Browse Title Index


 
Issue Title
 
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
 
Vol 3, No 1 (2011): Technology to enhance learning: Problems and promises The role of intrinsic motivation for teaching, teachers’ care and autonomy support in students’ self-determined motivation Abstract   PDF
Sonja Rita Bieg, Sabine Backes, Waldemar Mittag
 
Vol 9, No 3 (2017): “Who’s afraid of talking to parents?” Professionalism in parent-teacher conversations The role of out-of-school organizations in German regionalization programs: A qualitative content analysis of opportunities for participation Abstract   PDF
Franz Koranyi, Nina Kolleck
 
Vol 5, No 2 (2013): Assessing competencies across the lifespan within the German National Educational Panel Study (NEPS) The Test of Technological and Information Literacy (TILT) in the National Educational Panel Study: Development, empirical testing, and evidence for validity Abstract   PDF
Martin Senkbeil, Jan Marten Ihme, Jörg Wittwer
 
Vol 9, No 2 (2017): Educational Research Literacy The utility value of research evidence for educational practice from the perspective of preservice student teachers in Austria – A qualitative exploratory study Abstract   PDF
Christina Haberfellner, Thomas Fenzl
 
Vol 2, No 2 (2010): Teacher motivation Tippelt, Rudolf & Schmidt, Bernhard (Hrsg.). (2010). Handbuch Bildungsforschung Details   PDF (Deutsch)
Karl-Heinz Arnold, Sarah Brodhäcker
 
Vol 1, No 1 (2009): Longitudinal Assessments and Panel Studies in Educational Research To Those Who Have, Will More be Given? A Longitudinal Study Concerning the Development of School Achievement and the Effects of Social Background during Primary School Abstract   PDF (Deutsch)
Hartmut Ditton, Jan Krüsken
 
Vol 8, No 3 (2016): Evidence-based actions within the multilevel system of schools – Requirements, processes, and effects (EviS) Transferring best evidence into practice: Assessment of evidence-based school management Abstract   PDF
Christian Dormann, Carmen Binnewies, Anna Rosa Koch, Isabell van Ackeren, Marten Clausen, Peter Preisendörfer, Uwe Schmidt, Olga Zlatkin-Troitschanskaia
 
Vol 3, No 1 (2011): Technology to enhance learning: Problems and promises Transformational leadership in schools: The use of the “Multifactor Leadership Questionnaire” (MLQ 5 x Short) Abstract   PDF (Deutsch)
Bea Harazd, Stefanie van Ophuysen
 
Vol 11, No 1 (2019): Empirische Bildungsforschung – eine Standortbestimmung Unexpectedly successful schools in a digital age – An analysis of school characteristics of resilient school types based on the IEA study ICILS 2013 Abstract   PDF (Deutsch)
Birgit Eickelmann, Julia Gerick, Mario Vennemann
 
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