| Do multilingual students require other kinds of content- and language-integrated interventions than monolingual students? Differential analysis of effectiveness for two interventions in mathematics |
5 |
| Are first-semester and advanced university students ready for life and work in the digital world? Results of a standard setting method to describe ICT-related proficiency levels |
4 |
| Multilingualism as a resource Dual-immersion students' achievement in English as a third language |
4 |
| General pedagogical knowledge versus pedagogical content knowledge? The structure of professional knowledge in pre-service teachers of German, English, and Mathematics at university |
3 |
| Curriculum-Based Measurement progress data: Effects of graph pattern on ease of interpretation |
3 |
| The Empirical Analysis of a Messy Construct: Pre-Service Teachers' Beliefs about Linguistic and Cultural Heterogeneity in School |
3 |
| Achievement as a criterion of educational justice |
3 |
| Progress in performance in teacher training through the work on own video- and text- based teaching cases? An intervention study in relation to the improvement of feedback for trainee PE teachers |
3 |
| Ready to cooperate or opposed to reform? School leader profiles in the context of implementing comprehensive school reforms |
3 |
| School subjects: Mediating instances of Bildung |
2 |
| General education. Homogenised education for the globalized world? |
2 |
| Prosocial behavior of kindergarteners - a comparison of parents' and educators' perspectives |
2 |
| Interrater agreement, variability and reliability of student ratings of instructional quality at the school-level Results from 81 countries |
2 |
| What stops teachers from participating in professional development? An empirical study of deterrent factors for secondary school teachers in Germany |
2 |
| Learning stories as narrative assessment in elementary pedagogy: An empirical concept study in German daycares |
2 |
| Variations and effects of bilingual education in schools |
2 |
| Standard-based abilities in mathematics at the end of upper secondary education A linking-study |
2 |
| Cooperative learning in secondary school Frequency, quality and conditions for implementation from the teacher's view |
2 |
| Stereotype priming as a cause of lower vocabulary growth in primary school students with immigrant background |
2 |
| Higher education dropout in Germany: extent, causes, consequences, prevention |
2 |
| The benefit of cooperation for adult education centres |
2 |
| Prediction of student drop-out in STEM study programs |
2 |
| Formative Assessment in third-grade reading instruction-Implementation and effectiveness of a modular concept including prepared teaching-material |
2 |
| Teachers' perceptions of students' motivation and learning behaviour and their role in biased teacher achievement expectations |
2 |
| Challenges and development prospects for vocational education and training in times of changing socioeconomic and technological conditions |
2 |
| Adaptive teaching: Conceptual reflections |
2 |
| The interplay between academic and social integration in explaining higher education dropout intentions. An empirical application of Tinto's integration model in the German context |
2 |
| Teachers' placement decisions regarding the transition to upper secondary education: Consequences of the switch to a two-track secondary system in Berlin |
1 |
| The image of the teaching profession in the print media: No longer lazy slobs! |
1 |
| State-wide implementation of mixed-age learning: which types can be identified, and do they differ in their school and teaching quality? |
1 |
| Collaborative problem solving in PISA 2015: focusing on Germany |
1 |
| The Impact of Digitalization on Vocational Education and Training Exemplified by the Metal and Electrical Industry |
1 |
| Social origin and the long-term changes in the transition between the academic and non-academic educational tracks after graduation: implications for the German vocational training system |
1 |
| Discipline-specific decision-making regarding studying abroad An experimental test of the expectancy-value theory |
1 |
| Keyword-Formative assessment |
1 |
| Formative assessment and intrinsic motivation: The mediating role of perceived competence |
1 |
| Writing skills in English as a foreign language in upper secondary school |
1 |
| The development of educational competences during long-term internships in teacher education |
1 |
| Migration in vocational eduation and training: challenges of the integration of asylum seekers and refugees |
1 |
| Status transition in the educational system and well-being of migrant adolescents in cross-national comparison |
1 |
| How subject-(in) dependent is general pedagogical knowledge? Measurement invariance and subject-specific differences |
1 |
| Trust in an educational network Theoretical dimensions of interpersonal trust |
1 |
| Pedagogical accompaniment: types of action and system attributes |
1 |
| Is there progress in scientific knowledge of general didactics? An empirical contribution to the disciplinary development of school pedagogy |
1 |
| Are perceptions regarding cost-benefit considerations for higher education enrolment alterable? The effectiveness of a school-based treatment for reducing social inequality at the transition to higher education |
1 |
| Students' language use for co-construction of knowledge in CLIL group-work activities: a comparison with L1 settings |
1 |
| Forms of Subjectivization and Uncertainty in the Use of Data-Driven Educational Technologies - a practice-theoretical position |
1 |
| The importance of teachers' expectations on students' mathematics achievement |
1 |
| Training in classroom management: Effects on teacher well-being |
1 |
| Causes of higher education dropout: Theoretical basis and empirical factors |
1 |
