Karin Guill

Bio: Karin Guill is an academic researcher from Leibniz Association. The author has contributed to research in topics: Academic achievement & Psychology. The author has an hindex of 6, co-authored 12 publications receiving 106 citations. Previous affiliations of Karin Guill include University of Kiel.

Assessing the instructional quality of private tutoring and its effects on student outcomes: Analyses from the German National Educational Panel Study

Abstract: Background A considerable proportion of secondary school students gets additional support from private tutoring lessons. Empirical findings on the effectiveness of private tutoring are inconclusive. The instructional quality of the tutoring lessons might influence their effectiveness. Aims We analysed (1) whether students privately tutored in the subjects German or mathematics outperformed their non-tutored counterparts; (2) whether the instructional quality of the tutoring lessons can be described with the three dimensions, structure, challenge, and support; and (3) the effects of these quality dimensions on the students' academic achievement and their global satisfaction with their school and family situation. Sample We used data from the German National Educational Panel Study (NEPS). From a total sample of N = 11,358 10th-grade secondary school students, subsamples provided information about tutoring quality in mathematics (nM = 1,714), German (nG = 148), and English (nE = 490). Methods The model of three correlated dimensions of tutoring quality was evaluated with confirmatory factor analyses, and the effects on student outcomes were tested in a structural equation modelling framework. Results Analyses revealed neither global effects of private tutoring nor effects of its instructional quality on students' grades in mathematics or German. However, the support dimension was positively related to students' satisfaction with their school situation. Conclusions Private tutoring cannot be recommended as a generally effective strategy to improve academic achievement in school, but might be helpful to relieve the stress level induced by insufficient achievement in school.

Pädagogische und didaktische Anforderungen an die häusliche Aufgabenbearbeitung

Abstract: Fickermann, Detlef [Hrsg.]; Edelstein, Benjamin [Hrsg.]: "Langsam vermisse ich die Schule ...". Schule wahrend und nach der Corona-Pandemie. Munster ; New York : Waxmann 2020, S. 163-174. - (Die Deutsche Schule : Zeitschrift fur Erziehungswissenschaft, Bildungspolitik und padagogische Praxis. Beiheft; 16) Padagogische Teildisziplin: Schulpadagogik; Bildungsorganisation, Bildungsplanung und Bildungsrecht;

Human cognitive abilities: A survey of factor analytic studies

Abstract: (1998). Human cognitive abilities: A survey of factor analytic studies. Gifted and Talented International: Vol. 13, No. 2, pp. 97-98.

Applied Missing Data Analysis

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Was wissen wir über schulische Lehr-Lern-Prozesse im Distanzunterricht während der Corona-Pandemie? – Evidenz aus Deutschland, Österreich und der Schweiz

Abstract: Der Review gibt einen systematischen Uberblick uber den quantitativen Forschungsstand zur Schulsituation und zum Lehren und Lernen wahrend der Corona-Pandemie. Der Review umfasst 97 Online-Befragungen, die in der Zeit vom 24. Marz 2020 bis 11. November 2020 durchgefuhrt wurden und 255.955 Falle (Schuler*innen, Eltern, Lehrkrafte, Schulleitungen u. a.) erfassten. Die Analyse und Synthese der Befunde erfolgt entlang zweier Modelle, dem Phasenmodell des Forschungsprozesses und einem integrativen Modell zur Distance Education. Der Review macht deutlich, dass zentrale Aspekte des Lehrens und Lernens wahrend den coronabedingten Schulschliesungen im Fruhjahr 2020, wie bspw. Merkmale des Fernunterrichts (z. B. Qualitatsdimensionen), Schulermerkmale (z. B. Selbstandigkeit) und Merkmale der hauslichen Ressourcen fur das Lernen (z. B. die elterliche Unterstutzung), bereits Gegenstand vieler Befragungen waren. Die Schulsituation wahrend der Corona-Pandemie stellt daher kein unerforschtes Phanomen mehr dar. Vielmehr fordert das wissenschaftliche Ethos von Forscher*innen dieses Feldes, den aktuellen Forschungsstand in ihren Arbeiten zu berucksichtigen. Der vorgelegte Review soll diese Aufgabe erleichtern, indem nicht nur die existierenden Befragungen gelistet, sondern deren zentrale Erkenntnisse synthetisiert werden. Daruber hinaus liefert der Review eine relevante Informationsbasis fur Entscheidungen und fur das Handeln in den jeweiligen Verantwortungsbereichen der Politik, Verwaltung und Schulpraxis. Gleichzeitig warnt der Review vor einer unreflektierten Ubernahme der Befunde, indem die wissenschaftliche Qualitat der Befragungen kritisch diskutiert wird.

Confronting the shadow education system: what government policies for what private tutoring?

Abstract: by Mark Bray, Paris, UNESCO, IIEP, 2009, 110 pp., €s20.00, ISBN 978‐92‐803‐1333‐8 Why are many developing economies exposed to private tutoring? Why is tutoring a rare phenomenon in the Nordic well...