Visible Learning: umfassende Erweiterungen
- Berechnung Kopplungspotenzial je Bedürfnis (Young/Roediger) - Export von coupling_potential_per_need.csv inkl. bridge_energy - Aggregation und Export von Kopplungsindizes (per Item, per Need) - Konsolidierung des Mappings Young ↔ Hattie (werte_mapping.csv) - Neue Visualisierungen: • Kopplungspotenzial (2D, farbkodiert nach Balance) • Item-Projektion mit Communities • 3D-Netzwerkdarstellung (Systemebenen × Thermometer) • 3D-Triangulation: Effekt × Bedürfnis × Semantik • Thermo-Dashboard (Energie, Entropie, Modularität) - Verbesserte Skalierungen (Effektstärken normiert, Markergrößen, Kantenstärken) - Konsistente Export-Pfade (export/*.csv, *.html, *.png) - Fehlerbehebungen: • os-Import nachgezogen • robustere Merge-Strategien beim CSV-Export • Schutz vor leeren/inkonsistenten Spalten - CI-Styling & Plotly-Template in alle neuen Plots integriert
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Thermometer_ID,Stichwort,Effektstärke,Subkapitel,Kapitelname,Systemebene,Kapitel,Bin,System_psychisch,System_sozial,Silhouette_point,Outlier_IQR,Text_Dimension,Cluster
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5.01,Vorausgehende Fähigkeiten & Intelligenz,0.96,Fähigkeiten,Lernende,psychisch,5,hoch,0.0,0.0,0.6674218749999984,False,-0.021986738739555624,1
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5.02,Vorausgehendes Leistungsniveau,0.73,Fähigkeiten,Lernende,psychisch,5,hoch,0.0,0.0,0.0705261593341273,False,-0.018207527802840705,1
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5.03,Beziehung zwischen Schul- und Berufsleistungen,0.37,Fähigkeiten,Lernende,psychisch,5,gering,0.0,0.0,0.5242214007190965,False,0.27635112946138446,2
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5.04,Beziehung zwischen Schul- und Universitätsleistungen,0.55,Fähigkeiten,Lernende,psychisch,5,mittel,0.0,0.0,0.7449522740033687,False,0.24378553172245723,2
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5.05,Erkenntnisstufen,1.28,Fähigkeiten,Lernende,psychisch,5,hoch,0.0,0.0,0.5558170180722891,True,-0.015677615490796177,1
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5.06,Exekutive Funktionen,0.62,Fähigkeiten,Lernende,psychisch,5,mittel,0.0,0.0,0.5434628975265015,False,-0.015677615490795955,2
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5.07,Stärke des Arbeitsgedächtnisses,0.63,Fähigkeiten,Lernende,psychisch,5,mittel,0.0,0.0,0.5026481715006297,False,-0.024507418111962005,2
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5.08,Vorschulische nicht-kognitive Fähigkeiten,0.2,Fähigkeiten,Lernende,psychisch,5,gering,0.0,0.0,0.6636773652192154,False,-0.02417282114440315,0
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5.09,Gekreuzte Lateralität,-0.03,Fähigkeiten,Lernende,psychisch,5,negativ,0.0,0.0,0.45558833169452645,False,-0.015677615490795882,0
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5.1,Feldunabhängigkeit,0.94,Fähigkeiten,Lernende,psychisch,5,hoch,0.0,0.0,0.6558018252933493,False,-0.01567761549079591,1
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5.11,Beurteilung der eigenen Leistungsfähigkeit,0.96,Fähigkeiten,Lernende,psychisch,5,hoch,0.0,0.0,0.6674218749999984,False,-0.05616390241003178,1
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5.12,Kreativität und Lernleistung in Beziehung setzen,0.4,Fähigkeiten,Lernende,psychisch,5,mittel,0.0,0.0,0.650119138605404,False,0.2577719212982755,2
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5.13,Kritisches Denken,0.84,Fähigkeiten,Lernende,psychisch,5,hoch,0.0,0.0,0.5409053156146206,False,-0.015677615490795906,1
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5.14,Beharrlichkeit und Zuversicht (Mindset),0.19,Wille,Lernende,psychisch,5,gering,0.0,0.0,0.6888315368655433,False,0.6323119098247539,0
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5.15,Beharrlichkeit und Zuversicht (Achtsamkeit),0.26,Wille,Lernende,psychisch,5,gering,0.0,0.0,0.3854460093896711,False,0.7761382106363185,0
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5.16,Beharrlichkeit und Zuversicht (Durchhaltevermögen),0.35,Wille,Lernende,psychisch,5,gering,0.0,0.0,0.40540839462478495,False,0.7761382106363184,2
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5.17,Beharrlichkeit und Zuversicht (Konzentration / Ausdauer und Engagement),0.41,Wille,Lernende,psychisch,5,mittel,0.0,0.0,0.6771570964247023,False,0.8105116942248639,2
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5.18,Beharrlichkeit und Zuversicht (Selbstwirksamkeitserwartung),0.64,Wille,Lernende,psychisch,5,mittel,0.0,0.0,0.458241758241758,False,0.7761382106363185,2
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5.19,Beharrlichkeit und Zuversicht (Positives Selbstbild),0.51,Wille,Lernende,psychisch,5,mittel,0.0,0.0,0.779022137283007,False,0.632311909824754,2
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5.2,Beharrlichkeit und Zuversicht (Selbstkontrolle),0.66,Wille,Lernende,psychisch,5,mittel,0.0,0.0,0.3582329317269071,False,0.7761382106363184,2
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5.21,Schülerpersönlichkeit,0.18,Wille,Lernende,psychisch,5,gering,0.0,0.0,0.7101300479123887,False,-0.015677615490795903,0
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5.22,Perfektionismus,-0.03,Wille,Lernende,psychisch,5,negativ,0.0,0.0,0.45558833169452645,False,-0.01820752780284089,0
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5.23,Emotionen,0.61,Wille,Lernende,psychisch,5,mittel,0.0,0.0,0.5792056999604165,False,-0.02508881904750532,2
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5.24,Emotionen (Emotionale Intelligenz),0.5,Wille,Lernende,psychisch,5,mittel,0.0,0.0,0.7813827176651507,False,-0.02558778872305237,2
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5.25,Emotionen (Wohlbefinden),0.08,Wille,Lernende,psychisch,5,gering,0.0,0.0,0.7650087642418932,False,-0.025088819047505324,0
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5.26,Positiv-aktivierend (Freude),0.5,Wille,Lernende,psychisch,5,mittel,0.0,0.0,0.7813827176651507,False,-0.45379269485607593,2
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5.27,Positiv-aktivierend (Hoffnung),0.2,Wille,Lernende,psychisch,5,gering,0.0,0.0,0.6636773652192154,False,-0.45379269485607593,0
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5.28,Positiv-aktivierend (Neugierde),0.74,Wille,Lernende,psychisch,5,hoch,0.0,0.0,0.14101830663615567,False,-0.3555339342098834,1
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5.29,Positiv-aktivierend (Glücklichsein),0.54,Wille,Lernende,psychisch,5,mittel,0.0,0.0,0.7620607240860405,False,-0.45379269485607593,2
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5.3,Positiv-aktivierend (Entspannung),0.16,Wille,Lernende,psychisch,5,gering,0.0,0.0,0.739606227106227,False,-0.45379269485607593,0
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5.31,negativ-aktivierend (Angst),-0.4,Wille,Lernende,psychisch,5,negativ,0.0,0.0,0.7228624509351995,False,-0.49282056778513433,3
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5.32,negativ-aktivierend (Depressionen),-0.3,Wille,Lernende,psychisch,5,negativ,0.0,0.0,0.7006311372508556,False,-0.49282056778513433,3
|
||||
5.33,negativ-aktivierend (Wut),-0.65,Wille,Lernende,psychisch,5,negativ,0.0,0.0,0.5826179543488389,True,-0.49282056778513433,3
|
||||
5.34,negativ-aktivierend (Frustration),-0.04,Wille,Lernende,psychisch,5,negativ,0.0,0.0,0.40645567169957425,False,-0.49282056778513433,0
|
||||
5.35,negativ-aktivierend (Aggression und Gewalt),0.03,Wille,Lernende,psychisch,5,gering,0.0,0.0,0.6762296688222615,False,-0.11007470383838158,0
|
||||
5.36,negativ-aktivierend (Langeweile),-0.46,Wille,Lernende,psychisch,5,negativ,0.0,0.0,0.6978895961231844,False,-0.49282056778513433,3
|
||||
5.37,kognitive Dispositionen (Morgentypus vs. Abendtypus),0.18,Wille,Lernende,psychisch,5,gering,0.0,0.0,0.7101300479123887,False,-0.02220151912960206,0
|
||||
5.38,kognitive Dispositionen (Prokrastination),-0.41,Wille,Lernende,psychisch,5,negativ,0.0,0.0,0.7209493644852127,False,-0.021319671870697825,3
|
||||
5.39,Frühgeburt / Geburtsgewicht,-0.59,Thrill: Motivation,Lernende,psychisch,5,negativ,0.0,0.0,0.6217657657657658,True,-0.015677615490795906,3
|
||||
5.4,Stillen,-0.04,Thrill: Motivation,Lernende,psychisch,5,negativ,0.0,0.0,0.40645567169957425,False,-0.015677615490795906,0
|
||||
5.41,Krankheit,-0.51,Thrill: Motivation,Lernende,psychisch,5,negativ,0.0,0.0,0.6695263566160723,False,-0.015677615490795906,3
|
||||
5.42,Körperliche Syndrome,-0.42,Thrill: Motivation,Lernende,psychisch,5,negativ,0.0,0.0,0.7173822313771426,False,-0.026884181795856853,3
|
||||
5.43,Misshandlung,-0.63,Thrill: Motivation,Lernende,psychisch,5,negativ,0.0,0.0,0.5966478375820723,True,-0.018207527802840868,3
|
||||
5.44,Autismus,0.08,Thrill: Motivation,Lernende,psychisch,5,gering,0.0,0.0,0.7650087642418932,False,-0.015677615490795906,0
|
||||
5.45,Schlafdauer und Schlafqualität,0.02,Thrill: Motivation,Lernende,psychisch,5,gering,0.0,0.0,0.6468052534042381,False,0.25698738666031906,0
|
||||
5.46,Zucker,-0.13,Thrill: Motivation,Lernende,psychisch,5,negativ,0.0,0.0,0.16602929095492996,False,-0.015677615490795906,3
|
||||
5.47,Bewegung,0.25,Thrill: Motivation,Lernende,psychisch,5,gering,0.0,0.0,0.449400756264821,False,-0.015677615490795906,0
|
||||
5.48,Positive Sicht auf eigene Ethnizität,0.17,Thrill: Motivation,Lernende,psychisch,5,gering,0.0,0.0,0.7269116186693148,False,-0.018207527802840864,0
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||||
5.49,Dachloser Dialekt,-0.29,Thrill: Motivation,Lernende,psychisch,5,negativ,0.0,0.0,0.693548103159933,False,-0.015677615490795906,3
|
||||
5.5,Bedrohung durch Stereotype,-0.19,Thrill: Motivation,Lernende,psychisch,5,negativ,0.0,0.0,0.4686959529574543,False,-0.02301461794970176,3
|
||||
5.51,Geschlechterunterschiede,0.0,Thrill: Motivation,Lernende,psychisch,5,gering,0.0,0.0,0.5789810547875066,False,-0.015677615490795906,0
|
||||
6.01,Sozioökonomischer Status,0.56,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,mittel,0.0,0.0,0.7220175034546295,False,-0.015677615490795906,2
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||||
6.02,Bezug staatlicher Transferleistungen,-0.12,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,negativ,0.0,0.0,0.09532644226521779,False,-0.01820752780284088,3
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6.03,Erwerbstätigkeit der Mutter,0.05,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,gering,0.0,0.0,0.7264413962306233,False,-0.04336755602876855,0
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6.04,Stipendien,0.03,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,gering,0.0,0.0,0.6762296688222615,False,-0.015677615490795906,0
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6.05,Einwanderungsstatus,0.05,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,gering,0.0,0.0,0.7264413962306233,False,-0.015677615490795906,0
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6.06,Familienstruktur,0.14,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,gering,0.0,0.0,0.755145096013089,False,-0.015677615490795906,0
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6.07,Geschieden,-0.26,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,negativ,0.0,0.0,0.6580069353646751,False,-0.020453718227476086,3
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6.08,nicht-geschieden vs. wiederverheiratet,0.24,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,gering,0.0,0.0,0.5052160039273439,False,-0.023659075503277352,0
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6.09,Adoption,0.21,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,gering,0.0,0.0,0.6330340136054424,False,-0.015677615490795906,0
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||||
6.1,Kinderheime,0.33,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,gering,0.0,0.0,0.2531579267921312,False,-0.015677615490795906,2
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||||
6.11,Häusliches Anregungsniveau,0.4,Familiäre Ressourcen,Elternhaus und Familie,psychisch,6,mittel,0.0,0.0,0.650119138605404,False,-0.015677615490795906,2
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||||
6.12,Elternunterstützung beim Lernen,0.41,Familiäre Ressourcen,Elternhaus und Familie,psychisch,6,mittel,0.0,0.0,0.6771570964247023,False,-0.02068267133454381,2
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6.13,Elterliche Autonomieunterstützung (Familienhilfe),0.06,Familiäre Ressourcen,Elternhaus und Familie,psychisch,6,gering,0.0,0.0,0.7452707110241356,False,-0.015677615490795906,0
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||||
6.14,Elternerwartungen,0.49,Familiäre Ressourcen,Elternhaus und Familie,psychisch,6,mittel,0.0,0.0,0.7804311997578288,False,-0.015677615490795906,2
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||||
6.15,Körperliche Züchtigung,-0.33,Familiäre Ressourcen,Elternhaus und Familie,psychisch,6,negativ,0.0,0.0,0.7138675801289783,False,-0.026884181795856853,3
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||||
6.16,Väter,0.21,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,gering,0.0,0.0,0.6330340136054424,False,-0.015677615490795906,0
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||||
6.17,Schulwechsel,-0.38,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,negativ,0.0,0.0,0.7231970508410618,False,-0.015677615490795906,3
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6.18,Fernsehen,-0.15,Familiäre Ressourcen,Elternhaus und Familie,psychisch,6,negativ,0.0,0.0,0.28568796230487753,False,-0.015677615490795906,3
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6.19,Programme für Eltern,0.39,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,gering,0.0,0.0,0.6150016346737659,False,-0.03306608862982354,2
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||||
6.2,Hausbesuche durch Lehrpersonen,0.22,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,gering,0.0,0.0,0.5962560796290014,False,-0.02385574545946586,0
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||||
7.01,Finanzielle Ausstattung,0.19,Finanzielle Ausstattung und Rechenschaftspflicht,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.6888315368655433,False,-0.015677615490795906,0
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7.02,Accountability / Rechenschaftspflicht,0.27,Finanzielle Ausstattung und Rechenschaftspflicht,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.31216149679960586,False,-0.01820752780284089,0
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7.03,Leistungsbezogene Bezahlung,0.05,Finanzielle Ausstattung und Rechenschaftspflicht,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.7264413962306233,False,-0.020448929420320453,0
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7.04,Qualität des Schulgebäudes,0.24,Finanzielle Ausstattung und Rechenschaftspflicht,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.5052160039273439,False,-0.02323178311707119,0
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7.05,Vertragsschulen / Charter-Schulen,0.04,Schularten,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.7024191086691087,False,-0.015677615490795906,0
|
||||
7.06,Konfessionsschulen,0.23,Schularten,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.5538878097592563,False,-0.015677615490795906,0
|
||||
7.07,Monoedukation,0.07,Schularten,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.7606225736367846,False,-0.01820752780284087,0
|
||||
7.08,Dauer der Sommerferien,-0.09,Schularten,Schule und Gesellschaft,sozial,7,negativ,0.0,0.0,0.08860980289551722,False,-0.05616390241003178,0
|
||||
7.09,Sommerschulen,0.17,Schularten,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.7269116186693148,False,-0.015677615490795906,0
|
||||
7.1,Schulkalender / Stundenplan,0.1,Schularten,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.7677129009923841,False,-0.015677615490795906,0
|
||||
7.11,Desegration,0.23,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.5538878097592563,False,-0.015677615490795906,0
|
||||
7.12,Ethnische Vielfalt,0.09,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.7679742235210368,False,-0.020256351475856974,0
|
||||
7.13,Wohnheimunterbringung,0.05,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.7264413962306233,False,-0.015677615490795906,0
|
||||
7.14,Schulgröße,0.33,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.2531579267921312,False,-0.015677615490795906,2
|
||||
7.15,Neuordnung des Schulbezirks,0.05,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.7264413962306233,False,-0.022473833915636475,0
|
||||
7.16,Schulwahlfreiheit,0.27,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.31216149679960586,False,-0.015677615490795906,0
|
||||
7.17,Fördermaßnahmen im Sekundarbereich I,0.18,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.7101300479123887,False,-0.02521721439269008,0
|
||||
7.18,Schulleitung,0.37,Auswirkungen der Vorschulmaßnahmen,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.5242214007190965,False,-0.015677615490795906,2
|
||||
7.19,Schulklima,0.53,Auswirkungen der Vorschulmaßnahmen,Schule und Gesellschaft,sozial,7,mittel,0.0,0.0,0.7700111921110738,False,-0.015677615490795906,2
|
||||
7.2,Schuleffekte,0.48,Auswirkungen der Vorschulmaßnahmen,Schule und Gesellschaft,sozial,7,mittel,0.0,0.0,0.7767673621924631,False,-0.015677615490795906,2
|
||||
8.01,Klassengröße,0.17,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,8,gering,0.0,0.0,0.7269116186693148,False,-0.015677615490795906,0
|
||||
8.02,Offene Klassenzimmer,0.02,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,8,gering,0.0,0.0,0.6468052534042381,False,-0.019729774804187195,0
|
||||
8.03,Leistungsbezogene Klassenbildung (Tracking),0.09,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,8,gering,0.0,0.0,0.7679742235210368,False,-0.020448929420320523,0
|
||||
8.04,Auflösung einer leistungsbezogenen Einteilung in Lerngruppen (Detracking),0.09,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,8,gering,0.0,0.0,0.7679742235210368,False,-0.008433904072842504,0
|
||||
8.05,Jahrgangsübergreifende Klassen,-0.01,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,8,negativ,0.0,0.0,0.5410016268742031,False,-0.015677615490795906,0
|
||||
8.06,Allgemeines Lernen in Kleingruppen,0.16,Effekte der Klassenzusammensetzung,Klassenzimmer,psychisch,8,gering,0.0,0.0,0.739606227106227,False,-0.0131974629347812,0
|
||||
8.07,Aufgabenbezogenes Lernen in Kleingruppen,0.46,Effekte der Klassenzusammensetzung,Klassenzimmer,psychisch,8,mittel,0.0,0.0,0.7631283275197359,False,-0.0131974629347812,2
|
||||
8.08,Inklusive Beschulung,0.52,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,8,mittel,0.0,0.0,0.7751947125081445,False,-0.015677615490795906,2
|
||||
8.09,Förderklassen für Hochbegabte,0.21,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,8,gering,0.0,0.0,0.6330340136054424,False,-0.029913061116100474,0
|
||||
8.1,Klassenführung,0.43,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,8,mittel,0.0,0.0,0.7206030963256405,False,-0.015677615490795906,2
|
||||
8.11,Aktive Pausen im Klassenzimmer,0.16,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,8,gering,0.0,0.0,0.739606227106227,False,-0.0242800000675816,0
|
||||
8.12,(Cyber-)Bulling,-0.28,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,8,negativ,0.0,0.0,0.6838138511746994,False,-0.015677615490795906,3
|
||||
8.13,Reduktion von Unterrichtsstörungen,0.82,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,8,hoch,0.0,0.0,0.4961555360281207,False,-0.022081831718325076,1
|
||||
8.14,Schulverweis / Schulausschluss,-0.2,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,8,negativ,0.0,0.0,0.5047082242948846,False,-0.018207527802840868,3
|
||||
8.15,ADHS-Behandlung mit Medikamenten,0.3,Einflüsse im Klassenzimmer,Klassenzimmer,psychisch,8,gering,0.0,0.0,0.02941176470588191,False,-0.02118377740234811,0
|
||||
8.16,ADHS-Interventionsprogramme,0.44,Einflüsse im Klassenzimmer,Klassenzimmer,psychisch,8,mittel,0.0,0.0,0.7377028665284896,False,-0.020128286201575828,2
|
||||
8.18,Klassenklima,0.29,Klassenklima,Klassenzimmer,sozial,8,gering,0.0,0.0,0.1349855817940922,False,-0.015677615490795906,0
|
||||
8.19,Klassenzusammenhalt,0.66,Klassenklima,Klassenzimmer,sozial,8,mittel,0.0,0.0,0.3582329317269071,False,-0.015677615490795906,2
|
||||
8.2,Lehrer-Schüler-Beziehung,0.62,Klassenklima,Klassenzimmer,sozial,8,mittel,0.0,0.0,0.5434628975265015,False,0.011730750142157336,2
|
||||
8.21,Lehrer-Schüler-Abhängigkeit,-0.24,Klassenklima,Klassenzimmer,sozial,8,negativ,0.0,0.0,0.6192073475092341,False,-0.016609776164457524,3
|
||||
8.22,Freundschaften,0.35,Klassenklima,Klassenzimmer,sozial,8,gering,0.0,0.0,0.40540839462478495,False,-0.015677615490795906,2
|
||||
8.23,Schulzugehörigkeit,0.46,Klassenklima,Klassenzimmer,sozial,8,mittel,0.0,0.0,0.7631283275197359,False,-0.015677615490795906,2
|
||||
8.24,Unbeliebtheit in der Klasse,-0.26,Klassenklima,Klassenzimmer,sozial,8,negativ,0.0,0.0,0.6580069353646751,False,-0.03013540695035748,3
|
||||
8.25,Lebensalter relativ zur Klasse,0.45,Klassenklima,Klassenzimmer,psychisch,8,mittel,0.0,0.0,0.7517857819187215,False,-0.021095501302541203,2
|
||||
8.26,Nicht-Versetzung,-0.24,Klassenklima,Klassenzimmer,psychisch,8,negativ,0.0,0.0,0.6192073475092341,False,-0.02105094535855687,3
|
||||
9.02,Sprachkompetenz,0.22,Einflüsse der Lehrperson,Lehrperson,psychisch,9,gering,0.0,0.0,0.5962560796290014,False,-0.015677615490795906,0
|
||||
9.03,Lehrererwartung - körperliche Attraktivität,0.36,Einflüsse der Lehrperson,Lehrperson,psychisch,9,gering,0.0,0.0,0.46810467882632806,False,-0.026884181795856853,2
|
||||
9.04,Nichtetikettieren von Lernenden,0.61,Einflüsse der Lehrperson,Lehrperson,psychisch,9,mittel,0.0,0.0,0.5792056999604165,False,-0.022081831718325076,2
|
||||
9.05,Einschätzung des Leistungsniveaus durch die Lehrperson,1.3,Einflüsse der Lehrperson,Lehrperson,psychisch,9,hoch,0.0,0.0,0.5468864805290229,True,-0.02798465136306808,1
|
||||
9.06,Glaubwürdigkeit,1.09,Einflüsse der Lehrperson,Lehrperson,psychisch,9,hoch,0.0,0.0,0.6310066535239033,False,-0.015677615490795906,1
|
||||
9.07,Klarheit der Lehrperson,0.85,Einflüsse der Lehrperson,Lehrperson,psychisch,9,hoch,0.0,0.0,0.5581548100242539,False,-0.04615381218173723,1
|
||||
9.08,Kollektive Wirksamkeitserwartung,1.34,Einflüsse der Lehrperson,Lehrperson,psychisch,9,hoch,0.0,0.0,0.5244831814996493,True,-0.015677615490795906,1
|
||||
9.09,Lehrerbildung,0.1,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,9,gering,0.0,0.0,0.7677129009923841,False,-0.015677615490795906,0
|
||||
9.1,Qualifikation von Lehrpersonen,0.39,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,9,gering,0.0,0.0,0.6150016346737659,False,-0.023715604964223584,2
|
||||
9.11,Lehrerfort- und -weiterbildung,0.44,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,9,mittel,0.0,0.0,0.7377028665284896,False,0.5904302233070341,2
|
||||
9.12,Coaching,0.26,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,9,gering,0.0,0.0,0.3854460093896711,False,-0.015677615490795906,0
|
||||
9.13,Micro-Teaching,1.01,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,9,hoch,0.0,0.0,0.6599504249291784,False,-0.01820752780284088,1
|
||||
9.14,Fachkompetenz,0.13,Entwicklung von Lehrerprofessionalität,Lehrperson,psychisch,9,gering,0.0,0.0,0.760399682260964,False,-0.015677615490795906,0
|
||||
10.01,Umfangreiches didaktisches Lese‑Begleitmaterial,0.57,Curriculare Programme (Lesen),Curriculum,sozial,10,mittel,0.0,0.0,0.6970814132104451,False,-0.021353885614617128,2
|
||||
10.02,Leseförderung für besondere Gruppen,0.82,Curriculare Programme (Lesen),Curriculum,sozial,10,hoch,0.0,0.0,0.4961555360281207,False,-0.029821482618552272,1
|
||||
10.03,Integrative Leseförderung,0.42,Curriculare Programme (Lesen),Curriculum,sozial,10,mittel,0.0,0.0,0.7001714978876485,False,-0.02185184271380371,2
|
||||
10.04,Musikbasierte Förderung,0.38,Curriculare Programme (Lesen),Curriculum,sozial,10,gering,0.0,0.0,0.5733126002235293,False,-0.034988404668860947,2
|
||||
10.05,Lesestrategien,0.47,Curriculare Programme (Lesen),Curriculum,sozial,10,mittel,0.0,0.0,0.7710621014002205,False,-0.01820752780284086,2
|
||||
10.06,Laitier‑Methode,0.48,Curriculare Programme (Lesen),Curriculum,sozial,10,mittel,0.0,0.0,0.7767673621924631,False,-0.018207527802840868,2
|
||||
10.07,Phonologische Bewusstheit,0.75,Curriculare Programme (Lesen),Curriculum,sozial,10,hoch,0.0,0.0,0.20183296582138893,False,-0.018207527802840868,1
|
||||
10.08,Ton‑ oder Interferenzförderung,0.43,Curriculare Programme (Lesen),Curriculum,sozial,10,mittel,0.0,0.0,0.7206030963256405,False,-0.01820752780284087,2
|
||||
10.09,Vokabel‑ und Wortschatzförderung,0.62,Curriculare Programme (Lesen),Curriculum,sozial,10,mittel,0.0,0.0,0.5434628975265015,False,0.5904302233070341,2
|
||||
10.1,Förderung der visuellen Wahrnehmung,0.67,Curriculare Programme (Lesen),Curriculum,sozial,10,mittel,0.0,0.0,0.30075163921317694,False,-0.0628269823787667,2
|
||||
10.11,Wiederholtes Lesen,0.8,Curriculare Programme (Lesen),Curriculum,sozial,10,hoch,0.0,0.0,0.4305037313432839,False,-0.01820752780284086,1
|
||||
10.12,Sätze kombinieren,0.13,Curriculare Programme (Lesen),Curriculum,sozial,10,gering,0.0,0.0,0.760399682260964,False,-0.01567761549079591,0
|
||||
10.13,Lese‑Verständnis‑Förderung,0.5,Curriculare Programme (Lesen),Curriculum,sozial,10,mittel,0.0,0.0,0.7813827176651507,False,-0.03733734192790326,2
|
||||
10.14,Leseerfahrung,0.5,Curriculare Programme (Lesen),Curriculum,sozial,10,mittel,0.0,0.0,0.7813827176651507,False,-0.018207527802840875,2
|
||||
10.15,Ganzheitsmethoden,0.14,Curriculare Programme (Lesen),Curriculum,sozial,10,gering,0.0,0.0,0.755145096013089,False,-0.01567761549079591,0
|
||||
10.16,Förderung im Erstleseunterricht,0.47,Curriculare Programme (Lesen),Curriculum,sozial,10,mittel,0.0,0.0,0.7710621014002205,False,-0.04046329997751754,2
|
||||
10.17,Schreibförderung,0.53,Schreibförderung,Curriculum,sozial,10,mittel,0.0,0.0,0.7700111921110738,False,-0.018207527802840857,2
|
||||
10.18,Rechtschreibförderprogramme,0.53,Rechtschreibförderung,Curriculum,sozial,10,mittel,0.0,0.0,0.7700111921110738,False,-0.018207527802840878,2
|
||||
10.19,Theater- und Kunstprogramme,0.55,Theater- und Kunstprogramm / Musikprogramme,Curriculum,sozial,10,mittel,0.0,0.0,0.7449522740033687,False,0.33680200977808766,2
|
||||
10.2,Musikprogramme,0.33,Theater- und Kunstprogramm / Musikprogramme,Curriculum,sozial,10,gering,0.0,0.0,0.2531579267921312,False,-0.018207527802840854,2
|
||||
10.21,Mathematisches Anschauungsmaterial,0.38,Lehrpläne und Förderung im Bereich Mathematik,Curriculum,sozial,10,gering,0.0,0.0,0.5733126002235293,False,-0.01820752780284088,2
|
||||
10.22,Einsatz von Taschenrechnern,0.25,Lehrpläne und Förderung im Bereich Mathematik,Curriculum,sozial,10,gering,0.0,0.0,0.449400756264821,False,-0.023813941390612204,0
|
||||
10.23,Programmieren,0.46,Lehrpläne und Förderung im Bereich Mathematik,Curriculum,sozial,10,mittel,0.0,0.0,0.7631283275197359,False,-0.01820752780284088,2
|
||||
10.24,Zusatzangebote für Hochbegabte,0.49,Angebote für begabte Lernende,Curriculum,sozial,10,mittel,0.0,0.0,0.7804311997578288,False,-0.029913061116100474,2
|
||||
10.25,Akzeleration,0.53,Angebote für begabte Lernende,Curriculum,sozial,10,mittel,0.0,0.0,0.7700111921110738,False,-0.01567761549079591,2
|
||||
10.26,Fächerübergreifende Curricula,0.39,Andere Lehrplanbereiche,Curriculum,sozial,10,gering,0.0,0.0,0.6150016346737659,False,-0.01567761549079591,2
|
||||
10.27,Programme zur ökonomischen Bildung,0.16,Andere Lehrplanbereiche,Curriculum,sozial,10,gering,0.0,0.0,0.739606227106227,False,-0.026464727757880446,0
|
||||
10.28,Förderung der Motivation,0.45,Andere Lehrplanbereiche,Curriculum,sozial,10,mittel,0.0,0.0,0.7517857819187215,False,-0.053429037956144426,2
|
||||
10.29,Moralerziehung,0.4,Andere Lehrplanbereiche,Curriculum,sozial,10,mittel,0.0,0.0,0.650119138605404,False,-0.018207527802840868,2
|
||||
10.3,Ergebnisorientierte Bildung,0.97,Andere Lehrplanbereiche,Curriculum,sozial,10,hoch,0.0,0.0,0.6678276178811989,False,-0.02075632874984784,1
|
||||
10.31,Förderung der Sozialkompetenz,0.4,Andere Lehrplanbereiche,Curriculum,sozial,10,mittel,0.0,0.0,0.650119138605404,False,-0.0628269823787667,2
|
||||
10.32,Programme zum Umgang mit Vielfalt,0.09,Andere Lehrplanbereiche,Curriculum,sozial,10,gering,0.0,0.0,0.7679742235210368,False,-0.025313015771608022,0
|
||||
10.33,Kreativitätsförderung,0.51,Andere Lehrplanbereiche,Curriculum,sozial,10,mittel,0.0,0.0,0.779022137283007,False,-0.01567761549079591,2
|
||||
10.34,Schach,0.34,Andere Lehrplanbereiche,Curriculum,sozial,10,gering,0.0,0.0,0.33369659729870654,False,-0.01820752780284088,2
|
||||
10.35,Erlebnispädagogik,0.49,Andere Lehrplanbereiche,Curriculum,sozial,10,mittel,0.0,0.0,0.7804311997578288,False,-0.01567761549079591,2
|
||||
10.36,Programme für jugendliche Straftäter,0.12,Andere Lehrplanbereiche,Curriculum,sozial,10,gering,0.0,0.0,0.7635706159596947,False,-0.033066088629823465,0
|
||||
10.37,Spielförderung,0.52,Andere Lehrplanbereiche,Curriculum,sozial,10,mittel,0.0,0.0,0.7751947125081445,False,-0.01567761549079591,2
|
||||
10.38,Bilingualer Unterricht,0.4,Andere Lehrplanbereiche,Curriculum,sozial,10,mittel,0.0,0.0,0.650119138605404,False,-0.01820752780284086,2
|
||||
10.39,College-Förderkurse,0.2,Andere Lehrplanbereiche,Curriculum,sozial,10,gering,0.0,0.0,0.6636773652192154,False,-0.01567761549079591,0
|
||||
10.4,Berufsbildungsprogramme,0.38,Andere Lehrplanbereiche,Curriculum,sozial,10,gering,0.0,0.0,0.5733126002235293,False,-0.01567761549079591,2
|
||||
Thermometer_ID,Stichwort,Effektstärke,Subkapitel,Kapitelname,Systemebene,Young_Beduerfnis,Kapitel,Bin,System_psychisch,System_sozial,Silhouette_point,Outlier_IQR,Text_Dimension,Cluster
|
||||
5.01,Vorausgehende Fähigkeiten & Intelligenz,0.96,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,hoch,0.0,0.0,0.6550531442513519,False,-0.048983066020347306,2
|
||||
5.02,Vorausgehendes Leistungsniveau,0.73,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,hoch,0.0,0.0,0.1585449300020375,False,-0.03637684487782278,2
|
||||
5.03,Beziehung zwischen Schul- und Berufsleistungen,0.37,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,gering,0.0,0.0,0.42600671897546877,False,0.38545272781174345,0
|
||||
5.04,Beziehung zwischen Schul- und Universitätsleistungen,0.55,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,mittel,0.0,0.0,0.7532028287383417,False,0.3854527278117446,0
|
||||
5.05,Erkenntnisstufen,1.28,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,hoch,0.0,0.0,0.5121086762694314,True,-0.0363768448778244,2
|
||||
5.06,Exekutive Funktionen,0.62,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,mittel,0.0,0.0,0.557297593458928,False,-0.036376844877822764,0
|
||||
5.07,Stärke des Arbeitsgedächtnisses,0.63,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,mittel,0.0,0.0,0.5141050795727046,False,-0.06930641187975556,0
|
||||
5.08,Vorschulische nicht-kognitive Fähigkeiten,0.2,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,gering,0.0,0.0,0.7039413621305788,False,-0.06497749550165735,3
|
||||
5.09,Gekreuzte Lateralität,-0.03,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,negativ,0.0,0.0,0.4178280112659569,False,-0.036376844877822646,3
|
||||
5.1,Feldunabhängigkeit,0.94,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,hoch,0.0,0.0,0.6512752385882988,False,-0.03637684487782274,2
|
||||
5.11,Beurteilung der eigenen Leistungsfähigkeit,0.96,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,hoch,0.0,0.0,0.6550531442513519,False,-0.17510661401726468,2
|
||||
5.12,Kreativität und Lernleistung in Beziehung setzen,0.4,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,mittel,0.0,0.0,0.5811490956882774,False,0.3136092662381533,0
|
||||
5.13,Kritisches Denken,0.84,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,hoch,0.0,0.0,0.5779421213762894,False,-0.03637684487782279,2
|
||||
5.14,Beharrlichkeit und Zuversicht (Mindset),0.19,Wille,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.7241634499751917,False,0.6446532131900984,3
|
||||
5.15,Beharrlichkeit und Zuversicht (Achtsamkeit),0.26,Wille,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.4754996670705483,False,0.8012560611466429,3
|
||||
5.16,Beharrlichkeit und Zuversicht (Durchhaltevermögen),0.35,Wille,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.2855297157622732,False,0.8012560611466434,0
|
||||
5.17,Beharrlichkeit und Zuversicht (Konzentration / Ausdauer und Engagement),0.41,Wille,Lernende,psychisch,Emotion/SC,5,mittel,0.0,0.0,0.6172876775343573,False,0.8075428831285876,0
|
||||
5.18,Beharrlichkeit und Zuversicht (Selbstwirksamkeitserwartung),0.64,Wille,Lernende,psychisch,Emotion/SC,5,mittel,0.0,0.0,0.466377636273314,False,0.8012560611466433,0
|
||||
5.19,Beharrlichkeit und Zuversicht (Positives Selbstbild),0.51,Wille,Lernende,psychisch,Emotion/SC,5,mittel,0.0,0.0,0.7821939198750796,False,0.6446532131900985,0
|
||||
5.2,Beharrlichkeit und Zuversicht (Selbstkontrolle),0.66,Wille,Lernende,psychisch,Emotion/SC,5,mittel,0.0,0.0,0.3552215574687479,False,0.8012560611466433,0
|
||||
5.21,Schülerpersönlichkeit,0.18,Wille,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.7406584100772731,False,-0.03637684487782263,3
|
||||
5.22,Perfektionismus,-0.03,Wille,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.4178280112659569,False,-0.03637684487782268,3
|
||||
5.23,Emotionen,0.61,Wille,Lernende,psychisch,Emotion/SC,5,mittel,0.0,0.0,0.5944369672498873,False,-0.0537459380129481,0
|
||||
5.24,Emotionen (Emotionale Intelligenz),0.5,Wille,Lernende,psychisch,Emotion/SC,5,mittel,0.0,0.0,0.7789208151038587,False,-0.05478414191609905,0
|
||||
5.25,Emotionen (Wohlbefinden),0.08,Wille,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.766637101542762,False,-0.05374593801294812,3
|
||||
5.26,Positiv-aktivierend (Freude),0.5,Wille,Lernende,psychisch,Emotion/SC,5,mittel,0.0,0.0,0.7789208151038587,False,-0.0762206828302582,0
|
||||
5.27,Positiv-aktivierend (Hoffnung),0.2,Wille,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.7039413621305788,False,-0.0762206828302582,3
|
||||
5.28,Positiv-aktivierend (Neugierde),0.74,Wille,Lernende,psychisch,Emotion/SC,5,hoch,0.0,0.0,0.22835399925496397,False,-0.07622068283025821,2
|
||||
5.29,Positiv-aktivierend (Glücklichsein),0.54,Wille,Lernende,psychisch,Emotion/SC,5,mittel,0.0,0.0,0.7708811495858695,False,-0.07622068283025828,0
|
||||
5.3,Positiv-aktivierend (Entspannung),0.16,Wille,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.7622711716471048,False,-0.07622068283025826,3
|
||||
5.31,negativ-aktivierend (Angst),-0.4,Wille,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.7288616766593927,False,-0.042421857069300295,1
|
||||
5.32,negativ-aktivierend (Depressionen),-0.3,Wille,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.7169120511022824,False,-0.04242185706930048,1
|
||||
5.33,negativ-aktivierend (Wut),-0.65,Wille,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.5845181789165192,True,-0.04242185706930043,1
|
||||
5.34,negativ-aktivierend (Frustration),-0.04,Wille,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.36633008093185093,False,-0.0424218570693004,3
|
||||
5.35,negativ-aktivierend (Aggression und Gewalt),0.03,Wille,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.6527612236789829,False,0.37588093118915217,3
|
||||
5.36,negativ-aktivierend (Langeweile),-0.46,Wille,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.7015739769150052,False,-0.04242185706930045,1
|
||||
5.37,kognitive Dispositionen (Morgentypus vs. Abendtypus),0.18,Wille,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.7406584100772731,False,-0.06927885609666425,3
|
||||
5.38,kognitive Dispositionen (Prokrastination),-0.41,Wille,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.726367796962763,False,-0.05748825963488298,1
|
||||
5.39,Frühgeburt / Geburtsgewicht,-0.59,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.6236737192365647,True,-0.03637684487782263,1
|
||||
5.4,Stillen,-0.04,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.36633008093185093,False,-0.036376844877822695,3
|
||||
5.41,Krankheit,-0.51,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.672225158562368,True,-0.036376844877822716,1
|
||||
5.42,Körperliche Syndrome,-0.42,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.7223482294284725,False,-0.0567512857469254,1
|
||||
5.43,Misshandlung,-0.63,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.5984625230695958,True,-0.04132187264020588,1
|
||||
5.44,Autismus,0.08,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.766637101542762,False,-0.03637684487782268,3
|
||||
5.45,Schlafdauer und Schlafqualität,0.02,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.6209307440925087,False,0.32311835269848704,3
|
||||
5.46,Zucker,-0.13,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.21292863762743253,False,-0.03637684487782266,1
|
||||
5.47,Bewegung,0.25,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.5278030802734762,False,-0.03637684487782269,3
|
||||
5.48,Positive Sicht auf eigene Ethnizität,0.17,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.7529811934244067,False,-0.04272420644806571,3
|
||||
5.49,Dachloser Dialekt,-0.29,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.7114260666277029,False,-0.0363768448778227,1
|
||||
5.5,Bedrohung durch Stereotype,-0.19,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.49929193147278267,False,-0.057574013925053326,1
|
||||
5.51,Geschlechterunterschiede,0.0,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.5485014985014988,False,-0.03637684487782268,3
|
||||
6.01,Sozioökonomischer Status,0.56,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,mittel,0.0,0.0,0.732855788475719,False,-0.03637684487782275,0
|
||||
6.02,Bezug staatlicher Transferleistungen,-0.12,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,negativ,0.0,0.0,0.14674887402160108,False,-0.03637684487782266,1
|
||||
6.03,Erwerbstätigkeit der Mutter,0.05,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,gering,0.0,0.0,0.7074605244096768,False,-0.17510661401726457,3
|
||||
6.04,Stipendien,0.03,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,gering,0.0,0.0,0.6527612236789829,False,-0.03637684487782269,3
|
||||
6.05,Einwanderungsstatus,0.05,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,gering,0.0,0.0,0.7074605244096768,False,-0.03637684487782269,3
|
||||
6.06,Familienstruktur,0.14,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,gering,0.0,0.0,0.7706107173562796,False,-0.03637684487782273,3
|
||||
6.07,Geschieden,-0.26,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,negativ,0.0,0.0,0.6820607963465106,False,-0.04702117085648835,1
|
||||
6.08,nicht-geschieden vs. wiederverheiratet,0.24,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,gering,0.0,0.0,0.5739908058464352,False,-0.0682697451160102,3
|
||||
6.09,Adoption,0.21,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,gering,0.0,0.0,0.6795996795996798,False,-0.036376844877822695,3
|
||||
6.1,Kinderheime,0.33,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,gering,0.0,0.0,0.10849004954696066,False,-0.0363768448778227,0
|
||||
6.11,Häusliches Anregungsniveau,0.4,Familiäre Ressourcen,Elternhaus und Familie,psychisch,Stabilität,6,mittel,0.0,0.0,0.5811490956882774,False,-0.03637684487782271,0
|
||||
6.12,Elternunterstützung beim Lernen,0.41,Familiäre Ressourcen,Elternhaus und Familie,psychisch,Stabilität,6,mittel,0.0,0.0,0.6172876775343573,False,-0.1021651961169358,0
|
||||
6.13,Elterliche Autonomieunterstützung (Familienhilfe),0.06,Familiäre Ressourcen,Elternhaus und Familie,psychisch,Stabilität,6,gering,0.0,0.0,0.7288348582401446,False,-0.03637684487782275,3
|
||||
6.14,Elternerwartungen,0.49,Familiäre Ressourcen,Elternhaus und Familie,psychisch,Stabilität,6,mittel,0.0,0.0,0.7725466342254665,False,-0.03637684487782273,0
|
||||
6.15,Körperliche Züchtigung,-0.33,Familiäre Ressourcen,Elternhaus und Familie,psychisch,Stabilität,6,negativ,0.0,0.0,0.7262147964395155,False,-0.05675128574692538,1
|
||||
6.16,Väter,0.21,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,gering,0.0,0.0,0.6795996795996798,False,-0.03637684487782263,3
|
||||
6.17,Schulwechsel,-0.38,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,negativ,0.0,0.0,0.7306600972219167,False,-0.036376844877822584,1
|
||||
6.18,Fernsehen,-0.15,Familiäre Ressourcen,Elternhaus und Familie,psychisch,Stabilität,6,negativ,0.0,0.0,0.3255416862929815,False,-0.03637684487782265,1
|
||||
6.19,Programme für Eltern,0.39,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,gering,0.0,0.0,0.5371717171717172,False,-0.07276907658988474,0
|
||||
6.2,Hausbesuche durch Lehrpersonen,0.22,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,gering,0.0,0.0,0.6488233483504493,False,-0.05742160506781349,3
|
||||
7.01,Finanzielle Ausstattung,0.19,Finanzielle Ausstattung und Rechenschaftspflicht,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.7241634499751917,False,-0.0363768448778227,3
|
||||
7.02,Accountability / Rechenschaftspflicht,0.27,Finanzielle Ausstattung und Rechenschaftspflicht,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.4162647786480601,False,-0.041321872640205856,3
|
||||
7.03,Leistungsbezogene Bezahlung,0.05,Finanzielle Ausstattung und Rechenschaftspflicht,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.7074605244096768,False,-0.04782285877947415,3
|
||||
7.04,Qualität des Schulgebäudes,0.24,Finanzielle Ausstattung und Rechenschaftspflicht,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.5739908058464352,False,-0.06119990057312697,3
|
||||
7.05,Vertragsschulen / Charter-Schulen,0.04,Schularten,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.681524778392528,False,-0.036376844877822716,3
|
||||
7.06,Konfessionsschulen,0.23,Schularten,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.6137874960072016,False,-0.03637684487782271,3
|
||||
7.07,Monoedukation,0.07,Schularten,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.74851965077529,False,-0.041321872640205835,3
|
||||
7.08,Dauer der Sommerferien,-0.09,Schularten,Schule und Gesellschaft,sozial,Stabilität,7,negativ,0.0,0.0,0.035250717311108216,False,-0.17510661401726466,3
|
||||
7.09,Sommerschulen,0.17,Schularten,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.7529811934244067,False,-0.03637684487782268,3
|
||||
7.1,Schulkalender / Stundenplan,0.1,Schularten,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.7737174617397458,False,-0.036376844877822695,3
|
||||
7.11,Desegration,0.23,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.6137874960072016,False,-0.03637684487782268,3
|
||||
7.12,Ethnische Vielfalt,0.09,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.7713902134746786,False,-0.0463357566747257,3
|
||||
7.13,Wohnheimunterbringung,0.05,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.7074605244096768,False,-0.0363768448778227,3
|
||||
7.14,Schulgröße,0.33,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.10849004954696066,False,-0.03637684487782266,0
|
||||
7.15,Neuordnung des Schulbezirks,0.05,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.7074605244096768,False,-0.061199900573126645,3
|
||||
7.16,Schulwahlfreiheit,0.27,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.4162647786480601,False,-0.03637684487782268,3
|
||||
7.17,Fördermaßnahmen im Sekundarbereich I,0.18,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.7406584100772731,False,-0.057498700925162655,3
|
||||
7.18,Schulleitung,0.37,Auswirkungen der Vorschulmaßnahmen,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.42600671897546877,False,-0.036376844877822646,0
|
||||
7.19,Schulklima,0.53,Auswirkungen der Vorschulmaßnahmen,Schule und Gesellschaft,sozial,Stabilität,7,mittel,0.0,0.0,0.7840545507430319,False,-0.036376844877822674,0
|
||||
7.2,Schuleffekte,0.48,Auswirkungen der Vorschulmaßnahmen,Schule und Gesellschaft,sozial,Stabilität,7,mittel,0.0,0.0,0.7633949415234642,False,-0.036376844877822674,0
|
||||
8.01,Klassengröße,0.17,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,8,gering,0.0,0.0,0.7529811934244067,False,-0.03637684487782264,3
|
||||
8.02,Offene Klassenzimmer,0.02,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,8,gering,0.0,0.0,0.6209307440925087,False,-0.04711821385555851,3
|
||||
8.03,Leistungsbezogene Klassenbildung (Tracking),0.09,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,8,gering,0.0,0.0,0.7713902134746786,False,-0.047822858779474044,3
|
||||
8.04,Auflösung einer leistungsbezogenen Einteilung in Lerngruppen (Detracking),0.09,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,8,gering,0.0,0.0,0.7713902134746786,False,-0.041539999941408244,3
|
||||
8.05,Jahrgangsübergreifende Klassen,-0.01,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,8,negativ,0.0,0.0,0.5081522671884118,False,-0.03637684487782267,3
|
||||
8.06,Allgemeines Lernen in Kleingruppen,0.16,Effekte der Klassenzusammensetzung,Klassenzimmer,psychisch,Struktur/Kompetenz,8,gering,0.0,0.0,0.7622711716471048,False,-0.07810678533590701,3
|
||||
8.07,Aufgabenbezogenes Lernen in Kleingruppen,0.46,Effekte der Klassenzusammensetzung,Klassenzimmer,psychisch,Struktur/Kompetenz,8,mittel,0.0,0.0,0.738257525313059,False,-0.078106785335907,0
|
||||
8.08,Inklusive Beschulung,0.52,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,8,mittel,0.0,0.0,0.7842211160988448,False,-0.03637684487782267,0
|
||||
8.09,Förderklassen für Hochbegabte,0.21,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,8,gering,0.0,0.0,0.6795996795996798,False,-0.06556116575478875,3
|
||||
8.1,Klassenführung,0.43,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,Orientierung,8,mittel,0.0,0.0,0.6756666399208332,False,-0.03637684487782267,0
|
||||
8.11,Aktive Pausen im Klassenzimmer,0.16,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,Orientierung,8,gering,0.0,0.0,0.7622711716471048,False,-0.0586952265254663,3
|
||||
8.12,(Cyber-)Bulling,-0.28,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,Orientierung,8,negativ,0.0,0.0,0.7035324830718191,False,-0.03637684487782267,1
|
||||
8.13,Reduktion von Unterrichtsstörungen,0.82,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,Orientierung,8,hoch,0.0,0.0,0.5439530311743548,False,-0.0579205199084558,2
|
||||
8.14,Schulverweis / Schulausschluss,-0.2,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,Orientierung,8,negativ,0.0,0.0,0.5337513832534118,False,-0.04132187264020585,1
|
||||
8.15,ADHS-Behandlung mit Medikamenten,0.3,Einflüsse im Klassenzimmer,Klassenzimmer,psychisch,Orientierung,8,gering,0.0,0.0,0.18498638354974878,False,-0.05022350253931795,3
|
||||
8.16,ADHS-Interventionsprogramme,0.44,Einflüsse im Klassenzimmer,Klassenzimmer,psychisch,Orientierung,8,mittel,0.0,0.0,0.7002046046822168,False,-0.04522930665486221,0
|
||||
8.18,Klassenklima,0.29,Klassenklima,Klassenzimmer,sozial,Stabilität,8,gering,0.0,0.0,0.27294114702606626,False,-0.03637684487782267,3
|
||||
8.19,Klassenzusammenhalt,0.66,Klassenklima,Klassenzimmer,sozial,Stabilität,8,mittel,0.0,0.0,0.3552215574687479,False,-0.03637684487782267,0
|
||||
8.2,Lehrer-Schüler-Beziehung,0.62,Klassenklima,Klassenzimmer,sozial,Stabilität,8,mittel,0.0,0.0,0.557297593458928,False,-0.009243877602659907,0
|
||||
8.21,Lehrer-Schüler-Abhängigkeit,-0.24,Klassenklima,Klassenzimmer,sozial,Stabilität,8,negativ,0.0,0.0,0.6441120821695647,False,-0.047924244368113954,1
|
||||
8.22,Freundschaften,0.35,Klassenklima,Klassenzimmer,sozial,Stabilität,8,gering,0.0,0.0,0.2855297157622732,False,-0.03637684487782267,0
|
||||
8.23,Schulzugehörigkeit,0.46,Klassenklima,Klassenzimmer,sozial,Stabilität,8,mittel,0.0,0.0,0.738257525313059,False,-0.03637684487782267,0
|
||||
8.24,Unbeliebtheit in der Klasse,-0.26,Klassenklima,Klassenzimmer,sozial,Stabilität,8,negativ,0.0,0.0,0.6820607963465106,False,-0.11659378187336338,1
|
||||
8.25,Lebensalter relativ zur Klasse,0.45,Klassenklima,Klassenzimmer,psychisch,Stabilität,8,mittel,0.0,0.0,0.7211679501283464,False,-0.05362192238149879,0
|
||||
8.26,Nicht-Versetzung,-0.24,Klassenklima,Klassenzimmer,psychisch,Stabilität,8,negativ,0.0,0.0,0.6441120821695647,False,-0.05184481772133215,1
|
||||
9.02,Sprachkompetenz,0.22,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,9,gering,0.0,0.0,0.6488233483504493,False,-0.03637684487782267,3
|
||||
9.03,Lehrererwartung - körperliche Attraktivität,0.36,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,9,gering,0.0,0.0,0.35947330868521754,False,-0.056751285746925374,0
|
||||
9.04,Nichtetikettieren von Lernenden,0.61,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,9,mittel,0.0,0.0,0.5944369672498873,False,-0.057920519908455766,0
|
||||
9.05,Einschätzung des Leistungsniveaus durch die Lehrperson,1.3,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,9,hoch,0.0,0.0,0.502627272874555,True,-0.08735128576199055,2
|
||||
9.06,Glaubwürdigkeit,1.09,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,9,hoch,0.0,0.0,0.6062042915695572,False,-0.03637684487782267,2
|
||||
9.07,Klarheit der Lehrperson,0.85,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,9,hoch,0.0,0.0,0.5898277276456125,False,-0.15075885535263944,2
|
||||
9.08,Kollektive Wirksamkeitserwartung,1.34,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,9,hoch,0.0,0.0,0.48089498026989325,True,-0.03637684487782267,2
|
||||
9.09,Lehrerbildung,0.1,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,Struktur/Kompetenz,9,gering,0.0,0.0,0.7737174617397458,False,-0.03637684487782267,3
|
||||
9.1,Qualifikation von Lehrpersonen,0.39,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,Struktur/Kompetenz,9,gering,0.0,0.0,0.5371717171717172,False,-0.058619865183683714,0
|
||||
9.11,Lehrerfort- und -weiterbildung,0.44,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,Struktur/Kompetenz,9,mittel,0.0,0.0,0.7002046046822168,False,0.792041089336089,0
|
||||
9.12,Coaching,0.26,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,Struktur/Kompetenz,9,gering,0.0,0.0,0.4754996670705483,False,-0.03637684487782267,3
|
||||
9.13,Micro-Teaching,1.01,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,Struktur/Kompetenz,9,hoch,0.0,0.0,0.6395803263190768,False,-0.045535580575201344,2
|
||||
9.14,Fachkompetenz,0.13,Entwicklung von Lehrerprofessionalität,Lehrperson,psychisch,Struktur/Kompetenz,9,gering,0.0,0.0,0.7730323024924285,False,-0.03637684487782267,3
|
||||
10.01,Umfangreiches didaktisches Lese‑Begleitmaterial,0.57,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7096110087766818,False,-0.051675514949878175,0
|
||||
10.02,Leseförderung für besondere Gruppen,0.82,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,hoch,0.0,0.0,0.5439530311743548,False,-0.0653586804553129,2
|
||||
10.03,Integrative Leseförderung,0.42,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.6478964311611781,False,-0.04812190456979151,0
|
||||
10.04,Musikbasierte Förderung,0.38,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.48521559798951575,False,-0.11628364671201498,0
|
||||
10.05,Lesestrategien,0.47,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7524470107738888,False,-0.04132187264020584,0
|
||||
10.06,Laitier‑Methode,0.48,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7633949415234642,False,-0.04132187264020585,0
|
||||
10.07,Phonologische Bewusstheit,0.75,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,hoch,0.0,0.0,0.282463824927989,False,-0.04132187264020586,2
|
||||
10.08,Ton‑ oder Interferenzförderung,0.43,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.6756666399208332,False,-0.041321872640205835,0
|
||||
10.09,Vokabel‑ und Wortschatzförderung,0.62,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.557297593458928,False,0.792041089336089,0
|
||||
10.1,Förderung der visuellen Wahrnehmung,0.67,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.2913441594576816,False,-0.18912019514068326,0
|
||||
10.11,Wiederholtes Lesen,0.8,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,hoch,0.0,0.0,0.48555712311002813,False,-0.04132187264020627,2
|
||||
10.12,Sätze kombinieren,0.13,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.7730323024924285,False,-0.03637684487782267,3
|
||||
10.13,Lese‑Verständnis‑Förderung,0.5,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7789208151038587,False,-0.09951429732591277,0
|
||||
10.14,Leseerfahrung,0.5,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7789208151038587,False,-0.041321872640205835,0
|
||||
10.15,Ganzheitsmethoden,0.14,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.7706107173562796,False,-0.03637684487782267,3
|
||||
10.16,Förderung im Erstleseunterricht,0.47,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7524470107738888,False,-0.10525189608061553,0
|
||||
10.17,Schreibförderung,0.53,Schreibförderung,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7840545507430319,False,-0.04132187264020585,0
|
||||
10.18,Rechtschreibförderprogramme,0.53,Rechtschreibförderung,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7840545507430319,False,-0.04132187264020586,0
|
||||
10.19,Theater- und Kunstprogramme,0.55,Theater- und Kunstprogramm / Musikprogramme,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7532028287383417,False,0.792041089336089,0
|
||||
10.2,Musikprogramme,0.33,Theater- und Kunstprogramm / Musikprogramme,Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.10849004954696066,False,-0.03637684487782267,0
|
||||
10.21,Mathematisches Anschauungsmaterial,0.38,Lehrpläne und Förderung im Bereich Mathematik,Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.48521559798951575,False,-0.04132187264020583,0
|
||||
10.22,Einsatz von Taschenrechnern,0.25,Lehrpläne und Förderung im Bereich Mathematik,Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.5278030802734762,False,-0.06397854056132181,3
|
||||
10.23,Programmieren,0.46,Lehrpläne und Förderung im Bereich Mathematik,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.738257525313059,False,-0.04132187264020588,0
|
||||
10.24,Zusatzangebote für Hochbegabte,0.49,Angebote für begabte Lernende,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7725466342254665,False,-0.06556116575478876,0
|
||||
10.25,Akzeleration,0.53,Angebote für begabte Lernende,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7840545507430319,False,-0.03637684487782267,0
|
||||
10.26,Fächerübergreifende Curricula,0.39,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.5371717171717172,False,-0.03637684487782267,0
|
||||
10.27,Programme zur ökonomischen Bildung,0.16,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.7622711716471048,False,-0.06186662973803078,3
|
||||
10.28,Förderung der Motivation,0.45,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7211679501283464,False,-0.18912019514068326,0
|
||||
10.29,Moralerziehung,0.4,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.5811490956882774,False,-0.03637684487782267,0
|
||||
10.3,Ergebnisorientierte Bildung,0.97,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,hoch,0.0,0.0,0.6531622633221371,False,-0.04642848378775676,2
|
||||
10.31,Förderung der Sozialkompetenz,0.4,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.5811490956882774,False,-0.18912019514068326,0
|
||||
10.32,Programme zum Umgang mit Vielfalt,0.09,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.7713902134746786,False,-0.0607432401156761,3
|
||||
10.33,Kreativitätsförderung,0.51,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7821939198750796,False,-0.03637684487782267,0
|
||||
10.34,Schach,0.34,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.20202020202020168,False,-0.04132187264020583,0
|
||||
10.35,Erlebnispädagogik,0.49,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7725466342254665,False,-0.03637684487782267,0
|
||||
10.36,Programme für jugendliche Straftäter,0.12,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.77395681583465,False,-0.07276907658988467,3
|
||||
10.37,Spielförderung,0.52,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7842211160988448,False,-0.03637684487782267,0
|
||||
10.38,Bilingualer Unterricht,0.4,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.5811490956882774,False,-0.03637684487782267,0
|
||||
10.39,College-Förderkurse,0.2,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.7039413621305788,False,-0.03637684487782267,3
|
||||
10.4,Berufsbildungsprogramme,0.38,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.48521559798951575,False,-0.03637684487782267,0
|
||||
11.01,Verhaltensziele / Advanced Organizers,0.41,Zielintentionen,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.6172876775343573,False,-0.03637684487782267,0
|
||||
11.02,Vorausschauendes Planen,0.83,Zielintentionen,Zielorientiertes Unterrichten,sozial,Orientierung,11,hoch,0.0,0.0,0.5627521959700521,False,-0.04132187264020577,2
|
||||
11.03,Lernzielhierarchisierung,0.19,Zielintentionen,Zielorientiertes Unterrichten,sozial,Orientierung,11,gering,0.0,0.0,0.7241634499751917,False,-0.04132187264020583,3
|
||||
11.04,Concept Mapping,0.62,Zielintentionen,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.557297593458928,False,-0.041321872640205884,0
|
||||
11.05,Erfolgskriterien,0.64,Erfolgskriterien,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.466377636273314,False,-0.03637684487782267,0
|
||||
11.06,Planung des Ziels,0.6,Erfolgskriterien,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.6273556951523054,False,-0.061199900573126936,0
|
||||
11.07,Einvernehmen über Ziele (Zielbindung),0.44,Erfolgskriterien,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.7002046046822168,False,-0.03637684487782267,0
|
||||
11.08,Lernziele (Aufgaben-Orientierung),0.67,Erfolgskriterien,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.2913441594576816,False,-0.04132187264020585,0
|
||||
11.09,Fallbeispiele,0.47,Erfolgskriterien,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.7524470107738888,False,-0.03637684487782267,0
|
||||
11.1,Kognitive Aufgabenanalyse (Cognitive Task Analysis),1.09,Erfolgskriterien,Zielorientiertes Unterrichten,sozial,Orientierung,11,hoch,0.0,0.0,0.6062042915695572,False,-0.06284004133014655,2
|
||||
11.11,Feedback (Lernende),0.47,Feedback,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.7524470107738888,False,-0.04963865751220041,0
|
||||
11.12,Feedback (Technikunterstützung),0.55,Feedback,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.7532028287383417,False,-0.04609330460451786,0
|
||||
11.13,Fragen stellen,0.49,Feedback,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.7725466342254665,False,-0.03637684487782267,0
|
||||
11.14,Produktives Scheitern,0.39,Feedback,Zielorientiertes Unterrichten,sozial,Orientierung,11,gering,0.0,0.0,0.5371717171717172,False,-0.041321872640205856,0
|
||||
11.15,Klassendiskussionen,0.82,Feedback,Zielorientiertes Unterrichten,sozial,Orientierung,11,hoch,0.0,0.0,0.5439530311743548,False,-0.03637684487782267,2
|
||||
11.16,Peer- und Selbstbeurteilung,0.54,Feedback,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.7708811495858695,False,0.792041089336089,0
|
||||
11.17,Formative Evaluation,0.4,Feedback,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.5811490956882774,False,-0.03637684487782267,0
|
||||
11.18,Häufigkeit von Tests,0.39,Feedback,Zielorientiertes Unterrichten,sozial,Orientierung,11,gering,0.0,0.0,0.5371717171717172,False,-0.06397854056132181,0
|
||||
11.19,Übungstests,0.59,Feedback,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.6570509136880816,False,-0.03637684487782267,0
|
||||
11.2,Alternative Bewertungsmethoden,0.67,Feedback,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.2913441594576816,False,-0.03637684487782267,0
|
||||
13.01,Direkte Instruktion,0.56,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.732855788475719,False,-0.03637684487782267,0
|
||||
13.02,Explizite Unterrichtsstrategien,0.63,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.5141050795727046,False,-0.03637684487782267,0
|
||||
13.03,Kognitive Verhaltenserziehung,0.29,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,gering,0.0,0.0,0.27294114702606626,False,-0.06284004133014655,3
|
||||
13.04,Aktivierung vs. klassische Vorlesung,-0.26,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,negativ,0.0,0.0,0.6820607963465106,False,-0.06702104172740839,1
|
||||
13.05,Co-Teaching/Team-Teaching,0.21,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,gering,0.0,0.0,0.6795996795996798,False,-0.04553558057520136,3
|
||||
13.06,Reaktion auf Intervention (Response to Intervention),0.73,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,hoch,0.0,0.0,0.1585449300020375,False,-0.04272420644806625,2
|
||||
13.07,Ergänzende Materialien,0.64,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.466377636273314,False,-0.0413218726402059,0
|
||||
13.08,Unmittelbarkeit der Lehrperson,0.16,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,gering,0.0,0.0,0.7622711716471048,False,-0.15075885535263944,3
|
||||
13.09,Hintergrundmusik,0.08,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,gering,0.0,0.0,0.766637101542762,False,-0.03637684487782267,3
|
||||
13.1,Humor,0.04,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,gering,0.0,0.0,0.681524778392528,False,-0.03637684487782267,3
|
||||
13.11,Problembasiertes Lernen,0.45,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.7211679501283464,False,-0.07968566375647684,0
|
||||
13.12,Problemlösen,0.61,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.5944369672498873,False,-0.041321872640205856,0
|
||||
13.13,Flipped Classroom,0.56,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.732855788475719,False,-0.03637684487782267,0
|
||||
13.14,Forschendes Lernen,0.5,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.7789208151038587,False,-0.10216519611693584,0
|
||||
13.15,Induktives Vorgehen,0.6,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.6273556951523054,False,-0.03637684487782267,0
|
||||
13.16,Reziprokes Lehren,0.74,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,hoch,0.0,0.0,0.22835399925496397,False,-0.04553558057520131,2
|
||||
13.17,Entdeckendes Lernen,0.27,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,gering,0.0,0.0,0.4162647786480601,False,-0.10216519611693584,3
|
||||
13.18,Konstruktivistisches Lehren,0.92,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,hoch,0.0,0.0,0.6430507399793401,False,-0.045535580575201226,2
|
||||
13.19,Scaffolding und situiertes Lernen,0.52,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.7842211160988448,False,0.3247795073650809,0
|
||||
13.2,Kollaboratives Lernen,0.45,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.7211679501283464,False,-0.10216519611693584,0
|
||||
13.21,Kooperatives Lernen,0.52,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.7842211160988448,False,-0.09615023159536064,0
|
||||
13.22,Kooperatives vs. kompetitives Lernen,0.58,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.6844023052612006,False,-0.10272353283720329,0
|
||||
13.23,Kooperatives vs. individuelles Lernen,0.62,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.557297593458928,False,-0.10272353283720329,0
|
||||
13.24,Philosophieren,0.54,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.7708811495858695,False,-0.03637684487782267,0
|
||||
13.25,Außerschulische Lehrer-Schüler-Gespräche,0.54,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.7708811495858695,False,-0.051075329190682306,0
|
||||
13.26,Mentoring,0.18,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,gering,0.0,0.0,0.7406584100772731,False,-0.04132187264020586,3
|
||||
14.01,Clicker,0.21,Wichtige Grundsätze für den Einsatz von Technologien,Nutzung von Technologien,sozial,Struktur/Kompetenz,14,gering,0.0,0.0,0.6795996795996798,False,-0.03637684487782267,3
|
||||
14.02,Simulationen,0.53,Wichtige Grundsätze für den Einsatz von Technologien,Nutzung von Technologien,sozial,Struktur/Kompetenz,14,mittel,0.0,0.0,0.7840545507430319,False,-0.03637684487782267,0
|
||||
14.03,Simulationsspiele,0.41,Wichtige Grundsätze für den Einsatz von Technologien,Nutzung von Technologien,sozial,Struktur/Kompetenz,14,mittel,0.0,0.0,0.6172876775343573,False,-0.03637684487782267,0
|
||||
15.1,Umfassende Schulreformprogramme,0.29,Schulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,15,gering,0.0,0.0,0.27294114702606626,False,-0.03637684487782267,3
|
||||
15.2,Schulprogramme zur Verringerung des Leistungsgefälles,0.11,Schulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,15,gering,0.0,0.0,0.7741671163339129,False,-0.06861658745151605,3
|
||||
15.3,Interventionen für Lernende mit besonderem Förderbedarf,0.74,Schulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,15,hoch,0.0,0.0,0.22835399925496397,False,-0.06521502725769192,2
|
||||
15.4,Lernen durch Engagement (Service Learning),0.53,Außerschulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,15,mittel,0.0,0.0,0.7840545507430319,False,-0.051249801982738596,0
|
||||
15.5,Unterrichtsbezogene Kooperationen zwischen Elternhaus und Schule,0.16,Außerschulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,15,gering,0.0,0.0,0.7622711716471048,False,0.5168544952153656,3
|
||||
15.6,Außerschulische Angebote,0.24,Außerschulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,15,gering,0.0,0.0,0.5739908058464352,False,-0.045478768681149695,3
|
||||
15.7,Außercurriculare Aktivitäten,0.1,Außerschulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,15,gering,0.0,0.0,0.7737174617397458,False,-0.03637684487782267,3
|
||||
15.8,Hausaufgaben,0.29,Außerschulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,15,gering,0.0,0.0,0.27294114702606626,False,-0.03637684487782267,3
|
||||
|
||||
|
227
export/coupling_per_item.csv
Normal file
227
export/coupling_per_item.csv
Normal file
@ -0,0 +1,227 @@
|
||||
Thermometer_ID,Stichwort,Kapitelname,Subkapitel,Systemebene,Effektstärke,Young_Beduerfnis,abs_d,abs_d_norm,bc_norm,coupling_index
|
||||
5.01,Vorausgehende Fähigkeiten & Intelligenz,Lernende,Fähigkeiten,psychisch,0.96,Struktur/Kompetenz,0.96,0.7164179104477612,0.0,0.0
|
||||
5.02,Vorausgehendes Leistungsniveau,Lernende,Fähigkeiten,psychisch,0.73,Struktur/Kompetenz,0.73,0.544776119402985,0.0,0.0
|
||||
5.03,Beziehung zwischen Schul- und Berufsleistungen,Lernende,Fähigkeiten,psychisch,0.37,Struktur/Kompetenz,0.37,0.2761194029850746,0.0,0.0
|
||||
5.04,Beziehung zwischen Schul- und Universitätsleistungen,Lernende,Fähigkeiten,psychisch,0.55,Struktur/Kompetenz,0.55,0.41044776119402987,0.0,0.0
|
||||
5.05,Erkenntnisstufen,Lernende,Fähigkeiten,psychisch,1.28,Struktur/Kompetenz,1.28,0.9552238805970149,0.0,0.0
|
||||
5.06,Exekutive Funktionen,Lernende,Fähigkeiten,psychisch,0.62,Struktur/Kompetenz,0.62,0.46268656716417905,0.0,0.0
|
||||
5.07,Stärke des Arbeitsgedächtnisses,Lernende,Fähigkeiten,psychisch,0.63,Struktur/Kompetenz,0.63,0.47014925373134325,0.0,0.0
|
||||
5.08,Vorschulische nicht-kognitive Fähigkeiten,Lernende,Fähigkeiten,psychisch,0.2,Struktur/Kompetenz,0.2,0.14925373134328357,0.0,0.0
|
||||
5.09,Gekreuzte Lateralität,Lernende,Fähigkeiten,psychisch,-0.03,Struktur/Kompetenz,0.03,0.022388059701492536,0.0,0.0
|
||||
5.1,Feldunabhängigkeit,Lernende,Fähigkeiten,psychisch,0.94,Struktur/Kompetenz,0.94,0.7014925373134328,0.0,0.0
|
||||
5.11,Beurteilung der eigenen Leistungsfähigkeit,Lernende,Fähigkeiten,psychisch,0.96,Struktur/Kompetenz,0.96,0.7164179104477612,0.0,0.0
|
||||
5.12,Kreativität und Lernleistung in Beziehung setzen,Lernende,Fähigkeiten,psychisch,0.4,Struktur/Kompetenz,0.4,0.29850746268656714,0.0,0.0
|
||||
5.13,Kritisches Denken,Lernende,Fähigkeiten,psychisch,0.84,Struktur/Kompetenz,0.84,0.626865671641791,0.0,0.0
|
||||
5.14,Beharrlichkeit und Zuversicht (Mindset),Lernende,Wille,psychisch,0.19,Emotion/SC,0.19,0.1417910447761194,0.0,0.0
|
||||
5.15,Beharrlichkeit und Zuversicht (Achtsamkeit),Lernende,Wille,psychisch,0.26,Emotion/SC,0.26,0.19402985074626866,0.0,0.0
|
||||
5.16,Beharrlichkeit und Zuversicht (Durchhaltevermögen),Lernende,Wille,psychisch,0.35,Emotion/SC,0.35,0.26119402985074625,0.0,0.0
|
||||
5.17,Beharrlichkeit und Zuversicht (Konzentration / Ausdauer und Engagement),Lernende,Wille,psychisch,0.41,Emotion/SC,0.41,0.3059701492537313,0.0,0.0
|
||||
5.18,Beharrlichkeit und Zuversicht (Selbstwirksamkeitserwartung),Lernende,Wille,psychisch,0.64,Emotion/SC,0.64,0.47761194029850745,0.0,0.0
|
||||
5.19,Beharrlichkeit und Zuversicht (Positives Selbstbild),Lernende,Wille,psychisch,0.51,Emotion/SC,0.51,0.3805970149253731,0.0,0.0
|
||||
5.2,Beharrlichkeit und Zuversicht (Selbstkontrolle),Lernende,Wille,psychisch,0.66,Emotion/SC,0.66,0.4925373134328358,0.0,0.0
|
||||
5.21,Schülerpersönlichkeit,Lernende,Wille,psychisch,0.18,Emotion/SC,0.18,0.13432835820895522,0.0,0.0
|
||||
5.22,Perfektionismus,Lernende,Wille,psychisch,-0.03,Emotion/SC,0.03,0.022388059701492536,0.0,0.0
|
||||
5.23,Emotionen,Lernende,Wille,psychisch,0.61,Emotion/SC,0.61,0.4552238805970149,0.0,0.0
|
||||
5.24,Emotionen (Emotionale Intelligenz),Lernende,Wille,psychisch,0.5,Emotion/SC,0.5,0.3731343283582089,0.0,0.0
|
||||
5.25,Emotionen (Wohlbefinden),Lernende,Wille,psychisch,0.08,Emotion/SC,0.08,0.05970149253731343,0.0,0.0
|
||||
5.26,Positiv-aktivierend (Freude),Lernende,Wille,psychisch,0.5,Emotion/SC,0.5,0.3731343283582089,0.0,0.0
|
||||
5.27,Positiv-aktivierend (Hoffnung),Lernende,Wille,psychisch,0.2,Emotion/SC,0.2,0.14925373134328357,0.0,0.0
|
||||
5.28,Positiv-aktivierend (Neugierde),Lernende,Wille,psychisch,0.74,Emotion/SC,0.74,0.5522388059701492,0.0,0.0
|
||||
5.29,Positiv-aktivierend (Glücklichsein),Lernende,Wille,psychisch,0.54,Emotion/SC,0.54,0.40298507462686567,0.0,0.0
|
||||
5.3,Positiv-aktivierend (Entspannung),Lernende,Wille,psychisch,0.16,Emotion/SC,0.16,0.11940298507462686,0.0,0.0
|
||||
5.31,negativ-aktivierend (Angst),Lernende,Wille,psychisch,-0.4,Emotion/SC,0.4,0.29850746268656714,0.0,0.0
|
||||
5.32,negativ-aktivierend (Depressionen),Lernende,Wille,psychisch,-0.3,Emotion/SC,0.3,0.22388059701492535,0.0,0.0
|
||||
5.33,negativ-aktivierend (Wut),Lernende,Wille,psychisch,-0.65,Emotion/SC,0.65,0.48507462686567165,0.0,0.0
|
||||
5.34,negativ-aktivierend (Frustration),Lernende,Wille,psychisch,-0.04,Emotion/SC,0.04,0.029850746268656716,0.0,0.0
|
||||
5.35,negativ-aktivierend (Aggression und Gewalt),Lernende,Wille,psychisch,0.03,Emotion/SC,0.03,0.022388059701492536,0.0,0.0
|
||||
5.36,negativ-aktivierend (Langeweile),Lernende,Wille,psychisch,-0.46,Emotion/SC,0.46,0.34328358208955223,0.0,0.0
|
||||
5.37,kognitive Dispositionen (Morgentypus vs. Abendtypus),Lernende,Wille,psychisch,0.18,Emotion/SC,0.18,0.13432835820895522,0.0,0.0
|
||||
5.38,kognitive Dispositionen (Prokrastination),Lernende,Wille,psychisch,-0.41,Emotion/SC,0.41,0.3059701492537313,0.0,0.0
|
||||
5.39,Frühgeburt / Geburtsgewicht,Lernende,Thrill: Motivation,psychisch,-0.59,Emotion/SC,0.59,0.4402985074626865,0.0,0.0
|
||||
5.4,Stillen,Lernende,Thrill: Motivation,psychisch,-0.04,Emotion/SC,0.04,0.029850746268656716,0.0,0.0
|
||||
5.41,Krankheit,Lernende,Thrill: Motivation,psychisch,-0.51,Emotion/SC,0.51,0.3805970149253731,0.0,0.0
|
||||
5.42,Körperliche Syndrome,Lernende,Thrill: Motivation,psychisch,-0.42,Emotion/SC,0.42,0.3134328358208955,0.0,0.0
|
||||
5.43,Misshandlung,Lernende,Thrill: Motivation,psychisch,-0.63,Emotion/SC,0.63,0.47014925373134325,0.0,0.0
|
||||
5.44,Autismus,Lernende,Thrill: Motivation,psychisch,0.08,Emotion/SC,0.08,0.05970149253731343,0.0,0.0
|
||||
5.45,Schlafdauer und Schlafqualität,Lernende,Thrill: Motivation,psychisch,0.02,Emotion/SC,0.02,0.014925373134328358,0.0,0.0
|
||||
5.46,Zucker,Lernende,Thrill: Motivation,psychisch,-0.13,Emotion/SC,0.13,0.09701492537313433,0.0,0.0
|
||||
5.47,Bewegung,Lernende,Thrill: Motivation,psychisch,0.25,Emotion/SC,0.25,0.18656716417910446,0.0,0.0
|
||||
5.48,Positive Sicht auf eigene Ethnizität,Lernende,Thrill: Motivation,psychisch,0.17,Emotion/SC,0.17,0.12686567164179105,0.0,0.0
|
||||
5.49,Dachloser Dialekt,Lernende,Thrill: Motivation,psychisch,-0.29,Emotion/SC,0.29,0.21641791044776115,0.0,0.0
|
||||
5.5,Bedrohung durch Stereotype,Lernende,Thrill: Motivation,psychisch,-0.19,Emotion/SC,0.19,0.1417910447761194,0.0,0.0
|
||||
5.51,Geschlechterunterschiede,Lernende,Thrill: Motivation,psychisch,0.0,Emotion/SC,0.0,0.0,0.0,0.0
|
||||
6.01,Sozioökonomischer Status,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.56,Stabilität,0.56,0.41791044776119407,0.0,0.0
|
||||
6.02,Bezug staatlicher Transferleistungen,Elternhaus und Familie,Familiäre Ressourcen,sozial,-0.12,Stabilität,0.12,0.08955223880597014,0.0,0.0
|
||||
6.03,Erwerbstätigkeit der Mutter,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.05,Stabilität,0.05,0.03731343283582089,0.0,0.0
|
||||
6.04,Stipendien,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.03,Stabilität,0.03,0.022388059701492536,0.0,0.0
|
||||
6.05,Einwanderungsstatus,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.05,Stabilität,0.05,0.03731343283582089,0.0,0.0
|
||||
6.06,Familienstruktur,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.14,Stabilität,0.14,0.10447761194029852,0.0,0.0
|
||||
6.07,Geschieden,Elternhaus und Familie,Familiäre Ressourcen,sozial,-0.26,Stabilität,0.26,0.19402985074626866,0.0,0.0
|
||||
6.08,nicht-geschieden vs. wiederverheiratet,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.24,Stabilität,0.24,0.1791044776119403,0.0,0.0
|
||||
6.09,Adoption,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.21,Stabilität,0.21,0.15671641791044774,0.0,0.0
|
||||
6.1,Kinderheime,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.33,Stabilität,0.33,0.2462686567164179,0.0,0.0
|
||||
6.11,Häusliches Anregungsniveau,Elternhaus und Familie,Familiäre Ressourcen,psychisch,0.4,Stabilität,0.4,0.29850746268656714,0.0,0.0
|
||||
6.12,Elternunterstützung beim Lernen,Elternhaus und Familie,Familiäre Ressourcen,psychisch,0.41,Stabilität,0.41,0.3059701492537313,0.0,0.0
|
||||
6.13,Elterliche Autonomieunterstützung (Familienhilfe),Elternhaus und Familie,Familiäre Ressourcen,psychisch,0.06,Stabilität,0.06,0.04477611940298507,0.0,0.0
|
||||
6.14,Elternerwartungen,Elternhaus und Familie,Familiäre Ressourcen,psychisch,0.49,Stabilität,0.49,0.3656716417910447,0.0,0.0
|
||||
6.15,Körperliche Züchtigung,Elternhaus und Familie,Familiäre Ressourcen,psychisch,-0.33,Stabilität,0.33,0.2462686567164179,0.0,0.0
|
||||
6.16,Väter,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.21,Stabilität,0.21,0.15671641791044774,0.0,0.0
|
||||
6.17,Schulwechsel,Elternhaus und Familie,Familiäre Ressourcen,sozial,-0.38,Stabilität,0.38,0.2835820895522388,0.0,0.0
|
||||
6.18,Fernsehen,Elternhaus und Familie,Familiäre Ressourcen,psychisch,-0.15,Stabilität,0.15,0.11194029850746268,0.0,0.0
|
||||
6.19,Programme für Eltern,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.39,Stabilität,0.39,0.291044776119403,0.0,0.0
|
||||
6.2,Hausbesuche durch Lehrpersonen,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.22,Stabilität,0.22,0.16417910447761194,0.0,0.0
|
||||
7.01,Finanzielle Ausstattung,Schule und Gesellschaft,Finanzielle Ausstattung und Rechenschaftspflicht,sozial,0.19,Stabilität,0.19,0.1417910447761194,0.0,0.0
|
||||
7.02,Accountability / Rechenschaftspflicht,Schule und Gesellschaft,Finanzielle Ausstattung und Rechenschaftspflicht,sozial,0.27,Stabilität,0.27,0.20149253731343283,0.0,0.0
|
||||
7.03,Leistungsbezogene Bezahlung,Schule und Gesellschaft,Finanzielle Ausstattung und Rechenschaftspflicht,sozial,0.05,Stabilität,0.05,0.03731343283582089,0.0,0.0
|
||||
7.04,Qualität des Schulgebäudes,Schule und Gesellschaft,Finanzielle Ausstattung und Rechenschaftspflicht,sozial,0.24,Stabilität,0.24,0.1791044776119403,0.0,0.0
|
||||
7.05,Vertragsschulen / Charter-Schulen,Schule und Gesellschaft,Schularten,sozial,0.04,Stabilität,0.04,0.029850746268656716,0.0,0.0
|
||||
7.06,Konfessionsschulen,Schule und Gesellschaft,Schularten,sozial,0.23,Stabilität,0.23,0.17164179104477612,0.0,0.0
|
||||
7.07,Monoedukation,Schule und Gesellschaft,Schularten,sozial,0.07,Stabilität,0.07,0.05223880597014926,0.0,0.0
|
||||
7.08,Dauer der Sommerferien,Schule und Gesellschaft,Schularten,sozial,-0.09,Stabilität,0.09,0.06716417910447761,0.0,0.0
|
||||
7.09,Sommerschulen,Schule und Gesellschaft,Schularten,sozial,0.17,Stabilität,0.17,0.12686567164179105,0.0,0.0
|
||||
7.1,Schulkalender / Stundenplan,Schule und Gesellschaft,Schularten,sozial,0.1,Stabilität,0.1,0.07462686567164178,0.0,0.0
|
||||
7.11,Desegration,Schule und Gesellschaft,Auswirkungen der Schulzusammensetzung,sozial,0.23,Stabilität,0.23,0.17164179104477612,0.0,0.0
|
||||
7.12,Ethnische Vielfalt,Schule und Gesellschaft,Auswirkungen der Schulzusammensetzung,sozial,0.09,Stabilität,0.09,0.06716417910447761,0.0,0.0
|
||||
7.13,Wohnheimunterbringung,Schule und Gesellschaft,Auswirkungen der Schulzusammensetzung,sozial,0.05,Stabilität,0.05,0.03731343283582089,0.0,0.0
|
||||
7.14,Schulgröße,Schule und Gesellschaft,Auswirkungen der Schulzusammensetzung,sozial,0.33,Stabilität,0.33,0.2462686567164179,0.0,0.0
|
||||
7.15,Neuordnung des Schulbezirks,Schule und Gesellschaft,Auswirkungen der Schulzusammensetzung,sozial,0.05,Stabilität,0.05,0.03731343283582089,0.0,0.0
|
||||
7.16,Schulwahlfreiheit,Schule und Gesellschaft,Auswirkungen der Schulzusammensetzung,sozial,0.27,Stabilität,0.27,0.20149253731343283,0.0,0.0
|
||||
7.17,Fördermaßnahmen im Sekundarbereich I,Schule und Gesellschaft,Auswirkungen der Schulzusammensetzung,sozial,0.18,Stabilität,0.18,0.13432835820895522,0.0,0.0
|
||||
7.18,Schulleitung,Schule und Gesellschaft,Auswirkungen der Vorschulmaßnahmen,sozial,0.37,Stabilität,0.37,0.2761194029850746,0.0,0.0
|
||||
7.19,Schulklima,Schule und Gesellschaft,Auswirkungen der Vorschulmaßnahmen,sozial,0.53,Stabilität,0.53,0.39552238805970147,0.0,0.0
|
||||
7.2,Schuleffekte,Schule und Gesellschaft,Auswirkungen der Vorschulmaßnahmen,sozial,0.48,Stabilität,0.48,0.3582089552238806,0.0,0.0
|
||||
8.01,Klassengröße,Klassenzimmer,Effekte der Klassenzusammensetzung,sozial,0.17,Stabilität,0.17,0.12686567164179105,0.0,0.0
|
||||
8.02,Offene Klassenzimmer,Klassenzimmer,Effekte der Klassenzusammensetzung,sozial,0.02,Stabilität,0.02,0.014925373134328358,0.0,0.0
|
||||
8.03,Leistungsbezogene Klassenbildung (Tracking),Klassenzimmer,Effekte der Klassenzusammensetzung,sozial,0.09,Stabilität,0.09,0.06716417910447761,0.0,0.0
|
||||
8.04,Auflösung einer leistungsbezogenen Einteilung in Lerngruppen (Detracking),Klassenzimmer,Effekte der Klassenzusammensetzung,sozial,0.09,Stabilität,0.09,0.06716417910447761,0.0,0.0
|
||||
8.05,Jahrgangsübergreifende Klassen,Klassenzimmer,Effekte der Klassenzusammensetzung,sozial,-0.01,Stabilität,0.01,0.007462686567164179,0.0,0.0
|
||||
8.06,Allgemeines Lernen in Kleingruppen,Klassenzimmer,Effekte der Klassenzusammensetzung,psychisch,0.16,Struktur/Kompetenz,0.16,0.11940298507462686,0.0,0.0
|
||||
8.07,Aufgabenbezogenes Lernen in Kleingruppen,Klassenzimmer,Effekte der Klassenzusammensetzung,psychisch,0.46,Struktur/Kompetenz,0.46,0.34328358208955223,0.0,0.0
|
||||
8.08,Inklusive Beschulung,Klassenzimmer,Effekte der Klassenzusammensetzung,sozial,0.52,Stabilität,0.52,0.3880597014925373,0.0,0.0
|
||||
8.09,Förderklassen für Hochbegabte,Klassenzimmer,Effekte der Klassenzusammensetzung,sozial,0.21,Stabilität,0.21,0.15671641791044774,0.0,0.0
|
||||
8.1,Klassenführung,Klassenzimmer,Einflüsse im Klassenzimmer,sozial,0.43,Orientierung,0.43,0.3208955223880597,0.0,0.0
|
||||
8.11,Aktive Pausen im Klassenzimmer,Klassenzimmer,Einflüsse im Klassenzimmer,sozial,0.16,Orientierung,0.16,0.11940298507462686,0.0,0.0
|
||||
8.12,(Cyber-)Bulling,Klassenzimmer,Einflüsse im Klassenzimmer,sozial,-0.28,Orientierung,0.28,0.20895522388059704,0.0,0.0
|
||||
8.13,Reduktion von Unterrichtsstörungen,Klassenzimmer,Einflüsse im Klassenzimmer,sozial,0.82,Orientierung,0.82,0.6119402985074626,0.0,0.0
|
||||
8.14,Schulverweis / Schulausschluss,Klassenzimmer,Einflüsse im Klassenzimmer,sozial,-0.2,Orientierung,0.2,0.14925373134328357,0.0,0.0
|
||||
8.15,ADHS-Behandlung mit Medikamenten,Klassenzimmer,Einflüsse im Klassenzimmer,psychisch,0.3,Orientierung,0.3,0.22388059701492535,0.0,0.0
|
||||
8.16,ADHS-Interventionsprogramme,Klassenzimmer,Einflüsse im Klassenzimmer,psychisch,0.44,Orientierung,0.44,0.3283582089552239,0.0,0.0
|
||||
8.18,Klassenklima,Klassenzimmer,Klassenklima,sozial,0.29,Stabilität,0.29,0.21641791044776115,0.0,0.0
|
||||
8.19,Klassenzusammenhalt,Klassenzimmer,Klassenklima,sozial,0.66,Bindung,0.66,0.4925373134328358,0.0,0.0
|
||||
8.2,Lehrer-Schüler-Beziehung,Klassenzimmer,Klassenklima,sozial,0.62,Bindung,0.62,0.46268656716417905,0.0,0.0
|
||||
8.21,Lehrer-Schüler-Abhängigkeit,Klassenzimmer,Klassenklima,sozial,-0.24,Stabilität,0.24,0.1791044776119403,0.0,0.0
|
||||
8.22,Freundschaften,Klassenzimmer,Klassenklima,sozial,0.35,Bindung,0.35,0.26119402985074625,0.0,0.0
|
||||
8.23,Schulzugehörigkeit,Klassenzimmer,Klassenklima,sozial,0.46,Bindung,0.46,0.34328358208955223,0.0,0.0
|
||||
8.24,Unbeliebtheit in der Klasse,Klassenzimmer,Klassenklima,sozial,-0.26,Stabilität,0.26,0.19402985074626866,0.0,0.0
|
||||
8.25,Lebensalter relativ zur Klasse,Klassenzimmer,Klassenklima,psychisch,0.45,Stabilität,0.45,0.33582089552238803,0.0,0.0
|
||||
8.26,Nicht-Versetzung,Klassenzimmer,Klassenklima,psychisch,-0.24,Stabilität,0.24,0.1791044776119403,0.0,0.0
|
||||
9.02,Sprachkompetenz,Lehrperson,Einflüsse der Lehrperson,psychisch,0.22,Bindung,0.22,0.16417910447761194,0.0,0.0
|
||||
9.03,Lehrererwartung - körperliche Attraktivität,Lehrperson,Einflüsse der Lehrperson,psychisch,0.36,Bindung,0.36,0.26865671641791045,0.0,0.0
|
||||
9.04,Nichtetikettieren von Lernenden,Lehrperson,Einflüsse der Lehrperson,psychisch,0.61,Bindung,0.61,0.4552238805970149,0.0,0.0
|
||||
9.05,Einschätzung des Leistungsniveaus durch die Lehrperson,Lehrperson,Einflüsse der Lehrperson,psychisch,1.3,Bindung,1.3,0.9701492537313433,0.0,0.0
|
||||
9.06,Glaubwürdigkeit,Lehrperson,Einflüsse der Lehrperson,psychisch,1.09,Bindung,1.09,0.8134328358208955,0.0,0.0
|
||||
9.07,Klarheit der Lehrperson,Lehrperson,Einflüsse der Lehrperson,psychisch,0.85,Bindung,0.85,0.6343283582089552,0.0,0.0
|
||||
9.08,Kollektive Wirksamkeitserwartung,Lehrperson,Einflüsse der Lehrperson,psychisch,1.34,Bindung,1.34,1.0,0.0,0.0
|
||||
9.09,Lehrerbildung,Lehrperson,Entwicklung von Lehrerprofessionalität,sozial,0.1,Struktur/Kompetenz,0.1,0.07462686567164178,0.0,0.0
|
||||
9.1,Qualifikation von Lehrpersonen,Lehrperson,Entwicklung von Lehrerprofessionalität,sozial,0.39,Struktur/Kompetenz,0.39,0.291044776119403,0.0,0.0
|
||||
9.11,Lehrerfort- und -weiterbildung,Lehrperson,Entwicklung von Lehrerprofessionalität,sozial,0.44,Struktur/Kompetenz,0.44,0.3283582089552239,0.0,0.0
|
||||
9.12,Coaching,Lehrperson,Entwicklung von Lehrerprofessionalität,sozial,0.26,Struktur/Kompetenz,0.26,0.19402985074626866,0.0,0.0
|
||||
9.13,Micro-Teaching,Lehrperson,Entwicklung von Lehrerprofessionalität,sozial,1.01,Struktur/Kompetenz,1.01,0.753731343283582,0.0,0.0
|
||||
9.14,Fachkompetenz,Lehrperson,Entwicklung von Lehrerprofessionalität,psychisch,0.13,Struktur/Kompetenz,0.13,0.09701492537313433,0.0,0.0
|
||||
10.01,Umfangreiches didaktisches Lese‑Begleitmaterial,Curriculum,Curriculare Programme (Lesen),sozial,0.57,Struktur/Kompetenz,0.57,0.42537313432835816,0.0,0.0
|
||||
10.02,Leseförderung für besondere Gruppen,Curriculum,Curriculare Programme (Lesen),sozial,0.82,Struktur/Kompetenz,0.82,0.6119402985074626,0.0,0.0
|
||||
10.03,Integrative Leseförderung,Curriculum,Curriculare Programme (Lesen),sozial,0.42,Struktur/Kompetenz,0.42,0.3134328358208955,0.0,0.0
|
||||
10.04,Musikbasierte Förderung,Curriculum,Curriculare Programme (Lesen),sozial,0.38,Struktur/Kompetenz,0.38,0.2835820895522388,0.0,0.0
|
||||
10.05,Lesestrategien,Curriculum,Curriculare Programme (Lesen),sozial,0.47,Struktur/Kompetenz,0.47,0.3507462686567164,0.0,0.0
|
||||
10.06,Laitier‑Methode,Curriculum,Curriculare Programme (Lesen),sozial,0.48,Struktur/Kompetenz,0.48,0.3582089552238806,0.0,0.0
|
||||
10.07,Phonologische Bewusstheit,Curriculum,Curriculare Programme (Lesen),sozial,0.75,Struktur/Kompetenz,0.75,0.5597014925373134,0.0,0.0
|
||||
10.08,Ton‑ oder Interferenzförderung,Curriculum,Curriculare Programme (Lesen),sozial,0.43,Struktur/Kompetenz,0.43,0.3208955223880597,0.0,0.0
|
||||
10.09,Vokabel‑ und Wortschatzförderung,Curriculum,Curriculare Programme (Lesen),sozial,0.62,Struktur/Kompetenz,0.62,0.46268656716417905,0.0,0.0
|
||||
10.1,Förderung der visuellen Wahrnehmung,Curriculum,Curriculare Programme (Lesen),sozial,0.67,Struktur/Kompetenz,0.67,0.5,0.0,0.0
|
||||
10.11,Wiederholtes Lesen,Curriculum,Curriculare Programme (Lesen),sozial,0.8,Struktur/Kompetenz,0.8,0.5970149253731343,0.0,0.0
|
||||
10.12,Sätze kombinieren,Curriculum,Curriculare Programme (Lesen),sozial,0.13,Struktur/Kompetenz,0.13,0.09701492537313433,0.0,0.0
|
||||
10.13,Lese‑Verständnis‑Förderung,Curriculum,Curriculare Programme (Lesen),sozial,0.5,Struktur/Kompetenz,0.5,0.3731343283582089,0.0,0.0
|
||||
10.14,Leseerfahrung,Curriculum,Curriculare Programme (Lesen),sozial,0.5,Struktur/Kompetenz,0.5,0.3731343283582089,0.0,0.0
|
||||
10.15,Ganzheitsmethoden,Curriculum,Curriculare Programme (Lesen),sozial,0.14,Struktur/Kompetenz,0.14,0.10447761194029852,0.0,0.0
|
||||
10.16,Förderung im Erstleseunterricht,Curriculum,Curriculare Programme (Lesen),sozial,0.47,Struktur/Kompetenz,0.47,0.3507462686567164,0.0,0.0
|
||||
10.17,Schreibförderung,Curriculum,Schreibförderung,sozial,0.53,Struktur/Kompetenz,0.53,0.39552238805970147,0.0,0.0
|
||||
10.18,Rechtschreibförderprogramme,Curriculum,Rechtschreibförderung,sozial,0.53,Struktur/Kompetenz,0.53,0.39552238805970147,0.0,0.0
|
||||
10.19,Theater- und Kunstprogramme,Curriculum,Theater- und Kunstprogramm / Musikprogramme,sozial,0.55,Struktur/Kompetenz,0.55,0.41044776119402987,0.0,0.0
|
||||
10.2,Musikprogramme,Curriculum,Theater- und Kunstprogramm / Musikprogramme,sozial,0.33,Struktur/Kompetenz,0.33,0.2462686567164179,0.0,0.0
|
||||
10.21,Mathematisches Anschauungsmaterial,Curriculum,Lehrpläne und Förderung im Bereich Mathematik,sozial,0.38,Struktur/Kompetenz,0.38,0.2835820895522388,0.0,0.0
|
||||
10.22,Einsatz von Taschenrechnern,Curriculum,Lehrpläne und Förderung im Bereich Mathematik,sozial,0.25,Struktur/Kompetenz,0.25,0.18656716417910446,0.0,0.0
|
||||
10.23,Programmieren,Curriculum,Lehrpläne und Förderung im Bereich Mathematik,sozial,0.46,Struktur/Kompetenz,0.46,0.34328358208955223,0.0,0.0
|
||||
10.24,Zusatzangebote für Hochbegabte,Curriculum,Angebote für begabte Lernende,sozial,0.49,Struktur/Kompetenz,0.49,0.3656716417910447,0.0,0.0
|
||||
10.25,Akzeleration,Curriculum,Angebote für begabte Lernende,sozial,0.53,Struktur/Kompetenz,0.53,0.39552238805970147,0.0,0.0
|
||||
10.26,Fächerübergreifende Curricula,Curriculum,Andere Lehrplanbereiche,sozial,0.39,Struktur/Kompetenz,0.39,0.291044776119403,0.0,0.0
|
||||
10.27,Programme zur ökonomischen Bildung,Curriculum,Andere Lehrplanbereiche,sozial,0.16,Struktur/Kompetenz,0.16,0.11940298507462686,0.0,0.0
|
||||
10.28,Förderung der Motivation,Curriculum,Andere Lehrplanbereiche,sozial,0.45,Struktur/Kompetenz,0.45,0.33582089552238803,0.0,0.0
|
||||
10.29,Moralerziehung,Curriculum,Andere Lehrplanbereiche,sozial,0.4,Emotion/SC,0.4,0.29850746268656714,0.0,0.0
|
||||
10.3,Ergebnisorientierte Bildung,Curriculum,Andere Lehrplanbereiche,sozial,0.97,Struktur/Kompetenz,0.97,0.7238805970149254,0.0,0.0
|
||||
10.31,Förderung der Sozialkompetenz,Curriculum,Andere Lehrplanbereiche,sozial,0.4,Bindung,0.4,0.29850746268656714,0.0,0.0
|
||||
10.32,Programme zum Umgang mit Vielfalt,Curriculum,Andere Lehrplanbereiche,sozial,0.09,Struktur/Kompetenz,0.09,0.06716417910447761,0.0,0.0
|
||||
10.33,Kreativitätsförderung,Curriculum,Andere Lehrplanbereiche,sozial,0.51,Struktur/Kompetenz,0.51,0.3805970149253731,0.0,0.0
|
||||
10.34,Schach,Curriculum,Andere Lehrplanbereiche,sozial,0.34,Struktur/Kompetenz,0.34,0.2537313432835821,0.0,0.0
|
||||
10.35,Erlebnispädagogik,Curriculum,Andere Lehrplanbereiche,sozial,0.49,Struktur/Kompetenz,0.49,0.3656716417910447,0.0,0.0
|
||||
10.36,Programme für jugendliche Straftäter,Curriculum,Andere Lehrplanbereiche,sozial,0.12,Struktur/Kompetenz,0.12,0.08955223880597014,0.0,0.0
|
||||
10.37,Spielförderung,Curriculum,Andere Lehrplanbereiche,sozial,0.52,Struktur/Kompetenz,0.52,0.3880597014925373,0.0,0.0
|
||||
10.38,Bilingualer Unterricht,Curriculum,Andere Lehrplanbereiche,sozial,0.4,Struktur/Kompetenz,0.4,0.29850746268656714,0.0,0.0
|
||||
10.39,College-Förderkurse,Curriculum,Andere Lehrplanbereiche,sozial,0.2,Struktur/Kompetenz,0.2,0.14925373134328357,0.0,0.0
|
||||
10.4,Berufsbildungsprogramme,Curriculum,Andere Lehrplanbereiche,sozial,0.38,Struktur/Kompetenz,0.38,0.2835820895522388,0.0,0.0
|
||||
11.01,Verhaltensziele / Advanced Organizers,Lernzielorientiertes Unterrichten,Zielintentionen,sozial,0.41,Orientierung,0.41,0.3059701492537313,0.0,0.0
|
||||
11.02,Vorausschauendes Planen,Lernzielorientiertes Unterrichten,Zielintentionen,sozial,0.83,Orientierung,0.83,0.6194029850746268,0.0,0.0
|
||||
11.03,Lernzielhierarchisierung,Lernzielorientiertes Unterrichten,Zielintentionen,sozial,0.19,Orientierung,0.19,0.1417910447761194,0.0,0.0
|
||||
11.04,Concept Mapping,Lernzielorientiertes Unterrichten,Zielintentionen,sozial,0.62,Orientierung,0.62,0.46268656716417905,0.0,0.0
|
||||
11.05,Erfolgskriterien,Lernzielorientiertes Unterrichten,Erfolgskriterien,sozial,0.64,Orientierung,0.64,0.47761194029850745,0.0,0.0
|
||||
11.06,Planung des Ziels,Lernzielorientiertes Unterrichten,Erfolgskriterien,sozial,0.6,Orientierung,0.6,0.4477611940298507,0.0,0.0
|
||||
11.07,Einvernehmen über Ziele (Zielbindung),Lernzielorientiertes Unterrichten,Erfolgskriterien,sozial,0.44,Orientierung,0.44,0.3283582089552239,0.0,0.0
|
||||
11.08,Lernziele (Aufgaben-Orientierung),Lernzielorientiertes Unterrichten,Erfolgskriterien,sozial,0.67,Orientierung,0.67,0.5,0.0,0.0
|
||||
11.09,Fallbeispiele,Lernzielorientiertes Unterrichten,Erfolgskriterien,sozial,0.47,Orientierung,0.47,0.3507462686567164,0.0,0.0
|
||||
11.1,Kognitive Aufgabenanalyse (Cognitive Task Analysis),Lernzielorientiertes Unterrichten,Erfolgskriterien,sozial,1.09,Orientierung,1.09,0.8134328358208955,0.0,0.0
|
||||
11.11,Feedback (Lernende),Lernzielorientiertes Unterrichten,Feedback,sozial,0.47,Orientierung,0.47,0.3507462686567164,0.0,0.0
|
||||
11.12,Feedback (Technikunterstützung),Lernzielorientiertes Unterrichten,Feedback,sozial,0.55,Orientierung,0.55,0.41044776119402987,0.0,0.0
|
||||
11.13,Fragen stellen,Lernzielorientiertes Unterrichten,Feedback,sozial,0.49,Orientierung,0.49,0.3656716417910447,0.0,0.0
|
||||
11.14,Produktives Scheitern,Lernzielorientiertes Unterrichten,Feedback,sozial,0.39,Orientierung,0.39,0.291044776119403,0.0,0.0
|
||||
11.15,Klassendiskussionen,Lernzielorientiertes Unterrichten,Feedback,sozial,0.82,Emotion/SC,0.82,0.6119402985074626,0.0,0.0
|
||||
11.16,Peer- und Selbstbeurteilung,Lernzielorientiertes Unterrichten,Feedback,sozial,0.54,Emotion/SC,0.54,0.40298507462686567,0.0,0.0
|
||||
11.17,Formative Evaluation,Lernzielorientiertes Unterrichten,Feedback,sozial,0.4,Orientierung,0.4,0.29850746268656714,0.0,0.0
|
||||
11.18,Häufigkeit von Tests,Lernzielorientiertes Unterrichten,Feedback,sozial,0.39,Orientierung,0.39,0.291044776119403,0.0,0.0
|
||||
11.19,Übungstests,Lernzielorientiertes Unterrichten,Feedback,sozial,0.59,Orientierung,0.59,0.4402985074626865,0.0,0.0
|
||||
11.2,Alternative Bewertungsmethoden,Lernzielorientiertes Unterrichten,Feedback,sozial,0.67,Orientierung,0.67,0.5,0.0,0.0
|
||||
13.01,Direkte Instruktion,Lehrstrategien,Methoden (Oberflächenverständnis),sozial,0.56,Struktur/Kompetenz,0.56,0.41791044776119407,0.0,0.0
|
||||
13.02,Explizite Unterrichtsstrategien,Lehrstrategien,Methoden (Oberflächenverständnis),sozial,0.63,Struktur/Kompetenz,0.63,0.47014925373134325,0.0,0.0
|
||||
13.03,Kognitive Verhaltenserziehung,Lehrstrategien,Methoden (Oberflächenverständnis),sozial,0.29,Struktur/Kompetenz,0.29,0.21641791044776115,0.0,0.0
|
||||
13.04,Aktivierung vs. klassische Vorlesung,Lehrstrategien,Methoden (Oberflächenverständnis),sozial,-0.26,Struktur/Kompetenz,0.26,0.19402985074626866,0.0,0.0
|
||||
13.05,Co-Teaching/Team-Teaching,Lehrstrategien,Methoden (Oberflächenverständnis),sozial,0.21,Struktur/Kompetenz,0.21,0.15671641791044774,0.0,0.0
|
||||
13.06,Reaktion auf Intervention (Response to Intervention),Lehrstrategien,Methoden (Oberflächenverständnis),sozial,0.73,Struktur/Kompetenz,0.73,0.544776119402985,0.0,0.0
|
||||
13.07,Ergänzende Materialien,Lehrstrategien,Methoden (Oberflächenverständnis),sozial,0.64,Struktur/Kompetenz,0.64,0.47761194029850745,0.0,0.0
|
||||
13.08,Unmittelbarkeit der Lehrperson,Lehrstrategien,Methoden (Oberflächenverständnis),sozial,0.16,Struktur/Kompetenz,0.16,0.11940298507462686,0.0,0.0
|
||||
13.09,Hintergrundmusik,Lehrstrategien,Methoden (Oberflächenverständnis),sozial,0.08,Struktur/Kompetenz,0.08,0.05970149253731343,0.0,0.0
|
||||
13.1,Humor,Lehrstrategien,Methoden (Oberflächenverständnis),sozial,0.04,Struktur/Kompetenz,0.04,0.029850746268656716,0.0,0.0
|
||||
13.11,Problembasiertes Lernen,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.45,Struktur/Kompetenz,0.45,0.33582089552238803,0.0,0.0
|
||||
13.12,Problemlösen,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.61,Struktur/Kompetenz,0.61,0.4552238805970149,0.0,0.0
|
||||
13.13,Flipped Classroom,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.56,Struktur/Kompetenz,0.56,0.41791044776119407,0.0,0.0
|
||||
13.14,Forschendes Lernen,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.5,Struktur/Kompetenz,0.5,0.3731343283582089,0.0,0.0
|
||||
13.15,Induktives Vorgehen,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.6,Struktur/Kompetenz,0.6,0.4477611940298507,0.0,0.0
|
||||
13.16,Reziprokes Lehren,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.74,Struktur/Kompetenz,0.74,0.5522388059701492,0.0,0.0
|
||||
13.17,Entdeckendes Lernen,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.27,Struktur/Kompetenz,0.27,0.20149253731343283,0.0,0.0
|
||||
13.18,Konstruktivistisches Lehren,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.92,Struktur/Kompetenz,0.92,0.6865671641791045,0.0,0.0
|
||||
13.19,Scaffolding und situiertes Lernen,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.52,Struktur/Kompetenz,0.52,0.3880597014925373,0.0,0.0
|
||||
13.2,Kollaboratives Lernen,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.45,Struktur/Kompetenz,0.45,0.33582089552238803,0.0,0.0
|
||||
13.21,Kooperatives Lernen,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.52,Struktur/Kompetenz,0.52,0.3880597014925373,0.0,0.0
|
||||
13.22,Kooperatives vs. kompetitives Lernen,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.58,Struktur/Kompetenz,0.58,0.4328358208955223,0.0,0.0
|
||||
13.23,Kooperatives vs. individuelles Lernen,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.62,Struktur/Kompetenz,0.62,0.46268656716417905,0.0,0.0
|
||||
13.24,Philosophieren,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.54,Struktur/Kompetenz,0.54,0.40298507462686567,0.0,0.0
|
||||
13.25,Außerschulische Lehrer-Schüler-Gespräche,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.54,Struktur/Kompetenz,0.54,0.40298507462686567,0.0,0.0
|
||||
13.26,Mentoring,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.18,Struktur/Kompetenz,0.18,0.13432835820895522,0.0,0.0
|
||||
14.01,Clicker,Nutzung von Technologien,Wichtige Grundsätze für den Einsatz von Technologien,sozial,0.21,Struktur/Kompetenz,0.21,0.15671641791044774,0.0,0.0
|
||||
14.02,Simulationen,Nutzung von Technologien,Wichtige Grundsätze für den Einsatz von Technologien,sozial,0.53,Struktur/Kompetenz,0.53,0.39552238805970147,0.0,0.0
|
||||
14.03,Simulationsspiele,Nutzung von Technologien,Wichtige Grundsätze für den Einsatz von Technologien,sozial,0.41,Struktur/Kompetenz,0.41,0.3059701492537313,0.0,0.0
|
||||
15.1,Umfassende Schulreformprogramme,Schulische und außerschulische Einflüsse,Schulische Programme,sozial,0.29,Stabilität,0.29,0.21641791044776115,0.0,0.0
|
||||
15.2,Schulprogramme zur Verringerung des Leistungsgefälles,Schulische und außerschulische Einflüsse,Schulische Programme,sozial,0.11,Stabilität,0.11,0.08208955223880597,0.0,0.0
|
||||
15.3,Interventionen für Lernende mit besonderem Förderbedarf,Schulische und außerschulische Einflüsse,Schulische Programme,sozial,0.74,Stabilität,0.74,0.5522388059701492,0.0,0.0
|
||||
15.4,Lernen durch Engagement (Service Learning),Schulische und außerschulische Einflüsse,Außerschulische Programme,sozial,0.53,Stabilität,0.53,0.39552238805970147,0.0,0.0
|
||||
15.5,Unterrichtsbezogene Kooperationen zwischen Elternhaus und Schule,Schulische und außerschulische Einflüsse,Außerschulische Programme,sozial,0.16,Stabilität,0.16,0.11940298507462686,0.0,0.0
|
||||
15.6,Außerschulische Angebote,Schulische und außerschulische Einflüsse,Außerschulische Programme,sozial,0.24,Stabilität,0.24,0.1791044776119403,0.0,0.0
|
||||
15.7,Außercurriculare Aktivitäten,Schulische und außerschulische Einflüsse,Außerschulische Programme,sozial,0.1,Stabilität,0.1,0.07462686567164178,0.0,0.0
|
||||
15.8,Hausaufgaben,Schulische und außerschulische Einflüsse,Außerschulische Programme,sozial,0.29,Stabilität,0.29,0.21641791044776115,0.0,0.0
|
||||
|
6
export/coupling_per_need.csv
Normal file
6
export/coupling_per_need.csv
Normal file
@ -0,0 +1,6 @@
|
||||
Beduerfnis,n_items,energy_sum,energy_mean,coupling_sum,coupling_mean,bc_mean
|
||||
Bindung,12,8.26,0.6883333333333334,0.0,0.0,0.0
|
||||
Emotion/SC,41,14.11,0.3441463414634146,0.0,0.0,0.0
|
||||
Orientierung,25,12.540000000000001,0.5016,0.0,0.0,0.0
|
||||
Stabilität,60,14.11,0.23516666666666666,0.0,0.0,0.0
|
||||
Struktur/Kompetenz,88,42.03,0.47761363636363635,0.0,0.0,0.0
|
||||
|
6
export/coupling_potential_per_need.csv
Normal file
6
export/coupling_potential_per_need.csv
Normal file
@ -0,0 +1,6 @@
|
||||
Beduerfnis,n_items,E_sum,E_psych,E_sozial,balance,coupling_potential,bridge_energy
|
||||
Bindung,12,8.26,5.77,2.4899999999999998,0.602905569007264,4.98,2.4899999999999998
|
||||
Emotion/SC,41,14.11,12.35,1.76,0.24946846208362872,3.520000000000001,1.76
|
||||
Orientierung,25,12.540000000000001,0.74,11.800000000000002,0.11802232854864425,1.479999999999999,0.74
|
||||
Stabilität,60,14.11,2.5300000000000002,11.579999999999998,0.3586109142452163,5.060000000000001,2.5300000000000002
|
||||
Struktur/Kompetenz,88,42.03,9.260000000000002,32.77,0.4406376397811087,18.52,9.260000000000002
|
||||
|
@ -1,5 +1,5 @@
|
||||
{
|
||||
"n_rows": 169,
|
||||
"n_rows": 226,
|
||||
"duplicate_ids": {},
|
||||
"n_duplicates": 0,
|
||||
"invalid_kapitel_entries": [],
|
||||
|
||||
@ -1,8 +1,12 @@
|
||||
,n,mean,std,min,q1,median,q3,max,skew,kurtosis
|
||||
Gesamt,169,0.28763313609467456,0.3640026593835829,-0.65,0.08,0.29,0.5,1.34,0.02292521321528149,0.5904279244649904
|
||||
Gesamt,226,0.33261061946902654,0.34543859228852997,-0.65,0.1325,0.38,0.5375000000000001,1.34,-0.17912807419388987,0.649417345149399
|
||||
Kapitel 5,51,0.20823529411764705,0.46120583639998713,-0.65,-0.04,0.19,0.545,1.28,0.005859999358959804,-0.5443848598925407
|
||||
Kapitel 6,20,0.1275,0.27132957236929645,-0.38,-0.0075,0.175,0.34500000000000003,0.56,-0.3580457406718272,-0.6941765728667146
|
||||
Kapitel 7,20,0.1925,0.15606594422669035,-0.09,0.065,0.185,0.27,0.53,0.5084512016471165,0.08880591241093594
|
||||
Kapitel 8,25,0.2188,0.31016554719482736,-0.28,0.02,0.21,0.45,0.82,-0.10047823522266063,-0.7791713470620438
|
||||
Kapitel 9,13,0.6230769230769231,0.44344080054697677,0.1,0.26,0.44,1.01,1.34,0.49324597826718813,-1.3123018423406
|
||||
Kapitel 10,40,0.4505,0.19191277398993745,0.09,0.38,0.46499999999999997,0.53,0.97,0.3127687339162043,0.7206057357489897
|
||||
Kapitel 11,20,0.5635,0.19690433156605186,0.19,0.4325,0.545,0.6475,1.09,0.845630537521728,1.7218225459294283
|
||||
Kapitel 13,26,0.4492307692307692,0.25924387093118445,-0.26,0.275,0.53,0.6074999999999999,0.92,-0.8930365676284221,0.9340942558090561
|
||||
Kapitel 14,3,0.3833333333333333,0.16165807537309523,0.21,0.31,0.41,0.47,0.53,-0.722108645721135,
|
||||
Kapitel 15,8,0.3075,0.2221807500983956,0.1,0.1475,0.265,0.35,0.74,1.246102905016269,0.9123015634149221
|
||||
|
||||
|
@ -1,15 +1,15 @@
|
||||
{
|
||||
"view": "abs",
|
||||
"n": 169,
|
||||
"a": -6.531336141891552e-36,
|
||||
"b": 0.38795082121001484,
|
||||
"pearson_r": -0.22045581047414764,
|
||||
"r2": 0.04860076437181331,
|
||||
"rmse": 0.260211373084915,
|
||||
"mape_percent": 130641632.15000877,
|
||||
"n": 226,
|
||||
"a": -8.46927114925757e-48,
|
||||
"b": 0.4103480667915606,
|
||||
"pearson_r": -0.20867528394369567,
|
||||
"r2": 0.04354537412898201,
|
||||
"rmse": 0.25337265493065375,
|
||||
"mape_percent": 103833684.24030529,
|
||||
"phi": 1.618033988749895,
|
||||
"ratio_median": 1.0,
|
||||
"ratio_mae_to_phi": 0.5896101423364257,
|
||||
"ratio_mae_to_phi": 0.5968948402443865,
|
||||
"perm_n": 2000,
|
||||
"perm_p_r2": 0.011
|
||||
"perm_p_r2": 0.005
|
||||
}
|
||||
@ -1,170 +1,227 @@
|
||||
rank,effect,fib,fit,resid
|
||||
0,1.34,1.0,0.38795082121001484,0.9520491787899852
|
||||
1,1.3,1.0,0.38795082121001484,0.9120491787899851
|
||||
2,1.28,2.0,0.38795082121001484,0.8920491787899851
|
||||
3,1.09,3.0,0.38795082121001484,0.7020491787899852
|
||||
4,1.01,5.0,0.38795082121001484,0.6220491787899851
|
||||
5,0.97,8.0,0.38795082121001484,0.5820491787899851
|
||||
6,0.96,13.0,0.38795082121001484,0.5720491787899851
|
||||
7,0.96,21.0,0.38795082121001484,0.5720491787899851
|
||||
8,0.94,34.0,0.38795082121001484,0.552049178789985
|
||||
9,0.85,55.0,0.38795082121001484,0.46204917878998514
|
||||
10,0.84,89.0,0.38795082121001484,0.45204917878998513
|
||||
11,0.82,144.0,0.38795082121001484,0.4320491787899851
|
||||
12,0.82,233.0,0.38795082121001484,0.4320491787899851
|
||||
13,0.8,377.0,0.38795082121001484,0.4120491787899852
|
||||
14,0.75,610.0,0.38795082121001484,0.36204917878998516
|
||||
15,0.74,987.0,0.38795082121001484,0.35204917878998515
|
||||
16,0.73,1597.0,0.38795082121001484,0.34204917878998514
|
||||
17,0.67,2584.0,0.38795082121001484,0.2820491787899852
|
||||
18,0.66,4181.0,0.38795082121001484,0.2720491787899852
|
||||
19,0.66,6765.0,0.38795082121001484,0.2720491787899852
|
||||
20,0.65,10946.0,0.38795082121001484,0.2620491787899852
|
||||
21,0.64,17711.0,0.38795082121001484,0.2520491787899852
|
||||
22,0.63,28657.0,0.38795082121001484,0.24204917878998516
|
||||
23,0.63,46368.0,0.38795082121001484,0.24204917878998516
|
||||
24,0.62,75025.0,0.38795082121001484,0.23204917878998516
|
||||
25,0.62,121393.0,0.38795082121001484,0.23204917878998516
|
||||
26,0.62,196418.0,0.38795082121001484,0.23204917878998516
|
||||
27,0.61,317811.0,0.38795082121001484,0.22204917878998515
|
||||
28,0.61,514229.0,0.38795082121001484,0.22204917878998515
|
||||
29,0.59,832040.0,0.38795082121001484,0.20204917878998513
|
||||
30,0.57,1346269.0,0.38795082121001484,0.1820491787899851
|
||||
31,0.56,2178309.0,0.38795082121001484,0.1720491787899852
|
||||
32,0.55,3524578.0,0.38795082121001484,0.1620491787899852
|
||||
33,0.55,5702887.0,0.38795082121001484,0.1620491787899852
|
||||
34,0.54,9227465.0,0.38795082121001484,0.1520491787899852
|
||||
35,0.53,14930352.0,0.38795082121001484,0.1420491787899852
|
||||
36,0.53,24157817.0,0.38795082121001484,0.1420491787899852
|
||||
37,0.53,39088169.0,0.38795082121001484,0.1420491787899852
|
||||
38,0.53,63245986.0,0.38795082121001484,0.1420491787899852
|
||||
39,0.52,102334155.0,0.38795082121001484,0.13204917878998518
|
||||
40,0.52,165580141.0,0.38795082121001484,0.13204917878998518
|
||||
41,0.51,267914296.0,0.38795082121001484,0.12204917878998517
|
||||
42,0.51,433494437.0,0.38795082121001484,0.12204917878998517
|
||||
43,0.51,701408733.0,0.38795082121001484,0.12204917878998517
|
||||
44,0.5,1134903170.0,0.38795082121001484,0.11204917878998516
|
||||
45,0.5,1836311903.0,0.38795082121001484,0.11204917878998516
|
||||
46,0.5,2971215073.0,0.38795082121001484,0.11204917878998516
|
||||
47,0.5,4807526976.0,0.38795082121001484,0.11204917878998516
|
||||
48,0.49,7778742049.0,0.38795082121001484,0.10204917878998515
|
||||
49,0.49,12586269025.0,0.38795082121001484,0.10204917878998515
|
||||
50,0.49,20365011074.0,0.38795082121001484,0.10204917878998515
|
||||
51,0.48,32951280099.0,0.38795082121001484,0.09204917878998514
|
||||
52,0.48,53316291173.0,0.38795082121001484,0.09204917878998514
|
||||
53,0.47,86267571272.0,0.38795082121001484,0.08204917878998513
|
||||
54,0.47,139583862445.0,0.38795082121001484,0.08204917878998513
|
||||
55,0.46,225851433717.0,0.38795082121001484,0.07204917878998518
|
||||
56,0.46,365435296162.0,0.38795082121001484,0.07204917878998518
|
||||
57,0.46,591286729879.0,0.38795082121001484,0.07204917878998518
|
||||
58,0.46,956722026041.0,0.38795082121001484,0.07204917878998518
|
||||
59,0.45,1548008755920.0,0.38795082121001484,0.06204917878998517
|
||||
60,0.45,2504730781961.0,0.38795082121001484,0.06204917878998517
|
||||
61,0.44,4052739537881.0,0.38795082121001484,0.05204917878998516
|
||||
62,0.44,6557470319842.0,0.38795082121001484,0.05204917878998516
|
||||
63,0.43,10610209857723.0,0.38795082121001484,0.04204917878998515
|
||||
64,0.43,17167680177565.0,0.38795082121001484,0.04204917878998515
|
||||
65,0.42,27777890035288.0,0.38795082121001484,0.032049178789985144
|
||||
66,0.42,44945570212853.0,0.38795082121001484,0.032049178789985144
|
||||
67,0.41,72723460248141.0,0.38795082121001484,0.022049178789985135
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||||
|
||||
|
@ -1,15 +1,15 @@
|
||||
{
|
||||
"view": "signed",
|
||||
"n": 169,
|
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||||
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}
|
||||
@ -1,170 +1,227 @@
|
||||
rank,effect,fib,fit,resid
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||||
0,1.34,1.0,0.31020188680524113,1.029798113194759
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1,1.3,1.0,0.31020188680524113,0.9897981131947589
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||||
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||||
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||||
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||||
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||||
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||||
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||||
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||||
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||||
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150,0.2,1.6130531424904583e+31,0.35023792631242695,-0.15023792631242694
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155,0.18,1.788903347851832e+32,0.35023792631242373,-0.17023792631242374
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163,0.16,8.404037832974137e+33,0.35023792631225936,-0.19023792631225936
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171,0.12,3.9481088781499925e+35,0.3502379263045389,-0.23023792630453893
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||||
172,0.11,6.388174356131905e+35,0.35023792629966366,-0.24023792629966367
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173,0.1,1.0336283234281898e+36,0.3502379262917753,-0.2502379262917753
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||||
174,0.1,1.6724457590413803e+36,0.3502379262790117,-0.25023792627901165
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175,0.1,2.70607408246957e+36,0.3502379262583597,-0.2502379262583597
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176,0.09,4.37851984151095e+36,0.35023792622494404,-0.260237926224944
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177,0.09,7.08459392398052e+36,0.35023792617087646,-0.2602379261708765
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||||
178,0.09,1.146311376549147e+37,0.35023792608339327,-0.26023792608339325
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||||
180,0.08,3.001082145496346e+37,0.3502379257128084,-0.27023792571280836
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||||
181,0.08,4.855852914443544e+37,0.35023792534222353,-0.2702379253422235
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||||
182,0.08,7.85693505993989e+37,0.3502379247426046,-0.2702379247426046
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||||
183,0.07,1.2712787974383434e+38,0.35023792377240087,-0.28023792377240087
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||||
184,0.06,2.0569723034323324e+38,0.3502379222025782,-0.2902379222025782
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||||
185,0.05,3.328251100870676e+38,0.3502379196625518,-0.3002379196625518
|
||||
186,0.05,5.385223404303009e+38,0.3502379155527027,-0.30023791555270274
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||||
187,0.05,8.713474505173684e+38,0.35023790890282724,-0.30023790890282726
|
||||
188,0.05,1.409869790947669e+39,0.3502378981431027,-0.3002378981431027
|
||||
189,0.05,2.2812172414650375e+39,0.3502378807335027,-0.3002378807335027
|
||||
190,0.04,3.691087032412707e+39,0.3502378525641781,-0.31023785256417813
|
||||
191,0.04,5.972304273877745e+39,0.35023780698525353,-0.31023780698525355
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||||
192,0.03,9.663391306290452e+39,0.35023773323700436,-0.32023773323700433
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||||
193,0.03,1.5635695580168196e+40,0.35023761390983055,-0.3202376139098305
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||||
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||||
195,0.02,4.0934782466626846e+40,0.35023710843181094,-0.3302371084318109
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||||
196,0.0,6.623386935308549e+40,0.3502366029537913,-0.3502366029537913
|
||||
197,-0.01,1.0716865181971233e+41,0.3502357850731749,-0.3602357850731749
|
||||
198,-0.03,1.7340252117279783e+41,0.35023446171453887,-0.3802344617145389
|
||||
199,-0.03,2.8057117299251016e+41,0.35023232047528646,-0.38023232047528643
|
||||
200,-0.04,4.53973694165308e+41,0.35022885587739805,-0.39022885587739803
|
||||
201,-0.04,7.34544867157818e+41,0.35022325004025723,-0.3902232500402572
|
||||
202,-0.09,1.188518561323126e+42,0.35021417960522794,-0.4402141796052279
|
||||
203,-0.12,1.923063428480944e+42,0.3501995033330579,-0.4701995033330579
|
||||
204,-0.13,3.11158198980407e+42,0.35017575662585854,-0.48017575662585854
|
||||
205,-0.15,5.034645418285014e+42,0.35013733364648914,-0.5001373336464892
|
||||
206,-0.19,8.146227408089083e+42,0.3500751639599204,-0.5400751639599204
|
||||
207,-0.2,1.3180872826374099e+43,0.34997457129398224,-0.5499745712939823
|
||||
208,-0.24,2.1327100234463182e+43,0.34981180894147534,-0.5898118089414753
|
||||
209,-0.24,3.450797306083728e+43,0.3495484539230303,-0.5895484539230302
|
||||
210,-0.26,5.583507329530046e+43,0.34912233655207836,-0.6091223365520784
|
||||
211,-0.26,9.034304635613775e+43,0.3484328641626814,-0.6084328641626814
|
||||
212,-0.26,1.4617811965143821e+44,0.34731727440233245,-0.6073172744023325
|
||||
213,-0.28,2.3652116600757594e+44,0.34551221225258655,-0.6255122122525866
|
||||
214,-0.29,3.826992856590142e+44,0.3425915603424917,-0.6325915603424916
|
||||
215,-0.3,6.192204516665901e+44,0.33786584628265104,-0.637865846282651
|
||||
216,-0.33,1.0019197373256042e+45,0.3302194803127155,-0.6602194803127155
|
||||
217,-0.38,1.6211401889921942e+45,0.31784740028293923,-0.6978474002829392
|
||||
218,-0.4,2.6230599263177984e+45,0.2978289542832274,-0.6978289542832274
|
||||
219,-0.41,4.2442001153099927e+45,0.2654384282537394,-0.6754384282537393
|
||||
220,-0.42,6.86726004162779e+45,0.2130294562245396,-0.6330294562245395
|
||||
221,-0.46,1.1111460156937784e+46,0.1282299581658517,-0.5882299581658517
|
||||
222,-0.51,1.7978720198565574e+46,-0.008978511922036025,-0.501021488077964
|
||||
223,-0.59,2.9090180355503355e+46,-0.2309864800686116,-0.35901351993138836
|
||||
224,-0.63,4.706890055406893e+46,-0.5902029183030748,-0.039797081696925196
|
||||
225,-0.65,7.615908090957229e+46,-1.1714273246841136,0.5214273246841136
|
||||
|
||||
|
6
export/needs_mapping_codes.csv
Normal file
6
export/needs_mapping_codes.csv
Normal file
@ -0,0 +1,6 @@
|
||||
Beduerfnis,code
|
||||
Bindung,0
|
||||
Orientierung,1
|
||||
Stabilität,2
|
||||
Emotion/SC,3
|
||||
Struktur/Kompetenz,4
|
||||
|
File diff suppressed because it is too large
Load Diff
@ -24,6 +24,14 @@
|
||||
"Effektstärke": 1.28,
|
||||
"Systemebene": "psychisch"
|
||||
},
|
||||
{
|
||||
"Thermometer_ID": 11.1,
|
||||
"Stichwort": "Kognitive Aufgabenanalyse (Cognitive Task Analysis)",
|
||||
"Kapitelname": "Lernzielorientiertes Unterrichten",
|
||||
"Subkapitel": "Erfolgskriterien",
|
||||
"Effektstärke": 1.09,
|
||||
"Systemebene": "sozial"
|
||||
},
|
||||
{
|
||||
"Thermometer_ID": 9.06,
|
||||
"Stichwort": "Glaubwürdigkeit",
|
||||
@ -72,6 +80,14 @@
|
||||
"Effektstärke": 0.94,
|
||||
"Systemebene": "psychisch"
|
||||
},
|
||||
{
|
||||
"Thermometer_ID": 13.18,
|
||||
"Stichwort": "Konstruktivistisches Lehren",
|
||||
"Kapitelname": "Lehrstrategien",
|
||||
"Subkapitel": "Methoden (Tiefenverständnis)",
|
||||
"Effektstärke": 0.92,
|
||||
"Systemebene": "sozial"
|
||||
},
|
||||
{
|
||||
"Thermometer_ID": 9.07,
|
||||
"Stichwort": "Klarheit der Lehrperson",
|
||||
@ -89,36 +105,20 @@
|
||||
"Systemebene": "psychisch"
|
||||
},
|
||||
{
|
||||
"Thermometer_ID": 8.13,
|
||||
"Stichwort": "Reduktion von Unterrichtsstörungen",
|
||||
"Kapitelname": "Klassenzimmer",
|
||||
"Subkapitel": "Einflüsse im Klassenzimmer",
|
||||
"Thermometer_ID": 11.02,
|
||||
"Stichwort": "Vorausschauendes Planen",
|
||||
"Kapitelname": "Lernzielorientiertes Unterrichten",
|
||||
"Subkapitel": "Zielintentionen",
|
||||
"Effektstärke": 0.83,
|
||||
"Systemebene": "sozial"
|
||||
},
|
||||
{
|
||||
"Thermometer_ID": 11.15,
|
||||
"Stichwort": "Klassendiskussionen",
|
||||
"Kapitelname": "Lernzielorientiertes Unterrichten",
|
||||
"Subkapitel": "Feedback",
|
||||
"Effektstärke": 0.82,
|
||||
"Systemebene": "sozial"
|
||||
},
|
||||
{
|
||||
"Thermometer_ID": 10.02,
|
||||
"Stichwort": "Leseförderung für besondere Gruppen",
|
||||
"Kapitelname": "Curriculum",
|
||||
"Subkapitel": "Curriculare Programme (Lesen)",
|
||||
"Effektstärke": 0.82,
|
||||
"Systemebene": "sozial"
|
||||
},
|
||||
{
|
||||
"Thermometer_ID": 10.11,
|
||||
"Stichwort": "Wiederholtes Lesen",
|
||||
"Kapitelname": "Curriculum",
|
||||
"Subkapitel": "Curriculare Programme (Lesen)",
|
||||
"Effektstärke": 0.8,
|
||||
"Systemebene": "sozial"
|
||||
},
|
||||
{
|
||||
"Thermometer_ID": 10.07,
|
||||
"Stichwort": "Phonologische Bewusstheit",
|
||||
"Kapitelname": "Curriculum",
|
||||
"Subkapitel": "Curriculare Programme (Lesen)",
|
||||
"Effektstärke": 0.75,
|
||||
"Systemebene": "sozial"
|
||||
}
|
||||
],
|
||||
"top_negative": [
|
||||
@ -226,14 +226,6 @@
|
||||
"Effektstärke": -0.28,
|
||||
"Systemebene": "sozial"
|
||||
},
|
||||
{
|
||||
"Thermometer_ID": 6.07,
|
||||
"Stichwort": "Geschieden",
|
||||
"Kapitelname": "Elternhaus und Familie",
|
||||
"Subkapitel": "Familiäre Ressourcen",
|
||||
"Effektstärke": -0.26,
|
||||
"Systemebene": "sozial"
|
||||
},
|
||||
{
|
||||
"Thermometer_ID": 8.24,
|
||||
"Stichwort": "Unbeliebtheit in der Klasse",
|
||||
@ -241,6 +233,14 @@
|
||||
"Subkapitel": "Klassenklima",
|
||||
"Effektstärke": -0.26,
|
||||
"Systemebene": "sozial"
|
||||
},
|
||||
{
|
||||
"Thermometer_ID": 6.07,
|
||||
"Stichwort": "Geschieden",
|
||||
"Kapitelname": "Elternhaus und Familie",
|
||||
"Subkapitel": "Familiäre Ressourcen",
|
||||
"Effektstärke": -0.26,
|
||||
"Systemebene": "sozial"
|
||||
}
|
||||
]
|
||||
}
|
||||
@ -1,170 +1,227 @@
|
||||
Thermometer_ID,Stichwort,Effektstärke,Subkapitel,Kapitelname,Systemebene,Kapitel,Bin,System_psychisch,System_sozial,Silhouette_point,Outlier_IQR,Text_Dimension,abs_d,SignifikanzScore,Rank_abs,Rank_score,Impact_Label
|
||||
9.08,Kollektive Wirksamkeitserwartung,1.34,Einflüsse der Lehrperson,Lehrperson,psychisch,9,hoch,0.0,0.0,0.5244831814996493,True,-0.015677615490795906,1.34,0.8633460321016327,1,1,hoch+
|
||||
9.05,Einschätzung des Leistungsniveaus durch die Lehrperson,1.3,Einflüsse der Lehrperson,Lehrperson,psychisch,9,hoch,0.0,0.0,0.5468864805290229,True,-0.02798465136306808,1.3,0.8573526930751358,2,2,hoch+
|
||||
5.05,Erkenntnisstufen,1.28,Fähigkeiten,Lernende,psychisch,5,hoch,0.0,0.0,0.5558170180722891,True,-0.015677615490796177,1.28,0.8531479386152638,3,3,hoch+
|
||||
9.06,Glaubwürdigkeit,1.09,Einflüsse der Lehrperson,Lehrperson,psychisch,9,hoch,0.0,0.0,0.6310066535239033,False,-0.015677615490795906,1.09,0.8080693435940227,4,4,hoch+
|
||||
9.13,Micro-Teaching,1.01,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,9,hoch,0.0,0.0,0.6599504249291784,False,-0.01820752780284088,1.01,0.7876446658597667,5,5,hoch+
|
||||
10.3,Ergebnisorientierte Bildung,0.97,Andere Lehrplanbereiche,Curriculum,sozial,10,hoch,0.0,0.0,0.6678276178811989,False,-0.02075632874984784,0.97,0.7739243762003031,6,6,hoch+
|
||||
5.01,Vorausgehende Fähigkeiten & Intelligenz,0.96,Fähigkeiten,Lernende,psychisch,5,hoch,0.0,0.0,0.6674218749999984,False,-0.021986738739555624,0.96,0.7692309352418203,7,7,hoch+
|
||||
5.11,Beurteilung der eigenen Leistungsfähigkeit,0.96,Fähigkeiten,Lernende,psychisch,5,hoch,0.0,0.0,0.6674218749999984,False,-0.05616390241003178,0.96,0.7692309352418203,7,7,hoch+
|
||||
5.1,Feldunabhängigkeit,0.94,Fähigkeiten,Lernende,psychisch,5,hoch,0.0,0.0,0.6558018252933493,False,-0.01567761549079591,0.94,0.7540945951035167,9,9,hoch+
|
||||
9.07,Klarheit der Lehrperson,0.85,Einflüsse der Lehrperson,Lehrperson,psychisch,9,hoch,0.0,0.0,0.5581548100242539,False,-0.04615381218173723,0.85,0.6618541795738655,10,10,hoch+
|
||||
5.13,Kritisches Denken,0.84,Fähigkeiten,Lernende,psychisch,5,hoch,0.0,0.0,0.5409053156146206,False,-0.015677615490795906,0.84,0.6482009502287986,11,11,hoch+
|
||||
5.29,Positiv-aktivierend (Glücklichsein),0.54,Wille,Lernende,psychisch,5,mittel,0.0,0.0,0.7620607240860405,False,-0.45379269485607593,0.54,0.6315129916129905,35,12,mittel+
|
||||
10.17,Schreibförderung,0.53,Schreibförderung,Curriculum,sozial,10,mittel,0.0,0.0,0.7700111921110738,False,-0.018207527802840857,0.53,0.6312645153826528,36,13,mittel+
|
||||
10.18,Rechtschreibförderprogramme,0.53,Rechtschreibförderung,Curriculum,sozial,10,mittel,0.0,0.0,0.7700111921110738,False,-0.018207527802840878,0.53,0.6312645153826528,36,13,mittel+
|
||||
10.25,Akzeleration,0.53,Angebote für begabte Lernende,Curriculum,sozial,10,mittel,0.0,0.0,0.7700111921110738,False,-0.01567761549079591,0.53,0.6312645153826528,36,13,mittel+
|
||||
7.19,Schulklima,0.53,Auswirkungen der Vorschulmaßnahmen,Schule und Gesellschaft,sozial,7,mittel,0.0,0.0,0.7700111921110738,False,-0.015677615490795906,0.53,0.6312645153826528,36,13,mittel+
|
||||
10.37,Spielförderung,0.52,Andere Lehrplanbereiche,Curriculum,sozial,10,mittel,0.0,0.0,0.7751947125081445,False,-0.01567761549079591,0.52,0.629544201647383,40,17,mittel+
|
||||
8.08,Inklusive Beschulung,0.52,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,8,mittel,0.0,0.0,0.7751947125081445,False,-0.015677615490795906,0.52,0.629544201647383,40,17,mittel+
|
||||
5.19,Beharrlichkeit und Zuversicht (Positives Selbstbild),0.51,Wille,Lernende,psychisch,5,mittel,0.0,0.0,0.779022137283007,False,0.632311909824754,0.51,0.627102532590144,42,19,mittel+
|
||||
10.33,Kreativitätsförderung,0.51,Andere Lehrplanbereiche,Curriculum,sozial,10,mittel,0.0,0.0,0.779022137283007,False,-0.01567761549079591,0.51,0.627102532590144,42,19,mittel+
|
||||
5.04,Beziehung zwischen Schul- und Universitätsleistungen,0.55,Fähigkeiten,Lernende,psychisch,5,mittel,0.0,0.0,0.7449522740033687,False,0.24378553172245723,0.55,0.6268900126246931,33,21,mittel+
|
||||
10.19,Theater- und Kunstprogramme,0.55,Theater- und Kunstprogramm / Musikprogramme,Curriculum,sozial,10,mittel,0.0,0.0,0.7449522740033687,False,0.33680200977808766,0.55,0.6268900126246931,33,21,mittel+
|
||||
10.14,Leseerfahrung,0.5,Curriculare Programme (Lesen),Curriculum,sozial,10,mittel,0.0,0.0,0.7813827176651507,False,-0.018207527802840875,0.5,0.6238805970149254,45,23,mittel+
|
||||
10.13,Lese‑Verständnis‑Förderung,0.5,Curriculare Programme (Lesen),Curriculum,sozial,10,mittel,0.0,0.0,0.7813827176651507,False,-0.03733734192790326,0.5,0.6238805970149254,45,23,mittel+
|
||||
5.26,Positiv-aktivierend (Freude),0.5,Wille,Lernende,psychisch,5,mittel,0.0,0.0,0.7813827176651507,False,-0.45379269485607593,0.5,0.6238805970149254,45,23,mittel+
|
||||
5.24,Emotionen (Emotionale Intelligenz),0.5,Wille,Lernende,psychisch,5,mittel,0.0,0.0,0.7813827176651507,False,-0.02558778872305237,0.5,0.6238805970149254,45,23,mittel+
|
||||
6.01,Sozioökonomischer Status,0.56,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,mittel,0.0,0.0,0.7220175034546295,False,-0.015677615490795906,0.56,0.6191678072936022,32,27,mittel+
|
||||
10.24,Zusatzangebote für Hochbegabte,0.49,Angebote für begabte Lernende,Curriculum,sozial,10,mittel,0.0,0.0,0.7804311997578288,False,-0.029913061116100474,0.49,0.6188968389775856,49,28,mittel+
|
||||
6.14,Elternerwartungen,0.49,Familiäre Ressourcen,Elternhaus und Familie,psychisch,6,mittel,0.0,0.0,0.7804311997578288,False,-0.015677615490795906,0.49,0.6188968389775856,49,28,mittel+
|
||||
10.35,Erlebnispädagogik,0.49,Andere Lehrplanbereiche,Curriculum,sozial,10,mittel,0.0,0.0,0.7804311997578288,False,-0.01567761549079591,0.49,0.6188968389775856,49,28,mittel+
|
||||
10.02,Leseförderung für besondere Gruppen,0.82,Curriculare Programme (Lesen),Curriculum,sozial,10,hoch,0.0,0.0,0.4961555360281207,False,-0.029821482618552272,0.82,0.6154417326378627,12,31,hoch+
|
||||
8.13,Reduktion von Unterrichtsstörungen,0.82,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,8,hoch,0.0,0.0,0.4961555360281207,False,-0.022081831718325076,0.82,0.6154417326378627,12,31,hoch+
|
||||
10.06,Laitier‑Methode,0.48,Curriculare Programme (Lesen),Curriculum,sozial,10,mittel,0.0,0.0,0.7767673621924631,False,-0.018207527802840868,0.48,0.6124703019885483,52,33,mittel+
|
||||
7.2,Schuleffekte,0.48,Auswirkungen der Vorschulmaßnahmen,Schule und Gesellschaft,sozial,7,mittel,0.0,0.0,0.7767673621924631,False,-0.015677615490795906,0.48,0.6124703019885483,52,33,mittel+
|
||||
10.01,Umfangreiches didaktisches Lese‑Begleitmaterial,0.57,Curriculare Programme (Lesen),Curriculum,sozial,10,mittel,0.0,0.0,0.6970814132104451,False,-0.021353885614617128,0.57,0.6103810290890144,31,35,mittel+
|
||||
10.05,Lesestrategien,0.47,Curriculare Programme (Lesen),Curriculum,sozial,10,mittel,0.0,0.0,0.7710621014002205,False,-0.01820752780284086,0.47,0.6049578596363621,54,36,mittel+
|
||||
10.16,Förderung im Erstleseunterricht,0.47,Curriculare Programme (Lesen),Curriculum,sozial,10,mittel,0.0,0.0,0.7710621014002205,False,-0.04046329997751754,0.47,0.6049578596363621,54,36,mittel+
|
||||
8.23,Schulzugehörigkeit,0.46,Klassenklima,Klassenzimmer,sozial,8,mittel,0.0,0.0,0.7631283275197359,False,-0.015677615490795906,0.46,0.5962599921932347,56,38,mittel+
|
||||
8.07,Aufgabenbezogenes Lernen in Kleingruppen,0.46,Effekte der Klassenzusammensetzung,Klassenzimmer,psychisch,8,mittel,0.0,0.0,0.7631283275197359,False,-0.0131974629347812,0.46,0.5962599921932347,56,38,mittel+
|
||||
10.23,Programmieren,0.46,Lehrpläne und Förderung im Bereich Mathematik,Curriculum,sozial,10,mittel,0.0,0.0,0.7631283275197359,False,-0.01820752780284088,0.46,0.5962599921932347,56,38,mittel+
|
||||
10.28,Förderung der Motivation,0.45,Andere Lehrplanbereiche,Curriculum,sozial,10,mittel,0.0,0.0,0.7517857819187215,False,-0.053429037956144426,0.45,0.5857488782638619,60,41,mittel+
|
||||
8.25,Lebensalter relativ zur Klasse,0.45,Klassenklima,Klassenzimmer,psychisch,8,mittel,0.0,0.0,0.7517857819187215,False,-0.021095501302541203,0.45,0.5857488782638619,60,41,mittel+
|
||||
5.33,negativ-aktivierend (Wut),-0.65,Wille,Lernende,psychisch,5,negativ,0.0,0.0,0.5826179543488389,True,-0.49282056778513433,0.65,-0.5853147542167735,21,43,mittel−
|
||||
5.43,Misshandlung,-0.63,Thrill: Motivation,Lernende,psychisch,5,negativ,0.0,0.0,0.5966478375820723,True,-0.018207527802840868,0.63,-0.5838225224520399,23,44,mittel−
|
||||
5.39,Frühgeburt / Geburtsgewicht,-0.59,Thrill: Motivation,Lernende,psychisch,5,negativ,0.0,0.0,0.6217657657657658,True,-0.015677615490795906,0.59,-0.579273190880159,30,45,mittel−
|
||||
8.16,ADHS-Interventionsprogramme,0.44,Einflüsse im Klassenzimmer,Klassenzimmer,psychisch,8,mittel,0.0,0.0,0.7377028665284896,False,-0.020128286201575828,0.44,0.5737800645239137,62,46,mittel+
|
||||
9.11,Lehrerfort- und -weiterbildung,0.44,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,9,mittel,0.0,0.0,0.7377028665284896,False,0.5904302233070341,0.44,0.5737800645239137,62,46,mittel+
|
||||
10.11,Wiederholtes Lesen,0.8,Curriculare Programme (Lesen),Curriculum,sozial,10,hoch,0.0,0.0,0.4305037313432839,False,-0.01820752780284086,0.8,0.5715639871218361,14,48,hoch+
|
||||
5.41,Krankheit,-0.51,Thrill: Motivation,Lernende,psychisch,5,negativ,0.0,0.0,0.6695263566160723,False,-0.015677615490795906,0.51,-0.5688578462835625,42,49,mittel−
|
||||
5.23,Emotionen,0.61,Wille,Lernende,psychisch,5,mittel,0.0,0.0,0.5792056999604165,False,-0.02508881904750532,0.61,0.565589207414855,28,50,mittel+
|
||||
9.04,Nichtetikettieren von Lernenden,0.61,Einflüsse der Lehrperson,Lehrperson,psychisch,9,mittel,0.0,0.0,0.5792056999604165,False,-0.022081831718325076,0.61,0.565589207414855,28,50,mittel+
|
||||
5.36,negativ-aktivierend (Langeweile),-0.46,Wille,Lernende,psychisch,5,negativ,0.0,0.0,0.6978895961231844,False,-0.49282056778513433,0.46,-0.5615571988793098,56,52,mittel−
|
||||
8.1,Klassenführung,0.43,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,8,mittel,0.0,0.0,0.7206030963256405,False,-0.015677615490795906,0.43,0.5602064787907151,64,53,mittel+
|
||||
10.08,Ton‑ oder Interferenzförderung,0.43,Curriculare Programme (Lesen),Curriculum,sozial,10,mittel,0.0,0.0,0.7206030963256405,False,-0.01820752780284087,0.43,0.5602064787907151,64,53,mittel+
|
||||
5.42,Körperliche Syndrome,-0.42,Thrill: Motivation,Lernende,psychisch,5,negativ,0.0,0.0,0.7173822313771426,False,-0.026884181795856853,0.42,-0.5540155746356986,66,55,mittel−
|
||||
5.38,kognitive Dispositionen (Prokrastination),-0.41,Wille,Lernende,psychisch,5,negativ,0.0,0.0,0.7209493644852127,False,-0.021319671870697825,0.41,-0.5514354472160626,68,56,mittel−
|
||||
10.09,Vokabel‑ und Wortschatzförderung,0.62,Curriculare Programme (Lesen),Curriculum,sozial,10,mittel,0.0,0.0,0.5434628975265015,False,0.5904302233070341,0.62,0.5510539560027835,25,57,mittel+
|
||||
8.2,Lehrer-Schüler-Beziehung,0.62,Klassenklima,Klassenzimmer,sozial,8,mittel,0.0,0.0,0.5434628975265015,False,0.011730750142157336,0.62,0.5510539560027835,25,57,mittel+
|
||||
5.06,Exekutive Funktionen,0.62,Fähigkeiten,Lernende,psychisch,5,mittel,0.0,0.0,0.5434628975265015,False,-0.015677615490795955,0.62,0.5510539560027835,25,57,mittel+
|
||||
5.31,negativ-aktivierend (Angst),-0.4,Wille,Lernende,psychisch,5,negativ,0.0,0.0,0.7228624509351995,False,-0.49282056778513433,0.4,-0.5479754737589838,71,60,mittel−
|
||||
10.03,Integrative Leseförderung,0.42,Curriculare Programme (Lesen),Curriculum,sozial,10,mittel,0.0,0.0,0.7001714978876485,False,-0.02185184271380371,0.42,0.5448605755380532,66,61,mittel+
|
||||
6.17,Schulwechsel,-0.38,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,negativ,0.0,0.0,0.7231970508410618,False,-0.015677615490795906,0.38,-0.5391982354266559,80,62,gering−
|
||||
5.07,Stärke des Arbeitsgedächtnisses,0.63,Fähigkeiten,Lernende,psychisch,5,mittel,0.0,0.0,0.5026481715006297,False,-0.024507418111962005,0.63,0.5338207686813544,23,63,mittel+
|
||||
5.17,Beharrlichkeit und Zuversicht (Konzentration / Ausdauer und Engagement),0.41,Wille,Lernende,psychisch,5,mittel,0.0,0.0,0.6771570964247023,False,0.8105116942248639,0.41,0.5281407878209503,68,64,mittel+
|
||||
6.12,Elternunterstützung beim Lernen,0.41,Familiäre Ressourcen,Elternhaus und Familie,psychisch,6,mittel,0.0,0.0,0.6771570964247023,False,-0.02068267133454381,0.41,0.5281407878209503,68,64,mittel+
|
||||
5.18,Beharrlichkeit und Zuversicht (Selbstwirksamkeitserwartung),0.64,Wille,Lernende,psychisch,5,mittel,0.0,0.0,0.458241758241758,False,0.7761382106363185,0.64,0.5146770356300057,22,66,mittel+
|
||||
6.15,Körperliche Züchtigung,-0.33,Familiäre Ressourcen,Elternhaus und Familie,psychisch,6,negativ,0.0,0.0,0.7138675801289783,False,-0.026884181795856853,0.33,-0.5118474996136094,90,67,gering−
|
||||
6.11,Häusliches Anregungsniveau,0.4,Familiäre Ressourcen,Elternhaus und Familie,psychisch,6,mittel,0.0,0.0,0.650119138605404,False,-0.015677615490795906,0.4,0.5092807278816197,71,68,mittel+
|
||||
10.38,Bilingualer Unterricht,0.4,Andere Lehrplanbereiche,Curriculum,sozial,10,mittel,0.0,0.0,0.650119138605404,False,-0.01820752780284086,0.4,0.5092807278816197,71,68,mittel+
|
||||
10.29,Moralerziehung,0.4,Andere Lehrplanbereiche,Curriculum,sozial,10,mittel,0.0,0.0,0.650119138605404,False,-0.018207527802840868,0.4,0.5092807278816197,71,68,mittel+
|
||||
5.12,Kreativität und Lernleistung in Beziehung setzen,0.4,Fähigkeiten,Lernende,psychisch,5,mittel,0.0,0.0,0.650119138605404,False,0.2577719212982755,0.4,0.5092807278816197,71,68,mittel+
|
||||
10.31,Förderung der Sozialkompetenz,0.4,Andere Lehrplanbereiche,Curriculum,sozial,10,mittel,0.0,0.0,0.650119138605404,False,-0.0628269823787667,0.4,0.5092807278816197,71,68,mittel+
|
||||
5.32,negativ-aktivierend (Depressionen),-0.3,Wille,Lernende,psychisch,5,negativ,0.0,0.0,0.7006311372508556,False,-0.49282056778513433,0.3,-0.49137373072154533,94,73,gering−
|
||||
9.1,Qualifikation von Lehrpersonen,0.39,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,9,gering,0.0,0.0,0.6150016346737659,False,-0.023715604964223584,0.39,0.48612287102311613,77,74,gering+
|
||||
6.19,Programme für Eltern,0.39,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,gering,0.0,0.0,0.6150016346737659,False,-0.03306608862982354,0.39,0.48612287102311613,77,74,gering+
|
||||
10.26,Fächerübergreifende Curricula,0.39,Andere Lehrplanbereiche,Curriculum,sozial,10,gering,0.0,0.0,0.6150016346737659,False,-0.01567761549079591,0.39,0.48612287102311613,77,74,gering+
|
||||
5.49,Dachloser Dialekt,-0.29,Thrill: Motivation,Lernende,psychisch,5,negativ,0.0,0.0,0.693548103159933,False,-0.015677615490795906,0.29,-0.48312840192301,96,77,gering−
|
||||
8.12,(Cyber-)Bulling,-0.28,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,8,negativ,0.0,0.0,0.6838138511746994,False,-0.015677615490795906,0.28,-0.47347279636637524,98,78,gering−
|
||||
8.19,Klassenzusammenhalt,0.66,Klassenklima,Klassenzimmer,sozial,8,mittel,0.0,0.0,0.3582329317269071,False,-0.015677615490795906,0.66,0.47043402033858084,19,79,mittel+
|
||||
5.2,Beharrlichkeit und Zuversicht (Selbstkontrolle),0.66,Wille,Lernende,psychisch,5,mittel,0.0,0.0,0.3582329317269071,False,0.7761382106363184,0.66,0.47043402033858084,19,79,mittel+
|
||||
10.04,Musikbasierte Förderung,0.38,Curriculare Programme (Lesen),Curriculum,sozial,10,gering,0.0,0.0,0.5733126002235293,False,-0.034988404668860947,0.38,0.45946938418436534,80,81,gering+
|
||||
10.21,Mathematisches Anschauungsmaterial,0.38,Lehrpläne und Förderung im Bereich Mathematik,Curriculum,sozial,10,gering,0.0,0.0,0.5733126002235293,False,-0.01820752780284088,0.38,0.45946938418436534,80,81,gering+
|
||||
10.4,Berufsbildungsprogramme,0.38,Andere Lehrplanbereiche,Curriculum,sozial,10,gering,0.0,0.0,0.5733126002235293,False,-0.01567761549079591,0.38,0.45946938418436534,80,81,gering+
|
||||
6.07,Geschieden,-0.26,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,negativ,0.0,0.0,0.6580069353646751,False,-0.020453718227476086,0.26,-0.45078995936005034,101,84,gering−
|
||||
8.24,Unbeliebtheit in der Klasse,-0.26,Klassenklima,Klassenzimmer,sozial,8,negativ,0.0,0.0,0.6580069353646751,False,-0.03013540695035748,0.26,-0.45078995936005034,101,84,gering−
|
||||
10.27,Programme zur ökonomischen Bildung,0.16,Andere Lehrplanbereiche,Curriculum,sozial,10,gering,0.0,0.0,0.739606227106227,False,-0.026464727757880446,0.16,0.4494193951426374,131,86,gering+
|
||||
8.11,Aktive Pausen im Klassenzimmer,0.16,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,8,gering,0.0,0.0,0.739606227106227,False,-0.0242800000675816,0.16,0.4494193951426374,131,86,gering+
|
||||
8.06,Allgemeines Lernen in Kleingruppen,0.16,Effekte der Klassenzusammensetzung,Klassenzimmer,psychisch,8,gering,0.0,0.0,0.739606227106227,False,-0.0131974629347812,0.16,0.4494193951426374,131,86,gering+
|
||||
5.3,Positiv-aktivierend (Entspannung),0.16,Wille,Lernende,psychisch,5,gering,0.0,0.0,0.739606227106227,False,-0.45379269485607593,0.16,0.4494193951426374,131,86,gering+
|
||||
10.15,Ganzheitsmethoden,0.14,Curriculare Programme (Lesen),Curriculum,sozial,10,gering,0.0,0.0,0.755145096013089,False,-0.01567761549079591,0.14,0.44872984633670165,136,90,gering+
|
||||
6.06,Familienstruktur,0.14,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,gering,0.0,0.0,0.755145096013089,False,-0.015677615490795906,0.14,0.44872984633670165,136,90,gering+
|
||||
8.01,Klassengröße,0.17,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,8,gering,0.0,0.0,0.7269116186693148,False,-0.015677615490795906,0.17,0.44714429495385455,128,92,gering+
|
||||
5.48,Positive Sicht auf eigene Ethnizität,0.17,Thrill: Motivation,Lernende,psychisch,5,gering,0.0,0.0,0.7269116186693148,False,-0.018207527802840864,0.17,0.44714429495385455,128,92,gering+
|
||||
7.09,Sommerschulen,0.17,Schularten,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.7269116186693148,False,-0.015677615490795906,0.17,0.44714429495385455,128,92,gering+
|
||||
9.14,Fachkompetenz,0.13,Entwicklung von Lehrerprofessionalität,Lehrperson,psychisch,9,gering,0.0,0.0,0.760399682260964,False,-0.015677615490795906,0.13,0.44704733504607397,138,95,gering+
|
||||
10.12,Sätze kombinieren,0.13,Curriculare Programme (Lesen),Curriculum,sozial,10,gering,0.0,0.0,0.760399682260964,False,-0.01567761549079591,0.13,0.44704733504607397,138,95,gering+
|
||||
10.1,Förderung der visuellen Wahrnehmung,0.67,Curriculare Programme (Lesen),Curriculum,sozial,10,mittel,0.0,0.0,0.30075163921317694,False,-0.0628269823787667,0.67,0.44433529563315055,18,97,mittel+
|
||||
10.36,Programme für jugendliche Straftäter,0.12,Andere Lehrplanbereiche,Curriculum,sozial,10,gering,0.0,0.0,0.7635706159596947,False,-0.033066088629823465,0.12,0.4442564551191608,141,98,gering+
|
||||
5.21,Schülerpersönlichkeit,0.18,Wille,Lernende,psychisch,5,gering,0.0,0.0,0.7101300479123887,False,-0.015677615490795903,0.18,0.4426951946636421,125,99,gering+
|
||||
5.37,kognitive Dispositionen (Morgentypus vs. Abendtypus),0.18,Wille,Lernende,psychisch,5,gering,0.0,0.0,0.7101300479123887,False,-0.02220151912960206,0.18,0.4426951946636421,125,99,gering+
|
||||
7.17,Fördermaßnahmen im Sekundarbereich I,0.18,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.7101300479123887,False,-0.02521721439269008,0.18,0.4426951946636421,125,99,gering+
|
||||
7.1,Schulkalender / Stundenplan,0.1,Schularten,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.7677129009923841,False,-0.015677615490795906,0.1,0.43750465945152234,143,102,gering+
|
||||
9.09,Lehrerbildung,0.1,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,9,gering,0.0,0.0,0.7677129009923841,False,-0.015677615490795906,0.1,0.43750465945152234,143,102,gering+
|
||||
5.14,Beharrlichkeit und Zuversicht (Mindset),0.19,Wille,Lernende,psychisch,5,gering,0.0,0.0,0.6888315368655433,False,0.6323119098247539,0.19,0.43584337375123366,122,104,gering+
|
||||
7.01,Finanzielle Ausstattung,0.19,Finanzielle Ausstattung und Rechenschaftspflicht,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.6888315368655433,False,-0.015677615490795906,0.19,0.43584337375123366,122,104,gering+
|
||||
7.12,Ethnische Vielfalt,0.09,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.7679742235210368,False,-0.020256351475856974,0.09,0.4331660542255785,145,106,gering+
|
||||
8.04,Auflösung einer leistungsbezogenen Einteilung in Lerngruppen (Detracking),0.09,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,8,gering,0.0,0.0,0.7679742235210368,False,-0.008433904072842504,0.09,0.4331660542255785,145,106,gering+
|
||||
8.03,Leistungsbezogene Klassenbildung (Tracking),0.09,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,8,gering,0.0,0.0,0.7679742235210368,False,-0.020448929420320523,0.09,0.4331660542255785,145,106,gering+
|
||||
10.32,Programme zum Umgang mit Vielfalt,0.09,Andere Lehrplanbereiche,Curriculum,sozial,10,gering,0.0,0.0,0.7679742235210368,False,-0.025313015771608022,0.09,0.4331660542255785,145,106,gering+
|
||||
5.03,Beziehung zwischen Schul- und Berufsleistungen,0.37,Fähigkeiten,Lernende,psychisch,5,gering,0.0,0.0,0.5242214007190965,False,0.27635112946138446,0.37,0.4288784234178965,84,110,gering+
|
||||
7.18,Schulleitung,0.37,Auswirkungen der Vorschulmaßnahmen,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.5242214007190965,False,-0.015677615490795906,0.37,0.4288784234178965,84,110,gering+
|
||||
10.07,Phonologische Bewusstheit,0.75,Curriculare Programme (Lesen),Curriculum,sozial,10,hoch,0.0,0.0,0.20183296582138893,False,-0.018207527802840868,0.75,0.42753784306509257,15,112,hoch+
|
||||
5.44,Autismus,0.08,Thrill: Motivation,Lernende,psychisch,5,gering,0.0,0.0,0.7650087642418932,False,-0.015677615490795906,0.08,0.4271110093977604,150,113,gering+
|
||||
5.25,Emotionen (Wohlbefinden),0.08,Wille,Lernende,psychisch,5,gering,0.0,0.0,0.7650087642418932,False,-0.025088819047505324,0.08,0.4271110093977604,150,113,gering+
|
||||
10.39,College-Förderkurse,0.2,Andere Lehrplanbereiche,Curriculum,sozial,10,gering,0.0,0.0,0.6636773652192154,False,-0.01567761549079591,0.2,0.4269405903199623,118,115,gering+
|
||||
5.27,Positiv-aktivierend (Hoffnung),0.2,Wille,Lernende,psychisch,5,gering,0.0,0.0,0.6636773652192154,False,-0.45379269485607593,0.2,0.4269405903199623,118,115,gering+
|
||||
5.08,Vorschulische nicht-kognitive Fähigkeiten,0.2,Fähigkeiten,Lernende,psychisch,5,gering,0.0,0.0,0.6636773652192154,False,-0.02417282114440315,0.2,0.4269405903199623,118,115,gering+
|
||||
8.26,Nicht-Versetzung,-0.24,Klassenklima,Klassenzimmer,psychisch,8,negativ,0.0,0.0,0.6192073475092341,False,-0.02105094535855687,0.24,-0.4211958596277992,107,118,gering−
|
||||
8.21,Lehrer-Schüler-Abhängigkeit,-0.24,Klassenklima,Klassenzimmer,sozial,8,negativ,0.0,0.0,0.6192073475092341,False,-0.016609776164457524,0.24,-0.4211958596277992,107,118,gering−
|
||||
7.07,Monoedukation,0.07,Schularten,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.7606225736367846,False,-0.01820752780284087,0.07,0.42030022722643245,152,120,gering+
|
||||
6.16,Väter,0.21,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,gering,0.0,0.0,0.6330340136054424,False,-0.015677615490795906,0.21,0.41511791752549504,115,121,gering+
|
||||
6.09,Adoption,0.21,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,gering,0.0,0.0,0.6330340136054424,False,-0.015677615490795906,0.21,0.41511791752549504,115,121,gering+
|
||||
8.09,Förderklassen für Hochbegabte,0.21,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,8,gering,0.0,0.0,0.6330340136054424,False,-0.029913061116100474,0.21,0.41511791752549504,115,121,gering+
|
||||
6.13,Elterliche Autonomieunterstützung (Familienhilfe),0.06,Familiäre Ressourcen,Elternhaus und Familie,psychisch,6,gering,0.0,0.0,0.7452707110241356,False,-0.015677615490795906,0.06,0.4076564154869347,153,124,gering+
|
||||
6.2,Hausbesuche durch Lehrpersonen,0.22,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,gering,0.0,0.0,0.5962560796290014,False,-0.02385574545946586,0.22,0.40003204296052,113,125,gering+
|
||||
9.02,Sprachkompetenz,0.22,Einflüsse der Lehrperson,Lehrperson,psychisch,9,gering,0.0,0.0,0.5962560796290014,False,-0.015677615490795906,0.22,0.40003204296052,113,125,gering+
|
||||
9.03,Lehrererwartung - körperliche Attraktivität,0.36,Einflüsse der Lehrperson,Lehrperson,psychisch,9,gering,0.0,0.0,0.46810467882632806,False,-0.026884181795856853,0.36,0.39455033830603226,86,127,gering+
|
||||
6.03,Erwerbstätigkeit der Mutter,0.05,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,gering,0.0,0.0,0.7264413962306233,False,-0.04336755602876855,0.05,0.39316282369028016,154,128,gering+
|
||||
6.05,Einwanderungsstatus,0.05,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,gering,0.0,0.0,0.7264413962306233,False,-0.015677615490795906,0.05,0.39316282369028016,154,128,gering+
|
||||
7.13,Wohnheimunterbringung,0.05,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.7264413962306233,False,-0.015677615490795906,0.05,0.39316282369028016,154,128,gering+
|
||||
7.03,Leistungsbezogene Bezahlung,0.05,Finanzielle Ausstattung und Rechenschaftspflicht,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.7264413962306233,False,-0.020448929420320453,0.05,0.39316282369028016,154,128,gering+
|
||||
7.15,Neuordnung des Schulbezirks,0.05,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.7264413962306233,False,-0.022473833915636475,0.05,0.39316282369028016,154,128,gering+
|
||||
5.28,Positiv-aktivierend (Neugierde),0.74,Wille,Lernende,psychisch,5,hoch,0.0,0.0,0.14101830663615567,False,-0.3555339342098834,0.74,0.3907107586107793,16,133,hoch+
|
||||
7.11,Desegration,0.23,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.5538878097592563,False,-0.015677615490795906,0.23,0.3819724706103822,111,134,gering+
|
||||
7.06,Konfessionsschulen,0.23,Schularten,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.5538878097592563,False,-0.015677615490795906,0.23,0.3819724706103822,111,134,gering+
|
||||
7.05,Vertragsschulen / Charter-Schulen,0.04,Schularten,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.7024191086691087,False,-0.015677615490795906,0.04,0.37590690563750295,159,136,gering+
|
||||
6.08,nicht-geschieden vs. wiederverheiratet,0.24,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,gering,0.0,0.0,0.5052160039273439,False,-0.023659075503277352,0.24,0.36055982408238646,107,137,gering+
|
||||
7.04,Qualität des Schulgebäudes,0.24,Finanzielle Ausstattung und Rechenschaftspflicht,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.5052160039273439,False,-0.02323178311707119,0.24,0.36055982408238646,107,137,gering+
|
||||
5.35,negativ-aktivierend (Aggression und Gewalt),0.03,Wille,Lernende,psychisch,5,gering,0.0,0.0,0.6762296688222615,False,-0.11007470383838158,0.03,0.3574982024795011,162,139,gering+
|
||||
6.04,Stipendien,0.03,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,gering,0.0,0.0,0.6762296688222615,False,-0.015677615490795906,0.03,0.3574982024795011,162,139,gering+
|
||||
8.22,Freundschaften,0.35,Klassenklima,Klassenzimmer,sozial,8,gering,0.0,0.0,0.40540839462478495,False,-0.015677615490795906,0.35,0.35672235082007664,87,141,gering+
|
||||
5.16,Beharrlichkeit und Zuversicht (Durchhaltevermögen),0.35,Wille,Lernende,psychisch,5,gering,0.0,0.0,0.40540839462478495,False,0.7761382106363184,0.35,0.35672235082007664,87,141,gering+
|
||||
5.02,Vorausgehendes Leistungsniveau,0.73,Fähigkeiten,Lernende,psychisch,5,hoch,0.0,0.0,0.0705261593341273,False,-0.018207527802840705,0.73,0.34873587525348415,17,143,hoch+
|
||||
8.14,Schulverweis / Schulausschluss,-0.2,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,8,negativ,0.0,0.0,0.5047082242948846,False,-0.018207527802840868,0.2,-0.34237927033879456,118,144,gering−
|
||||
5.45,Schlafdauer und Schlafqualität,0.02,Thrill: Motivation,Lernende,psychisch,5,gering,0.0,0.0,0.6468052534042381,False,0.25698738666031906,0.02,0.33736870116649315,166,145,gering+
|
||||
8.02,Offene Klassenzimmer,0.02,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,8,gering,0.0,0.0,0.6468052534042381,False,-0.019729774804187195,0.02,0.33736870116649315,166,145,gering+
|
||||
10.22,Einsatz von Taschenrechnern,0.25,Lehrpläne und Förderung im Bereich Mathematik,Curriculum,sozial,10,gering,0.0,0.0,0.449400756264821,False,-0.023813941390612204,0.25,0.335347327678542,105,147,gering+
|
||||
5.47,Bewegung,0.25,Thrill: Motivation,Lernende,psychisch,5,gering,0.0,0.0,0.449400756264821,False,-0.015677615490795906,0.25,0.335347327678542,105,147,gering+
|
||||
5.5,Bedrohung durch Stereotype,-0.19,Thrill: Motivation,Lernende,psychisch,5,negativ,0.0,0.0,0.4686959529574543,False,-0.02301461794970176,0.19,-0.3187454549862715,122,149,gering−
|
||||
10.34,Schach,0.34,Andere Lehrplanbereiche,Curriculum,sozial,10,gering,0.0,0.0,0.33369659729870654,False,-0.01820752780284088,0.34,0.31409869239015387,89,150,gering+
|
||||
5.15,Beharrlichkeit und Zuversicht (Achtsamkeit),0.26,Wille,Lernende,psychisch,5,gering,0.0,0.0,0.3854460093896711,False,0.7761382106363185,0.26,0.30580514317672225,101,151,gering+
|
||||
9.12,Coaching,0.26,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,9,gering,0.0,0.0,0.3854460093896711,False,-0.015677615490795906,0.26,0.30580514317672225,101,151,gering+
|
||||
8.05,Jahrgangsübergreifende Klassen,-0.01,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,8,negativ,0.0,0.0,0.5410016268742031,False,-0.015677615490795906,0.01,-0.27661039055630016,168,153,gering−
|
||||
7.02,Accountability / Rechenschaftspflicht,0.27,Finanzielle Ausstattung und Rechenschaftspflicht,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.31216149679960586,False,-0.01820752780284089,0.27,0.2713001256408874,99,154,gering+
|
||||
7.16,Schulwahlfreiheit,0.27,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.31216149679960586,False,-0.015677615490795906,0.27,0.2713001256408874,99,154,gering+
|
||||
7.14,Schulgröße,0.33,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,7,gering,0.0,0.0,0.2531579267921312,False,-0.015677615490795906,0.33,0.26677970728796524,90,156,gering+
|
||||
10.2,Musikprogramme,0.33,Theater- und Kunstprogramm / Musikprogramme,Curriculum,sozial,10,gering,0.0,0.0,0.2531579267921312,False,-0.018207527802840854,0.33,0.26677970728796524,90,156,gering+
|
||||
6.1,Kinderheime,0.33,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,gering,0.0,0.0,0.2531579267921312,False,-0.015677615490795906,0.33,0.26677970728796524,90,156,gering+
|
||||
5.09,Gekreuzte Lateralität,-0.03,Fähigkeiten,Lernende,psychisch,5,negativ,0.0,0.0,0.45558833169452645,False,-0.015677615490795882,0.03,-0.24013125565293328,162,159,gering−
|
||||
5.22,Perfektionismus,-0.03,Wille,Lernende,psychisch,5,negativ,0.0,0.0,0.45558833169452645,False,-0.01820752780284089,0.03,-0.24013125565293328,162,159,gering−
|
||||
5.34,negativ-aktivierend (Frustration),-0.04,Wille,Lernende,psychisch,5,negativ,0.0,0.0,0.40645567169957425,False,-0.49282056778513433,0.04,-0.2184734644627795,159,161,gering−
|
||||
5.4,Stillen,-0.04,Thrill: Motivation,Lernende,psychisch,5,negativ,0.0,0.0,0.40645567169957425,False,-0.015677615490795906,0.04,-0.2184734644627795,159,161,gering−
|
||||
6.18,Fernsehen,-0.15,Familiäre Ressourcen,Elternhaus und Familie,psychisch,6,negativ,0.0,0.0,0.28568796230487753,False,-0.015677615490795906,0.15,-0.20348657112797752,135,163,gering−
|
||||
8.18,Klassenklima,0.29,Klassenklima,Klassenzimmer,sozial,8,gering,0.0,0.0,0.1349855817940922,False,-0.015677615490795906,0.29,0.18600920115191535,96,164,gering+
|
||||
8.15,ADHS-Behandlung mit Medikamenten,0.3,Einflüsse im Klassenzimmer,Klassenzimmer,psychisch,8,gering,0.0,0.0,0.02941176470588191,False,-0.02118377740234811,0.3,0.1343283582089552,94,165,gering+
|
||||
5.46,Zucker,-0.13,Thrill: Motivation,Lernende,psychisch,5,negativ,0.0,0.0,0.16602929095492996,False,-0.015677615490795906,0.13,-0.13088065921000416,138,166,gering−
|
||||
6.02,Bezug staatlicher Transferleistungen,-0.12,Familiäre Ressourcen,Elternhaus und Familie,sozial,6,negativ,0.0,0.0,0.09532644226521779,False,-0.01820752780284088,0.12,-0.088793696317267,141,167,gering−
|
||||
7.08,Dauer der Sommerferien,-0.09,Schularten,Schule und Gesellschaft,sozial,7,negativ,0.0,0.0,0.08860980289551722,False,-0.05616390241003178,0.09,-0.07178804197551333,145,168,gering−
|
||||
5.51,Geschlechterunterschiede,0.0,Thrill: Motivation,Lernende,psychisch,5,gering,0.0,0.0,0.5789810547875066,False,-0.015677615490795906,0.0,0.0,169,169,gering+
|
||||
Thermometer_ID,Stichwort,Effektstärke,Subkapitel,Kapitelname,Systemebene,Young_Beduerfnis,Kapitel,Bin,System_psychisch,System_sozial,Silhouette_point,Outlier_IQR,Text_Dimension,abs_d,SignifikanzScore,Rank_abs,Rank_score,Impact_Label
|
||||
9.08,Kollektive Wirksamkeitserwartung,1.34,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,9,hoch,0.0,0.0,0.48089498026989325,True,-0.03637684487782267,1.34,0.838003672070401,1,1,hoch+
|
||||
9.05,Einschätzung des Leistungsniveaus durch die Lehrperson,1.3,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,9,hoch,0.0,0.0,0.502627272874555,True,-0.08735128576199055,1.3,0.8316997137725222,2,2,hoch+
|
||||
5.05,Erkenntnisstufen,1.28,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,hoch,0.0,0.0,0.5121086762694314,True,-0.0363768448778244,1.28,0.8278081898246448,3,3,hoch+
|
||||
9.06,Glaubwürdigkeit,1.09,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,9,hoch,0.0,0.0,0.6062042915695572,False,-0.03637684487782267,1.09,0.7929868789524632,4,4,hoch+
|
||||
11.1,Kognitive Aufgabenanalyse (Cognitive Task Analysis),1.09,Erfolgskriterien,Zielorientiertes Unterrichten,sozial,Orientierung,11,hoch,0.0,0.0,0.6062042915695572,False,-0.06284004133014655,1.09,0.7929868789524632,4,4,hoch+
|
||||
9.13,Micro-Teaching,1.01,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,Struktur/Kompetenz,9,hoch,0.0,0.0,0.6395803263190768,False,-0.045535580575201344,1.01,0.7749910055156161,6,6,hoch+
|
||||
10.3,Ergebnisorientierte Bildung,0.97,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,hoch,0.0,0.0,0.6531622633221371,False,-0.04642848378775676,0.97,0.7643342153222211,7,7,hoch+
|
||||
5.01,Vorausgehende Fähigkeiten & Intelligenz,0.96,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,hoch,0.0,0.0,0.6550531442513519,False,-0.048983066020347306,0.96,0.7608664595430072,8,8,hoch+
|
||||
5.11,Beurteilung der eigenen Leistungsfähigkeit,0.96,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,hoch,0.0,0.0,0.6550531442513519,False,-0.17510661401726468,0.96,0.7608664595430072,8,8,hoch+
|
||||
5.1,Feldunabhängigkeit,0.94,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,hoch,0.0,0.0,0.6512752385882988,False,-0.03637684487782274,0.94,0.7498935828050115,10,10,hoch+
|
||||
13.18,Konstruktivistisches Lehren,0.92,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,hoch,0.0,0.0,0.6430507399793401,False,-0.045535580575201226,0.92,0.7365459297324086,11,11,hoch+
|
||||
9.07,Klarheit der Lehrperson,0.85,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,9,hoch,0.0,0.0,0.5898277276456125,False,-0.15075885535263944,0.85,0.6767780181971328,12,12,hoch+
|
||||
5.13,Kritisches Denken,0.84,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,hoch,0.0,0.0,0.5779421213762894,False,-0.03637684487782279,0.84,0.6659527021080129,13,13,hoch+
|
||||
11.02,Vorausschauendes Planen,0.83,Zielintentionen,Zielorientiertes Unterrichten,sozial,Orientierung,11,hoch,0.0,0.0,0.5627521959700521,False,-0.04132187264020577,0.83,0.6533626598602826,14,14,hoch+
|
||||
10.02,Leseförderung für besondere Gruppen,0.82,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,hoch,0.0,0.0,0.5439530311743548,False,-0.0653586804553129,0.82,0.6388450437616755,15,15,hoch+
|
||||
8.13,Reduktion von Unterrichtsstörungen,0.82,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,Orientierung,8,hoch,0.0,0.0,0.5439530311743548,False,-0.0579205199084558,0.82,0.6388450437616755,15,15,hoch+
|
||||
11.15,Klassendiskussionen,0.82,Feedback,Zielorientiertes Unterrichten,sozial,Orientierung,11,hoch,0.0,0.0,0.5439530311743548,False,-0.03637684487782267,0.82,0.6388450437616755,15,15,hoch+
|
||||
14.02,Simulationen,0.53,Wichtige Grundsätze für den Einsatz von Technologien,Nutzung von Technologien,sozial,Struktur/Kompetenz,14,mittel,0.0,0.0,0.7840545507430319,False,-0.03637684487782267,0.53,0.6372244758591059,61,18,mittel+
|
||||
7.19,Schulklima,0.53,Auswirkungen der Vorschulmaßnahmen,Schule und Gesellschaft,sozial,Stabilität,7,mittel,0.0,0.0,0.7840545507430319,False,-0.036376844877822674,0.53,0.6372244758591059,61,18,mittel+
|
||||
10.25,Akzeleration,0.53,Angebote für begabte Lernende,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7840545507430319,False,-0.03637684487782267,0.53,0.6372244758591059,61,18,mittel+
|
||||
10.18,Rechtschreibförderprogramme,0.53,Rechtschreibförderung,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7840545507430319,False,-0.04132187264020586,0.53,0.6372244758591059,61,18,mittel+
|
||||
15.4,Lernen durch Engagement (Service Learning),0.53,Außerschulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,15,mittel,0.0,0.0,0.7840545507430319,False,-0.051249801982738596,0.53,0.6372244758591059,61,18,mittel+
|
||||
10.17,Schreibförderung,0.53,Schreibförderung,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7840545507430319,False,-0.04132187264020585,0.53,0.6372244758591059,61,18,mittel+
|
||||
13.24,Philosophieren,0.54,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.7708811495858695,False,-0.03637684487782267,0.54,0.6346666155412299,57,24,mittel+
|
||||
13.25,Außerschulische Lehrer-Schüler-Gespräche,0.54,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.7708811495858695,False,-0.051075329190682306,0.54,0.6346666155412299,57,24,mittel+
|
||||
11.16,Peer- und Selbstbeurteilung,0.54,Feedback,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.7708811495858695,False,0.792041089336089,0.54,0.6346666155412299,57,24,mittel+
|
||||
5.29,Positiv-aktivierend (Glücklichsein),0.54,Wille,Lernende,psychisch,Emotion/SC,5,mittel,0.0,0.0,0.7708811495858695,False,-0.07622068283025828,0.54,0.6346666155412299,57,24,mittel+
|
||||
8.08,Inklusive Beschulung,0.52,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,8,mittel,0.0,0.0,0.7842211160988448,False,-0.03637684487782267,0.52,0.6328358208955224,67,28,mittel+
|
||||
10.37,Spielförderung,0.52,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7842211160988448,False,-0.03637684487782267,0.52,0.6328358208955224,67,28,mittel+
|
||||
13.19,Scaffolding und situiertes Lernen,0.52,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.7842211160988448,False,0.3247795073650809,0.52,0.6328358208955224,67,28,mittel+
|
||||
13.21,Kooperatives Lernen,0.52,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.7842211160988448,False,-0.09615023159536064,0.52,0.6328358208955224,67,28,mittel+
|
||||
11.12,Feedback (Technikunterstützung),0.55,Feedback,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.7532028287383417,False,-0.04609330460451786,0.55,0.629702828528437,54,32,mittel+
|
||||
10.19,Theater- und Kunstprogramme,0.55,Theater- und Kunstprogramm / Musikprogramme,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7532028287383417,False,0.792041089336089,0.55,0.629702828528437,54,32,mittel+
|
||||
5.04,Beziehung zwischen Schul- und Universitätsleistungen,0.55,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,mittel,0.0,0.0,0.7532028287383417,False,0.3854527278117446,0.55,0.629702828528437,54,32,mittel+
|
||||
5.19,Beharrlichkeit und Zuversicht (Positives Selbstbild),0.51,Wille,Lernende,psychisch,Emotion/SC,5,mittel,0.0,0.0,0.7821939198750796,False,0.6446532131900985,0.51,0.6272755513617883,71,35,mittel+
|
||||
10.33,Kreativitätsförderung,0.51,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7821939198750796,False,-0.03637684487782267,0.51,0.6272755513617883,71,35,mittel+
|
||||
13.13,Flipped Classroom,0.56,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.732855788475719,False,-0.03637684487782267,0.56,0.6233137678763041,51,37,mittel+
|
||||
13.01,Direkte Instruktion,0.56,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.732855788475719,False,-0.03637684487782267,0.56,0.6233137678763041,51,37,mittel+
|
||||
6.01,Sozioökonomischer Status,0.56,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,mittel,0.0,0.0,0.732855788475719,False,-0.03637684487782275,0.56,0.6233137678763041,51,37,mittel+
|
||||
10.14,Leseerfahrung,0.5,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7789208151038587,False,-0.041321872640205835,0.5,0.6210498838099362,74,40,mittel+
|
||||
10.13,Lese‑Verständnis‑Förderung,0.5,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7789208151038587,False,-0.09951429732591277,0.5,0.6210498838099362,74,40,mittel+
|
||||
5.26,Positiv-aktivierend (Freude),0.5,Wille,Lernende,psychisch,Emotion/SC,5,mittel,0.0,0.0,0.7789208151038587,False,-0.0762206828302582,0.5,0.6210498838099362,74,40,mittel+
|
||||
5.24,Emotionen (Emotionale Intelligenz),0.5,Wille,Lernende,psychisch,Emotion/SC,5,mittel,0.0,0.0,0.7789208151038587,False,-0.05478414191609905,0.5,0.6210498838099362,74,40,mittel+
|
||||
13.14,Forschendes Lernen,0.5,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.7789208151038587,False,-0.10216519611693584,0.5,0.6210498838099362,74,40,mittel+
|
||||
10.01,Umfangreiches didaktisches Lese‑Begleitmaterial,0.57,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7096110087766818,False,-0.051675514949878175,0.57,0.6153771216634576,50,45,mittel+
|
||||
10.24,Zusatzangebote für Hochbegabte,0.49,Angebote für begabte Lernende,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7725466342254665,False,-0.06556116575478876,0.49,0.6131680353931579,79,46,mittel+
|
||||
6.14,Elternerwartungen,0.49,Familiäre Ressourcen,Elternhaus und Familie,psychisch,Stabilität,6,mittel,0.0,0.0,0.7725466342254665,False,-0.03637684487782273,0.49,0.6131680353931579,79,46,mittel+
|
||||
10.35,Erlebnispädagogik,0.49,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7725466342254665,False,-0.03637684487782267,0.49,0.6131680353931579,79,46,mittel+
|
||||
11.13,Fragen stellen,0.49,Feedback,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.7725466342254665,False,-0.03637684487782267,0.49,0.6131680353931579,79,46,mittel+
|
||||
13.22,Kooperatives vs. kompetitives Lernen,0.58,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.6844023052612006,False,-0.10272353283720329,0.58,0.6063916095303437,49,50,mittel+
|
||||
10.06,Laitier‑Methode,0.48,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7633949415234642,False,-0.04132187264020585,0.48,0.6038028109561224,83,51,mittel+
|
||||
7.2,Schuleffekte,0.48,Auswirkungen der Vorschulmaßnahmen,Schule und Gesellschaft,sozial,Stabilität,7,mittel,0.0,0.0,0.7633949415234642,False,-0.036376844877822674,0.48,0.6038028109561224,83,51,mittel+
|
||||
10.11,Wiederholtes Lesen,0.8,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,hoch,0.0,0.0,0.48555712311002813,False,-0.04132187264020627,0.8,0.5987025216066235,18,53,hoch+
|
||||
11.19,Übungstests,0.59,Feedback,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.6570509136880816,False,-0.03637684487782267,0.59,0.5962617594842197,47,54,mittel+
|
||||
10.05,Lesestrategien,0.47,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7524470107738888,False,-0.04132187264020584,0.47,0.5934782759506159,85,55,mittel+
|
||||
10.16,Förderung im Erstleseunterricht,0.47,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7524470107738888,False,-0.10525189608061553,0.47,0.5934782759506159,85,55,mittel+
|
||||
11.09,Fallbeispiele,0.47,Erfolgskriterien,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.7524470107738888,False,-0.03637684487782267,0.47,0.5934782759506159,85,55,mittel+
|
||||
11.11,Feedback (Lernende),0.47,Feedback,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.7524470107738888,False,-0.04963865751220041,0.47,0.5934782759506159,85,55,mittel+
|
||||
11.06,Planung des Ziels,0.6,Erfolgskriterien,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.6273556951523054,False,-0.061199900573126936,0.6,0.5848801499739293,45,59,mittel+
|
||||
13.15,Induktives Vorgehen,0.6,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.6273556951523054,False,-0.03637684487782267,0.6,0.5848801499739293,45,59,mittel+
|
||||
5.33,negativ-aktivierend (Wut),-0.65,Wille,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.5845181789165192,True,-0.04242185706930043,0.65,-0.5843901272811796,30,61,mittel−
|
||||
5.43,Misshandlung,-0.63,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.5984625230695958,True,-0.04132187264020588,0.63,-0.5828821104868153,34,62,mittel−
|
||||
10.23,Programmieren,0.46,Lehrpläne und Förderung im Bereich Mathematik,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.738257525313059,False,-0.04132187264020588,0.46,0.5814225351636786,89,63,mittel+
|
||||
8.07,Aufgabenbezogenes Lernen in Kleingruppen,0.46,Effekte der Klassenzusammensetzung,Klassenzimmer,psychisch,Struktur/Kompetenz,8,mittel,0.0,0.0,0.738257525313059,False,-0.078106785335907,0.46,0.5814225351636786,89,63,mittel+
|
||||
8.23,Schulzugehörigkeit,0.46,Klassenklima,Klassenzimmer,sozial,Stabilität,8,mittel,0.0,0.0,0.738257525313059,False,-0.03637684487782267,0.46,0.5814225351636786,89,63,mittel+
|
||||
5.39,Frühgeburt / Geburtsgewicht,-0.59,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.6236737192365647,True,-0.03637684487782263,0.59,-0.5784361180406912,47,66,mittel−
|
||||
9.04,Nichtetikettieren von Lernenden,0.61,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,9,mittel,0.0,0.0,0.5944369672498873,False,-0.057920519908455766,0.61,0.5717769720962594,42,67,mittel+
|
||||
5.23,Emotionen,0.61,Wille,Lernende,psychisch,Emotion/SC,5,mittel,0.0,0.0,0.5944369672498873,False,-0.0537459380129481,0.61,0.5717769720962594,42,67,mittel+
|
||||
13.12,Problemlösen,0.61,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.5944369672498873,False,-0.041321872640205856,0.61,0.5717769720962594,42,67,mittel+
|
||||
5.41,Krankheit,-0.51,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.672225158562368,True,-0.036376844877822716,0.51,-0.5685449198224355,71,70,mittel−
|
||||
13.2,Kollaboratives Lernen,0.45,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.7211679501283464,False,-0.10216519611693584,0.45,0.5678179536062238,93,71,mittel+
|
||||
8.25,Lebensalter relativ zur Klasse,0.45,Klassenklima,Klassenzimmer,psychisch,Stabilität,8,mittel,0.0,0.0,0.7211679501283464,False,-0.05362192238149879,0.45,0.5678179536062238,93,71,mittel+
|
||||
13.11,Problembasiertes Lernen,0.45,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.7211679501283464,False,-0.07968566375647684,0.45,0.5678179536062238,93,71,mittel+
|
||||
10.28,Förderung der Motivation,0.45,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.7211679501283464,False,-0.18912019514068326,0.45,0.5678179536062238,93,71,mittel+
|
||||
5.36,negativ-aktivierend (Langeweile),-0.46,Wille,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.7015739769150052,False,-0.04242185706930045,0.46,-0.5618310808378848,89,75,mittel−
|
||||
8.2,Lehrer-Schüler-Beziehung,0.62,Klassenklima,Klassenzimmer,sozial,Stabilität,8,mittel,0.0,0.0,0.557297593458928,False,-0.009243877602659907,0.62,0.55641968863825,37,76,mittel+
|
||||
5.06,Exekutive Funktionen,0.62,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,mittel,0.0,0.0,0.557297593458928,False,-0.036376844877822764,0.62,0.55641968863825,37,76,mittel+
|
||||
13.23,Kooperatives vs. individuelles Lernen,0.62,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.557297593458928,False,-0.10272353283720329,0.62,0.55641968863825,37,76,mittel+
|
||||
11.04,Concept Mapping,0.62,Zielintentionen,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.557297593458928,False,-0.041321872640205884,0.62,0.55641968863825,37,76,mittel+
|
||||
10.09,Vokabel‑ und Wortschatzförderung,0.62,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.557297593458928,False,0.792041089336089,0.62,0.55641968863825,37,76,mittel+
|
||||
5.42,Körperliche Syndrome,-0.42,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.7223482294284725,False,-0.0567512857469254,0.42,-0.555015465420982,102,81,mittel−
|
||||
5.38,kognitive Dispositionen (Prokrastination),-0.41,Wille,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.726367796962763,False,-0.05748825963488298,0.41,-0.552684569848004,104,82,mittel−
|
||||
9.11,Lehrerfort- und -weiterbildung,0.44,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,Struktur/Kompetenz,9,mittel,0.0,0.0,0.7002046046822168,False,0.792041089336089,0.44,0.5521445211207822,97,83,mittel+
|
||||
11.07,Einvernehmen über Ziele (Zielbindung),0.44,Erfolgskriterien,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.7002046046822168,False,-0.03637684487782267,0.44,0.5521445211207822,97,83,mittel+
|
||||
8.16,ADHS-Interventionsprogramme,0.44,Einflüsse im Klassenzimmer,Klassenzimmer,psychisch,Orientierung,8,mittel,0.0,0.0,0.7002046046822168,False,-0.04522930665486221,0.44,0.5521445211207822,97,83,mittel+
|
||||
5.31,negativ-aktivierend (Angst),-0.4,Wille,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.7288616766593927,False,-0.042421857069300295,0.4,-0.5495388555104231,109,86,mittel−
|
||||
6.17,Schulwechsel,-0.38,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,negativ,0.0,0.0,0.7306600972219167,False,-0.036376844877822584,0.38,-0.5415441078064199,121,87,gering−
|
||||
13.02,Explizite Unterrichtsstrategien,0.63,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.5141050795727046,False,-0.03637684487782267,0.63,0.5378296258313844,34,88,mittel+
|
||||
5.07,Stärke des Arbeitsgedächtnisses,0.63,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,mittel,0.0,0.0,0.5141050795727046,False,-0.06930641187975556,0.63,0.5378296258313844,34,88,mittel+
|
||||
10.08,Ton‑ oder Interferenzförderung,0.43,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.6756666399208332,False,-0.041321872640205835,0.43,0.5345620042063484,100,90,mittel+
|
||||
8.1,Klassenführung,0.43,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,Orientierung,8,mittel,0.0,0.0,0.6756666399208332,False,-0.03637684487782267,0.43,0.5345620042063484,100,90,mittel+
|
||||
13.07,Ergänzende Materialien,0.64,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,mittel,0.0,0.0,0.466377636273314,False,-0.0413218726402059,0.64,0.5168176091419581,31,92,mittel+
|
||||
11.05,Erfolgskriterien,0.64,Erfolgskriterien,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.466377636273314,False,-0.03637684487782267,0.64,0.5168176091419581,31,92,mittel+
|
||||
5.18,Beharrlichkeit und Zuversicht (Selbstwirksamkeitserwartung),0.64,Wille,Lernende,psychisch,Emotion/SC,5,mittel,0.0,0.0,0.466377636273314,False,0.8012560611466433,0.64,0.5168176091419581,31,92,mittel+
|
||||
6.15,Körperliche Züchtigung,-0.33,Familiäre Ressourcen,Elternhaus und Familie,psychisch,Stabilität,6,negativ,0.0,0.0,0.7262147964395155,False,-0.05675128574692538,0.33,-0.5167819618715616,131,95,gering−
|
||||
10.03,Integrative Leseförderung,0.42,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.6478964311611781,False,-0.04812190456979151,0.42,0.5152532540503857,102,96,mittel+
|
||||
5.32,negativ-aktivierend (Depressionen),-0.3,Wille,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.7169120511022824,False,-0.04242185706930048,0.3,-0.49838084140161165,135,97,gering−
|
||||
14.03,Simulationsspiele,0.41,Wichtige Grundsätze für den Einsatz von Technologien,Nutzung von Technologien,sozial,Struktur/Kompetenz,14,mittel,0.0,0.0,0.6172876775343573,False,-0.03637684487782267,0.41,0.4944285321701679,104,98,mittel+
|
||||
6.12,Elternunterstützung beim Lernen,0.41,Familiäre Ressourcen,Elternhaus und Familie,psychisch,Stabilität,6,mittel,0.0,0.0,0.6172876775343573,False,-0.1021651961169358,0.41,0.4944285321701679,104,98,mittel+
|
||||
5.17,Beharrlichkeit und Zuversicht (Konzentration / Ausdauer und Engagement),0.41,Wille,Lernende,psychisch,Emotion/SC,5,mittel,0.0,0.0,0.6172876775343573,False,0.8075428831285876,0.41,0.4944285321701679,104,98,mittel+
|
||||
11.01,Verhaltensziele / Advanced Organizers,0.41,Zielintentionen,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.6172876775343573,False,-0.03637684487782267,0.41,0.4944285321701679,104,98,mittel+
|
||||
5.49,Dachloser Dialekt,-0.29,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.7114260666277029,False,-0.0363768448778227,0.29,-0.4909733489301419,137,102,gering−
|
||||
8.12,(Cyber-)Bulling,-0.28,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,Orientierung,8,negativ,0.0,0.0,0.7035324830718191,False,-0.03637684487782267,0.28,-0.4822800384422586,142,103,gering−
|
||||
10.31,Förderung der Sozialkompetenz,0.4,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.5811490956882774,False,-0.18912019514068326,0.4,0.4706505142834807,109,104,mittel+
|
||||
11.17,Formative Evaluation,0.4,Feedback,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.5811490956882774,False,-0.03637684487782267,0.4,0.4706505142834807,109,104,mittel+
|
||||
10.29,Moralerziehung,0.4,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.5811490956882774,False,-0.03637684487782267,0.4,0.4706505142834807,109,104,mittel+
|
||||
10.38,Bilingualer Unterricht,0.4,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.5811490956882774,False,-0.03637684487782267,0.4,0.4706505142834807,109,104,mittel+
|
||||
6.11,Häusliches Anregungsniveau,0.4,Familiäre Ressourcen,Elternhaus und Familie,psychisch,Stabilität,6,mittel,0.0,0.0,0.5811490956882774,False,-0.03637684487782271,0.4,0.4706505142834807,109,104,mittel+
|
||||
5.12,Kreativität und Lernleistung in Beziehung setzen,0.4,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,mittel,0.0,0.0,0.5811490956882774,False,0.3136092662381533,0.4,0.4706505142834807,109,104,mittel+
|
||||
10.07,Phonologische Bewusstheit,0.75,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,hoch,0.0,0.0,0.282463824927989,False,-0.04132187264020586,0.75,0.46784913483171897,19,110,hoch+
|
||||
8.19,Klassenzusammenhalt,0.66,Klassenklima,Klassenzimmer,sozial,Stabilität,8,mittel,0.0,0.0,0.3552215574687479,False,-0.03637684487782267,0.66,0.46640809498512115,28,111,mittel+
|
||||
5.2,Beharrlichkeit und Zuversicht (Selbstkontrolle),0.66,Wille,Lernende,psychisch,Emotion/SC,5,mittel,0.0,0.0,0.3552215574687479,False,0.8012560611466433,0.66,0.46640809498512115,28,111,mittel+
|
||||
13.04,Aktivierung vs. klassische Vorlesung,-0.26,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,negativ,0.0,0.0,0.6820607963465106,False,-0.06702104172740839,0.26,-0.4618575059683916,146,113,gering−
|
||||
8.24,Unbeliebtheit in der Klasse,-0.26,Klassenklima,Klassenzimmer,sozial,Stabilität,8,negativ,0.0,0.0,0.6820607963465106,False,-0.11659378187336338,0.26,-0.4618575059683916,146,113,gering−
|
||||
6.07,Geschieden,-0.26,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,negativ,0.0,0.0,0.6820607963465106,False,-0.04702117085648835,0.26,-0.4618575059683916,146,113,gering−
|
||||
13.08,Unmittelbarkeit der Lehrperson,0.16,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,gering,0.0,0.0,0.7622711716471048,False,-0.15075885535263944,0.16,0.45991906102112357,182,116,gering+
|
||||
15.5,Unterrichtsbezogene Kooperationen zwischen Elternhaus und Schule,0.16,Außerschulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,15,gering,0.0,0.0,0.7622711716471048,False,0.5168544952153656,0.16,0.45991906102112357,182,116,gering+
|
||||
8.11,Aktive Pausen im Klassenzimmer,0.16,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,Orientierung,8,gering,0.0,0.0,0.7622711716471048,False,-0.0586952265254663,0.16,0.45991906102112357,182,116,gering+
|
||||
10.27,Programme zur ökonomischen Bildung,0.16,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.7622711716471048,False,-0.06186662973803078,0.16,0.45991906102112357,182,116,gering+
|
||||
8.06,Allgemeines Lernen in Kleingruppen,0.16,Effekte der Klassenzusammensetzung,Klassenzimmer,psychisch,Struktur/Kompetenz,8,gering,0.0,0.0,0.7622711716471048,False,-0.07810678533590701,0.16,0.45991906102112357,182,116,gering+
|
||||
5.3,Positiv-aktivierend (Entspannung),0.16,Wille,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.7622711716471048,False,-0.07622068283025826,0.16,0.45991906102112357,182,116,gering+
|
||||
8.01,Klassengröße,0.17,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,8,gering,0.0,0.0,0.7529811934244067,False,-0.03637684487782264,0.17,0.45943520680055133,179,122,gering+
|
||||
7.09,Sommerschulen,0.17,Schularten,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.7529811934244067,False,-0.03637684487782268,0.17,0.45943520680055133,179,122,gering+
|
||||
5.48,Positive Sicht auf eigene Ethnizität,0.17,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.7529811934244067,False,-0.04272420644806571,0.17,0.45943520680055133,179,122,gering+
|
||||
13.26,Mentoring,0.18,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,gering,0.0,0.0,0.7406584100772731,False,-0.04132187264020586,0.18,0.45733163295990104,175,125,gering+
|
||||
5.37,kognitive Dispositionen (Morgentypus vs. Abendtypus),0.18,Wille,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.7406584100772731,False,-0.06927885609666425,0.18,0.45733163295990104,175,125,gering+
|
||||
5.21,Schülerpersönlichkeit,0.18,Wille,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.7406584100772731,False,-0.03637684487782263,0.18,0.45733163295990104,175,125,gering+
|
||||
7.17,Fördermaßnahmen im Sekundarbereich I,0.18,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.7406584100772731,False,-0.057498700925162655,0.18,0.45733163295990104,175,125,gering+
|
||||
10.15,Ganzheitsmethoden,0.14,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.7706107173562796,False,-0.03637684487782267,0.14,0.4554177091347592,189,129,gering+
|
||||
6.06,Familienstruktur,0.14,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,gering,0.0,0.0,0.7706107173562796,False,-0.03637684487782273,0.14,0.4554177091347592,189,129,gering+
|
||||
7.01,Finanzielle Ausstattung,0.19,Finanzielle Ausstattung und Rechenschaftspflicht,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.7241634499751917,False,-0.0363768448778227,0.19,0.4529998392794809,171,131,gering+
|
||||
11.03,Lernzielhierarchisierung,0.19,Zielintentionen,Zielorientiertes Unterrichten,sozial,Orientierung,11,gering,0.0,0.0,0.7241634499751917,False,-0.04132187264020583,0.19,0.4529998392794809,171,131,gering+
|
||||
5.14,Beharrlichkeit und Zuversicht (Mindset),0.19,Wille,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.7241634499751917,False,0.6446532131900984,0.19,0.4529998392794809,171,131,gering+
|
||||
10.12,Sätze kombinieren,0.13,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.7730323024924285,False,-0.03637684487782267,0.13,0.45223338469424357,191,134,gering+
|
||||
9.14,Fachkompetenz,0.13,Entwicklung von Lehrerprofessionalität,Lehrperson,psychisch,Struktur/Kompetenz,9,gering,0.0,0.0,0.7730323024924285,False,-0.03637684487782267,0.13,0.45223338469424357,191,134,gering+
|
||||
10.36,Programme für jugendliche Straftäter,0.12,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.77395681583465,False,-0.07276907658988467,0.12,0.4482495243594653,194,136,gering+
|
||||
10.39,College-Förderkurse,0.2,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.7039413621305788,False,-0.03637684487782267,0.2,0.4466775115279871,167,137,gering+
|
||||
5.08,Vorschulische nicht-kognitive Fähigkeiten,0.2,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,gering,0.0,0.0,0.7039413621305788,False,-0.06497749550165735,0.2,0.4466775115279871,167,137,gering+
|
||||
5.27,Positiv-aktivierend (Hoffnung),0.2,Wille,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.7039413621305788,False,-0.0762206828302582,0.2,0.4466775115279871,167,137,gering+
|
||||
15.2,Schulprogramme zur Verringerung des Leistungsgefälles,0.11,Schulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,15,gering,0.0,0.0,0.7741671163339129,False,-0.06861658745151605,0.11,0.44388422687090123,196,140,gering+
|
||||
11.18,Häufigkeit von Tests,0.39,Feedback,Zielorientiertes Unterrichten,sozial,Orientierung,11,gering,0.0,0.0,0.5371717171717172,False,-0.06397854056132181,0.39,0.44268605768937974,116,141,gering+
|
||||
10.26,Fächerübergreifende Curricula,0.39,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.5371717171717172,False,-0.03637684487782267,0.39,0.44268605768937974,116,141,gering+
|
||||
9.1,Qualifikation von Lehrpersonen,0.39,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,Struktur/Kompetenz,9,gering,0.0,0.0,0.5371717171717172,False,-0.058619865183683714,0.39,0.44268605768937974,116,141,gering+
|
||||
11.14,Produktives Scheitern,0.39,Feedback,Zielorientiertes Unterrichten,sozial,Orientierung,11,gering,0.0,0.0,0.5371717171717172,False,-0.041321872640205856,0.39,0.44268605768937974,116,141,gering+
|
||||
6.19,Programme für Eltern,0.39,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,gering,0.0,0.0,0.5371717171717172,False,-0.07276907658988474,0.39,0.44268605768937974,116,141,gering+
|
||||
15.7,Außercurriculare Aktivitäten,0.1,Außerschulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,15,gering,0.0,0.0,0.7737174617397458,False,-0.03637684487782267,0.1,0.4391664694749773,197,146,gering+
|
||||
9.09,Lehrerbildung,0.1,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,Struktur/Kompetenz,9,gering,0.0,0.0,0.7737174617397458,False,-0.03637684487782267,0.1,0.4391664694749773,197,146,gering+
|
||||
7.1,Schulkalender / Stundenplan,0.1,Schularten,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.7737174617397458,False,-0.036376844877822695,0.1,0.4391664694749773,197,146,gering+
|
||||
6.16,Väter,0.21,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,gering,0.0,0.0,0.6795996795996798,False,-0.03637684487782263,0.21,0.4381550462581327,162,149,gering+
|
||||
6.09,Adoption,0.21,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,gering,0.0,0.0,0.6795996795996798,False,-0.036376844877822695,0.21,0.4381550462581327,162,149,gering+
|
||||
13.05,Co-Teaching/Team-Teaching,0.21,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,gering,0.0,0.0,0.6795996795996798,False,-0.04553558057520136,0.21,0.4381550462581327,162,149,gering+
|
||||
14.01,Clicker,0.21,Wichtige Grundsätze für den Einsatz von Technologien,Nutzung von Technologien,sozial,Struktur/Kompetenz,14,gering,0.0,0.0,0.6795996795996798,False,-0.03637684487782267,0.21,0.4381550462581327,162,149,gering+
|
||||
8.09,Förderklassen für Hochbegabte,0.21,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,8,gering,0.0,0.0,0.6795996795996798,False,-0.06556116575478875,0.21,0.4381550462581327,162,149,gering+
|
||||
11.08,Lernziele (Aufgaben-Orientierung),0.67,Erfolgskriterien,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.2913441594576816,False,-0.04132187264020585,0.67,0.436770928496549,25,154,mittel+
|
||||
11.2,Alternative Bewertungsmethoden,0.67,Feedback,Zielorientiertes Unterrichten,sozial,Orientierung,11,mittel,0.0,0.0,0.2913441594576816,False,-0.03637684487782267,0.67,0.436770928496549,25,154,mittel+
|
||||
10.1,Förderung der visuellen Wahrnehmung,0.67,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,mittel,0.0,0.0,0.2913441594576816,False,-0.18912019514068326,0.67,0.436770928496549,25,154,mittel+
|
||||
15.3,Interventionen für Lernende mit besonderem Förderbedarf,0.74,Schulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,15,hoch,0.0,0.0,0.22835399925496397,False,-0.06521502725769192,0.74,0.4344732776413514,20,157,hoch+
|
||||
13.16,Reziprokes Lehren,0.74,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,hoch,0.0,0.0,0.22835399925496397,False,-0.04553558057520131,0.74,0.4344732776413514,20,157,hoch+
|
||||
5.28,Positiv-aktivierend (Neugierde),0.74,Wille,Lernende,psychisch,Emotion/SC,5,hoch,0.0,0.0,0.22835399925496397,False,-0.07622068283025821,0.74,0.4344732776413514,20,157,hoch+
|
||||
10.32,Programme zum Umgang mit Vielfalt,0.09,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.7713902134746786,False,-0.0607432401156761,0.09,0.43344595219752047,200,160,gering+
|
||||
7.12,Ethnische Vielfalt,0.09,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.7713902134746786,False,-0.0463357566747257,0.09,0.43344595219752047,200,160,gering+
|
||||
8.03,Leistungsbezogene Klassenbildung (Tracking),0.09,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,8,gering,0.0,0.0,0.7713902134746786,False,-0.047822858779474044,0.09,0.43344595219752047,200,160,gering+
|
||||
8.04,Auflösung einer leistungsbezogenen Einteilung in Lerngruppen (Detracking),0.09,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,8,gering,0.0,0.0,0.7713902134746786,False,-0.041539999941408244,0.09,0.43344595219752047,200,160,gering+
|
||||
8.21,Lehrer-Schüler-Abhängigkeit,-0.24,Klassenklima,Klassenzimmer,sozial,Stabilität,8,negativ,0.0,0.0,0.6441120821695647,False,-0.047924244368113954,0.24,-0.4326351451016768,153,164,gering−
|
||||
8.26,Nicht-Versetzung,-0.24,Klassenklima,Klassenzimmer,psychisch,Stabilität,8,negativ,0.0,0.0,0.6441120821695647,False,-0.05184481772133215,0.24,-0.4326351451016768,153,164,gering−
|
||||
13.09,Hintergrundmusik,0.08,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,gering,0.0,0.0,0.766637101542762,False,-0.03637684487782267,0.08,0.4264298624003614,205,166,gering+
|
||||
5.25,Emotionen (Wohlbefinden),0.08,Wille,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.766637101542762,False,-0.05374593801294812,0.08,0.4264298624003614,205,166,gering+
|
||||
5.44,Autismus,0.08,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.766637101542762,False,-0.03637684487782268,0.08,0.4264298624003614,205,166,gering+
|
||||
6.2,Hausbesuche durch Lehrpersonen,0.22,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,gering,0.0,0.0,0.6488233483504493,False,-0.05742160506781349,0.22,0.42619605066411786,160,169,gering+
|
||||
9.02,Sprachkompetenz,0.22,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,9,gering,0.0,0.0,0.6488233483504493,False,-0.03637684487782267,0.22,0.42619605066411786,160,169,gering+
|
||||
7.07,Monoedukation,0.07,Schularten,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.74851965077529,False,-0.041321872640205835,0.07,0.41227632692727906,208,171,gering+
|
||||
7.06,Konfessionsschulen,0.23,Schularten,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.6137874960072016,False,-0.03637684487782271,0.23,0.41196218754481145,158,172,gering+
|
||||
7.11,Desegration,0.23,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.6137874960072016,False,-0.03637684487782268,0.23,0.41196218754481145,158,172,gering+
|
||||
10.4,Berufsbildungsprogramme,0.38,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.48521559798951575,False,-0.03637684487782267,0.38,0.41046042298807683,121,174,gering+
|
||||
10.21,Mathematisches Anschauungsmaterial,0.38,Lehrpläne und Förderung im Bereich Mathematik,Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.48521559798951575,False,-0.04132187264020583,0.38,0.41046042298807683,121,174,gering+
|
||||
10.04,Musikbasierte Förderung,0.38,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.48521559798951575,False,-0.11628364671201498,0.38,0.41046042298807683,121,174,gering+
|
||||
6.13,Elterliche Autonomieunterstützung (Familienhilfe),0.06,Familiäre Ressourcen,Elternhaus und Familie,psychisch,Stabilität,6,gering,0.0,0.0,0.7288348582401446,False,-0.03637684487782275,0.06,0.397285726720952,209,177,gering+
|
||||
15.6,Außerschulische Angebote,0.24,Außerschulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,15,gering,0.0,0.0,0.5739908058464352,False,-0.045478768681149695,0.24,0.3951857204319564,153,178,gering+
|
||||
7.04,Qualität des Schulgebäudes,0.24,Finanzielle Ausstattung und Rechenschaftspflicht,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.5739908058464352,False,-0.06119990057312697,0.24,0.3951857204319564,153,178,gering+
|
||||
6.08,nicht-geschieden vs. wiederverheiratet,0.24,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,gering,0.0,0.0,0.5739908058464352,False,-0.0682697451160102,0.24,0.3951857204319564,153,178,gering+
|
||||
5.02,Vorausgehendes Leistungsniveau,0.73,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,hoch,0.0,0.0,0.1585449300020375,False,-0.03637684487782278,0.73,0.3927129803688061,23,181,hoch+
|
||||
13.06,Reaktion auf Intervention (Response to Intervention),0.73,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,hoch,0.0,0.0,0.1585449300020375,False,-0.04272420644806625,0.73,0.3927129803688061,23,181,hoch+
|
||||
7.15,Neuordnung des Schulbezirks,0.05,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.7074605244096768,False,-0.061199900573126645,0.05,0.3813927991072631,210,183,gering+
|
||||
7.13,Wohnheimunterbringung,0.05,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.7074605244096768,False,-0.0363768448778227,0.05,0.3813927991072631,210,183,gering+
|
||||
6.03,Erwerbstätigkeit der Mutter,0.05,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,gering,0.0,0.0,0.7074605244096768,False,-0.17510661401726457,0.05,0.3813927991072631,210,183,gering+
|
||||
7.03,Leistungsbezogene Bezahlung,0.05,Finanzielle Ausstattung und Rechenschaftspflicht,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.7074605244096768,False,-0.04782285877947415,0.05,0.3813927991072631,210,183,gering+
|
||||
6.05,Einwanderungsstatus,0.05,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,gering,0.0,0.0,0.7074605244096768,False,-0.03637684487782269,0.05,0.3813927991072631,210,183,gering+
|
||||
5.47,Bewegung,0.25,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.5278030802734762,False,-0.03637684487782269,0.25,0.3749960154007338,151,188,gering+
|
||||
10.22,Einsatz von Taschenrechnern,0.25,Lehrpläne und Förderung im Bereich Mathematik,Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.5278030802734762,False,-0.06397854056132181,0.25,0.3749960154007338,151,188,gering+
|
||||
5.03,Beziehung zwischen Schul- und Berufsleistungen,0.37,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,gering,0.0,0.0,0.42600671897546877,False,0.38545272781174345,0.37,0.3743613322230446,125,190,gering+
|
||||
7.18,Schulleitung,0.37,Auswirkungen der Vorschulmaßnahmen,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.42600671897546877,False,-0.036376844877822646,0.37,0.3743613322230446,125,190,gering+
|
||||
7.05,Vertragsschulen / Charter-Schulen,0.04,Schularten,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.681524778392528,False,-0.036376844877822716,0.04,0.3630637740488346,215,192,gering+
|
||||
13.1,Humor,0.04,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,gering,0.0,0.0,0.681524778392528,False,-0.03637684487782267,0.04,0.3630637740488346,215,192,gering+
|
||||
8.14,Schulverweis / Schulausschluss,-0.2,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,Orientierung,8,negativ,0.0,0.0,0.5337513832534118,False,-0.04132187264020585,0.2,-0.35578474505677166,167,194,gering−
|
||||
5.15,Beharrlichkeit und Zuversicht (Achtsamkeit),0.26,Wille,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.4754996670705483,False,0.8012560611466429,0.26,0.3515401264776685,146,195,gering+
|
||||
9.12,Coaching,0.26,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,Struktur/Kompetenz,9,gering,0.0,0.0,0.4754996670705483,False,-0.03637684487782267,0.26,0.3515401264776685,146,195,gering+
|
||||
6.04,Stipendien,0.03,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,gering,0.0,0.0,0.6527612236789829,False,-0.03637684487782269,0.03,0.34322451109530455,219,197,gering+
|
||||
5.35,negativ-aktivierend (Aggression und Gewalt),0.03,Wille,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.6527612236789829,False,0.37588093118915217,0.03,0.34322451109530455,219,197,gering+
|
||||
9.03,Lehrererwartung - körperliche Attraktivität,0.36,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,9,gering,0.0,0.0,0.35947330868521754,False,-0.056751285746925374,0.36,0.3343504546701449,127,199,gering+
|
||||
5.5,Bedrohung durch Stereotype,-0.19,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.49929193147278267,False,-0.057574013925053326,0.19,-0.332903494288341,171,200,gering−
|
||||
7.02,Accountability / Rechenschaftspflicht,0.27,Finanzielle Ausstattung und Rechenschaftspflicht,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.4162647786480601,False,-0.041321872640205856,0.27,0.3243823688394821,143,201,gering+
|
||||
13.17,Entdeckendes Lernen,0.27,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,gering,0.0,0.0,0.4162647786480601,False,-0.10216519611693584,0.27,0.3243823688394821,143,201,gering+
|
||||
7.16,Schulwahlfreiheit,0.27,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.4162647786480601,False,-0.03637684487782268,0.27,0.3243823688394821,143,201,gering+
|
||||
5.45,Schlafdauer und Schlafqualität,0.02,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.6209307440925087,False,0.32311835269848704,0.02,0.32174730630701415,223,204,gering+
|
||||
8.02,Offene Klassenzimmer,0.02,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,8,gering,0.0,0.0,0.6209307440925087,False,-0.04711821385555851,0.02,0.32174730630701415,223,204,gering+
|
||||
5.16,Beharrlichkeit und Zuversicht (Durchhaltevermögen),0.35,Wille,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.2855297157622732,False,0.8012560611466434,0.35,0.2903820468091384,128,206,gering+
|
||||
8.22,Freundschaften,0.35,Klassenklima,Klassenzimmer,sozial,Stabilität,8,gering,0.0,0.0,0.2855297157622732,False,-0.03637684487782267,0.35,0.2903820468091384,128,206,gering+
|
||||
8.05,Jahrgangsübergreifende Klassen,-0.01,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,8,negativ,0.0,0.0,0.5081522671884118,False,-0.03637684487782267,0.01,-0.25703848785354116,225,208,gering−
|
||||
15.8,Hausaufgaben,0.29,Außerschulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,15,gering,0.0,0.0,0.27294114702606626,False,-0.03637684487782267,0.29,0.25679324231372197,137,209,gering+
|
||||
15.1,Umfassende Schulreformprogramme,0.29,Schulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,15,gering,0.0,0.0,0.27294114702606626,False,-0.03637684487782267,0.29,0.25679324231372197,137,209,gering+
|
||||
8.18,Klassenklima,0.29,Klassenklima,Klassenzimmer,sozial,Stabilität,8,gering,0.0,0.0,0.27294114702606626,False,-0.03637684487782267,0.29,0.25679324231372197,137,209,gering+
|
||||
13.03,Kognitive Verhaltenserziehung,0.29,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,13,gering,0.0,0.0,0.27294114702606626,False,-0.06284004133014655,0.29,0.25679324231372197,137,209,gering+
|
||||
10.34,Schach,0.34,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.20202020202020168,False,-0.04132187264020583,0.34,0.24130480109039543,130,213,gering+
|
||||
6.18,Fernsehen,-0.15,Familiäre Ressourcen,Elternhaus und Familie,psychisch,Stabilität,6,negativ,0.0,0.0,0.3255416862929815,False,-0.03637684487782265,0.15,-0.2221988610901638,188,214,gering−
|
||||
5.09,Gekreuzte Lateralität,-0.03,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,5,negativ,0.0,0.0,0.4178280112659569,False,-0.036376844877822646,0.03,-0.2177545524463205,219,215,gering−
|
||||
5.22,Perfektionismus,-0.03,Wille,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.4178280112659569,False,-0.03637684487782268,0.03,-0.2177545524463205,219,215,gering−
|
||||
8.15,ADHS-Behandlung mit Medikamenten,0.3,Einflüsse im Klassenzimmer,Klassenzimmer,psychisch,Orientierung,8,gering,0.0,0.0,0.18498638354974878,False,-0.05022350253931795,0.3,0.21429716150531974,135,217,gering+
|
||||
5.4,Stillen,-0.04,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.36633008093185093,False,-0.036376844877822695,0.04,-0.19472884494037165,215,218,gering−
|
||||
5.34,negativ-aktivierend (Frustration),-0.04,Wille,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.36633008093185093,False,-0.0424218570693004,0.04,-0.19472884494037165,215,218,gering−
|
||||
10.2,Musikprogramme,0.33,Theater- und Kunstprogramm / Musikprogramme,Curriculum,sozial,Struktur/Kompetenz,10,gering,0.0,0.0,0.10849004954696066,False,-0.03637684487782267,0.33,0.18687586790983085,131,220,gering+
|
||||
7.14,Schulgröße,0.33,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,7,gering,0.0,0.0,0.10849004954696066,False,-0.03637684487782266,0.33,0.18687586790983085,131,220,gering+
|
||||
6.1,Kinderheime,0.33,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,gering,0.0,0.0,0.10849004954696066,False,-0.0363768448778227,0.33,0.18687586790983085,131,220,gering+
|
||||
5.46,Zucker,-0.13,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,negativ,0.0,0.0,0.21292863762743253,False,-0.03637684487782266,0.13,-0.15310078037686878,191,223,gering−
|
||||
6.02,Bezug staatlicher Transferleistungen,-0.12,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,6,negativ,0.0,0.0,0.14674887402160108,False,-0.03637684487782266,0.12,-0.11327877367119729,194,224,gering−
|
||||
7.08,Dauer der Sommerferien,-0.09,Schularten,Schule und Gesellschaft,sozial,Stabilität,7,negativ,0.0,0.0,0.035250717311108216,False,-0.17510661401726466,0.09,-0.04029850746268657,200,225,gering−
|
||||
5.51,Geschlechterunterschiede,0.0,Thrill: Motivation,Lernende,psychisch,Emotion/SC,5,gering,0.0,0.0,0.5485014985014988,False,-0.03637684487782268,0.0,0.0,226,226,gering+
|
||||
|
||||
|
@ -1,49 +1,49 @@
|
||||
Thermometer_ID,Stichwort,Kapitel,Kapitelname,Effektstärke,Psych,Sozial,Psych_Score,Sozial_Score,Adressierung,Kopplungsindex
|
||||
5.01,Vorausgehende Fähigkeiten & Intelligenz,5,Lernende,0.96,1,0,0.24988092827445407,0.0,Unspezifisch,0.0
|
||||
5.01,Vorausgehende Fähigkeiten & Intelligenz,5,Lernende,0.96,1,0,0.24756115510955845,0.0,Unspezifisch,0.0
|
||||
5.02,Vorausgehendes Leistungsniveau,5,Lernende,0.73,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
5.03,Beziehung zwischen Schul- und Berufsleistungen,5,Lernende,0.37,0,1,0.1556109897725142,1.0,Sozial adressiert,0.07436276389576635
|
||||
5.04,Beziehung zwischen Schul- und Universitätsleistungen,5,Lernende,0.55,0,1,0.1556109897725142,1.0,Sozial adressiert,0.11053924362884189
|
||||
5.03,Beziehung zwischen Schul- und Berufsleistungen,5,Lernende,0.37,0,1,0.15092816839295853,1.0,Sozial adressiert,0.07241841305958166
|
||||
5.04,Beziehung zwischen Schul- und Universitätsleistungen,5,Lernende,0.55,0,1,0.15092816839295853,1.0,Sozial adressiert,0.10764899238586464
|
||||
5.05,Erkenntnisstufen,5,Lernende,1.28,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
5.06,Exekutive Funktionen,5,Lernende,0.62,1,0,0.1669258421056638,0.0,Unspezifisch,0.0
|
||||
5.07,Stärke des Arbeitsgedächtnisses,5,Lernende,0.63,1,0,0.20991708991266214,0.0,Unspezifisch,0.0
|
||||
5.08,Vorschulische nicht-kognitive Fähigkeiten,5,Lernende,0.2,0,0,0.03164258842251054,0.0,Unspezifisch,0.0
|
||||
5.06,Exekutive Funktionen,5,Lernende,0.62,1,0,0.16507135683054783,0.0,Unspezifisch,0.0
|
||||
5.07,Stärke des Arbeitsgedächtnisses,5,Lernende,0.63,1,0,0.2058678787644773,0.0,Unspezifisch,0.0
|
||||
5.08,Vorschulische nicht-kognitive Fähigkeiten,5,Lernende,0.2,0,0,0.03183867486791795,0.0,Unspezifisch,0.0
|
||||
5.09,Gekreuzte Lateralität,5,Lernende,-0.03,0,0,0.0,0.0,Unspezifisch,-0.0
|
||||
5.1,Feldunabhängigkeit,5,Lernende,0.94,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
5.11,Beurteilung der eigenen Leistungsfähigkeit,5,Lernende,0.96,0,0,0.01933996067376385,0.03598630899442422,Unspezifisch,0.018024280293872253
|
||||
5.12,Kreativität und Lernleistung in Beziehung setzen,5,Lernende,0.4,1,1,0.39478867678160756,0.8907337120098336,Sozial adressiert,0.16331200897664744
|
||||
5.11,Beurteilung der eigenen Leistungsfähigkeit,5,Lernende,0.96,0,0,0.019071607306299063,0.03331157830840571,Unspezifisch,0.01737748932287612
|
||||
5.12,Kreativität und Lernleistung in Beziehung setzen,5,Lernende,0.4,1,1,0.3878403798980574,0.8540981070883871,Sozial adressiert,0.15923769618937528
|
||||
5.13,Kritisches Denken,5,Lernende,0.84,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
5.14,Beharrlichkeit und Zuversicht (Mindset),5,Lernende,0.19,1,0,0.9999999999999998,0.13534731997547683,Psychisch adressiert,0.033806461810091934
|
||||
5.15,Beharrlichkeit und Zuversicht (Achtsamkeit),5,Lernende,0.26,1,0,1.0,0.13534731997547683,Psychisch adressiert,0.04626147405591529
|
||||
5.16,Beharrlichkeit und Zuversicht (Durchhaltevermögen),5,Lernende,0.35,1,0,1.0,0.13534731997547683,Psychisch adressiert,0.062275061229116725
|
||||
5.17,Beharrlichkeit und Zuversicht (Konzentration / Ausdauer und Engagement),5,Lernende,0.41,1,0,0.914453645069146,0.17909777759084922,Psychisch adressiert,0.09164773500945103
|
||||
5.18,Beharrlichkeit und Zuversicht (Selbstwirksamkeitserwartung),5,Lernende,0.64,1,0,1.0,0.13534731997547683,Psychisch adressiert,0.11387439767609916
|
||||
5.19,Beharrlichkeit und Zuversicht (Positives Selbstbild),5,Lernende,0.51,1,0,0.9153851002698875,0.11393792097097069,Psychisch adressiert,0.07712866548635532
|
||||
5.2,Beharrlichkeit und Zuversicht (Selbstkontrolle),5,Lernende,0.66,1,0,1.0,0.13534731997547683,Psychisch adressiert,0.11743297260347726
|
||||
5.21,Schülerpersönlichkeit,5,Lernende,0.18,0,1,0.0,0.17932658021916623,Unspezifisch,0.0
|
||||
5.14,Beharrlichkeit und Zuversicht (Mindset),5,Lernende,0.19,1,0,1.0,0.1513414969203592,Psychisch adressiert,0.037276288614139896
|
||||
5.15,Beharrlichkeit und Zuversicht (Achtsamkeit),5,Lernende,0.26,1,0,1.0,0.1513414969203592,Psychisch adressiert,0.05100965810355987
|
||||
5.16,Beharrlichkeit und Zuversicht (Durchhaltevermögen),5,Lernende,0.35,1,0,1.0,0.1513414969203592,Psychisch adressiert,0.0686668474470998
|
||||
5.17,Beharrlichkeit und Zuversicht (Konzentration / Ausdauer und Engagement),5,Lernende,0.41,1,0,0.9128989959150021,0.20225925698666944,Psychisch adressiert,0.10132198468579218
|
||||
5.18,Beharrlichkeit und Zuversicht (Selbstwirksamkeitserwartung),5,Lernende,0.64,1,0,1.0,0.1513414969203592,Psychisch adressiert,0.12556223533183966
|
||||
5.19,Beharrlichkeit und Zuversicht (Positives Selbstbild),5,Lernende,0.51,1,0,0.9157694017932488,0.12763256279241364,Psychisch adressiert,0.08526903372495814
|
||||
5.2,Beharrlichkeit und Zuversicht (Selbstkontrolle),5,Lernende,0.66,1,0,1.0,0.1513414969203592,Psychisch adressiert,0.12948605518595965
|
||||
5.21,Schülerpersönlichkeit,5,Lernende,0.18,0,1,0.0,0.16646349474752087,Unspezifisch,0.0
|
||||
5.22,Perfektionismus,5,Lernende,-0.03,0,0,0.0,0.0,Unspezifisch,-0.0
|
||||
5.23,Emotionen,5,Lernende,0.61,1,0,0.25987163040024247,0.0,Unspezifisch,0.0
|
||||
5.24,Emotionen (Emotionale Intelligenz),5,Lernende,0.5,1,0,0.3202666075525556,0.0,Unspezifisch,0.0
|
||||
5.25,Emotionen (Wohlbefinden),5,Lernende,0.08,1,0,0.2544218784566245,0.0,Unspezifisch,0.0
|
||||
5.26,Positiv-aktivierend (Freude),5,Lernende,0.5,0,0,0.18302629916519247,0.0,Unspezifisch,0.0
|
||||
5.27,Positiv-aktivierend (Hoffnung),5,Lernende,0.2,0,0,0.18302629916519247,0.0,Unspezifisch,0.0
|
||||
5.28,Positiv-aktivierend (Neugierde),5,Lernende,0.74,1,0,0.2884738170500837,0.0,Unspezifisch,0.0
|
||||
5.29,Positiv-aktivierend (Glücklichsein),5,Lernende,0.54,0,0,0.18302629916519247,0.0,Unspezifisch,0.0
|
||||
5.3,Positiv-aktivierend (Entspannung),5,Lernende,0.16,0,0,0.18302629916519247,0.0,Unspezifisch,0.0
|
||||
5.31,negativ-aktivierend (Angst),5,Lernende,-0.4,1,0,0.47998900047811094,0.0,Unspezifisch,-0.0
|
||||
5.32,negativ-aktivierend (Depressionen),5,Lernende,-0.3,1,0,0.47998900047811094,0.0,Unspezifisch,-0.0
|
||||
5.33,negativ-aktivierend (Wut),5,Lernende,-0.65,1,0,0.47998900047811094,0.0,Unspezifisch,-0.0
|
||||
5.34,negativ-aktivierend (Frustration),5,Lernende,-0.04,1,0,0.47998900047811094,0.0,Unspezifisch,-0.0
|
||||
5.35,negativ-aktivierend (Aggression und Gewalt),5,Lernende,0.03,0,0,0.38907447872927486,0.10519439342822663,Unspezifisch,0.0037077336588208745
|
||||
5.36,negativ-aktivierend (Langeweile),5,Lernende,-0.46,0,0,0.3654162399043692,0.0,Unspezifisch,-0.0
|
||||
5.23,Emotionen,5,Lernende,0.61,1,0,0.2585365016569619,0.0,Unspezifisch,0.0
|
||||
5.24,Emotionen (Emotionale Intelligenz),5,Lernende,0.5,1,0,0.317981273584106,0.0,Unspezifisch,0.0
|
||||
5.25,Emotionen (Wohlbefinden),5,Lernende,0.08,1,0,0.25282504647921694,0.0,Unspezifisch,0.0
|
||||
5.26,Positiv-aktivierend (Freude),5,Lernende,0.5,0,0,0.18682583550660523,0.0,Unspezifisch,0.0
|
||||
5.27,Positiv-aktivierend (Hoffnung),5,Lernende,0.2,0,0,0.18682583550660523,0.0,Unspezifisch,0.0
|
||||
5.28,Positiv-aktivierend (Neugierde),5,Lernende,0.74,1,0,0.29017555549948454,0.0,Unspezifisch,0.0
|
||||
5.29,Positiv-aktivierend (Glücklichsein),5,Lernende,0.54,0,0,0.18682583550660523,0.0,Unspezifisch,0.0
|
||||
5.3,Positiv-aktivierend (Entspannung),5,Lernende,0.16,0,0,0.18682583550660523,0.0,Unspezifisch,0.0
|
||||
5.31,negativ-aktivierend (Angst),5,Lernende,-0.4,1,0,0.4831738892789726,0.0,Unspezifisch,-0.0
|
||||
5.32,negativ-aktivierend (Depressionen),5,Lernende,-0.3,1,0,0.4831738892789726,0.0,Unspezifisch,-0.0
|
||||
5.33,negativ-aktivierend (Wut),5,Lernende,-0.65,1,0,0.4831738892789726,0.0,Unspezifisch,-0.0
|
||||
5.34,negativ-aktivierend (Frustration),5,Lernende,-0.04,1,0,0.4831738892789726,0.0,Unspezifisch,-0.0
|
||||
5.35,negativ-aktivierend (Aggression und Gewalt),5,Lernende,0.03,0,0,0.3893039875002208,0.11838185440094345,Unspezifisch,0.0040646709219724
|
||||
5.36,negativ-aktivierend (Langeweile),5,Lernende,-0.46,0,0,0.3712489122798395,0.0,Unspezifisch,-0.0
|
||||
5.37,kognitive Dispositionen (Morgentypus vs. Abendtypus),5,Lernende,0.18,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
5.38,kognitive Dispositionen (Prokrastination),5,Lernende,-0.41,0,0,0.0,0.0,Unspezifisch,-0.0
|
||||
5.39,Frühgeburt / Geburtsgewicht,5,Lernende,-0.59,0,0,0.0,0.0,Unspezifisch,-0.0
|
||||
5.4,Stillen,5,Lernende,-0.04,0,0,0.0,0.0,Unspezifisch,-0.0
|
||||
5.41,Krankheit,5,Lernende,-0.51,0,0,0.0,0.0,Unspezifisch,-0.0
|
||||
5.42,Körperliche Syndrome,5,Lernende,-0.42,0,0,0.0,0.08173157750257719,Unspezifisch,-0.0
|
||||
5.42,Körperliche Syndrome,5,Lernende,-0.42,0,0,0.0,0.07689578179835639,Unspezifisch,-0.0
|
||||
5.43,Misshandlung,5,Lernende,-0.63,0,0,0.0,0.0,Unspezifisch,-0.0
|
||||
5.44,Autismus,5,Lernende,0.08,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
5.45,Schlafdauer und Schlafqualität,5,Lernende,0.02,0,0,0.16008910595774217,0.13239176716520057,Unspezifisch,0.0021631193428944036
|
||||
5.45,Schlafdauer und Schlafqualität,5,Lernende,0.02,0,0,0.15426811668450116,0.14969647948657178,Unspezifisch,0.002267879392553404
|
||||
5.46,Zucker,5,Lernende,-0.13,0,0,0.0,0.0,Unspezifisch,-0.0
|
||||
5.47,Bewegung,5,Lernende,0.25,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
5.48,Positive Sicht auf eigene Ethnizität,5,Lernende,0.17,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
@ -52,119 +52,176 @@ Thermometer_ID,Stichwort,Kapitel,Kapitelname,Effektstärke,Psych,Sozial,Psych_Sc
|
||||
5.51,Geschlechterunterschiede,5,Lernende,0.0,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
6.01,Sozioökonomischer Status,6,Elternhaus und Familie,0.56,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
6.02,Bezug staatlicher Transferleistungen,6,Elternhaus und Familie,-0.12,0,0,0.0,0.0,Unspezifisch,-0.0
|
||||
6.03,Erwerbstätigkeit der Mutter,6,Elternhaus und Familie,0.05,0,0,0.023265645048545693,0.043290920069312656,Unspezifisch,0.001129317908371374
|
||||
6.03,Erwerbstätigkeit der Mutter,6,Elternhaus und Familie,0.05,0,0,0.0229423556276086,0.0400724524049925,Unspezifisch,0.0010887709212328608
|
||||
6.04,Stipendien,6,Elternhaus und Familie,0.03,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
6.05,Einwanderungsstatus,6,Elternhaus und Familie,0.05,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
6.06,Familienstruktur,6,Elternhaus und Familie,0.14,0,1,0.0,0.17932658021916623,Unspezifisch,0.0
|
||||
6.06,Familienstruktur,6,Elternhaus und Familie,0.14,0,1,0.0,0.16646349474752087,Unspezifisch,0.0
|
||||
6.07,Geschieden,6,Elternhaus und Familie,-0.26,0,0,0.0,0.0,Unspezifisch,-0.0
|
||||
6.08,nicht-geschieden vs. wiederverheiratet,6,Elternhaus und Familie,0.24,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
6.09,Adoption,6,Elternhaus und Familie,0.21,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
6.1,Kinderheime,6,Elternhaus und Familie,0.33,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
6.11,Häusliches Anregungsniveau,6,Elternhaus und Familie,0.4,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
6.12,Elternunterstützung beim Lernen,6,Elternhaus und Familie,0.41,0,1,0.0,0.5253512592654661,Sozial adressiert,0.0
|
||||
6.13,Elterliche Autonomieunterstützung (Familienhilfe),6,Elternhaus und Familie,0.06,0,1,0.0,0.40098642354262487,Unspezifisch,0.0
|
||||
6.14,Elternerwartungen,6,Elternhaus und Familie,0.49,0,1,0.0,0.17932658021916623,Unspezifisch,0.0
|
||||
6.15,Körperliche Züchtigung,6,Elternhaus und Familie,-0.33,0,0,0.0,0.08173157750257719,Unspezifisch,-0.0
|
||||
6.12,Elternunterstützung beim Lernen,6,Elternhaus und Familie,0.41,0,1,0.0,0.43269842518925355,Unspezifisch,0.0
|
||||
6.13,Elterliche Autonomieunterstützung (Familienhilfe),6,Elternhaus und Familie,0.06,0,1,0.0,0.37222369002763595,Unspezifisch,0.0
|
||||
6.14,Elternerwartungen,6,Elternhaus und Familie,0.49,0,1,0.0,0.16646349474752087,Unspezifisch,0.0
|
||||
6.15,Körperliche Züchtigung,6,Elternhaus und Familie,-0.33,0,0,0.0,0.07689578179835639,Unspezifisch,-0.0
|
||||
6.16,Väter,6,Elternhaus und Familie,0.21,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
6.17,Schulwechsel,6,Elternhaus und Familie,-0.38,0,0,0.0,0.0,Unspezifisch,-0.0
|
||||
6.18,Fernsehen,6,Elternhaus und Familie,-0.15,0,0,0.0,0.0,Unspezifisch,-0.0
|
||||
6.19,Programme für Eltern,6,Elternhaus und Familie,0.39,0,1,0.0,0.492401840531154,Unspezifisch,0.0
|
||||
6.19,Programme für Eltern,6,Elternhaus und Familie,0.39,0,1,0.0,0.45263552136464963,Unspezifisch,0.0
|
||||
6.2,Hausbesuche durch Lehrpersonen,6,Elternhaus und Familie,0.22,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
7.01,Finanzielle Ausstattung,7,Schule und Gesellschaft,0.19,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
7.02,Accountability / Rechenschaftspflicht,7,Schule und Gesellschaft,0.27,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
7.03,Leistungsbezogene Bezahlung,7,Schule und Gesellschaft,0.05,0,0,0.0,0.08882367438948237,Unspezifisch,0.0
|
||||
7.04,Qualität des Schulgebäudes,7,Schule und Gesellschaft,0.24,0,0,0.030831528909215263,0.0,Unspezifisch,0.0
|
||||
7.05,Vertragsschulen / Charter-Schulen,7,Schule und Gesellschaft,0.04,0,1,0.0,0.40098642354262487,Unspezifisch,0.0
|
||||
7.06,Konfessionsschulen,7,Schule und Gesellschaft,0.23,0,1,0.0,0.17932658021916623,Unspezifisch,0.0
|
||||
7.03,Leistungsbezogene Bezahlung,7,Schule und Gesellschaft,0.05,0,0,0.0,0.0831531255747609,Unspezifisch,0.0
|
||||
7.04,Qualität des Schulgebäudes,7,Schule und Gesellschaft,0.24,0,0,0.027582500036041544,0.0,Unspezifisch,0.0
|
||||
7.05,Vertragsschulen / Charter-Schulen,7,Schule und Gesellschaft,0.04,0,1,0.0,0.37222369002763595,Unspezifisch,0.0
|
||||
7.06,Konfessionsschulen,7,Schule und Gesellschaft,0.23,0,1,0.0,0.16646349474752087,Unspezifisch,0.0
|
||||
7.07,Monoedukation,7,Schule und Gesellschaft,0.07,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
7.08,Dauer der Sommerferien,7,Schule und Gesellschaft,-0.09,0,0,0.023265645048545693,0.043290920069312656,Unspezifisch,-0.0020327722350684733
|
||||
7.09,Sommerschulen,7,Schule und Gesellschaft,0.17,0,1,0.0,0.17932658021916623,Unspezifisch,0.0
|
||||
7.1,Schulkalender / Stundenplan,7,Schule und Gesellschaft,0.1,0,1,0.0,0.310602748087172,Unspezifisch,0.0
|
||||
7.08,Dauer der Sommerferien,7,Schule und Gesellschaft,-0.09,0,0,0.0229423556276086,0.0400724524049925,Unspezifisch,-0.0019597876582191495
|
||||
7.09,Sommerschulen,7,Schule und Gesellschaft,0.17,0,1,0.0,0.16646349474752087,Unspezifisch,0.0
|
||||
7.1,Schulkalender / Stundenplan,7,Schule und Gesellschaft,0.1,0,1,0.0,0.2883232305081811,Unspezifisch,0.0
|
||||
7.11,Desegration,7,Schule und Gesellschaft,0.23,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
7.12,Ethnische Vielfalt,7,Schule und Gesellschaft,0.09,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
7.13,Wohnheimunterbringung,7,Schule und Gesellschaft,0.05,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
7.14,Schulgröße,7,Schule und Gesellschaft,0.33,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
7.15,Neuordnung des Schulbezirks,7,Schule und Gesellschaft,0.05,0,0,0.030831528909215263,0.0,Unspezifisch,0.0
|
||||
7.15,Neuordnung des Schulbezirks,7,Schule und Gesellschaft,0.05,0,0,0.027582500036041544,0.0,Unspezifisch,0.0
|
||||
7.16,Schulwahlfreiheit,7,Schule und Gesellschaft,0.27,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
7.17,Fördermaßnahmen im Sekundarbereich I,7,Schule und Gesellschaft,0.18,0,0,0.0,0.12381877982875299,Unspezifisch,0.0
|
||||
7.18,Schulleitung,7,Schule und Gesellschaft,0.37,0,1,0.0,0.17932658021916623,Unspezifisch,0.0
|
||||
7.19,Schulklima,7,Schule und Gesellschaft,0.53,0,1,0.0,0.17932658021916623,Unspezifisch,0.0
|
||||
7.2,Schuleffekte,7,Schule und Gesellschaft,0.48,0,1,0.0,0.17932658021916623,Unspezifisch,0.0
|
||||
8.01,Klassengröße,8,Klassenzimmer,0.17,0,1,0.0,0.17932658021916623,Unspezifisch,0.0
|
||||
8.02,Offene Klassenzimmer,8,Klassenzimmer,0.02,0,1,0.0,0.3986368113829479,Unspezifisch,0.0
|
||||
8.03,Leistungsbezogene Klassenbildung (Tracking),8,Klassenzimmer,0.09,0,1,0.0,0.3965221691156214,Unspezifisch,0.0
|
||||
8.04,Auflösung einer leistungsbezogenen Einteilung in Lerngruppen (Detracking),8,Klassenzimmer,0.09,0,1,0.017591951867107113,0.7687229373191127,Sozial adressiert,0.0023102292350551845
|
||||
8.05,Jahrgangsübergreifende Klassen,8,Klassenzimmer,-0.01,0,1,0.0,0.310602748087172,Unspezifisch,-0.0
|
||||
8.06,Allgemeines Lernen in Kleingruppen,8,Klassenzimmer,0.16,0,1,0.025280998666451854,0.9423611414399095,Sozial adressiert,0.005879521758634886
|
||||
8.07,Aufgabenbezogenes Lernen in Kleingruppen,8,Klassenzimmer,0.46,0,1,0.025280998666451854,0.9423611414399092,Sozial adressiert,0.0169036250560753
|
||||
7.17,Fördermaßnahmen im Sekundarbereich I,7,Schule und Gesellschaft,0.18,0,0,0.0,0.11662154207783543,Unspezifisch,0.0
|
||||
7.18,Schulleitung,7,Schule und Gesellschaft,0.37,0,1,0.0,0.16646349474752087,Unspezifisch,0.0
|
||||
7.19,Schulklima,7,Schule und Gesellschaft,0.53,0,1,0.0,0.16646349474752087,Unspezifisch,0.0
|
||||
7.2,Schuleffekte,7,Schule und Gesellschaft,0.48,0,1,0.0,0.16646349474752087,Unspezifisch,0.0
|
||||
8.01,Klassengröße,8,Klassenzimmer,0.17,0,1,0.0,0.16646349474752087,Unspezifisch,0.0
|
||||
8.02,Offene Klassenzimmer,8,Klassenzimmer,0.02,0,1,0.0,0.37080331771107106,Unspezifisch,0.0
|
||||
8.03,Leistungsbezogene Klassenbildung (Tracking),8,Klassenzimmer,0.09,0,1,0.0,0.368296965544817,Unspezifisch,0.0
|
||||
8.04,Auflösung einer leistungsbezogenen Einteilung in Lerngruppen (Detracking),8,Klassenzimmer,0.09,0,1,0.01783756423521002,0.7170594139331037,Sozial adressiert,0.0023379323322005475
|
||||
8.05,Jahrgangsübergreifende Klassen,8,Klassenzimmer,-0.01,0,1,0.0,0.2883232305081811,Unspezifisch,-0.0
|
||||
8.06,Allgemeines Lernen in Kleingruppen,8,Klassenzimmer,0.16,0,1,0.02623085260964132,0.8404194511323889,Sozial adressiert,0.0060744895454647
|
||||
8.07,Aufgabenbezogenes Lernen in Kleingruppen,8,Klassenzimmer,0.46,0,1,0.02623085260964132,0.8404194511323889,Sozial adressiert,0.017464157443211014
|
||||
8.08,Inklusive Beschulung,8,Klassenzimmer,0.52,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
8.09,Förderklassen für Hochbegabte,8,Klassenzimmer,0.21,0,1,0.0,0.49664921729662154,Unspezifisch,0.0
|
||||
8.1,Klassenführung,8,Klassenzimmer,0.43,0,1,0.0,0.17932658021916623,Unspezifisch,0.0
|
||||
8.11,Aktive Pausen im Klassenzimmer,8,Klassenzimmer,0.16,0,1,0.0,0.5816821556682683,Sozial adressiert,0.0
|
||||
8.12,(Cyber-)Bulling,8,Klassenzimmer,-0.28,0,1,0.0,0.310602748087172,Unspezifisch,-0.0
|
||||
8.13,Reduktion von Unterrichtsstörungen,8,Klassenzimmer,0.82,0,1,0.0,0.3905975502346893,Unspezifisch,0.0
|
||||
8.14,Schulverweis / Schulausschluss,8,Klassenzimmer,-0.2,0,1,0.0,0.310602748087172,Unspezifisch,-0.0
|
||||
8.09,Förderklassen für Hochbegabte,8,Klassenzimmer,0.21,0,1,0.0,0.45645469368203667,Unspezifisch,0.0
|
||||
8.1,Klassenführung,8,Klassenzimmer,0.43,0,1,0.0,0.16646349474752087,Unspezifisch,0.0
|
||||
8.11,Aktive Pausen im Klassenzimmer,8,Klassenzimmer,0.16,0,1,0.0,0.5413315822948658,Sozial adressiert,0.0
|
||||
8.12,(Cyber-)Bulling,8,Klassenzimmer,-0.28,0,1,0.0,0.2883232305081811,Unspezifisch,-0.0
|
||||
8.13,Reduktion von Unterrichtsstörungen,8,Klassenzimmer,0.82,0,1,0.0,0.36117558960431456,Unspezifisch,0.0
|
||||
8.14,Schulverweis / Schulausschluss,8,Klassenzimmer,-0.2,0,1,0.0,0.2883232305081811,Unspezifisch,-0.0
|
||||
8.15,ADHS-Behandlung mit Medikamenten,8,Klassenzimmer,0.3,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
8.16,ADHS-Interventionsprogramme,8,Klassenzimmer,0.44,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
8.18,Klassenklima,8,Klassenzimmer,0.29,0,1,0.0,0.17932658021916623,Unspezifisch,0.0
|
||||
8.19,Klassenzusammenhalt,8,Klassenzimmer,0.66,0,1,0.0,0.17932658021916623,Unspezifisch,0.0
|
||||
8.2,Lehrer-Schüler-Beziehung,8,Klassenzimmer,0.62,0,1,0.03196215237442872,0.7819906052222467,Sozial adressiert,0.028415495992183015
|
||||
8.21,Lehrer-Schüler-Abhängigkeit,8,Klassenzimmer,-0.24,0,1,0.0,0.6088758850593008,Sozial adressiert,-0.0
|
||||
8.18,Klassenklima,8,Klassenzimmer,0.29,0,1,0.0,0.16646349474752087,Unspezifisch,0.0
|
||||
8.19,Klassenzusammenhalt,8,Klassenzimmer,0.66,0,1,0.0,0.16646349474752087,Unspezifisch,0.0
|
||||
8.2,Lehrer-Schüler-Beziehung,8,Klassenzimmer,0.62,0,1,0.03306094943654373,0.9131622289461497,Sozial adressiert,0.029524772881402022
|
||||
8.21,Lehrer-Schüler-Abhängigkeit,8,Klassenzimmer,-0.24,0,1,0.0,0.7382840914286993,Sozial adressiert,-0.0
|
||||
8.22,Freundschaften,8,Klassenzimmer,0.35,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
8.23,Schulzugehörigkeit,8,Klassenzimmer,0.46,0,1,0.0,0.17932658021916623,Unspezifisch,0.0
|
||||
8.24,Unbeliebtheit in der Klasse,8,Klassenzimmer,-0.26,0,1,0.04689270103142058,0.6958660440354142,Sozial adressiert,-0.0170483230117625
|
||||
8.25,Lebensalter relativ zur Klasse,8,Klassenzimmer,0.45,0,1,0.0,0.5281409297113764,Sozial adressiert,0.0
|
||||
8.23,Schulzugehörigkeit,8,Klassenzimmer,0.46,0,1,0.0,0.16646349474752087,Unspezifisch,0.0
|
||||
8.24,Unbeliebtheit in der Klasse,8,Klassenzimmer,-0.26,0,1,0.046808387555262176,0.6511682992695992,Sozial adressiert,-0.016946287063711346
|
||||
8.25,Lebensalter relativ zur Klasse,8,Klassenzimmer,0.45,0,1,0.0,0.4887966340977587,Unspezifisch,0.0
|
||||
8.26,Nicht-Versetzung,8,Klassenzimmer,-0.24,0,0,0.0,0.0,Unspezifisch,-0.0
|
||||
9.02,Sprachkompetenz,9,Lehrperson,0.22,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
9.03,Lehrererwartung - körperliche Attraktivität,9,Lehrperson,0.36,0,1,0.0,0.39320740189925374,Unspezifisch,0.0
|
||||
9.04,Nichtetikettieren von Lernenden,9,Lehrperson,0.61,0,0,0.0,0.057368933929771826,Unspezifisch,0.0
|
||||
9.05,Einschätzung des Leistungsniveaus durch die Lehrperson,9,Lehrperson,1.3,0,0,0.020732267575320856,0.0,Unspezifisch,0.0
|
||||
9.03,Lehrererwartung - körperliche Attraktivität,9,Lehrperson,0.36,0,1,0.0,0.36537397916752345,Unspezifisch,0.0
|
||||
9.04,Nichtetikettieren von Lernenden,9,Lehrperson,0.61,0,0,0.0,0.0509781674667138,Unspezifisch,0.0
|
||||
9.05,Einschätzung des Leistungsniveaus durch die Lehrperson,9,Lehrperson,1.3,0,0,0.0186063525639148,0.0,Unspezifisch,0.0
|
||||
9.06,Glaubwürdigkeit,9,Lehrperson,1.09,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
9.07,Klarheit der Lehrperson,9,Lehrperson,0.85,0,0,0.023647148061107084,0.04400079148652615,Unspezifisch,0.019513214073244793
|
||||
9.07,Klarheit der Lehrperson,9,Lehrperson,0.85,0,0,0.02393456695397746,0.04180550640332576,Unspezifisch,0.019309587728966546
|
||||
9.08,Kollektive Wirksamkeitserwartung,9,Lehrperson,1.34,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
9.09,Lehrerbildung,9,Lehrperson,0.1,0,1,0.0,0.17932658021916623,Unspezifisch,0.0
|
||||
9.1,Qualifikation von Lehrpersonen,9,Lehrperson,0.39,0,0,0.0,0.05827535695115968,Unspezifisch,0.0
|
||||
9.11,Lehrerfort- und -weiterbildung,9,Lehrperson,0.44,0,1,0.17177501946284077,0.48339135977004316,Unspezifisch,0.08323100923251746
|
||||
9.09,Lehrerbildung,9,Lehrperson,0.1,0,1,0.0,0.16646349474752087,Unspezifisch,0.0
|
||||
9.1,Qualifikation von Lehrpersonen,9,Lehrperson,0.39,0,0,0.0,0.05174856662751815,Unspezifisch,0.0
|
||||
9.11,Lehrerfort- und -weiterbildung,9,Lehrperson,0.44,0,1,0.16495262950211997,0.47736947268955465,Unspezifisch,0.08050797320371841
|
||||
9.12,Coaching,9,Lehrperson,0.26,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
9.13,Micro-Teaching,9,Lehrperson,1.01,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
9.13,Micro-Teaching,9,Lehrperson,1.01,0,0,0.0,0.1663062511495218,Unspezifisch,0.0
|
||||
9.14,Fachkompetenz,9,Lehrperson,0.13,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.01,Umfangreiches didaktisches Lese‑Begleitmaterial,10,Curriculum,0.57,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.02,Leseförderung für besondere Gruppen,10,Curriculum,0.82,0,1,0.0,0.5568770167714022,Sozial adressiert,0.0
|
||||
10.03,Integrative Leseförderung,10,Curriculum,0.42,0,0,0.0,0.08882367438948237,Unspezifisch,0.0
|
||||
10.04,Musikbasierte Förderung,10,Curriculum,0.38,0,0,0.03437070507043103,0.06395436029498604,Unspezifisch,0.012679529854247168
|
||||
10.02,Leseförderung für besondere Gruppen,10,Curriculum,0.82,0,1,0.0,0.5129700528694742,Sozial adressiert,0.0
|
||||
10.03,Integrative Leseförderung,10,Curriculum,0.42,0,0,0.0,0.0831531255747609,Unspezifisch,0.0
|
||||
10.04,Musikbasierte Förderung,10,Curriculum,0.38,0,0,0.03501174534990051,0.06115355031203689,Unspezifisch,0.012627746623567502
|
||||
10.05,Lesestrategien,10,Curriculum,0.47,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.06,Laitier‑Methode,10,Curriculum,0.48,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.07,Phonologische Bewusstheit,10,Curriculum,0.75,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.08,Ton‑ oder Interferenzförderung,10,Curriculum,0.43,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.09,Vokabel‑ und Wortschatzförderung,10,Curriculum,0.62,0,0,0.16008910595774217,0.13239176716520057,Unspezifisch,0.0670566996297265
|
||||
10.1,Förderung der visuellen Wahrnehmung,10,Curriculum,0.67,0,0,0.07373936928573434,0.08098540793320623,Unspezifisch,0.038596358060301
|
||||
10.09,Vokabel‑ und Wortschatzförderung,10,Curriculum,0.62,0,0,0.15426811668450116,0.14969647948657178,Unspezifisch,0.07030426116915552
|
||||
10.1,Förderung der visuellen Wahrnehmung,10,Curriculum,0.67,0,0,0.07389614894325795,0.07619827874119732,Unspezifisch,0.03751477947547123
|
||||
10.11,Wiederholtes Lesen,10,Curriculum,0.8,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.12,Sätze kombinieren,10,Curriculum,0.13,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.13,Lese‑Verständnis‑Förderung,10,Curriculum,0.5,0,0,0.02608994326193274,0.048546156618848355,Unspezifisch,0.012664097682490627
|
||||
10.13,Lese‑Verständnis‑Förderung,10,Curriculum,0.5,0,0,0.026600379257553573,0.046461769185999396,Unspezifisch,0.012623690391468713
|
||||
10.14,Leseerfahrung,10,Curriculum,0.5,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.15,Ganzheitsmethoden,10,Curriculum,0.14,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.16,Förderung im Erstleseunterricht,10,Curriculum,0.47,0,1,0.028061625072420566,0.4459241051125249,Unspezifisch,0.018519598005189986
|
||||
10.16,Förderung im Erstleseunterricht,10,Curriculum,0.47,0,1,0.028493415831426835,0.4156217329331492,Unspezifisch,0.018705539264307354
|
||||
10.17,Schreibförderung,10,Curriculum,0.53,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.18,Rechtschreibförderprogramme,10,Curriculum,0.53,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.19,Theater- und Kunstprogramme,10,Curriculum,0.55,0,0,0.16008910595774217,0.13239176716520057,Unspezifisch,0.05948578192959611
|
||||
10.19,Theater- und Kunstprogramme,10,Curriculum,0.55,0,0,0.15426811668450116,0.14969647948657178,Unspezifisch,0.06236668329521861
|
||||
10.2,Musikprogramme,10,Curriculum,0.33,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.21,Mathematisches Anschauungsmaterial,10,Curriculum,0.38,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.22,Einsatz von Taschenrechnern,10,Curriculum,0.25,0,0,0.0,0.057368933929771826,Unspezifisch,0.0
|
||||
10.22,Einsatz von Taschenrechnern,10,Curriculum,0.25,0,0,0.0,0.0509781674667138,Unspezifisch,0.0
|
||||
10.23,Programmieren,10,Curriculum,0.46,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.24,Zusatzangebote für Hochbegabte,10,Curriculum,0.49,0,0,0.0,0.31545807697735573,Unspezifisch,0.0
|
||||
10.24,Zusatzangebote für Hochbegabte,10,Curriculum,0.49,0,0,0.0,0.2886960445223706,Unspezifisch,0.0
|
||||
10.25,Akzeleration,10,Curriculum,0.53,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.26,Fächerübergreifende Curricula,10,Curriculum,0.39,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.27,Programme zur ökonomischen Bildung,10,Curriculum,0.16,0,0,0.0,0.10840878145498725,Unspezifisch,0.0
|
||||
10.28,Förderung der Motivation,10,Curriculum,0.45,1,0,0.1920635121682787,0.10471378041556365,Unspezifisch,0.0455151258361304
|
||||
10.27,Programme zur ökonomischen Bildung,10,Curriculum,0.16,0,0,0.0,0.09765122670951969,Unspezifisch,0.0
|
||||
10.28,Förderung der Motivation,10,Curriculum,0.45,1,0,0.19051419136991551,0.09812795647102072,Unspezifisch,0.043500880738413676
|
||||
10.29,Moralerziehung,10,Curriculum,0.4,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.3,Ergebnisorientierte Bildung,10,Curriculum,0.97,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.31,Förderung der Sozialkompetenz,10,Curriculum,0.4,0,0,0.09157053637248462,0.10056876421131591,Unspezifisch,0.028614611559043338
|
||||
10.32,Programme zum Umgang mit Vielfalt,10,Curriculum,0.09,0,0,0.0,0.04275127703129735,Unspezifisch,0.0
|
||||
10.33,Kreativitätsförderung,10,Curriculum,0.51,1,0,0.09637467987440995,0.0,Unspezifisch,0.0
|
||||
10.31,Förderung der Sozialkompetenz,10,Curriculum,0.4,0,0,0.09161481573952661,0.0944689454913847,Unspezifisch,0.027767161931523805
|
||||
10.32,Programme zum Umgang mit Vielfalt,10,Curriculum,0.09,0,0,0.0,0.040675068004384196,Unspezifisch,0.0
|
||||
10.33,Kreativitätsförderung,10,Curriculum,0.51,1,0,0.09530399230161356,0.0,Unspezifisch,0.0
|
||||
10.34,Schach,10,Curriculum,0.34,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.35,Erlebnispädagogik,10,Curriculum,0.49,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.36,Programme für jugendliche Straftäter,10,Curriculum,0.12,0,0,0.0,0.25163908737533364,Unspezifisch,0.0
|
||||
10.36,Programme für jugendliche Straftäter,10,Curriculum,0.12,0,0,0.0,0.23051128417292402,Unspezifisch,0.0
|
||||
10.37,Spielförderung,10,Curriculum,0.52,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.38,Bilingualer Unterricht,10,Curriculum,0.4,0,1,0.0,0.310602748087172,Unspezifisch,0.0
|
||||
10.38,Bilingualer Unterricht,10,Curriculum,0.4,0,1,0.0,0.2883232305081811,Unspezifisch,0.0
|
||||
10.39,College-Förderkurse,10,Curriculum,0.2,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
10.4,Berufsbildungsprogramme,10,Curriculum,0.38,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
11.01,Verhaltensziele / Advanced Organizers,11,Lernzielorientiertes Unterrichten,0.41,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
11.02,Vorausschauendes Planen,11,Lernzielorientiertes Unterrichten,0.83,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
11.03,Lernzielhierarchisierung,11,Lernzielorientiertes Unterrichten,0.19,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
11.04,Concept Mapping,11,Lernzielorientiertes Unterrichten,0.62,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
11.05,Erfolgskriterien,11,Lernzielorientiertes Unterrichten,0.64,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
11.06,Planung des Ziels,11,Lernzielorientiertes Unterrichten,0.6,0,0,0.027582500036041544,0.0,Unspezifisch,0.0
|
||||
11.07,Einvernehmen über Ziele (Zielbindung),11,Lernzielorientiertes Unterrichten,0.44,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
11.08,Lernziele (Aufgaben-Orientierung),11,Lernzielorientiertes Unterrichten,0.67,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
11.09,Fallbeispiele,11,Lernzielorientiertes Unterrichten,0.47,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
11.1,Kognitive Aufgabenanalyse (Cognitive Task Analysis),11,Lernzielorientiertes Unterrichten,1.09,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
11.11,Feedback (Lernende),11,Lernzielorientiertes Unterrichten,0.47,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
11.12,Feedback (Technikunterstützung),11,Lernzielorientiertes Unterrichten,0.55,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
11.13,Fragen stellen,11,Lernzielorientiertes Unterrichten,0.49,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
11.14,Produktives Scheitern,11,Lernzielorientiertes Unterrichten,0.39,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
11.15,Klassendiskussionen,11,Lernzielorientiertes Unterrichten,0.82,0,1,0.0,0.16646349474752087,Unspezifisch,0.0
|
||||
11.16,Peer- und Selbstbeurteilung,11,Lernzielorientiertes Unterrichten,0.54,0,0,0.15426811668450116,0.14969647948657178,Unspezifisch,0.06123274359894191
|
||||
11.17,Formative Evaluation,11,Lernzielorientiertes Unterrichten,0.4,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
11.18,Häufigkeit von Tests,11,Lernzielorientiertes Unterrichten,0.39,0,0,0.0,0.0509781674667138,Unspezifisch,0.0
|
||||
11.19,Übungstests,11,Lernzielorientiertes Unterrichten,0.59,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
11.2,Alternative Bewertungsmethoden,11,Lernzielorientiertes Unterrichten,0.67,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
13.01,Direkte Instruktion,13,Lehrstrategien,0.56,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
13.02,Explizite Unterrichtsstrategien,13,Lehrstrategien,0.63,0,1,0.0,0.2883232305081811,Unspezifisch,0.0
|
||||
13.03,Kognitive Verhaltenserziehung,13,Lehrstrategien,0.29,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
13.04,Aktivierung vs. klassische Vorlesung,13,Lehrstrategien,-0.26,0,0,0.0,0.0,Unspezifisch,-0.0
|
||||
13.05,Co-Teaching/Team-Teaching,13,Lehrstrategien,0.21,0,1,0.0,0.48760596120119737,Unspezifisch,0.0
|
||||
13.06,Reaktion auf Intervention (Response to Intervention),13,Lehrstrategien,0.73,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
13.07,Ergänzende Materialien,13,Lehrstrategien,0.64,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
13.08,Unmittelbarkeit der Lehrperson,13,Lehrstrategien,0.16,0,0,0.02393456695397746,0.04180550640332576,Unspezifisch,0.0036347459254525267
|
||||
13.09,Hintergrundmusik,13,Lehrstrategien,0.08,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
13.1,Humor,13,Lehrstrategien,0.04,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
13.11,Problembasiertes Lernen,13,Lehrstrategien,0.45,0,0,0.0,0.15040581921096838,Unspezifisch,0.0
|
||||
13.12,Problemlösen,13,Lehrstrategien,0.61,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
13.13,Flipped Classroom,13,Lehrstrategien,0.56,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
13.14,Forschendes Lernen,13,Lehrstrategien,0.5,0,0,0.0,0.15040581921096838,Unspezifisch,0.0
|
||||
13.15,Induktives Vorgehen,13,Lehrstrategien,0.6,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
13.16,Reziprokes Lehren,13,Lehrstrategien,0.74,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
13.17,Entdeckendes Lernen,13,Lehrstrategien,0.27,0,0,0.0,0.15040581921096838,Unspezifisch,0.0
|
||||
13.18,Konstruktivistisches Lehren,13,Lehrstrategien,0.92,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
13.19,Scaffolding und situiertes Lernen,13,Lehrstrategien,0.52,0,0,0.13374513201625365,0.2273968172830967,Unspezifisch,0.0653601392374163
|
||||
13.2,Kollaboratives Lernen,13,Lehrstrategien,0.45,0,0,0.0,0.15040581921096838,Unspezifisch,0.0
|
||||
13.21,Kooperatives Lernen,13,Lehrstrategien,0.52,0,0,0.0,0.1579384784748188,Unspezifisch,0.0
|
||||
13.22,Kooperatives vs. kompetitives Lernen,13,Lehrstrategien,0.58,0,0,0.0,0.0981071022672613,Unspezifisch,0.0
|
||||
13.23,Kooperatives vs. individuelles Lernen,13,Lehrstrategien,0.62,0,0,0.0,0.0981071022672613,Unspezifisch,0.0
|
||||
13.24,Philosophieren,13,Lehrstrategien,0.54,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
13.25,Außerschulische Lehrer-Schüler-Gespräche,13,Lehrstrategien,0.54,0,1,0.0,0.7435479828127792,Sozial adressiert,0.0
|
||||
13.26,Mentoring,13,Lehrstrategien,0.18,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
14.01,Clicker,14,Nutzung von Technologien,0.21,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
14.02,Simulationen,14,Nutzung von Technologien,0.53,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
14.03,Simulationsspiele,14,Nutzung von Technologien,0.41,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
15.1,Umfassende Schulreformprogramme,15,Schulische und außerschulische Einflüsse,0.29,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
15.2,Schulprogramme zur Verringerung des Leistungsgefälles,15,Schulische und außerschulische Einflüsse,0.11,0,0,0.02050163643229636,0.043957136497307474,Unspezifisch,0.002295375647320722
|
||||
15.3,Interventionen für Lernende mit besonderem Förderbedarf,15,Schulische und außerschulische Einflüsse,0.74,0,0,0.0,0.09674214218828105,Unspezifisch,0.0
|
||||
15.4,Lernen durch Engagement (Service Learning),15,Schulische und außerschulische Einflüsse,0.53,0,0,0.02817680711928428,0.08345023289605896,Unspezifisch,0.016662915433575794
|
||||
15.5,Unterrichtsbezogene Kooperationen zwischen Elternhaus und Schule,15,Schulische und außerschulische Einflüsse,0.16,0,1,0.10827035693489181,0.7013926436602403,Sozial adressiert,0.022398124865632342
|
||||
15.6,Außerschulische Angebote,15,Schulische und außerschulische Einflüsse,0.24,0,0,0.0,0.0831531255747609,Unspezifisch,0.0
|
||||
15.7,Außercurriculare Aktivitäten,15,Schulische und außerschulische Einflüsse,0.1,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
15.8,Hausaufgaben,15,Schulische und außerschulische Einflüsse,0.29,0,0,0.0,0.0,Unspezifisch,0.0
|
||||
|
||||
|
File diff suppressed because it is too large
Load Diff
@ -1,13 +1,13 @@
|
||||
{
|
||||
"silhouette_global": 0.6111139449774738,
|
||||
"levene_W": 8.447982471400962,
|
||||
"levene_p": 3.955914486625249e-07,
|
||||
"kruskal_H": 28.001255318438968,
|
||||
"kruskal_p": 3.637820632713995e-05,
|
||||
"kruskal_eps2": 0.1369122340383272,
|
||||
"spearman_rho_text_d": 0.040288863599892075,
|
||||
"spearman_p_text_d": 0.6030083130681612,
|
||||
"chi2": 61.40679594480822,
|
||||
"chi2_p": 1.442806463539765e-07,
|
||||
"chi2_df": 15
|
||||
"silhouette_global": 0.6101077821835904,
|
||||
"levene_W": 6.148416425397426,
|
||||
"levene_p": 1.0565676392707166e-07,
|
||||
"kruskal_H": 48.85400951153341,
|
||||
"kruskal_p": 1.767753805931923e-07,
|
||||
"kruskal_eps2": 0.17712893116237072,
|
||||
"spearman_rho_text_d": -0.034997000362884834,
|
||||
"spearman_p_text_d": 0.6007214908465432,
|
||||
"chi2": 92.88329268052604,
|
||||
"chi2_p": 3.6785743441479236e-09,
|
||||
"chi2_df": 27
|
||||
}
|
||||
20
export/thermo_dashboard.json
Normal file
20
export/thermo_dashboard.json
Normal file
@ -0,0 +1,20 @@
|
||||
{
|
||||
"budget": {
|
||||
"E_total": 91.05,
|
||||
"E_psych": 30.65,
|
||||
"E_sozial": 60.4,
|
||||
"E_pos": 83.11,
|
||||
"E_neg": 7.94,
|
||||
"eta_pos": 0.9127951674903899,
|
||||
"eta_net": 0.8255903349807798
|
||||
},
|
||||
"entropy": {
|
||||
"S_subkapitel": 0.9034537886400714,
|
||||
"O_subkapitel": 0.09654621135992858,
|
||||
"S_kapitel": 0.8966978049830651,
|
||||
"O_kapitel": 0.10330219501693494
|
||||
},
|
||||
"modularity": {
|
||||
"Q_psych_sozial": 0.44661932708310903
|
||||
}
|
||||
}
|
||||
227
export/triangulation_needs_3d.csv
Normal file
227
export/triangulation_needs_3d.csv
Normal file
@ -0,0 +1,227 @@
|
||||
Thermometer_ID,Stichwort,Kapitelname,Subkapitel,Systemebene,Effektstärke,Young_Beduerfnis,x,y,z
|
||||
5.01,Vorausgehende Fähigkeiten & Intelligenz,Lernende,Fähigkeiten,psychisch,0.96,Struktur/Kompetenz,0.7164179104477612,4,0.0
|
||||
5.02,Vorausgehendes Leistungsniveau,Lernende,Fähigkeiten,psychisch,0.73,Struktur/Kompetenz,0.544776119402985,4,0.0
|
||||
5.03,Beziehung zwischen Schul- und Berufsleistungen,Lernende,Fähigkeiten,psychisch,0.37,Struktur/Kompetenz,0.2761194029850746,4,0.0
|
||||
5.04,Beziehung zwischen Schul- und Universitätsleistungen,Lernende,Fähigkeiten,psychisch,0.55,Struktur/Kompetenz,0.41044776119402987,4,0.0
|
||||
5.05,Erkenntnisstufen,Lernende,Fähigkeiten,psychisch,1.28,Struktur/Kompetenz,0.9552238805970149,4,0.0
|
||||
5.06,Exekutive Funktionen,Lernende,Fähigkeiten,psychisch,0.62,Struktur/Kompetenz,0.46268656716417905,4,0.0
|
||||
5.07,Stärke des Arbeitsgedächtnisses,Lernende,Fähigkeiten,psychisch,0.63,Struktur/Kompetenz,0.47014925373134325,4,0.0
|
||||
5.08,Vorschulische nicht-kognitive Fähigkeiten,Lernende,Fähigkeiten,psychisch,0.2,Struktur/Kompetenz,0.14925373134328357,4,0.0
|
||||
5.09,Gekreuzte Lateralität,Lernende,Fähigkeiten,psychisch,-0.03,Struktur/Kompetenz,-0.04615384615384615,4,0.0
|
||||
5.1,Feldunabhängigkeit,Lernende,Fähigkeiten,psychisch,0.94,Struktur/Kompetenz,0.7014925373134328,4,0.0
|
||||
5.11,Beurteilung der eigenen Leistungsfähigkeit,Lernende,Fähigkeiten,psychisch,0.96,Struktur/Kompetenz,0.7164179104477612,4,0.0
|
||||
5.12,Kreativität und Lernleistung in Beziehung setzen,Lernende,Fähigkeiten,psychisch,0.4,Struktur/Kompetenz,0.29850746268656714,4,0.0
|
||||
5.13,Kritisches Denken,Lernende,Fähigkeiten,psychisch,0.84,Struktur/Kompetenz,0.626865671641791,4,0.0
|
||||
5.14,Beharrlichkeit und Zuversicht (Mindset),Lernende,Wille,psychisch,0.19,Emotion/SC,0.1417910447761194,3,0.01
|
||||
5.15,Beharrlichkeit und Zuversicht (Achtsamkeit),Lernende,Wille,psychisch,0.26,Emotion/SC,0.19402985074626866,3,0.01
|
||||
5.16,Beharrlichkeit und Zuversicht (Durchhaltevermögen),Lernende,Wille,psychisch,0.35,Emotion/SC,0.26119402985074625,3,0.01
|
||||
5.17,Beharrlichkeit und Zuversicht (Konzentration / Ausdauer und Engagement),Lernende,Wille,psychisch,0.41,Emotion/SC,0.3059701492537313,3,0.01
|
||||
5.18,Beharrlichkeit und Zuversicht (Selbstwirksamkeitserwartung),Lernende,Wille,psychisch,0.64,Emotion/SC,0.47761194029850745,3,0.01
|
||||
5.19,Beharrlichkeit und Zuversicht (Positives Selbstbild),Lernende,Wille,psychisch,0.51,Emotion/SC,0.3805970149253731,3,0.01
|
||||
5.2,Beharrlichkeit und Zuversicht (Selbstkontrolle),Lernende,Wille,psychisch,0.66,Emotion/SC,0.4925373134328358,3,0.01
|
||||
5.21,Schülerpersönlichkeit,Lernende,Wille,psychisch,0.18,Emotion/SC,0.13432835820895522,3,0.01
|
||||
5.22,Perfektionismus,Lernende,Wille,psychisch,-0.03,Emotion/SC,-0.04615384615384615,3,0.01
|
||||
5.23,Emotionen,Lernende,Wille,psychisch,0.61,Emotion/SC,0.4552238805970149,3,0.01
|
||||
5.24,Emotionen (Emotionale Intelligenz),Lernende,Wille,psychisch,0.5,Emotion/SC,0.3731343283582089,3,0.01
|
||||
5.25,Emotionen (Wohlbefinden),Lernende,Wille,psychisch,0.08,Emotion/SC,0.05970149253731343,3,0.01
|
||||
5.26,Positiv-aktivierend (Freude),Lernende,Wille,psychisch,0.5,Emotion/SC,0.3731343283582089,3,0.01
|
||||
5.27,Positiv-aktivierend (Hoffnung),Lernende,Wille,psychisch,0.2,Emotion/SC,0.14925373134328357,3,0.01
|
||||
5.28,Positiv-aktivierend (Neugierde),Lernende,Wille,psychisch,0.74,Emotion/SC,0.5522388059701492,3,0.01
|
||||
5.29,Positiv-aktivierend (Glücklichsein),Lernende,Wille,psychisch,0.54,Emotion/SC,0.40298507462686567,3,0.01
|
||||
5.3,Positiv-aktivierend (Entspannung),Lernende,Wille,psychisch,0.16,Emotion/SC,0.11940298507462686,3,0.01
|
||||
5.31,negativ-aktivierend (Angst),Lernende,Wille,psychisch,-0.4,Emotion/SC,-0.6153846153846154,3,0.01
|
||||
5.32,negativ-aktivierend (Depressionen),Lernende,Wille,psychisch,-0.3,Emotion/SC,-0.4615384615384615,3,0.01
|
||||
5.33,negativ-aktivierend (Wut),Lernende,Wille,psychisch,-0.65,Emotion/SC,-1.0,3,0.01
|
||||
5.34,negativ-aktivierend (Frustration),Lernende,Wille,psychisch,-0.04,Emotion/SC,-0.061538461538461535,3,0.01
|
||||
5.35,negativ-aktivierend (Aggression und Gewalt),Lernende,Wille,psychisch,0.03,Emotion/SC,0.022388059701492536,3,0.01
|
||||
5.36,negativ-aktivierend (Langeweile),Lernende,Wille,psychisch,-0.46,Emotion/SC,-0.7076923076923077,3,0.01
|
||||
5.37,kognitive Dispositionen (Morgentypus vs. Abendtypus),Lernende,Wille,psychisch,0.18,Emotion/SC,0.13432835820895522,3,0.01
|
||||
5.38,kognitive Dispositionen (Prokrastination),Lernende,Wille,psychisch,-0.41,Emotion/SC,-0.6307692307692307,3,0.01
|
||||
5.39,Frühgeburt / Geburtsgewicht,Lernende,Thrill: Motivation,psychisch,-0.59,Emotion/SC,-0.9076923076923076,3,0.005
|
||||
5.4,Stillen,Lernende,Thrill: Motivation,psychisch,-0.04,Emotion/SC,-0.061538461538461535,3,0.005
|
||||
5.41,Krankheit,Lernende,Thrill: Motivation,psychisch,-0.51,Emotion/SC,-0.7846153846153846,3,0.005
|
||||
5.42,Körperliche Syndrome,Lernende,Thrill: Motivation,psychisch,-0.42,Emotion/SC,-0.6461538461538461,3,0.005
|
||||
5.43,Misshandlung,Lernende,Thrill: Motivation,psychisch,-0.63,Emotion/SC,-0.9692307692307692,3,0.005
|
||||
5.44,Autismus,Lernende,Thrill: Motivation,psychisch,0.08,Emotion/SC,0.05970149253731343,3,0.005
|
||||
5.45,Schlafdauer und Schlafqualität,Lernende,Thrill: Motivation,psychisch,0.02,Emotion/SC,0.014925373134328358,3,0.005
|
||||
5.46,Zucker,Lernende,Thrill: Motivation,psychisch,-0.13,Emotion/SC,-0.2,3,0.005
|
||||
5.47,Bewegung,Lernende,Thrill: Motivation,psychisch,0.25,Emotion/SC,0.18656716417910446,3,0.005
|
||||
5.48,Positive Sicht auf eigene Ethnizität,Lernende,Thrill: Motivation,psychisch,0.17,Emotion/SC,0.12686567164179105,3,0.005
|
||||
5.49,Dachloser Dialekt,Lernende,Thrill: Motivation,psychisch,-0.29,Emotion/SC,-0.4461538461538461,3,0.005
|
||||
5.5,Bedrohung durch Stereotype,Lernende,Thrill: Motivation,psychisch,-0.19,Emotion/SC,-0.2923076923076923,3,0.005
|
||||
5.51,Geschlechterunterschiede,Lernende,Thrill: Motivation,psychisch,0.0,Emotion/SC,0.0,3,0.005
|
||||
6.01,Sozioökonomischer Status,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.56,Stabilität,0.41791044776119407,2,0.1
|
||||
6.02,Bezug staatlicher Transferleistungen,Elternhaus und Familie,Familiäre Ressourcen,sozial,-0.12,Stabilität,-0.1846153846153846,2,0.1
|
||||
6.03,Erwerbstätigkeit der Mutter,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.05,Stabilität,0.03731343283582089,2,0.1
|
||||
6.04,Stipendien,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.03,Stabilität,0.022388059701492536,2,0.1
|
||||
6.05,Einwanderungsstatus,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.05,Stabilität,0.03731343283582089,2,0.1
|
||||
6.06,Familienstruktur,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.14,Stabilität,0.10447761194029852,2,0.1
|
||||
6.07,Geschieden,Elternhaus und Familie,Familiäre Ressourcen,sozial,-0.26,Stabilität,-0.4,2,0.1
|
||||
6.08,nicht-geschieden vs. wiederverheiratet,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.24,Stabilität,0.1791044776119403,2,0.1
|
||||
6.09,Adoption,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.21,Stabilität,0.15671641791044774,2,0.1
|
||||
6.1,Kinderheime,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.33,Stabilität,0.2462686567164179,2,0.1
|
||||
6.11,Häusliches Anregungsniveau,Elternhaus und Familie,Familiäre Ressourcen,psychisch,0.4,Stabilität,0.29850746268656714,2,0.1
|
||||
6.12,Elternunterstützung beim Lernen,Elternhaus und Familie,Familiäre Ressourcen,psychisch,0.41,Stabilität,0.3059701492537313,2,0.1
|
||||
6.13,Elterliche Autonomieunterstützung (Familienhilfe),Elternhaus und Familie,Familiäre Ressourcen,psychisch,0.06,Stabilität,0.04477611940298507,2,0.1
|
||||
6.14,Elternerwartungen,Elternhaus und Familie,Familiäre Ressourcen,psychisch,0.49,Stabilität,0.3656716417910447,2,0.1
|
||||
6.15,Körperliche Züchtigung,Elternhaus und Familie,Familiäre Ressourcen,psychisch,-0.33,Stabilität,-0.5076923076923077,2,0.1
|
||||
6.16,Väter,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.21,Stabilität,0.15671641791044774,2,0.1
|
||||
6.17,Schulwechsel,Elternhaus und Familie,Familiäre Ressourcen,sozial,-0.38,Stabilität,-0.5846153846153846,2,0.1
|
||||
6.18,Fernsehen,Elternhaus und Familie,Familiäre Ressourcen,psychisch,-0.15,Stabilität,-0.23076923076923075,2,0.1
|
||||
6.19,Programme für Eltern,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.39,Stabilität,0.291044776119403,2,0.1
|
||||
6.2,Hausbesuche durch Lehrpersonen,Elternhaus und Familie,Familiäre Ressourcen,sozial,0.22,Stabilität,0.16417910447761194,2,0.1
|
||||
7.01,Finanzielle Ausstattung,Schule und Gesellschaft,Finanzielle Ausstattung und Rechenschaftspflicht,sozial,0.19,Stabilität,0.1417910447761194,2,0.20666666666666667
|
||||
7.02,Accountability / Rechenschaftspflicht,Schule und Gesellschaft,Finanzielle Ausstattung und Rechenschaftspflicht,sozial,0.27,Stabilität,0.20149253731343283,2,0.20666666666666667
|
||||
7.03,Leistungsbezogene Bezahlung,Schule und Gesellschaft,Finanzielle Ausstattung und Rechenschaftspflicht,sozial,0.05,Stabilität,0.03731343283582089,2,0.20666666666666667
|
||||
7.04,Qualität des Schulgebäudes,Schule und Gesellschaft,Finanzielle Ausstattung und Rechenschaftspflicht,sozial,0.24,Stabilität,0.1791044776119403,2,0.20666666666666667
|
||||
7.05,Vertragsschulen / Charter-Schulen,Schule und Gesellschaft,Schularten,sozial,0.04,Stabilität,0.029850746268656716,2,0.21000000000000002
|
||||
7.06,Konfessionsschulen,Schule und Gesellschaft,Schularten,sozial,0.23,Stabilität,0.17164179104477612,2,0.21000000000000002
|
||||
7.07,Monoedukation,Schule und Gesellschaft,Schularten,sozial,0.07,Stabilität,0.05223880597014926,2,0.21000000000000002
|
||||
7.08,Dauer der Sommerferien,Schule und Gesellschaft,Schularten,sozial,-0.09,Stabilität,-0.13846153846153844,2,0.21000000000000002
|
||||
7.09,Sommerschulen,Schule und Gesellschaft,Schularten,sozial,0.17,Stabilität,0.12686567164179105,2,0.21000000000000002
|
||||
7.1,Schulkalender / Stundenplan,Schule und Gesellschaft,Schularten,sozial,0.1,Stabilität,0.07462686567164178,2,0.21000000000000002
|
||||
7.11,Desegration,Schule und Gesellschaft,Auswirkungen der Schulzusammensetzung,sozial,0.23,Stabilität,0.17164179104477612,2,0.2
|
||||
7.12,Ethnische Vielfalt,Schule und Gesellschaft,Auswirkungen der Schulzusammensetzung,sozial,0.09,Stabilität,0.06716417910447761,2,0.2
|
||||
7.13,Wohnheimunterbringung,Schule und Gesellschaft,Auswirkungen der Schulzusammensetzung,sozial,0.05,Stabilität,0.03731343283582089,2,0.2
|
||||
7.14,Schulgröße,Schule und Gesellschaft,Auswirkungen der Schulzusammensetzung,sozial,0.33,Stabilität,0.2462686567164179,2,0.2
|
||||
7.15,Neuordnung des Schulbezirks,Schule und Gesellschaft,Auswirkungen der Schulzusammensetzung,sozial,0.05,Stabilität,0.03731343283582089,2,0.2
|
||||
7.16,Schulwahlfreiheit,Schule und Gesellschaft,Auswirkungen der Schulzusammensetzung,sozial,0.27,Stabilität,0.20149253731343283,2,0.2
|
||||
7.17,Fördermaßnahmen im Sekundarbereich I,Schule und Gesellschaft,Auswirkungen der Schulzusammensetzung,sozial,0.18,Stabilität,0.13432835820895522,2,0.2
|
||||
7.18,Schulleitung,Schule und Gesellschaft,Auswirkungen der Vorschulmaßnahmen,sozial,0.37,Stabilität,0.2761194029850746,2,0.20333333333333334
|
||||
7.19,Schulklima,Schule und Gesellschaft,Auswirkungen der Vorschulmaßnahmen,sozial,0.53,Stabilität,0.39552238805970147,2,0.20333333333333334
|
||||
7.2,Schuleffekte,Schule und Gesellschaft,Auswirkungen der Vorschulmaßnahmen,sozial,0.48,Stabilität,0.3582089552238806,2,0.20333333333333334
|
||||
8.01,Klassengröße,Klassenzimmer,Effekte der Klassenzusammensetzung,sozial,0.17,Stabilität,0.12686567164179105,2,0.3
|
||||
8.02,Offene Klassenzimmer,Klassenzimmer,Effekte der Klassenzusammensetzung,sozial,0.02,Stabilität,0.014925373134328358,2,0.3
|
||||
8.03,Leistungsbezogene Klassenbildung (Tracking),Klassenzimmer,Effekte der Klassenzusammensetzung,sozial,0.09,Stabilität,0.06716417910447761,2,0.3
|
||||
8.04,Auflösung einer leistungsbezogenen Einteilung in Lerngruppen (Detracking),Klassenzimmer,Effekte der Klassenzusammensetzung,sozial,0.09,Stabilität,0.06716417910447761,2,0.3
|
||||
8.05,Jahrgangsübergreifende Klassen,Klassenzimmer,Effekte der Klassenzusammensetzung,sozial,-0.01,Stabilität,-0.015384615384615384,2,0.3
|
||||
8.06,Allgemeines Lernen in Kleingruppen,Klassenzimmer,Effekte der Klassenzusammensetzung,psychisch,0.16,Struktur/Kompetenz,0.11940298507462686,4,0.3
|
||||
8.07,Aufgabenbezogenes Lernen in Kleingruppen,Klassenzimmer,Effekte der Klassenzusammensetzung,psychisch,0.46,Struktur/Kompetenz,0.34328358208955223,4,0.3
|
||||
8.08,Inklusive Beschulung,Klassenzimmer,Effekte der Klassenzusammensetzung,sozial,0.52,Stabilität,0.3880597014925373,2,0.3
|
||||
8.09,Förderklassen für Hochbegabte,Klassenzimmer,Effekte der Klassenzusammensetzung,sozial,0.21,Stabilität,0.15671641791044774,2,0.3
|
||||
8.1,Klassenführung,Klassenzimmer,Einflüsse im Klassenzimmer,sozial,0.43,Orientierung,0.3208955223880597,1,0.305
|
||||
8.11,Aktive Pausen im Klassenzimmer,Klassenzimmer,Einflüsse im Klassenzimmer,sozial,0.16,Orientierung,0.11940298507462686,1,0.305
|
||||
8.12,(Cyber-)Bulling,Klassenzimmer,Einflüsse im Klassenzimmer,sozial,-0.28,Orientierung,-0.4307692307692308,1,0.305
|
||||
8.13,Reduktion von Unterrichtsstörungen,Klassenzimmer,Einflüsse im Klassenzimmer,sozial,0.82,Orientierung,0.6119402985074626,1,0.305
|
||||
8.14,Schulverweis / Schulausschluss,Klassenzimmer,Einflüsse im Klassenzimmer,sozial,-0.2,Orientierung,-0.3076923076923077,1,0.305
|
||||
8.15,ADHS-Behandlung mit Medikamenten,Klassenzimmer,Einflüsse im Klassenzimmer,psychisch,0.3,Orientierung,0.22388059701492535,1,0.305
|
||||
8.16,ADHS-Interventionsprogramme,Klassenzimmer,Einflüsse im Klassenzimmer,psychisch,0.44,Orientierung,0.3283582089552239,1,0.305
|
||||
8.18,Klassenklima,Klassenzimmer,Klassenklima,sozial,0.29,Stabilität,0.21641791044776115,2,0.31
|
||||
8.19,Klassenzusammenhalt,Klassenzimmer,Klassenklima,sozial,0.66,Bindung,0.4925373134328358,0,0.31
|
||||
8.2,Lehrer-Schüler-Beziehung,Klassenzimmer,Klassenklima,sozial,0.62,Bindung,0.46268656716417905,0,0.31
|
||||
8.21,Lehrer-Schüler-Abhängigkeit,Klassenzimmer,Klassenklima,sozial,-0.24,Stabilität,-0.3692307692307692,2,0.31
|
||||
8.22,Freundschaften,Klassenzimmer,Klassenklima,sozial,0.35,Bindung,0.26119402985074625,0,0.31
|
||||
8.23,Schulzugehörigkeit,Klassenzimmer,Klassenklima,sozial,0.46,Bindung,0.34328358208955223,0,0.31
|
||||
8.24,Unbeliebtheit in der Klasse,Klassenzimmer,Klassenklima,sozial,-0.26,Stabilität,-0.4,2,0.31
|
||||
8.25,Lebensalter relativ zur Klasse,Klassenzimmer,Klassenklima,psychisch,0.45,Stabilität,0.33582089552238803,2,0.31
|
||||
8.26,Nicht-Versetzung,Klassenzimmer,Klassenklima,psychisch,-0.24,Stabilität,-0.3692307692307692,2,0.31
|
||||
9.02,Sprachkompetenz,Lehrperson,Einflüsse der Lehrperson,psychisch,0.22,Bindung,0.16417910447761194,0,0.4
|
||||
9.03,Lehrererwartung - körperliche Attraktivität,Lehrperson,Einflüsse der Lehrperson,psychisch,0.36,Bindung,0.26865671641791045,0,0.4
|
||||
9.04,Nichtetikettieren von Lernenden,Lehrperson,Einflüsse der Lehrperson,psychisch,0.61,Bindung,0.4552238805970149,0,0.4
|
||||
9.05,Einschätzung des Leistungsniveaus durch die Lehrperson,Lehrperson,Einflüsse der Lehrperson,psychisch,1.3,Bindung,0.9701492537313433,0,0.4
|
||||
9.06,Glaubwürdigkeit,Lehrperson,Einflüsse der Lehrperson,psychisch,1.09,Bindung,0.8134328358208955,0,0.4
|
||||
9.07,Klarheit der Lehrperson,Lehrperson,Einflüsse der Lehrperson,psychisch,0.85,Bindung,0.6343283582089552,0,0.4
|
||||
9.08,Kollektive Wirksamkeitserwartung,Lehrperson,Einflüsse der Lehrperson,psychisch,1.34,Bindung,1.0,0,0.4
|
||||
9.09,Lehrerbildung,Lehrperson,Entwicklung von Lehrerprofessionalität,sozial,0.1,Struktur/Kompetenz,0.07462686567164178,4,0.41000000000000003
|
||||
9.1,Qualifikation von Lehrpersonen,Lehrperson,Entwicklung von Lehrerprofessionalität,sozial,0.39,Struktur/Kompetenz,0.291044776119403,4,0.41000000000000003
|
||||
9.11,Lehrerfort- und -weiterbildung,Lehrperson,Entwicklung von Lehrerprofessionalität,sozial,0.44,Struktur/Kompetenz,0.3283582089552239,4,0.41000000000000003
|
||||
9.12,Coaching,Lehrperson,Entwicklung von Lehrerprofessionalität,sozial,0.26,Struktur/Kompetenz,0.19402985074626866,4,0.41000000000000003
|
||||
9.13,Micro-Teaching,Lehrperson,Entwicklung von Lehrerprofessionalität,sozial,1.01,Struktur/Kompetenz,0.753731343283582,4,0.41000000000000003
|
||||
9.14,Fachkompetenz,Lehrperson,Entwicklung von Lehrerprofessionalität,psychisch,0.13,Struktur/Kompetenz,0.09701492537313433,4,0.41000000000000003
|
||||
10.01,Umfangreiches didaktisches Lese‑Begleitmaterial,Curriculum,Curriculare Programme (Lesen),sozial,0.57,Struktur/Kompetenz,0.42537313432835816,4,0.5033333333333333
|
||||
10.02,Leseförderung für besondere Gruppen,Curriculum,Curriculare Programme (Lesen),sozial,0.82,Struktur/Kompetenz,0.6119402985074626,4,0.5033333333333333
|
||||
10.03,Integrative Leseförderung,Curriculum,Curriculare Programme (Lesen),sozial,0.42,Struktur/Kompetenz,0.3134328358208955,4,0.5033333333333333
|
||||
10.04,Musikbasierte Förderung,Curriculum,Curriculare Programme (Lesen),sozial,0.38,Struktur/Kompetenz,0.2835820895522388,4,0.5033333333333333
|
||||
10.05,Lesestrategien,Curriculum,Curriculare Programme (Lesen),sozial,0.47,Struktur/Kompetenz,0.3507462686567164,4,0.5033333333333333
|
||||
10.06,Laitier‑Methode,Curriculum,Curriculare Programme (Lesen),sozial,0.48,Struktur/Kompetenz,0.3582089552238806,4,0.5033333333333333
|
||||
10.07,Phonologische Bewusstheit,Curriculum,Curriculare Programme (Lesen),sozial,0.75,Struktur/Kompetenz,0.5597014925373134,4,0.5033333333333333
|
||||
10.08,Ton‑ oder Interferenzförderung,Curriculum,Curriculare Programme (Lesen),sozial,0.43,Struktur/Kompetenz,0.3208955223880597,4,0.5033333333333333
|
||||
10.09,Vokabel‑ und Wortschatzförderung,Curriculum,Curriculare Programme (Lesen),sozial,0.62,Struktur/Kompetenz,0.46268656716417905,4,0.5033333333333333
|
||||
10.1,Förderung der visuellen Wahrnehmung,Curriculum,Curriculare Programme (Lesen),sozial,0.67,Struktur/Kompetenz,0.5,4,0.5033333333333333
|
||||
10.11,Wiederholtes Lesen,Curriculum,Curriculare Programme (Lesen),sozial,0.8,Struktur/Kompetenz,0.5970149253731343,4,0.5033333333333333
|
||||
10.12,Sätze kombinieren,Curriculum,Curriculare Programme (Lesen),sozial,0.13,Struktur/Kompetenz,0.09701492537313433,4,0.5033333333333333
|
||||
10.13,Lese‑Verständnis‑Förderung,Curriculum,Curriculare Programme (Lesen),sozial,0.5,Struktur/Kompetenz,0.3731343283582089,4,0.5033333333333333
|
||||
10.14,Leseerfahrung,Curriculum,Curriculare Programme (Lesen),sozial,0.5,Struktur/Kompetenz,0.3731343283582089,4,0.5033333333333333
|
||||
10.15,Ganzheitsmethoden,Curriculum,Curriculare Programme (Lesen),sozial,0.14,Struktur/Kompetenz,0.10447761194029852,4,0.5033333333333333
|
||||
10.16,Förderung im Erstleseunterricht,Curriculum,Curriculare Programme (Lesen),sozial,0.47,Struktur/Kompetenz,0.3507462686567164,4,0.5033333333333333
|
||||
10.17,Schreibförderung,Curriculum,Schreibförderung,sozial,0.53,Struktur/Kompetenz,0.39552238805970147,4,0.5083333333333333
|
||||
10.18,Rechtschreibförderprogramme,Curriculum,Rechtschreibförderung,sozial,0.53,Struktur/Kompetenz,0.39552238805970147,4,0.5066666666666667
|
||||
10.19,Theater- und Kunstprogramme,Curriculum,Theater- und Kunstprogramm / Musikprogramme,sozial,0.55,Struktur/Kompetenz,0.41044776119402987,4,0.51
|
||||
10.2,Musikprogramme,Curriculum,Theater- und Kunstprogramm / Musikprogramme,sozial,0.33,Struktur/Kompetenz,0.2462686567164179,4,0.51
|
||||
10.21,Mathematisches Anschauungsmaterial,Curriculum,Lehrpläne und Förderung im Bereich Mathematik,sozial,0.38,Struktur/Kompetenz,0.2835820895522388,4,0.505
|
||||
10.22,Einsatz von Taschenrechnern,Curriculum,Lehrpläne und Förderung im Bereich Mathematik,sozial,0.25,Struktur/Kompetenz,0.18656716417910446,4,0.505
|
||||
10.23,Programmieren,Curriculum,Lehrpläne und Förderung im Bereich Mathematik,sozial,0.46,Struktur/Kompetenz,0.34328358208955223,4,0.505
|
||||
10.24,Zusatzangebote für Hochbegabte,Curriculum,Angebote für begabte Lernende,sozial,0.49,Struktur/Kompetenz,0.3656716417910447,4,0.5016666666666667
|
||||
10.25,Akzeleration,Curriculum,Angebote für begabte Lernende,sozial,0.53,Struktur/Kompetenz,0.39552238805970147,4,0.5016666666666667
|
||||
10.26,Fächerübergreifende Curricula,Curriculum,Andere Lehrplanbereiche,sozial,0.39,Struktur/Kompetenz,0.291044776119403,4,0.5
|
||||
10.27,Programme zur ökonomischen Bildung,Curriculum,Andere Lehrplanbereiche,sozial,0.16,Struktur/Kompetenz,0.11940298507462686,4,0.5
|
||||
10.28,Förderung der Motivation,Curriculum,Andere Lehrplanbereiche,sozial,0.45,Struktur/Kompetenz,0.33582089552238803,4,0.5
|
||||
10.29,Moralerziehung,Curriculum,Andere Lehrplanbereiche,sozial,0.4,Emotion/SC,0.29850746268656714,3,0.5
|
||||
10.3,Ergebnisorientierte Bildung,Curriculum,Andere Lehrplanbereiche,sozial,0.97,Struktur/Kompetenz,0.7238805970149254,4,0.5
|
||||
10.31,Förderung der Sozialkompetenz,Curriculum,Andere Lehrplanbereiche,sozial,0.4,Bindung,0.29850746268656714,0,0.5
|
||||
10.32,Programme zum Umgang mit Vielfalt,Curriculum,Andere Lehrplanbereiche,sozial,0.09,Struktur/Kompetenz,0.06716417910447761,4,0.5
|
||||
10.33,Kreativitätsförderung,Curriculum,Andere Lehrplanbereiche,sozial,0.51,Struktur/Kompetenz,0.3805970149253731,4,0.5
|
||||
10.34,Schach,Curriculum,Andere Lehrplanbereiche,sozial,0.34,Struktur/Kompetenz,0.2537313432835821,4,0.5
|
||||
10.35,Erlebnispädagogik,Curriculum,Andere Lehrplanbereiche,sozial,0.49,Struktur/Kompetenz,0.3656716417910447,4,0.5
|
||||
10.36,Programme für jugendliche Straftäter,Curriculum,Andere Lehrplanbereiche,sozial,0.12,Struktur/Kompetenz,0.08955223880597014,4,0.5
|
||||
10.37,Spielförderung,Curriculum,Andere Lehrplanbereiche,sozial,0.52,Struktur/Kompetenz,0.3880597014925373,4,0.5
|
||||
10.38,Bilingualer Unterricht,Curriculum,Andere Lehrplanbereiche,sozial,0.4,Struktur/Kompetenz,0.29850746268656714,4,0.5
|
||||
10.39,College-Förderkurse,Curriculum,Andere Lehrplanbereiche,sozial,0.2,Struktur/Kompetenz,0.14925373134328357,4,0.5
|
||||
10.4,Berufsbildungsprogramme,Curriculum,Andere Lehrplanbereiche,sozial,0.38,Struktur/Kompetenz,0.2835820895522388,4,0.5
|
||||
11.01,Verhaltensziele / Advanced Organizers,Lernzielorientiertes Unterrichten,Zielintentionen,sozial,0.41,Orientierung,0.3059701492537313,1,0.61
|
||||
11.02,Vorausschauendes Planen,Lernzielorientiertes Unterrichten,Zielintentionen,sozial,0.83,Orientierung,0.6194029850746268,1,0.61
|
||||
11.03,Lernzielhierarchisierung,Lernzielorientiertes Unterrichten,Zielintentionen,sozial,0.19,Orientierung,0.1417910447761194,1,0.61
|
||||
11.04,Concept Mapping,Lernzielorientiertes Unterrichten,Zielintentionen,sozial,0.62,Orientierung,0.46268656716417905,1,0.61
|
||||
11.05,Erfolgskriterien,Lernzielorientiertes Unterrichten,Erfolgskriterien,sozial,0.64,Orientierung,0.47761194029850745,1,0.6
|
||||
11.06,Planung des Ziels,Lernzielorientiertes Unterrichten,Erfolgskriterien,sozial,0.6,Orientierung,0.4477611940298507,1,0.6
|
||||
11.07,Einvernehmen über Ziele (Zielbindung),Lernzielorientiertes Unterrichten,Erfolgskriterien,sozial,0.44,Orientierung,0.3283582089552239,1,0.6
|
||||
11.08,Lernziele (Aufgaben-Orientierung),Lernzielorientiertes Unterrichten,Erfolgskriterien,sozial,0.67,Orientierung,0.5,1,0.6
|
||||
11.09,Fallbeispiele,Lernzielorientiertes Unterrichten,Erfolgskriterien,sozial,0.47,Orientierung,0.3507462686567164,1,0.6
|
||||
11.1,Kognitive Aufgabenanalyse (Cognitive Task Analysis),Lernzielorientiertes Unterrichten,Erfolgskriterien,sozial,1.09,Orientierung,0.8134328358208955,1,0.6
|
||||
11.11,Feedback (Lernende),Lernzielorientiertes Unterrichten,Feedback,sozial,0.47,Orientierung,0.3507462686567164,1,0.605
|
||||
11.12,Feedback (Technikunterstützung),Lernzielorientiertes Unterrichten,Feedback,sozial,0.55,Orientierung,0.41044776119402987,1,0.605
|
||||
11.13,Fragen stellen,Lernzielorientiertes Unterrichten,Feedback,sozial,0.49,Orientierung,0.3656716417910447,1,0.605
|
||||
11.14,Produktives Scheitern,Lernzielorientiertes Unterrichten,Feedback,sozial,0.39,Orientierung,0.291044776119403,1,0.605
|
||||
11.15,Klassendiskussionen,Lernzielorientiertes Unterrichten,Feedback,sozial,0.82,Emotion/SC,0.6119402985074626,3,0.605
|
||||
11.16,Peer- und Selbstbeurteilung,Lernzielorientiertes Unterrichten,Feedback,sozial,0.54,Emotion/SC,0.40298507462686567,3,0.605
|
||||
11.17,Formative Evaluation,Lernzielorientiertes Unterrichten,Feedback,sozial,0.4,Orientierung,0.29850746268656714,1,0.605
|
||||
11.18,Häufigkeit von Tests,Lernzielorientiertes Unterrichten,Feedback,sozial,0.39,Orientierung,0.291044776119403,1,0.605
|
||||
11.19,Übungstests,Lernzielorientiertes Unterrichten,Feedback,sozial,0.59,Orientierung,0.4402985074626865,1,0.605
|
||||
11.2,Alternative Bewertungsmethoden,Lernzielorientiertes Unterrichten,Feedback,sozial,0.67,Orientierung,0.5,1,0.605
|
||||
13.01,Direkte Instruktion,Lehrstrategien,Methoden (Oberflächenverständnis),sozial,0.56,Struktur/Kompetenz,0.41791044776119407,4,0.8
|
||||
13.02,Explizite Unterrichtsstrategien,Lehrstrategien,Methoden (Oberflächenverständnis),sozial,0.63,Struktur/Kompetenz,0.47014925373134325,4,0.8
|
||||
13.03,Kognitive Verhaltenserziehung,Lehrstrategien,Methoden (Oberflächenverständnis),sozial,0.29,Struktur/Kompetenz,0.21641791044776115,4,0.8
|
||||
13.04,Aktivierung vs. klassische Vorlesung,Lehrstrategien,Methoden (Oberflächenverständnis),sozial,-0.26,Struktur/Kompetenz,-0.4,4,0.8
|
||||
13.05,Co-Teaching/Team-Teaching,Lehrstrategien,Methoden (Oberflächenverständnis),sozial,0.21,Struktur/Kompetenz,0.15671641791044774,4,0.8
|
||||
13.06,Reaktion auf Intervention (Response to Intervention),Lehrstrategien,Methoden (Oberflächenverständnis),sozial,0.73,Struktur/Kompetenz,0.544776119402985,4,0.8
|
||||
13.07,Ergänzende Materialien,Lehrstrategien,Methoden (Oberflächenverständnis),sozial,0.64,Struktur/Kompetenz,0.47761194029850745,4,0.8
|
||||
13.08,Unmittelbarkeit der Lehrperson,Lehrstrategien,Methoden (Oberflächenverständnis),sozial,0.16,Struktur/Kompetenz,0.11940298507462686,4,0.8
|
||||
13.09,Hintergrundmusik,Lehrstrategien,Methoden (Oberflächenverständnis),sozial,0.08,Struktur/Kompetenz,0.05970149253731343,4,0.8
|
||||
13.1,Humor,Lehrstrategien,Methoden (Oberflächenverständnis),sozial,0.04,Struktur/Kompetenz,0.029850746268656716,4,0.8
|
||||
13.11,Problembasiertes Lernen,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.45,Struktur/Kompetenz,0.33582089552238803,4,0.81
|
||||
13.12,Problemlösen,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.61,Struktur/Kompetenz,0.4552238805970149,4,0.81
|
||||
13.13,Flipped Classroom,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.56,Struktur/Kompetenz,0.41791044776119407,4,0.81
|
||||
13.14,Forschendes Lernen,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.5,Struktur/Kompetenz,0.3731343283582089,4,0.81
|
||||
13.15,Induktives Vorgehen,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.6,Struktur/Kompetenz,0.4477611940298507,4,0.81
|
||||
13.16,Reziprokes Lehren,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.74,Struktur/Kompetenz,0.5522388059701492,4,0.81
|
||||
13.17,Entdeckendes Lernen,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.27,Struktur/Kompetenz,0.20149253731343283,4,0.81
|
||||
13.18,Konstruktivistisches Lehren,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.92,Struktur/Kompetenz,0.6865671641791045,4,0.81
|
||||
13.19,Scaffolding und situiertes Lernen,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.52,Struktur/Kompetenz,0.3880597014925373,4,0.81
|
||||
13.2,Kollaboratives Lernen,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.45,Struktur/Kompetenz,0.33582089552238803,4,0.81
|
||||
13.21,Kooperatives Lernen,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.52,Struktur/Kompetenz,0.3880597014925373,4,0.81
|
||||
13.22,Kooperatives vs. kompetitives Lernen,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.58,Struktur/Kompetenz,0.4328358208955223,4,0.81
|
||||
13.23,Kooperatives vs. individuelles Lernen,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.62,Struktur/Kompetenz,0.46268656716417905,4,0.81
|
||||
13.24,Philosophieren,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.54,Struktur/Kompetenz,0.40298507462686567,4,0.81
|
||||
13.25,Außerschulische Lehrer-Schüler-Gespräche,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.54,Struktur/Kompetenz,0.40298507462686567,4,0.81
|
||||
13.26,Mentoring,Lehrstrategien,Methoden (Tiefenverständnis),sozial,0.18,Struktur/Kompetenz,0.13432835820895522,4,0.81
|
||||
14.01,Clicker,Nutzung von Technologien,Wichtige Grundsätze für den Einsatz von Technologien,sozial,0.21,Struktur/Kompetenz,0.15671641791044774,4,0.9
|
||||
14.02,Simulationen,Nutzung von Technologien,Wichtige Grundsätze für den Einsatz von Technologien,sozial,0.53,Struktur/Kompetenz,0.39552238805970147,4,0.9
|
||||
14.03,Simulationsspiele,Nutzung von Technologien,Wichtige Grundsätze für den Einsatz von Technologien,sozial,0.41,Struktur/Kompetenz,0.3059701492537313,4,0.9
|
||||
15.1,Umfassende Schulreformprogramme,Schulische und außerschulische Einflüsse,Schulische Programme,sozial,0.29,Stabilität,0.21641791044776115,2,1.01
|
||||
15.2,Schulprogramme zur Verringerung des Leistungsgefälles,Schulische und außerschulische Einflüsse,Schulische Programme,sozial,0.11,Stabilität,0.08208955223880597,2,1.01
|
||||
15.3,Interventionen für Lernende mit besonderem Förderbedarf,Schulische und außerschulische Einflüsse,Schulische Programme,sozial,0.74,Stabilität,0.5522388059701492,2,1.01
|
||||
15.4,Lernen durch Engagement (Service Learning),Schulische und außerschulische Einflüsse,Außerschulische Programme,sozial,0.53,Stabilität,0.39552238805970147,2,1.0
|
||||
15.5,Unterrichtsbezogene Kooperationen zwischen Elternhaus und Schule,Schulische und außerschulische Einflüsse,Außerschulische Programme,sozial,0.16,Stabilität,0.11940298507462686,2,1.0
|
||||
15.6,Außerschulische Angebote,Schulische und außerschulische Einflüsse,Außerschulische Programme,sozial,0.24,Stabilität,0.1791044776119403,2,1.0
|
||||
15.7,Außercurriculare Aktivitäten,Schulische und außerschulische Einflüsse,Außerschulische Programme,sozial,0.1,Stabilität,0.07462686567164178,2,1.0
|
||||
15.8,Hausaufgaben,Schulische und außerschulische Einflüsse,Außerschulische Programme,sozial,0.29,Stabilität,0.21641791044776115,2,1.0
|
||||
|
File diff suppressed because it is too large
Load Diff
227
export/werte_extras.csv
Normal file
227
export/werte_extras.csv
Normal file
@ -0,0 +1,227 @@
|
||||
Effekt_abs,Effekt_sign,Effekt_norm01
|
||||
0.96,1,0.7164179104477612
|
||||
0.73,1,0.544776119402985
|
||||
0.37,1,0.2761194029850746
|
||||
0.55,1,0.41044776119402987
|
||||
1.28,1,0.9552238805970149
|
||||
0.62,1,0.46268656716417905
|
||||
0.63,1,0.47014925373134325
|
||||
0.2,1,0.14925373134328357
|
||||
0.03,-1,0.022388059701492536
|
||||
0.94,1,0.7014925373134328
|
||||
0.96,1,0.7164179104477612
|
||||
0.4,1,0.29850746268656714
|
||||
0.84,1,0.626865671641791
|
||||
0.19,1,0.1417910447761194
|
||||
0.26,1,0.19402985074626866
|
||||
0.35,1,0.26119402985074625
|
||||
0.41,1,0.3059701492537313
|
||||
0.64,1,0.47761194029850745
|
||||
0.51,1,0.3805970149253731
|
||||
0.66,1,0.4925373134328358
|
||||
0.18,1,0.13432835820895522
|
||||
0.03,-1,0.022388059701492536
|
||||
0.61,1,0.4552238805970149
|
||||
0.5,1,0.3731343283582089
|
||||
0.08,1,0.05970149253731343
|
||||
0.5,1,0.3731343283582089
|
||||
0.2,1,0.14925373134328357
|
||||
0.74,1,0.5522388059701492
|
||||
0.54,1,0.40298507462686567
|
||||
0.16,1,0.11940298507462686
|
||||
0.4,-1,0.29850746268656714
|
||||
0.3,-1,0.22388059701492535
|
||||
0.65,-1,0.48507462686567165
|
||||
0.04,-1,0.029850746268656716
|
||||
0.03,1,0.022388059701492536
|
||||
0.46,-1,0.34328358208955223
|
||||
0.18,1,0.13432835820895522
|
||||
0.41,-1,0.3059701492537313
|
||||
0.59,-1,0.4402985074626865
|
||||
0.04,-1,0.029850746268656716
|
||||
0.51,-1,0.3805970149253731
|
||||
0.42,-1,0.3134328358208955
|
||||
0.63,-1,0.47014925373134325
|
||||
0.08,1,0.05970149253731343
|
||||
0.02,1,0.014925373134328358
|
||||
0.13,-1,0.09701492537313433
|
||||
0.25,1,0.18656716417910446
|
||||
0.17,1,0.12686567164179105
|
||||
0.29,-1,0.21641791044776115
|
||||
0.19,-1,0.1417910447761194
|
||||
0.0,0,0.0
|
||||
0.56,1,0.41791044776119407
|
||||
0.12,-1,0.08955223880597014
|
||||
0.05,1,0.03731343283582089
|
||||
0.03,1,0.022388059701492536
|
||||
0.05,1,0.03731343283582089
|
||||
0.14,1,0.10447761194029852
|
||||
0.26,-1,0.19402985074626866
|
||||
0.24,1,0.1791044776119403
|
||||
0.21,1,0.15671641791044774
|
||||
0.33,1,0.2462686567164179
|
||||
0.4,1,0.29850746268656714
|
||||
0.41,1,0.3059701492537313
|
||||
0.06,1,0.04477611940298507
|
||||
0.49,1,0.3656716417910447
|
||||
0.33,-1,0.2462686567164179
|
||||
0.21,1,0.15671641791044774
|
||||
0.38,-1,0.2835820895522388
|
||||
0.15,-1,0.11194029850746268
|
||||
0.39,1,0.291044776119403
|
||||
0.22,1,0.16417910447761194
|
||||
0.19,1,0.1417910447761194
|
||||
0.27,1,0.20149253731343283
|
||||
0.05,1,0.03731343283582089
|
||||
0.24,1,0.1791044776119403
|
||||
0.04,1,0.029850746268656716
|
||||
0.23,1,0.17164179104477612
|
||||
0.07,1,0.05223880597014926
|
||||
0.09,-1,0.06716417910447761
|
||||
0.17,1,0.12686567164179105
|
||||
0.1,1,0.07462686567164178
|
||||
0.23,1,0.17164179104477612
|
||||
0.09,1,0.06716417910447761
|
||||
0.05,1,0.03731343283582089
|
||||
0.33,1,0.2462686567164179
|
||||
0.05,1,0.03731343283582089
|
||||
0.27,1,0.20149253731343283
|
||||
0.18,1,0.13432835820895522
|
||||
0.37,1,0.2761194029850746
|
||||
0.53,1,0.39552238805970147
|
||||
0.48,1,0.3582089552238806
|
||||
0.17,1,0.12686567164179105
|
||||
0.02,1,0.014925373134328358
|
||||
0.09,1,0.06716417910447761
|
||||
0.09,1,0.06716417910447761
|
||||
0.01,-1,0.007462686567164179
|
||||
0.16,1,0.11940298507462686
|
||||
0.46,1,0.34328358208955223
|
||||
0.52,1,0.3880597014925373
|
||||
0.21,1,0.15671641791044774
|
||||
0.43,1,0.3208955223880597
|
||||
0.16,1,0.11940298507462686
|
||||
0.28,-1,0.20895522388059704
|
||||
0.82,1,0.6119402985074626
|
||||
0.2,-1,0.14925373134328357
|
||||
0.3,1,0.22388059701492535
|
||||
0.44,1,0.3283582089552239
|
||||
0.29,1,0.21641791044776115
|
||||
0.66,1,0.4925373134328358
|
||||
0.62,1,0.46268656716417905
|
||||
0.24,-1,0.1791044776119403
|
||||
0.35,1,0.26119402985074625
|
||||
0.46,1,0.34328358208955223
|
||||
0.26,-1,0.19402985074626866
|
||||
0.45,1,0.33582089552238803
|
||||
0.24,-1,0.1791044776119403
|
||||
0.22,1,0.16417910447761194
|
||||
0.36,1,0.26865671641791045
|
||||
0.61,1,0.4552238805970149
|
||||
1.3,1,0.9701492537313433
|
||||
1.09,1,0.8134328358208955
|
||||
0.85,1,0.6343283582089552
|
||||
1.34,1,1.0
|
||||
0.1,1,0.07462686567164178
|
||||
0.39,1,0.291044776119403
|
||||
0.44,1,0.3283582089552239
|
||||
0.26,1,0.19402985074626866
|
||||
1.01,1,0.753731343283582
|
||||
0.13,1,0.09701492537313433
|
||||
0.57,1,0.42537313432835816
|
||||
0.82,1,0.6119402985074626
|
||||
0.42,1,0.3134328358208955
|
||||
0.38,1,0.2835820895522388
|
||||
0.47,1,0.3507462686567164
|
||||
0.48,1,0.3582089552238806
|
||||
0.75,1,0.5597014925373134
|
||||
0.43,1,0.3208955223880597
|
||||
0.62,1,0.46268656716417905
|
||||
0.67,1,0.5
|
||||
0.8,1,0.5970149253731343
|
||||
0.13,1,0.09701492537313433
|
||||
0.5,1,0.3731343283582089
|
||||
0.5,1,0.3731343283582089
|
||||
0.14,1,0.10447761194029852
|
||||
0.47,1,0.3507462686567164
|
||||
0.53,1,0.39552238805970147
|
||||
0.53,1,0.39552238805970147
|
||||
0.55,1,0.41044776119402987
|
||||
0.33,1,0.2462686567164179
|
||||
0.38,1,0.2835820895522388
|
||||
0.25,1,0.18656716417910446
|
||||
0.46,1,0.34328358208955223
|
||||
0.49,1,0.3656716417910447
|
||||
0.53,1,0.39552238805970147
|
||||
0.39,1,0.291044776119403
|
||||
0.16,1,0.11940298507462686
|
||||
0.45,1,0.33582089552238803
|
||||
0.4,1,0.29850746268656714
|
||||
0.97,1,0.7238805970149254
|
||||
0.4,1,0.29850746268656714
|
||||
0.09,1,0.06716417910447761
|
||||
0.51,1,0.3805970149253731
|
||||
0.34,1,0.2537313432835821
|
||||
0.49,1,0.3656716417910447
|
||||
0.12,1,0.08955223880597014
|
||||
0.52,1,0.3880597014925373
|
||||
0.4,1,0.29850746268656714
|
||||
0.2,1,0.14925373134328357
|
||||
0.38,1,0.2835820895522388
|
||||
0.41,1,0.3059701492537313
|
||||
0.83,1,0.6194029850746268
|
||||
0.19,1,0.1417910447761194
|
||||
0.62,1,0.46268656716417905
|
||||
0.64,1,0.47761194029850745
|
||||
0.6,1,0.4477611940298507
|
||||
0.44,1,0.3283582089552239
|
||||
0.67,1,0.5
|
||||
0.47,1,0.3507462686567164
|
||||
1.09,1,0.8134328358208955
|
||||
0.47,1,0.3507462686567164
|
||||
0.55,1,0.41044776119402987
|
||||
0.49,1,0.3656716417910447
|
||||
0.39,1,0.291044776119403
|
||||
0.82,1,0.6119402985074626
|
||||
0.54,1,0.40298507462686567
|
||||
0.4,1,0.29850746268656714
|
||||
0.39,1,0.291044776119403
|
||||
0.59,1,0.4402985074626865
|
||||
0.67,1,0.5
|
||||
0.56,1,0.41791044776119407
|
||||
0.63,1,0.47014925373134325
|
||||
0.29,1,0.21641791044776115
|
||||
0.26,-1,0.19402985074626866
|
||||
0.21,1,0.15671641791044774
|
||||
0.73,1,0.544776119402985
|
||||
0.64,1,0.47761194029850745
|
||||
0.16,1,0.11940298507462686
|
||||
0.08,1,0.05970149253731343
|
||||
0.04,1,0.029850746268656716
|
||||
0.45,1,0.33582089552238803
|
||||
0.61,1,0.4552238805970149
|
||||
0.56,1,0.41791044776119407
|
||||
0.5,1,0.3731343283582089
|
||||
0.6,1,0.4477611940298507
|
||||
0.74,1,0.5522388059701492
|
||||
0.27,1,0.20149253731343283
|
||||
0.92,1,0.6865671641791045
|
||||
0.52,1,0.3880597014925373
|
||||
0.45,1,0.33582089552238803
|
||||
0.52,1,0.3880597014925373
|
||||
0.58,1,0.4328358208955223
|
||||
0.62,1,0.46268656716417905
|
||||
0.54,1,0.40298507462686567
|
||||
0.54,1,0.40298507462686567
|
||||
0.18,1,0.13432835820895522
|
||||
0.21,1,0.15671641791044774
|
||||
0.53,1,0.39552238805970147
|
||||
0.41,1,0.3059701492537313
|
||||
0.29,1,0.21641791044776115
|
||||
0.11,1,0.08208955223880597
|
||||
0.74,1,0.5522388059701492
|
||||
0.53,1,0.39552238805970147
|
||||
0.16,1,0.11940298507462686
|
||||
0.24,1,0.1791044776119403
|
||||
0.1,1,0.07462686567164178
|
||||
0.29,1,0.21641791044776115
|
||||
|
227
export/werte_mapping.csv
Normal file
227
export/werte_mapping.csv
Normal file
@ -0,0 +1,227 @@
|
||||
Thermometer_ID,Stichwort,Effektstärke,Subkapitel,Kapitelname,Systemebene,Young_Beduerfnis,Effekt_abs,Effekt_sign,Effekt_norm01
|
||||
5.01,Vorausgehende Fähigkeiten & Intelligenz,0.96,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,0.96,1,0.7164179104477612
|
||||
5.02,Vorausgehendes Leistungsniveau,0.73,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,0.73,1,0.544776119402985
|
||||
5.03,Beziehung zwischen Schul- und Berufsleistungen,0.37,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,0.37,1,0.2761194029850746
|
||||
5.04,Beziehung zwischen Schul- und Universitätsleistungen,0.55,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,0.55,1,0.41044776119402987
|
||||
5.05,Erkenntnisstufen,1.28,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,1.28,1,0.9552238805970149
|
||||
5.06,Exekutive Funktionen,0.62,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,0.62,1,0.46268656716417905
|
||||
5.07,Stärke des Arbeitsgedächtnisses,0.63,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,0.63,1,0.47014925373134325
|
||||
5.08,Vorschulische nicht-kognitive Fähigkeiten,0.2,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,0.2,1,0.14925373134328357
|
||||
5.09,Gekreuzte Lateralität,-0.03,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,0.03,-1,0.022388059701492536
|
||||
5.1,Feldunabhängigkeit,0.94,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,0.94,1,0.7014925373134328
|
||||
5.11,Beurteilung der eigenen Leistungsfähigkeit,0.96,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,0.96,1,0.7164179104477612
|
||||
5.12,Kreativität und Lernleistung in Beziehung setzen,0.4,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,0.4,1,0.29850746268656714
|
||||
5.13,Kritisches Denken,0.84,Fähigkeiten,Lernende,psychisch,Struktur/Kompetenz,0.84,1,0.626865671641791
|
||||
5.14,Beharrlichkeit und Zuversicht (Mindset),0.19,Wille,Lernende,psychisch,Emotion/SC,0.19,1,0.1417910447761194
|
||||
5.15,Beharrlichkeit und Zuversicht (Achtsamkeit),0.26,Wille,Lernende,psychisch,Emotion/SC,0.26,1,0.19402985074626866
|
||||
5.16,Beharrlichkeit und Zuversicht (Durchhaltevermögen),0.35,Wille,Lernende,psychisch,Emotion/SC,0.35,1,0.26119402985074625
|
||||
5.17,Beharrlichkeit und Zuversicht (Konzentration / Ausdauer und Engagement),0.41,Wille,Lernende,psychisch,Emotion/SC,0.41,1,0.3059701492537313
|
||||
5.18,Beharrlichkeit und Zuversicht (Selbstwirksamkeitserwartung),0.64,Wille,Lernende,psychisch,Emotion/SC,0.64,1,0.47761194029850745
|
||||
5.19,Beharrlichkeit und Zuversicht (Positives Selbstbild),0.51,Wille,Lernende,psychisch,Emotion/SC,0.51,1,0.3805970149253731
|
||||
5.2,Beharrlichkeit und Zuversicht (Selbstkontrolle),0.66,Wille,Lernende,psychisch,Emotion/SC,0.66,1,0.4925373134328358
|
||||
5.21,Schülerpersönlichkeit,0.18,Wille,Lernende,psychisch,Emotion/SC,0.18,1,0.13432835820895522
|
||||
5.22,Perfektionismus,-0.03,Wille,Lernende,psychisch,Emotion/SC,0.03,-1,0.022388059701492536
|
||||
5.23,Emotionen,0.61,Wille,Lernende,psychisch,Emotion/SC,0.61,1,0.4552238805970149
|
||||
5.24,Emotionen (Emotionale Intelligenz),0.5,Wille,Lernende,psychisch,Emotion/SC,0.5,1,0.3731343283582089
|
||||
5.25,Emotionen (Wohlbefinden),0.08,Wille,Lernende,psychisch,Emotion/SC,0.08,1,0.05970149253731343
|
||||
5.26,Positiv-aktivierend (Freude),0.5,Wille,Lernende,psychisch,Emotion/SC,0.5,1,0.3731343283582089
|
||||
5.27,Positiv-aktivierend (Hoffnung),0.2,Wille,Lernende,psychisch,Emotion/SC,0.2,1,0.14925373134328357
|
||||
5.28,Positiv-aktivierend (Neugierde),0.74,Wille,Lernende,psychisch,Emotion/SC,0.74,1,0.5522388059701492
|
||||
5.29,Positiv-aktivierend (Glücklichsein),0.54,Wille,Lernende,psychisch,Emotion/SC,0.54,1,0.40298507462686567
|
||||
5.3,Positiv-aktivierend (Entspannung),0.16,Wille,Lernende,psychisch,Emotion/SC,0.16,1,0.11940298507462686
|
||||
5.31,negativ-aktivierend (Angst),-0.4,Wille,Lernende,psychisch,Emotion/SC,0.4,-1,0.29850746268656714
|
||||
5.32,negativ-aktivierend (Depressionen),-0.3,Wille,Lernende,psychisch,Emotion/SC,0.3,-1,0.22388059701492535
|
||||
5.33,negativ-aktivierend (Wut),-0.65,Wille,Lernende,psychisch,Emotion/SC,0.65,-1,0.48507462686567165
|
||||
5.34,negativ-aktivierend (Frustration),-0.04,Wille,Lernende,psychisch,Emotion/SC,0.04,-1,0.029850746268656716
|
||||
5.35,negativ-aktivierend (Aggression und Gewalt),0.03,Wille,Lernende,psychisch,Emotion/SC,0.03,1,0.022388059701492536
|
||||
5.36,negativ-aktivierend (Langeweile),-0.46,Wille,Lernende,psychisch,Emotion/SC,0.46,-1,0.34328358208955223
|
||||
5.37,kognitive Dispositionen (Morgentypus vs. Abendtypus),0.18,Wille,Lernende,psychisch,Emotion/SC,0.18,1,0.13432835820895522
|
||||
5.38,kognitive Dispositionen (Prokrastination),-0.41,Wille,Lernende,psychisch,Emotion/SC,0.41,-1,0.3059701492537313
|
||||
5.39,Frühgeburt / Geburtsgewicht,-0.59,Thrill: Motivation,Lernende,psychisch,Emotion/SC,0.59,-1,0.4402985074626865
|
||||
5.4,Stillen,-0.04,Thrill: Motivation,Lernende,psychisch,Emotion/SC,0.04,-1,0.029850746268656716
|
||||
5.41,Krankheit,-0.51,Thrill: Motivation,Lernende,psychisch,Emotion/SC,0.51,-1,0.3805970149253731
|
||||
5.42,Körperliche Syndrome,-0.42,Thrill: Motivation,Lernende,psychisch,Emotion/SC,0.42,-1,0.3134328358208955
|
||||
5.43,Misshandlung,-0.63,Thrill: Motivation,Lernende,psychisch,Emotion/SC,0.63,-1,0.47014925373134325
|
||||
5.44,Autismus,0.08,Thrill: Motivation,Lernende,psychisch,Emotion/SC,0.08,1,0.05970149253731343
|
||||
5.45,Schlafdauer und Schlafqualität,0.02,Thrill: Motivation,Lernende,psychisch,Emotion/SC,0.02,1,0.014925373134328358
|
||||
5.46,Zucker,-0.13,Thrill: Motivation,Lernende,psychisch,Emotion/SC,0.13,-1,0.09701492537313433
|
||||
5.47,Bewegung,0.25,Thrill: Motivation,Lernende,psychisch,Emotion/SC,0.25,1,0.18656716417910446
|
||||
5.48,Positive Sicht auf eigene Ethnizität,0.17,Thrill: Motivation,Lernende,psychisch,Emotion/SC,0.17,1,0.12686567164179105
|
||||
5.49,Dachloser Dialekt,-0.29,Thrill: Motivation,Lernende,psychisch,Emotion/SC,0.29,-1,0.21641791044776115
|
||||
5.5,Bedrohung durch Stereotype,-0.19,Thrill: Motivation,Lernende,psychisch,Emotion/SC,0.19,-1,0.1417910447761194
|
||||
5.51,Geschlechterunterschiede,0.0,Thrill: Motivation,Lernende,psychisch,Emotion/SC,0.0,0,0.0
|
||||
6.01,Sozioökonomischer Status,0.56,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,0.56,1,0.41791044776119407
|
||||
6.02,Bezug staatlicher Transferleistungen,-0.12,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,0.12,-1,0.08955223880597014
|
||||
6.03,Erwerbstätigkeit der Mutter,0.05,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,0.05,1,0.03731343283582089
|
||||
6.04,Stipendien,0.03,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,0.03,1,0.022388059701492536
|
||||
6.05,Einwanderungsstatus,0.05,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,0.05,1,0.03731343283582089
|
||||
6.06,Familienstruktur,0.14,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,0.14,1,0.10447761194029852
|
||||
6.07,Geschieden,-0.26,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,0.26,-1,0.19402985074626866
|
||||
6.08,nicht-geschieden vs. wiederverheiratet,0.24,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,0.24,1,0.1791044776119403
|
||||
6.09,Adoption,0.21,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,0.21,1,0.15671641791044774
|
||||
6.1,Kinderheime,0.33,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,0.33,1,0.2462686567164179
|
||||
6.11,Häusliches Anregungsniveau,0.4,Familiäre Ressourcen,Elternhaus und Familie,psychisch,Stabilität,0.4,1,0.29850746268656714
|
||||
6.12,Elternunterstützung beim Lernen,0.41,Familiäre Ressourcen,Elternhaus und Familie,psychisch,Stabilität,0.41,1,0.3059701492537313
|
||||
6.13,Elterliche Autonomieunterstützung (Familienhilfe),0.06,Familiäre Ressourcen,Elternhaus und Familie,psychisch,Stabilität,0.06,1,0.04477611940298507
|
||||
6.14,Elternerwartungen,0.49,Familiäre Ressourcen,Elternhaus und Familie,psychisch,Stabilität,0.49,1,0.3656716417910447
|
||||
6.15,Körperliche Züchtigung,-0.33,Familiäre Ressourcen,Elternhaus und Familie,psychisch,Stabilität,0.33,-1,0.2462686567164179
|
||||
6.16,Väter,0.21,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,0.21,1,0.15671641791044774
|
||||
6.17,Schulwechsel,-0.38,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,0.38,-1,0.2835820895522388
|
||||
6.18,Fernsehen,-0.15,Familiäre Ressourcen,Elternhaus und Familie,psychisch,Stabilität,0.15,-1,0.11194029850746268
|
||||
6.19,Programme für Eltern,0.39,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,0.39,1,0.291044776119403
|
||||
6.2,Hausbesuche durch Lehrpersonen,0.22,Familiäre Ressourcen,Elternhaus und Familie,sozial,Stabilität,0.22,1,0.16417910447761194
|
||||
7.01,Finanzielle Ausstattung,0.19,Finanzielle Ausstattung und Rechenschaftspflicht,Schule und Gesellschaft,sozial,Stabilität,0.19,1,0.1417910447761194
|
||||
7.02,Accountability / Rechenschaftspflicht,0.27,Finanzielle Ausstattung und Rechenschaftspflicht,Schule und Gesellschaft,sozial,Stabilität,0.27,1,0.20149253731343283
|
||||
7.03,Leistungsbezogene Bezahlung,0.05,Finanzielle Ausstattung und Rechenschaftspflicht,Schule und Gesellschaft,sozial,Stabilität,0.05,1,0.03731343283582089
|
||||
7.04,Qualität des Schulgebäudes,0.24,Finanzielle Ausstattung und Rechenschaftspflicht,Schule und Gesellschaft,sozial,Stabilität,0.24,1,0.1791044776119403
|
||||
7.05,Vertragsschulen / Charter-Schulen,0.04,Schularten,Schule und Gesellschaft,sozial,Stabilität,0.04,1,0.029850746268656716
|
||||
7.06,Konfessionsschulen,0.23,Schularten,Schule und Gesellschaft,sozial,Stabilität,0.23,1,0.17164179104477612
|
||||
7.07,Monoedukation,0.07,Schularten,Schule und Gesellschaft,sozial,Stabilität,0.07,1,0.05223880597014926
|
||||
7.08,Dauer der Sommerferien,-0.09,Schularten,Schule und Gesellschaft,sozial,Stabilität,0.09,-1,0.06716417910447761
|
||||
7.09,Sommerschulen,0.17,Schularten,Schule und Gesellschaft,sozial,Stabilität,0.17,1,0.12686567164179105
|
||||
7.1,Schulkalender / Stundenplan,0.1,Schularten,Schule und Gesellschaft,sozial,Stabilität,0.1,1,0.07462686567164178
|
||||
7.11,Desegration,0.23,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,0.23,1,0.17164179104477612
|
||||
7.12,Ethnische Vielfalt,0.09,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,0.09,1,0.06716417910447761
|
||||
7.13,Wohnheimunterbringung,0.05,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,0.05,1,0.03731343283582089
|
||||
7.14,Schulgröße,0.33,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,0.33,1,0.2462686567164179
|
||||
7.15,Neuordnung des Schulbezirks,0.05,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,0.05,1,0.03731343283582089
|
||||
7.16,Schulwahlfreiheit,0.27,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,0.27,1,0.20149253731343283
|
||||
7.17,Fördermaßnahmen im Sekundarbereich I,0.18,Auswirkungen der Schulzusammensetzung,Schule und Gesellschaft,sozial,Stabilität,0.18,1,0.13432835820895522
|
||||
7.18,Schulleitung,0.37,Auswirkungen der Vorschulmaßnahmen,Schule und Gesellschaft,sozial,Stabilität,0.37,1,0.2761194029850746
|
||||
7.19,Schulklima,0.53,Auswirkungen der Vorschulmaßnahmen,Schule und Gesellschaft,sozial,Stabilität,0.53,1,0.39552238805970147
|
||||
7.2,Schuleffekte,0.48,Auswirkungen der Vorschulmaßnahmen,Schule und Gesellschaft,sozial,Stabilität,0.48,1,0.3582089552238806
|
||||
8.01,Klassengröße,0.17,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,0.17,1,0.12686567164179105
|
||||
8.02,Offene Klassenzimmer,0.02,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,0.02,1,0.014925373134328358
|
||||
8.03,Leistungsbezogene Klassenbildung (Tracking),0.09,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,0.09,1,0.06716417910447761
|
||||
8.04,Auflösung einer leistungsbezogenen Einteilung in Lerngruppen (Detracking),0.09,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,0.09,1,0.06716417910447761
|
||||
8.05,Jahrgangsübergreifende Klassen,-0.01,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,0.01,-1,0.007462686567164179
|
||||
8.06,Allgemeines Lernen in Kleingruppen,0.16,Effekte der Klassenzusammensetzung,Klassenzimmer,psychisch,Struktur/Kompetenz,0.16,1,0.11940298507462686
|
||||
8.07,Aufgabenbezogenes Lernen in Kleingruppen,0.46,Effekte der Klassenzusammensetzung,Klassenzimmer,psychisch,Struktur/Kompetenz,0.46,1,0.34328358208955223
|
||||
8.08,Inklusive Beschulung,0.52,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,0.52,1,0.3880597014925373
|
||||
8.09,Förderklassen für Hochbegabte,0.21,Effekte der Klassenzusammensetzung,Klassenzimmer,sozial,Stabilität,0.21,1,0.15671641791044774
|
||||
8.1,Klassenführung,0.43,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,Orientierung,0.43,1,0.3208955223880597
|
||||
8.11,Aktive Pausen im Klassenzimmer,0.16,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,Orientierung,0.16,1,0.11940298507462686
|
||||
8.12,(Cyber-)Bulling,-0.28,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,Orientierung,0.28,-1,0.20895522388059704
|
||||
8.13,Reduktion von Unterrichtsstörungen,0.82,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,Orientierung,0.82,1,0.6119402985074626
|
||||
8.14,Schulverweis / Schulausschluss,-0.2,Einflüsse im Klassenzimmer,Klassenzimmer,sozial,Orientierung,0.2,-1,0.14925373134328357
|
||||
8.15,ADHS-Behandlung mit Medikamenten,0.3,Einflüsse im Klassenzimmer,Klassenzimmer,psychisch,Orientierung,0.3,1,0.22388059701492535
|
||||
8.16,ADHS-Interventionsprogramme,0.44,Einflüsse im Klassenzimmer,Klassenzimmer,psychisch,Orientierung,0.44,1,0.3283582089552239
|
||||
8.18,Klassenklima,0.29,Klassenklima,Klassenzimmer,sozial,Stabilität,0.29,1,0.21641791044776115
|
||||
8.19,Klassenzusammenhalt,0.66,Klassenklima,Klassenzimmer,sozial,Bindung,0.66,1,0.4925373134328358
|
||||
8.2,Lehrer-Schüler-Beziehung,0.62,Klassenklima,Klassenzimmer,sozial,Bindung,0.62,1,0.46268656716417905
|
||||
8.21,Lehrer-Schüler-Abhängigkeit,-0.24,Klassenklima,Klassenzimmer,sozial,Stabilität,0.24,-1,0.1791044776119403
|
||||
8.22,Freundschaften,0.35,Klassenklima,Klassenzimmer,sozial,Bindung,0.35,1,0.26119402985074625
|
||||
8.23,Schulzugehörigkeit,0.46,Klassenklima,Klassenzimmer,sozial,Bindung,0.46,1,0.34328358208955223
|
||||
8.24,Unbeliebtheit in der Klasse,-0.26,Klassenklima,Klassenzimmer,sozial,Stabilität,0.26,-1,0.19402985074626866
|
||||
8.25,Lebensalter relativ zur Klasse,0.45,Klassenklima,Klassenzimmer,psychisch,Stabilität,0.45,1,0.33582089552238803
|
||||
8.26,Nicht-Versetzung,-0.24,Klassenklima,Klassenzimmer,psychisch,Stabilität,0.24,-1,0.1791044776119403
|
||||
9.02,Sprachkompetenz,0.22,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,0.22,1,0.16417910447761194
|
||||
9.03,Lehrererwartung - körperliche Attraktivität,0.36,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,0.36,1,0.26865671641791045
|
||||
9.04,Nichtetikettieren von Lernenden,0.61,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,0.61,1,0.4552238805970149
|
||||
9.05,Einschätzung des Leistungsniveaus durch die Lehrperson,1.3,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,1.3,1,0.9701492537313433
|
||||
9.06,Glaubwürdigkeit,1.09,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,1.09,1,0.8134328358208955
|
||||
9.07,Klarheit der Lehrperson,0.85,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,0.85,1,0.6343283582089552
|
||||
9.08,Kollektive Wirksamkeitserwartung,1.34,Einflüsse der Lehrperson,Lehrperson,psychisch,Bindung,1.34,1,1.0
|
||||
9.09,Lehrerbildung,0.1,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,Struktur/Kompetenz,0.1,1,0.07462686567164178
|
||||
9.1,Qualifikation von Lehrpersonen,0.39,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,Struktur/Kompetenz,0.39,1,0.291044776119403
|
||||
9.11,Lehrerfort- und -weiterbildung,0.44,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,Struktur/Kompetenz,0.44,1,0.3283582089552239
|
||||
9.12,Coaching,0.26,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,Struktur/Kompetenz,0.26,1,0.19402985074626866
|
||||
9.13,Micro-Teaching,1.01,Entwicklung von Lehrerprofessionalität,Lehrperson,sozial,Struktur/Kompetenz,1.01,1,0.753731343283582
|
||||
9.14,Fachkompetenz,0.13,Entwicklung von Lehrerprofessionalität,Lehrperson,psychisch,Struktur/Kompetenz,0.13,1,0.09701492537313433
|
||||
10.01,Umfangreiches didaktisches Lese‑Begleitmaterial,0.57,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,0.57,1,0.42537313432835816
|
||||
10.02,Leseförderung für besondere Gruppen,0.82,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,0.82,1,0.6119402985074626
|
||||
10.03,Integrative Leseförderung,0.42,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,0.42,1,0.3134328358208955
|
||||
10.04,Musikbasierte Förderung,0.38,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,0.38,1,0.2835820895522388
|
||||
10.05,Lesestrategien,0.47,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,0.47,1,0.3507462686567164
|
||||
10.06,Laitier‑Methode,0.48,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,0.48,1,0.3582089552238806
|
||||
10.07,Phonologische Bewusstheit,0.75,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,0.75,1,0.5597014925373134
|
||||
10.08,Ton‑ oder Interferenzförderung,0.43,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,0.43,1,0.3208955223880597
|
||||
10.09,Vokabel‑ und Wortschatzförderung,0.62,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,0.62,1,0.46268656716417905
|
||||
10.1,Förderung der visuellen Wahrnehmung,0.67,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,0.67,1,0.5
|
||||
10.11,Wiederholtes Lesen,0.8,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,0.8,1,0.5970149253731343
|
||||
10.12,Sätze kombinieren,0.13,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,0.13,1,0.09701492537313433
|
||||
10.13,Lese‑Verständnis‑Förderung,0.5,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,0.5,1,0.3731343283582089
|
||||
10.14,Leseerfahrung,0.5,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,0.5,1,0.3731343283582089
|
||||
10.15,Ganzheitsmethoden,0.14,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,0.14,1,0.10447761194029852
|
||||
10.16,Förderung im Erstleseunterricht,0.47,Curriculare Programme (Lesen),Curriculum,sozial,Struktur/Kompetenz,0.47,1,0.3507462686567164
|
||||
10.17,Schreibförderung,0.53,Schreibförderung,Curriculum,sozial,Struktur/Kompetenz,0.53,1,0.39552238805970147
|
||||
10.18,Rechtschreibförderprogramme,0.53,Rechtschreibförderung,Curriculum,sozial,Struktur/Kompetenz,0.53,1,0.39552238805970147
|
||||
10.19,Theater- und Kunstprogramme,0.55,Theater- und Kunstprogramm / Musikprogramme,Curriculum,sozial,Struktur/Kompetenz,0.55,1,0.41044776119402987
|
||||
10.2,Musikprogramme,0.33,Theater- und Kunstprogramm / Musikprogramme,Curriculum,sozial,Struktur/Kompetenz,0.33,1,0.2462686567164179
|
||||
10.21,Mathematisches Anschauungsmaterial,0.38,Lehrpläne und Förderung im Bereich Mathematik,Curriculum,sozial,Struktur/Kompetenz,0.38,1,0.2835820895522388
|
||||
10.22,Einsatz von Taschenrechnern,0.25,Lehrpläne und Förderung im Bereich Mathematik,Curriculum,sozial,Struktur/Kompetenz,0.25,1,0.18656716417910446
|
||||
10.23,Programmieren,0.46,Lehrpläne und Förderung im Bereich Mathematik,Curriculum,sozial,Struktur/Kompetenz,0.46,1,0.34328358208955223
|
||||
10.24,Zusatzangebote für Hochbegabte,0.49,Angebote für begabte Lernende,Curriculum,sozial,Struktur/Kompetenz,0.49,1,0.3656716417910447
|
||||
10.25,Akzeleration,0.53,Angebote für begabte Lernende,Curriculum,sozial,Struktur/Kompetenz,0.53,1,0.39552238805970147
|
||||
10.26,Fächerübergreifende Curricula,0.39,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,0.39,1,0.291044776119403
|
||||
10.27,Programme zur ökonomischen Bildung,0.16,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,0.16,1,0.11940298507462686
|
||||
10.28,Förderung der Motivation,0.45,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,0.45,1,0.33582089552238803
|
||||
10.29,Moralerziehung,0.4,Andere Lehrplanbereiche,Curriculum,sozial,Emotion/SC,0.4,1,0.29850746268656714
|
||||
10.3,Ergebnisorientierte Bildung,0.97,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,0.97,1,0.7238805970149254
|
||||
10.31,Förderung der Sozialkompetenz,0.4,Andere Lehrplanbereiche,Curriculum,sozial,Bindung,0.4,1,0.29850746268656714
|
||||
10.32,Programme zum Umgang mit Vielfalt,0.09,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,0.09,1,0.06716417910447761
|
||||
10.33,Kreativitätsförderung,0.51,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,0.51,1,0.3805970149253731
|
||||
10.34,Schach,0.34,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,0.34,1,0.2537313432835821
|
||||
10.35,Erlebnispädagogik,0.49,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,0.49,1,0.3656716417910447
|
||||
10.36,Programme für jugendliche Straftäter,0.12,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,0.12,1,0.08955223880597014
|
||||
10.37,Spielförderung,0.52,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,0.52,1,0.3880597014925373
|
||||
10.38,Bilingualer Unterricht,0.4,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,0.4,1,0.29850746268656714
|
||||
10.39,College-Förderkurse,0.2,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,0.2,1,0.14925373134328357
|
||||
10.4,Berufsbildungsprogramme,0.38,Andere Lehrplanbereiche,Curriculum,sozial,Struktur/Kompetenz,0.38,1,0.2835820895522388
|
||||
11.01,Verhaltensziele / Advanced Organizers,0.41,Zielintentionen,Lernzielorientiertes Unterrichten,sozial,Orientierung,0.41,1,0.3059701492537313
|
||||
11.02,Vorausschauendes Planen,0.83,Zielintentionen,Lernzielorientiertes Unterrichten,sozial,Orientierung,0.83,1,0.6194029850746268
|
||||
11.03,Lernzielhierarchisierung,0.19,Zielintentionen,Lernzielorientiertes Unterrichten,sozial,Orientierung,0.19,1,0.1417910447761194
|
||||
11.04,Concept Mapping,0.62,Zielintentionen,Lernzielorientiertes Unterrichten,sozial,Orientierung,0.62,1,0.46268656716417905
|
||||
11.05,Erfolgskriterien,0.64,Erfolgskriterien,Lernzielorientiertes Unterrichten,sozial,Orientierung,0.64,1,0.47761194029850745
|
||||
11.06,Planung des Ziels,0.6,Erfolgskriterien,Lernzielorientiertes Unterrichten,sozial,Orientierung,0.6,1,0.4477611940298507
|
||||
11.07,Einvernehmen über Ziele (Zielbindung),0.44,Erfolgskriterien,Lernzielorientiertes Unterrichten,sozial,Orientierung,0.44,1,0.3283582089552239
|
||||
11.08,Lernziele (Aufgaben-Orientierung),0.67,Erfolgskriterien,Lernzielorientiertes Unterrichten,sozial,Orientierung,0.67,1,0.5
|
||||
11.09,Fallbeispiele,0.47,Erfolgskriterien,Lernzielorientiertes Unterrichten,sozial,Orientierung,0.47,1,0.3507462686567164
|
||||
11.1,Kognitive Aufgabenanalyse (Cognitive Task Analysis),1.09,Erfolgskriterien,Lernzielorientiertes Unterrichten,sozial,Orientierung,1.09,1,0.8134328358208955
|
||||
11.11,Feedback (Lernende),0.47,Feedback,Lernzielorientiertes Unterrichten,sozial,Orientierung,0.47,1,0.3507462686567164
|
||||
11.12,Feedback (Technikunterstützung),0.55,Feedback,Lernzielorientiertes Unterrichten,sozial,Orientierung,0.55,1,0.41044776119402987
|
||||
11.13,Fragen stellen,0.49,Feedback,Lernzielorientiertes Unterrichten,sozial,Orientierung,0.49,1,0.3656716417910447
|
||||
11.14,Produktives Scheitern,0.39,Feedback,Lernzielorientiertes Unterrichten,sozial,Orientierung,0.39,1,0.291044776119403
|
||||
11.15,Klassendiskussionen,0.82,Feedback,Lernzielorientiertes Unterrichten,sozial,Emotion/SC,0.82,1,0.6119402985074626
|
||||
11.16,Peer- und Selbstbeurteilung,0.54,Feedback,Lernzielorientiertes Unterrichten,sozial,Emotion/SC,0.54,1,0.40298507462686567
|
||||
11.17,Formative Evaluation,0.4,Feedback,Lernzielorientiertes Unterrichten,sozial,Orientierung,0.4,1,0.29850746268656714
|
||||
11.18,Häufigkeit von Tests,0.39,Feedback,Lernzielorientiertes Unterrichten,sozial,Orientierung,0.39,1,0.291044776119403
|
||||
11.19,Übungstests,0.59,Feedback,Lernzielorientiertes Unterrichten,sozial,Orientierung,0.59,1,0.4402985074626865
|
||||
11.2,Alternative Bewertungsmethoden,0.67,Feedback,Lernzielorientiertes Unterrichten,sozial,Orientierung,0.67,1,0.5
|
||||
13.01,Direkte Instruktion,0.56,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.56,1,0.41791044776119407
|
||||
13.02,Explizite Unterrichtsstrategien,0.63,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.63,1,0.47014925373134325
|
||||
13.03,Kognitive Verhaltenserziehung,0.29,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.29,1,0.21641791044776115
|
||||
13.04,Aktivierung vs. klassische Vorlesung,-0.26,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.26,-1,0.19402985074626866
|
||||
13.05,Co-Teaching/Team-Teaching,0.21,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.21,1,0.15671641791044774
|
||||
13.06,Reaktion auf Intervention (Response to Intervention),0.73,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.73,1,0.544776119402985
|
||||
13.07,Ergänzende Materialien,0.64,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.64,1,0.47761194029850745
|
||||
13.08,Unmittelbarkeit der Lehrperson,0.16,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.16,1,0.11940298507462686
|
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13.09,Hintergrundmusik,0.08,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.08,1,0.05970149253731343
|
||||
13.1,Humor,0.04,Methoden (Oberflächenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.04,1,0.029850746268656716
|
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13.11,Problembasiertes Lernen,0.45,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.45,1,0.33582089552238803
|
||||
13.12,Problemlösen,0.61,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.61,1,0.4552238805970149
|
||||
13.13,Flipped Classroom,0.56,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.56,1,0.41791044776119407
|
||||
13.14,Forschendes Lernen,0.5,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.5,1,0.3731343283582089
|
||||
13.15,Induktives Vorgehen,0.6,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.6,1,0.4477611940298507
|
||||
13.16,Reziprokes Lehren,0.74,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.74,1,0.5522388059701492
|
||||
13.17,Entdeckendes Lernen,0.27,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.27,1,0.20149253731343283
|
||||
13.18,Konstruktivistisches Lehren,0.92,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.92,1,0.6865671641791045
|
||||
13.19,Scaffolding und situiertes Lernen,0.52,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.52,1,0.3880597014925373
|
||||
13.2,Kollaboratives Lernen,0.45,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.45,1,0.33582089552238803
|
||||
13.21,Kooperatives Lernen,0.52,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.52,1,0.3880597014925373
|
||||
13.22,Kooperatives vs. kompetitives Lernen,0.58,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.58,1,0.4328358208955223
|
||||
13.23,Kooperatives vs. individuelles Lernen,0.62,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.62,1,0.46268656716417905
|
||||
13.24,Philosophieren,0.54,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.54,1,0.40298507462686567
|
||||
13.25,Außerschulische Lehrer-Schüler-Gespräche,0.54,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.54,1,0.40298507462686567
|
||||
13.26,Mentoring,0.18,Methoden (Tiefenverständnis),Lehrstrategien,sozial,Struktur/Kompetenz,0.18,1,0.13432835820895522
|
||||
14.01,Clicker,0.21,Wichtige Grundsätze für den Einsatz von Technologien,Nutzung von Technologien,sozial,Struktur/Kompetenz,0.21,1,0.15671641791044774
|
||||
14.02,Simulationen,0.53,Wichtige Grundsätze für den Einsatz von Technologien,Nutzung von Technologien,sozial,Struktur/Kompetenz,0.53,1,0.39552238805970147
|
||||
14.03,Simulationsspiele,0.41,Wichtige Grundsätze für den Einsatz von Technologien,Nutzung von Technologien,sozial,Struktur/Kompetenz,0.41,1,0.3059701492537313
|
||||
15.1,Umfassende Schulreformprogramme,0.29,Schulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,0.29,1,0.21641791044776115
|
||||
15.2,Schulprogramme zur Verringerung des Leistungsgefälles,0.11,Schulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,0.11,1,0.08208955223880597
|
||||
15.3,Interventionen für Lernende mit besonderem Förderbedarf,0.74,Schulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,0.74,1,0.5522388059701492
|
||||
15.4,Lernen durch Engagement (Service Learning),0.53,Außerschulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,0.53,1,0.39552238805970147
|
||||
15.5,Unterrichtsbezogene Kooperationen zwischen Elternhaus und Schule,0.16,Außerschulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,0.16,1,0.11940298507462686
|
||||
15.6,Außerschulische Angebote,0.24,Außerschulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,0.24,1,0.1791044776119403
|
||||
15.7,Außercurriculare Aktivitäten,0.1,Außerschulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,0.1,1,0.07462686567164178
|
||||
15.8,Hausaufgaben,0.29,Außerschulische Programme,Schulische und außerschulische Einflüsse,sozial,Stabilität,0.29,1,0.21641791044776115
|
||||
|
Reference in New Issue
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