Thema: Fehlvorstellungen von Lehrpersonen

Um diese Studie geht es in der Folge:
Menz, C., Spinath, B., & Seifried, E. (2021). Misconceptions die hard: Prevalence and reduction of wrong beliefs in topics from educational psychology among preservice teachers. European Journal of Psychology of Education, 36(2), 477-494.

Informationen zum Intro:
Cadsby, T. (2011). Stop trusting your instincts. Harvard Business Review. https://hbr.org/2011/06/stop-trusting-your-instincts

Diese Forschungsarbeiten werden erwähnt:

Studien/Metaanalysen zum Zusammenhang von Klassengröße und Lernerfolg:

Bowne, J. B., Magnuson, K. A., Schindler, H. S., Duncan, G. J., & Yoshikawa, H. (2017). A meta-analysis of class sizes and ratios in early childhood education programs: Are thresholds of quality associated with greater impacts on cognitive, achievement, and socioemotional outcomes?. Educational Evaluation and Policy Analysis, 39(3), 407-428.
Filges, T., Sonne‐Schmidt, C. S., & Nielsen, B. C. V. (2018). Small class sizes for improving student achievement in primary and secondary schools: a systematic review. Campbell Systematic Reviews, 14(1), 1-107.
Leuven, E., & Oosterbeek, H. (2018). Class size and student outcomes in Europe. EENEE, Analytischer Bericht, (33).
OECD (2016). Education at a Glance 2016: OECD Indicators. Paris: OECD Publishing.

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