Browse Title Index


 
Issue Title
 
Vol 9, No 1 (2017) Student evaluation of high-school teaching: Which factors are associated with teachers’ perception of the usefulness of being evaluated? Abstract   PDF
Eyvind Elstad, Eli Lejonberg, Knut-Andreas Christophersen
 
Vol 10, No 1 (2018) Subject-oriented exploration on the behavior of recipients’ adaption of video tutorials Abstract   PDF (Deutsch)
Katrin Valentin
 
Vol 7, No 1 (2015): Regionalization in educational context Support systems within the context of regionalization. A theoretical and empirical approach Abstract   PDF (Deutsch)
Hanna Järvinen, Norbert Sendzik, Katharina Sartory, Johanna Otto
 
Vol 3, No 1 (2011): Technology to enhance learning: Problems and promises Supportive and hindering factors to a sustainable implementation of ICT in schools Abstract   PDF
Birgit Eickelmann
 
Vol 6, No 2 (2014) Tatto, Maria Teresa, Schwille, John, Senk, Sharon L., . . . Reckase, Mark (Eds.). (2012). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries Details   PDF (Deutsch)
Sina Mews
 
Vol 4, No 2 (2012) Teach First: Pedagogy and outcomes. The impact of an alternative certification programme Abstract   PDF
Daniel Muijs, Chris Chapman, Paul Armstrong
 
Vol 10, No 1 (2018) Teacher attitudes and motivation as mediators between teacher training, collaboration, and differentiated instruction Abstract   PDF
Svenja Janina Hartwig, Franziska Schwabe
 
Vol 8, No 3 (2016): Evidence-based actions within the multilevel system of schools – Requirements, processes, and effects (EviS) Teacher collaboration as community of practice – The impact of collective-implicit knowledge on cooperation-based competence development Abstract   PDF (Deutsch)
Thiemo Bloh, Bea Bloh
 
Vol 2, No 2 (2010): Teacher motivation Teacher motivation for participating in school innovations – supporting factors Abstract   pdf
Judith Schellenbach-Zell, Cornelia Gräsel
 
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
 
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