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By immediately responding to achievement progress data, teachers can improve students' performance by using curriculum-based measurement. However, there are studies showing that teachers are prone to make biased judgments about the students providing the data. The present investigation experimentally examined whether pre-service teachers in Germany were biased by the use of gender stereotypes when judging students' achievement derived from progress data. N = 100 pre-service teachers received graphs that depicted the development of either oral reading fluency or math achievement of girls and boys over a time interval of 11 weeks. The results obtained confirmed the hypotheses partially. The participants did not favor girls over boys on average. However, they judged achievement in reading to be higher for girls than for boys, and math achievement to be higher for boys than for girls. The results suggest that gender stereotypes (boys are good at math, girls are good at reading) are still prevalent in pre-service teachers. [ABSTRACT FROM AUTHOR]

This article uses a mixed methods design to investigate the effects of social influence on family formation in a sample of eastern and western German young adults at an early stage of their family formation. Theoretical propositions on the importance of informal interaction for fertility and family behavior are still rarely supported by systematic empirical evidence. Major problems are the correct identification of salient relationships and the comparability of social networks across population subgroups. This article addresses the two issues through a combination of qualitative and quantitative data collection and analysis. In-depth interviewing, network charts, and network grids are used to map individual personal relationships and their influence on family formation decisions. In addition, an analysis of friendship dyads is provided. (Contains 4 tables, 1 figure, and 12 notes.)

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This conference report gives an overview of the international conference: "Identity Development--Towards an Integration of Quantitative and Qualitative Methods" that took place in Braunschweig, Germany, in November 2005. The six invited speakers introduced the scope of current psychological approaches to research on identity development by means of plenary sessions and in-depth discussions about their research objectives. All contributions focused on the identity status approach, its advancements and possible alternatives. This report attempts to give a summary of the individual contributions and the conference as a whole. [ABSTRACT FROM AUTHOR]