TY  - JOUR
A1  - Schneider, Wolfgang
A1  - Treiber, Bernhard
T1  - Classroom differences in the determination of achievement changes
N2  - This study addresses three themes that recur in the research on student achievement: (a) developmental modeling ofintraindividual changes in achievement over time; (b) examination of the differences among subgroups within a classroom in the determinants of achievement; (c) description of the interactions among instructional variables in determining achievement differences. Eight classrooms were preselected on the basis of their widely differing slopes obtained in a regression analysis of pre- and posttest achievement scores. Mathematics achievement differences among sixth graders were analyzed in a four-wave design and explained by aptitude and instructional variables in a structural equation framework provided by LISREL. The results demonstrate the local nature of achievement models in that neither their measurement nor structural components proved generalizable across both groups of classrooms. Mention is also made, however, of technical problems and analytical ambiguities in the interpretation of these results.
KW  - Psychologie
Y1  - 1984
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-61991
ER  - 
TY  - JOUR
A1  - Treiber, Bernhard
A1  - Schneider, Wolfgang
T1  - Schulisches Lernen im sozialökologischen Kontext
N2  - No abstract available.
KW  - Lernen
KW  - Sozialökologie
Y1  - 1981
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87271
ER  - 
TY  - CHAP
A1  - Weinert, Franz E.
A1  - Schneider, Wolfgang
A1  - Treiber, Bernhard
T1  - Bedingungsanalysen von (erwartungswidrigen) Schulleistungen
N2  - No abstract available.
KW  - Schulleistung
KW  - Fähigkeit
KW  - Leistungsmotivation
KW  - Erwartungwidrigkeit
Y1  - 1980
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87261
ER  - 
TY  - JOUR
A1  - Treiber, Bernhard
A1  - Schneider, Wolfgang
T1  - Qualifizierende und varianzreduzierende Wirkungen von Schulklassenunterricht
N2  - Schulklassenunterricht soll möglichst vielen Schülern ein möglichst hohes kognitives Leistungsniveau erreichen helfen. Nur wenige Unterrichtsstudien haben bisher jedoch zur Aufklärung jener Lehr-Lern-Bedingungen beigerragen, unter denen sich hohe qualifikatorische und varianzreduktive Wirkungen gleichzeitig erreichen lassen. Die vorliegende Studie greift dafür auf Merkmale einer adaptiv-remedialen Lehr-Lern-Organisation zurück und überprüft ihren Erklärungsgehalt im Mathematikunterricht von 58 fünften Hauptschulklassen. Zur systematischen Entwicklung komplexer Erklärungen und ihrer einzelfallartigen Beurteilung wird ein neu entwickeltes Programmsystem (HYPAG) angewandt. Es fühn zur Auswahl einer Annahmenstruktur, in der Instrumental- und Rahmenbedingungen von Schulklassenunterricht in Wechselwirkung stehen, für sich genommen aber nur mehr hinreichende und darin substiruierbare Bedingungen qualifizierender und varianzreduktiver Unterrichtseffekte sind.
KW  - Schulklasse
KW  - Unterricht
KW  - Wirkung
Y1  - 1980
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87259
ER  - 
TY  - JOUR
A1  - Weinert, Franz E.
A1  - Treiber, Bernhard
A1  - Schneider, Wolfgang
T1  - Educational psychology
N2  - This is a report on the more recent developments and the present state of research into educational psychology in German speaking countries. Particular emphasis is given to research on: parental upbringing and its effects on child development; the examination of socialization effects within and across different scbool systems; studies on teaching-leaming processes and on social interaction in the classroom; the systematic promotion of the development of cognitive abilities and motives in students; and, finally, the design of improved instruments in methods of describing, explaining and predicting school success. Subsequently, the report will look into problems in tbe practical application of research findings in educational psychology. Finally, there follows a sbort discussion of various metatheoretical positions in educational psycbology in German speaking countries and their possible effects on the future development of the field.
KW  - Pädagogische Psychologie
Y1  - 1979
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87234
ER  -