LEADER 03894oam 2200625 c 450 001 9910637797703321 005 20260102090118.0 010 $a3-8309-9197-5 024 3 $a9783830991977 035 $a(CKB)4100000011338456 035 $a(Waxmann)9783830991977 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/94477 035 $a(EXLCZ)994100000011338456 100 $a20260102d2020 uy 0 101 0 $aeng 135 $aurnnunnnannuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aIntervention Research in Educational Practice $eAlternative Theoretical Frameworks and Application Problems /$fHermann Astleitner 205 $a1st, New ed. 210 $aMünster$cWaxmann$d2020 215 $a1 online resource (188 p.) 311 08$a3-8309-4197-8 327 $aContributors Foreword PART 1. Theoretical Frameworks 1. Alternative Theoretical Frameworks for Educational Interventions Hermann Astleitner 2. A Theoretical Perspective on Ineffective Interventions: Malfunctions in Teaching Hermann Astleitner PART 2. Design Problems 3. Missing Control Group: The Effect of a Self-Congruence Intervention on Teachers' Volitional Competences and Motive Implementation Strategies Franz Hofmann & Hermann Astleitner 4. Negative Evidence: Fostering Pre-Service Teachers' Competences in Social Research and Related Learning Skills - a Quasi-Expiremental Study With Minimal Guidance Intervention Hermann Astleitner, Michaela Katstaller & Ulrike Greiner PART 3. Measurement Problems 5. Handling Validity Problems in Developmental Measurement Approaches - a Confirmatory Factor Analysis Approach on Student Engagement Hermann Astleitner 6. Pretest Bias: Supporting Undergraduate Learning Through Guided Self-Assessment and Reflective Writing Hermann Astleitner, Michaela Katstaller, Josef Eisner, Ulrike Greiner & Nomy Dickman 7. Instructional Sensitivity as a Prerequisite for Determining the Effectiveness of Interventions in Educational Research Alexander Naumann, Stephanie Musow & Michaela Katstaller 8. How Can Test-taking Motivation Be Theoretically Understood and Measured in Educational Intervention Research? Michaela Katstaller & Gabriela Gniewosz 330 $aImproving learning and teaching at schools or universities may start with choosing evidence-based interventions and practices, but does not end there. To ensure sustainable changes to programs in educational practice, interventions need to address complex issues related to theories, research designs, and measurements. This book presents typical but often overlooked problems in intervention research in educational practice. These problems are embedded in various educational areas such as, amongst others, school effectiveness, instructional design or motivational aspects of teacher trainings. 606 $aeducation 606 $aeducational interventions 606 $aself-congruence intervention 606 $ateacher 606 $avolitional competences 606 $amotive implementation 606 $alearning skills 606 $adevelopmental measurement approaches 606 $aself-assessment 606 $areflective writing 606 $aEmpirische Bildungsforschung 615 4$aeducation 615 4$aeducational interventions 615 4$aself-congruence intervention 615 4$ateacher 615 4$avolitional competences 615 4$amotive implementation 615 4$alearning skills 615 4$adevelopmental measurement approaches 615 4$aself-assessment 615 4$areflective writing 615 4$aEmpirische Bildungsforschung 702 $aAstleitner$b Hermann$4edt 801 0$bWaxmann 801 1$bWaxmann 906 $aBOOK 912 $a9910637797703321 996 $aIntervention Research in Educational Practice$92999813 997 $aUNINA