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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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Professional Competence of Teachers: Effects on Instructional Quality and Student Development

Journal of educational psychology, 2013-08, Vol.105 (3), p.805-820

2013

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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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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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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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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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OECD's Brief Self-Report Measure of Educational Psychology's Most Useful Affective Constructs: Cross-cultural, Psychometric Comparisons Across 25 Countries

International journal of testing, 2006-01, Vol.6 (4), p.311-360

2006

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

1. Aufl. 2017 edition., 2016

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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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Unequal Civic Development? Vocational Tracking and Civic Outcomes in Germany

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

2021

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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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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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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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Engagement and emotional exhaustion in teachers: Does the school context make a difference?

Applied psychology, 2008-07, Vol.57 (s1), p.127-151

2008

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

Professional Competence of Teachers: Effects on Instructional Quality and Student Development

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

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

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

Teacher enthusiasm: Dimensionality and context specificity

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

OECD's Brief Self-Report Measure of Educational Psychology's Most Useful Affective Constructs: Cross-cultural, Psychometric Comparisons Across 25 Countries

Pedagogical Content Knowledge and Content Knowledge of Secondary Mathematics Teachers

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

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

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

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

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

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

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

Unequal Civic Development? Vocational Tracking and Civic Outcomes in Germany

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?

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

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

Engagement and emotional exhaustion in teachers: Does the school context make a difference?

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

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

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