Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development – an aspect of structural validity

Figures & data

Figure 1. Model of teacher competence (adapted from Lindmeier, 2011).

Figure 2. Schematic overview of the study design.

Table 1. Descriptives for pre- and post-test scores, tests of difference, and effect sizes.

	Pre-Test Score			Post-Test Score			T-Test of difference (df = 132)	Effect size
	M(SD)	Min	Max	M(SD)	Min	Max	t-value (p)	d
AC	−0.31(1.08)	−3.07	2.64	0.01(1.16)	−4.39	3.86	3.386***	0.29
RC	−0.43(0.89)	−4.82	3.48	0.00(0.92)	−2.27	3.48	5.789***	0.50
BK	−0.51(0.74)	−2.66	1.29	0.00(0.85)	−1.78	2.73	6.108***	0.53
combined RCBK	−0.72(1.26)	−5.03	3.15	−0.02(1.28)	−3.33	3.15	8.052***	0.70

Note: ***p < .001, **p < .01, *p < .05.

Table 2. Parameter estimates for the full linear mixed models, reference: control group at pre-test, shaded cells indicate where we expected to find effects according to our hypotheses.

Model	AC			RC			BK			RCBK
Predictors	Esti­mates	SE	p	Esti­mates	SE	p	Esti­mates	SE	p	Esti­mates	SE	p
(intercepts)	0.06	0.16	.74	−0.42**	0.13	<.01	−0.49**	0.18	<.01	−0.42***	0.12	<.001
post-test	0.14	0.16	.36	0.35**	0.12	<.01	0.06	0.19	.76	0.24*	0.10	.02
IG RC	−0.63*	0.23	.01	−0.07	0.18	.72	−0.26	0.25	.31	−0.14	0.16	.40
IG AC	−0.34	0.23	.14	0.19	0.19	.32	−0.23	0.26	.37	0.03	0.17	.86
post:IG RC	0.14	0.22	.53	−0.02	0.16	.88	1.01***	0.27	<.001	0.36*	0.15	.01
post:IG AC	0.36	0.23	.11	0.16	0.17	.36	0.96***	0.28	<.001	0.42**	0.15	<.01

Note: ***p < .001, **p < .01, *p < .05.

Figure 3. Graphical display of the estimated marginal means according to the full linear mixed models.

Lindmeier, A. (2011). Modeling and measuring knowledge and competences of teachers. Münster: Waxmann.

 Google Scholar