Elmar Souvignier
Datos Biográficos
| ID | 1070299 |
|---|---|
| NOMBRE | Elmar Souvignier |
| NOMBRES | Elmar |
| APELLIDO | Souvignier |
| FIRMA | SOUVIGNIER E |
| AFILIACIONES | University of Münster |
| ORCID | 0000-0001-7962-7428 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAS | 6 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2007 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
From research to classroom
Research has identified effective writing practices, yet translating them into everyday classroom instruction remains challenging. This study investigates how primary school teachers implemented a multi-component writing intervention after participating in professional development (PD). Using an explanatory sequential mixed-methods approach, we analyzed both quantitative and qualitative data to identify factors influencing intervention uptake. Te…
Time tells
To explore how teachers’ beliefs and behaviour change throughout implementation processes, N = 47 teachers participated in a 6-month professional development (PD) programme, and then implemented a differentiated reading innovation over one school year (totalling 15 months). Teachers’ beliefs (acceptability, feasibility, self-efficacy) and behaviour (fidelity, innovation use, adaptivity) were assessed after PD (T2), after 3 (T3), 6 (T4), and 9 mon…
It’s about time! Teachers’ perspectives on supportive and hindering contextual conditions for implementing innovations in schools
Implementation processes are significantly influenced by contextual conditions. To investigate which context factors are implicitly salient for teachers, we conducted interviews with N = 43 elementary school teachers who gave recommendations for designing effective teacher professional development for implementing a reading innovation into their school. On average, teachers mentioned M = 26 contextual factors unprompted to explain their recommend…
Implementing Formative Assessment Into School Practice
Only limited evidence exists on how to best make the effective yet broad concept of formative assessment (FA) accessible to teachers. Thus, this study investigated the effects of two differently structured FA approaches (curriculum-embedded assessment [CE] vs. planned-for-interaction assessment [PI]) on implementation outcomes over time. A total of N = 118 mathematics teachers participated in a six-session professional development program offered…
Effects of student-owned and provided mobile devices on mathematical modeling competence
Introduction Nowadays, more and more digital resources are used in modern mathematical modeling classes. In order to access these resources, students need a suitable digital device—often mobile devices are used for this purpose. There are several concepts to enable students access to such devices. For example, students can be allowed to use their self-owned devices [Bring Your Own Device (BYOD) concept] or teachers can hand out school-owned devic…
The impact of a theory-practice-based professionalisation program on student teachers’ knowledge, motivation, and beliefs
As teachers in training must learn key professional competencies, student teachers often undergo training approaches that are either based in theory or practice. To more comprehensively promote student teachers’ professional competencies, we examined the effectiveness of a combined theory-practice-based professionalisation program on student teachers’ knowledge, self-efficacy, and instructional beliefs. The intervention, focusing on differentiate…
Effects of formative assessment on intrinsic motivation in primary school mathematics instruction
Empirical studies on effects of formative assessment (FA) on motivational outcomes and underlying mechanisms are scarce. The core elements of FA, feedback and adaptive teaching behavior, might be helpful in promoting the experience of competence, which in turn is a prerequisite for promoting intrinsic motivation. However, instructional impact also depends on the students’ perception of teacher behavior. Therefore, this study ( N = 27 teachers and…
Predictors of teachers’ behavioral intentions in inclusive education and their changes over time
Teachers' attitudes, self-efficacy, and subjective norm influence the realization of inclusive education. Recent educational changes in Germany may have affected these variables and their influence on behavioral intentions. Applying the Theory of Planned Behavior, this study examines how teachers' inclusive intentions and their predictors have evolved over eight years. We analyzed two samples of German teachers from 2014 (N = 211) and 2022 (N = 3…
Mind the Gap
There is extensive empirical research on principles of effective teacher professional development (PD). However, teachers' expectations of PD and how well these align with scientific recommendations are only rarely addressed. N = 125 teachers were presented with video vignettes on two evidence-based interventions of varying complexity for which they indicated their own PD preferences. Teachers' preferences were then compared to scientific recomme…
Effective professional development in implementation processes – the teachers' view
Multilevel and empirical reliability estimates of learning growth
Reliable learning progress information is crucial for teachers’ interpretation and data-based decision making in everyday classrooms. Slope estimates obtained from simple regression modeling or more complex latent growth models are typically used in this context as indicators of learning progress. Research on progress monitoring has used mainly two ways to estimate reliability of learning progress, namely (a) split-half reliability and (b) multil…
Data-based decision-making in schools
Here, we provide all additional materials (including data and codes) to the following article: Data-based decision-making in schools: Examining the process and effects of teacher support The folder "Additional OSF materials" contains 1) Measurement invariance testing of reading achievement across cohorts and timepoints 2) Alternative results 3) Integrative data analysis for instructional decision-making The folder "Open data, open code, research …
Implementing evidence-based practices in reading classrooms – Longitudinal interrelations between teaching-related attitudes, innovation-specific perceptions, and perceived implementation success
Interventions‐, Transfer- und Implementationsforschung im Kontext von Mehrsprachigkeit und sprachlicher Bildung
Evaluation der Implementation konzeptuell unterschiedlicher Maßnahmen zur Leseförderung in der Sekundarstufe I
Im vorliegenden Beitrag werden basierend auf einem Evaluationsprojekt im Rahmen des von Bund und Ländern geförderten Programms „Bildung durch Sprache und Schrift“ (BiSS) Analysen zu Bedingungen einer wirksamen Implementation von evidenzbasierten Lesefördermaßnahmen in den schulischen Alltag am Beispiel zweier BiSS-Verbünde und einer Kontrollgruppe vorgestellt. Sowohl hinsichtlich der Implementationsstrategie (top-down vs. bottom-up) als auch im H…
Effects of Data-Based Decision-Making on Low-Performing Readers in General Education Classrooms
In most general education classrooms in Germany, students with and without special educational needs are taught together. To support teachers in adapting instruction to these heterogeneous classrooms, we have developed learning progress assessment (LPA) and reading instructional materials, the Reading Sportsman (RS), in line with the theoretical framework of data-based decision-making, which has led to beneficial effects in several studies. Howev…
Was macht den «Migrationshintergrund» bei Vorschulkindern aus? Ein Vergleich alternativer Klassifikationskriterien und ihr Zusammenhang mit deutschen Sprachkompetenzen
Das Merkmal «Migrationshintergrund» wird in der Literatur uneinheitlich defi- niert. In diesem Beitrag werden verschiedene Klassifizierungskriterien und Informa- tionsquellen vergleichend gegenüber gestellt. Es wird deutlich, dass bei Bestimmung des Migrationsstatus anhand von Muttersprache und Geburtsland der Eltern mehr Kinder als über einen Migrationshintergrund verfügend identifiziert werden als bei Klassifizierung anhand der in der Familie g…
Early Decoding Speed and Later Reading Competencies in Children with German as a Second Language
Psychologie Für Lehramtsstudierende
Psychologie Für Lehramtsstudierende
Cooperative learning in third graders' jigsaw groups for mathematics and science with and without questioning training
Background. There is much support for using cooperative methods, since important instructional aspects, such as elaboration of new information, can easily be realized by methods like ‘jigsaw’. However, the impact of providing students with additional help like a questioning training and potential limitations of the method concerning the (minimum) age of the students have rarely been investigated. Aims. The study investigated the effects of cooper…
Effective professional development in implementation processes – the teachers' view
Mind the Gap
There is extensive empirical research on principles of effective teacher professional development (PD). However, teachers' expectations of PD and how well these align with scientific recommendations are only rarely addressed. N = 125 teachers were presented with video vignettes on two evidence-based interventions of varying complexity for which they indicated their own PD preferences. Teachers' preferences were then compared to scientific recomme…
Cooperative learning in third graders' jigsaw groups for mathematics and science with and without questioning training
Background. There is much support for using cooperative methods, since important instructional aspects, such as elaboration of new information, can easily be realized by methods like ‘jigsaw’. However, the impact of providing students with additional help like a questioning training and potential limitations of the method concerning the (minimum) age of the students have rarely been investigated. Aims. The study investigated the effects of cooper…
Psychologie Für Lehramtsstudierende
Psychologie Für Lehramtsstudierende
Early Decoding Speed and Later Reading Competencies in Children with German as a Second Language
Was macht den «Migrationshintergrund» bei Vorschulkindern aus? Ein Vergleich alternativer Klassifikationskriterien und ihr Zusammenhang mit deutschen Sprachkompetenzen
Das Merkmal «Migrationshintergrund» wird in der Literatur uneinheitlich defi- niert. In diesem Beitrag werden verschiedene Klassifizierungskriterien und Informa- tionsquellen vergleichend gegenüber gestellt. Es wird deutlich, dass bei Bestimmung des Migrationsstatus anhand von Muttersprache und Geburtsland der Eltern mehr Kinder als über einen Migrationshintergrund verfügend identifiziert werden als bei Klassifizierung anhand der in der Familie g…
Interventions‐, Transfer- und Implementationsforschung im Kontext von Mehrsprachigkeit und sprachlicher Bildung
Evaluation der Implementation konzeptuell unterschiedlicher Maßnahmen zur Leseförderung in der Sekundarstufe I
Im vorliegenden Beitrag werden basierend auf einem Evaluationsprojekt im Rahmen des von Bund und Ländern geförderten Programms „Bildung durch Sprache und Schrift“ (BiSS) Analysen zu Bedingungen einer wirksamen Implementation von evidenzbasierten Lesefördermaßnahmen in den schulischen Alltag am Beispiel zweier BiSS-Verbünde und einer Kontrollgruppe vorgestellt. Sowohl hinsichtlich der Implementationsstrategie (top-down vs. bottom-up) als auch im H…
Effects of Data-Based Decision-Making on Low-Performing Readers in General Education Classrooms
In most general education classrooms in Germany, students with and without special educational needs are taught together. To support teachers in adapting instruction to these heterogeneous classrooms, we have developed learning progress assessment (LPA) and reading instructional materials, the Reading Sportsman (RS), in line with the theoretical framework of data-based decision-making, which has led to beneficial effects in several studies. Howev…
Multilevel and empirical reliability estimates of learning growth
Reliable learning progress information is crucial for teachers’ interpretation and data-based decision making in everyday classrooms. Slope estimates obtained from simple regression modeling or more complex latent growth models are typically used in this context as indicators of learning progress. Research on progress monitoring has used mainly two ways to estimate reliability of learning progress, namely (a) split-half reliability and (b) multil…
Data-based decision-making in schools
Here, we provide all additional materials (including data and codes) to the following article: Data-based decision-making in schools: Examining the process and effects of teacher support The folder "Additional OSF materials" contains 1) Measurement invariance testing of reading achievement across cohorts and timepoints 2) Alternative results 3) Integrative data analysis for instructional decision-making The folder "Open data, open code, research …
Implementing evidence-based practices in reading classrooms – Longitudinal interrelations between teaching-related attitudes, innovation-specific perceptions, and perceived implementation success
Effective professional development in implementation processes – the teachers' view
Effects of student-owned and provided mobile devices on mathematical modeling competence
Introduction Nowadays, more and more digital resources are used in modern mathematical modeling classes. In order to access these resources, students need a suitable digital device—often mobile devices are used for this purpose. There are several concepts to enable students access to such devices. For example, students can be allowed to use their self-owned devices [Bring Your Own Device (BYOD) concept] or teachers can hand out school-owned devic…
The impact of a theory-practice-based professionalisation program on student teachers’ knowledge, motivation, and beliefs
As teachers in training must learn key professional competencies, student teachers often undergo training approaches that are either based in theory or practice. To more comprehensively promote student teachers’ professional competencies, we examined the effectiveness of a combined theory-practice-based professionalisation program on student teachers’ knowledge, self-efficacy, and instructional beliefs. The intervention, focusing on differentiate…
Effects of formative assessment on intrinsic motivation in primary school mathematics instruction
Empirical studies on effects of formative assessment (FA) on motivational outcomes and underlying mechanisms are scarce. The core elements of FA, feedback and adaptive teaching behavior, might be helpful in promoting the experience of competence, which in turn is a prerequisite for promoting intrinsic motivation. However, instructional impact also depends on the students’ perception of teacher behavior. Therefore, this study ( N = 27 teachers and…
Predictors of teachers’ behavioral intentions in inclusive education and their changes over time
Teachers' attitudes, self-efficacy, and subjective norm influence the realization of inclusive education. Recent educational changes in Germany may have affected these variables and their influence on behavioral intentions. Applying the Theory of Planned Behavior, this study examines how teachers' inclusive intentions and their predictors have evolved over eight years. We analyzed two samples of German teachers from 2014 (N = 211) and 2022 (N = 3…
Mind the Gap
There is extensive empirical research on principles of effective teacher professional development (PD). However, teachers' expectations of PD and how well these align with scientific recommendations are only rarely addressed. N = 125 teachers were presented with video vignettes on two evidence-based interventions of varying complexity for which they indicated their own PD preferences. Teachers' preferences were then compared to scientific recomme…
Time tells
To explore how teachers’ beliefs and behaviour change throughout implementation processes, N = 47 teachers participated in a 6-month professional development (PD) programme, and then implemented a differentiated reading innovation over one school year (totalling 15 months). Teachers’ beliefs (acceptability, feasibility, self-efficacy) and behaviour (fidelity, innovation use, adaptivity) were assessed after PD (T2), after 3 (T3), 6 (T4), and 9 mon…
It’s about time! Teachers’ perspectives on supportive and hindering contextual conditions for implementing innovations in schools
Implementation processes are significantly influenced by contextual conditions. To investigate which context factors are implicitly salient for teachers, we conducted interviews with N = 43 elementary school teachers who gave recommendations for designing effective teacher professional development for implementing a reading innovation into their school. On average, teachers mentioned M = 26 contextual factors unprompted to explain their recommend…
Implementing Formative Assessment Into School Practice
Only limited evidence exists on how to best make the effective yet broad concept of formative assessment (FA) accessible to teachers. Thus, this study investigated the effects of two differently structured FA approaches (curriculum-embedded assessment [CE] vs. planned-for-interaction assessment [PI]) on implementation outcomes over time. A total of N = 118 mathematics teachers participated in a six-session professional development program offered…
From research to classroom
Research has identified effective writing practices, yet translating them into everyday classroom instruction remains challenging. This study investigates how primary school teachers implemented a multi-component writing intervention after participating in professional development (PD). Using an explanatory sequential mixed-methods approach, we analyzed both quantitative and qualitative data to identify factors influencing intervention uptake. Te…
Psychology (15 obras) · Mathematics education (12 obras) · Pedagogy (8 obras) · Computer Science (6 obras) · Teacher Education and Leadership Studies (6 obras) · Educational Assessment and Improvement (5 obras) · Political science (5 obras) · Developmental psychology (4 obras) · Humanities (4 obras) · Sociology (4 obras)