References of "Krolak-Schwerdt, Sabine 50002142"
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See detailSpecial Issue: Current Methodological Issues in Educational Large-Scale Assessments – Part I
Stadler, Matthias UL; Krolak-Schwerdt, Sabine UL; Greiff, Samuel UL

in Psychological Test and Assessment Modeling (2016), 58

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See detailThe higher the SES the better? Implicit and explicit attitudes influence preservice teachers’ judgments of students
Glock, Sabine; Krolak-Schwerdt, Sabine UL; Hörstermann, Thomas UL

in Fields, Claude (Ed.) Stereotypes and Stereotyping: Misperceptions, Perspectives and Role of Social Media (2016)

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See detailDas Übergangsurteil am Ende der Grundschulzeit – Welcher Urteilsstrategie folgen Lehrkräfte bei der Infomationssuche?
Böhmer, Ines; Glock, Sabine; Gräsel, Cornelia et al

Scientific Conference (2016)

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See detailGuest Editorial
Stadler, Matthias UL; Greiff, Samuel UL; Krolak-Schwerdt, Sabine UL

in Special Issue: Current Methodological Issues in Educational Large-Scale Assessments – Part I (2016), 58

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See detailJudging people and their language use: How attitudes towards languages and language users affect speaker evaluations in multilingual contexts
Lehnert, Tessa Elisabeth UL; Krolak-Schwerdt, Sabine UL

Presentation (2015, November 26)

In multilingual contexts, such as in Luxembourg, individuals are exposed to various languages spoken by different inhabitants. An important question within the framework of person perception is to what ... [more ▼]

In multilingual contexts, such as in Luxembourg, individuals are exposed to various languages spoken by different inhabitants. An important question within the framework of person perception is to what extent language attitudes influence our evaluative responses (i.e., differential perceptions of languages effect perceptions of speakers of these languages). However, multilingualism not only concerns the differential perceptions of languages but also refers to perceptions of (nationality) groups speaking such languages. The present project focuses on the interplay of attitudes towards languages and (national) groups of language users and their impact on speaker evaluations. To this extent we are adapting and testing a model of person perception based on linguistic cues. In addition, the proposed theoretical model assigns particular importance to the distinction between implicit and explicit information processing, which may be involved in multilinguals’ attitudes towards languages and language users. [less ▲]

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See detailPreservice teachers' attitudes toward inclusion and toward students with special educational needs from different ethnic backgrounds
Markova, Mariya UL; Pit-Ten Cate, Ineke UL; Krolak-Schwerdt, Sabine UL et al

in Journal of Experimental Education (2015)

Drawing on social cognition frameworks, we experimentally examined preservice teachers’ implicit attitudes toward students with special educational needs (SEN) from different ethnic backgrounds and ... [more ▼]

Drawing on social cognition frameworks, we experimentally examined preservice teachers’ implicit attitudes toward students with special educational needs (SEN) from different ethnic backgrounds and preservice teachers’ explicit attitudes toward inclusive education. Preservice teachers (N = 46) completed an evaluative priming task and questionnaires. Results showed indifferent implicit attitudes toward students with SEN with immigrant backgrounds and positive implicit attitudes toward those without immigrant backgrounds. Furthermore, participants reported a high motivation to act without prejudice toward minorities but held less favorable explicit attitudes toward inclusion of students with SEN, especially students with behavioral problems. Differential patterns of implicit and explicit evaluations could bias teachers’ interactions with students. Findings are discussed with respect to implications for educational practice and research. [less ▲]

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See detailAre school placement recommendations accurate? The effect of students’ ethnicity on teachers’ judgments and recognition memory.
Glock, Sabine UL; Krolak-Schwerdt, Sabine UL; Pit-Ten Cate, Ineke UL

in European Journal of Psychology of Education (2015), 30(2), 169-188

Educational research has provided evidence that racial and ethnic minority students are disadvantaged in today’s educational systems. Teachers’ stereotypical expectations are believed to contribute to ... [more ▼]

Educational research has provided evidence that racial and ethnic minority students are disadvantaged in today’s educational systems. Teachers’ stereotypical expectations are believed to contribute to these disadvantages because teachers make decisions about grades, special education, tracking, and school placement. Research so far has shown that teachers’ stereotypical expectations might lead to biased judgments, but the cognitive processes underlying those judgments are less clear. Using an experimental design, we investigated whether inservice and preservice teachers’ judgment accuracy depended on the ethnicity of the students. Moreover, in employing a recognition task, we were able to investigate the kinds of information teachers’ took into account about ethnic minority students when making school placement recommendations. In a sample of 64 inservice and preservice teachers, judgments were found to be less accurate for ethnic minority students than for ethnic majority students, and teachers felt less confident about the judgments they made for ethnic minority students. This lower accuracy of school placement recommendations involved recommendations of ethnic minority students to both higher and lower placements than could be justified academically. The recognition data revealed that under- and overestimation of ethnic minority students were due to a less accurate encoding of the information about ethnic minority students than about ethnic majority students and that grade information for ethnic minority students in particular was not strongly encoded. The findings are discussed in terms of their implications for tracked systems and in terms of interventions that might have the potential to reduce stereotype application. [less ▲]

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See detailSchool transitions from primary to secondary school: development of intervention strategies to improve the quality of teachers´transition decisions
Krolak-Schwerdt, Sabine UL; Pit-Ten Cate, Ineke UL

Report (2015)

The TRANSINTER project focused on intervention modules to improve teachers’ diagnostic competence, especially in regards to decisions on students’ transition from primary to secondary education in ... [more ▼]

The TRANSINTER project focused on intervention modules to improve teachers’ diagnostic competence, especially in regards to decisions on students’ transition from primary to secondary education in Luxembourg. The main aims of the project were to investigate the effect of three different intervention / training modules, separately and in combination, as well as the influence of group constellation on decision making processes. In order to address the aims, several steps were taken. First, we conducted a thorough literature review, which provided a solid theoretical framework for the studies within the project. Second we developed materials and a criterion to evaluate changes in teachers’ decision making accuracy. At the individual level, we conducted 3 studies to investigate the short and long term effects of accountability, theoretical knowledge and the application of prediction rules on teachers’ decision accuracy. All 3 studies showed at the baseline that teachers’ general decision accuracy was of high standard but also that decision accuracy for ethnic majority students was significantly better than for ethnic minority students. Similarly, teachers were generally more accurate in decisions for students with typical academic profiles compared to mixed profiles. The study on the effects of accountability showed that increased accountability resulted in increased decision accuracy, especially in regards to decisions for ethnic minority students with typical profiles. The studies concerning the introduction of theoretical models of decision making and judgment formation and the application of SPRs resulted in an improvement of transition decisions for ethnic minority students only. Unfortunately, the differential intervention effects of increased accountability, the introduction of theoretical models, and the application of SPRs could not be maintained over time, that is, at follow up, the ethnicity bias reappeared. Interestingly, when we combined the intervention modules to investigate their combined effect on the accuracy of transition decisions, the training in the application of formal decision rules seemed most effective in reducing ethnicity bias. It should be noted that this training was delivered to preservice teachers whilst the intervention studies were conducted with experienced inservice teachers. At the inter-individual level, we investigated the effect of group constellation on the accuracy of transition decisions. In contrast to our hypothesis, we did neither detect a social loafing nor a social facilitation effect and decisions taken in groups did not differ from decisions taken alone. From these studies we can conclude that teachers’ transition decisions can be improved by providing experienced teachers with theoretical knowledge and by increasing accountability. Preservice teachers may profit most from training in the application of formal decision rules as part of a comprehensive training concerning diagnostic competence. [less ▲]

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See detailDer Übergang vom Primar- zum Sekundarschulbereich: Übergangsentscheidungen von Lehrkräften
Krolak-Schwerdt, Sabine UL; Pit-Ten Cate, Ineke UL; Glock, Sabine UL et al

in Lenz, Thomas; Bertemes, Jos (Eds.) Bildungsbericht Luxembourg 2015 Band 2:Analysen und Befunde (2015)

The transition from primary school to secondary school is an important event both for pupils and their parents and is a major determinant of further educational and professional progress. The transition ... [more ▼]

The transition from primary school to secondary school is an important event both for pupils and their parents and is a major determinant of further educational and professional progress. The transition decision by primary school teachers in Luxembourg is largely based on a pupil‘s marks, but is also (unconsciously) influenced by information that is not performance-related, such as social background, a pupil‘s immigration background and the educational attainment of their parents. Luxembourg school grades and test results in the three core subjects have the strongest influence on the binding transition decision. Most pupils remain with the school type to which they were assigned at the end of fundamental school. Throughout the observation period, only 6% of the pupils changed to a different kind of school. However, both the parents‘ socio-economic status and the pupil‘s immigrant background exerted an influence on the transition decision. It must therefore be assumed that not only the pupil‘s individual performance will determine to which type of school they will go, but also their family background. This raises the question of how a performance-related, less socially selective transition decision can be promoted. In a school system in which the transition decisions are binding and the freedom of choice is very low, the accuracy of the assessment is particularly important. Therefore teachers should: (1) be explicitly reminded of their responsibility for the decision in the period in which transition decisions are being made. (2) have the opportunity to learn about decision models and factors that reduce the quality of decisions and actively question them during the period in which the transition decisions are taken. (3) be taught about optimum decision-making models, which include adequate weighting of the student‘s characteristics and incorporate them appropriately. [less ▲]

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See detailData Science, Learning by Latent Structures, and Knowledge Discovery
Lausen, Berthold; Krolak-Schwerdt, Sabine UL; Böhmer, Matthias UL

Book published by Springer (2015)

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See detailGifted and maladjusted? Implicit attitudes and automatic associations related to gifted children
Preckel, Franzis; Baudson, Tanja Gabriele UL; Krolak-Schwerdt, Sabine UL et al

in American Educational Research Journal (2015), 52(6), 1160-1184

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See detailPreface
Lausen, Berthold; Krolak-Schwerdt, Sabine UL; Böhmer, Matthias UL

in Lausen, Berthold; Krolak-Schwerdt, Sabine; Böhmer, Matthias (Eds.) Data Science, Learning by Latent Structures, and Knowledge Discovery (2015)

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See detailRegression-based models of teacher judgments and their adequacy in reflecting differences of judgment formation
Hörstermann, Thomas UL; Krolak-Schwerdt, Sabine UL

in Lausen, B.; Krolak-Schwerdt, Sabine; Böhmer, Matthias (Eds.) European conference on Data Analysis 2013: Data Analysis, Learning by Latent Structures, and Knowledge Discovery (2015)

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See detailEine Analyse der Informationssuche bei der Erstellung der Übergangsempfehlung: Welcher Urteilsregel folgen Lehrkräfte?
Böhmer, Ines; Hörstermann, Thomas UL; Gräsel, Cornelia et al

in Journal for Educational Research Online (2015), 7(2), 59-81

Detailed reference viewed: 134 (13 UL)