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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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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' 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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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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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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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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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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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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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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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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Embeddedness and empathy: How the social network shapes adolescents' social understanding

Journal of adolescence (London, England.), 2012-10, Vol.35 (5), p.1295-1305

2012

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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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Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs

ZDM, 2008-12, Vol.40 (5), p.873-892

2008

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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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Integration of multidimensional self-concept and core personality constructs: Construct validation and relations to well-being and achievement

Journal of personality, 2006-04, Vol.74 (2), p.403-456

2006

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Bildungsentscheidungen

1. Aufl., 2010

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The Development of Students' Mathematics Self-Concept in Relation to Gender: Different Countries, Different Trajectories?

Journal of research on adolescence, 2010-06, Vol.20 (2), p.482-506

2010

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Leistungen, Leistungsfähigkeit und Leistungsgrenzen der empirischen Bildungsforschung: Das Beispiel von Large-Scale-Assessment-Studien zwischen Wissenschaft und Politik

Zeitschrift für Erziehungswissenschaft, 2016-10, Vol.19 (Suppl 1), p.215-253

Baumert, Jürgen

2016

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The big-fish-little-pond effect: Persistent negative effects of selective high schools on self-concept after graduation

American educational research journal, 2007-09, Vol.44 (3), p.631-669

2007

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

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

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

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

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

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

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

Effective classroom management and the development of subject-related interest

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

Embeddedness and empathy: How the social network shapes adolescents' social understanding

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

Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs

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

Integration of multidimensional self-concept and core personality constructs: Construct validation and relations to well-being and achievement

Bildungsentscheidungen

The Development of Students' Mathematics Self-Concept in Relation to Gender: Different Countries, Different Trajectories?

Leistungen, Leistungsfähigkeit und Leistungsgrenzen der empirischen Bildungsforschung: Das Beispiel von Large-Scale-Assessment-Studien zwischen Wissenschaft und Politik

The big-fish-little-pond effect: Persistent negative effects of selective high schools on self-concept after graduation

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