References of "Krolak-Schwerdt, Sabine 50002142"
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See detailComparing regression approaches in modelling (non-)compensatory judgement formation
Hörstermann, Thomas UL; Krolak-Schwerdt, Sabine UL

in Studies in classification, data analysis and knowledge organization (in press)

Applied research on judgment formation, e.g. in education, is interested in identifying the underlying judgment rules from empirical judgment data. Psychological theories and empirical results on human ... [more ▼]

Applied research on judgment formation, e.g. in education, is interested in identifying the underlying judgment rules from empirical judgment data. Psychological theories and empirical results on human judgment formation support the assumption of compensatory strategies, e.g. (weighted) linear models, as well as non compensatory (heuristic) strategies as underlying judgment rules. Previous research repeatedly demonstrated that linear regression models well fitted empirical judgment data, leading to the conclusion that the underlying cognitive judgment rules were also linear and compensatory. This simulation study investigated whether a good fit of a linear regression model is a valid indicator of a compensatory cognitive judgment formation process. Simulated judgment data sets with underlying compensatory and noncompensatory judgment rules were generated to reflect typical judgment data from applied educational research. Results indicated that linear regression models well fitted even judgment data with underlying non compensatory judgment rules, thus impairing the validity of the fit of the linear model as an indicator of compensatory cognitive judgment processes. [less ▲]

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See detailStudent case vignettes for the investigation of teachers' tracking decisions
Böhmer, Ines; Hörstermann, Thomas UL; Gräsel, Cornelia et al

Report (in press)

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See detailTeachers’ assessments of students’ achievements: The ecological validity of studies using case vignettes
Krolak-Schwerdt, Sabine UL; Hörstermann, Thomas UL; Glock, Sabine et al

in Journal of Experimental Education (in press)

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See detailIntervention strategies to improve the quality of teachers´ judgments: Changes in the accuracy of teachers´ transition decisions
Pit-Ten Cate, Ineke UL; Krolak-Schwerdt, Sabine UL; Hörstermann, Thomas UL et al

Scientific Conference (2017, August 30)

This paper focuses on intervention modules to improve teachers’ diagnostic competence, especially in regards to decisions on students’ transition from primary to secondary education. Although these ... [more ▼]

This paper focuses on intervention modules to improve teachers’ diagnostic competence, especially in regards to decisions on students’ transition from primary to secondary education. Although these transition decisions should be based on academic achievement, research has shown non-academic variables to influence decisions, leading to disadvantages for specific groups of students. Using an experimental pre-post design, we investigated the short and long term effects of accountability, theoretical knowledge and the application of prediction rules on teachers’ judgment accuracy, respectively. Pre-intervention data showed that although teachers’ decision accuracy was of high standard, decision accuracy for ethnic majority students was significantly higher than for ethnic minority students. Increased accountability resulted in increased decision accuracy, especially in regards to decisions for ethnic minority students. Similarly, the introduction of theoretical models of decision making and judgment formation and the application of prediction rules also resulted in an improvement of transition decisions but only for ethnic minority students. Unfortunately, the differential intervention effects of the intervention modules could not be maintained over time, that is, at follow up, the ethnicity bias reappeared. From these studies we can conclude that all three intervention modules can improve the accuracy of teachers’ transition decisions. In line with the intention of the interventions, the disproportionally high rate of decision errors for ethnic minority students observed pre-intervention was eliminated post-intervention and in line with error rates for ethnic majority students. However, training or instruction should be repeated briefly before making such judgments as their influence was not maintained over time. [less ▲]

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See detailStereotypes and attitudes towards students with special educational needs in relation to teachers´ attitudes towards inclusive education
Pit-Ten Cate, Ineke UL; Krischler, Mireille UL; Krolak-Schwerdt, Sabine UL

Scientific Conference (2017, August 30)

Decisions concerning the educational instruction and pathways of students with special educational needs (SEN) may be affected by general stereotypes and associated teachers´ attitudes. Both stereotypes ... [more ▼]

Decisions concerning the educational instruction and pathways of students with special educational needs (SEN) may be affected by general stereotypes and associated teachers´ attitudes. Both stereotypes and attitudes affect judgments and behavior and hence may be pivotal for the success of inclusive education. More specifically, stereotypes and attitudes can elicit positive or negative expectations and judgments, which in turn can enhance or limit the successful inclusion of students with SEN in regular classrooms. The current study investigated stereotypes of and teachers´ implicit attitudes toward students with SEN in relation to teachers´ explicit attitudes towards inclusive education. Results show that teachers hold ambivalent views of students with learning difficulties (i.e. low competence, high warmth), whereas students with behavioral problems are perceived as neither particularly (in)competent nor warm. These stereotypes matched teachers´ implicit attitudes to the extent that implicit attitudes towards students with learning difficulties were more negative than towards students with behavioral problems. Although teachers expressed positive attitudes towards the benefits of inclusion they reported negative attitudes in regards to their ability to teach students with SEN. No associations were found between stereotypes and implicit attitudes. Implicit attitudes towards students with SEN were also not associated with explicit attitudes towards inclusive education. The warmth dimension of stereotype was however positively correlated with perceived ability to teach students with SEN. That is, perceived ability to successfully teach these students may rely on perceptions of these students´ alleged sociability. [less ▲]

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See detailTeachers’ school tracking decisions
Böhmer, Ines; Gräsel, Cornelia; Krolak-Schwerdt, Sabine UL et al

in Leutner, Detlev; Fleischer, Jens; Grünkorn, Juliane (Eds.) et al Competence assessment in education: Research, models, and instruments (2017)

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See detailPsychological Test and Assessment Modeling, Special Issue Current Methodological Issues in Educational Large-Scale Assessments - Part II
Stadler, Matthias UL; Greiff, Samuel UL; Krolak-Schwerdt, Sabine UL

in Psychological Test and Assessment Modeling, Special Issue Current Methodological Issues in Educational Large-Scale Assessments – Part II (2017), 59

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See detailDas Übergangsurteil am Ende der Primarstufe: eine Mouselab-Untersuchung zur Informationssuche der Lehrkräfte
Böhmer, Matthias UL; Krolak-Schwerdt, Sabine UL; Glock, Sabine et al

Scientific Conference (2016, September)

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See detailInvited talk - Übergangsentscheidungen in Luxemburg
Krolak-Schwerdt, Sabine UL; Pit, Ineke UL; Glock, Sabine et al

Conference given outside the academic context (2016)

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See detailJudging people and their language use: How attitudes towards languages and speakers’ nationality influence speaker evaluations in multilingual contexts, using Luxembourg as an example
Lehnert, Tessa Elisabeth UL; Krolak-Schwerdt, Sabine UL; Hörstermann, Thomas UL

Presentation (2016, March 21)

In social encounters, language is one of the most salient cues eliciting evaluative responses. According to models on language attitudes (e.g., Cargile, Giles, Ryan & Bradac, 1994), listeners` attitudes ... [more ▼]

In social encounters, language is one of the most salient cues eliciting evaluative responses. According to models on language attitudes (e.g., Cargile, Giles, Ryan & Bradac, 1994), listeners` attitudes towards the speaker`s language influence the evaluation of this speaking person. However, linguistic stimuli might evoke additional inferences, e.g. on speaker`s nationality. We are therefore experimentally testing whether attitudes towards languages and attitudes towards speaker`s nationality are two distinguishable constructs which has not been addressed in previous research. Furthermore, the distinction between implicit and explicit attitudes is examined, resulting in a theoretical framework of four distinct types of attitudes influencing speaker evaluations. Luxembourg`s linguistic context is determined by the existence of various languages spoken by different inhabitants. In the present study, the model is tested with Luxembourgish and French. Using a combination of explicit measures and an adapted audio Implicit Association Test (IAT; Greenwald et al., 2002), language and national attitudes of Luxembourgish university students are assessed. According our hypotheses, it is expected that language attitudes correlate moderately with national attitudes, providing evidence for the factorial separability. Results of regression analyses are discussed to give insight into the predictive impact of the four attitude types on speaker evaluations. A comparison between implicit and explicit attitudes is put into focus to demonstrate the model’s relevance. Overall, this study contributes to ascertaining the complexity of influencing factors on person perception based on linguistic cues by treating language and national attitudes as distinguishable constructs. [less ▲]

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