Andreas Gegenfurtner, M. Gebhardt, G. Casale, J.-T. Kuhn, J. DeVries, J. Jungjohann
Measurement invariance of a direct behavior rating multi-item scale
Social Sciences, vol. 8, no. 46, pp. 1-23
Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been evaluated mostly in observational studies with small samples based on generalizability theory. However, for standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance between different participant groups and over time. Therefore, we constructed a DBR with multiple items to measure the occurrence of specific externalizing and internalizing student classroom behaviors on a Likert scale (1 = never to 7 = always). In a pilot study, two trained raters observed 16 primary school students and rated the student behavior over all items with a satisfactory reliability. In the main study, 108 regular primary school students, 97 regular secondary school students and 14 students in a clinical setting were rated daily over one week (five measurement points). IRT analyses confirmed the instrument’s technical adequacy, and latent growth models demonstrated the instrument’s stability over time. Further development of the instrument and study designs to implement DBRs are discussed.
Andreas Gegenfurtner, P. Weidenhiller, M. Gebhardt
"Der Schulbegleiter muss vom Typ her offen sein" – Eine Interviewstudie zur Kooperation zwischen Lehrkräften und Schulbegleitern an bayerischen Gymnasien
spuren – Sonderpädagogik in Bayern, vol. 61, no. 1, pp. 34-40
Schulbegleitung ist in vielen Schulen eine Unterstützungsmaßnahme für die inklusive Schule. Um die Kooperation zwischen Schulbegleitern und Lehrkräften in inklusiven Klassen zu betrachten, wurden drei Lehrkräfte und zwei Schulbegleiter in Gymnasien in Oberbayern interviewt. Die Auswertung zeigt, dass reguläre Lehrkräfte, nach eigenen Angaben, wenig Wissen über Sonderpädagogik und Inklusion haben und die Zusammenarbeit nur unter bestimmten Umständen gelingt.
Andreas Gegenfurtner, K. Könings, M. Gebhardt, N. Kosmajac
Voluntary or mandatory training participation as a moderator in the relationship between goal orientations and transfer of training
International Journal of Training and Development, vol. 20, no. 4, pp. 290-301
Trainees can participate in organizational training programs voluntarily or mandatorily. To date, research has reported mixed evidence on the question whether voluntary or mandatory participation is associated with higher motivation and transfer of training. Grounded in the frameworks of participatory design, the notion of autonomy in basic psychological needs theory, and the 2 × 2 model of achievement goals, this meta-analysis examined the relationship between goal orientations and transfer of training in contexts of voluntary and mandatory training participation with a sample of N = 4729 trainees in k = 29 studies. Goal orientations were conceptualized in four dimensions: mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance. Results of the primary meta-analysis indicated that mastery-approach orientation had the most positive correlation with transfer of training, followed by performance-approach, mastery-avoidance and performance-avoidance goal orientation. Meta-analytic subgroup analysis examined the effects of two conditions for training participation: voluntary participation and mandatory participation. The findings indicated that training participation significantly moderated the correlation coefficients of mastery-approach and performance-avoidance goal orientation, with more positive estimates when training enrollment was voluntary. Contrary to expectations, the correlation coefficient between performance-approach goal orientation and transfer of training was more positive when entry into training programs was obligatory and mandated. Implications for future research and the practice of training design and delivery are discussed.
Andreas Gegenfurtner, M. Gebhardt, M. Krammer, S. Schwab
General and special education teachers' perceptions of teamwork in inclusive classrooms at elementary and secondary schools
Journal of Educational Research Online, vol. 7, no. 2, pp. 129-146
In inclusive classrooms teamwork and collaboration between general teachers and special education teachers are among the most important factors for stu-dent achievement. Yet, to date, little evidence exists on how teacher collaboration is implemented and whether general and special education teachers value their collaboration equally. The current study analyzes teacher collaboration in inclusive classrooms at elementary and secondary school levels. Participants were 191 general teachers and 130 special education teachers. The results suggest that all teachers were satisfi ed with their teamwork; differences between general and special education teachers were non-significant. Elementary school teachers had more positive perceptions than secondary school teachers. These findings are discussed in terms of their theoretical significance and their practical relevance for teacher education in inclusive classrooms.