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The COACTIV Research Program: Methodological Framework

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Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers

Part of the book series: Mathematics Teacher Education ((MTEN,volume 8))

Abstract

This chapter provides the methodological background for all analyses reported in this book, describing the various studies that constitute the COACTIV research program. The first main study in the program was the COACTIV study, which laid the theoretical and empirical foundations for the COACTIV research program. In this study, aspects of the professional competence of a sample of 372 secondary school mathematics teachers were assessed using questionnaires, tests, and task analyses. An important feature of this study was its embedding in the 2003 PISA student assessment, which made it possible to investigate effects of teacher competence on instructional quality and student-related outcomes. This first main study was complemented by several smaller validation studies. The second main study, COACTIV-R, used a longitudinal design to investigate 856 teacher candidates during the practical induction phase of preservice teacher education in Germany over the course of 1 year. The third main study, BilWiss, investigates the nonsubject-specific general educational knowledge of a sample of more than 3,000 teacher candidates immediately after completion of the university-based phase of teacher education. The chapter provides information on the designs, samples, and instruments of these studies.

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Notes

  1. 1.

    The COACTIV main study was a joint undertaking of the Max Planck Institute for Human Development, Berlin (Baumert), the University of Kassel (Blum), and the University of Oldenburg (Neubrand). It was funded by the German Research Foundation (DFG) as part of its BIQUA priority program on school quality (grants BA1461/2-1 and DFG/BA1461/2-2).

  2. 2.

    The Construct Validation Study was funded by DFG grant KR2032/3-1.

  3. 3.

    COACTIV-R was funded by the Innovation Fund of the President of the Max Planck Society.

  4. 4.

    The BilWiss project is funded by the Federal Ministry of Education and Research in the context of its program “Promoting Empirical Educational Research” (grant 01H0910).

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Author information

Authors and Affiliations

  1. The Berlin-Brandenburg Institute for School Quality Improvement (ISQ), Otto-von-Simson-Straße 15, Berlin, 14195, Germany

    Katrin Löwen

  2. Center for Educational Research, Max Planck Institute for Human Development, Lentzeallee 94, Berlin, 14195, Germany

    Jürgen Baumert

  3. Institute of Psychology, Goethe University Frankfurt, PEG, Grüneburgplatz 1, 60323, Frankfurt, Germany

    Mareike Kunter

  4. Faculty of Mathematics, Education of Mathematics, University of Regensburg, Universitätsstraße 31, 93053, Regensburg, Germany

    Stefan Krauss

  5. Evaluation and Quality Management in Education, Free University of Berlin and Berlin-Brandenburg Institute for School Quality, Otto-von-Simson-Str. 15, D-14195, Berlin, Germany

    Martin Brunner (Chair)

Authors
  1. Katrin Löwen
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  2. Jürgen Baumert
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  3. Mareike Kunter
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  4. Stefan Krauss
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  5. Martin Brunner
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Corresponding author

Correspondence to Katrin Löwen .

Editor information

Editors and Affiliations

  1. , Institute of Psychology, University of Frankfurt am Main, Postfach 125, Frankfurt am Main, 60054, Germany

    Mareike Kunter

  2. , Center for Educational Research, Max Planck Institute for Human Developme, Lentzeallee 94, Berlin, 14195, Germany

    Jürgen Baumert

  3. Mathematik/Informatik, Universität Kassel, Kassel, 34109, Germany

    Werner Blum

  4. Christian Albrecht University, Kiel, Lentzeallee 94, Berlin, 14195, Germany

    Ute Klusmann

  5. , Faculty of Mathematics Education of Math, University of Regensburg, Universitätsstr. 31, Regensburg, 93053, Germany

    Stefan Krauss

  6. , Institute of Mathematics, Carl von Ossietzky University of Oldenbu, Oldenburg, 26111, Germany

    Michael Neubrand

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Löwen, K., Baumert, J., Kunter, M., Krauss, S., Brunner, M. (2013). The COACTIV Research Program: Methodological Framework. In: Kunter, M., Baumert, J., Blum, W., Klusmann, U., Krauss, S., Neubrand, M. (eds) Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers. Mathematics Teacher Education, vol 8. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-5149-5_5

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