ADHS-Meta-analysis on the effectiveness of Self-regulation interventions
ADHS has been associated with reduced emotional and academic well-being. As a neurodevelopmental disorder that is related to deficits in executive functions, evidence shows that students with ADHD can benefit from self-regulation (SR) training. In AMSel we are conducting a meta-analysis on previous studies on the effectiveness of SR training for the emotional and academic well-being of students with ADHD.
The project aims at investigating which self-regulatoin strategies are most effective for learners with ADHS, and which type of interventions have largest effects on learning outcomes. To this end we analyze international training studies that evaluate an intervention for either learners with ADHS or their parents or teachers to foster self-regulation of learners with ADHD. We conducted a literature search in psychological and medical data bases that yielded 15,421 hits. Sixty-five studies met the eligibitily criteria and are currently systematically coded. The results will provide implications for future intervention research.
Digital Teaching/Learning & Student Outcomes: A Second Order Meta-Analysis
To open up the research field of effectiveness studies on digital media in learning, we are currently conducting a systematic review study in the form of a meta-synthesis. To this end, we are quantitatively integrating the findings of international meta-analyses with the goal of examining the effectiveness of different digital media in learning for different target groups.
Given recent experiences related to school closures and digital home schooling, as well as the possibility to integrate digital media in the classroom, there is an urgent need to understand the impact that digital media have on student achievement and motivation. We address the question of what exactly makes digital media effective –for learning. This refers to both the types of technologies that are used and the ways in which they are used in practice.
A large body of research already exists on the wide range of research questions that this raises. Much of this evidence has been summarized in meta-analyses, each of which addressed specific aspects of the impact of digital media use. We want to bring this knowledge together quantitatively to compare and examine what works, when, and for whom.
Cooperation project with Prof. Dr. Reyn van Ewijk, University of Mainz
Effectiveness of Self-Regulation Training
We are currently conducting meta-analyses on the following topics: (1) Effectiveness of self-regulation training for learners with ADHD, (2) Effectiveness of different forms of instruction in promoting self-regulation, (3) Effectiveness of learning diaries to promote self-regulation, (4) Effectiveness of self-regulation training for learners with learning disorders.
Competencies for dealing with heterogeneity
To capture conceptual and procedural knowledge, we are developing a knowledge test for prospective teachers that addresses different dimensions of heterogeneity in the school context. This test will also be validated for teachers in preparatory service and in school practice.
Multimethod Assessment of Metacognition
Learners differ in their ability to use metacognitive strategies to self-regulate their learning. Valid assessment of strategy use is one of the most important gaps in current research. Research can no longer rely solely on questionnaires for valid assessment. Innovative methods are needed to assess metacognitive strategy use situationally.
The goals of this study is to (1) describe learners‘ metacognitive activities in the process of completing a complex task, (2) illuminate the relationship between offline and online measures of metacognitive strategy use, (3) examine how learners‘ use of metacognitive strategies is related to their metacognitive knowledge and motivation for metacognitive strategies, and (4) investigate which aspect of metacognitive strategy use contributes most to explaining task performance. We therefore examine university students‘ strategy use, motivation, and performance before, during, and after completing a one-hour complex problem-solving task.
Preliminary results from this in-depth study support previous evidence that online and situational measures are more strongly associated with task performance than offline measures. However, because we found only a weak association between metacognitive knowledge and metacognitive strategy use, further research is needed to clarify the relationship between the two metacognitive constructs. Finally, our results suggest that both video-based observations and written measures of thinking aloud are valid tools to capture metacognitive strategy use during problem solving.
Using digital media to foster self-regulation in primary school science classrooms
The project aims to investigate the effectiveness of teaching units for primary school science classrooms which integrate the use of digital media. In this scope, we examine (1) whether the digital media can be used effectively to support science learning as well as to activate self-regulation of learning, and (2) whether the additional implementation of adaptive elements can particularly support at-risk students.
The temporary school closures to embank the SARS-Cov-2 pandemic boosted the digitization of learning, showing that in particular primary schools are hardly prepared for the use of digital media. However, digital media have shown to be effective to implement individual support of learners in the classroom as well as when learning at home. In order to benefit from learning with digital media, however, learners need a high degree of self-regulation. Surveys among students about their experience with distance learning during the pandemic have indicated that self-regulation of learner is a major challenge for children. Thus, self-regulation is a prerequisite for digital learning, which can be promoted by means of concepts of individual support through the use of digital media. This project will investigate the effectiveness of teaching units for primary school science classrooms that integrate the use of digital media. In the first phase of the project, we will investigate primary teachers’ conceptions and experiences with the use of digital media (in science) and with the promotion of self-regulation. Moreover, we will prepare and evaluate a teaching unit that incorporates the aspects digital media and self-regulation into science classrooms.
Reverse mentoring as a method to support the professional competence of teachers
ReMento’s goal is to develop, test and evaluate the didactic method of reverse mentoring in order to build up knowledge about the use of digital media in the classroom and the convictions of students and teachers that are conducive to this. Reverse mentoring reverses the traditional mentoring structures: student teachers who are more familiar with digital media due to their significantly increased use of digital media pass on their knowledge and experience with digital media to experienced teachers; teachers, in turn, share their didactic-methodological expertise with students who are less experienced in teaching practice and subject didactics. Together, both target groups are to develop ideas for the meaningful use of digital media in the classroom and thus lay the foundations for closing the respective skills gaps.
TEACHING HOW TO LEARN
Effectiveness of Self-Regulation Training
Teaching how to learn: promoting self-regulated learning in STEM classes’ is a project funded by a 2019 Australian Research Council Discovery Grant. The project aims to investigate key factors that influence improvements in teacher capacity and student academic outcomes in STEM subjects. Although the call to create classroom learning environments that increase the interest, activity and control of students over their learning especially in the STEM areas has been around for a long time, research shows little progress. There is a noticeable lack of interest in secondary school science, which is primarily attributed to factors such as lack of student autonomy, the impersonal nature of teacher-student relationships, teaching dominated by transmissive as opposed to activity-based programs, an emphasis on meaningless rules and procedures over ideas and curricula that allow little tailoring to individual student needs. The critical questions are: Can we create sustainable changes in teachers’ practices in STEM and do these changes influence students’ interest, uptake of science and academic performance?
Teacher Beliefs about Inclusive Education
(1) What are teachers‘ beliefs about inclusive education and how do these beliefs evolve? Using a meta-analysis, we investigate how teachers think about inclusive education and on which individual and contextual conditions these beliefs depend. In a further meta-analysis, we also test the effectiveness of teacher interventions in developing inclusive beliefs. (2) What effect does reading persuasive texts have on the development of inclusive beliefs? In several laboratory experiments we test whether reading persuasive texts about inclusion has an effect on the development of inclusive beliefs of student teachers. We also investigate the moderating effect of prior knowledge and motivation. (3) Assessment of action-oriented knowledge about inclusive teaching: In research studies with student teachers, the effects of beliefs on teaching behavior cannot yet be measured because students do not yet teach. With the help of a case vignette we want to validly record the anticipated teaching behavior – i.e. the action-oriented knowledge about inclusive teaching. In several studies we are currently testing the development of a coding scheme and the use of a case vignette as a measuring instrument for teacher trainees.
SeLFI LAB is funded by the German Research Foundation (DFG) as part of an Emmy Noether Group and is part of the IDeA Research Center (Individual Development and Adaptive Education of Children at Risk) for the study of developmental and learning processes in children within the first twelve years of life.