Ronny Scherer

• Ye, Wangqiong; Scherer, Ronny & Blömeke, Sigrid (2024). Teachers’ and principals’ perceptions of school emphasis on academic success: measurement invariance, agreement, and relations to student achievement. Large-scale Assessments in Education. ISSN 2196-0739. 12. doi: 10.1186/s40536-024-00207-w.
• Scherer, Ronny & Blömeke, Sigrid (2024). Teachers’ and principals’ perceptions of school emphasis on academic success: measurement invariance, agreement, and relations to student achievement. Large-scale Assessments in Education. ISSN 2196-0739. doi: 10.1186/s40536-024-00207-w.
• Acar, Selcuk; Lee, Lindsay Ellis & Scherer, Ronny (2024). A Reliability Generalization of the Torrance Tests of Creative Thinking-Figural. European Journal of Psychological Assessment. ISSN 1015-5759. doi: 10.1027/1015-5759/a000819.
• Adnan, Müge; Tondeur, Jo; Scherer, Ronny & Siddiq, Fazilat (2024). Profiling teacher educators: ready to prepare the next generation for educational technology use? Technology, Pedagogy and Education. ISSN 1475-939X. doi: 10.1080/1475939X.2024.2322481.
• Scherer, Ronny; Siddiq, Fazilat & Nilsen, Trude (2024). The potential of international large-scale assessments for meta-analyses in education. Large-scale Assessments in Education. ISSN 2196-0739. 12(1). doi: 10.1186/s40536-024-00191-1. Full text in Research Archive
• Campos, Diego Gonzalez; Fütterer, Tim; Gfrörer, Thomas; Lavelle-Hill, Rosa; Murayama, Kou & König, Lars [Show all 9 contributors for this article] (2024). Screening Smarter, Not Harder: A Comparative Analysis of Machine Learning Screening Algorithms and Heuristic Stopping Criteria for Systematic Reviews in Educational Research. Educational Psychology Review. ISSN 1040-726X. 36(1). doi: 10.1007/s10648-024-09862-5. Full text in Research Archive
• Karimi, Roya; Mallah, Narmeen; Scherer, Ronny; Rodríguez-Cano, Rubén & Takkouche, Bahi (2023). Sleep quality as a mediator of the relation between depression and chronic pain: a systematic review and meta-analysis. British Journal of Anaesthesia. ISSN 0007-0912. doi: 10.1016/j.bja.2023.02.036.
• Campos, Diego Gonzalez & Scherer, Ronny (2023). Digital gender gaps in Students’ knowledge, attitudes and skills: an integrative data analysis across 32 Countries. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. ISSN 1360-2357. 29, p. 655–693. doi: 10.1007/s10639-023-12272-9. Full text in Research Archive
• Cabellos, Beatriz; Siddiq, Fazilat & Scherer, Ronny (2023). The moderating role of school facilitating conditions and attitudes towards ICT on teachers' ICT use and emphasis on developing students’ digital skills. Computers in Human Behavior. ISSN 0747-5632. 150. doi: 10.1016/j.chb.2023.107994. Full text in Research Archive
• Siddiq, Fazilat; Røkenes, Fredrik Mørk; Lund, Andreas & Scherer, Ronny (2023). New kid on the block? a conceptual systematic review of digital agency. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. ISSN 1360-2357. doi: 10.1007/s10639-023-12038-3. Full text in Research Archive
• Tondeur, Jo; Howard, Sarah K.; Scherer, Ronny & Siddiq, Fazilat (2023). Untangling the Great Online Transition: A network model of teachers’ experiences with online practices. Computers & Education. ISSN 0360-1315. 203. doi: 10.1016/j.compedu.2023.104866. Full text in Research Archive
• Hübner, Nicolas; Fahrbach, Thorsten; Lachner, Andreas & Scherer, Ronny (2023). What predicts students’ future ICT literacy? Evidence from a large-scale study conducted in different stages of secondary school. Computers & Education. ISSN 0360-1315. 203. doi: 10.1016/j.compedu.2023.104847.
• Scherer, Ronny; Siddiq, Fazilat; Howard, Sarah K. & Tondeur, Jo (2023). Gender divides in teachers' readiness for online teaching and learning in higher education: Do women and men consider themselves equally prepared? Computers & Education. ISSN 0360-1315. 199, p. 1–16. doi: 10.1016/j.compedu.2023.104774. Full text in Research Archive
• Fütterer, Tim; Scherer, Ronny; Scheiter, Katharina; Stürmer, Kathleen & Lachner, Andreas (2023). Will, skills, or conscientiousness: What predicts teachers' intentions to participate in technology-related professional development? Computers & Education. ISSN 0360-1315. 198, p. 1–17. doi: 10.1016/j.compedu.2023.104756. Full text in Research Archive
• Campos, Diego Gonzalez; Cheung, M. W. & Scherer, Ronny (2023). A Primer on Synthesizing Individual Participant Data Obtained From Complex Sampling Surveys: A Two-Stage IPD Meta-Analysis Approach. Psychological methods. ISSN 1082-989X. doi: 10.1037/met0000539. Show summary

  The increasing availability of individual participant data (IPD) in the social sciences offers new possibilities to synthesize research evidence across primary studies. Two-stage IPD meta-analysis represents a framework that can utilize these possibilities. While most of the methodological research on two-stage IPD meta-analysis focused on its performance compared with other approaches, dealing with the complexities of the primary and meta-analytic data has received little attention, particularly when IPD are drawn from complex sampling surveys. Complex sampling surveys often feature clustering, stratification, and multistage sampling to obtain nationally or internationally representative data from a target population. Furthermore, IPD from these studies is likely to provide more than one effect size. To address these complexities, we propose a two-stage meta-analytic approach that generates model-based effect sizes in Stage 1 and synthesizes them in Stage 2. We present a sequence of steps, illustrate their implementation, and discuss the methodological decisions and options within. Given its flexibility to deal with the complex nature of the primary and meta-analytic data and its ability to combine multiple IPD sets or IPD with aggregated data, the proposed two-stage approach opens up new analytic possibilities for synthesizing knowledge from complex sampling surveys.

• Scherer, Ronny; Siddiq, Fazilat; Howard, Sarah K. & Tondeur, Jo (2023). The more experienced, the better prepared? New evidence on the relation between teachers’ experience and their readiness for online teaching and learning. Computers in Human Behavior. ISSN 0747-5632. 139. doi: 10.1016/j.chb.2022.107530. Full text in Research Archive
• Emslander, Valentin; Levy, Jessica; Scherer, Ronny & Fischbach, Antoine (2022). Value-added Scores Show Limited Stability over Time in Primary School. PLOS ONE. ISSN 1932-6203. 17(12). doi: 10.1371/journal.pone.0279255. Full text in Research Archive
• Scherer, Ronny & Nilsen, Trude (2022). Accountability for the future? International testing and future directions. In Tierney, Robert J.; Rizvi, Fazal & Erkican, Kadriye (Ed.), International Encyclopedia of Education (4th Edition). Elsevier. ISSN 978-0-12-818629-9. p. 324–340. doi: 10.1016/B978-0-12-818630-5.09060-6.
• Emslander, Valentin & Scherer, Ronny (2022). The Relation Between Executive Functions and Math Intelligence in Preschool Children: A Systematic Review and Meta-Analysis. Psychological bulletin. ISSN 0033-2909. 148(5-6), p. 337–369. doi: 10.1037/bul0000369.
• Mittal, Oleksandra; Scherer, Ronny & Nilsen, Trude (2022). Assessing the evidence for the comparability of socioeconomic status between students with and without immigrant background in Norway and Sweden. Large-scale Assessments in Education. ISSN 2196-0739. 10(1). doi: 10.1186/s40536-022-00132-w. Full text in Research Archive
• Scherer, Ronny & Campos, Diego Gonzalez (2022). Measuring those who have their minds set: An item-level meta-analysis of the implicit theories of intelligence scale in education. Educational Research Review. ISSN 1747-938X. 37. doi: 10.1016/j.edurev.2022.100479. Full text in Research Archive
• Lotz, Christin; Scherer, Ronny; Greiff, Samuel & Sparfeldt, J. R. (2022). g's little helpers – VOTAT and NOTAT mediate the relation between intelligence and complex problem solving. Intelligence. ISSN 0160-2896. 95. doi: 10.1016/j.intell.2022.101685.
• Teig, Nani; Scherer, Ronny & Olsen, Rolf Vegar (2022). A systematic review of studies investigating science teaching and learning: over two decades of TIMSS and PISA. International Journal of Science Education. ISSN 0950-0693. 44(12), p. 2035–2058. doi: 10.1080/09500693.2022.2109075. Full text in Research Archive Show summary

  A great number of studies have investigated science teaching and learning (STL) using data from the Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA). Nevertheless, there is little effort to synthesise these studies. Reviewing the status of research on STL, including the trends, approaches, and findings is crucial for identifying research gaps that require greater attention. Consequently, this review synthesises empirical studies investigating STL using TIMSS and PISA. First, we mapped their characteristics based on the aims, data, STL measures, and research approaches. Second, patterns of the findings were summarized by focusing on the (1) relationships between STL and student outcomes; (2) factors that explain STL variation; and (3) patterns of STL. Most studies examined STL related to inquiry activities and their relationships to student outcomes. Their findings were largely inconsistent and could be traced back to different ways STL was conceptualized and measured. This review calls for the studies examining TIMSS and PISA data to enhance the quality of research approaches and clarity in reporting them. It also encourages researchers to reflect upon the knowledge gained from harnessing these data to examine STL and discusses the challenges and opportunities that lie ahead.

• Lopez-Pedersen, Anita; Mononen, Riikka; Aunio, Pirjo Annika; Scherer, Ronny & Melby-Lervåg, Monica (2022). Improving Numeracy Skills in First Graders with low performance in early numeracy: A Randomized Controlled Trial. Remedial and special education. ISSN 0741-9325. doi: 10.1177/07419325221102537. Full text in Research Archive
• Scherer, Ronny (2022). Analyzing International Large-Scale Assessment Data with a Hierarchical Approach. In Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Ed.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 978-3-030-38298-8. doi: 10.1007/978-3-030-38298-8_59-1. Show summary

  International large-scale assessments in education (ILSAs) follow complex sampling designs and ultimately create hierarchical data structures with students nested in classrooms, classrooms in schools, schools in regions, etc. To describe adequately key issues in education, such as socioeconomic gaps in academic achievement or the relations among school characteristics and student achievement using ILSA data, researchers need to consider the hierarchical data structure in statistical models. Multilevel modeling is one approach to account for such hierarchies and consider variables at different levels of analysis. This chapter provides an overview of the prominent multilevel modeling approaches to analyzing ILSA data, illustrates and discusses their strengths and weaknesses, and highlights the key methodological decisions researchers have to take in this context. The first part reviews the current practices of multilevel modeling in secondary analyses of ILSA data. This rapid systematic review is followed by a second part in which we present, illustrate, and discuss multilevel modeling approaches, including multilevel regression, multilevel structural equation models, and multilevel mixture models. Next to model estimation and fit evaluation, we review key issues associated with the multilevel modeling of ILSA data and focus on handling plausible values, multigroup and incidental multilevel data structures, and weighting. Our chapter provides worked examples showcasing the potential of multilevel modeling for ILSA data analysis.

• Talić, Irma; Scherer, Ronny; Marsh, Herbert W.; Greiff, Samuel; Möller, Jens & Niepel, Christoph (2022). Uncovering everyday dynamics in students' perceptions of instructional quality with experience sampling. Learning and Instruction. ISSN 0959-4752. 81. doi: 10.1016/j.learninstruc.2022.101594.
• Konstantinidou, Evi & Scherer, Ronny (2022). Teaching with technology: A large-scale, international, and multilevel study of the roles of teacher and school characteristics. Computers & Education. ISSN 0360-1315. 179. doi: 10.1016/j.compedu.2021.104424.
• Stedal, Kristin; Scherer, Ronny; Touyz, Stephen; Hay, Phillipa & Broomfield, Catherine (2021). Neuropsychological functioning in young anorexia nervosa: A meta-analysis. Journal of Child Psychology and Psychiatry. ISSN 0021-9630. p. 1–10. doi: 10.1111/jcpp.13562. Full text in Research Archive
• Qazi, Atika; Hasan, Najmul; Abayomi-Alli, Olusola; Hardaker, Glenn; Scherer, Ronny & Sarker, Yeahia [Show all 8 contributors for this article] (2021). Gender differences in information and communication technology use & skills: a systematic review and meta-analysis. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. ISSN 1360-2357. doi: 10.1007/s10639-021-10775-x.
• Chen, Chia-Wen; Wang, Wen-Chung; Mok, Magdalena Mo Ching & Scherer, Ronny (2021). A Lognormal Ipsative Model for Multidimensional Compositional Items. Frontiers in Psychology. ISSN 1664-1078. 12, p. 1–19. doi: 10.3389/fpsyg.2021.573252. Full text in Research Archive Show summary

  Compositional items – a form of forced-choice items – require respondents to allocate a fixed total number of points to a set of statements. To describe the responses to these items, the Thurstonian item response theory (IRT) model was developed. Despite its prominence, the model requires that items composed of parts of statements result in a factor loading matrix with full rank. Without this requirement, the model cannot be identified, and the latent trait estimates would be seriously biased. Besides, the estimation of the Thurstonian IRT model often results in convergence problems. To address these issues, this study developed a new version of the Thurstonian IRT model for analyzing compositional items – the lognormal ipsative model (LIM) – that would be sufficient for tests using items with all statements positively phrased and with equal factor loadings. We developed an online value test following Schwartz’s values theory using compositional items and collected response data from a sample size of N = 512 participants with ages from 13 to 51 years. The results showed that our LIM had an acceptable fit to the data, and that the reliabilities exceeded 0.85. A simulation study resulted in good parameter recovery, high convergence rate, and the sufficient precision of estimation in the various conditions of covariance matrices between traits, test lengths and sample sizes. Overall, our results indicate that the proposed model can overcome the problems of the Thurstonian IRT model when all statements are positively phrased and factor loadings are similar.

• Blömeke, Sigrid; Nilsen, Trude & Scherer, Ronny (2021). School Innovativeness Is Associated With Enhanced Teacher Collaboration, Innovative Classroom Practices, and Job Satisfaction. Journal of Educational Psychology. ISSN 0022-0663. doi: 10.1037/edu0000668.
• Scherer, Ronny; Siddiq, Fazilat & Sánchez-Scherer, Bárbara (2021). Some Evidence on the Cognitive Benefits of Learning to Code. Frontiers in Psychology. ISSN 1664-1078. 12. doi: 10.3389/fpsyg.2021.559424. Full text in Research Archive
• Stedal, Kristin; Broomfield, Catherine; Hay, Phillipa; Touyz, Stephen & Scherer, Ronny (2021). Neuropsychological functioning in adult anorexia nervosa: A meta-analysis. Neuroscience and Biobehavioral Reviews. ISSN 0149-7634. 130, p. 214–226. doi: 10.1016/j.neubiorev.2021.08.021. Full text in Research Archive Show summary

  Several studies have conceptualized neuropsychological dysfunction as part of the core pathology and defining behaviors seen in the eating disorder anorexia nervosa (AN). The aim of the current review was to synthesize the differences in neuropsychological test performance between individuals with AN and healthy controls, quantify and explain their heterogeneity. The search and screening procedures resulted in fifty studies that comprised 186 neuropsychological test results. Utilizing random-effects meta-analyses, the results revealed evidence for significant, moderate underperformance in people with AN in overall neuropsychological functioning (g = -0.43, 95 % CI [-0.50, -0.36]). Weighted mean effect sizes ranged from g = -0.53 for visuospatial abilities to g = -0.10 for planning. Study and participant characteristics, including body mass index (BMI) and age, had significant moderator effects, especially on executive function, memory, and visuospatial abilities. The findings from the current study provide an extensive and comprehensive overview of the possible impairments in neuropsychological functioning in adult patients diagnosed with AN.

• Backfisch, Iris; Scherer, Ronny; Siddiq, Fazilat; Lachner, Andreas & Scheiter, Katharina (2021). Teachers' technology use for teaching: Comparing two explanatory mechanisms. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 104. doi: 10.1016/j.tate.2021.103390.
• Philipsen, Brent; Tondeur, Jo; Scherer, Ronny; Pynoo, Bram & Zhu, Chang (2021). Measuring institutional support for online and blended learning professional development: validating an instrument that examines teachers’ perceptions. International Journal of Research & Method in Education. ISSN 1743-727X. doi: 10.1080/1743727X.2021.1926973.
• Teo, Timothy; Unwin, Siobhan; Scherer, Ronny & Gardiner, Veronica (2021). Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0): A scoping review. Computers & Education. ISSN 0360-1315. 170. doi: 10.1016/j.compedu.2021.104223.
• Damsa, Crina I.; Langford, Malcolm; Scherer, Ronny & Uehara, Dan (2021). Teachers’ agency and online education in times of crisis. Computers in Human Behavior. ISSN 0747-5632. 121(106793). doi: 10.1016/j.chb.2021.106793. Full text in Research Archive
• Nilsen, Trude; Scherer, Ronny & Blömeke, Sigrid (2021). Hva fremmer et innovativt miljø i skolen, og hvilken betydning har det for læreres undervisning? In Björnsson, Julius Kristjan (Eds.), Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring. Cappelen Damm Akademisk. ISSN 978-82-02-71880-0. p. 35–55. doi: 10.23865/noasp.123. Full text in Research Archive
• Greiff, Samuel; Graesser, Arthur C.; Iliescu, Dragos; Rouet, Jean-François; Scheiter, Katharina & Scherer, Ronny [Show all 8 contributors for this article] (2021). PIAAC Cycle 2 assessment framework: Adaptive problem solving, The Assessment Frameworks for Cycle 2 of the Programme for the International Assessment of Adult Competencies. OECD Publishing. ISSN 9789264946064. p. 155–203. doi: 10.1787/4bc2342d-en.
• Dörendahl, Jan; Scherer, Ronny; Greiff, Samuel; Martin, Romain & Niepel, Christoph (2021). Dimensional Comparisons in the Formation of Domain-Specific Achievement Goals. Motivation Science. ISSN 2333-8113. 7(3), p. 306–318. doi: 10.1037/mot0000203.
• Kampa, Nele; Scherer, Ronny; Saß, Steffani & Schipolowski, Stefan (2021). The relation between science achievement and general cognitive abilities in large-scale assessments. Intelligence. ISSN 0160-2896. 86. doi: 10.1016/j.intell.2021.101529. Full text in Research Archive
• Scherer, Ronny (2020). The case for good discipline? Evidence on the interplay between disciplinary climate, socioeconomic status, and science achievement from PISA 2015. In Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (Ed.), Equity, Equality and Diversity in the Nordic Model of Education. Springer. ISSN 9783030616472. p. 197–224. doi: 10.1007/978-3-030-61648-9_8. Full text in Research Archive Show summary

  In both educational and psychological research, the relation between socioeconomic status (SES) and academic achievement is the most widely examined contextual effect. While several research syntheses have reported evidence of positive and significant SES–achievement relations (i.e., higher SES is associated with better academic achievement in several domains), they also reported substantial variation across educational contexts, such as classrooms, schools, and educational systems, and proposed mechanisms underlying these relations. This chapter addressed this variation and tested three hypotheses on the interplay between socioeconomic status, the disciplinary climate in science lessons, and science achievement—the compensation hypothesis, the mediation hypothesis, and the moderation hypothesis. Utilizing the Programme for International Student Assessment (PISA) 2015 data from the Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden), multilevel structural equation modeling provided evidence to test the contextual, indirect, and cross-level interaction effects. While evidence for the compensation hypothesis existed in most Nordic countries, evidence supporting the mediating and moderating roles of the disciplinary climate for the SES–achievement relation was sparse.

• Nilsen, Trude; Scherer, Ronny; Gustafsson, Jan-Eric; Teig, Nani & Kaarstein, Hege (2020). Teachers’ role in enhancing equity: A multilevel structural equation modeling with mediated moderation. In Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (Ed.), Equity, Equality and Diversity in the Nordic Model of Education. Springer. ISSN 9783030616472. p. 173–196. doi: 10.1007/978-3-030-61648-9_7. Full text in Research Archive Show summary

  Even though equity is an important aim for the Nordic countries, for many of these countries, the effect of a student’s home background on their achievement seems to increase over time. If the aim is to reduce the effect of SES (socioeconomic status) on student outcomes, there is a need to identify the factors that moderate this relation. One such factor could be teachers and their instruction because they have been found to be key to student outcomes. However, few have linked teachers and their instruction to equity, and fewer still have made this link in Nordic countries. The aim of the present study is to identify the aspects of teacher quality and their instruction that may reduce the relationship between SES and student achievement in the Nordic countries. Eighth-grade students from the only two Nordic countries participating in TIMSS 2015 (Norway and Sweden) were selected. Multigroup, multilevel (students and classes) structural equation models with random slopes were employed to investigate which aspects of teacher quality moderate the relation between SES and student science achievement via instructional quality. The findings show that teacher professional development and specialisation reduce the relation between SES and science achievement via instructional quality in Sweden, while there were no significant findings for Norway. This study contributes to the fields of equity and teacher effectiveness, demonstrating that teachers may make a difference in reducing inequity through their competence and instruction.

• Scherer, Ronny; Howard, Sarah K.; Tondeur, Jo & Siddiq, Fazilat (2020). Profiling Teachers' Readiness for Online Teaching and Learning in Higher Education: Who's Ready? Computers in Human Behavior. ISSN 0747-5632. 118. doi: 10.1016/j.chb.2020.106675. Full text in Research Archive
• Howard, Sarah K.; Tondeur, Jo; Siddiq, Fazilat & Scherer, Ronny (2020). Ready, set, go! Profiling teachers' readiness for online teaching in secondary education. Technology, Pedagogy and Education. ISSN 1475-939X. doi: 10.1080/1475939X.2020.1839543. Full text in Research Archive Show summary

  In a very short time, secondary school education across the globe transitioned to online learning and teaching, in response to the Covid-19 pandemic. This study aims at identifying teacher profiles in secondary education to better understand perceptions of both individual and institutional readiness to transition to online teaching. To do this, the current study grouped teachers on the basis of their TPACK self-efficacy beliefs, online presence and perceived institutional support for online teaching. To date, data have been collected from teachers (N = 222) from 20 countries. The data were submitted to latent profile analysis to identify readiness profiles. The added value of the current study lies in the combined view of individual and institutional readiness and the uniqueness of the dataset. It provides a large-scale international perspective and a wide range of possible experiences. Findings inform how education institutions can personalise and support transitions to online teaching.

• Teig, Nani; Scherer, Ronny & Kjærnsli, Marit (2020). Identifying patterns of students' performance on simulated inquiry tasks using PISA 2015 log‐file data. Journal of Research in Science Teaching. ISSN 0022-4308. 57, p. 1400–1429. doi: 10.1002/tea.21657. Full text in Research Archive Show summary

  Previous research has demonstrated the potential of examining log‐file data from computer‐based assessments to understand student interactions with complex inquiry tasks. Rather than solely providing information about what has been achieved or the accuracy of student responses (product data), students' log files offer additional insights into how the responses were produced (process data). In this study, we examined students' log files to detect patterns of students' interactions with computer‐based assessment and to determine whether unique characteristics of these interactions emerge as distinct profiles of inquiry performance. Knowledge about the characteristics of these profiles can shed light on why some students are more successful at solving simulated inquiry tasks than others and how to support student understanding of scientific inquiry through computer‐based environments. We analyzed the Norwegian PISA 2015 log‐file data, science performance as well as background questionnaire (N = 1,222 students) by focusing on two inquiry tasks, which required scientific reasoning skills: coordinating the effects of multiple variables and coordinating theory and evidence. Using a mixture modeling approach, we identified three distinct profiles of students' inquiry performance: strategic, emergent, and disengaged. These profiles revealed different characteristics of students' exploration behavior, inquiry strategy, time‐on‐task, and item accuracy. Further analyses showed that students' assignment to these profiles varied according to their demographic characteristics (gender, socio‐economic status, and language at home), attitudes (enjoyment in science, self‐efficacy, and test anxiety), and science achievement. Although students' profiles on the two inquiry tasks were significantly related, we also found some variations in the proportion of students' transitions between profiles. Our study contributes to understanding how students interact with complex simulated inquiry tasks and showcases how log‐file data from PISA 2015 can aid this understanding.

• Scherer, Ronny (2020). Analysing PIAAC Data with Structural Equation Modelling in Mplus. In Maehler, Débora B. & Rammstedt, Beatrice (Ed.), Large-Scale Cognitive Assessment: Analyzing PIAAC Data . Springer Nature. ISSN 978-3-030-47515-4. p. 165–208. doi: 10.1007/978-3-030-47515-4_8. Full text in Research Archive
• Scherer, Ronny; Siddiq, Fazilat & Sánchez Viveros, Bárbara (2020). A meta-analysis of teaching and learning computer programming: Effective instructional approaches and conditions. Computers in Human Behavior. ISSN 0747-5632. 109, p. 1–18. doi: 10.1016/j.chb.2020.106349. Full text in Research Archive
• Rohatgi, Anubha & Scherer, Ronny (2020). Identifying profiles of students' school climate perceptions using PISA 2015 data. Large-scale Assessments in Education. ISSN 2196-0739. 8(1). doi: 10.1186/s40536-020-00083-0. Full text in Research Archive
• Hjetland, Hanne Næss; Brinchmann, Ellen Iren; Scherer, Ronny; Hulme, Charles & Melby-Lervåg, Monica (2020). Preschool pathways to reading comprehension: A systematic meta-analytic review. Educational Research Review. ISSN 1747-938X. 30:100323, p. 1–23. doi: 10.1016/j.edurev.2020.100323. Full text in Research Archive
• Scherer, Ronny & Teo, Timothy (2020). A tutorial on the meta-analytic structural equation modeling of reliability coefficients. Psychological methods. ISSN 1082-989X. 25(6), p. 747–775. doi: 10.1037/met0000261. Full text in Research Archive
• Huang, Fang; Teo, Timothy & Scherer, Ronny (2020). Investigating the antecedents of university students’ perceived ease of using the Internet for learning. Interactive Learning Environments. ISSN 1049-4820. doi: 10.1080/10494820.2019.1710540.
• Scherer, Ronny; Siddiq, Fazilat & Tondeur, Jo (2020). All the same or different? Revisiting measures of teachers' technology acceptance. Computers & Education. ISSN 0360-1315. 143. doi: 10.1016/j.compedu.2019.103656. Full text in Research Archive
• Goldhammer, Frank; Scherer, Ronny & Greiff, Samuel (2019). Advancements in Technology-Based Assessment: Emerging Item Formats, Test Designs, and Data Sources. Frontiers in Psychology. ISSN 1664-1078. doi: 10.3389/fpsyg.2019.03047. Full text in Research Archive Show summary

  Technology has become an indispensable tool for educational and psychological assessment in today’s world. Researchers and large-scale assessment programs alike are increasingly using digital technology (e.g., laptops, tablets, and smartphones) to collect behavioral data beyond the mere idea of responses as correct. Along these lines, technology innovates and enhances assessments in terms of item and test design, methods of test delivery, data collection and analysis, as well as the reporting of test results. The aim of this Research Topic is to present recent advancements in technology-based assessment. Our focus is on cognitive assessments, including the measurement of abilities, competencies, knowledge, and skills but may also include non-cognitive aspects of the assessment. In the area of (cognitive) assessments the innovations driven by technology are manifold: Digital assessments facilitate the creation of new types of stimuli and response formats that were out of reach for assessments using paper; for instance, interactive simulations including multimedia elements, as well as virtual or augmented realities which serve as the task environment. Moreover, technology allows the automated generation of items based on specific item models. Such items can be assembled into tests in a more flexible way than that offered by paper-and-pencil tests and could even be created on the fly; for instance, tailoring item difficulty to individual ability (adaptive testing), while assuring that multiple content constraints are met. As a requirement for adaptive testing or to lower the burden of raters coding item responses manually, computers enable the automatic scoring of constructed responses; for instance, text responses can be scored automatically by using natural language processing and text mining. Technology-based assessments provide not only response data (e.g., correct vs. incorrect responses) but also process data (e.g., frequencies and sequences of test-taking strategies, including navigation behavior) which reflects the course of solving a test item. Process data has been used successfully, among others, to evaluate the data quality, to define process-oriented constructs, to improve measurement precision, and to address substantial research questions. We expect the contributions of this Research Topic to build on this research by considering how technology can further improve, and enhance, educational and psychological assessment. Regarding educational testing, both research papers on the assessment of learning (e.g., summative assessment of learning outcomes) and on the assessment for learning (e.g., formative assessment to support the learning process) are welcome. We expect submissions of empirical papers that present and evaluate innovative technology-based assessment approaches, as well as new applications or illustrations of already existing approaches. We are also interested in papers addressing the validity of test scores and other indicators obtained from innovative assessment procedures. Please note that this description serves as a starting point to familiarize potential contributors with the scope of this Research Topic. Thus, there may also be contributions that fit the Research Topic that are not mentioned explicitly here. If you have any questions about the scope of our Research Topic, feel free to contact the editors of this Research Topic. Keywords: technology-based assessment, item design, test design, automatic scoring, process data

• Scherer, Ronny & Teo, Timothy (2019). Editorial to the special section—Technology acceptance models: What we know and what we (still) do not know. British Journal of Educational Technology (BJET). ISSN 0007-1013. 50(5). doi: 10.1111/bjet.12866. Full text in Research Archive
• Teig, Nani; Scherer, Ronny & Nilsen, Trude (2019). I Know I Can, but Do I Have the Time? The Role of Teachers’ Self-Efficacy and Perceived Time Constraints in Implementing Cognitive-Activation Strategies in Science. Frontiers in Psychology. ISSN 1664-1078. 10(3389). doi: 10.3389/fpsyg.2019.01697. Full text in Research Archive
• Scherer, Ronny & Nilsen, Trude (2019). Closing the gaps? Differential effectiveness and accountability as a road to school improvement. School Effectiveness and School Improvement. ISSN 0924-3453. 30(3), p. 255–260. doi: 10.1080/09243453.2019.1623450. Full text in Research Archive
• Tondeur, Jo; Scherer, Ronny; Siddiq, Fazilat & Baran, Evrim (2019). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study. Educational technology research and development. ISSN 1042-1629. doi: 10.1007/s11423-019-09692-1. Full text in Research Archive
• Vanslambrouck, Silke; Zhu, Chang; Pynoo, Bram; Lombaerts, Koen; Tondeur, Jo & Scherer, Ronny (2019). A latent profile analysis of adult students' online self-regulation in blended learning environments. Computers in Human Behavior. ISSN 0747-5632. doi: 10.1016/j.chb.2019.05.021. Full text in Research Archive
• Scherer, Ronny & Siddiq, Fazilat (2019). The relation between students' socioeconomic status and ICT literacy: Findings from a meta-analysis. Computers & Education. ISSN 0360-1315. 138, p. 13–32. doi: 10.1016/j.compedu.2019.04.011. Full text in Research Archive
• Siddiq, Fazilat & Scherer, Ronny (2019). Is there a gender gap? A meta-analysis of the gender differences in students' ICT literacy. Educational Research Review. ISSN 1747-938X. 27, p. 205–217. doi: 10.1016/j.edurev.2019.03.007. Full text in Research Archive
• Scherer, Ronny & Teo, Timothy (2019). Unpacking teachers' intentions to integrate technology: A meta-analysis. Educational Research Review. ISSN 1747-938X. 27, p. 90–109. doi: 10.1016/j.edurev.2019.03.001. Full text in Research Archive
• Tondeur, Jo; Scherer, Ronny; Baran, Evrim; Siddiq, Fazilat; Valtonen, Teemu & Sointu, Erkko (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology (BJET). ISSN 0007-1013. 50(3), p. 1189–1209. doi: 10.1111/bjet.12748.
• Scherer, Ronny; Siddiq, Fazilat & Sánchez Viveros, Bárbara (2019). The Cognitive Benefits of Learning Computer Programming: A Meta-Analysis of Transfer Effects. Journal of Educational Psychology. ISSN 0022-0663. 111(5), p. 764–792. doi: 10.1037/edu0000314. Full text in Research Archive Show summary

  Does computer programming teach students how to think? Learning to program computers has gained considerable popularity, and educational systems around the world are encouraging students in schools and even children in kindergartens to engage in programming activities. This popularity is based on the claim that learning computer programming improves cognitive skills, including creativity, reasoning, and mathematical skills. In this meta-analysis, we tested this claim performing a 3-level, random-effects meta-analysis on a sample of 105 studies and 539 effect sizes. We found evidence for a moderate, overall transfer effect (g = 0.49, 95% CI [0.37, 0.61]) and identified a strong effect for near transfer (g = 0.75, 95% CI [0.39, 1.11]) and a moderate effect for far transfer (g = 0.47, 95% CI [0.35, 0.59]). Positive transfer to situations that required creative thinking, mathematical skills, and metacognition, followed by spatial skills and reasoning existed. School achievement and literacy, however, benefited the least from learning to program. Moderator analyses revealed significantly larger transfer effects for studies with untreated control groups than those with treated (active) control groups. Moreover, published studies exhibited larger effects than gray literature. These findings shed light on the cognitive benefits associated with learning computer programming and contribute to the current debate surrounding the conceptualization of computer programming as a form of problem solving. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

• Scherer, Ronny; Siddiq, Fazilat & Tondeur, Jo (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education. ISSN 0360-1315. 128, p. 13–35. doi: 10.1016/j.compedu.2018.09.009. Full text in Research Archive
• Scherer, Ronny & Wiberg, Marie (2018). Special feature: advanced technologies in educational assessment. Behaviormetrika. ISSN 0385-7417. doi: 10.1007/s41237-018-0071-y. Full text in Research Archive
• Nilsen, Trude; Scherer, Ronny & Blömeke, Sigrid (2018). The relation of science teachers' quality and instruction to student motivation and achievement in the 4th and 8th grade: A Nordic perspective. In Ministers, Nordic Council of (Eds.), Northern Lights on TIMSS and PISA 2018. Nordic Council of Ministers:. ISSN 978-92-893-5565-0. p. 61–94. doi: 10.6027/TN2018-524.
• Scherer, Ronny & Guttersrud, Øystein (2018). Observing the World Through Your Own Lenses – The Role of Perceived Adaptability for Epistemological Beliefs About the Development of Scientific Knowledge. Frontiers in Psychology. ISSN 1664-1078. 9. doi: 10.3389/fpsyg.2018.01006. Full text in Research Archive
• Greiff, Samuel & Scherer, Ronny (2018). Still Comparing Apples With Oranges? Some Thoughts on the Principles and Practices of Measurement Invariance Testing. European Journal of Psychological Assessment. ISSN 1015-5759. 34(3), p. 141–144. doi: 10.1027/1015-5759/a000487.
• Teig, Nani; Scherer, Ronny & Nilsen, Trude (2018). More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science. Learning and Instruction. ISSN 0959-4752. 56, p. 20–29. doi: 10.1016/j.learninstruc.2018.02.006. Show summary

  Previous studies have assumed a linear relationship between inquiry-based teaching and student achievement in science. However this assumption may be questionable. Recent evidence on the effectiveness of inquiry-based teaching has yielded conflicting findings. To test the linearity assumption, the present study investigated the relation between inquiry-based teaching and achievement by taking into account the possible existence of nonlinear relations using Norwegian TIMSS 2015 data. A multilevel structural equation modeling analysis showed that the relationship was curvilinear. Inquiry-based teaching was positively correlated with achievement, but high frequency of inquiry activities was negatively related to achievement. Furthermore, we found that classroom SES did not affect the strength of the relationship between inquiry and achievement. These findings challenge the linearity assumption and contribute to explaining the conflicting evidence in earlier research as well as promote the effectiveness of inquiry-based teaching regardless of students’ socioeconomic backgrounds.

• Greiff, Samuel & Scherer, Ronny (2018). Complex Problem Solving and Its Position in the Wider Realm of the Human Intellect. Journal of Intelligence. ISSN 2079-3200. 6(5). doi: 10.3390/jintelligence6010005. Full text in Research Archive
• Scherer, Ronny; Tondeur, Jo; Siddiq, Fazilat & Baran, Evrim (2018). The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior. ISSN 0747-5632. 80, p. 67–80. doi: 10.1016/j.chb.2017.11.003. Full text in Research Archive
• Nerstad, Christina G. L.; Rosalind, Searle; Černe, Matej; Dysvik, Anders; Škerlavaj, Miha & Scherer, Ronny (2018). Perceived Mastery Climate, Felt Trust, and Knowledge Sharing. Journal of Organizational Behavior. ISSN 0894-3796. 39(4), p. 429–447. doi: 10.1002/job.2241. Full text in Research Archive Show summary

  Interpersonal trust is associated with a range of adaptive outcomes, including knowledge sharing. However, to date, our knowledge of antecedents and consequences of employees feeling trusted by supervisors in organizations remains limited. On the basis of a multisource, multiwave field study among 956 employees from 5 Norwegian organizations, we examined the predictive roles of perceived mastery climate and employee felt trust for employees' knowledge sharing. Drawing on the achievement goal theory, we develop and test a model to demonstrate that when employees perceive a mastery climate, they are more likely to feel trusted by their supervisors at both the individual and group levels. Moreover, the relationship between employees' perceptions of a mastery climate and supervisor‐rated knowledge sharing is mediated by perceptions of being trusted by the supervisor. Theoretical contributions and practical implications of our findings are discussed.

• Strietholt, Rolf & Scherer, Ronny (2018). The Contribution of International Large-Scale Assessments to Educational Research: Combining Individual and Institutional Data Sources. Scandinavian Journal of Educational Research. ISSN 0031-3831. 62(3), p. 368–385. doi: 10.1080/00313831.2016.1258729. Full text in Research Archive
• Hjetland, Hanne Næss; Brinchmann, Ellen Iren; Scherer, Ronny & Melby-Lervåg, Monica (2017). Preschool predictors of later reading comprehension ability: a systematic review. Campbell systematic reviews. ISSN 1891-1803. 14. doi: 10.4073/csr.2017.14. Full text in Research Archive
• Lotz, Christin; Scherer, Ronny; Greiff, Samuel & Sparfeldt, J. R. (2017). Intelligence in action – Effective strategic behaviors while solving complex problems. Intelligence. ISSN 0160-2896. 64, p. 98–112. doi: 10.1016/j.intell.2017.08.002. Full text in Research Archive
• Greiff, Samuel; Scherer, Ronny & Kirschner, Paul A. (2017). Some critical reflections on the special issue: Current innovations in computer-based assessments. Computers in Human Behavior. ISSN 0747-5632. 76, p. 715–718. doi: 10.1016/j.chb.2017.08.019. Full text in Research Archive
• Tondeur, Jo; Scherer, Ronny; Siddiq, Fazilat & Baran, Evrim (2017). A comprehensive investigation of TPACK within pre-service teachers' ICT profiles: Mind the gap! Australasian Journal of Educational Technology. ISSN 1449-3098. 33(3), p. 46–60. doi: 10.14742/ajet.3504. Full text in Research Archive
• Scherer, Ronny & Siddiq, Fazilat (2017). Revealing the processes of students' interaction with a novel collaborative problem solving task: An in-depth analysis of think-aloud protocols. Computers in Human Behavior. ISSN 0747-5632. 76, p. 509–525. doi: 10.1016/j.chb.2017.08.007. Full text in Research Archive
• Scherer, Ronny & Hatlevik, Ove Edvard (2017). "Sore eyes and distracted" or "excited and confident"? – The role of perceived negative consequences of using ICT for perceived usefulness and self-efficacy. Computers & Education. ISSN 0360-1315. 115, p. 188–200. doi: 10.1016/j.compedu.2017.08.003. Full text in Research Archive
• Scherer, Ronny (2017). The Quest for the Holy Grail of Validity in Science Assessments: A Comment on Kampa and Köller (2016) “German National Proficiency Scales in Biology: Internal Structure, Relations to General Cognitive Abilities and Verbal Skills”. Science Education. ISSN 0036-8326. 101(5), p. 845–853. doi: 10.1002/sce.21278. Full text in Research Archive

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• Melby-Lervåg, Monica; Amland, Tonje; Grande, German; Scherer, Ronny & Lervåg, Arne (2023). Does language underlie mathematical skill development? A systematic review and meta-analysis of concurrent and longitudinal predictors .
• Siddiq, Fazilat; Tondeur, Jo; Howard, Sarah K. & Scherer, Ronny (2023). New methods, new insights: Making sense of teachers' experiences with online education. Show summary

  The Covid-19 pandemic provided a unique opportunity to understand school teachers' perceptions of and experiences with online practices on a large scale. However, there is a need for a more detailed understanding of the multiple associations among teachers’ perceptions and experiences in change processes. Therefore, the main goal of the current study is to untangle the complexity of teachers' experiences and perceptions during this great online transition. Based on the data of 222 teachers' responses to open-ended questions, we used a combined method of thematic and network analysis. To illustrate this novel method, we will focus on the strongest associations between the categories “learning design for online teaching” and “Student learning”. The results indicated for instance a strong association between ‘Self-paced’, which was a dimension of ‘learning design’, and ‘Flexibility’, which was discussed in relation to ‘student experience’. During the presentation the authors will provide more examples of the associations between teachers’ online experiences and perceptions. They will also demonstrate how the network model together with the thematic analysis can be used as a 'roadmap' towards a more integrated approach of online and blended learning in schools and to guide future professional development efforts and school policies.

• Gochyeev, Perman; Siddiq, Fazilat; Scherer, Ronny & WIlson, Mark (2022). Exploring collaborative problem-solving tasks for individual-level and team-level inferences using multilevel modeling. Show summary

  Collaborative problem solving (ColPS) is necessary to succeed in the 21st century and has therefore been introduced into compulsory K-12 education in many Western countries. ColPS is the “capacity of an individual to: recognize the perspective of other persons in a group; participate as a member of the group by contributing their knowledge, experience, and expertise constructively; recognize the need for contributions and how to manage them; identify structure and procedure involved in resolving a problem; and, as a member of the collaborative group, build and develop knowledge and understanding” (Griffin et al., 2012, p.7). Several aspects need consideration when designing ColPS tasks, including group dependence, team size, and activities to promote collaboration and problem solving (Siddiq & Scherer, 2017). Since students are often randomly assigned to teams, observations within groups are not independent. Hence, psychometric models need to account for the hierarchical structure of the data. Wilson et al. (2017) presented an approach for analyzing ColPS tasks using multilevel models, which are widely used in educational research. The authors focused on modeling the group effects on the overall test performances. We propose focusing on group effects on individual task performance instead. We aim to classify ColPS tasks into ones with and without ignorable group effects, implying lower and higher collaboration. We also propose calibrating these tasks using a two-dimensional Rasch model to further understand the two constructs these items represent. We analyse data collected from the Norwegian Digital literacy (LDN-ICT) instrument (Siddiq et al., 2017). In total, 39 tasks were administered to 144 ninth-grade students who worked in groups of three or four. Prior to modelling, it will be helpful to use descriptive statistics in an exploratory way to establish a framing context for modelling. Preliminary findings suggest that tasks showing significant group effects can be identified based on the estimated intraclass correlation (ICC)—a commonly used measure of group dependence. ICCs closer to zero indicate ignorable group effects, while higher ICCs imply substantial group effects. The ICCs ranged between 0.00 and 0.88, with an average ICC of 0.31. We also found a significant agreement between estimated group dependence and intended group dependence. Moreover, tasks requiring reflection, evaluation, and accessing information exhibited higher ICCs than others. This study contributes to the design and analysis of ColPS assessments and illustrates tools to assess if tasks function as they were intended.

• Mittal, Oleksandra; Scherer, Ronny & Nilsen, Trude (2022). Assessing the Evidence for Comparability of Socioeconomic Status across Students with and without Immigrant Background in Norway and Sweden [Paper presentation]. Nordic Educational Research Association (NERA) Conference, Reykjavik, Iceland.
• Blömeke, Sigrid; Howie, Sarah J.; Kaplan, David & Scherer, Ronny (2022). Introduction to the Comparative Large-Scale Studies in Education: Structure and Overview of the Handbook. In Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Ed.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 978-3-030-38298-8. doi: 10.1007/978-3-030-38298-8_1-1.
• Iliescu, Dragos; Rusu, Andrei; Greiff, Samuel; Fokkema, Marjolein & Scherer, Ronny (2022). Why We Need Systematic Reviews and Meta-Analyses in the Testing and Assessment Literature. European Journal of Psychological Assessment. ISSN 1015-5759. 38(2). doi: 10.1027/1015-5759/a000705.
• Mittal, Oleksandra; Scherer, Ronny & Nilsen, Trude (2021). Measuring Socioeconomic Status across Ethnic Majority and Minorities in PISA 2018: Testing Household Possessions Index for Differential Item Functioning [Paper presentation]. European Conference on Educational Research (ECER), Geneva (online). https://eera-ecer.de/ecer-programmes/conference/26/contribution/51551/.
• Iliescu, Dragos; Greiff, Samuel; Proyer, René; Ziegler, Matthias; Allen, Mark & Claes, Laurence [Show all 15 contributors for this article] (2021). Supporting Academic Freedom and Living Societal Responsibility. European Journal of Psychological Assessment. ISSN 1015-5759. doi: 10.1027/1015-5759/a000652.
• Siddiq, Fazilat; Scherer, Ronny & Tondeur, Jo (2020). Developing Students’ Collaborative Problem-Solving Competence (TEACH21st): Towards a linking science.
• Hjetland, Hanne Næss; Brinchmann, Ellen Iren; Scherer, Ronny & Melby-Lervåg, Monica (2018). Preschool predictors of later reading comprehension ability: a Campbell systematic review.
• Scherer, Ronny; Siddiq, Fazilat & Sánchez Viveros, Bárbara (2018). Technology and the Mind: Does Learning to Code Improve Cognitive Skills? Proceedings / ACM Multimedia Conference. doi: 10.1145/3183654.3183658. Show summary

  Modern technology permeates almost every area in society and thus necessitates the development of new skillsets--including computer coding. Many leaders around the world consequently encourage students to learn to code, as this may help them to develop other skills, including problem solving, reasoning, and numeracy. The current study, based on a meta-analysis, puts to test this largely accepted claim that learning how to code improves other cognitive skills. We identified 105 relevant studies that examined the transfer of coding skills to other cognitive skills, such as reasoning, problem solving, creativity, literacy, and numeracy. These studies provided more than 150 effect sizes and followed experimental and quasi-experimental designs across all educational levels. A three-level random-effects model was specified to the resultant dataset to summarize the transfer effects. Hedges' g formed the basis for this modelling approach. The aggregated size of the transfer effects--independent of the context of transfer--was positive and mediocre (g = 0.49, 95% CI = [0.37, 0.61]), and showed considerable variation within and between studies. At the same time, this effect differed across transfer contexts--for skills closer to computer coding, effects were larger (near transfer) than for skills that overlap only marginally with coding (far transfer). Moreover, the purpose of coding moderated the overall effects. Our response to the question whether learning to code improves other cognitive skills is positive: Indeed, positive transfer effects can be detected. Nevertheless, learning to code has differential rather than uniform effects on other cognitive skills.

• Scherer, Ronny & Nilsen, Trude (2017). Relations between School Climate, Instructional Quality, and Educational Outcomes.
• Siddiq, Fazilat & Scherer, Ronny (2017). Is there a gap? A meta-analytic review of the gender and SES effects on students’ ICT literacy.
• Scherer, Ronny; Greiff, Samuel & Kirschner, Paul A. (2017). Editorial to the special issue: Current innovations in computer-based assessments. Computers in Human Behavior. ISSN 0747-5632. 76, p. 604–606. doi: 10.1016/j.chb.2017.08.020. Full text in Research Archive
• Fütterer, Tim; Lachner, Andreas; Scheiter, Katharina; Scherer, Ronny & Stürmer, Kathleen (2020). Will, Skill or Conscientiousness: What Predicts Teachers' ICT-Related Professional Development? (Study Protocol). Leibniz Psychology. Show summary

  This study protocol outlines a study to explore the predictive power of cognitive, motivational and personality traits for teachers' tendency of participation in as well as teachers' willingness for ICT-related PD. For the study we will use data of teachers from the project tabletBW. TabletBW is a school trial for learning with tablets in classrooms which is accompanied by longitudinal scientific research from 2018 to 2021. To test our hypotheses, we will conduct stepwise multivariate multiple regression models (SEM) including teachers' utility value of educational technology, teachers' technological ability as well as teachers' conscientiousness as main predictors for teachers' tendency of participation in as well as teachers' willingness for ICT-related PD.

• Kluge, Anders; Dolonen, Jan Arild; Scherer, Ronny & Ludvigsen, Sten Runar (2018). Testing and Teaching Critical Thinking and Problem Solving in a Changing World. Summative report from the PROBE-project: Critical thinking and problem-solving skills in a changing world. An approach to the design of classroom-based assessment and teaching. Universitetet i Oslo.
• Scherer, Ronny & Nilsen, Trude (2017). Relations between School Climate, Instructional Quality, and Educational Outcomes: Findings from TIMSS 2015 in Norway. IEA-IRC Conference Proceedings.
• Kluge, Anders; Boothby, Russel Clark; Dolonen, Jan Arild; Scherer, Ronny & Ludvigsen, Sten Runar (2017). Critical Thinking in a Changing World: ASSESSMENT FRAMEWORK. Universitetet i Oslo.
• Kluge, Anders; Boothby, Russel Clark; Dolonen, Jan Arild; Scherer, Ronny & Ludvigsen, Sten Runar (2017). Critical Thinking in a Changing World: A Formative Report of the Conceptualization, Assessment, and Implementation of Critical Thinking Skills in 21st Century Education. Universitetet i Oslo.

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