Aktuelle Publikationen des Friedl Schöller-Stiftungslehrstuhls für Pädagogische Psychologie (*peer-reviewed)

Einen Überblick zu allen Publikationen des Lehrstuhl-Teams finden Sie unter:

https://www.researchgate.net/lab/TUM-Educational-Psychology-Chair-Tina-Seidel

 

2021

Anders, Y., et al. (2021). Nachhaltigkeit im Bildungswesen - was jetzt getan werden muss.

Anders, Y., et al. (2021). Führung, Leitung, Governance: Verantwortung im Bildungssystem, Waxmann.

Böheim, R., et al. (2021). "How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement." Learning, Culture and Social Interaction 28.

Codreanu, E., et al. (2021). "Exploring the Process of Preservice Teachers' Diagnostic Activities in a Video-Based Simulation." Frontiers in Education 6.

Diery, A., et al. (2021). "Supporting evidence-based practice through teacher education: A pro!le analysis of teacher educators’ perceived challenges and possible solutions." International Jounal of Educational Research 2.

Gartmeier, M., et al. (2021). "Moving from Basic to More Advanced: Is there an Increase Over Time in the Complexity of Teacher Questions and Student Responses in Case Based Clinical Seminars?".

Goldberg, P., et al. (2021). "How does learners’ behavior attract preservice teachers’ attention during teaching?" Teaching and Teacher Education 97.

Heitzmann, N., et al. (2021). "Cross-Disciplinary Research on Learning and Instruction - Coming to Terms." Frontiers in Psychology 11.

Junker, R., et al. (2021). Lehren und Forschen mit Videos in der Lehrkräftebildung, Bundesministerium für Bildung und Forschung.

Kramer, M., et al. (2021). "Investigating Pre-Service Biology Teachers' Diagnostic Competences: Relationships between Professional Knowledge, Diagnostic Activities, and Diagnostic Accuracy." Education Sciences 11(3).

Kramer, M., et al. (2021). "Comparing two constructs for describing and analyzing teachers’ diagnostic processes." Studies in Educational Evaluation 68(7).

Schindler, A.-K., et al. (2021). "Acknowledging teachers’individual starting conditions and zones ofdevelopment in the course of professional development." Teaching and Teacher Education 100 (1).

Seidel, T. (2021). Videobasierte Forschung und ihr Beitrag zu einer verbesserten Lehrkräftebildung in Deutschland. Lehren und Forschen mit Videos in der Lehrkräftebildung. Berlin, BMBF (Ed.): 4-6.

Seidel, T., et al. (2021). "Basisdimensionen für Unterrichtsqualität im Fachkontext konkretisieren: Die Rolle von Unterrichtsartefakten und Bestimmung von Standardsituationen." Unterrichtswissenschaft.

Seidel, T., et al. (2021). "Student Characteristics in the Eyes of Teachers: Differences Between Novice and Expert Teachers in Judgment Accuracy, Observed Behavioral Cues, and Gaze." Educational Psychology Review 33(7).

Zaragoza, A., et al. (2021). "Exploring preservice teachers’ abilities to connect professional knowledge with lesson planning and observation." European Journal of Teacher Education: 1-20.

 

2020

Böheim, R., Knogler, M., Kosel, C., & Seidel, T. (2020). Exploring student hand-raising across two school subjects using mixed methods: An investigation of an everyday classroom behavior from a motivational perspective. Learning and Instruction, 65. doi:10.1016/j.learninstruc.2019.101250

Böheim, R., Urdan, T., Knogler, M., & Seidel, T. (2020). Student hand-raising as an indicator of behavioral engagement and its role in classroom learning. Contemporary Educational Psychology, 62. doi:10.1016/j.cedpsych.2020.101894

Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-Based Learning in Higher Education: A Meta-Analysis. Review of Educational Research, 90(4), 499-541. doi:10.3102/0034654320933544

Codreanu, E., Sommerhoff, D., Huber, S., Ufer, S., & Seidel, T. (2020). Between authenticity and cognitive demand: Finding a balance in designing a video-based simulation in the context of mathematics teacher education. Teaching and Teacher Education, 95. doi:10.1016/j.tate.2020.103146

Diery, A., Vogel, F., Knogler, M., & Seidel, T. (2020). Evidence-Based Practice in Higher Education: Teacher Educators' Attitudes, Challenges, and Uses. Frontiers in Education, 5, 62. doi: 10.3389/feduc.2020.00062 

Goldberg, P., Schwerter, J., Seidel, T., Müller, K., & Stürmer, K. (2021). How does learners’ behavior attract preservice teachers’ attention during teaching? Teaching and Teacher Education, 97, 103213. doi: doi.org/10.1016/j.tate.2020.103213

Holzberger, D., Reinhold, S., Lüdtke, O., & Seidel, T. (2020). A meta-analysis on the relationship between school characteristics and student outcomes in science and maths – evidence from large-scale studies. Studies in Science Education, 56(1), 1-34. doi:10.1080/03057267.2020.1735758

Hoppe, T., Renkl, A., Seidel, T., Rettig, S., & Rieß, W. (2020). Exploring How Reachers Diagnose Student Conceptions about the Cycle of Matter. Sustainability, 12(4184). doi:10.3390/su12104184

Kim, Y., Mok, S. Y., & Seidel, T. (2020). Parental influences on immigrant students' achievement-related motivation and achievement: A meta-analysis. Educational Research Review, 30, 100327. doi:https://doi.org/10.1016/j.edurev.2020.100327

Kunina-Habenicht, O., Maurer, C., Wolf, K., Holzberger, D., Schmidt, M., Dicke, T., . . . Kunter, M. (2020). Der BilWiss-2.0-Test: Ein revidierter Test zur Erfassung des bildungswissenschaftlichen Wissens von (angehenden) Lehrkräften. Diagnostica, 66(2), 80-92. doi:https://doi.org/10.1026/0012-1924/a000238

Kunter, M., Kunina-Habenicht, O., Holzberger, D., Leutner, D., Maurer, C., Seidel, T., & Wolf, K. (2020). Putting educational knowledge of prospective teachers to the test. Further development and validation of the BilWiss test. In O. Zlatkin-Troitschanskaia, H. A. Pant, M. Toepper, & C. Lautenbach (Eds.), Student learning in German Higher Education. Innovative measurement approaches and research results (pp. 9-28). Wiesbaden: Springer VS.

Seidel, T. (2020). Kommentar zum Themenblock „Angebots-Nutzungs-Modelle als Rahmung“: Quo vadis deutsche Unterrichtsforschung? Modellierung von Angebot und Nutzung im Unterricht. Zeitschrift für Pädagogik, 66. Beiheft, 95-101. 

Seidel, T., Knogler, M., Schneeweiss, A., Diery, A., Mazziotti, C., & Hetmanek, A. (2020). Aktuelle wissenschaftliche Evidenz zum Unterricht im digitalen Zeitalter: Was kann sie leisten und wie gelangt sie in die Lehrerbildung? bak - Bildung 4.0 - Digitalisierung im Kontext der Lehrerbildung. Kaiserslautern.

Seidel, T., Knogler, M., Schneeweiss, A., Diery, A., Mazziotti, C., & Hetmanek, A. (2020). Auf dem Weg zu einer evidenzbasierten Lehrerbildung - Meilensteine und aktuelle Entwicklungen im Clearing House Unterricht. In Bundesministerium für Bildung und Forschung (Ed.), Profilbildung im Lehramtsstudium (pp. 84-94). Berlin: Bundesministerium für Bildung und Forschung (BMBF).

Seidel, T., Schnitzler, K., Kosel, C., Stürmer, K., & Holzberger, D. (2020). Student Characteristics in the Eyes of Teachers: Differences Between Novice and Expert Teachers in Judgment Accuracy, Observed Behavioral Cues, and Gaze. Educational Psychology Review. doi:10.1007/s10648-020-09532-2

Weil, M., Gröschner, A., Schindler, A.-K., Böheim, R., Hauk, D., & Seidel, T. (Eds.). (2020). Dialogische Gesprächsführung im Unterricht: Interventionsansatz, Instrumente und Videokodierungen. Münster: Waxmann Verlag GmbH.

Weil, M., Seidel, T., Schindler, A.-K., & Gröschner, A. (2020). Opening 'windows' for teachers to change classroom discourse. Learning Culture and Social Interaction, 26. doi:10.1016/j.lcsi.2020.100425