vielfalt im Klassenzimmer. Wie Lehrkräfte gute Leistung fördern können. Berlin.

  • Lorenz, G., Gentrup, S., Kristen, C., Stanat, P. und Kogan, I. (2016). Stereotype bei Lehrkräften? Eine Untersuchung systematisch verzerrter Lehrererwartungen [Stereotypes Among Teachers? A Study of Systematic Bias in Teacher Expectations]. Kölner Zeitschrift für Soziologie und Sozialpsychologie, 68(1), 89-111.

  • Lorenz, G., Gentrup, S., Kristen, C., Stanat, P., Kogan, I. und Rahmann, S. (2015). Schlussbericht des BMBF-Projekts "Kompetenzerwerb und Lernvoraussetzungen (KuL)".

    • ID: 10.2314/GBV:866991506 (DOI)
  • Eine ausführliche Publikationsliste finden Sie auf

    • ID: www.iqb.hu-berlin.de/fdz/studies/KuL (URL)

Update Metadata: 2020-03-13 | Issue Number: 7 | Registration Date: 2018-05-30

Kristen, Cornelia; Stanat, Petra; Kogan, Irena; Lorenz, Georg; Gentrup, Sarah et. al. (2018): Kompetenzerwerb und Lernvoraussetzungen (KuL). Version: 1. IQB – Institut zur Qualitätsentwicklung im Bildungswesen. Dataset. https://doi.org/10.5159/IQB_KuL_v1