Browse Title Index


 
Issue Title
 
Vol 2, No 2 (2010): Teacher motivation Teacher roles and adoption of educational technology in the Chinese context Abstract   PDF
Chang Zhu
 
Vol 9, No 1 (2017) Teacher students’ epistemic beliefs about general pedagogical knowledge: Topic-, source- and context specificity Abstract   PDF (Deutsch)
Samuel Merk, Jürgen Schneider, Thorsten Bohl, Augustin Kelava, Marcus Syring
 
Vol 7, No 2 (2015): Teachers' diagnostic competences and their practical relevance Teachers' diagnostic competences and their practical relevance. Special Issue Editorial Details   PDF
Annika Ohle, Nele McElvany
 
Vol 9, No 3 (2017): “Who’s afraid of talking to parents?” Professionalism in parent-teacher conversations Teachers’ and parents’ beliefs about effective teaching and their assumptions on the other group’s perspective Abstract   PDF
Regina Jucks, Lena Päuler-Kuppinger
 
Vol 10, No 2 (2018) Teachers’ career mobility – A structural overview Abstract   PDF (Deutsch)
Anita Sandmeier, Martin Gubler, Silvio Herzog
 
Vol 2, No 1 (2010) Teachers’ Diagnostic Perception – What Role Does Students’ Grade Performance Play in the Teacher’s Assessment of Mathematical Self-concepts? Abstract   PDF (Deutsch)
Anna-Katharina Praetorius, Karina Greb, Frank Lipowsky, Mario Gollwitzer
 
Vol 7, No 1 (2015): Regionalization in educational context Teaching learning strategies: The role of instructional context and teacher beliefs Abstract   PDF
Saskia Kistner, Katrin Rakoczy, Barbara Otto, Eckhard Klieme, Gerhard Büttner
 
Vol 7, No 2 (2015): Teachers' diagnostic competences and their practical relevance Text-picture integration – Teachers' attitudes, motivation and self-related cognitions in diagnostics Abstract   PDF
Annika Ohle, Nele McElvany, Holger Horz, Mark Ullrich
 
Vol 6, No 3 (2014): International perspectives on extracurricular activities The benefits of extracurricular activities for socioemotional behavior and school achievement in middle childhood: An overview of the research Abstract   PDF
Riitta-Leena Metsäpelto, Lea Pulkkinen
 
Vol 6, No 3 (2014): International perspectives on extracurricular activities The challenge of change? The development of all-day schools and its implications for teacher stress Abstract   PDF
Kathrin Fussangel, Vanessa Dizinger
 
Vol 9, No 1 (2017) The collection of migrational data in official school statistics in Germany Abstract   PDF (Deutsch)
Thomas Kemper
 
Vol 2, No 1 (2010) The Effect of Varying Institutional Settings on Parental Aspirations and Teachers' Recommendations Abstract   PDF (Deutsch)
Lydia Kleine, Nicole Birnbaum, Markus Zielonka, Jörg Doll, Hans-Peter Blossfeld
 
Vol 8, No 3 (2016): Evidence-based actions within the multilevel system of schools – Requirements, processes, and effects (EviS) The effects of transformational leadership on teachers’ data use Abstract   PDF
Martin Stump, Olga Zlatkin-Troitschanskaia, Olga Mater
 
Vol 9, No 3 (2017): “Who’s afraid of talking to parents?” Professionalism in parent-teacher conversations The Gmuend Model for teacher-parent conferences – Application and evaluation of a teacher communication training Abstract   PDF
Gernot Aich, Michael Behr, Christina Kuboth
 
Vol 8, No 3 (2016): Evidence-based actions within the multilevel system of schools – Requirements, processes, and effects (EviS) The impact of teachers’ social networks on evidence-based practice in schools Abstract   PDF (Deutsch)
Bastian Laier, Denise Demski, Isabell van Ackeren, Marten Clausen, Peter Preisendörfer
 
Vol 8, No 1 (2016): Children at risk of poor educational outcomes The impact of text fading on reading in children with reading difficulties Abstract   PDF
Telse Nagler, Janosch Linkersdörfer, Jan Lonnemann, Marcus Hasselhorn, Sven Lindberg
 
Vol 2, No 1 (2010) The Influence of Family-School Relations on Academic Success Abstract   PDF
Monja Schmitt, Lydia Kleine
 
Vol 10, No 2 (2018) The influence of learning opportunities during initial teacher education on the pedagogical knowledge of pre-service EFL teachers Abstract   PDF (Deutsch)
Sarantis Tachtsoglou, Johannes König
 
Vol 8, No 3 (2016): Evidence-based actions within the multilevel system of schools – Requirements, processes, and effects (EviS) The interrelation of school culture and evidence-based practice – Findings of a survey using the “Organizational Culture Assessment Instrument” Abstract   PDF (Deutsch)
Denise Demski, Isabell van Ackeren, Marten Clausen
 
Vol 8, No 2 (2016): High-stakes testing and Educational Governance – Insights and innovations in European school systems The problem posed by exam choice on the comparability of results in the Finnish matriculation examination Abstract   PDF
Sirkku Kupiainen, Jukka Marjanen, Jarkko Hautamäki
 
Vol 7, No 2 (2015): Teachers' diagnostic competences and their practical relevance The quality of pedagogical diagnostics in the teaching profession – Annotations to the special issue "Teachers' diagnostic competences and their practical relevance" Abstract   PDF (Deutsch)
Stefanie van Ophuysen, Lars Behrmann
 
Vol 8, No 2 (2016): High-stakes testing and Educational Governance – Insights and innovations in European school systems The quantitative empirical determination of writing skills of first graders – Challenges and gain of an approach based on analytical criteria compared to a holistic evaluation Abstract   PDF (Deutsch)
Sanna Pohlmann-Rother, Edgar Schoreit, Anja Kürzinger
 
Vol 5, No 1 (2013) The relationship between school resources and grade 8 mathematics achievement: A comparison of Palestinian Authority, Israeli Hebrew and Israeli Arab schools in TIMSS 2007 Abstract   PDF
Yasin Afana, Petra Lietz, Mollie Tobin
 
Vol 8, No 3 (2016): Evidence-based actions within the multilevel system of schools – Requirements, processes, and effects (EviS) The relationship between teachers’ evidence-based actions and communication, cooperation, and participation structures at schools Abstract   PDF
Olga Zlatkin-Troitschanskaia, Manuel Förster, Daja Preuße, Olga Mater
 
Vol 7, No 3 (2015) The relationships between adult students’ achievement goal orientations, self-defined course goals, course evaluations, and performance Abstract   PDF
Antti-Tuomas Pulkka, Markku Niemivirta
 
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