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See detailTeachers’ information processing and judgement accuracy: effects of information consistency and accountability
Pit-Ten Cate, Ineke UL; Hörstermann, Thomas UL; Krolak-Schwerdt, Sabine UL et al

in European Journal of Psychology of Education (2020), 35(3), 675-702

Research has shown that teachers are able to adapt their processing strategy of student information to situational demands, whereby they flexibly use either an automatic and category-based strategy or a ... [more ▼]

Research has shown that teachers are able to adapt their processing strategy of student information to situational demands, whereby they flexibly use either an automatic and category-based strategy or a controlled and information-integrating strategy. However, the effect of teachers’ accountability for task and the consistency of student information on strategy use is less clear. In two experimental studies, teachers were presented with consistent and inconsistent student profiles, whereby accountability levels were systematically varied. In the first study, the attention to and memory of information were investigated as indicators of changes in information processing strategy. In the second study, resulting changes in judgement accuracy were investigated. Results of study 1 provided support for the theoretical assumption that people apply the category-based strategy when confronted with consistent information under low accountability conditions, while inconsistent information and high accountability conditions led to the use of information-integration strategy. Results of study 2 showed that teachers’ judgement accuracy generally increased in relation to high accountability conditions and to lesser extent profile consistency, whereby inaccuracy reflected both under- and overestimation of student ability. The combined results suggest that the use of differential information processing strategies not only leads to differences in the attention to and processing of information, but also results in differences in the quality of judgements and decision making, especially under high accountability conditions. [less ▲]

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See detailWord recognition and reading comprehension of preschool children in Serbia
Aleksic, Gabrijela UL; Merrell, Christine; Tymms, Peter et al

in European Journal of Psychology of Education (2020)

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See detailLinks between socio-emotional skills, behaviour, mathematics and literacy performance of preschool children in Serbia
Aleksic, Gabrijela UL; Merrell, Christine; Ferring, Dieter UL et al

in European Journal of Psychology of Education (2018)

Young children’s socio-emotional skills are important for understanding their own and other’s behaviours and interactions. No study in Serbia has investigated this before. In this study we explored the ... [more ▼]

Young children’s socio-emotional skills are important for understanding their own and other’s behaviours and interactions. No study in Serbia has investigated this before. In this study we explored the links between early socio-emotional skills, behaviour, and mathematics and literacy performance of preschool children in Serbia over time. Children (N = 159; 51% of girls) aged 5-8 were rated by the teachers on their socio-emotional skills and behaviour, and their mathematics and literacy assessed at three-time points over 14 months, twice in preschool and once at entry to school. At Time 3, when children entered school, their socio-emotional skills and behaviour were associated with gender, mathematics at Time 1 and their socio-emotional and behaviour ratings at Time 2, controlling for maternal education and literacy at Time 1. Mathematics at Time 3 was associated with mathematics at Time 2, controlling for gender, maternal education, literacy and behaviour at Time 1. No socio-emotional skills or specific behaviour were significant for mathematics. Literacy at Time 3 was associated with mathematics and social skills at Time 1, and literacy at Time 2, controlling for gender and maternal education. At all three times, girls were rated more positively than boys in socio-emotional skills and behaviour, except for adjustment to school setting where there were no differences. This study offers the first insight into the links between socio-emotional skills, behaviour and mathematics and literacy performance of preschool children in Serbia which will inform the development and evaluation of interventions. Attrition of the sample limits the findings. [less ▲]

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See detailAccuracy of teachers’ tracking decisions: Short- and long-term effects of accountability
Pit-Ten Cate, Ineke UL; Krolak-Schwerdt, Sabine UL; Glock, Sabine UL

in European Journal of Psychology of Education (2016), 31(2), 225-243

http://link.springer.com/article/10.1007/s10212-015-0259-4

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