Hanna Dumont
Datos Biográficos
| ID | 385535 |
|---|---|
| NOMBRE | Hanna Dumont |
| NOMBRES | Hanna |
| APELLIDO | Dumont |
| FIRMA | DUMONT H |
| AFILIACIONES | University of Potsdam |
| ORCID | 0000-0003-2910-6311 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAS | 94 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 3 |
| PRIMER AÑO DE PUBLICACIÓN | 2010 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 5 |
Adaptivity as a core principle of cognitive stimulating instruction
Discipline gaps in German schools? A video study on teacher-based discrimination [Registered report - stage I]
Studies based on teachers’ self-reports often find that teachers use different disciplinary practices towards students from minoritized ethnic-racial groups and of low socioeconomic status (SES) than towards their peers. However, these studies do not investigate actual student and teacher behaviour or underlying mechanisms. It is also unclear whether the results stemming mostly from US-based studies can be transferred to contexts outside the US. …
Gemeinschaft trotz Individualisierung? Der Zusammenhang des Gemeinschaftsgefühls mit Unterrichtsqualität und individualisierter Unterrichtsgestaltung in heterogenen Lerngruppen
Mit der Individualisierung des Unterrichts soll auf die zunehmende Heterogenität von Lerngruppen reagiert werden. Qualitative Studien weisen kritisch darauf hin, dass in einem individualisierten Unterricht möglicherweise der Austausch unter den Schüler:innen eingeschränkt wird, es zu einer Vereinzelung von Lernprozessen kommt und die Gemeinschaft kaum noch eine Rolle spielt. Die soziale Eingebundenheit der Schüler:innen in eine Gemeinschaft stell…
Teacher perceptions of student motivation and engagement
Studies have shown that teacher perceptions of student achievement influence teacher-student interactions, subsequently affecting student outcomes. However, teachers may also take note of and respond to the motivation and engagement of their students in a differential way, which could affect student outcomes as well. In the present study, we thus examined whether teacher perceptions of student motivation and engagement predict student achievement…
Bildung gemeinsam gestalten
Die empirische Forschung liefert viele Hinweise auf Ansatzpunkte, um Herausforderungen an Schulen zu bewältigen und Bildungschancen zu erhöhen. Jedoch sind die Umsetzung dieser Erkenntnisse und vor allem der Transfer in die Fläche höchst anspruchsvoll, denn es müssen die Perspektiven und Möglichkeiten unterschiedlicher Akteur*innen aus den Bereichen Wissenschaft, Politik und Praxis sehr gut koordiniert werden. Vor diesem Hintergrund wurden in den…
Class-average achievement and individual achievement development
In recent studies, the existence and relevance of achievement composition effects on students' individual achievement have been called into question because of the methodological challenges arising in multilevel analyses. Our study examined how class-average achievement is related to students' achievement development across one school year. We used data from Germany, which has a secondary school system with large achievement differences between s…
English Learner Labeling
Prior research has shown that English learner (EL) classification is consequential for students; however, less is known about how EL classification affects student outcomes. In this study, we examine one hypothesized mechanism: teacher perceptions. Using a national data set (Early Childhood Longitudinal Study—Kindergarten Cohort of 2010–2011 or ECLS-K:2011), we use coarsened exact matching to estimate the effect of kindergarten EL status on teach…
Do Schools Reduce or Exacerbate Inequality? How the Associations Between Student Achievement and Achievement Growth Influence Our Understanding of the Role of Schooling
This article explores how the associations between student achievement and achievement growth influence our understanding of the role schools play in academic inequality. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K:2011), we constructed parallel growth and lagged score models within both seasonal learning and school effects frameworks to study how student- and school-le…
The Many (Subtle) Ways Parents Game the System
We analyze the subtle mechanisms at work in the interaction between families and schools that underlie social inequalities at the transition point from elementary school into secondary-school tracks in Berlin, Germany. We do so by combining quantitative data from a large-scale survey and assessment study ( N = 3,935 students and their parents) with qualitative data from in-depth interviews with parents ( N = 25) collected during the 2010-11, 2011…
Soziokulturelle und geschlechtsspezifische Selektivität von Übergangsberechtigungen für die gymnasiale Oberstufe in mehr- und zweigliedrigen Schulsystemen
Der vorliegende Beitrag behandelt Platzierungsentscheidungen von Lehrkräften beim Übergang in die gymnasiale Oberstufe an nichtgymnasialen Schulen im mehr- und zweigliedrigen Berliner Schulsystem im Hinblick auf ihre Sensitivität für askriptive Merkmale wie soziale und ethnische Herkunft und das Geschlecht. Auch beim Übergang in die gymnasiale Oberstufe kovariieren soziokulturelle Merkmale und die Geschlechtszugehörigkeit mit der Wahrscheinlichke…
Understanding innovative pedagogies
Pedagogy is at the heart of teaching and learning. Preparing young people to meet new contemporary challenges means to review and update the pedagogies teachers use. However, despite the increased reporting of teachers and schools that are innovating, schools remain largely seen as very resistant places for innovation. To address the importance and challenges of implementing new pedagogies, this paper brings together leading experts to reflect on…
Schooling
The Need to Distinguish Between Quantity and Quality in Research on Parental Involvement
Parental involvement research has greatly expanded over the past decade, but findings are mixed, reflecting in part the conceptual and methodological limitations of many studies. On the basis of longitudinal questionnaire data from 1,685 sixth-grade students, the authors studied parental help with homework because it is the most common and most controversial type of parental involvement. Distinguishing between the quantity and quality of parental…
Quality of parental homework involvement
This study examined predictors of the quality of parental homework involvement and reciprocal relations between the quality of parental homework involvement and students’ reading achievement and academic functioning in a reading-intensive subject (German). Data from 2,830 students in nonacademic tracks and their parents who were surveyed in both Grades 5 and 7 were analyzed. The quality of parental homework involvement was assessed via student re…
O Naravi Učenja. Uporaba Raziskav Za Navdih Prakse
Kaj vemo o tem, kako se ljudje uÄ ijo? Kako motivacija in Ä ustva pri mladih ljudeh vplivajo na njihovo uÄ enje? Kaj kaÅ3⁄4ejo raziskave o prednostih skupinskega dela, formativnega vrednotenja, uporabe tehnologije ali projektnega uÄ enja in kdaj so ti pristopi najbolj uÄ inkoviti? Kako na uÄ enje vpliva druÅ3⁄4insko ozadje? To je nekaj vpraÅ¡anj, s katerimi se v priÄ ujoÄ i publikaciji OECD-ja ukvarjajo vodilni znanstveniki iz Severne Amerike in …
Tracking Effects Depend on Tracking Type
The aim of the present study was to examine how different types of tracking— between-school streaming, within-school streaming, and course-by-course tracking—shape students’ mathematics self-concept. This was done in an internationally comparative framework using data from the Programme for International Student Assessment (PISA). After controlling for individual and track mean achievement, results indicated that generally for students in course-…
Die Zusammensetzung der Schülerschaft als Einflussfaktor für Schulleistungen
Der vorliegende Beitrag fasst die Befundlage zu der Frage, ob die Zusammensetzung der Schülerschaft einer Schule bzw. Schulklasse einen Einfluss auf die Schulleistungen von Schülerinnen und Schülern hat, zusammen. Dazu wird zunächst der Begriff Kompositionseffekt definiert und von anderen Kontexteffekten abgegrenzt. Darauf aufbauend erfolgt eine Erörterung methodischer Aspekte der Untersuchung von Kompositionseffekten. Bei der anschließenden Dars…
Does parental homework involvement mediate the relationship between family background and educational outcomes?
Comment apprend-on
Que savons-nous de la façon dont nous apprenons ? Quelle influence les motivations et les émotions des jeunes ont-elles sur leurs apprentissages ? Dans quelles circonstances le travail en groupe, lâ évaluation formative ou les pédagogies par projet donnent-ils les meilleurs résultats ? Quâ en est-il de lâ apprentissage à lâ aide des technologies ou au sein de la famille ? Voilà quelques-unes des questions abordées pour lâ OCDE par des chercheurs …
The Nature of Learning
The OECD is a u nique forum where governments work together to address the economic, social and environmental challenges of globalisation.The OECD is also at the forefront of efforts to understand and to help governments respond to new developments and concerns, such as corporate g overnance, t he information economy a nd the challenges o f an ageing po pulation.The Organisation provides a setting w here governments can compare policy experiences…
The Many (Subtle) Ways Parents Game the System
We analyze the subtle mechanisms at work in the interaction between families and schools that underlie social inequalities at the transition point from elementary school into secondary-school tracks in Berlin, Germany. We do so by combining quantitative data from a large-scale survey and assessment study ( N = 3,935 students and their parents) with qualitative data from in-depth interviews with parents ( N = 25) collected during the 2010-11, 2011…
Tracking Effects Depend on Tracking Type
The aim of the present study was to examine how different types of tracking— between-school streaming, within-school streaming, and course-by-course tracking—shape students’ mathematics self-concept. This was done in an internationally comparative framework using data from the Programme for International Student Assessment (PISA). After controlling for individual and track mean achievement, results indicated that generally for students in course-…
Die Zusammensetzung der Schülerschaft als Einflussfaktor für Schulleistungen
Der vorliegende Beitrag fasst die Befundlage zu der Frage, ob die Zusammensetzung der Schülerschaft einer Schule bzw. Schulklasse einen Einfluss auf die Schulleistungen von Schülerinnen und Schülern hat, zusammen. Dazu wird zunächst der Begriff Kompositionseffekt definiert und von anderen Kontexteffekten abgegrenzt. Darauf aufbauend erfolgt eine Erörterung methodischer Aspekte der Untersuchung von Kompositionseffekten. Bei der anschließenden Dars…
Do Schools Reduce or Exacerbate Inequality? How the Associations Between Student Achievement and Achievement Growth Influence Our Understanding of the Role of Schooling
This article explores how the associations between student achievement and achievement growth influence our understanding of the role schools play in academic inequality. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K:2011), we constructed parallel growth and lagged score models within both seasonal learning and school effects frameworks to study how student- and school-le…
The Nature of Learning
The OECD is a u nique forum where governments work together to address the economic, social and environmental challenges of globalisation.The OECD is also at the forefront of efforts to understand and to help governments respond to new developments and concerns, such as corporate g overnance, t he information economy a nd the challenges o f an ageing po pulation.The Organisation provides a setting w here governments can compare policy experiences…
English Learner Labeling
Prior research has shown that English learner (EL) classification is consequential for students; however, less is known about how EL classification affects student outcomes. In this study, we examine one hypothesized mechanism: teacher perceptions. Using a national data set (Early Childhood Longitudinal Study—Kindergarten Cohort of 2010–2011 or ECLS-K:2011), we use coarsened exact matching to estimate the effect of kindergarten EL status on teach…
Understanding innovative pedagogies
Pedagogy is at the heart of teaching and learning. Preparing young people to meet new contemporary challenges means to review and update the pedagogies teachers use. However, despite the increased reporting of teachers and schools that are innovating, schools remain largely seen as very resistant places for innovation. To address the importance and challenges of implementing new pedagogies, this paper brings together leading experts to reflect on…
Comment apprend-on
Que savons-nous de la façon dont nous apprenons ? Quelle influence les motivations et les émotions des jeunes ont-elles sur leurs apprentissages ? Dans quelles circonstances le travail en groupe, lâ évaluation formative ou les pédagogies par projet donnent-ils les meilleurs résultats ? Quâ en est-il de lâ apprentissage à lâ aide des technologies ou au sein de la famille ? Voilà quelques-unes des questions abordées pour lâ OCDE par des chercheurs …
The Nature of Learning
The OECD is a u nique forum where governments work together to address the economic, social and environmental challenges of globalisation.The OECD is also at the forefront of efforts to understand and to help governments respond to new developments and concerns, such as corporate g overnance, t he information economy a nd the challenges o f an ageing po pulation.The Organisation provides a setting w here governments can compare policy experiences…
Does parental homework involvement mediate the relationship between family background and educational outcomes?
O Naravi Učenja. Uporaba Raziskav Za Navdih Prakse
Kaj vemo o tem, kako se ljudje uÄ ijo? Kako motivacija in Ä ustva pri mladih ljudeh vplivajo na njihovo uÄ enje? Kaj kaÅ3⁄4ejo raziskave o prednostih skupinskega dela, formativnega vrednotenja, uporabe tehnologije ali projektnega uÄ enja in kdaj so ti pristopi najbolj uÄ inkoviti? Kako na uÄ enje vpliva druÅ3⁄4insko ozadje? To je nekaj vpraÅ¡anj, s katerimi se v priÄ ujoÄ i publikaciji OECD-ja ukvarjajo vodilni znanstveniki iz Severne Amerike in …
Tracking Effects Depend on Tracking Type
The aim of the present study was to examine how different types of tracking— between-school streaming, within-school streaming, and course-by-course tracking—shape students’ mathematics self-concept. This was done in an internationally comparative framework using data from the Programme for International Student Assessment (PISA). After controlling for individual and track mean achievement, results indicated that generally for students in course-…
Die Zusammensetzung der Schülerschaft als Einflussfaktor für Schulleistungen
Der vorliegende Beitrag fasst die Befundlage zu der Frage, ob die Zusammensetzung der Schülerschaft einer Schule bzw. Schulklasse einen Einfluss auf die Schulleistungen von Schülerinnen und Schülern hat, zusammen. Dazu wird zunächst der Begriff Kompositionseffekt definiert und von anderen Kontexteffekten abgegrenzt. Darauf aufbauend erfolgt eine Erörterung methodischer Aspekte der Untersuchung von Kompositionseffekten. Bei der anschließenden Dars…
Quality of parental homework involvement
This study examined predictors of the quality of parental homework involvement and reciprocal relations between the quality of parental homework involvement and students’ reading achievement and academic functioning in a reading-intensive subject (German). Data from 2,830 students in nonacademic tracks and their parents who were surveyed in both Grades 5 and 7 were analyzed. The quality of parental homework involvement was assessed via student re…
Schooling
The Need to Distinguish Between Quantity and Quality in Research on Parental Involvement
Parental involvement research has greatly expanded over the past decade, but findings are mixed, reflecting in part the conceptual and methodological limitations of many studies. On the basis of longitudinal questionnaire data from 1,685 sixth-grade students, the authors studied parental help with homework because it is the most common and most controversial type of parental involvement. Distinguishing between the quantity and quality of parental…
Soziokulturelle und geschlechtsspezifische Selektivität von Übergangsberechtigungen für die gymnasiale Oberstufe in mehr- und zweigliedrigen Schulsystemen
Der vorliegende Beitrag behandelt Platzierungsentscheidungen von Lehrkräften beim Übergang in die gymnasiale Oberstufe an nichtgymnasialen Schulen im mehr- und zweigliedrigen Berliner Schulsystem im Hinblick auf ihre Sensitivität für askriptive Merkmale wie soziale und ethnische Herkunft und das Geschlecht. Auch beim Übergang in die gymnasiale Oberstufe kovariieren soziokulturelle Merkmale und die Geschlechtszugehörigkeit mit der Wahrscheinlichke…
Understanding innovative pedagogies
Pedagogy is at the heart of teaching and learning. Preparing young people to meet new contemporary challenges means to review and update the pedagogies teachers use. However, despite the increased reporting of teachers and schools that are innovating, schools remain largely seen as very resistant places for innovation. To address the importance and challenges of implementing new pedagogies, this paper brings together leading experts to reflect on…
The Many (Subtle) Ways Parents Game the System
We analyze the subtle mechanisms at work in the interaction between families and schools that underlie social inequalities at the transition point from elementary school into secondary-school tracks in Berlin, Germany. We do so by combining quantitative data from a large-scale survey and assessment study ( N = 3,935 students and their parents) with qualitative data from in-depth interviews with parents ( N = 25) collected during the 2010-11, 2011…
Do Schools Reduce or Exacerbate Inequality? How the Associations Between Student Achievement and Achievement Growth Influence Our Understanding of the Role of Schooling
This article explores how the associations between student achievement and achievement growth influence our understanding of the role schools play in academic inequality. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K:2011), we constructed parallel growth and lagged score models within both seasonal learning and school effects frameworks to study how student- and school-le…
English Learner Labeling
Prior research has shown that English learner (EL) classification is consequential for students; however, less is known about how EL classification affects student outcomes. In this study, we examine one hypothesized mechanism: teacher perceptions. Using a national data set (Early Childhood Longitudinal Study—Kindergarten Cohort of 2010–2011 or ECLS-K:2011), we use coarsened exact matching to estimate the effect of kindergarten EL status on teach…
Class-average achievement and individual achievement development
In recent studies, the existence and relevance of achievement composition effects on students' individual achievement have been called into question because of the methodological challenges arising in multilevel analyses. Our study examined how class-average achievement is related to students' achievement development across one school year. We used data from Germany, which has a secondary school system with large achievement differences between s…
Teacher perceptions of student motivation and engagement
Studies have shown that teacher perceptions of student achievement influence teacher-student interactions, subsequently affecting student outcomes. However, teachers may also take note of and respond to the motivation and engagement of their students in a differential way, which could affect student outcomes as well. In the present study, we thus examined whether teacher perceptions of student motivation and engagement predict student achievement…
Bildung gemeinsam gestalten
Die empirische Forschung liefert viele Hinweise auf Ansatzpunkte, um Herausforderungen an Schulen zu bewältigen und Bildungschancen zu erhöhen. Jedoch sind die Umsetzung dieser Erkenntnisse und vor allem der Transfer in die Fläche höchst anspruchsvoll, denn es müssen die Perspektiven und Möglichkeiten unterschiedlicher Akteur*innen aus den Bereichen Wissenschaft, Politik und Praxis sehr gut koordiniert werden. Vor diesem Hintergrund wurden in den…
Gemeinschaft trotz Individualisierung? Der Zusammenhang des Gemeinschaftsgefühls mit Unterrichtsqualität und individualisierter Unterrichtsgestaltung in heterogenen Lerngruppen
Mit der Individualisierung des Unterrichts soll auf die zunehmende Heterogenität von Lerngruppen reagiert werden. Qualitative Studien weisen kritisch darauf hin, dass in einem individualisierten Unterricht möglicherweise der Austausch unter den Schüler:innen eingeschränkt wird, es zu einer Vereinzelung von Lernprozessen kommt und die Gemeinschaft kaum noch eine Rolle spielt. Die soziale Eingebundenheit der Schüler:innen in eine Gemeinschaft stell…
Adaptivity as a core principle of cognitive stimulating instruction
Discipline gaps in German schools? A video study on teacher-based discrimination [Registered report - stage I]
Studies based on teachers’ self-reports often find that teachers use different disciplinary practices towards students from minoritized ethnic-racial groups and of low socioeconomic status (SES) than towards their peers. However, these studies do not investigate actual student and teacher behaviour or underlying mechanisms. It is also unclear whether the results stemming mostly from US-based studies can be transferred to contexts outside the US. …
Psychology (10 obras) · Parental Involvement in Education (9 obras) · Academic achievement (8 obras) · Developmental psychology (7 obras) · School Choice and Performance (7 obras) · Early Childhood Education and Development (6 obras) · Mathematics education (6 obras) · Art (4 obras) · Political science (4 obras) · Diverse Education Studies and Reforms (3 obras)