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Assessing teacher candidates' general pedagogical/psychological knowledge: Test construction and validation

Journal of educational psychology, 2011-11, Vol.103 (4), p.952-969

2011

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Cumulative advantages and the emergence of social and ethnic inequality: Matthew effects in reading and mathematics development within elementary schools?

Child development, 2012-07, Vol.83 (4), p.1347-1367

2012

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Teacher enthusiasm: Dimensionality and context specificity

Contemporary educational psychology, 2011-10, Vol.36 (4), p.289-301

2011

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Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress

American educational research journal, 2010-03, Vol.47 (1), p.133-180

2010

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Teachers' content knowledge and pedagogical content knowledge: The role of structural differences in teacher education

Journal of teacher education, 2013, Vol.64 (1), p.90-106

2013

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Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities

Teaching and teacher education, 2011, Vol.27 (1), p.116-126

2011

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Pedagogical Content Knowledge and Content Knowledge of Secondary Mathematics Teachers

Journal of educational psychology, 2008-08, Vol.100 (3), p.716-725

2008

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How different mentoring approaches affect beginning teachers' development in the first years of practice

Teaching and teacher education, 2013-11, Vol.36, p.166-177

2013

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Empirische Bildungsforschung: Der kritische Blick und die Antwort auf die Kritiker

1. Aufl. 2017 edition., 2016

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Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale

Teaching and teacher education, 2012-08, Vol.28 (6), p.791-805

2012

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Unequal Civic Development? Vocational Tracking and Civic Outcomes in Germany

AERA open, 2021, Vol.7 (1), p.233285842110453

2021

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Teachers' Occupational Well-Being and Quality of Instruction: The Important Role of Self-Regulatory Patterns

Journal of educational psychology, 2008-08, Vol.100 (3), p.702-715

2008

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Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction

Learning and instruction, 2008-10, Vol.18 (5), p.468-482

2008

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Effective classroom management and the development of subject-related interest

Learning and instruction, 2007-10, Vol.17 (5), p.494-509

2007

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Still doing fine? The interplay of negative life events and self-esteem during young adulthood

European journal of personality, 2016-07, Vol.30 (4), p.358-373

2016

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Homework Works if Homework Quality Is High: Using Multilevel Modeling to Predict the Development of Achievement in Mathematics

Journal of educational psychology, 2010-05, Vol.102 (2), p.467-482

2010

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Who is the expert?: Construct and criteria validity of student and teacher ratings of instruction

Learning environments research, 2006-10, Vol.9 (3), p.231-251

2006

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The Differential Effects of School Tracking on Psychometric Intelligence: Do Academic-Track Schools Make Students Smarter?

Journal of educational psychology, 2012-08, Vol.104 (3), p.682-699

2012

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Academic self-concept, interest, grades and standardized test scores: Reciprocal effects models of causal ordering

Child development, 2005-03, Vol.76 (2), p.397-416

2005

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Educational transitions and differential learning environments: How explicit between-school tracking contributes to social inequality in educational outcomes

Child development perspectives, 2008-08, Vol.2 (2), p.99-106

2008

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Zweigliedrigkeit im deutschen Schulsystem: Potenziale und Herausforderungen in Berlin

1, 2017

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Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers: Results from the COACTIV Project

2013, 2013

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Tracking, Grading, and Student Motivation: Using Group Composition and Status to Predict Self-Concept and Interest in Ninth-Grade Mathematics

Journal of educational psychology, 2006-11, Vol.98 (4), p.788-806

2006

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Erfolgreich integrieren – die Staatliche Europa-Schule Berlin

1, 2017

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Self-Esteem, Academic Self-Concept, and Achievement: How the Learning Environment Moderates the Dynamics of Self-Concept

Journal of personality and social psychology, 2006-02, Vol.90 (2), p.334-349

2006

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Assessing teacher candidates' general pedagogical/psychological knowledge: Test construction and validation

Cumulative advantages and the emergence of social and ethnic inequality: Matthew effects in reading and mathematics development within elementary schools?

Teacher enthusiasm: Dimensionality and context specificity

Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress

Teachers' content knowledge and pedagogical content knowledge: The role of structural differences in teacher education

Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities

Pedagogical Content Knowledge and Content Knowledge of Secondary Mathematics Teachers

How different mentoring approaches affect beginning teachers' development in the first years of practice

Empirische Bildungsforschung: Der kritische Blick und die Antwort auf die Kritiker

Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale

Unequal Civic Development? Vocational Tracking and Civic Outcomes in Germany

Teachers' Occupational Well-Being and Quality of Instruction: The Important Role of Self-Regulatory Patterns

Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction

Effective classroom management and the development of subject-related interest

Still doing fine? The interplay of negative life events and self-esteem during young adulthood

Homework Works if Homework Quality Is High: Using Multilevel Modeling to Predict the Development of Achievement in Mathematics

Who is the expert?: Construct and criteria validity of student and teacher ratings of instruction

The Differential Effects of School Tracking on Psychometric Intelligence: Do Academic-Track Schools Make Students Smarter?

Academic self-concept, interest, grades and standardized test scores: Reciprocal effects models of causal ordering

Educational transitions and differential learning environments: How explicit between-school tracking contributes to social inequality in educational outcomes

Zweigliedrigkeit im deutschen Schulsystem: Potenziale und Herausforderungen in Berlin

Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers: Results from the COACTIV Project

Tracking, Grading, and Student Motivation: Using Group Composition and Status to Predict Self-Concept and Interest in Ninth-Grade Mathematics

Erfolgreich integrieren – die Staatliche Europa-Schule Berlin

Self-Esteem, Academic Self-Concept, and Achievement: How the Learning Environment Moderates the Dynamics of Self-Concept

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