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Holzberger, Doris; Praetorius, Anna-Katharina; Seidel, Tina; Kunter, Mareike – European Journal of Psychology of Education, 2019
Teaching effectiveness has often been described from a variable-centered perspective according to instructional, organizational, and emotional teaching characteristics and their prediction of students' outcomes. Adopting a person-centered approach, the present study analyzed how multiple variables of teaching quality co-occur simultaneously within…
Descriptors: Teacher Effectiveness, Correlation, Academic Achievement, Achievement Gains
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Käfer, Julia; Kuger, Susanne; Klieme, Eckhard; Kunter, Mareike – European Journal of Psychology of Education, 2019
From a constructivist perspective on learning, mistakes are seen as natural elements of learning processes. A supportive and constructive way of dealing with student mistakes has shown to affect students' individual motivation and learning performances in a favorable way. In classroom settings, however, making mistakes is not just a personal but…
Descriptors: Academic Achievement, Student Motivation, Error Patterns, Classroom Environment
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Kiemer, Katharina; Gröschner, Alexander; Kunter, Mareike; Seidel, Tina – European Journal of Psychology of Education, 2018
The present study investigates whether productive classroom discourse in the form of instructional and motivational classroom discourse (Turner et al., "Journal of Educational Psychology" 94: 88-106, 2002) provides a supportive social context for students that fosters the fulfilment of the basic psychological needs of autonomy and…
Descriptors: Classroom Communication, Psychological Needs, Faculty Development, Teacher Effectiveness
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Decker, Anna-Theresia; Kunter, Mareike; Voss, Thamar – European Journal of Psychology of Education, 2015
This study investigates whether the quality of discourse during teacher induction classes predicts beginning teachers' reflection and beliefs about teaching and learning mathematics. In a study with repeated measurements (interval 10 months), transmissive and constructivist beliefs of 536 German teacher candidates in their 2-year induction phase…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Reflection, Beliefs
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Lohse-Bossenz, Hendrik; Kunina-Habenicht, Olga; Kunter, Mareike – European Journal of Psychology of Education, 2013
The aim of this study is to identify psychological topics within the areas of learning, development, and assessment that are especially important for teachers and should be included in the university teacher education curriculum. Based on the observation that teacher educators in psychology often face the challenge of having to select certain…
Descriptors: Educational Psychology, Teacher Education, Learning, Development