Suchergebnisse - "Kunter, Mareike"

Stereotype als Hindernisse für professionelle Diagnostik im inklusiven Schulkontext (Stereo-Disk): Sachbericht zum Verwendungsnachweis

Autoren: Schell, Charlotte Sophie Dignath, Charlotte Kleen, Hannah et al.

Schlagwörter: 300 | Sozialwissenschaften

Investigating the effects of a utility value manipulation on attention: combining self-report and neuronal measures

Autoren: Korinth, Sebastian Peter Kunter, Mareike John, Nathalie et al.

Quelle: Motivation and Emotion. 48:863-886

Gaze cluster analysis reveals heterogeneity in attention allocation and predicts learning outcomes

Autoren: Korinth, Sebastian Peter Baier-Mosch, Franziska Kunter, Mareike et al.

Quelle: Sci Rep
Scientific Reports, Vol 15, Iss 1, Pp 1-14 (2025)

Schlagwörter: Eye tracking, ISC, Science, Learning, Medicine, Attention, Article, Cluster detection, Instructional video

Zugangs-URL: https://doaj.org/article/9f56cc53d991419587d9098f3d852b75

Die Kompetenz von Lehrkräften im inklusiven Unterricht von Kindern im Autismus-Spektrum: Entwicklung und Validierung eines Assessments

Autoren: Hasche, Nick Gerrit Kunter, Mareike Krause, Ann-Kathrin et al.

Quelle: Edition ZfE ; Kinder mit erhöhtem Risiko für Bildungsmisserfolg ; page 163-187 ; ISSN 2512-0778 2512-0786 ; ISBN 9783658486730 9783658486747

Verfügbarkeit: https://doi.org/10.1007/978-3-658-48674-7_6
https://link.springer.com/content/pdf/10.1007/978-3-658-48674-7_6

Fostering pre-service teachers’ theoretical knowledge application : studying with and without text-based cases

Autoren: Baier, Franziska Maurer, Christina Dignath, Charlotte et al.

Quelle: Instructional Science, 2021 Dec 01. 49(6), 855-876.

Zugangs-URL: https://www.jstor.org/stable/48700273

Conversations with Five Highly Successful Female Educational Psychologists : Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog

Autoren: Prinz, Anja Zeeb, Helene Flanigan, Abraham E. et al.

Quelle: Educational Psychology Review, 2021 Jun 01. 33(2), 763-795.

Zugangs-URL: https://www.jstor.org/stable/48750324

Is it in their words? Teachers' enthusiasm and their natural language in class–A sentiment analysis approach

Autoren: Frenzel, Anne C. Kleen, Hannah Marx, Anton K. G. et al.

Weitere Verfasser: Frenzel, Anne C. Kleen, Hannah Marx, Anton K. G. et al.

Quelle: British Journal of Educational Psychology ; volume 95, issue S1 ; ISSN 0007-0998 2044-8279

Verfügbarkeit: https://doi.org/10.1111/bjep.12734
https://bpspsychub.onlinelibrary.wiley.com/doi/pdf/10.1111/bjep.12734

Bereitstellen und Nachnutzen von Unterrichtsvideos: Ein Leitfaden mit Ressourcen für Forschende ; Sharing and reusing classroom videos: A guide with resources for researchers

Autoren: Schneider, Jürgen Schreyer, Patrick Kunter, Mareike et al.

Weitere Verfasser: Schneider, Jürgen Schreyer, Patrick Kunter, Mareike et al.

Quelle: Unterrichtswissenschaft ; volume 53, issue 3, page 369-398 ; ISSN 0340-4099 2520-873X

Verfügbarkeit: https://doi.org/10.1007/s42010-025-00234-8
https://link.springer.com/content/pdf/10.1007/s42010-025-00234-8.pdf
https://link.springer.com/article/10.1007/s42010-025-00234-8/fulltext.html

Teachers’ professional beliefs made a difference for instructional quality in distance learning during the COVID-19 pandemic

Autoren: Bönke, Nikolaus Kunter, Mareike Voss, Thamar

Quelle: Zeitschrift für Pädagogische Psychologie ; ISSN 1010-0652 1664-2910

Verfügbarkeit: https://doi.org/10.1024/1010-0652/a000396
https://econtent.hogrefe.com/doi/pdf/10.1024/1010-0652/a000396

Final Report of the DFG-funded project 'Teachers and the Covid 19 pandemic – Identifying individual and school factors that predict successful professional adaptation (TeaCop)'

Autoren: Kunter, Mareike Klusmann, Uta Voss, Thamar

Schlagwörter: teacher, pandemic, professional competence, well-being, instructional quality, teaching materials

Time: 150

Dateibeschreibung: application/pdf

Relation: https://hdl.handle.net/20.500.12034/16708; http://dx.doi.org/10.23668/psycharchives.21315

Verfügbarkeit: https://hdl.handle.net/20.500.12034/16708
https://doi.org/10.23668/psycharchives.21315

Final Report of the DFG project Lehren und Lernen: Entwicklung und Bedeutung der professionellen Kompetenz von Lehrkräften – Ein 10 Jahres-Längsschnitt auf Basis der COACTIV-R-Studie

Autoren: Klusmann, Uta Kunter, Mareike Voss, Thamar

Schlagwörter: teacher, professional competence, professional development, well-being

Time: 150

Dateibeschreibung: application/pdf

Relation: https://hdl.handle.net/20.500.12034/16714; http://dx.doi.org/10.23668/psycharchives.21321

Verfügbarkeit: https://hdl.handle.net/20.500.12034/16714
https://doi.org/10.23668/psycharchives.21321

Was tun? Perspektiven für eine Unterrichtsqualitätsforschung der Zukunft

Autoren: Begrich, Lukas Praetorius, Anna-Katharina Decristan, Jasmin et al.

Weitere Verfasser: Begrich, Lukas Praetorius, Anna-Katharina Decristan, Jasmin et al.

Quelle: Unterrichtswissenschaft. 51:63-97

Schlagwörter: Unterrichtsqualität, 05 social sciences, Reflection, Zukunft, Teaching quality, gnd:4068097-6, 10091 Institute of Education, Reflexion, gnd:4027089-0, 0501 psychology and cognitive sciences, 370 Education, Innovation, Future, 0503 education, 3304 Education

Dateibeschreibung: application/pdf; 2023_Begrich_Praetorius_et_al_Was_tun_.pdf - application/pdf

Zugangs-URL: https://www.zora.uzh.ch/id/eprint/232389/
https://doi.org/10.5167/uzh-232389

Teachers' Beliefs about Inclusive Education and Insights on What Contributes to Those Beliefs: A Meta-Analytical Study

Autoren: Dignath, Charlotte Rimm-Kaufman, Sara van Ewijk, Reyn et al.

Quelle: Educational Psychology Review. Dec 2022 34(4):2609-2660.

Peer Reviewed: Y

Page Count: 52

Descriptors: Teacher Attitudes, Inclusion, Beliefs, Special Needs Students, Psychological Patterns, Self Efficacy, Teacher Education, Teaching Experience, Preservice Teachers, Teachers, Special Education

The significance of dealing with mistakes for student achievement and motivation : results of doubly latent multilevel analyses

Autoren: Käfer, Julia Kuger, Susanne Klieme, Eckhard et al.

Quelle: European Journal of Psychology of Education, 2019 Oct 01. 34(4), 731-753.

Zugangs-URL: https://www.jstor.org/stable/48698247

Identifying effective teachers : The relation between teaching profiles and students’ development in achievement and enjoyment

Autoren: Holzberger, Doris Praetorius, Anna-Katharina Seidel, Tina et al.

Quelle: European Journal of Psychology of Education, 2019 Oct 01. 34(4), 801-823.

Zugangs-URL: https://www.jstor.org/stable/48698250

Reading Persuasive Texts Affects Preservice Teachers' Beliefs about Cultural Diversity in the Classroom

Autoren: Dignath, Charlotte Fink, Jonathan Kunter, Mareike

Quelle: Journal of Teacher Education. Mar-Apr 2022 73(2):188-200.

Peer Reviewed: Y

Page Count: 13

Descriptors: Persuasive Discourse, Reading Materials, Preservice Teachers, Student Attitudes, Diversity, Attitude Change, Knowledge Level, Foreign Countries

Geografische Kategorien: Germany

Instructional and motivational classroom discourse and their relationship with teacher autonomy and competence support—findings from teacher professional development

Autoren: Kiemer, Katharina Gröschner, Alexander Kunter, Mareike et al.

Quelle: European Journal of Psychology of Education, 2018 Apr 01. 33(2), 377-402.

Zugangs-URL: https://www.jstor.org/stable/44951960

Understanding The Challenges Associated with Cooperative Learning: An Empirical Study with Primary School Teachers ; Razumevanje izzivov, povezanih s sodelovalnim učenjem: empirična študija z osnovnošolskimi učitelji

Autoren: Adl-Amini, Katja Baie-Mosch, Franziska Decker, Anna Theresia et al.

Quelle: Journal of Elementary Education; Vol. 17 No. 1 (2024): Journal of Elementary Education; 1-18 ; Revija za elementarno izobraževanje; Letn. 17 Št. 1 (2024): Revija za elementarno izobraževanje; 1-18 ; 2350-4803 ; 1855-4431

Schlagwörter: cooperative learning, implementation difficulties, interview study, primary school, teachers, sodelovalno učenje, težave pri izvajanju, študija intervjujev, osnovna šola, učitelji

Dateibeschreibung: application/pdf

Relation: https://journals.um.si/index.php/education/article/view/2832/2814; https://journals.um.si/index.php/education/article/view/2832

Verfügbarkeit: https://journals.um.si/index.php/education/article/view/2832
https://doi.org/10.18690/rei.2832

Long-term changes in teacher beliefs and motivation: progress, stagnation or regress?

Autoren: Bönke, Nikolaus Klusmann, Uta Kunter, Mareike et al.

Quelle: Teaching and teacher education. - 141 (2024) , 104489, ISSN: 0742-051X

Dateibeschreibung: pdf

Relation: https://freidok.uni-freiburg.de/data/245899

Verfügbarkeit: https://freidok.uni-freiburg.de/data/245899
https://nbn-resolving.org/urn:nbn:de:bsz:25-freidok-2458990
https://doi.org/10.1016/j.tate.2024.104489
https://freidok.uni-freiburg.de/dnb/download/245899

Judging a book by its cover? Investigating pre-service teacher’s stereotypes towards pupils with special educational needs

Autoren: Schell, Charlotte S. Dignath, Charlotte Christine Kleen, Hannah et al.

Schlagwörter: ddc:150, ddc:370

Dateibeschreibung: application/pdf

Relation: https://doi.org/10.1016/j.tate.2024.104526

Verfügbarkeit: http://publikationen.ub.uni-frankfurt.de/frontdoor/index/index/docId/82993
https://nbn-resolving.org/urn:nbn:de:hebis:30:3-829930
https://doi.org/10.1016/j.tate.2024.104526
http://publikationen.ub.uni-frankfurt.de/files/82993/1-s2.0-S0742051X24000581-main.pdf