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Examining the Factorial Validity of the Individualized Classroom Assessment Scoring System in Preschools in Austria
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Smidt, Wilfried; Embacher, Eva-Maria – International Journal of Early Years Education, 2023
Reliable information regarding interaction quality in preschools is essential because children's preschool experiences predict educational success. The Individualized Classroom Assessment Scoring System (inCLASS) is a new tool to assess interaction quality developed in the United States. Research on the validation of the factorial structure of the…
Descriptors: Factor Analysis, Test Validity, Classroom Environment, Preschools
Teachers' Views on the Impact of Teacher-Student Relationships on School Dropout: A Bourdieusian Analysis of Misrecognition
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Nairz-Wirth, Erna; Feldmann, Klaus – Pedagogy, Culture and Society, 2017
Drawing on Pierre Bourdieu's relational theory this paper shows that many teachers misrecognize the impact of teacher-student relationships on school dropout. The study is based on a series of 60 semi-structured interviews with teachers from Austrian secondary schools. The analysis of the empirical data reveals that many teachers attribute school…
Descriptors: Teacher Attitudes, Teacher Student Relationship, Semi Structured Interviews, Secondary School Teachers
The Use of Online Technology to Facilitate Pre-Service Teachers' Engagement and Cultural Competency Development during an International Field Placement: Reflections from Austria
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Boury, Tiffany T.; Hineman, John M.; Klentzin, Jacqueline Courtney; Semich, George W. – International Journal of Information and Communication Technology Education, 2013
Student teaching abroad is becoming increasingly popular in many colleges and universities in the United States. This experience can be highly rewarding in terms of developing pre-service teachers' culture competency, yet can pose challenges for faculty monitoring such placements. Stewart and Kagan (2005) suggest a framework for teacher…
Descriptors: Cultural Awareness, Preservice Teachers, Student Placement, Foreign Countries
Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 Countries
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Lam, Shui-fong; Jimerson, Shane; Kikas, Eve; Cefai, Carmel; Veiga, Feliciano H.; Nelson, Brett; Hatzichristou, Chryse; Polychroni, Fotini; Basnett, Julie; Duck, Robert; Farrell, Peter; Liu, Yi; Negovan, Valeria; Shin, Hyeonsook; Stanculescu, Elena; Wong, Bernard P. H.; Yang, Hongfei; Zollneritsch, Josef – Journal of School Psychology, 2012
This study examined gender differences in student engagement and academic performance in school. Participants included 3420 students (7th, 8th, and 9th graders) from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The results indicated that, compared to boys, girls…
Descriptors: Learner Engagement, Structural Equation Models, Academic Achievement, Program Effectiveness