Rebeca Scherer
Biographic Data
| ID | 881357 |
|---|---|
| NAME | Rebeca Scherer |
| GIVEN NAMES | Rebeca |
| FAMILY NAME | Scherer |
| SIGNATURE | SCHERER R |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0003-3630-0710 |
| VERIFIED | Yes |
| TOTAL WORKS | 43 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 43 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Fast-Track Your Abstract Screening
Research syntheses, such as systematic reviews and meta-analyses, are crucial for synthesizing research to support evidence-based decision-making. However, the abstract-screening phase, during which researchers evaluate titles and abstracts for inclusion, is highly time-consuming and often results in cognitive biases and fatigue. To address these challenges, machine-learning-assisted tools, particularly those using active learning, have gained pr…
Factors associated with students’ adoption of artificial intelligence technology in tertiary education
This meta-analytic review investigates the individual, contextual, and technological factors associated with tertiary students’ adoption of artificial intelligence (AI) technology. Specifically, we synthesized 233 correlation coefficients from 31 studies and 32 samples (N = 16,977) in 24 countries, conducting a multilevel meta-analysis with the assumption of correlated effects. The meta-analytic correlations of the individual, contextual, and tec…
Unraveling gender disparities in teachers’ technological pedagogical and content knowledge
This large-scale meta-analytic review investigates gender disparities in pre- and in-service K-12 teachers’ Technological Pedagogical and Content Knowledge (TPACK) self-efficacy and performance. Synthesizing 915 effect sizes from 102 primary studies and 420 teacher samples ( N = 681,745 teachers) in 70 countries via multilevel meta-analyses, we found small but significant gender differences favoring male teachers in TPACK self-efficacy ( = -0.17)…
The Nordic perspective on the association between distributed leadership and teacher job satisfaction
Demonstrates the positive link between teacher reported distributed leadership and teacher job satisfaction. • Shows the negative contextual effect in Norway and Finland. • Emphasizes importance of distinguishing between teacher and principal perceptions of leadership. • Highlight the importance of context- and culture- dependent nature of school leadership. In this study, we address the lack of robust empirical evidence on the association betwee…
How school leadership and innovation shape instructional pathways to student achievement across nations
Educational leadership, innovation and teaching play essential roles in shaping student achievement. However, extant literature primarily has relied on linear modelling approaches and has not focused on substantively testing a theory. The present study employs multilevel structural equation modelling (ML-SEM) and multilevel decision trees (MLM trees) to investigate associations between school leadership, team innovation, cognitive activation and …
Educational inequalities in Europe
Educational inequalities are a critical challenge. Understanding how these disparities emerge, evolve, and can be addressed requires longitudinal evidence. However, most existing research syntheses rely on cross-sectional data. In this scoping review, we map longitudinal research on educational inequalities among K–12 students in Europe. Drawing on 161 studies published between 1986 and 2024, we examined how disparities related to socioeconomic s…
Educação física escolar e futebol feminino
Esta pesquisa tem como objetivo investigar os fatores que contribuem para o afastamento das meninas da prática do futebol nas aulas de Educação Física Escolar. Para isso, foi utilizado o método qualitativo, com delineamento de estudo de caso, desenvolvido em uma escola da zona norte de Pelotas (Brasil), reconhecida por sua tradição em incentivar a participação feminina em campeonatos de futsal. A coleta de dados foi realizada por meio de question…
Cognitive factors underlying mathematical skills
In understanding the nature of mathematical skills, the most influential theories suggest that mathematical cognition draws on different systems: numerical, linguistic, spatial, and general cognitive skills. Studies show that skills in these areas are highly predictive of outcomes in mathematics. Nonetheless, the strength of these relations with mathematical achievement varies, and little is known about the moderators or relative importance of ea…
Teacher–student relationships and student outcomes
Teacher-student relationships (TSRs) play a vital role in establishing a positive classroom climate and promoting positive student outcomes. Several meta-analyses have suggested significant correlations between positive TSRs and, for example, academic achievement, motivation, executive functions, and well-being, as well as between negative TSRs that result in behavior problems or bullying. These meta-analyses have differed substantially in TSR-ou…
Determinants of cognitive skills in adulthood
The current study examines change and stability of cognitive skills across life stages and delves into the factors contributing to changes in cognitive skills. Specifically, we examine the associations between cognitive skills and individual characteristics and contextual factors in a large sample of German adults aged 16–65 years ( N = 2,430; PIAAC-L data). Across all age cohorts, cognitive skills were predicted mainly by a person’s educational …
The moderating role of school facilitating conditions and attitudes towards ICT on teachers' ICT use and emphasis on developing students’ digital skills
Although information and communication technology (ICT) has impacted many areas of society, its use in school contexts is still limited. In this study, we focused on teachers' attitudes towards ICT and the school facilitating conditions and examined their relationships to the teachers' emphasis on developing students' digital information and communication skills (TEDDICS) and ICT use. Furthermore, we tested whether school facilitating conditions …
The more experienced, the better prepared? New evidence on the relation between teachers’ experience and their readiness for online teaching and learning
In the present study, we tested the common assumption that teachers with more experience consider themselves better prepared for online teaching and learning (OTL). Utilizing the data from a survey of 366 higher-education teachers from Portugal at the beginning of the COVID-19 pandemic in 2020, we performed structural equation modeling to quantify the experience-readiness relationship. The survey contained an assessment of teachers' OTL readiness…
Improving Numeracy Skills in First Graders with Low Performance in Early Numeracy
Children with low performance in early numeracy are at risk of facing learning difficulties in mathematics, but few trials have examined how this can be ameliorated. A total of 120 first-grade children ( M age = 6.4 years) were randomly assigned to an intervention or a control condition. The 14-week intervention targeted early numeracy skills and was delivered in small groups three times a week. Immediately after the initial 8-week intervention p…
Will, skills, or conscientiousness
To unfold the potential of learning with technology in classrooms, teachers must be prepared to integrate it meaningfully and with high instructional quality. Professional development (PD) is an important avenue for preparing in-service teachers to integrate technology into their teaching. Whereas existing research indicates that teachers’ motivation predicts classroom technology use and participation in PD, knowledge about other predictors (e.g.…
What predicts students’ future ICT literacy? Evidence from a large-scale study conducted in different stages of secondary school
Untangling the Great Online Transition
The Covid-19 pandemic provided a critical opportunity to understand how teachers experienced and perceived online practices, as they transitioned to emergency remote teaching. However, how these experiences relate, and how they should be addressed together to support teachers and schools, remains unclear. Therefore, the main aim of the current study is to examine associations among teachers’ experiences and perceptions of online teaching and lear…
Gender divides in teachers' readiness for online teaching and learning in higher education
During the last years, the “Great Online Transition” has brought to light large variation in teachers' readiness for online teaching and learning (OTL). Drawing from an international sample of 731 higher-education teachers, we examined gender differences in OTL readiness as a source of this variation. Currently, in the field of OTL, better evidence is needed to understand the associated dimensions and effects of gender on teachers’ experiences an…
Investigating the antecedents of university students’ perceived ease of using the Internet for learning
As a key variable determining technology acceptance and adoption, the perceived ease of technology use (PEU) has been in the focus of a considerable body of research. This research examined the external factors that influence perceived ease of use, such as computer self-efficacy and perceived enjoyment, but yielded inconsistent findings and under-emphasized important predictors in the educational context. This study examined the relations between…
A systematic review of studies investigating science teaching and learning
Teaching with technology
Research Review
BACKGROUND: Cognitive inflexibility and compulsive behaviours are commonly observed in patients with anorexia nervosa (AN) and are often considered to be caused by impairments in executive functioning and visuospatial processing. Despite an increasing number of young individuals presenting with AN, there is a lack of meta-analytic evidence on the neuropsychological functioning in this population. Our primary aim was to review and synthesize the d…
The relation between executive functions and math intelligence in preschool children
Teachers’ agency and online education in times of crisis
This study examines academic teachers' agency and emergency responses, prompted by the physical closure of universities and university colleges due to the COVID-19 crisis. The pandemic-related lockdown accelerated the digitalization of education and forced teachers to adjust their teaching. A theoretical model is elucidated, in which teachers' agency is understood as the willingness to engage in iterational, practical-evaluative, projective, and …
Profiling teachers' readiness for online teaching and learning in higher education
The COVID-19 pandemic has forced a shift to online teaching and learning (OTL) in colleges and universities across the globe, requiring teachers to adapt their teaching in a very short time—independent of whether they were prepared. Drawing from an international sample of N = 739 higher education teachers in 58 countries, the present study sheds light on teachers' readiness for OTL at the time of the pandemic by (a) identifying teacher profiles b…
Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0)
Perceived mastery climate, felt trust, and knowledge sharing
Interpersonal trust is associated with a range of adaptive outcomes, including knowledge sharing. However, to date, our knowledge of antecedents and consequences of employees feeling trusted by supervisors in organizations remains limited. On the basis of a multisource, multiwave field study among 956 employees from 5 Norwegian organizations, we examined the predictive roles of perceived mastery climate and employee felt trust for employees' know…
Teachers’ technology use for teaching
Determinants of cognitive skills in adulthood
The current study examines change and stability of cognitive skills across life stages and delves into the factors contributing to changes in cognitive skills. Specifically, we examine the associations between cognitive skills and individual characteristics and contextual factors in a large sample of German adults aged 16–65 years ( N = 2,430; PIAAC-L data). Across all age cohorts, cognitive skills were predicted mainly by a person’s educational …
Do direito à cidade ao direito ao trabalho
Convite para a comemoração dos 100 anos do prédio Vila Penteado e Seminário sobre as novas áreas de concentração do Programa de Pós-Graduação da Fauusp
Questões territoriais na América Latina
Questões territoriais na América LatinaAmalia Inés Geraiges de Lemos, María Laura Silveira e Mónica Arroyo (Org.),Buenos Aires: CLACSO; São Paulo: USP, 2006
The Development of Scientific Strategy Knowledge Across Grades
In this study, we developed a new test on scientific strategy knowledge and investigated the construct validity of the resulting test scores. Moreover, measurement invariance across grade levels has been analyzed to ensure the generalizability of the assessment. Furthermore, convergent and discriminant validity were investigated. A total of N = 1,182 German high school students of Grade Levels 8, 10, and 12 completed tasks on strategy knowledge, …
The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test
On the quest for validity
A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles
This study aims to identify profiles of pre-service teachers in order to explore their readiness to integrate technology in education. The assumption is that pre-service teacher characteristics such as technological pedagogical content knowledge (TPACK), go together with the influence of their teacher training. Specifically, this study examines whether pre-service teachers can be clustered on the basis of their TPACK, a typical set of ICT-related…
Perceived mastery climate, felt trust, and knowledge sharing
Interpersonal trust is associated with a range of adaptive outcomes, including knowledge sharing. However, to date, our knowledge of antecedents and consequences of employees feeling trusted by supervisors in organizations remains limited. On the basis of a multisource, multiwave field study among 956 employees from 5 Norwegian organizations, we examined the predictive roles of perceived mastery climate and employee felt trust for employees' know…
The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge
The technology acceptance model (TAM)
Teacher educators as gatekeepers
This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self‐efficacy to design ICT‐rich learning environments, their competencies to use ICT in their teaching practice and the strat…
The relation between students’ socioeconomic status and ICT literacy
Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK)
A meta-analysis of teaching and learning computer programming
This meta-analysis maps the evidence on the effectiveness of instructional approaches and conditions for learning computer programming under three study conditions: (a) Studies focusing on the effectiveness of programming interventions per se, (b) studies focusing on the effectiveness of visualization and physicality, and (c) studies focusing on the effectiveness of dominant instructional approaches. Utilizing the data from 139 interventions and …
All the same or different? Revisiting measures of teachers' technology acceptance
Identifying patterns of students' performance on simulated inquiry tasks using Pisa 2015 log‐file data
Previous research has demonstrated the potential of examining log‐file data from computer‐based assessments to understand student interactions with complex inquiry tasks. Rather than solely providing information about what has been achieved or the accuracy of student responses ( product data ), students' log files offer additional insights into how the responses were produced ( process data ). In this study, we examined students' log files to det…
Teachers’ agency and online education in times of crisis
This study examines academic teachers' agency and emergency responses, prompted by the physical closure of universities and university colleges due to the COVID-19 crisis. The pandemic-related lockdown accelerated the digitalization of education and forced teachers to adjust their teaching. A theoretical model is elucidated, in which teachers' agency is understood as the willingness to engage in iterational, practical-evaluative, projective, and …
Profiling teachers' readiness for online teaching and learning in higher education
The COVID-19 pandemic has forced a shift to online teaching and learning (OTL) in colleges and universities across the globe, requiring teachers to adapt their teaching in a very short time—independent of whether they were prepared. Drawing from an international sample of N = 739 higher education teachers in 58 countries, the present study sheds light on teachers' readiness for OTL at the time of the pandemic by (a) identifying teacher profiles b…
Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0)
School innovativeness is associated with enhanced teacher collaboration, innovative classroom practices, and job satisfaction
Teachers’ technology use for teaching
Investigating the antecedents of university students’ perceived ease of using the Internet for learning
As a key variable determining technology acceptance and adoption, the perceived ease of technology use (PEU) has been in the focus of a considerable body of research. This research examined the external factors that influence perceived ease of use, such as computer self-efficacy and perceived enjoyment, but yielded inconsistent findings and under-emphasized important predictors in the educational context. This study examined the relations between…
A systematic review of studies investigating science teaching and learning
Teaching with technology
Research Review
BACKGROUND: Cognitive inflexibility and compulsive behaviours are commonly observed in patients with anorexia nervosa (AN) and are often considered to be caused by impairments in executive functioning and visuospatial processing. Despite an increasing number of young individuals presenting with AN, there is a lack of meta-analytic evidence on the neuropsychological functioning in this population. Our primary aim was to review and synthesize the d…
Psychology (33 works) · Computer Science (20 works) · Mathematics education (20 works) · Pedagogy (17 works) · Gender and Technology in Education (15 works) · Digital literacy in education (11 works) · Social Psychology (10 works) · Medicine (9 works) · Structural equation modeling (8 works) · Online and Blended Learning (7 works)