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  1. What do yellowish-brown soils and stone layers tell us about late quaternary landscape evolution and soil development in the humid tropics? A field study in the Serra dos Órgãos, Southeast Brazil

    Nehren, U., Kirchner, A. & Heinrich, J., 02.2016, In: Catena. 137, February 2016, p. 173-190 17 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  2. What energy ideas matter for future learning?

    Kubsch, M., Nordine, J., Neumann, K., Fortus, D. & Krajcik, J., 20.07.2020, The Interdisciplinarity of the Learning Sciences: 14th International Conference of the Learning Sciences (ICLS) 2020. Gresalfi, M. & Seidel Horn, I. (eds.). International Society of the Learning Sciences, Vol. 3. p. 1721-1722 2 p.

    Research output: Chapter in anthology/conference proceedingConference contribution (Article)Researchpeer-review

  3. What happens to the fish’s achievement in a little pond? A simultaneous analysis of class-average achievement effects on achievement and academic self-concept

    Stäbler, F., Dumont, H., Baumert, J. & Becker, M., 02.2017, In: Journal of Educational Psychology. 109, 2, p. 191-207 17 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  4. What is in the bag? Elementary school children's understanding of accumulating evidence

    Lindmeier, A. M. & Reiss, K., 2013, Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education. Lindmeier, A. M. & Heinze, A. (eds.). PME, Vol. 3. p. 281-288 8 p.

    Research output: Chapter in anthology/conference proceedingConference contribution (Article)Researchpeer-review

  5. What is the relationship between knowledge in mathematics and knowledge in economics? Investigating the professional knowledge of (pre-service) teachers trained in two subjects

    Jeschke, C., Kuhn, C., Lindmeier, A., Zlatkin-Troitschanskaia, O., Saas, H. & Heinze, A., 25.07.2019, In: Zeitschrift für Pädagogik. 65, 4, p. 511-524 14 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  6. What kind of content knowledge do secondary mathematics teachers need? A conceptualization taking into account academic and school mathematics

    Dreher, A., Lindmeier, A., Heinze, A. & Niemand, C., 19.08.2018, In: Journal für Mathematik-Didaktik. 39, 2, p. 319-341 23 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  7. What makes a good teacher? The relative importance of mathematics teachers' cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality

    Baier, F., Decker, A-T., Voss, T., Kleickmann, T., Klusmann, U. & Kunter, M., 12.2019, In: British Journal of Educational Psychology. 89, 4, p. 767-786 20 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  8. What makes for a pleasant social experience in adolescence? The role of perceived social interaction behavior in associations between personality traits and momentary social satisfaction: The role of perceived social interaction behavior in associations between personality traits and momentary social satisfaction

    Wieczorek, L. L., Mueller, S., Lüdtke, O. & Wagner, J., 21.05.2021, (E-pub ahead of print) In: European Journal of Personality.

    Research output: Contribution to journalJournal articleResearchpeer-review

  9. What makes good and bad days for beginning teachers? A diary study on daily uplifts and hassles

    Schmidt, J., Klusmann, U., Lüdtke, O., Möller, J. & Kunter, M., 01.2017, In: Contemporary Educational Psychology. 48, p. 85-97 13 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  10. What makes rubrics effective in teacher-feedback? Transparency of learning goals is not enough

    Wollenschläger, M., Hattie, J., Machts, N., Möller, J. & Harms, U., 2016, In: Contemporary Educational Psychology. 44-45, January-April 2016, p. 1-11 12 p.

    Research output: Contribution to journalJournal articleResearchpeer-review