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Assessing the instructional quality of private tutoring and its effects on student outcomes: Analyses from the German National Educational Panel Study

British journal of educational psychology, 2020-05, Vol.90 (2), p.282-300

2020

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Perceived teacher unfairness and student motivation in math and German. An application of the generalized internal/external frame of reference model

Learning and individual differences, 2020, Vol.81 (101891), p.81:101891

2020

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Competence development of high achievers within the highest track in German secondary school: Evidence for Matthew effects or compensation?

Learning and individual differences, 2020, Vol.77 (77, Art. 101816), p.12-77, Art. 101816<12, Article 101816

2020

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Gender differences in reading achievement and enjoyment of reading: The role of perceived teaching quality

The Journal of educational research (Washington, D.C.), 2018-05, Vol.111 (3), p.268-283

2018

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Intensity and content of private tutoring lessons during German secondary schooling: effects on students’ grades and test achievement

European journal of psychology of education, 2022-12, Vol.37 (4), p.1093-1114

2022

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Gender differences in reading achievement and enjoyment of reading. The role of perceived teaching quality

The Journal of educational research (Washington, D.C.), 2018, Vol.111 (3), p.268-283

2018

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Extending the internal/external frame of reference model to social studies: Self-concept and achievement in history and politics

Learning and individual differences, 2016-10, Vol.51 (51), p.91-99

2016

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Extending the internal/external frame of reference model to social studies. Self-concept and achievement in history and politics

Learning and individual differences, 2016, Vol.51, p.91-99

2016

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Research on a modified framework of implicit personality theories

Learning and individual differences, 2010-08, Vol.20 (4), p.318-326

2010

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Effects of fit between teachers' instructional beliefs and didactical principles of reading programs

European journal of psychology of education, 2015-09, Vol.30 (3), p.295-312

2015

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Native language self-concept and reading self-concept. Same or different?

The Journal of experimental education, 2014-04, Vol.82 (2), p.229-252

2014

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A healthy sorting machine?: Social inequality in the transition to upper secondary education in Germany

Oxford review of education, 2011-04, Vol.37 (2), p.139-166

2011

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Pedagogical content beliefs about reading instruction and their relation to gains in student achievement

European journal of psychology of education, 2013-09, Vol.28 (3), p.1023-1044

2013

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Student and Stakeholder Perceptions of the Transition to High School

The High School journal, 2008-02, Vol.91 (3), p.32-42

2008

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Constructing choice in contiguous and parallel markets: Institutional and school leavers' responses to the new post-16 marketplace

Oxford review of education, 1997-09, Vol.23 (3), p.299-319

1997

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Process-oriented instruction: A discussion

European journal of psychology of education, 1995-12, Vol.10 (4), p.449-459

Volet, Simone

1995

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Measures of Career Development and Career Choice Behaviour

Applied psychology, 1991-07, Vol.40 (3), p.245-267

Seifert, Karl H.

1991

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Bridging the liberal/vocational divide: An examination of recent British and American versions of an old debate

Oxford review of education, 1994, Vol.20 (2), p.199-217

Lewis, Theodore

1994

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Mass secondary education and curriculum access: A forty-year perspective on mathematics outcomes in Victoria

Oxford review of education, 1994, Vol.20 (1), p.93-110

Teese, Richard

1994

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The effects of expository and narrative prose on student achievement and attitudes toward textbooks

The Journal of experimental education, 1990-04, Vol.58 (3), p.165-175

1990

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Assessing the instructional quality of private tutoring and its effects on student outcomes: Analyses from the German National Educational Panel Study

Perceived teacher unfairness and student motivation in math and German. An application of the generalized internal/external frame of reference model

Competence development of high achievers within the highest track in German secondary school: Evidence for Matthew effects or compensation?

Gender differences in reading achievement and enjoyment of reading: The role of perceived teaching quality

Intensity and content of private tutoring lessons during German secondary schooling: effects on students’ grades and test achievement

Gender differences in reading achievement and enjoyment of reading. The role of perceived teaching quality

Extending the internal/external frame of reference model to social studies: Self-concept and achievement in history and politics

Extending the internal/external frame of reference model to social studies. Self-concept and achievement in history and politics

Research on a modified framework of implicit personality theories

Effects of fit between teachers' instructional beliefs and didactical principles of reading programs

Native language self-concept and reading self-concept. Same or different?

A healthy sorting machine?: Social inequality in the transition to upper secondary education in Germany

Pedagogical content beliefs about reading instruction and their relation to gains in student achievement

Student and Stakeholder Perceptions of the Transition to High School

Constructing choice in contiguous and parallel markets: Institutional and school leavers' responses to the new post-16 marketplace

Process-oriented instruction: A discussion

Measures of Career Development and Career Choice Behaviour

Bridging the liberal/vocational divide: An examination of recent British and American versions of an old debate

Mass secondary education and curriculum access: A forty-year perspective on mathematics outcomes in Victoria

The effects of expository and narrative prose on student achievement and attitudes toward textbooks

Sponsored and contest mobility revisited: An examination of Britain and the USA today

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