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Eine für Deutschland repräsentative Stichprobe der 9. Jahrgangsstufe (PISA 2012 und Messwiederholung ein Jahr später) dient als Datenbasis. Same-age-Vergleiche zwischen Klassenwiederholerinnen und -wiederholern (N = 89) und einer mittels Propensity Score Matching (PSM) gewonnenen (aber regulär versetzten) Vergleichsgruppe (N = 89) zeigen, dass sich hinsichtlich der mathematischen Kompetenz keine Effekte der pädagogischen Maßnahme Klassenwiederholung nachweisen lassen. Die Klassenwiederholerinnen und -wiederholer (KWH) können ihre mathematische Kompetenz in gleichem Umfang verbessern wie die KWH-Vergleichsgruppe. Hinsichtlich der mathematikbezogenen Motivationen und Einstellungen steigerten sich die Klassenwiederholerinnen und -wiederholer in Bezug auf ihre selbsteingeschätzte mathematikbezogene Arbeitseinstellung. Keine Effekte zeigten sich für das mathematikspezifische Interesse, die Selbstwirksamkeit, die instrumentelle Motivation und das Arbeitsverhalten.", "issn" : "1862-5215", "doi" : "10.1007/s11618-017-0752-4", "bibtexKey": "Ehmke2017" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/22fea7dfd3e88c051aed1be938a1ec006/csalzer", "tags" : [ "myown" ], "intraHash" : "2fea7dfd3e88c051aed1be938a1ec006", "interHash" : "67f8206568fc0b9ea9934c28962ec3ee", "label" : "Empirische Arbeit: Perspektiven von Eltern auf die Zusammenarbeit mit der Schule: Differenzierte Analysen für den Sekundarschulbereich auf Basis von Daten aus PISA 2012", "user" : "csalzer", "description" : "", "date" : "2025-05-28 11:56:27", "changeDate" : "2025-05-28 11:56:27", "count" : 1, "pub-type": "article", "journal": "Psychologie in Erziehung und Unterricht","publisher":"Ernst Reinhardt, GmbH & Co. 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Mit diesem Vorhaben sind einige Herausforderungen verbunden, die beschrieben und diskutiert werden. Aufgrund dieser -- bisher nicht zufriedenstellend gelösten -- Herausforderungen wird Deutschland wie mehrere weitere Staaten auf die Erfassung von Global Competence in PISA 2018 verzichten. In einem Ausblick werden Vorschläge erarbeitet, wie Global Competence in einer international vergleichenden Bildungsstudie so erfasst werden könnte, dass die etablierten Qualitätsstandards erreicht werden.", "issn" : "1862-5215", "doi" : "10.1007/s11618-018-0818-y", "bibtexKey": "Sälzer2018" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/26f14bba3a3ab6b8435d3374a293571be/csalzer", "tags" : [ "myown" ], "intraHash" : "6f14bba3a3ab6b8435d3374a293571be", "interHash" : "f3e94634636a018c067390d1c6506c8c", "label" : "How Robust Are Cross\u2010Country Comparisons of PISA Scores to the Scaling Model Used?", "user" : "csalzer", "description" : "", "date" : "2025-05-28 11:54:42", "changeDate" : "2025-05-28 11:54:42", "count" : 2, "pub-type": "article", "journal": "Educational Measurement: Issues and Practice","publisher":"Wiley", "year": "2018", "url": "http://dx.doi.org/10.1111/emip.12211", "author": [ "John Jerrim","Philip Parker","Alvaro Choi","Anna Katyn 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"216\u2013231", "issn" : "1944-7086", "doi" : "10.1080/10564934.2023.2263443", "bibtexKey": "Heine_2023" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/2e7b8e985b4bb05a82363d5e9a7de01cb/csalzer", "tags" : [ "BIldungsmonitoring","PISA" ], "intraHash" : "e7b8e985b4bb05a82363d5e9a7de01cb", "interHash" : "5b22376e4dfbc987b43ea163e7ff4a64", "label" : "Blickpunkt Bildungsmonitoring \u2013 Bilanzen und Perspektiven", "user" : "csalzer", "description" : "", "date" : "2025-05-28 11:44:33", "changeDate" : "2025-05-28 11:44:33", "count" : 1, "pub-type": "book", "publisher":"Beltz Juventa", "year": "2024", "url": "http://dx.doi.org/10.3262/978-3-7799-7843-5", "author": [ "Christine Sälzer" ], "authors": [ {"first" : "Christine", "last" : "Sälzer"} ], "editor": [ "Andrea Albers Nina Jude" ], "editors": [ {"first" : "Andrea Albers", "last" : "Nina Jude"} ], "isbn" : "9783779978435", "doi" : "10.3262/978-3-7799-7843-5", "bibtexKey": "2024" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/239318f71501c14fd324e5ca17fe5265c/csalzer", "tags" : [ "Germany","absenteeism","accountability","monitoring","school" ], "intraHash" : "39318f71501c14fd324e5ca17fe5265c", "interHash" : "a493d822cf05c8f6c33c7f6b0fa13b9a", "label" : "Addressing School Absenteeism Through Monitoring: A Review of Evidence-Based Educational Policies and Practices", "user" : "csalzer", "description" : "", "date" : "2025-05-28 11:42:18", "changeDate" : "2025-05-28 11:42:18", "count" : 2, "pub-type": "article", "journal": "Education Sciences","publisher":"MDPI AG", "year": "2024", "url": "http://dx.doi.org/10.3390/educsci14121365", "author": [ "Christine Sälzer","Heinrich Ricking","Michael Feldhaus" ], "authors": [ {"first" : "Christine", "last" : "Sälzer"}, {"first" : "Heinrich", "last" : "Ricking"}, {"first" : "Michael", "last" : "Feldhaus"} ], "editor": [ "Christine Sälzer" ], "editors": [ {"first" : "Christine", "last" : "Sälzer"} ], "volume": "14","number": "12","pages": "1365", "issn" : "2227-7102", "doi" : "10.3390/educsci14121365", "bibtexKey": "Sälzer_2024" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/2b05cd6202820be3dfc0a42c2bbe3d1f6/csalzer", "tags" : [ ], "intraHash" : "b05cd6202820be3dfc0a42c2bbe3d1f6", "interHash" : "1d8fba1603248b088444e038a9997917", "label" : "Students\u2019 skipping behavior on truancy items and (school) subjects and its relation to test performance in PISA 2012", "user" : "csalzer", "description" : "", "date" : "2025-02-05 11:18:11", "changeDate" : "2025-02-05 11:18:11", "count" : 1, "pub-type": "article", "journal": "International Journal of Educational Development","publisher":"Elsevier BV", "year": "2016", "url": "http://dx.doi.org/10.1016/j.ijedudev.2015.10.009", "author": [ "Christine Sälzer","Jörg-Henrik Heine" ], "authors": [ {"first" : "Christine", "last" : "Sälzer"}, {"first" : "Jörg-Henrik", "last" : "Heine"} ], "volume": "46","pages": "103\u2013113", "issn" : "0738-0593", "doi" : "10.1016/j.ijedudev.2015.10.009", "bibtexKey": "S_lzer_2016" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/20be93cb45bc46938a5cca9fd89b96e6b/csalzer", "tags" : [ ], "intraHash" : "0be93cb45bc46938a5cca9fd89b96e6b", "interHash" : "870bee223102a31494059112d468f6dc", "label" : "Mind the Gap: How Students Differentially Perceive Their School\u2019s Attendance Policies in Germany", "user" : "csalzer", "description" : "", "date" : "2025-02-05 11:17:35", "changeDate" : "2025-02-05 11:17:35", "count" : 1, "pub-type": "article", "journal": "Journal of Education for Students Placed at Risk (JESPAR)","publisher":"Informa UK Limited", "year": "2016", "url": "http://dx.doi.org/10.1080/10824669.2016.1206824", "author": [ "Christine Saelzer","Anna Eva Lenski" ], "authors": [ {"first" : "Christine", "last" : "Saelzer"}, {"first" : "Anna Eva", "last" : "Lenski"} ], "volume": "21","number": "4","pages": "246\u2013260", "issn" : "1532-7671", "doi" : "10.1080/10824669.2016.1206824", "bibtexKey": "Saelzer_2016" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/2f8fc9c50a78e1041ebaf6d4e2b4c9345/csalzer", "tags" : [ "myown" ], "intraHash" : "f8fc9c50a78e1041ebaf6d4e2b4c9345", "interHash" : "b70f8799aee2deb5e8efa06887ed1d1c", "label" : "PISA 2012: Fortschritte und Herausforderungen in Deutschland", "user" : "csalzer", "description" : "", "date" : "2025-02-05 11:17:02", "changeDate" : "2025-02-05 11:17:02", "count" : 1, "pub-type": "book", "publisher":"Waxmann","address":"Münster", "year": "2013", "url": "", "author": [ "Manfred Prenzel","Christine Sälzer","Eckhard Klieme","Olaf Köller" ], "authors": [ {"first" : "Manfred", "last" : "Prenzel"}, {"first" : "Christine", "last" : "Sälzer"}, {"first" : "Eckhard", "last" : "Klieme"}, {"first" : "Olaf", "last" : "Köller"} ], "editor": [ "Manfred Prenzel","Christine Sälzer","Eckhard Klieme","Olaf Köller" ], "editors": [ {"first" : "Manfred", "last" : "Prenzel"}, {"first" : "Christine", "last" : "Sälzer"}, {"first" : "Eckhard", "last" : "Klieme"}, {"first" : "Olaf", "last" : "Köller"} ], "isbn" : "978-3-8309-8001-8", "bibtexKey": "prenzel2013fortschritte" } , { "type" : "Publication", "id" : "https://puma.ub.uni-stuttgart.de/bibtex/2af97047b924f3328da353b5e5f46839b/csalzer", "tags" : [ "development","professional","teacher" ], "intraHash" : "af97047b924f3328da353b5e5f46839b", "interHash" : "a3b55c7deb35538eea8289b1cbb6e04d", "label" : "Too Busy to Read, Too Important to Ignore: How Teachers Manage to Read Work-Related Literature in Their Day-to-Day Work", "user" : "csalzer", "description" : "", "date" : "2025-02-05 11:14:18", "changeDate" : "2025-02-05 11:14:18", "count" : 2, "pub-type": "article", "journal": "Education Sciences", "year": "2024", "url": "https://www.mdpi.com/2227-7102/14/12/1296", "author": [ "Linda Schirle","Andreas Just","Christine Sälzer" ], "authors": [ {"first" : "Linda", "last" : "Schirle"}, {"first" : "Andreas", "last" : "Just"}, {"first" : "Christine", "last" : "Sälzer"} ], "volume": "14","number": "12","abstract": "Educational policy and research demand evidence-orientation from teachers in their professional activities. However, how teachers should integrate this requirement into their everyday work remains controversial. The resources available to teachers\u2014above all time\u2014play a central role. Teachers are a very heterogeneous professional group that differs at least in terms of the subjects they teach. Using teacher data from PISA 2022, this study explores: (1) whether mathematics teachers differ from others in reading work-related literature, (2) whether there are distinct types of mathematics teachers based on time investment during a regular workweek, (3) how these types differ in mental health, job satisfaction, collaboration, and training needs, including the respective role of reading work-related literature, and (4) what conclusions can be drawn for education policy and practice. Data from 2516 teachers in Germany were analyzed using K-means clustering, mean comparisons, and Chi2 tests to compare mathematics teachers with other subject teachers and examine time allocation with respect to the engagement in reading work-related literature. The results highlight the importance of categorizing teachers into specific subgroups and considering various factors affecting their teaching and commitment in professional development. For mathematics teachers, the findings offer initial insights into how their time investment impacts their ability to engage with work-related literature and the unique challenges they face. This has implications for their professional development and support.", "issn" : "2227-7102", "article-number" : "1296", "doi" : "10.3390/educsci14121296", "bibtexKey": "educsci14121296" } ] }