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(Journal article / Tidsskriftartikkel / AcceptedVersion; Peer reviewed, 2020)
Der Erfassung von Unterrichtsqualität durch Beobachterratings ist in den letzten Jahren viel Aufmerksamkeit zuteilgeworden. Erste Evidenz liegt dabei auch zu deren Variabilität zwischen mehreren Unterrichtsstunden vor. ...
(Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2020)
Die deutschsprachige Unterrichtsforschung unterscheidet bereits seit längerem drei Basisdimensionen der Unterrichtsqualität: Effiziente Klassenführung, konstruktive Unterstützung und Potential zur kognitiven Aktivierung. ...
(Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2020)
Abstract Most of the research examining the relation between instructional quality (INQUA) and mathematics teachers’ competence was restricted to a limited set of competence facets. Furthermore, mostly variable-oriented ...
(Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2021)
Abstract It is widely assumed that teachers play a key role in providing high-quality learning opportunities to students and fostering students’ learning. Yet it is still unclear how specific teacher knowledge facets as ...
Opening up the black box: Teacher competence, instructional quality, and students’ learning progress
(Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2022)
Existing research indicates inconsistent or at best weak predictive effects of teacher knowledge on student achievement. Data from Germany were used to examine the relation between teachers' content and pedagogical content ...