Teachers’ adaptivity of constructivist and direct-transmissive beliefs may be beneficial for students’ learning based on the theoretical claim that low-ability students need more teacher guidance than high-ability students. The goals of our study were to validate a new questionnaire that measures teachers’ adaptivity of beliefs and to investigate whether adaptivity scores are related to students’ reading skill learning gains. We assessed 25 teachers’ adaptivity of constructivist and direct-transmissive beliefs and 451 students’ reading fluency and reading comprehension at eight points of measurement over one school year. Psychometric assessment of the belief adaptivity questionnaire revealed that the measure is valid and reliable. Thereby, adaptivity was found in a way that teachers’ constructivist beliefs were lower when referring to low-ability compared to high-ability students and that direct-transmissive beliefs were higher for low-ability compared to high-ability students. Three-level latent growth curve modeling showed that teachers’ adaptivity of beliefs affected students’ reading comprehension positively but did not affect reading fluency. We propose that adaptivity should be included as a facet of teaching effectiveness in the research on teacher beliefs.
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Frank Egloff. University of Münster, Fliednerstr. 21, 48149, Münster, Germany. E-mail: firstname.lastname@example.org
Current themes of research
Teachers’ beliefs about teaching. Constructivist and direct-transmissive beliefs.
Most relevant publications in the field of Psychology of Education
Egloff, F., Förster, N., & Souvignier, E. (2019). Students’ reading ability moderates the effects of teachers’ beliefs on students’ reading progress. Frontline Learning Research 7(1), 1-22
Elmar Souvignier. University of Muenster, Institute of Psychology in Education, Fliednerstrasse 21, 48149 Muenster, North-Rhine Westphalia, Germany, E-mail: email@example.com; Website: https://www.uni-muenster.de/PsyIPBE/aesouvignier/personen/souvignier/
Current themes of research
Learning progress assessment. Implementation research in school context. Promotion of reading and math skills. Teacher beliefs
Most relevant publications in the field of Psychology of Education
Hebbecker, K., Förster, N. & Souvignier, E. (2019). Reciprocal effects between reading achievement and intrinsic and extrinsic reading motivation. Scientific Studies of Reading, 23, 419-436. https://doi.org/10.1080/10888438.2019.1598413
Förster, N., Kawohl, E. & Souvignier, E. (2018). Short- and Long-Term Effects of Assessment-Based Differentiated Reading Instruction in General Education on Reading Fluency and Reading Comprehension. Learning and Instruction, 56, 98-109. https://doi.org/10.1016/j.learninstruc.2018.04.009
Behrmann, L. & Souvignier, E. (2015). Effects of fit between teachers’ instructional beliefs and didactical principles of reading programs. European Journal of Psychology of Education, 30, 295-312. https://doi.org/10.1007/s10212-014-0241-6
Förster, N. & Souvignier, E. (2015). Effects of providing teachers with information about their students’ reading progress. School Psychology Review, 44, 60-75. https://doi.org/10.17105/SPR44-1.60-75
Förster, N. & Souvignier, E. (2014). Learning progress assessment and goal setting: Effects on reading achievement, reading motivation and reading selfconcept. Learning and Instruction, 32, 91–100. https://doi.org/10.1016/j.learninstruc.2014.02.002
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Egloff, F., Souvignier, E. Effects of teacher belief adaptivity on students’ reading skills. Eur J Psychol Educ 35, 955–973 (2020). https://doi.org/10.1007/s10212-019-00448-2
- Teacher belief adaptivity
- Beliefs about teaching
- Teacher effectiveness
- Reading comprehension
- Reading fluency