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Generic dimensions of teaching quality: the German framework of Three Basic Dimensions

ZDM, 2018-06, Vol.50 (3), p.407-426

2018

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Effects of Pandemic-Related School Closures on Pupils’ Performance and Learning in Selected Countries: A Rapid Review

Education sciences, 2021-01, Vol.11 (6), p.252ff-11:6<252ff

Zierer, Klaus

2021

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What makes mathematics difficult for adults? The role of reading components in solving mathematics items

Educational psychology (Dorchester-on-Thames), 2021-10, Vol.41 (9), p.1199-1219

2021

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Curriculum reform in Irish secondary schools - a focus on algebra

Journal of curriculum studies, 2018-01, Vol.50 (1), p.126-143

2018

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Motivational climate in mathematics classrooms: teacher self-efficacy for student engagement, student- and teacher-reported emotional support and student interest

ZDM, 2023-03, Vol.55 (2), p.413-426

2023

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Geometry teaching in transition: an investigation on the importance of school geometry in primary education

CEPS journal, 2023, Vol.13 (2), p.97-123

Kuzle, Ana

2023

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Management of problem solving in a classroom context

CEPS journal, 2022, Vol.12 (1), p.81-101

2022

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MERIA - conflict lines: experience with two innovative teaching materials

CEPS journal, 2022, Vol.12 (1), p.103-124

2022

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Challenging traditional classroom practices: Swedish teachers' interplay with Finnish curriculum materials

Journal of curriculum studies, 2019-05, Vol.51 (3), p.342-361

2019

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Mismatch of the South African Foundation Phase Curriculum Demands and Learners' Current Knowledge

African Journal of Research in Mathematics, Science and Technology Education, 2020-01, Vol.24 (1), p.10-20

2020

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Curriculum coherence: an examination of US mathematics and science content standards from an international perspective

Journal of curriculum studies, 2005-09, Vol.37 (5), p.525-559

2005

Volltextzugriff (PDF)

Rate your course! Student teachers' perceptions of a primary pre-service mathematics education programme

Journal of curriculum studies, 2017-11, Vol.49 (6), p.802-829

2017

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Fraction sense: an analysis of preservice mathematics teachers’ cognitive obstacles

CEPS journal, 2020, Vol.10 (2), p.27-47

2020

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Teaching patterns and learning quality in Swiss and German mathematics lessons

Learning and instruction, 2009-02, Vol.19 (1), p.66-78

2009

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Teachers' views of mathematics textbook series in Flanders: Does it (not) matter which mathematics textbook series schools choose?

Journal of curriculum studies, 2013-06, Vol.45 (3), p.322-353

2013

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Meanings at hand. Coordinating semiotic resources in explaining mathematical terms in classroom discourse

Classroom discourse, 2016-09, Vol.7 (3), p.253-275

Heller, Vivien

2016

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The contribution of TIMSS to the link between school and classroom factors and student achievement

Journal of curriculum studies, 2013-04, Vol.45 (2), p.198-224

2013

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Primary teacher students' understanding of fraction representational knowledge in Slovenia and Kosovo

CEPS journal, 2018, Vol.8 (2), p.71-96

2018

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Drawings as external representations of children's fundamental ideas and the emotional atmosphere in geometry lessons

CEPS journal, 2018, Vol.8 (2), p.31-53

2018

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The Reproduction of Social Class Inequalities through Mathematics Pedagogies in South African Primary Schools

Journal of curriculum studies, 2007-12, Vol.39 (6), p.679-706

Hoadley, Ursula

2007

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Incremental validity of multidimensional proficiency scores from diagnostic classification models: An illustration for elementary school mathematics

International journal of testing, 2017-01, Vol.17 (4), p.277-301

2017

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An investigation of mathematics textbooks and their use in English, French and German classrooms: who gets an opportunity to learn what?

British educational research journal, 2002-08, Vol.28 (4), p.567-590

2002

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Class in the classroom: the relationship between school resources and math performance among low socioeconomic status students in 19 rich countries

Education economics, 2012-12, Vol.20 (5), p.484-509

Baird, Katherine

2012

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Elementary and secondary school students' perceptions of teachers' classroom management competencies

CEPS journal, 2017, Vol.7 (4), p.37-62

2017

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An empirical assessment of the absolute effect of schooling: Regression-discontinuity applied to TIMSS-95

Oxford review of education, 2006-07, Vol.32 (3), p.397-429

Luyten, Hans

2006

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Generic dimensions of teaching quality: the German framework of Three Basic Dimensions

Effects of Pandemic-Related School Closures on Pupils’ Performance and Learning in Selected Countries: A Rapid Review

What makes mathematics difficult for adults? The role of reading components in solving mathematics items

Curriculum reform in Irish secondary schools - a focus on algebra

Motivational climate in mathematics classrooms: teacher self-efficacy for student engagement, student- and teacher-reported emotional support and student interest

Geometry teaching in transition: an investigation on the importance of school geometry in primary education

Management of problem solving in a classroom context

MERIA - conflict lines: experience with two innovative teaching materials

Challenging traditional classroom practices: Swedish teachers' interplay with Finnish curriculum materials

Mismatch of the South African Foundation Phase Curriculum Demands and Learners' Current Knowledge

Curriculum coherence: an examination of US mathematics and science content standards from an international perspective

Rate your course! Student teachers' perceptions of a primary pre-service mathematics education programme

Fraction sense: an analysis of preservice mathematics teachers’ cognitive obstacles

Teaching patterns and learning quality in Swiss and German mathematics lessons

Teachers' views of mathematics textbook series in Flanders: Does it (not) matter which mathematics textbook series schools choose?

Meanings at hand. Coordinating semiotic resources in explaining mathematical terms in classroom discourse

The contribution of TIMSS to the link between school and classroom factors and student achievement

Primary teacher students' understanding of fraction representational knowledge in Slovenia and Kosovo

Drawings as external representations of children's fundamental ideas and the emotional atmosphere in geometry lessons

The Reproduction of Social Class Inequalities through Mathematics Pedagogies in South African Primary Schools

Incremental validity of multidimensional proficiency scores from diagnostic classification models: An illustration for elementary school mathematics

An investigation of mathematics textbooks and their use in English, French and German classrooms: who gets an opportunity to learn what?

Class in the classroom: the relationship between school resources and math performance among low socioeconomic status students in 19 rich countries

Elementary and secondary school students' perceptions of teachers' classroom management competencies

An empirical assessment of the absolute effect of schooling: Regression-discontinuity applied to TIMSS-95

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