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Learning and Instruction, Vol. 60, S. 41-53, Instructional sensitivity is the psychometric capacity of tests or single items of capturing effects of classroom instruction. Yet, current item sensitivity measures’ relationship to (a) actual instruction and (b) overall test sensitivity is rather unclear. The present study aims at closing these gaps by investigating test and item sensitivity to teaching quality, reanalyzing data from a quasi-experimental intervention study in primary school science education (1026 students, 53 classes, Mage?=?8.79 years, SDage?=?0.49, 50% female). We examine (a) the correlation of item sensitivity measures and the potential for cognitive activation in class and (b) consequences for test score interpretation when assembling tests from items varying in their degree of sensitivity to cognitive activation. Our study (a) provides validity evidence that item sensitivity measures may be related to actual classroom instruction and (b) points out that inferences on teaching drawn from test scores may vary due to test composition.

Small-group interventions allow for tailored instruction for students with learning difficulties. A crucial first step is the accurate identification of students who need such an intervention. This study investigated how teachers decide whether their students need a remedial reading intervention. To this end, 64 teachers of 697 third-grade students from Germany were asked to rate whether a reading intervention for their students was "not necessary," "potentially necessary," or "definitely necessary." Independent experimenters tested the students' reading and spelling abilities with standardized tests, and a subsample of 370 children participated in standardized tests of phonological awareness and vocabulary. Findings show that teachers' decisions with regard to students' needing a reading intervention overlapped more with results from standardized spelling assessments than from reading assessments. Hierarchical linear models indicated that students' spelling abilities, along with phonological awareness and vocabulary, explained variance in teachers' ratings over and above students' reading skills. Teachers, thus, relied on proximal cues such as spelling skills to reach their decision. These findings are discussed in relation to clinical standards and educational contexts. Findings indicate that the teachers' assignment of children to interventions might be underspecified, and starting points for specific teacher training programs are outlined. (DIPF/Orig.)

Psychological Assessment 33 (2021) 9, S. 827-842, Rumination and worry are common forms of perseverative cognition in children. Research has started to target perseverative cognitions in the everyday life of children, however, valid measurement instruments reliably capturing rumination and worry in children's daily life are still missing. We conducted two ambulatory assessment studies validating short scales suitable for the measurement of rumination and worry in children's daily life. Results of the first study (N = 110, 8-11 year-olds, 31 days, up to 4 daily measurements) supported a unidimensional structure of the rumination scale. Rumination was associated with negative affect (but not positive affect) on the within- and on the between-person level. On the between-person level, children who ruminated more showed poorer working memory performance. In the second study (N = 84, 8-10 year-olds, 21 days, up to 3 daily measurements), findings of Study 1 were largely replicated. Moreover, we established a unidimensional worry scale in Study 2 reliably capturing worry in children's daily life. Importantly, Study 2 showed that worry and rumination share common variance but can be differentiated in children. On the within-person level, higher levels of worry were associated with higher levels of negative affect and lower levels of positive affect. On the between-person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life.person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life. (DIPF/Orig.)

Deficits in phonological information processing in upper elementary students with specific learning disabilities in reading or spelling may increase, decrease, or remain stable over time. The authors examined the development of phonological processing longitudinally in 209 students (109 with learning disabilities and 100 typically achieving; n = 127 boys) in Germany, from grade 3 to grade 5 (ages 8-11; mean age at recruitment = 8 years 6.78 months, SD = 5.39 months). Latent change score models revealed that the development of rapid automatized naming was best described as a decreasing deficit, whereas a persistent deficit in phonological awareness was observed. Differences between students with and without learning disabilities regarding the phonological loop increased over time. Further, there were no developmental differences as a function of reading versus spelling deficits. Theoretical and practical implications are discussed. (DIPF/Orig.)

It is widely accepted that general intelligence and phonological awareness contribute to children's acquisition of reading and spelling skills. A further candidate in this regard is orthographic knowledge (i.e., the knowledge about permissible letter patterns). It consists of two components, word-specific (i.e., the knowledge of the spelling of specific words) and general orthographic knowledge (i.e., the knowledge about legal letter patterns of a writing system). Among German students, previous studies have shown that word-specific orthographic knowledge contributes to both reading and spelling. The results regarding general orthographic knowledge and its contribution to reading and spelling are inconsistent. The major goal of the present study was to determine the incremental predictive value of orthographic knowledge for reading and spelling skills among German elementary-school children (N= 66), over and above the contribution of general intelligence and phonological awareness. The second goal was to examine whether there is a difference between the two subtypes of orthographic knowledge in the amount of their respective contribution to reading and spelling performance. The results show that word-specific as well as general orthographic knowledge con- tribute to both reading and spelling performance, over and above intelligence and phonological awareness. Furthermore, it reveals that both word-specific and general orthographic knowledge explain more variance of spelling compared to reading. Possible explanations for these results, limitations, and implications of the study are being discussed. (DIPF/Orig.)

In this study, we investigated conditions and consequences of teacher popularity in primary schools. Teacher popularity is embedded in a theoretical framework that describes relationships between teacher competence, teaching quality, and student outcomes. In the empirical analyses, we used multilevel modeling to distinguish between individual students' liking of the teacher and a teacher's popularity as rated by the whole class (N=1070 students, 54 teachers). The classroom level composite of the extent to which students liked their teacher was a reliable indicator of teacher popularity. Teacher popularity was associated with teacher self-reports of self-efficacy and teaching enthusiasm and with external observers' ratings of teaching quality. The grades students received were not related to the popularity ratings. In a longitudinal study, teacher popularity predicted students' learning gains and interest development over and above the effects of teaching quality. These results suggest that teacher popularity can be a useful and informative indicator in research on students' academic development and teacher effectiveness. (DIPF/Orig.)

Background: Positive school attitudes defined as students' school liking and school attachment are positively related to many desirable outcomes. Student-teacher relations have often been considered to be an important determinant of school attitudes. Aims: Students' perceived teacher acceptance was used as an indicator for student-teacher relations. Using a longitudinal data set, we examined the developmental trajectories of school attitudes and perceived teacher acceptance. In addition, we studied the temporal relations between both constructs.. We also examined gender differences in the mean levels, mean level development, and relations of school attitudes and teacher acceptance. Sample: The sample consisted of 2,376 German elementary school students. Methods: The students rated their school attitudes and perceived teacher acceptance three times across grade levels 3-4. Latent growth curve models were used to examine the developmental trajectories of both constructs. Cross?lagged panel models were used to examine the temporal relations between both constructs. Results: Positive school attitudes and perceived teacher acceptance declined across time. School attitudes and perceived teacher acceptance were positively and reciprocally related across the three waves. Boys and girls did not differ in their temporal relations between school attitudes and perceived teacher acceptance and in the developmental trajectories of both constructs. Girls were found to display higher mean levels of school attitudes and perceived teacher acceptance. Conclusions: Research and practice should seek for effective means to counteract the decline of students' positive school attitudes and perceived teacher acceptance. Interventions to foster students' school attitudes might benefit from enhancing student-teacher relations, and vice versa. (DIPF/Orig.)

Establishing local coherence relations is central to text comprehension. Positive-causal coherence relations link a cause and its consequence, whereas negative-causal coherence relations add a contrastive meaning (negation) to the causal link. According to the cumulative cognitive complexity approach, negative-causal coherence relations are cognitively more complex than positive-causal ones. Therefore, they require greater cognitive effort during text comprehension and are acquired later in language development. The present cross-sectional study tested these predictions for German primary school children from Grades 1 to 4 and adults in reading and listening comprehension. Accuracy data in a semantic verification task support the predictions of the cumulative cognitive complexity approach. Negative-causal coherence relations are cognitively more demanding than positive-causal ones. Moreover, our findings indicate that children's comprehension of negative-causal coherence relations continues to develop throughout the course of primary school. Findings are discussed with respect to the generalizability of the cumulative cognitive complexity approach to German.

Elementary schoolchildren's working memory performance (WMP) fluctuates from moment to moment and day to day, yet the underlying mechanisms are not well understood. In the present study, affective states were investigated as predictors of these fluctuations. Interindividual differences in the intraindividual affect-WMP associations were expected, and their structure was explored. One hundred nine children (8-11 years) were investigated in an ambulatory assessment. Affective states (positive affect [PA], negative affect [NA], activation, deactivation) and WMP were assessed 3 times daily for up to 31 consecutive days. In the whole sample, WMP was lower at occasions with higher NA or deactivation, while there was no overall effect of PA or activation. Results of a mixture model analysis revealed meaningful heterogeneity in these effects: Approximately half of the children showed comparably weaker effects of affect on WMP, while the other three groups showed (1) comparably stronger negative effects of NA and deactivation; (2) a comparably stronger positive effect of activation; or (3) comparably stronger negative effects of NA and deactivation and stronger positive effects of PA and activation. Findings emphasize the importance of explicitly considering interindividual differences in intraindividual associations. They are discussed in the context of current frameworks of interindividual differences in environmental sensitivity. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

[Kommentar zu Weishaupt, Horst: Kinderarmut und Migration. Personalausstattung der Schulen und schulische Lernbedingungen - In: HLZ : Zeitschrift der GEW Hessen für Erziehung, Bildung und Forschung 71 (2018) 3, S. 24-25.]

Background: Researchers often report and discuss gender differences. However, recent research has drawn attention to interaction effects between gender and other social categories. Aims: This study analysed the development of disparities in students' reading?related self-concept, intrinsic motivation, and behaviour, as they relate to differences in gender and socio-economic family background. Drawing on expectancy-value theory, we regarded reading?related self-concept, motivation, and behaviour as key to explaining the growing differences between boys and girls in adolescence. Specifically, we focused on the interaction between gender and socio-economic background in children, which has been discussed in the context of moderating gender differences but not in the context of reading-related attitudes and behaviour. Sample: The investigation is based on a longitudinal sample of N = 717 German students between third and sixth grades. Method: We used questionnaire data from both students and parents. To compare students' development across time, we applied multigroup latent growth curve models. Results: We found evidence of increasing gender differences, which were also moderated by the socio-economic status (SES) of parents: a gender gap either already existed (intrinsic motivation and reading behaviour) or intensified (reading self?concept and reading behaviour) between third and sixth grades. The interaction of gender and SES seemed particularly important for reading self?concept, with the gender gap growing less substantially for higher-SES children. Moreover, this pattern persisted for reading self-concept, even when controlling for achievement differences. Conclusions: The results provide evidence that gender, social background, and the interaction of the two are relevant for development in the domain of reading, even in young children. (DIPF/Orig.)

Die Kumulation von sozialen Problemlagen an hessischen Schulen wird kurz dargestellt und darauf verwiesen, dass die Personalausstattung der sozial belasteten Schulen nicht besser ist. (DIPF/Autor)

Geschlechterunterschiede in Schulleistungen stellen einen vielfach berichteten Befund dar. In Anlehnung an das Erwartungs-Wert-Modell (Eccles et al., 1983; Eccles, 2015) kann davon ausgegangen werden, dass die Geschlechterrollenvorstellungen der Eltern ihr Erziehungsverhalten beeinflussen. Vor diesem Hintergrund wird der Zusammenhang zwischen den elterlichen Geschlechterrollenvorstellungen und den Mathematik- und Deutschleistungen ihres Grundschulkindes (N = 5240) untersucht. Darüber hinaus wird analysiert, in welchem Zusammenhang die elterlichen Geschlechterrollenvorstellungen mit familiären Hintergrundmerkmalen stehen. Die Ergebnisse aus Regressionsanalysen zeigen, dass ein höherer sozioökonomischer Status mit egalitäreren Einstellungen einhergeht, während ein Migrationshintergrund (türkisch, osteuropäisch, andere Herkunftsländer) mit traditionelleren Einstellungen assoziiert ist. Traditionelle Geschlechterrollenvorstellungen stehen für Jungen und Mädchen gleichermaßen in einem negativen Zusammenhang mit ihren Deutsch- und Mathematikleistungen. Dieser Effekt bleibt auch unter Kontrolle familiärer Hintergrundmerkmale statistisch signifikant. (DIPF/Orig.), There is a large body of research documenting gender differences in school achievement. According to Eccles' (1983; 2015) expectancy-value theory it may be assumed that parental gender beliefs affect their parenting. Therefore, we investigate the association between parents' gender beliefs and their child's achievement in German and math (N = 5.240). Moreover, we investigate the association between parental gender beliefs and other family background characteristics. Regression analyses show that a higher socioeconomic status is related to more egalitarian gender beliefs, whereas an immigrant background (Turky, Eastern Europe, other countries) is associated with more traditional beliefs. Traditional gender beliefs are negatively related to boys and girls achievement in German and math. This effect remains stable when family background characteristics are controlled for. (DIPF/Orig.)

Lese-Rechtschreibschwierigkeiten gehen sehr häufig mit Auffälligkeiten in der Aufmerksamkeit einher. Etwa jedes fünfte Kind mit Lese-Rechtschreibschwäche erfüllt auch die Kriterien einer ADHS. Für die vorliegende Studie war hierbei von Interesse, ob Kinder mit isolierten Schriftsprachschwierigkeiten die gleichen kognitiven Funktionseinschränkungen aufweisen wie Kinder mit komorbider Aufmerksamkeitsproblematik. Insgesamt 99 Drittklässler mit durchschnittlicher Intelligenz (33 Kinder mit Lese-Rechtschreibschwäche, 33 Kinder mit Lese-Rechtschreibschwäche und Aufmerksamkeitsdefizit sowie 33 unauffällige Kinder der Kontrollgruppe) wurden hinsichtlich ihrer Leistungen in der phonologischen Informationsverarbeitung, Sprache und zentral-exekutiven Arbeitsgedächtnisfunktionen miteinander verglichen. Es zeigte sich, dass die lese-rechtschreibschwachen Kinder Auffälligkeiten in den Sprachfähigkeiten, im phonologischen Arbeitsgedächtnis und in der Benennungsgeschwindigkeit aufwiesen, die Kinder mit Lese-Rechtschreibschwäche und zusätzlicher Aufmerksamkeitsproblematik dagegen in den zentral-exekutiven Funktionen. Beide Gruppen schnitten dagegen gleichermaßen schwach im Vergleich zur Kontrollgruppe in der phonologischen Bewusstheit ab. Anhand des spezifischen kognitiven Funktionsprofils können 58-64 % der Kinder korrekt zu den einzelnen Gruppen klassifiziert werden. Insgesamt zeigen sich deutliche Unterschiede in den kognitiven Funktionsmustern, aber auch Gemeinsamkeiten, die in der Diagnostik und lerntherapeutischen Intervention Berücksichtigung finden sollten. (DIPF/Orig.), Difficulties in reading and spelling (hereinafter referred to as dyslexia) often go hand in hand with additional problems of inattention. In fact, approximately one in five children with dyslexia also meets the diagnostic criteria of ADHD. In recent years, there is increasing interest in examining the underlying causes of dyslexia and investigating the cognitive circumstances that lead to comorbid inattention symptoms in some of these children. Although progress has been made in identifying the multi-causal nature of poor reading and spelling skills, the specificity of cognitive dysfunctions as they relate to different subgroups of dyslexic children remains to be determined. Thus, the aim of the present study was twofold: Firstly, it was of interest whether dyslexic children with versus without additional inattention problems show the same or different cognitive dysfunctions. Secondly, the study examined whether group membership can be reliably classified based on the children's cognitive profiles. [...] Overall, 99 third-graders (33 children with Dyslexia-only, 33 children with Dyslexia + Inattention, and 33 control group (CG) children) participated in this study. The two dyslexia groups showed below-average skills in reading and/or spelling (T < 40), while the CG performed at least average in both literacy skills (T ? 45). All children were normally achieving in mathematics and showed at least average intelligence. Children in the Dyslexia + Inattention group exhibited additional symptoms of inattention as indicated by parent ratings. The sample completed a comprehensive test battery assessing phonological awareness, rapid automatized naming (RAN), working memory (WM), and language skills (i.e., morphology and vocabulary). (DIPF/Orig.)

Im ersten Teil des Beitrags im Heft 03/2017 wurde dargestellt, wie stark Grundschulen in Rheinland-Pfalz durch hohe Anteile von Schülerinnen und Schülern mit Migrationshintergrund oder eine nichtdeutsche Familiensprache in ihrer pädagogischen Arbeit herausgefordert sind. Nun soll zunächst noch kurz dargestellt werden, wo sich vor allem die Schulen mit hohen und sehr hohen Anteilen von Schülerinnen und Schülern befinden, bevor auf die bedarfsorientierte Differenzierung der Lehrkräftezuweisung eingegangen wird. (DIPF/Orig.)

Geschlechterunterschiede im Bildungserfolg werden vielfach berichtet. Obwohl es Hinweise darauf gibt, dass sich diese nicht unabhängig von der sozialen Herkunft vollziehen, wurde eine Wechselwirkung in quantitativen Arbeiten bisher nur unzureichend untersucht. Anhand einer repräsentativen Stichprobe für Viertklässler in Deutschland (N=5240) wird analysiert, ob die Wirkung der Geschlechtszugehörigkeit auf den Bildungserfolg durch den sozioökonomischen Status (SES) moderiert wird. Es zeigt sich, dass der Einfluss der Geschlechtszugehörigkeit zu diesem frühen Zeitpunkt in der Bildungsbiografie in der Mathematikleistung und -note sowie - etwas weniger deutlich - in der Gymnasialempfehlung mit dem SES variiert. (DIPF/Orig.), Gender differences have frequently been reported for educational outcomes. Despite indications that these differences do not occur independently from social background, the recicprocity of effects has so far inadequately been addressed in quantitative research. Drawing on a representative sample of fourth graders in Germany (N=5240), the study investigates whether gender effects on educational outcomes are moderated by socioeconomic status (SES). According to the findings, the influence of gender varies with the SES in maths achievement and maths grade as well as in the teacher's recommendation for the academic track at this early point in the children's biography. (DIPF/Orig.)

The foundation of school success is laid early in children's lives. Consequently, assessments of academic precursors may help to identify children in need of additional support. Such early assessments could also be interesting from an international perspective when educational systems are compared. This analysis is used to inform on the comparability of Slovenian and German versions of the English on-school-entry assessment tool "Performance Indicators in Primary School" (PIPS; Tymms and Albone 2002). PIPS was also used to predict later academic achievement in the two national samples. The German sample consisted of 468 children with a mean age of about 6;6 years at school entry (48.7 % girls). In Slovenia, 328 children (49 % girls) were assessed (mean age of about 6;3 years at school entry). Multi-group confirmatory factor analyses for PIPS did not support weak measurement invariance. However, results indicated that the number of factors as well as the pattern of loadings seems to be comparable. Further research is needed to examine in which respects PIPS might work as a tool for international comparisons. Structural equation modelling indicated that PIPS can be used as a predictor of academic achievement and that overall academic achievement could be predicted best by early numeracy. PIPS measures of literacy and numeracy skills were specific and significant predictors of children's later language and math achievement in grade 1. (DIPF/Orig.)

Wie verhält sich die Ganztagsbetreuung in den Grundschulen und Horten in Hessen und Rheinland-Pfalz zu den Ganztagsbetreuungsquoten im Kindergarten? Im Kindergarten gilt eine mindestens 35stündige wöchentliche Betreuungszeit als Ganztagsbetreuung. Dieses Kriterium wird auch für das Grundschulalter (7-9Jährige) angelegt. Es zeigen sich erhebliche Betreuungslücken in beiden Ländern. (DIPF/Autor)

Kinderarmut gilt als eine der zentralen Ursachen für Bildungsbenachteiligung. Meist verursacht die Arbeitslosigkeit der Eltern oder von Alleinerziehenden Armut. Häufig haben die Eltern nur eine geringe Bildung und die Forschung hat vielfach negative psychosoziale Folgen für die Kinder und einen niedrigen Leistungsstand dieser Kinder ermittelt (Neumann/Maaz 2015). Die Erhebung der Schülerinnen und Schüler, die von der Zuzahlung zu den Lernmitteln befreit sind, gibt die Möglichkeit, die Situation an den öffentlichen Grundschulen in Rheinland?Pfalz darzustellen. Zusätzlich wird erfasst, welche Kinder eine nichtdeutsche Familiensprache haben. Dadurch kann die Verbindung zwischen beiden Merkmalen verdeutlicht und dargestellt werden, wie sich die soziale Belastung der Schulen auf ihre Personalausstattung auswirkt. (DIPF/Autor)

Die Situation der Grundschulen in Rheinland-Pfalz variiert erheblich nach dem Anteil der Schülerinnen und Schüler mit Migrationshintergrund bzw. nichtdeutscher Familiensprache. Sie konzentrieren sich auf wenige Schulen, fast ein Drittel der Schülerinnen und Schüler mit nichtdeutscher Familiensprache besucht Schulen, in denen sie die Mehrheit stellen. (DIPF/Autor)

The contribution examines theoretical foundations, factorial structure, and predictive power of student ratings of teaching quality. Three basic dimensions of teaching quality have previously been described: classroom management, cognitive activation, and supportive climate. However, student ratings, especially those provided by primary school students, have been criticised for being biased by factors such as teacher popularity. The present study examines ratings of teaching quality and science learning among third graders. Results of multilevel confirmatory factor analyses (N = 1556 students, 89 classes) indicate that the three-dimensional model of teaching quality can be replicated in ratings of third graders. In a longitudinal study (N = 1070 students, 54 classes), we found ratings of classroom management to predict student achievement, and ratings of cognitive activation and supportive climate to predict students' development of subject-related interest after teacher popularity is controlled for. The analyses show that student ratings can be useful measures of teaching quality in primary school.

Anhand der Berliner Leselängsschnitt-Studie (LESEN 3 – 6) wurde die schriftsprachliche Kompetenzentwicklung (Leseverständnis, Wortschatz und Dekodierfähigkeit) bei Grundschülerinnen und Grundschülern sowie bei Gymnasiastinnen und Gymnasiasten längsschnittlich analysiert. Ein Fokus lag dabei auf der Frage, ob Schülerinnen und Schüler mit frühzeitigem Wechsel auf das Gymnasium–der in Berlin nach Klassenstufe 4 möglich ist–eine andere Lernentwicklung aufweisen als Kinder mit sechsjähriger Grundschulzeit. Insgesamt nahmen N = 772 Schülerinnen und Schüler aus Berlin an der Studie teil. Auf einer deskriptiven Ebene wurden keine differenziellen Effekte während der gemeinsamen Grundschulzeit (Klassenstufe 3 und 4) zwischen den beiden Gruppen identifiziert. In der Zeit, in der die Kinder in unterschiedliche Schultypen aufgeteilt waren (5. und 6. Klasse), zeigten sich für den Wortschatz und–zumindest tendenziell–für die Dekodierfähigkeit höhere Zugewinne für die Gymnasiasten. Mit Wachstumskurvenanalysen wurde darüber hinaus überprüft, ob sich der differenzielle Zugewinn direkt auf die schulische Gliederung zurückführen ließ, wenn gleichzeitig die interindividuellen Unterschiede in intraindividuellen Veränderungen insgesamt berücksichtigt wurden. Unter Kontrolle dieser interindividuellen Unterschiede konnte in keiner der drei Domänen ein eindeutiger Effekt der schulischen Gliederung belegt werden. Inhaltliche und methodische Aspekte dieser Befunde werden diskutiert.

Cilj ovoga istraživanja bio je prikazati projekt Integracija učenika u multikulturalno školsko okruženje koji je proveden u Osnovnoj školi Podmurvice u Rijeci, a u kojem su učenici stranci i azilanti (N=26) tijekom sedamnaest mjeseci učili hrvatski jezik. Projekt je financiran nepovratnim sredstvima u sustavu upravljanja i provedbe Instrumenata pretpristupne pomoći (IPA) – komponenta IV „Razvoj ljudskih potencijala“. Ispitano je znanje hrvatskoga jezika Peabody testom na početku i po završetku projekta. Dobiveni rezultati pokazuju da je duže vrijeme učenja jezika povezano s boljim uspjehom na testu te da postoji značajan napredak u znanju hrvatskoga jezika između dvije točke mjerenja. Učenici stranci i azilanti na kraju projekta svoje znanje hrvatskoga jezika procjenjuju izvrsnim i vrlo dobrim, iskazuju zadovoljstvo zbog naučenoga te smatraju da su dobro integrirani u školsko okruženje. Zadovoljstvo projektom iskazuju i roditelji djece stranaca i azilanata, učitelji, stručni suradnici te učenici koji redovno pohađaju školu u kojoj se projekt odvijao. U radu su navedene implikacije dobivenih rezultata kao i preporuke., The main goal of the research was to present the project “Students’ integration into a multicultural school environment”, implemented in elementary school Podmurvice in Rijeka, in which foreign students and asylum seekers (N= 26) were learning the Croatian language for over seventeen months. The project was funded by Instrument for Pre/Accession Assistance – component IV (Human Resources). The level of knowledge of the Croatian language was assessed with Peabody test in the beginning and at the end of the project. The obtained results clearly showed that a longer period of learning is associated with a higher success rate at the evaluation, as well as a significant improvement in the knowledge of the Croatian language in between the two periods of assessing. At the end of the project, the foreign students and asylum seekers have self-evaluated their level of the Croatian language as excellent and very good, they showed satisfaction with it, and considered themselves well integrated in the school environment. The satisfaction with the project is also present in foreign students and asylum seekers’ parents, teachers, expert associates, and students attending the school in which the project was implemented. Furthermore, implications of the obtained results as well as further recommendations are stated., Das Ziel dieser Untersuchung war die Präsentation des Projekts „Die Integration von Schülern in das multikulturelle schulische Umfeld“, das in der Grundschule Podmurvice durchgeführt wurde, in dem ausländische Schüler und Asylanten (N=26) siebzehn Monate lang Kroatisch gelernt haben. Das Projekt wurde mit nicht rückzahlbaren Zuschüssen im Sinne der Verwaltung und Durchführung der Instrumente für Heranführungshilfe (IPA) – Komponente IV „Die Entwicklung der Humanressourcen“ finanziert. Am Anfang und am Ende des Projekts wurden Kenntnisse der kroatischen Sprache durch den Peabody-Test geprüft. Die erhaltenen Ergebnisse zeigen, dass die längere Zeit und kontinuierliches Lernen der Sprache mit besseren Testergebnissen verbunden sind und dass ein deutlicher Fortschritt in Kroatischkenntnissen zwischen den beiden Messpunkten sichtbar ist. Die ausländischen Schüler und Asylanten bewerten zum Schluss des Projekts eigene Kroatischkenntnisse mit ausgezeichnet und sehr gut, äußern ihre Zufriedenheit mit dem Erlernen der kroatischen Sprache und meinen, dass sie gut in das schulische Umfeld integriert sind. Ihre Zufriedenheit mit dem Projekt äußern auch die Eltern von ausländischen Schülern und Asylanten, Lehrer, Fachberater und Schüler, die regelmäßig die Schule besuchen, in der das Projekt stattgefunden hat. Im Beitrag werden die Auswirkungen der erhaltenen Ergebnisse und Empfehlungen aufgeführt.

Bislang existieren widersprüchliche Befunde zu der Frage, wie stark Aufmerksamkeitsstörungen, expansive oder sozial-emotionale Störungen die schulische Entwicklung eines Kindes beeinträchtigen können. Im Rahmen einer epidemiologisch angelegten Studie wurde der Zusammenhang zwischen klinisch relevanten Auffälligkeiten und Grundschulempfehlung untersucht. Hierzu wurden 3910 Kinder am Ende ihrer Grundschulzeit von ihren Eltern mittels der "Child Behavior Checklist" (CBCL-E) beurteilt. Gemessen an der deutschen Normstichprobe lagen besonders viele Kinder im Bereich der Aufmerksamkeitsstörungen, der somatischen Störungen sowie der Störungen im Bereich Angst/Depressivität im klinisch auffälligen Bereich. Kinder mit Grundschulempfehlung für die Haupt-/Förderschule zeigten eine besonders starke, multiple Problembelastung mit konstant höheren Auffälligkeiten in allen Bereichen. Als relevant für die Grundschulempfehlung erwiesen sich besonders Aufmerksamkeitsstörungen, aber auch delinquentes Verhalten sowie soziale Probleme. Diese Auffälligkeiten erhöhten die Wahrscheinlichkeit für eine Realschul- bzw. Haupt-/Förderschulempfehlung zum Teil um ein Vielfaches. Früh ansetzende präventive Maßnahmen zur Förderung der sozialen und kognitiven Entwicklung von Grundschulkindern werden daher als von zentraler Bedeutung für deren schulische Entwicklung betrachtet.

Diese Studie untersucht die Effektivität des schulbasierten Präventionsprogramms Verhaltenstraining in der Grundschule zur Verbesserung sozialer Kompetenzen und Verminderung von Verhaltensproblemen bei Dritt- und Viertklässlern. 21 Klassen (N = 372) an 12 Schulen in Bremen und Niedersachsen nahmen als Trainings- oder Kontrollklassen an der quasi-experimentellen Studie teil. Datenerhebungen wurden mittels Lehrer- und Schülerbefragungen vor Beginn und nach Abschluss des Trainings durchgeführt. Zwischen Prä- und Posttest nahmen bei der Trainings- im Vergleich zur Kontrollgruppe sozial-emotionale Probleme ab. Zudem verbesserte sich das Sozialverhalten bei einem Teil der Trainingsgruppe signifikant. Geschlechtsspezifische Effekte konnten beim Sozialverhalten nachgewiesen werden: Jungen profitierten stärker vom Training als Mädchen. Implikationen für die Praxis werden aufgezeigt und Grenzen der Studienbefunde diskutiert. Schlagwörter Prävention – soziale Kompetenz – Aggression – Verhaltenstraining – Grundschule This study evaluated the effectiveness of the school-based prevention program “Verhaltenstraining in der Grundschule” for improving social competencies and reducing behavior problems in third and fourth grade pupils. 23 classes (n = 372) from 12 schools in Bremen and Lower Saxony participated in this quasi-experimental study as intervention or comparison classes. Data were collected prior to training and directly after training was completed, using teacher and child questionnaires. From pre- to posttest, social-emotional problems decreased significantly in intervention classes; further, social behavior improved significantly among part of the intervention group. Gender-specific effects were found for social behavior: Boys improved more during training than girls did. Practical implications and study limitations are discussed. Keywords prevention – social competence – aggression – behavioral training – primary school

This study investigated patterns of reasoning regarding different types of moral transgressions and different measures of moral development in children 6-8 years of age (N = 130). The findings documented different patterns of reasoning for each measure and for transgressions including different moral principles. Children distinguished between their understanding of their emotional response to a transgression and the moral violation that has occurred, using much more moral reasoning when justifying act evaluations and much more self-interest reasoning when justifying emotion attributions. Children also differentiated between different types of moral violations-that is, transgressions including different moral principles. Stories about others' welfare elicited reasoning related to others' welfare, stories about fairness elicited reasoning related to equality/rights/fairness, and a multifaceted story elicited both types of moral reasoning. (DIPF/Orig.)

Faustlos ist ein Gewaltpraventionsprogramm zur Forderung der sozialen und emotionalen Kompetenzen fur Kinder im Grundschulalter. Im Mittelpunkt des Curriculums stehen die Forderung der Empathiefahigkeit, eine Verbesserung der Impulskontrolle sowie ein angemessener Umgang mit Arger und Wut. Uber einen Zeitraum von drei Jahren wurde das Programm mit 13 Grundschulklassen durchgefuhrt. Hier zeigte sich insbesondere bei den Jungen und Schulerinnen und Schulern mit hohen Aggressionskennwerten ein deutlicher Ruckgang in den Aggressionskennwerten und ein deutlicher Anstieg in der Empathiefahigkeit verglichen mit Kontrollgruppenschulerinnen und -schulern, die nicht an dem Programm teilnahmen. Schlagworter Gewaltpravention - Aggressives Verhalten - Evaluation - Soziale Kompetenz - Faustlos Faustlos is a violence prevention program for primary school and preschool children for the promotion of social and emotional competences. The curriculum focuses on the promotion of empathy, impulse control and anger management. The program was evaluated over a period of three years in 13 first and second grade classes. Positive effects of the curriculum were shown especially on aggressive behaviour for boys and children with high aggression scores and on the promotion of empathy. Keywords Violence prevention - aggressive behavior - evaluation - social competence - Faustlos

In der vorliegenden Studie wurden die Zusammenhänge zwischen fachlichen Kompetenzen, Sozialklima und Facetten des Selbstkonzepts unter den Bedingungen des inklusiven Lernens in der Primarstufe untersucht. Es wurden N = 1 280 Schülerinnen und Schüler aus 61 Klassen des zweiten und dritten Jahrgangs zu ihrem sprachlichen, mathematischen und sozialen Selbstkonzept sowie zum Sozialklima der Klasse befragt. Zudem wurden die Kompetenzen der Kinder im Lesen, Rechtschreiben und in Mathematik mittels standardisierter Schulleistungstests erhoben. Die Auswertung erfolgte mehrebenen-analytisch. Es zeigten sich bedeutsame positive Zusammenhänge zwischen den fachlichen Selbstkonzepten und den korrespondierenden Leistungen sowie zwischen dem sozialen Selbstkonzept und dem Sozialklima. Der Vergleich von Schülerinnen und Schülern einer Klasse, die sich zwar im Förderstatus, nicht jedoch in soziodemographischen und leistungsbezogenen Merkmalen unterschieden, ergab keine Unterschiede in den Selbstkonzepten. (DIPF/Orig.), In the present study, the relations between students´ performance, perceived social climate, and self-concept in inclusive learning settings were investigated. Data analyses were based on a sample of N = 1 280 primary school students from 61 classes. Students´ academic performance was assessed by standardized reading, writing, and arithmetic tests. Social classroom climate and academic and social self-concept were assessed by a questionnaire. Using multilevel analyses, academic achievement turned out to be a significant predictor of the corresponding academic self-concept. Social climate was related to social self-concept. While controlling for socio-demographic aspects and academic achievement, no differences in academic and social self-concepts were found between students with and without special educational needs. (DIPF/Orig.)

Previous studies used a text-fading procedure as a training tool with the goal to increase silent reading fluency (i.e., proficient reading rate and comprehension). In recently published studies, this procedure resulted in lasting reading enhancements for adult and adolescent research samples. However, studies working with children reported mixed results. While reading rate improvements were observable for Dutch reading children in a text-fading training study, reading fluency improvements in standardized reading tests post-training attributable to the fading manipulation were not detectable. These results raise the question of whether text-fading training is not effective for children or whether research design issues have concealed possible transfer effects. Hence, the present study sought to investigate possible transfer effects resulting from a text-fading based reading training program, using a modified research design. Over a period of 3 weeks, two groups of German third-graders read sentences either with an adaptive text-fading procedure or at their self-paced reading rate. A standardized test measuring reading fluency at the word, sentence, and text level was conducted pre- and post-training. Text level reading fluency improved for both groups equally. Post-training gains at the word level were found for the text-fading group, however, no significant interaction between groups was revealed for word reading fluency. Sentence level reading fluency gains were found for the text-fading group, which significantly differed from the group of children reading at their self-paced reading routine. These findings provide evidence for the efficacy of text-fading as a training method for sentence reading fluency improvement also for children. (DIPF/Orig.)

Contains fulltext : 136322.pdf (Publisher’s version ) (Open Access) Neural systems involved in the processing of written language have been identified by a number of functional imaging studies. Structural changes in cortical anatomy that occur in the course of literacy acquisition, however, remain largely unknown. Here, we follow elementary school children over their first 2 years of formal reading instruction and use tensor-based morphometry to relate reading proficiency to cortical volume at baseline and follow-up measurement as well as to intraindividual longitudinal volume development between the two measurement time points. A positive relationship was found between baseline gray matter volume in the left superior temporal gyrus and subsequent changes in reading proficiency. Furthermore, a negative relationship was found between reading proficiency at the second measurement time point and intraindividual cortical volume development in the inferior parietal lobule and the precentral and postcentral gyri of the left hemisphere. These results are interpreted as evidence that reading acquisition is associated with preexisting structural differences as well as with experience-dependent structural changes involving dendritic and synaptic pruning. 11 p.

This study examined the relation between classroom disciplinary problems in language classes, student achievement, and three facets of student motivation: competence self-perceptions, test anxiety, and engagement. The analyses were conducted with the German sample from the Progress in International Reading Literacy Study (PIRLS) 2006 (N = 7899). The results demonstrated that discipline problems are directly and negatively related to achievement and to all motivation constructs considered. In most cases, the relation between classroom disciplinary problems and motivation constructs was mediated by verbal achievement. Boys were found to report more frequent discipline problems in classrooms than girls. This study contributes to research by assessing the impact of classroom disciplinary problems using doubly latent multilevel structural equation models in order to properly disaggregate effects occurring at the student, versus classroom level. (DIPF/Orig.)

American educational research journal 52 (2015) 6, S. 1-27, In this study we examine the interplay between curriculum-embedded formative assessment-a well-known teaching practice-and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students' understanding of the scientific concepts of floating and sinking. We used data from a cluster-randomized controlled trial and compared curriculum-embedded formative assessment (17 classes) with a control group (11 classes). Curriculum-embedded formative assessment and classroom process quality promoted students' learning. Moreover, classroom process quality and embedded formative assessment interacted in promoting student learning. To ensure effective instruction and consequently satisfactory learning outcomes, teachers need to combine specific teaching practices with high classroom process quality. (DIPF/Orig.)

This study examined the operation of contrast and assimilation effects, and the development of academic selfconcept of students in the education system of the German federal state Berlin. One group of students experienced an early transition to high-ability secondary schools while the other group experienced the regular transition after sixth grade. The early transition was found to bear an assimilation effect on academic self-concept which was stronger than the contrast effect immediately after early transition but weaker at the end of the first school year after early transition. The early transition did not affect the normative stability of academic self-concept between two measurement points. Students with an early transition displayed higher levels of academic self-concept at both measurement points but a more substantial decline in academic self-concept than students experiencing regular transition. The findings are discussed in the context of the debate on tracking and acceleration practices in education systems. (DIPF/Orig.)

This study aimed to address two underexplored research questions regarding support for the separation between competence and affect self-perceptions due to differential relations to outcome criteria. First, it is tested whether higher relations between affect self-perceptions and effort than between competence self-perceptions and effort can also be found for elementary school students. Second, this study examines the generalizability of such differential outcome relations to the verbal domain. Students' competence and affect self-perceptions in math and verbal domains and self-reported effort at school were measured in a sample of 156 German 3rd-grade elementary school students. Confirmatory factor analyses demonstrated separate factors for competence and affect self-perceptions in both math and verbal domains. Latent regression analyses showed that affect self-perceptions were more highly related to effort than competence self-perceptions. With these findings, the present study adds further support to the commonly accepted separation between competence and affect self-perceptions by demonstrating their differential relations to effort and extending this finding to elementary school students and the verbal domain. (DIPF/Orig.)

Journal of Learning Disabilities 48 (2015) 6, S. 622-634, In transparent orthographies like German, isolated learning disabilities in either reading or spelling are common and occur as often as a combined reading and spelling disability. However, most issues surrounding the cognitive causes of these isolated or combined literacy difficulties are yet unresolved. Recently, working memory dysfunctions have been demonstrated to be promising in explaining the emergence of literacy difficulties. Thus, we applied a 2 (reading disability: yes vs. no) × 2 (spelling disability: yes vs. no) factorial design to examine distinct and overlapping working memory profiles associated with learning disabilities in reading versus spelling. Working memory was assessed in 204 third graders, and multivariate analyses of variance were conducted for each working memory component. Children with spelling disability suffered from more pronounced phonological loop impairments than those with reading disability. In contrast, domain-general central-executive dysfunctions were solely associated with reading disability, but not with spelling disability. Concerning the visuospatial sketchpad, no impairments were found. In sum, children with reading disability and those with spelling disability seem to be characterized by different working memory profiles. Thus, it is important to take both reading and spelling into account when investigating cognitive factors of literacy difficulties in transparent orthographies.

Unterrichtsqualität kann mit drei Basisdimensionen beschrieben werden: strukturierte Klassenführung, kognitive Aktivierung und unterstützendes Klima. Untersuchungen aus dem Sekundarbereich finden oftmals nur geringe Übereinstimmungen zwischen Urteilen zur Unterrichtsqualität von Schülerinnen und Schülern, Lehrpersonen und externen Beobachtern. Es stellt sich damit die Frage, ob aus unterschiedlichen Perspektiven dieselben Konstrukte erfasst werden und wie diese mit dem Lernerfolg der Schülerinnen und Schüler zusammenhängen. Für die Grundschule werden in der vorliegenden Studie substanzielle Zusammenhänge zwischen Urteilen zur strukturierten Klassenführung aus allen drei Perspektiven gefunden. Zudem zeigen sich hier in Mehrebenen-Regressionsanalysen Effekte aller drei Urteilerperspektiven auf die Leistungsentwicklung. Keine Zusammenhänge zwischen den Perspektiven zeigen sich im Bereich kognitive Aktivierung. Beim unterstützenden Klima bestehen Zusammenhänge nur zwischen Schüler- und Lehrerurteilen. Bei den Dimensionen kognitive Aktivierung und unterstützendes Klima waren nur die Urteile externer Beobachter entscheidend für die Leistungsentwicklung. Die Ergebnisse können mit der unterschiedlichen Beobachtbarkeit der drei Basisdimensionen und mit den Stärken und Grenzen der einzelnen Urteilerperspektiven erklärt werden., The contribution examines three basic dimensions of teaching quality: cognitive activation, supportive climate, and classroom management. Previous studies in secondary schools show that ratings of teaching quality from students, teachers, and external observers are only slightly correlated. This leads to the question if taken from different perspectives, measures actually refer to the same construct and how these measures are related to student achievement. The answer seems to depend on the basic dimension concerned. Drawing on a primary school sample, we found substantial correlations between ratings of classroom management from each perspective but no correlations between the ratings of cognitive activation. In the dimension of supportive climate, only student and teacher ratings were significantly related. Longitudinal multilevel regression analyses showed that from each perspective, ratings of classroom management had predictive power for student achievement. Regarding cognitive activation and supportive climate, only ratings of external observers were predictive for achievement. These results can be explained by taking into account that the basic dimensions cannot be observed in the same way and that each perspective has its strengths and weaknesses.

Zeitschrift für Pädagogik 60 (2014) 2, S. 225-244, Die Vergleichsarbeiten (VERA) sind seit mehreren Jahren ein wichtiges Instrument der Kompetenzdiagnostik, das auf den Bildungsstandards der Kultusministerkonferenz basiert. Sie dienen in erster Linie der Unterrichts- und Schulentwicklung, werden teilweise aber auch zur flächendeckenden Information der Schulaufsicht über den Leistungsstand von Einzelschulen genutzt. Der Beitrag untersucht, inwieweit diese Funktionen von Lehrkräften wahrgenommen werden und in welcher Beziehung sie zum Unterricht der Lehrkräfte und den Kompetenzen der Schülerinnen und Schüler stehen. Die Studie basiert auf Daten des IQB-Ländervergleichs 2011 in der Primarstufe, in dem Kompetenzen in den Fächern Deutsch und Mathematik erhoben wurden. Die Analysen zeigen, dass Lehrkräfte, die VERA als Mittel der Unterrichtsentwicklung begreifen, ihren Unterricht verstärkt auf die Entwicklung von Kompetenzen ausrichten und eine stärkere Differenzierung im Unterricht vornehmen. Weiterhin erreichen Schülerinnen und Schüler von Lehrkräften mit diesen Überzeugungen bessere Ergebnisse im Lesen und in Mathematik, auch nach Berücksichtigung individueller und klassenbezogener Hintergrundmerkmale. (DIPF/Orig.), Comparative tests based on the educational standards set by the Conference of Education Ministers (Vergleichsarbeiten; German abbreviation: VERA) have for many years been an important instrument in competence diagnostics. They serve primarily school and curriculum development; sometimes, however, they are also used for the comprehensive information of the school supervision authorities concerning the performance level of individual schools. The contribution examines how far teachers are aware of these functions and in what way they are related to characteristics of classroom instruction and to the students' competencies. The study is based on data provided by the national assessment study carried out by the IQB (Institute for Educational Quality Improvement) in 2011 on the level of primary education, which focused on competencies in the subjects math and German. The analyses show that teachers who consider VERA a means for the development of teaching orientate their lessons much more towards the development of competencies and undertake a more detailed differentiation in their lessons. Furthermore, students of such teachers achieve better results in both reading and math, even after allowance for individual and class-related background characteristics. (DIPF/Orig.)

Musik-Erleben kann in verschiedenen Lebensphasen im Zusammenhang mit vielfältigen Funktionen und vorherrschenden Bedürfnissen stehen. Für die kognitive Entwicklung in der Kindheit ist die Verbindung aus mentalen und motorischen Prozessen zur Verinnerlichung von Handlungen von besonderer Bedeutung. Mit diesem Beitrag wird daher das Ziel verfolgt, kindliches Musik-Erleben über körperliche Ausdrucksbewegungen zu beschreiben. Es wird die Hypothese untersucht, dass Kinder solche Musik bevorzugen, die ein hohes Bewegungspotenzial besitzt, und nicht solche, die einem bestimmten Genre angehört. Daran anknüpfend wird von einem Experiment zur kindgerechten non-verbalen Erfassung von Musik-Erleben berichtet, welches sich methodisch an der Forschung zur Embodied Music Cognition (Leman, 2008) orientiert. Mittels eines modifizierten Sentographen (Clynes, 1977) wurden von N=81 Grundschülern der Klassenstufen 1 bis 4 Bewegungen zu Hörbeispielen verschiedener Genres erfasst. Es zeigte sich, dass eine sprachfreie Beschreibung von Musik-Erleben möglich ist, die auf der Anregung von Körperbewegungen durch Musik beruht. Die Korrelation zwischen dem Gefallensurteil und der Bewegungseindeutigkeit (gemessen als Bewegungs-Rauheit) betrug r = 0,53 und zwischen dem Gefallensurteil und der Bewegungs-Regelmäßigkeit (gemessen als Periodizität) betrug r = -0,66. Es wird argumentiert, dass das Potenzial eines Musikstücks zur Bewegungsanregung unabhängig vom musikalischen Genre zur Vorhersage des Gefallensurteils geeignet ist. Von der Offenohrigkeitshypothese vorhergesagte Präferenzunterschiede zwischen den Klassenstufen 1 bis 4 konnten dagegen nicht bestätigt werden., In diverse phases of life, musical experiences are related to different functions regarding the listener's predominant needs. In childhood, processes connecting mental and corporeal actions as a way of internalizing behavior are of particular importance for the cognitive development. Thus, this article intends to describe music experiences in childhood via bodily gestures stimulated by music. It is hypothesized that children of primary school age prefer music that features a high motion potential and not music that belongs to a particular genre. A new experimental design to investigate non-verbal music preferences is presented. According to the research of Embodied Music Cognition (Leman, 2008), musicinduced body motions of N = 81 primary school children were measured with a modified sentograph (Clynes, 1977). As a result, it was shown that music experiences can be categorized via the stimulation of body gestures. The correlation between children's liking of the music and movement clarity (as measured by the parameter "movement roughness") was r = .53 and between liking of the music and movement regularity (as measured by the parameter "periodicity") was r = -.66. We argue that the potential of a music piece for movement stimulation can be used as a predictor of music preference- independent of the music piece's classification in a genre. In contrast, differences in preference behavior between grades 1 and 4 - as predicted by the open-earedness hypothesis (Hargreaves, 1982) could not be confirmed.

In einer Studie mit 591 Kindern im Alter zwischen 5 und 13 Jahren konnten Gembris und Schellberg (2003, 2007) zeigen, dass in den ersten beiden Schuljahren eine typische Offenheit gegenüber verschiedensten musikalischen Stilrichtungen besteht. Etwa ab der 3. Klasse nimmt diese (in Anlehnung an Hargreaves, 1982) als Offenohrigkeit bezeichnete musikalische Aufgeschlossenheit deutlich ab, wobei sich die musikalischen Vorlieben zunehmend auf Popmusik verengen und andere Stilrichtungen aus den Präferenzen ausgeschlossen werden. Einige Autoren haben dieses Phänomen durch verschiedene (Replikations-) Studien in unterschiedlicher Weise weiter untersucht (Lehmann & Kopiez, 2011; Louven & Ritter, 2012) oder auch in Zusammenhang mit der Händigkeit gebracht (Christman, 2013). In diesem Beitrag werden zunächst die Ergebnisse einer Replikationsstudie berichtet, die von Lontke (2006) durchgeführt wurde. Das Ziel der Arbeit bestand darin, die Ergebnisse von Gembris und Schellberg (2003) an einer anderen Stichprobe zu überprüfen. Während es sich bei den Probanden von Gembris und Schellberg (2003) um Kinder aus gut situiertem Mittelschichtmilieu einer bayerischen Kleinstadt handelte, die kulturell homogene Schulklassen ohne ausgeprägten Migrationshintergrund besuchten, wurde die Replikationsstudie von Lontke (2006) in einer anderen Region (Nordrhein-Westfalen) an einer kulturell heterogenen Grundschule mit einem sehr hohen Anteil (ca. 80 %) von Kindern mit Migrationshintergrund durchgeführt (N= 273). Die Methode der Durchführung, Versuchsmaterialien (Musikbeispiele, Fragebogen) sowie die Auswertungsmethode wurden vollständig aus Gembris und Schellberg (2003) übernommen. Die Ergebnisse zeigen signifikante Altersunterschiede und sind denen von Gembris und Schellberg (2003) sehr ähnlich. Sie bestätigen sowohl die Offenohrigkeit in den ersten beiden Grundschuljahren, ihr Verschwinden in der zweiten Hälfte der Grundschulzeit als auch die früheren Befunde zu Geschlechterunterschieden in den musikalischen Gefallensurteilen. In einem weiteren Schritt wurden die Daten der Ausgangsstudie von Gembris und Schellberg mit denen der Replikationsstudie zusammengeführt (N = 837). Insgesamt bestätigen die Ergebnisse die vorangegangenen Befunde und zeigen, dass der Befund der Offenohrigkeit und ihr Verschwinden im Laufe der Grundschulzeit sehr robust ist und sich mit einigen Varianten auch in heterogen zusammengesetzten Grundschulklassen replizieren lässt. In der Diskussion werden die Stellung der Offenohrigkeit im Gesamtkontext der Erforschung musikalischer Präferenzen in der Kindheit kritisch erörtert sowie inhaltliche und methodische Perspektiven für die künftige Forschung aufgezeigt., The term "open-earedness" was first introduced by Hargreaves (1982) and designates a kind of openness to "unconventional" music which disappears in the course of the elementary school years. In order to examine the open-earedness, Gembris and Schellberg (2003; 2007) carried out a study with 591 children (5-13 years) who indicated their preferences for eight very different musical genres. The results showed that there is a typical openness to different musical styles in the first two years of schooling, disappearing in the 3rd or 4th grade, confirrning the idea of open-earedness. Furthermore, typical gender related differences appeared: the female listeners preferred the classical and pop music examples, while the male showed a greater acceptance of the avantgarde and ethno-music. Some authors investigated this phenomenon in replication-studies (Lehmann & Kopiez, 2011) and in studies employing other approaches (Louven & Ritter, 2012; Christman, 2013). Their results confirmed the above-mentioned results, but also revealed some differences. The aim of this paper is twofold: First, we report an unpublished one-to-one replication of the Gembris and Schellberg study, carried out by Lontke (2006) employing a sample of elementary school children including a high proportion (about 80 %) of children with a migrant background (N= 273) in order to explore possible effects of socio-cultural factors. The procedure, test materials (music examples, questionnaires) and the evaluation method were identical with that of Gembris and Schellberg (2003). The results were very similar those of Gembris and Schellberg. In a second step, we combined the data from the initial study of Gembris and Schellberg with the data of Lontke (2006) and re-analyzed them (N= 837). Overall, the results confirm the previous findings and show that the open-earedness in the first years of elementary school and its disappearance in the 4th grade is very robust phenomenon which can be replicated with some variations in heterogeneous composite primary school classes. In the discussion we reconsider the position of the open-earedness in the overall context of the exploration of musical preferences in childhood and suggest some perspectives for future research.

Kennzeichen eines "erfolgreichen" Bullies ( Schüler, die ihre Mitschüler wiederholt und systematisch schikanieren und dadurch Ressourcenkontrolle erreichen) wurden untersucht. Dazu wurden Daten zu Mitschülerrollen, Ressourcenkontrollstrategien und sozialem Status bei 2600 Schülern (54 % männlich) der ersten bis zehnten Klasse erhoben, die Grundschulen und Gymnasien im Großraum München besuchten. Täter in der Grundschule setzten überdurchschnittlich häufig Aggression bzw. Zwangsmittel ein, während die Kinder, die in weiterführenden Schulen einzelne Mitschüler systematisch schikanierten, außer auf diese Zwangsmittel zu fast gleichen Anteilen auch auf prosoziale Strategien zurückgriffen. Diese Schüler kontrollierten die meisten sozialen und materiellen Ressourcen im Klassenzimmer. Differenziert man die Täter anhand ihrer eingesetzten Verhaltensstrategien in Bi-Strategen und Zwangausübende, unterschieden sie sich sowohl im Ausmaß der Ressourcenkontrolle als auch in ihrem sozialen Status: Vor allem die Bi-Strategen genossen hohes Ansehen unter den Peers, das - anders als in der Grundschule - aber in den weiterführenden Schule auch den Zwangausübenden nicht verwehrt wurde.

Die Offenohrigkeitshypothese nimmt an, dass jüngere Kinder offener gegen­ über unkonventioneller Musik sind als ältere. Dieser Beitrag ist motiviert durch zwei Studien zu dieser Hypothese (Schellberg & Gembris, 2003 und Kopiez & Lehmann, 2008), die in Deutschland durchgeführt worden sind und die auf den ersten Blick unterschiedliche Ergebnisse zeigten. Die Daten, die diesen Studien zugrunde liegen, werden reanalysiert. Für jedes Paar von Klassenge­meinschaften wird ein statistischer Homogenitätstest durchgeführt. Es kann gezeigt werden, dass sich die Präferenzverteilungen verschiedener Klassengemeinschaften öfter unterscheiden als unter der Annahme identischer Vertei­lungen zu erwarten wäre. Die statistischen Unterschiede zwischen den beiden Studien sind jedoch nicht größer als die Unterschiede zwischen den Klassen­gemeinschaften innerhalb beider Studien. Deshalb scheint die Klassengemein­schaft ein wichtiger Faktor für die Entwicklung musikalischer Präferenzen zu sein., The Hypothesis of open-earedness assumes that younger children are more open to unconventional music than older ones. This contribution is motivated by two studies on this hypothesis (Schellberg & Gembris, 2003 and Kopiez & Lehmann, 2008) that have been conducted in Germany and showed different results on first glance. The data these studies were based on is reanalyzed. For each pair of classroom communities a statistical test of homogeneity is performed. lt can be shown that the preference-distributions of different classroom communities differ more often than expected under the assumption of identical distribution. The statistical differences between the two different studies, however, are not larger than the differences between the classroom communities within both of the studies. Therefore the classroom community seems to be an important factor in the development of musical preferences.

Suvremena istraživanja pokazuju sve veću prevalenciju nasilničkoga ponašanja među učenicima osnovnih škola. Nasilništvo je oblik agresivnog ponašanja koje spada u kategoriju rizičnih poremećaja djece i mladih. Rad se bavi analizom klasifikacija poremećaja u ponašanju, razvojnim značajkama osnovnoškolaca te modelima prevencije. Problematizira se agresivnost kao oblik antisocijalnoga ponašanja, uz rezultate istraživanja provedenoga na uzorku od 105 učenika petih i sedmih razreda osnovnih škola. Kada je riječ o tjelesnom nasilju, udaranju i guranju drugih osoba, ti su oblici nasilništva češće zastupljeni kod mlađih učenika. No uvažavajući u cijelosti ispitivane varijable – učestalost svađanja, učestalost ogovaranja i širenja laži o drugima, izrugivanje i ismijavanje drugih te isključivanje drugih iz društva, vidljiva je veća prevalencija kod učenika sedmih razreda. Dobiveni rezultati pokazuju kako su stariji osnovnoškolci skloniji socijalno složenijim oblicima nasilja, poput verbalnog i odnosnog vršnjačkog nasilja, Contemporary studies among primary school pupils report increasingly frequent prevalence of violent behaviours, which many behaviour disorders authors see as a form of aggressive behaviour. The primary objective of this paper is the behavioural phenomenon of bullying. This paper provides an insight into the theory of behavioural disorders and their categories, developmental features and models of primary prevention. The paper also examines aggression as a form of antisocial behavior and, apart from the theoretical framework on this issue, provides results of a survey conducted among fifth- and seventh-grade primary school students in Osijek. In addition to the theoretical and empirical research, the paper offers recommendations for further research and a designed plan for future prevention models, because the results show that physical violence is more prevalent among younger, and verbal and relational violence among older primary school pupils., Die jüngsten Studien weisen auf eine zunehmende Prävalenz von gewalttätigem Verhalten unter Grundschülern. Die Gewaltätigkeit ist eine Form von aggressivem Verhalten, das in die Kategorie des Risikoverhaltens unter Kindern und Jugendlichen fällt. Dieser Beitrag befasst sich mit der Analyse der Klassifikation von Verhaltensstörungen und entwicklungsbedingten Merkmalen der Grundschüler und den Präventionsmodellen. Die Aggression wird als eine Form des antisozialen Verhaltens mit Hilfe von Ergebnissen der Studie problematisiert, die durch eine Stichprobe von 105 Schülern der fünften und siebten Klasse der Grundschule durchgeführt wurde. Wenn von der physischen Gewalt, vom Schlagen und Schieben anderer Personen die Rede ist, sind diese Formen von Gewalt häufiger bei jüngeren Schülern anzutreffen. Aber unter Berücksichtigung der Gesamtheit der getesteten Variablen – die Häufigkeit von Streitigkeiten, vom Klatsch und der Verbreitung von Lügen über andere, der Hohn und Spott über andere und der Ausschluss anderer aus der Gruppe – ist eine höhere Prävalenz bei den Schülern der siebten Klassen sichtbar. Die Ergebnisse zeigen, dass ältere Grundschüler eine höhere Neigung gegenüber sozial komplexen Formen von Gewalt zeigen, wie z.B. verbalen Gewalt und Bullying.

Der Kettenrechner 3-4 kann in der Grundschule als Gruppentest zur Erfassung arithmetischer Rechenleistungen eingesetzt werden: - zum Zwecke eines Leistungs-Screenings innerhalb einer Schulklasse - im Zusammenhang mit der Diagnose von Rechenstörungen - zur ökonomischen Testung großer Stichproben im Bereich der Forschung. Der Kettenrechner 3-4 unterstützt auf ökonomische Art und Weise eine objektive, reliable und valide Diagnose arithmetischer Rechenleistungen von Schülerinnen und Schülern zur Mitte oder zum Ende der dritten und vierten Klasse. Der Ansatz des Verfahrens berücksichtigt, dass Kinder mit Rechenschwierigkeiten insbesondere Probleme beim zeitabhängigen Lösen komplexer arithmetischer Faktenaufgaben haben. Das Verfahren ist als Speed-Test konzipiert und umfasst insgesamt vier gleichartige Subskalen mit je 40 Aufgaben zum arithmetischen Faktenwissen (Aufgaben zur Addition, Subtraktion und Multiplikation im Zahlenraum bis 20, die in der Regel durch Wissensabruf gelöst werden) in Form kurzer Rechenketten. Das Anlegen von Schablonen erlaubt eine rasche Auswertung der Tests.