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How Teachers' Self-Efficacy Is Related to Instructional Quality: A Longitudinal Analysis

Journal of educational psychology, 2013-08, Vol.105 (3), p.774-786

2013

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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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Reading Persuasive Texts Affects Preservice Teachers’ Beliefs About Cultural Diversity in the Classroom

Journal of teacher education, 2022-03, Vol.73 (2), p.188-200

2022

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Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modelling

Contemporary educational psychology, 2009-04, Vol.34 (2), p.120-131

2009

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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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Who sees the most? Differences in students’ and educational research experts’ first impressions of classroom instruction

Social psychology of education, 2020-07, Vol.23 (3), p.673-699

2020

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Fostering pre-service teachers’ theoretical knowledge application: studying with and without text-based cases

Instructional science, 2021-12, Vol.49 (6), p.855-876

2021

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Effects of Autonomy-Supportive Teaching on Student Learning and Motivation

The Journal of experimental education, 2012-01, Vol.80 (3), p.284-316

2012

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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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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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“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs

Journal of teacher education, 2020-05, Vol.71 (3), p.292-306

2020

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Teachers’ well-being and their teaching quality during the COVID-19 pandemic: a retrospective study

Frontiers in education (Lausanne), 2023-06, Vol.8

2023

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Who Participates in Content-Focused Teacher Professional Development? Evidence From a Large Scale Study

Frontiers in education (Lausanne), 2021-08, Vol.6

2021

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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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Mehr Praxis in der Bildungsforschung? Eine Studie zu Praxisperspektiven in Forschungsprojekten

Bildungsforschung (München), 2022 (2), p.1-24

2022

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UNDERSTANDING THE CHALLENGES ASSOCIATED WITH COOPERATIVE LEARNING: AN EMPIRICAL STUDY WITH PRIMARY SCHOOL TEACHERS

Revija za elementarno izobraževanje, 2024-03, Vol.17 (1), p.1-18

2024

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Die Bedeutung individueller Merkmale und konstruktiver Unterstützung der Lehrkraft für die soziale Integration von Schülerinnen und Schülern im Mathematikunterricht der Sekundarstufe

Zeitschrift für pädagogische Psychologie (Bern, Switzerland), 2022-01, Vol.36 (1-2), p.85-100

2022

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A Longitudinal Study of Teachers' Occupational Well-Being: Applying the Job Demands-Resources Model

Journal of occupational health psychology, 2018-04, Vol.23 (2), p.262-277

2018

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Construction and validation of a test to assess (pre-service) teachers' technological pedagogical knowledge (TPK)

Studies in educational evaluation, 2020-12, Vol.67, p.100936, Article 100936

2020

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Psychologie des Unterrichts

2013

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Unterschiedliche Wege ins Lehramt – unterschiedliche Kompetenzen?: Ein Vergleich von Quereinsteigern und traditionell ausgebildeten Lehramtsanwärtern im Vorbereitungsdienst

Zeitschrift für pädagogische Psychologie (Bern, Switzerland), 2022-08, Vol.36 (4), p.263-278

2022

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"Reality Shock" of Beginning Teachers? Changes in Teacher Candidates' Emotional Exhaustion and Constructivist Oriented Beliefs

Journal of teacher education, 2020-05, Vol.71 (3), p.292

2020

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How do teachers spend their time? A study on teachers' strategies of selection, optimisation, and compensation over their career cycle

Teaching and teacher education, 2013-10, Vol.35, p.1-12

2013

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When Knowing Is Not Enough--The Relevance of Teachers' Cognitive and Emotional Resources for Classroom Management

Frontline learning research, 2015, Vol.3 (1), p.55

2015

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How Teachers' Self-Efficacy Is Related to Instructional Quality: A Longitudinal Analysis

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

Reading Persuasive Texts Affects Preservice Teachers’ Beliefs About Cultural Diversity in the Classroom

Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modelling

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

Who sees the most? Differences in students’ and educational research experts’ first impressions of classroom instruction

Fostering pre-service teachers’ theoretical knowledge application: studying with and without text-based cases

Effects of Autonomy-Supportive Teaching on Student Learning and Motivation

Pedagogical Content Knowledge and Content Knowledge of Secondary Mathematics Teachers

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

“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs

Teachers’ well-being and their teaching quality during the COVID-19 pandemic: a retrospective study

Who Participates in Content-Focused Teacher Professional Development? Evidence From a Large Scale Study

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

Mehr Praxis in der Bildungsforschung? Eine Studie zu Praxisperspektiven in Forschungsprojekten

UNDERSTANDING THE CHALLENGES ASSOCIATED WITH COOPERATIVE LEARNING: AN EMPIRICAL STUDY WITH PRIMARY SCHOOL TEACHERS

Die Bedeutung individueller Merkmale und konstruktiver Unterstützung der Lehrkraft für die soziale Integration von Schülerinnen und Schülern im Mathematikunterricht der Sekundarstufe

A Longitudinal Study of Teachers' Occupational Well-Being: Applying the Job Demands-Resources Model

Construction and validation of a test to assess (pre-service) teachers' technological pedagogical knowledge (TPK)

Psychologie des Unterrichts

Unterschiedliche Wege ins Lehramt – unterschiedliche Kompetenzen?: Ein Vergleich von Quereinsteigern und traditionell ausgebildeten Lehramtsanwärtern im Vorbereitungsdienst

"Reality Shock" of Beginning Teachers? Changes in Teacher Candidates' Emotional Exhaustion and Constructivist Oriented Beliefs

How do teachers spend their time? A study on teachers' strategies of selection, optimisation, and compensation over their career cycle

When Knowing Is Not Enough--The Relevance of Teachers' Cognitive and Emotional Resources for Classroom Management

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