Karin Guill
Biographic Data
| ID | 2746645 |
|---|---|
| NAME | Karin Guill |
| GIVEN NAMES | Karin |
| FAMILY NAME | Guill |
| SIGNATURE | GUILL K |
| AFFILIATIONS | Leibniz Institute for Science and Mathematics Education |
| ORCID | 0000-0003-2032-5382 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
The structure and predictors of instructional quality in private tutoring
Research on the instructional quality of private tutoring is scarce. Meanwhile, poor instructional quality may be a reason for the minimal or null effects of private tutoring on academic achievement reported in many studies. It is also not clear what makes a good private tutor. To fill in these gaps, the study examined whether the structure of instructional quality in private tutoring could be described using dimensions typically applied to class…
The relationship between individual characteristics and practice behaviour within an adaptive arithmetic learning program
Investigating preservice teachers' field-specific ability beliefs
Recent research proposes that teachers' mindsets vary regarding the importance of students' innate ability for success. While growth and fixed mindsets capture beliefs about intelligence, field-specific ability beliefs focus on a specific domain. Higher FAB scores indicate greater emphasis on innate ability. The present study examines the factorial validity of both field-specific beliefs and general mindsets and their associations with teacher mo…
Intensity and content of private tutoring lessons during German secondary schooling
Private supplementary tutoring is a widespread phenomenon. However, evidence that private tutoring has positive effects on academic achievement or about the specific conditions of successful private tutoring is rare. Adapting Carroll’s (1963) model for school learning to private tutoring, we expected to find positive effects of tutoring duration, tutoring intensity, and students’ motivation to attend private tutoring. In a sample of eighth-grade …
A two‐level study of predictors of private tutoring attendance at the beginning of secondary schooling in Germany
More and more students attend private supplementary tutoring to improve their academic achievement. Private tutoring might be understood as a reaction to insufficient instructional quality in school, especially regarding individual support. However, it might also be possible that parents generally see insufficient grades as an indicator of lacking support and engage a tutor in hopes of improvement or to enhance a competitive edge for their childr…
Assessing the instructional quality of private tutoring and its effects on student outcomes
BackgroundA considerable proportion of secondary school students gets additional support from private tutoring lessons. Empirical findings on the effectiveness of private tutoring are inconclusive. The instructional quality of the tutoring lessons might influence their effectiveness.AimsWe analysed (1) whether students privately tutored in the subjects German or mathematics outperformed their non-tutored counterparts; (2) whether the instructiona…
Private tutoring when stakes are high
Private supplementary tutoring is a widespread and controversial phenomenon. The pressure high-stakes exams put on students is often held responsible for high tutoring rates. Our study tested this hypothesis by using regional variance in Germany: Results from two of three large-scale studies give evidence that, in regions where the transition from primary to secondary school resembles high-stakes exams, the probability to attend private tutoring …
Private tutoring when stakes are high
Private supplementary tutoring is a widespread and controversial phenomenon. The pressure high-stakes exams put on students is often held responsible for high tutoring rates. Our study tested this hypothesis by using regional variance in Germany: Results from two of three large-scale studies give evidence that, in regions where the transition from primary to secondary school resembles high-stakes exams, the probability to attend private tutoring …
Assessing the instructional quality of private tutoring and its effects on student outcomes
BackgroundA considerable proportion of secondary school students gets additional support from private tutoring lessons. Empirical findings on the effectiveness of private tutoring are inconclusive. The instructional quality of the tutoring lessons might influence their effectiveness.AimsWe analysed (1) whether students privately tutored in the subjects German or mathematics outperformed their non-tutored counterparts; (2) whether the instructiona…
A two‐level study of predictors of private tutoring attendance at the beginning of secondary schooling in Germany
More and more students attend private supplementary tutoring to improve their academic achievement. Private tutoring might be understood as a reaction to insufficient instructional quality in school, especially regarding individual support. However, it might also be possible that parents generally see insufficient grades as an indicator of lacking support and engage a tutor in hopes of improvement or to enhance a competitive edge for their childr…
Investigating preservice teachers' field-specific ability beliefs
Recent research proposes that teachers' mindsets vary regarding the importance of students' innate ability for success. While growth and fixed mindsets capture beliefs about intelligence, field-specific ability beliefs focus on a specific domain. Higher FAB scores indicate greater emphasis on innate ability. The present study examines the factorial validity of both field-specific beliefs and general mindsets and their associations with teacher mo…
Private tutoring when stakes are high
Private supplementary tutoring is a widespread and controversial phenomenon. The pressure high-stakes exams put on students is often held responsible for high tutoring rates. Our study tested this hypothesis by using regional variance in Germany: Results from two of three large-scale studies give evidence that, in regions where the transition from primary to secondary school resembles high-stakes exams, the probability to attend private tutoring …
A two‐level study of predictors of private tutoring attendance at the beginning of secondary schooling in Germany
More and more students attend private supplementary tutoring to improve their academic achievement. Private tutoring might be understood as a reaction to insufficient instructional quality in school, especially regarding individual support. However, it might also be possible that parents generally see insufficient grades as an indicator of lacking support and engage a tutor in hopes of improvement or to enhance a competitive edge for their childr…
Assessing the instructional quality of private tutoring and its effects on student outcomes
BackgroundA considerable proportion of secondary school students gets additional support from private tutoring lessons. Empirical findings on the effectiveness of private tutoring are inconclusive. The instructional quality of the tutoring lessons might influence their effectiveness.AimsWe analysed (1) whether students privately tutored in the subjects German or mathematics outperformed their non-tutored counterparts; (2) whether the instructiona…
Intensity and content of private tutoring lessons during German secondary schooling
Private supplementary tutoring is a widespread phenomenon. However, evidence that private tutoring has positive effects on academic achievement or about the specific conditions of successful private tutoring is rare. Adapting Carroll’s (1963) model for school learning to private tutoring, we expected to find positive effects of tutoring duration, tutoring intensity, and students’ motivation to attend private tutoring. In a sample of eighth-grade …
The relationship between individual characteristics and practice behaviour within an adaptive arithmetic learning program
Investigating preservice teachers' field-specific ability beliefs
Recent research proposes that teachers' mindsets vary regarding the importance of students' innate ability for success. While growth and fixed mindsets capture beliefs about intelligence, field-specific ability beliefs focus on a specific domain. Higher FAB scores indicate greater emphasis on innate ability. The present study examines the factorial validity of both field-specific beliefs and general mindsets and their associations with teacher mo…
The structure and predictors of instructional quality in private tutoring
Research on the instructional quality of private tutoring is scarce. Meanwhile, poor instructional quality may be a reason for the minimal or null effects of private tutoring on academic achievement reported in many studies. It is also not clear what makes a good private tutor. To fill in these gaps, the study examined whether the structure of instructional quality in private tutoring could be described using dimensions typically applied to class…
Mathematics education (7 works) · Psychology (7 works) · Global Educational Reforms and Inequalities (5 works) · Diverse Education Studies and Reforms (4 works) · German (4 works) · Academic achievement (3 works) · Quality (philosophy) (3 works) · Attendance (2 works) · Education, Achievement, and Giftedness (2 works) · Higher Education Research Studies (2 works)