Competence Acquisition and Learning Preconditions (KuL)
Table of contents
> Link to application form (Scientific Use Files)
| Data Set Published on | 30.05.2018 |
|---|---|
| Current Version Available Since | 30.05.2018 |
| Survey Period | 2013, 2014 |
| Sample | Students in grade 1 (N=1,065); Teachers (N=69); Parents (N=840); Schools (N=39) |
| Survey Unit | Parents Students Teachers |
| Measured Competencies | Mathematics Achievement, Reading, Writing Skills, Phonological Awareness, Vocabulary, Cognitive Ability |
| Region | North Rhine-Westphalia |
| Principal Investigators | Kogan, Prof. Dr. Irena Kristen, Prof. Dr. Cornelia Stanat, Prof. Dr. Petra |
| Data Producers | Humboldt-Universität zu Berlin Kogan, Prof. Dr. Irena Kristen, Prof. Dr. Cornelia Otto-Friedrich-Universität Bamberg Stanat, Prof. Dr. Petra Universität Mannheim |
| Funded by | Federal Ministry of Education and Research |
| Link | https://www.mzes.uni-mannheim.de/d7/de/projects/kompetenzerwerb-und-lernvoraussetzungen |
| Suggested Citation | Kristen, C., Stanat, P., Kogan, I., Lorenz, G., Gentrup, S., & Rahmann, S. (2018). Kompetenzerwerb und Lernvoraussetzungen (KuL) [Competence Acquisition and Learning Preconditions (KuL)] (Version 1) [Data set]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_KuL_v1 |
| Restriction Notice | The project was supplemented by video data. The Research Data Centre at the DIPF also provides further information about the video data. If you intend to link the competency and survey data sets with those of the video surveys at person level, please indicate this in the application form when applying for data access. |
Project description
The project „Competence Acquisition and Learning Preconditions” deals with the interaction of classroom teachers and students curtly enrolled in primary school. For this purpose, school-related as well as non-school-related factors influencing learning processes at the primary level were considered. With regard to non-school-related factors, it was taken into account various individual preconditions, for example resources of the families associated with different social or ethnic backgrounds. The school-related factors of interest include characteristics of the interaction between students and teachers, such as the classroom management, the teaching structure, the classroom climate, and the teachers’ expectations and evaluations. In order to examine the interaction processes, a longitudinal survey in 39 primary schools in North Rhine-Westphalia was conducted. Seven steps of data collection, which can be classified into three phases, have been carried out in the course of the first school year: In the first phase, at the beginning of the first school year, the parents have been interviewed by telephone in order to determine the learning preconditions at home. In addition, linguistic and mathematic competences as well as the cognitive abilities of the students have been tested. Furthermore, the teachers have been interviewed in written form about their expectations and evaluations regarding their classes. In the second phase, which took place in the middle of the school year, selected lessons have been filmed to gather information on the students’ behavior and their interaction with the teachers within the everyday school setting. In addition to the videography, the student have been interviewed personally about their educational motivation, academic self-concept, and their perception of the interaction with their teachers. Finally, at the end of the first school year, we have again tested the students’ subject-specific competences and inquired the teachers’ evaluations and expectations. In this way, it was possible to gain information about changes over time. (IQB)
Blank data sets
For a first overview of the data set and its variables, dummy data sets containing the variables used and the value labels relating to them are provided for download here.
- KuL_Gender_Child (SPSS)
- KuL_Achievement Assessment_I_FIPS (SPSS)
- KuL_Achievement Assessment_II_FIPS (SPSS)
- KuL_Achievement Assessment_I_PaperPencil_Kontextprotokolle (SPSS)
- KuL_Achievement Assessment_II_PaperPencil_Kontextprotokolle (SPSS)
- KuL_Achievement Assessment_I_Rahmendaten (SPSS)
- KuL_Achievement Assessment_II_Rahmendaten (SPSS)
- KuL_Teacher_Surveys_I (SPSS)
- KuL_Teacher_Surveys_II (SPSS)
- KuL_Parents_Surveys_I (SPSS)
- KuL_Parents_Surveys_II (SPSS)
- KuL Children Survey (SPSS)
Literature
Selected literature is listed 
here (as of May 2021).
2021
Lorenz, G. (2021). Subtle discrimination: do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps? Social Psychology of Education, (24), 537–571. https://doi.org/10.1007/s11218-021-09615-0
2020
Gentrup, S., Lorenz, G., Kristen, C. & Kogan, I. (2020). Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement. Learning and Instruction, 66, 101296. https://doi.org/10.1016/j.learninstruc.2019.101296
2018
Gentrup, S. & Rjosk, C. (2018). Pygmalion and the gender gap: do teacher expectations contribute to differences in achievement between boys and girls at the beginning of schooling? Educational Research and Evaluation, 24(3-5), 295–323. https://doi.org/10.1080/13803611.2018.1550840
Gentrup, S., Rjosk, C., Stanat, P. & Lorenz, G. (2018). Einschätzungen der schulischen Motivation und des Arbeitsverhaltens durch Grundschullehrkräfte und deren Bedeutung für Verzerrungen in Leistungserwartungen. Zeitschrift für Erziehungswissenschaft, 21(4), 867–891. https://doi.org/10.1007/s11618-018-0806-2
Kristen, C., Stanat, P., Kogan, I., Lorenz, G., Gentrup, S., Rahmann, S. et al. (2018). Kompetenzerwerb und Lernvoraussetzungen (KuL) (Version 1) [Datensatz]. Berlin: IQB - Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_KuL_v1
2017
Lorenz, G. & Gentrup, S. (2017). Lehrererwartungen und der Bildungserfolg von Schülerinnen und Schülern mit Migrationshintergrund. In N. Foroutan, J. Schneider & P. Stanat (Hrsg.), Vielfalt im Klassenzimmer. Wie Lehrkräfte gute Leistung fördern können (Studie des SVR-Forschungsbereichs, Bd. 3). Berlin: Sachverständigenrat deutscher Stiftungen für Integration und Migration.
2016
Lorenz, G., Gentrup, S., Kristen, C., Stanat, P. & Kogan, I. (2016). Stereotype bei Lehrkräften? Eine Untersuchung systematisch verzerrter Lehrererwartungen. Kölner Zeitschrift für Soziologie und Sozialpsychologie, 68(1), 89–111. https://doi.org/10.1007/s11577-015-0352-3
2015
Lorenz, G., Gentrup, S., Kristen, C., Stanat, P., Kogan, I. & Rahmann, S. (2015). Schlussbericht des vom Bundesministerium für Bildung und Forschung geförderten Forschungsprojektes "Kompetenzerwerb und Lernvoraussetzungen (KuL)". https://doi.org/10.2314/GBV:866991506