Sofie Henschel
Biographic Data
| ID | 6507894 |
|---|---|
| NAME | Sofie Henschel |
| GIVEN NAMES | Sofie |
| FAMILY NAME | Henschel |
| SIGNATURE | HENSCHEL S |
| AFFILIATIONS | Humboldt-Universität zu Berlin |
| ORCID | 0000-0002-3365-2422 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Kompetenzeinschätzungen von Grundschullehrkräften zum sprachbildenden Unterrichten im Fach Mathematik
Lehrkräfte sind aufgefordert, ihren Unterricht sprachbildend zu gestalten. Weitgehend unklar ist, wie die dafür nötigen Kompetenzen ausgeprägt sind und mit Lerngelegenheiten, Unterrichtsaktivitäten und dem Lernerfolg der Schüler:innen zusammenhängen. Auf Basis der Daten von 1059 Grundschullehrkräften aus dem IQB-Bildungstrend 2021 wird daher untersucht, wie subjektive Kompetenzeinschätzungen (Wissen, Überzeugungen) zur Umsetzung eines sprachbilde…
Unterrichtsqualität und Schülerleistungen in der Grundschule
Um die Unterrichtsversorgung zu sichern, setzen viele Grundschulen in Deutschland Lehrkräfte fach- und schulartfremd oder ohne grundständige Lehramtsausbildung im Unterricht ein. Der vorliegende Beitrag untersucht die Auswirkungen dieses Einsatzes auf die Unterrichtsqualität und die Leistungen der Schüler:innen in der Jahrgangsstufe 4. Auf Basis der Daten des IQB-Bildungstrends 2021 erfolgte basierend auf Daten von N = 26.844 Viertklässler:innen …
Netzwerkgestützte Professionalisierung von Schulleitungsmitgliedern für die datengestützte Qualitätsentwicklung an Schulen in herausfordernden Lagen
Datengestützte Qualitätsentwicklung wird insbesondere für Schulen in herausfordernden Lagen als geeignete Strategie betrachtet, um die innerschulische Prozessqualität zu stärken. Eine wichtige koordinative und impulsgebende Funktion bei der Umsetzung datengestützter Qualitätsentwicklungsprozesse kommt dabei den Schulleitungsmitgliedern zu. Bislang liegen jedoch kaum wissenschaftlich evaluierte Unterstützungsangebote zu deren Professionalisierung …
Promoting teacher knowledge and self-efficacy for data-based decision-making
Teachers’ knowledge and self-efficacy are key to successful data-based decision-making (DBDM). Teachers are expected to gain professional knowledge and become more self-efficacious in DBDM from various learning opportunities, including professional development (PD). However, research on DBDM often focuses on subjectively perceived knowledge, both as an indicator of (objective) professional knowledge and as an indicator of the motivational belief …
The relationship between teachers’ and principals’ use of results from nationwide achievement tests
In many countries, educational policy increasingly expects teachers to use results from nationwide achievement tests for data-based decision-making. Theoretical models suggest that teachers’ data use is not only related to their attitudes and the organizational culture of data use in their schools but also to the use of data by their principals. However, the relationship between teachers’ and principals’ data use has rarely been tested, and exist…
Instructional support in inquiry-based elementary school science classes
Inquiry-based science instruction has been proposed as an optimal learning environment for language-integrated teaching. While its potential for developing both content knowledge and language skills has been shown for students with limited language proficiency, research focusing on mainstream classrooms has mainly considered domain-specific learning. Despite the effectiveness of inquiry-based science instruction for student outcomes, research on …
Structure and associations of science vocabulary, general academic vocabulary, and science knowledge
We examined the structure of domain-specific academic science vocabulary, general academic vocabulary, and conceptual science knowledge and their impact on each other across two measurement points in a sample of 388 German third graders. Results show that the three constructs can be empirically differentiated. The high latent correlation between science vocabulary and general academic vocabulary suggests that science vocabulary is a language-rela…
Bildungsmonitoring und Bildungsberichterstattung in Deutschland
Antecedents of science anxiety in elementary school
Based on the control-value theory of achievement emotions, the study examines elementary school students’ science performance and control-value beliefs (self-concept, intrinsic and achievement value) as antecedents of their cognitive (worry) and affective (nervousness) science anxiety. Performance in the science topic “floating and sinking” was assessed and self-reported data on control-value beliefs and worry and nervousness about science were c…
Professional development for language support in science classrooms
We investigate the effectiveness of professional development (PD) aimed at promoting teachers' language-support skills in elementary school science instruction. In a 2-year quasi-experimental field trial study with 32 teachers in Germany, an intervention group (IG) and a control group (CG) received PD for teaching selected science topics; the IG additionally received PD for language support. Strong treatment effects emerged on teachers’ language-…
Professional development for language support in science classrooms
We investigate the effectiveness of professional development (PD) aimed at promoting teachers' language-support skills in elementary school science instruction. In a 2-year quasi-experimental field trial study with 32 teachers in Germany, an intervention group (IG) and a control group (CG) received PD for teaching selected science topics; the IG additionally received PD for language support. Strong treatment effects emerged on teachers’ language-…
Antecedents of science anxiety in elementary school
Based on the control-value theory of achievement emotions, the study examines elementary school students’ science performance and control-value beliefs (self-concept, intrinsic and achievement value) as antecedents of their cognitive (worry) and affective (nervousness) science anxiety. Performance in the science topic “floating and sinking” was assessed and self-reported data on control-value beliefs and worry and nervousness about science were c…
Professional development for language support in science classrooms
We investigate the effectiveness of professional development (PD) aimed at promoting teachers' language-support skills in elementary school science instruction. In a 2-year quasi-experimental field trial study with 32 teachers in Germany, an intervention group (IG) and a control group (CG) received PD for teaching selected science topics; the IG additionally received PD for language support. Strong treatment effects emerged on teachers’ language-…
Bildungsmonitoring und Bildungsberichterstattung in Deutschland
Instructional support in inquiry-based elementary school science classes
Inquiry-based science instruction has been proposed as an optimal learning environment for language-integrated teaching. While its potential for developing both content knowledge and language skills has been shown for students with limited language proficiency, research focusing on mainstream classrooms has mainly considered domain-specific learning. Despite the effectiveness of inquiry-based science instruction for student outcomes, research on …
Structure and associations of science vocabulary, general academic vocabulary, and science knowledge
We examined the structure of domain-specific academic science vocabulary, general academic vocabulary, and conceptual science knowledge and their impact on each other across two measurement points in a sample of 388 German third graders. Results show that the three constructs can be empirically differentiated. The high latent correlation between science vocabulary and general academic vocabulary suggests that science vocabulary is a language-rela…
The relationship between teachers’ and principals’ use of results from nationwide achievement tests
In many countries, educational policy increasingly expects teachers to use results from nationwide achievement tests for data-based decision-making. Theoretical models suggest that teachers’ data use is not only related to their attitudes and the organizational culture of data use in their schools but also to the use of data by their principals. However, the relationship between teachers’ and principals’ data use has rarely been tested, and exist…
Promoting teacher knowledge and self-efficacy for data-based decision-making
Teachers’ knowledge and self-efficacy are key to successful data-based decision-making (DBDM). Teachers are expected to gain professional knowledge and become more self-efficacious in DBDM from various learning opportunities, including professional development (PD). However, research on DBDM often focuses on subjectively perceived knowledge, both as an indicator of (objective) professional knowledge and as an indicator of the motivational belief …
Kompetenzeinschätzungen von Grundschullehrkräften zum sprachbildenden Unterrichten im Fach Mathematik
Lehrkräfte sind aufgefordert, ihren Unterricht sprachbildend zu gestalten. Weitgehend unklar ist, wie die dafür nötigen Kompetenzen ausgeprägt sind und mit Lerngelegenheiten, Unterrichtsaktivitäten und dem Lernerfolg der Schüler:innen zusammenhängen. Auf Basis der Daten von 1059 Grundschullehrkräften aus dem IQB-Bildungstrend 2021 wird daher untersucht, wie subjektive Kompetenzeinschätzungen (Wissen, Überzeugungen) zur Umsetzung eines sprachbilde…
Unterrichtsqualität und Schülerleistungen in der Grundschule
Um die Unterrichtsversorgung zu sichern, setzen viele Grundschulen in Deutschland Lehrkräfte fach- und schulartfremd oder ohne grundständige Lehramtsausbildung im Unterricht ein. Der vorliegende Beitrag untersucht die Auswirkungen dieses Einsatzes auf die Unterrichtsqualität und die Leistungen der Schüler:innen in der Jahrgangsstufe 4. Auf Basis der Daten des IQB-Bildungstrends 2021 erfolgte basierend auf Daten von N = 26.844 Viertklässler:innen …
Netzwerkgestützte Professionalisierung von Schulleitungsmitgliedern für die datengestützte Qualitätsentwicklung an Schulen in herausfordernden Lagen
Datengestützte Qualitätsentwicklung wird insbesondere für Schulen in herausfordernden Lagen als geeignete Strategie betrachtet, um die innerschulische Prozessqualität zu stärken. Eine wichtige koordinative und impulsgebende Funktion bei der Umsetzung datengestützter Qualitätsentwicklungsprozesse kommt dabei den Schulleitungsmitgliedern zu. Bislang liegen jedoch kaum wissenschaftlich evaluierte Unterstützungsangebote zu deren Professionalisierung …
Psychology (6 works) · Mathematics education (5 works) · Educational Assessment and Improvement (4 works) · Computer Science (3 works) · Educational Strategies and Epistemologies (3 works) · Pedagogy (3 works) · Science Education and Pedagogy (3 works) · Developmental psychology (2 works) · Education Methods and Technologies (2 works) · German (2 works)