Journal Articles
2024
Bastian, A., König, J., Weyers, J., Siller, H.-S., & Kaiser, G. (2024). Effects of teaching internships on preservice teachers' noticing in secondary mathematics education. Frontiers in Education. Download
Cevikbas, M., König, J., & Rothland, M. (2024). Empirical research on teacher competence in mathematics lesson planning: Recent developments. ZDM-Mathematics Education, 56, 101-113. Download
Engartner, T., & Schedelik, M. (2024). The flight to private schools. Blätter für deutsche und internationale Politik, 69(4), 115-122.Download
Glegola, A.-K., Jentsch, A., König, J., & Kaiser, G. (in press). Task potential in relation to teaching quality and teacher competence in secondary mathematics classrooms. ZDM-Mathematics Education.
Heine, S., Krepf, M., Jäger-Biela, D., Gerhard, K., Stollenwerk, R., & König, J. (2024).Preservice teachers' professional knowledge for ICT integration in the classroom:Analyzing its structure and its link to teacher education. Education and Information Technologies, 29, 11043-11075. Download
Hollenstein, L., Brühwiler, C., & König, J. (2024). Who benefits the most? Teacher expectations and their relation with students' achievement in mathematics in primary school. European Journal of Social Psychology. Download
Jentsch, A., Benecke, K., Blömeke, S., König, J., & Kaiser, G. (2024). Effects of observation mode on ratings of teaching quality in secondary mathematics classrooms. ZDM-Mathematics Education. Download
Klemenz, S., & König, J. (2024). Career aspirations and competence levels in pedagogical knowledge: On the relationship between motivational characteristics and acquisition of professional knowledge of (prospective) teachers. Journal of Educational Science, 27 (1), 229-225.Download
König, J., Heine, S., Jäger-Biela, D., & Rothland, M. (2024). ICT integration in teachers' lesson plans: A scoping review of empirical studies. European Journal of Teacher Education, 47 (4), 821-849.Download
König, J., Heine, S., Kramer, Ch., Weyers, J., Becker-Mrotzek, M., Großschedl, J., Hanisch, Ch., Hanke, P., Hennemann, Th., Jost, J., Kaspar, K., Rott, B., & Strauß, S. (2024). Teacher education effectiveness as an emerging research paradigm: A synthesis of reviews of empirical studies published over three decades (1993-2023). Journal of Curriculum Studies, 56 (4), 371-391.Download
König, J., Ligtvoet, R., Klemenz, S., & Rothland, M. (2024). Discontinued knowledge growth: On the development of teachers' general pedagogical knowledge at the transition from higher education into teaching practice. Teachers and Teaching: Theory and Practice. Download
Mayer, A., Schramm, C., & Ulrich, T. (2024). Language abilities of children with mental disorders. Journal of Special Education, 75(4). Download
Meier, J. V., & Kaspar, K. (2024). How schoolchildren use digital media in class and outside of school over several weeks: A quantitative case study with media diaries. Frontiers in Education, 9, 1379755Download
Rauterkus, H., Hennemann, T., Hagen, T., Krull, J., Nitz, J., Eiben, K., Kulawiak, P. R., Verbeck, L., & Hanisch, C. (2024). Teachers' ability to regulate their emotions predicts their levels of stress in primary schools in Germany. Journal of Curriculum Studies, 56(4), 468-479. Download
Santagata, R., Jinqing, L., Scheiner, Th., König, J., & Kaiser, G. (2024). Longitudinal Studies on Video-based Interventions for Mathematics Teacher Noticing. A Review and Future Directions. In M. Blikstad-Balas, & I. Staal Jenset (Eds.), Using Video to Foster Teacher Development (Chapter 7). London: Routledge. Download
Trixa, J., & Kaspar, K. (2024). Information literacy in the digital age: information sources, evaluation strategies, and perceived teaching competences of pre-service teachers. Frontiers in Psychology, 15, 1336436. Download
Weyers, J., Ligtvoet, R., & König, J. (2024). How does pre-service teachers' general pedagogical knowledge develop during university teacher education? Examining the impact of learning opportunities and entry characteristics over five time points using longitudinal models. Journal of Curriculum Studies, 56(4), 448-467. Download
Weyers, J., König, J., Scheiner, Th., Santagata, R., & Kaiser, G. (2024). Teacher noticing in mathematics education: A review of recent developments. ZDM-Mathematics Education, 56, 249-264.Download
Weyers, J., Kramer, Ch., Kaspar, K., & König, J. (2024). Measuring pre-service teachers' decision-making in classroom management: A video-based assessment approach. Teaching and Teacher Education. Download
2023
Adleff, A.-K., Ross, N., König, J., & Kaiser, G. (2023). Types of mathematical tasks in lower secondary classrooms in Germany. Statistical findings from a latent class analysis based on general mathematical competencies. Educational Studies in Mathematics. Download
Engartner, T., & Schedelik, M. (2023). Civic Education and Democratic Identity in Contemporary Germany: Pedagogical Principles and Didactic Challenges in Times of Right-Wing Populism. German Politics. Download
Gerhard, K., Jäger-Biela, D., & König, J. (2023). Opportunities to learn, technological pedagogical knowledge, and personal factors of pre-service teachers: Understanding the link between teacher education program characteristics and student teacher learning outcomes in times of digitalization. Journal of Educational Science, 26(3), 653-676. Download
Gussen, L., Schumacher, F., Großmann, N., Ferreira González, L., Schlüter, K., & Großschedl, J. (2023). Supporting pre-service teachers in developing research competence. Frontiers in Education, 8, 1197938. Download
Hagen, T., Nitz, J., Brack, F., Hövel, D.C. & Hennemann, T. (2023). Effects of the Good Behavior Game on elementary school students with externalizing behavior problems. Learning and learning disorders, 1-14. Download
Jentsch, A., Hoferichter, F., Blömeke, S., König, J., & Kaiser, G. (2023). Investigating teachers' job satisfaction, stress and working environment: The roles of self-efficacy and school leadership. Psychology in the Schools, 60(3), 679-690. Download
Kaspar, K., Burtniak, K., & Rüth, M. (2023). Online learning during the Covid-19 pandemic: How university students' perceptions, engagement, and performance are related to their personal characteristics. Current Psychology. Download
König, J. (2023). Professional knowledge of teachers: Significant for their actions and their students' learning? Seminar, 3, 8-21.
König, J., Glutsch, N., Weyers, J., Casale, G., Hanke, P., Knips, Ch., Pohl, Th., Waschewski, T., Becker-Mrotzek, M., Schabmann, A., & Träuble, B. (2023). Observing effective classroom management in early instruction in primary school: Rating instrument construction and its link to teacher knowledge. Discover Education. Download
König, J., Heine, S., Kramer, C., Weyers, J., Becker-Mrotzek, M., Großschedl, J., Hanisch, Ch., Hanke, P., Hennemann, Th., Jost, J., Kaspar, K. Rott, B., & Strauß, S. (2023). Teacher education effectiveness as an emerging research paradigm: a synthesis of reviews of empirical studies published over three decades (1993-2023). Journal of Curriculum Studies, 56(4), 371-391. Download
König, J., Lindmeier, A., Zlatkin-Troitschanskaia, O., & Borowski, A. (2023). The transfer of digitalized teaching-learning and assessment tools in higher education: approaches and best practices. Journal of Educational Science, 26(3), 579-584. Download
Laschet, O., & Engartner, T. (2023). Controversy instead of neutrality - or: Why value education is indispensable. Journal of Practical Philosophy, 10(1), 339-346. Download
Olschewski, P., Herzmann, P., & Schlüter, K. (2023). Research-based learning in the biology teacher training program. Documentary reconstructions of student experimentation processes. Journal for Didactics of Natural Sciences, 29(2). Download
Smith, E., Michalski, S., Knauth, K. H. K., Kaspar, K., Reiter, N., & Peters, J. (2023). Large-Scale Web Scraping for Problem Gambling Research: A Case Study of COVID-19 Lockdown Effects in Germany. Journal of Gambling Studies. Download
Spilles, M., Huber, C., Nicolay, P., König, J., & Hennemann, T. (2023). The relationship of classmates-perceived teacher feedback and the social acceptance of second, third and fourth graders. International Journal of Inclusive Education. Download
Strauß, S., Gerhard, K., Jäger-Biela, D., & König, J. (2023). What is the relationship between prospective teachers' beliefs about inclusive education and characteristics of their teacher training? A quantitative study taking into account the learning opportunities used, the training phase and the teaching profession. Journal of Pedagogy, 3, 350-373. Download
Weyers, J., König, J., Rott, B., Greefrath, G., Vorhölter, K., & Kaiser, G. (2023). Mathematics teachers' professional noticing: Transfer of a video-based competence assessment instru-ment into teacher education for evaluation purposes. Journal of Educational Science, 26(3), 627-652. Download
Weyers, J., König, J., Santagata, R., Scheiner, Th., & Kaiser, G. (2023). Measuring teacher noticing: A scoping review of standardized instruments. Teaching and Teacher Education. Download
2022
Aptyka, H., & Großschedl, J. (2022). Analyzing pre-service biology teachers' intention to teach evolution using the theory of planned behavior. Evolution: Education and Outreach. Download
Baumanns, L., & Rott, B. (2022). The process of problem posing: development of a descriptive phase model of problem posing. Educational Studies in Mathematics, 110, 251-269. Download
Bossen, A., Herzmann, P., & Labede, J. (2022): Editorial: Between transformation and persistence. School and teaching in the context of the Covid-19 pandemic. Sozialer Sinn, 23(2), 227-235. Download
Court, L., & Herzmann, P. (2022): Teaching without a classroom. Teachers' guiding orientations in the context of educational policy expectations in the Covid-19 pandemic. Empirische Pädagogik, 36(3). Download
Engartner, T. (2022). Is the state coming back? Luxembourg, 9(1), 102-107. Download
Engartner, T. (2022). Lessons from the Corona crisis: There is no market without the state, GWP - Gesellschaft, Wirtschaft, Politik, 71(2), 131-135. Download
Engartner, C. & Engartner, T. (2022). Stärker im Verbund On the relationship between political and economic education. Federal Agency for Civic Education. Download
Herrle, M., Hoffmann, M., & Proske, M. (2022). Lesson design in the context of digital change: Studies on the sociomedial organization of tablet-supported group work. Journal for Educational Science. Download
Hoss, T., Ancina, A., & Kaspar, K. (2022). German University Students' Perspective on Remote Learning During the COVID-19 Pandemic: A Quantitative Survey Study With Implications for Future Educational Interventions. Frontiers in Psychology, 13, Article 734160. Download
Jentsch, A., & König, J. (2022). Teacher competence and professional development. In T. Nilsen, A. Stancel-Piątak, J.-E. Gustafsson (Eds.), International Handbook of Comparative Large-Scale Studies in Education. Springer International Handbooks of Education. Springer Nature. Download
Kaspar, K., & Nordmeyer, L. (2022). Personality and motivation to comply with COVID-19 protec-tive measures in Germany. Frontiers in Psychology, 13, Article 893881. Download
Kessel, S., Hegerath, H., Grüber-Stankowski, C., Nawab, L., Balters, L., & Hanisch, C. (2022). MuTig- Multi-professional transition design. Early intervention interdisciplinary, 4-17. Download
König, J., Glutsch, N., Weyers, J., Casale, G., Hanke, P., Knips, Ch., Pohl, Th., Waschewski, T., Becker-Mrotzek, M., Schabmann, A., & Träuble, B. (2022/under review): Observing effective classroom management in early reading and writing instruction: Rating instrument construction and its link to teacher knowledge. Journal Learning Enviroments Research.
König, J., Hanke, P., Glutsch, N., Jäger-Biela, D., Pohl, T., Becker-Mrotzek, M., Schabmann, A., & Waschewski, T. (2022). Teachers' professional knowledge for teaching early literacy. Conceptualization, measurement, and validation. Educational Assessment, Evaluation and Accountability. Download
König, J., Heine, S., Jäger-Biela, D., & Rothland, M. (2022). ICT integration in teachers' lesson plans: a systematic review of empirical studies. European Journal of Teacher Education. Download
König, J., Santagata, R., Scheiner, T., Adleff, A.-K., Yang, X., & Kaiser, G. (2022). Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice. Educational Research Review. Download
Krepf, M., & König, J. (2022). Structuring the lesson: An empirical investigation of pre-service teacher decision-making during the planning of a demonstration les-son. Journal of Education for Teaching. Download
Krull, J., Urton,. K., Kulawiak, P.R., Wilbert, J. & Hennemann, T. (2022). Social-relational classroom climate and its link to primary students' behavioral problems. Empirical special education. Download
Leidig, T., Casale, G., Wilbert, J., Hennemann, T., Volpe, R., Briesch, A., & Grosche, M. (2022). Individual, generalized, and moderated effects of the good behavior game on at-risk primary school students: A multilevel multiple baseline study using behavioral progress monitoring. Frontiers in Education. Download
Offer-Boljahn, H., Hövel, D.C., & Hennemann, T. (2022). Learning behaviors,executive functions, and social skills: A meta-analysis on the factors influencing learning development in the transition from kindergarten to elementary school. Journal of Pedagogical Research, 6(1). Download
Rüth, M., Birke, A., & Kaspar, K. (2022). Teaching with digital games: How intentions to adopt game-based learning are related to personal characteristics of pre-service teachers. British Journal of Educational Technology, 53(5), 1412-1429. Download
Schröder, I., Cammann, F., Darge, K., Krepf, M., Weyers, J., & König, J. (2022). How to promote student teachers' re-search knowledge and skills online. Journal of Education for Teaching. Download
Spilles, M., Huber, C., Nicolay, P., König, J., & Hennemann, T. (2022). The relationship of rule compliance and teacher feedback with the social acceptance of primary school children. An empirical analysis considering schoolchild dyads. Journal for Educational Science. Download
Thöne, A.-K., Junghänel, M., Görtz-Dorten, A., Breuer, D., del Giudice, T., Hanisch, C., Hennemann, T., & Döpfner, M. (2022). Empirically based dimensions of externalizing symptoms in children and adolescents - a multitrait multisource approach. Journal of Psychopathology and Behavioral Assessment. Download
Treier, A.K., Holas, V., Görtz-Dorten, A., Frenk, F., Habbel, C., Mücke, C., Hanisch, C., Ritschel, A., Roessner, V., Rothe, J., Ravens-Sieberer, U., Kaman, A., Banaschewski, T., Brandeis, D., Aggensteiner, P., Kölch, M., Daunke, A. & Döpfner, M. (2022). Impact of the COVID-19 pandemic on children with and without affective dysregulation and their families. European Child & Adolescent Psychiatry. Download
Welter, V. D. E., Herzog, S., Harms, U., Steffensky, M., & Großschedl, J. (2022). School subjects' synergy and teacher knowledge: Do biology and chemistry teachers benefit equally from their second subject? Journal of Research in Science Teaching, 59, 1-42. Download
Zimmermann, D., Wehler, A., & Kaspar, K. (2022). Self-representation through avatars in digital environments. Current Psychology. Download
2021
Bartling, A., Spilles, M., Kluge, J., Gottfried, K., Huber, C., Hennemann, T., König, J., Fussangel, K., Kaspar, K., Gräsel, C., Melzer, C., Strauß, S., Grosche, M. (2021). Paritizipation in a Respeonse-to-Intervention-Model for the Support Focus Emotional and Social Development (PARTI): Description and evaluation of a practice-oriented training series. Journal of Curative Education, 72 (12), 664-675.Download
Barwasser, A., Urton, K., & Grünke, M. (2021). Effects of a Peer-Tutorial Reading Racetrack on Word Fluency of Secondary Students With Learning Disabilities and Emotional Behavioral Disorders. Frontiers in Psychology, 12, 1-11.Download
Barwasser A., Urton, K., Grünke, M., Sperling, M., & Coker D. L. (2021). Fostering Word Fluency of Struggling Third Graders From Germany Through Motivational Peer-Tutorial Reading Racetracks. Reading & Writing.Download
Bastian, A., Kaiser, G., Meyer, D., Schwarz, B., & König, J. (2021). Teachers' noticing and its growth toward expertise - an expert-novice comparison with (pre-service) secondary mathematics teachers. Educational Studies in Mathematics. Download
Court, L., Dohmen, T., Baumanns, L., Rott, B., & Herzmann, P. (2021). The need for certainty and concreteness. Reconstructions of mathematics students' orientations with regard to the reform expectation of inclusion. Journal for Empirical Higher Education Research, 5(1), 38-54. Download
Gottfried, K., Casale, G., Hennemann, T., Huber, C., Kaspar, K., Spilles, M., Strauß, S., & König, J. (2021). Adaptive management of externalizing behavior problems: Pedagogical knowledge on inclusive teaching with a focus on emotional and social development. Swiss Journal of Educational Sciences, 43 (2), 260-272.
Hövels, B., & Herzmann, P. (2021). Contingency processing in the crisis. A documentary reconstruction of communication contributions in the #twitterlehrerzimmer in times of pandemic-related school closures. Journal of Qualitative Research, 22(1), 139-158.Download
Hoss, T., Ancina, A., & Kaspar, K. (2021). Forced Remote Learning During the COVID-19 Pandemic in Germany: A Mixed-Methods Study on Students' Positive and Negative Expectations. Frontiers in Psychology, 12, Article 642616.Download
Jentsch, A., Schlesinger, L., Heinrichs, H., Kaiser, G., König, J., & Blömeke, S. (2021). Assessing the subject-specific quality of mathematics teaching: Factor structure and correlations with the professional competence of mathematics teachers. Journal of Mathematics Didactics, 42, 97-121.Download
Kaspar, K., & Fuchs, L. A. M. (2021). Who likes what kind of news? The relationship between characteristics of media consumers and news interest. Sage Open, 11(1), 1-12.Download
Keßel, S., Hegerath, H., Grüber-Stankowski, C., Nawab, L., Balters, L., & Hanisch, C. (2021). MuTig- Designing a multi-professional transition. Interdisciplinary early intervention.
König, J., Blömeke, S., Jentsch, A., Schlesinger, L., Felske, C., Musekamp, F., & Kaiser, G. (2021). The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom. Educational Studies in Mathematics, 107, 189-212.Download
König, J., Krepf, M., Bremerich-Vos, A., & Buchholtz, C. (2021). Meeting cognitive demands of lesson planning: Introducing the CODE-PLAN model to describe and analyze teachers' planning competence. The Teacher Educator.Download
Leidig, T., Hanisch, C., Vögele, U., Niemeier, É., Gerlach, S., & Hennemann, T. (2021). Professionalization in the context of externalizing behavioral problems - Development of a qualification and support concept for teachers at special schools with a focus on emotional and social development. Wissenschaftliche Jahreszeitschrift Emotionale und Soziale Entwicklung (ESE) in der Pädagogik der Erziehungshilfe und bei Verhaltensstörungen 3(3), 88-98.Download
Marchand, S., & Spiegler, J. (2021). "Just accept it" - Participation in performance assessment. Journal of Primary School Research, 45.Download
Meier, J. V., Noel, J. A., & Kaspar, K. (2021). Alone together: Computer-mediated communication in leisure time during and after the COVID-19 pandemic. Frontiers in Psychology, 12, Article 666655.Download
Messner, M. T., Adl-Amini, K., Hardy, I. & Engartner, T. (2021). Simulation game Förderausschuss: Concept and material for analog and digital implementation in inclusion-oriented teacher education. Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion, 4(1), 309-328.
Nijhawan, S., Elsner, D. & Engartner, T. (2021). The Construction of Cosmopolitan Glocalities in Secondary Classrooms through Content and Language Integrated Learning (CLIL) in the Social Sciences. Global Education Review, 8(2-3), 92-115. Download
Roth, K., & Kaspar, K. (2021). When company decisions harm or help the environment: The influence of social context and affective state on moral and causal responsibility attributions. Current Psychology, 1-15, Advance Online Publication, Download
Rüth, M., Breuer, J., Zimmermann, D., & Kaspar, K. (2021). The effects of different feedback types on learning with mobile quiz apps. Frontiers in Psychology, 12, Article 665144.Download
Rüth, M., & Kaspar, K. (2021). Commercial video games in school teaching: Two mixed methods case studies on students' reflection processes. Frontiers in Psychology, 11, Article 594013.Download
Rüth, M., & Kaspar, K. (2021). Educational and Social Exergaming: A perspective on physical, social, and educational benefits and pitfalls of exergaming at home during the COVID-19 pandemic and afterwards. Frontiers in Psychology, 12, Article 644036.Download
Santagata, R., König, J., Scheiner, T., Nguyen, H., Adleff, A.-K., Yang, X., & Kaiser, G. (2021). Mathematics teacher learning to notice: A systematic review of studies of video-based programs. ZDM-Mathematics Education, 53, 119-134.Download
Schmitz, F., Hanisch, C., von der Linde, I., Knorr, S., & Bruning, N. (2021). "ASS ST" a school support training program for autism spectrum disorders in children and adolescents: A pilot study. Journal of curative education, 72, 301-309. Download
Urton, K., Schmitz, S., & Hennemann, T. (2021). Implementation and evaluation of a multi-professional and cross-system inclusion concept for school-age children and adolescents. ESE - Emotional and Social Development in Educational Support Pedagogy and Behavioral Disorders 3(3), 164-171.Download
Yang, X., Kaiser, G., König, J., & Blömeke, S. (2021). Relationship between Chinese mathematics teachers' knowledge and their professional noticing. International Journal of Science and Mathematics Education, 19, 815-837.Download
Yang, X., König, J., & Kaiser, G. (2021). Growth of professional noticing of mathematics teachers: A comparative study of Chinese teachers noticing with different teaching experiences. ZDM-Mathematics Education, 53, 29-42.Download
Yang, X., Kaiser, G., König, J., & Blömeke, S. (2021). Relationship between Chinese mathematics teachers' knowledge and their professional noti[1]cing. International Journal of Science and Mathematics Education, 19, 815-837.Download
2020
Behr, J., Leidig, T., & Hennemann, T. (2020). Train-the-trainer: Development and implementation of a process-accompanying further training to expand action competencies and promote self-efficacy experience in an inclusive context. Journal of Psychology, 27(2), 6-28.Download
Behr, J., Leidig, T., Krull, J., Spilles, M., & Hennemann, T. (2020). Multiplier concepts for the professionalization of teachers - a systematic review of empirical studies. Lehrerbildung auf dem Prüfstand, 13(2), 151-176.
Bietz, C., Asbrand, B., Weichsel, F., & Martens, M. (2020). Research and school development. Collaboration between school and university using the example of the Helene Lange School and its scientific monitoring. WE_OS Yearbook, 3, 48-61.download
Blömeke, S., Kaiser, G., König, J., & Jentsch, A. (2020). Profiles of mathematics teachers' competence and their relation to instructional quality. ZDM Mathematics Education, 52, 329-342.
Boon, R., Urton, K., Grünke, M., & Ko, G. (2020). Video Modeling Interventions for Students With Learning Disabilities: A Systematic Review. Learning Disabilities: A Contemporary Journal, 18, 49-69.
Cammann, F., Darge, K., Kaspar, K., & König, J. (2020). Research-based learning in teacher education. Acquisition and structure of application-related methodological knowledge as an aspect of student research competence. Zeitschrift für Erziehungswissenschaft (Edition), 13-37.Download
Doll, J., Jentsch, A., Meyer, D., Kaiser, G., & König, J. (2020). Reflecting on practical learning opportunities: Reflection-related activities of prospective teachers in university and non-university practice phases. Challenges of Teacher Education, 3(1), 1-17.Download
Felske, C., König, J., Kaiser, G., Klemenz, S., Ross, N., & Blömeke, S. (2020). Pedagogical knowledge of working mathematics teachers. Validation of construct representation in the TEDS-M test. Diagnostica, 66(2), 110-122.Download
Glutsch, N., König, J., & Rothland, M. (2020). Goal orientations and achievement motivation of prospective teachers at the beginning of their studies - a profile analysis. Zeitschrift für Erziehungswissenschaft, 23(4), 793-822.Download
Görtz-Dorten, A., Hanisch, C., Hautmann, C., & Döpfner, M. (2020). Prevention of externalizing disorders. Journal of Child and Adolescent Psychiatry and Psychotherapy, 48(6), 1-10.Download
Hanisch, C., Eichelberger, I., Richard, S., & Döpfner, M. (2020). Effects of a modular teacher coaching program on child attention problems and disruptive behavior and on teachers' self-efficacy and stress. School Psychology International, 41(6), 543-568.Download
Hennemann, T., Casale, G., Leidig, T., Fleskes, T., Döpfner, M., & Hanisch, C. (2020). Mental health of pupils at special schools with a focus on emotional and social development (PEARL) - An interdisciplinary cooperation project for the development of recommendations for action. Zeitschrift für Heilpädagogik, 14, 44-57.
Hensel, M., Niessen, A., Reuther, E., Rosen, L., Sehnbruch, L., Şengüler, B., Weber, B., & Wer-
ker, B. (2020). The "Helios Schools - Inclusive University Schools of the City of Cologne". Founding history and current development perspectives. WE_OS Yearbook, 3, 37-47.Download
Herzmann, P., & Liegmann, A. B. (2020). Oral examinations in the context of research-based learning. (Re-)addressing as a staging of student expertise. Zeitschrift für Pädagogik, 66(5), 727-745.
Hövel, D. C., Hennemann, T., Urban, M., & Osipov, I. (2020). "The mix makes the difference" -Selective effectiveness study on the promotion of emotional and social skills with the Ben & Lee program. Annual Scientific Journal Emotional and Social Development (ESE) in Educational Support Pedagogy and Behavioral Disorders, 2, 30-44.
Jentsch, A., Casale, G., Schlesinger, L., Kaiser, G., König, J., & Blömeke, S. (2020). Variability and generalizability of ratings of the quality of mathematics instruction between and within lessons. Unterrichtswissenschaft, 48, 179-197.Download
Kaspar, K. (2020). Motivations for Social Distancing and App Use as Complementary Measures to Combat the COVID-19 Pandemic: Quantitative Survey Study. Journal of Medical Internet Research, 22(8), Article e21613.Download
König, J., & Bremerich-Vos, A. (2020). German didactic knowledge of prospective secondary school teachers. Test construction and validation. Diagnostica, 66(2), 93-109.Download
König, J., Bremerich-Vos, A., Buchholtz, C., & Glutsch, N. (2020). General pedagogical knowledge, pedagogical adaptivity in written lesson plans, and instructional practice among preservice teachers. Journal of Curriculum Studies.Download
König, J., Darge, K., & Kramer, C. (2020). Competence development in the practical semester: The significance of practical learning opportunities for the acquisition of pedagogical knowledge in student teachers. In I. Ulrich, & A. Gröschner (Eds.), Practical semester in teacher training in Germany: Effects on students. Edition ZfE, 67-96. Wiesbaden: Springer.Download
König, J., Jäger-Biela, D., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622.Download
Köster, M., Goeke, C., Goeke, B., Hoffmann, T., & Kaspar, K. (2020). Auditory Information Supports the Learning Transfer from L2 to L3 Tonal Languages. Current Psychology, 39, 742-749.Download
Kramer, C., König, J., Strauß, S., & Kaspar, K. (2020). Classroom videos or transcripts? A quasi-experimental study to assess the effects of mediabased learning on pre-service teachers' situation-specific skills of classroom management. International Journal of Educational Research, 103.Download
Kulawiak, P. R., Urton, K., Krull, J., Hennemann, T., & Wilbert, J. (2020). Internalizing Behavior of Sociometrically Neglected Students in Inclusive Primary Classrooms - A Methodical Issue? Frontiers in Education, 5(32), 1-12.Download
Leidig, T., Hennemann, T., & Hillenbrand, C. (2020). Integration of social-emotional learning in the (subject) classroom. Zeitschrift für Heilpädagogik, 71, 148-159.
Marchand, S. (2020). Between insights and evidence. How digital educational documentation
could change the view of educational processes. Journal of Primary School Research, 13(1), 117-131.Download
Nehls, C., König, J., Kaiser, G., & Blömeke, S. (2020). Profiles of teachers' general pedagogical knowledge: nature, causes, and effects on beliefs and instructional quality. ZDM - Mathematics Education, 52, 343-357.Download
Plöger, W., Krepf, M., Scholl, D., & Seifert, A. (2020). Analytical competence of teachers - Assessing the construct validity by means of mixed methods and drawing consequences for teacher education. Teacher Education Quarterly, 47(2), 134-157.
Rosen, L., Sehnbruch, L., & Werker, B. (2020). Challenges of the theoretical connectivity of the so-called New Authority to the didactic foundation and the framework concept of the "Helios Schools - Inclusive University Schools of the City of Cologne". Journal for Inclusion, 2.
Rüth, M., & Kaspar, K. (2020). Exergames in formal school teaching: A pre-post longitudinal field study on the effects of a dance game on motor learning, physical enjoyment, and learning motivation. Entertainment Computing, 35, 100372.Download
Spilles, M., Hagen, T., & Hennemann, T. (2020). Evaluation of the KlasseKinderSpiel in the context of tutorial reading promotion. Psychology in Education and Teaching, 67. Advance Online Publication.Download
Urban, M., Hövel, D. C., & Hennemann, T. (2020). Ben & Lee: A program for the systematic promotion of emotional and social skills in German and subject lessons for 3rd & 4th grade. Zeitschrift für Heilpädagogik, 71, 160-172.
Volpe, R. J., Yeung, J., Casale, G., Krull, J., Briesch, A. M., & Hennemann, T. (2020). Evaluation of a German language school-based universal screening for student social, emotional, and behavioral risk. International Journal of School & Educational Psychology.Download
Wilbert, J., Urton, K., Krull, J., Kulawiak, P. R., Schwalbe, A., & Hennemann, T. (2020). Teachers' Accuracy in Estimating Social Inclusion of Students With and Without Special Educational Needs. Frontiers in Education, 5, 1-11.Download
Yang, X., Kaiser, G., König, J., & Blömeke, S. (2020). Relationship between pre-service mathematics teachers' knowledge, beliefs and instructional practice in China. ZDM - Mathematics Education, 52, 281-294.Download
Zimmermann, D., Noll, C., Gräßler, L., Hugger, K.-U., Braun L. M., Nowak, T., & Kaspar, K. (2020). Influencers on YouTube: A quantitative study on young people's use and perception of videos about political and societal topics. Current Psychology, 1-17. Advance Online Publication.Download
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2019
Börger, J., Krull, J., Hagen, T., & Hennemann, T. (2019). Video-supported learning through explanation in university teacher training - The one-take video method. die hochschullehre, 5, 639-660.
Boon, R., Urton, K., Grünke, M., & Rux, T. (2019). Mnemonic Strategies in mathematics instruction for students with Learning Disabilities: A narrative review. Learning Disabilities: A Multidisciplinary Journal, 24(1), 49-62. download
Bremerich-Vos, A., König, J., & Fladung, I. (2019). Subject-specific and didactic knowledge of prospective German teachers during their traineeship: Conception and results of a test in Berlin and NRW. Journal for empirical higher education research, 3(2), 155-172.Download
Bruckmann, C., Glutsch, N., Pohl, T., Hanke, P., & König, J. (2019). Necessary professional knowledge for basic reading and writing instruction from the perspective of teacher education experts. Lehrerbildung auf dem Prüfstand, 12(1), 5-18.
Casale, G., Brüggemann, M., & Hennemann, T. (2019). Reducing attention deficits in the classroom through physical activity? Design and initial findings of a high-intensity interval training program for students with ADHD. Empirical Special Education, (1), 71-80.
Casale, G., & Hennemann, T. (2019). School climate and pedagogy in emotional and behavioral disorders: Current state of research and preliminary findings in students with symptomatic behavior. Annual Scientific Journal Emotional and Social Development (ESD) in Educational Support Pedagogy and Behavior Disorders, 1, 56-72.
Casale, G., Volpe, R. J., Briesch, A. M., Hennemann, T., & Grosche, M. (2019). Dependability of Direct Behavior Ratings Multi- and Single-Item Scales. Assessment for Effective Intervention, (online first).
Casale, G., Volpe, R. J., Briesch, A. M., Hennemann, T., & Grosche, M. (2019). Dependability of Direct Behavior Rating Single- and Multi-Item Scales across Raters and Days in Two School Subjects. Assessment for Effective Intervention, (online first).
Casale, G., Volpe, R. J., Grosche, M., Hennemann, T., Briesch, A. M., & Daniels, B. (2019). Construct validity of a universal screening for the instructional and economic diagnosis of challenging behavior in students - a multitrait-multimethod analysis. Journal of Educational Psychology, 33(1), 17-31.
Döpfner, M., Katzmann, J., Hanisch, C., Fegert, M., Kölch, M., Ritschel, A., Treier, A.-K., Hellmich, M., Roessner, V., Ravens-Sieberer, U., Banaschewski, T., & Görtz-Dorten, A. (2019). Affective dysregulation in childhood optimizing prevention and treatment: protocol of three randomized controlled trials in the ADOPT study. BMC Psychiatry, 19, 264-284.Download
Ferreira González, L., Hövel, D. C., Hennemann, T., & Schlüter, K. (2019). Effects of the targeted use of classroom management strategies in inclusive biology lessons on the classroom behavior of students under increased risks from the teacher's perspective - A single case study. Empirische Sonderpädagogik, 1, 53-70.
Ferreira González, L., Schlüter, K., Hennemann, T., & Hövel, D., (2019/accepted). Inclusive biology instruction (IBU) - How does the IBU instructional measure affect the instructional behavior of at-risk students from the teacher's perspective? Empirical special education.
Ferreira González, L., Hövel, D., Hennemann, T., Schlüter, K., & Osipov, I. (2019). Emotional competence promotion in biology lessons. Prevention and Health Promotion, 14, 223-230.
Gebhardt, M., DeVries, J. M., Jungjohann, J., Casale, G., Gegenfurtner, A., & Kuhn, J.-T. (2019). Measurement Invariance of a Direct Behavior Rating Multi Item Scale across Occasions. Social Sciences, 8(2), 46.
Gerhard, K., Heuser, V., König, J., Melzer, C., & Kaspar, K. (2019). A quasi-experimental study on the promotion of pedagogical knowledge for inclusive teaching through a role-play-based teaching-learning format. Herausforderung Lehrer_innenbildung, 2(3), 346-364.Download
Glutsch, N., & König, J. (2019). Pre-service teachers' motivations for choosing teaching as a career: Does subject interest matter? Journal of Education for Teaching, 45(5), 494-510.
Großschedl, J., Welter, V., & Harms, U. (2019). A new instrument for measuring pre-service biology teachers' pedagogical content knowledge: The PCK-IBI. Journal of Research in Science Teaching, 56(4), 402-439.
Hanisch, C., Casale, G., Volpe, R. J., Briesch, A. M., Richard, S., Meyer, H., Hövel, D. C., Hagen, T., Krull, J., & Hennemann, T. (2019). Tiered support in elementary school: Design of a multi-level, multimodal support concept for expansive problem behavior. Prevention and Health Promotion, (online first).
Herzmann, P., Kunze, K., Proske, M., & Rabenstein, K. (2019). Editorial. In P. Herzmann, K. Kunze, M. Proske, & K. Rabenstein (Eds.), The practice of teacher education. Approaches - yields - perspectives. ZISU - Journal for Interpretative School and Teaching Research, 3-23. Leverkusen: Barbara Budrich. download
Hövel, D. C., Rietz, C., & Hennemann, T. (2019): Meta-analysis of programmatic-preventive promotion of emotional and social development in primary education. Emotional and Social Development (ESD) in Educational Support Pedagogy and Behavioral Disorders, 1, 38-55.
Kaiser, G. & König, J. (2019). Competence Measurement in (Mathematics) Teacher Education and Beyond: Implications for Policy. Higher Education Policy, 32, 597-615.
Kaspar, K., & Müller-Jensen, M. (2019). Information seeking behavior on Facebook: The role of censorship endorsement and personality. Current Psychology, (online first), 1-12.Download
Kaspar, K., Weber, S., & Wilbers, A.-K. (2019). Personally relevant online advertisements: Effects of demographic targeting on visual attention and brand evaluation. PLoS ONE, 14(2), e0212419.
Klemenz, S., & König, J. (2019). Modeling competence levels in pedagogical knowledge of prospective teachers: On the criterial description of learning outcomes of interdisciplinary teacher education. Journal of Education, 65(3), 355-377.
Klemenz, S., König, J., & Schaper, N. (2019). Learning opportunities in teacher education and proficiency levels in general pedagogical knowledge: new insights into the accountability of teacher education programs. Educational Assessment, Evaluation and Accountability, 31(2), 221-249.
König, J., Bremerich-Vos, A., Buchholtz, C., Fladung, I., & Glutsch, G. (2019). Pre-service teachers' generic and subject-specific lesson-planning skills: On learning adaptive teaching during initial teacher education. European Journal of Teacher Education, 43(2), 131-150.Download
König, J., Gerhard, K., Kaspar, K., & Melzer, C. (2019). Teachers' professional knowledge of inclusion: Reflections on modelling and assessment using standardized test instruments. Pädagogische Rundschau, 73(1), 43-64.
Leidig, T., Hennemann, T., van Zadelhoff, F., Grünke, M., Rauh, B., & Rauh, N. (2019). How can it succeed - Benefits and (success) factors of in-service training on the way to inclusive schools from the perspective of educational professionals. Zeitschrift für Heilpädagogik, 70(4), 178-193.
Marchand, S., & Rump, L. (2019). Klafki's basic skills of general education in the context of the structural change of public spheres through social media. merzWissenschaft, 63(6), 76-85.
Melzer, C. (2019). The KEFF model. Cooperative creation and updating of individual support plans as a basis for individual development support. Schule inklusiv - Förderplanung, (3), 34-37.
Merl, T., & Herzmann, P. (2019). Inclusion and dis/ability: Reflections on difference-theoretical classroom research. Journal for Inclusion, 10(2).
Offer-Boljahn, H., Hövel, D. C., & Hennemann, T. (2019). A Multi Component Intervention in Early Child Education: A Systematic Review. ENPAIR, 1(1), 31-44.
Plöger, W., Krepf, M., Scholl, D., & Seifert, A. (2019). Looking in the Heads of Experienced Teachers - Do They Use the Wide Range of Principles of Effective Teaching when Analyzing Lessons. Australian Journal of Teacher Education, 44(1), 21-35.Download
Plöger, W., Scholl, D., Schüle, C., & Seifert, A. (2019). Development of trainee teachers' analytical competence in their induction phase - a longitudinal study comparing science and non-science teachers. Teaching and Teacher Education, 85, 215-225.Download
Spilles, M., Hagen, T., & Hennemann, T. (2019). Playing the Good Behavior Game during a Peer-Tutoring Intervention: Effects on Behavior and Reading Fluency of Tutors and Tutees with Behavioral Problems. Insights into Learning Disabilities, 16(1), 59-77.
Spilles, M., Hagen, T., & Hennemann, T. (2019). Effects of tutorial reading fluency promotion on the social integration of children with externalizing behavior problems and on the reading speed of tutors and tutands. Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete, 88(1), 44-57.
Spilles, M., Hagen, T., Leidig, T., & Hennemann, T. (2019). Tutorial reading fluency support of three second graders with reading difficulties and externalizing behavior problems. Sonderpädagogische Förderung heute, 64, 185-201.
Strauß, S., König, J., & Nold, G. (2019). Subject didactic knowledge, beliefs, enthusiasm and self-efficacy: Examining the structure of characteristics of professional competence of prospective English teachers. Unterrichtswissenschaft, 47(2), 243-266.
Strauß, S., & Rohr, D. (2019). Peer learning in teacher education. Journal for Teacher Education, 19(3), 106-116.Download
Yang, X., Kaiser, G., König, J., & Blömeke, S. (2019). Professional Noticing of Mathematics Teachers: a Comparative Study Between Germany and China. International Journal of Science and Mathematics Education, 17(5), 965-985.
2018
Althoff, F., & Melzer, C. (2018). What we know about our society, we know from the mass media. Analysis of the discussion on inclusive education in national newspapers. Zeitschrift für Heilpädagogik, 69(12), 569-581.
Becker, M., Hofhues, S., Lukács, B., Reder, C., & Schiefner-Rohs, M. (2018). Training student teachers together for OER. OERlabs. Synergy. journal for digitization in teaching. Special volume, 202-211.
Cammann, F., Darge, K., Kaspar, K., & König, J. (2018). Requirements of research-based learning in the practical semester. Development of a model and initial empirical findings on validity. HLZ, 1(1), 17-34.
Casale, G., Volpe, R. J., Daniels, B., Hennemann, T., Briesch, A. M., & Grosche, M. (2018). Measurement Invariance of a Universal Behavioral Screener across Samples from the USA and Germany. European Journal of Psychological Assessment, 34(2), 113-126.
Caspari-Sadeghi, S., & König, J. (2018). On the Adequacy of Expert Teachers: From Practical Convenience to Psychological Reality. International Journal of Higher Education, 7(5), 1-19.
Depaepe, F., & König, J. (2018). General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education. Teaching and Teacher Education, 69, 177-190.Download
Doll, J., Buchholtz, N., Kaiser, G., König, J., & Bremerich-Vos, A. (2018). Usage patterns for didactic course content in the subjects German, English and mathematics in teacher training programs: the importance of teaching positions and the connection with teaching innovations. Zeitschrift für Pädagogik, 64(4), 511-532.Download
Doll, J., Jentsch, A., Meyer, D., Kaiser, G., Kaspar, K., & König, J. (2018). On the use of school-based learning opportunities at two German universities: learning process-related activities of prospective teachers in master's internships. Lehrerbildung auf dem Prüfstand, 11(1), 24-45.Download
Glutsch, N., König, J., & Rothland, M. (2018). The career choice motivation of prospective teachers at the start of their training - differences according to subject choice? Zeitschrift für Pädagogik, 64(4), 461-485.Download
Hennemann, T., Hillenbrand, C., Fitting-Dahlmann, K., Wilbert, J., & Urton, K. (2018). On the way to an inclusive school system - Concept of the scientific accompanying evaluation. Zeitschrift für Heilpädagogik, 1, 4-16.
Herzmann, P., & Liegmann, A. B. (2018). Study projects in the practical semester. Impact research in the context of research-based learning. Lehrerbildung auf dem Prüfstand, 11(1), 46-65.
Hofhues, S. (2018). Education in the digital transformation. A challenge for society as a whole, Magazin Sprache, Goethe Institut.
König, J., Doll, J., Buchholtz, N., Förster, S., Kaspar, K., Rühl, A.-M., Strauß, S., Bremerich-Vos, A., Fladung, I., & Kaiser, G. (2018). Pedagogical knowledge versus subject-didactic knowledge? Structure of professional knowledge in prospective German, English and mathematics teachers during their studies. Zeitschrift für Erziehungswissenschaft, 21(3), 1-38.Download
König, J., Drahmann, M., & Rothland, M. (2018). Motive profiles of students at the beginning of teacher education. Application and validation of a person-centered approach in Germany and Austria. Journal of Educational Research, 8(2), 153-171.Download
Krull, J., Wilbert, J., & Hennemann, T. (2018). Does social exclusion by classmates lead to behavior problems and learning difficulties or vice versa? A cross-lagged panel analysis. European Journal of Special Needs Education, 33(2), 235-253.
Krull, J., Urton, K., Wilbert, J., & Hennemann, T. (2018). The district of Mettmann on the way to an inclusive school system - central results of the scientific monitoring. Zeitschrift für Heilpädagogik, 69(1), 17-39.
Küpper, A., Schulz, A., & Hennemann, T. (2018). On the suitability of astronomical contexts for inclusive physics teaching. Astronomie + Raumfahrt im Unterricht, 55(3/4), 60-64.
Küpper, A., Schulz, A., & Hennemann, T. (2018): With light through our solar system and beyond - A framework context for (inclusive) physics lessons Astronomie + Raumfahrt im Unterricht, 55(6), 42-47.
Leidig, T., Grünke, M., Urton, K., Knaak, T., & Hisgen, S. (2018). The effects of the RAP strategy used in a peer-tutoring setting to foster reading comprehension in high-risk fourth graders. Learning Disabilities: A Contemporary Journal, 16(2), 231-253.
Pankow, L., Kaiser, G., König, J., & Blömeke, S. (2018). Perception of student errors under time limitation: Are teachers faster than mathematicians or students? ZDM Mathematics Education, 50(3), 631-642.Download
Schiefner-Rohs, M., & Hofhues, S. (2018). Back to the future. Requirements for media education in the training and further education of teachers using the example of a practice and development project. MedienPädagogik, 31, 58-77.
Schlesinger, L., Jentsch, A., Kaiser, G., König, J., & Blömeke, S. (2018). Subject-specific characteristics of instrucational quality in mathematics education. ZDM Mathematics Education, 50(3), 475-490.Download
Spilles, M., Hagen, T., & Hennemann, T. (2018). Tutorial reading procedures with primary school children with externalizing behavior problems. Empirical Special Education, 10(1), 39-71.
Stahl-Morabito, N., & Melzer, C. (2018). Planning models for inclusive teaching. School NRW. Official Journal of the Ministry of Schools and Further Education. Special issue 04/2018: Perspectives and challenges for teacher training in NRW. Conference documentation of the NRW network meeting in the context of the quality offensive teacher training in Essen on November 23, 2017, 13-16.
Tachtsoglou, S., & König, J. (2018). The influence of learning opportunities in teacher education on prospective English teachers' pedagogical knowledge. Journal for Educational Research Online, 10(2), 3-33.Download
Urton, K., Wilbert, J., Krull, J., Börnert, M., & Hennemann, T. (2018). Inclusive school climate: Conceptual representation of a framework model. Journal of Curative Education, 1, 40-52.
Volpe, R. J., Casale, G., Mohiyeddini, C., Grosche, M., Hennemann, T., Briesch, A. M., & Daniels, B. (2018). A Universal Screener Linked to Personalized Classroom Interventions: Psychometric Characteristics in a Large Sample of German Schoolchildren. Journal of School Psychology, 66, 25-40.
Willemsen, P., Newen, A., & Kaspar, K. (2018). A new look at the attribution of moral responsibility: The underestimated relevance of social roles. Philosophical Psychology, 31(4), 595-608.
Yang, X., Kaiser, G., König, J., & Blömeke, S. (2018). Professional Noticing of Mathematics Teachers: a Comparative Study Between Germany and China. International Journal of Science and Mathematics Education, (online first).Download
Yang, X., Kaiser, G., König, J., & Blömeke, S. (2018). Measuring Chinese Teacher Professional Competence: Adapting and Validating a German Framework in China. Journal of Curriculum Studies, 50(5), 638-653. download
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2017
Artmann, M., Herzmann, P., Hoffmann, M., & Proske, M. (2017). Talking about teaching - knowledge communication in a casuistic format of university teacher education. Teacher education on the test bench, 10(2), 216-233.
Briesch, A. M., Casale, G., Grosche M., Volpe, R. J., & Hennemann, T. (2017). Initial Validation of the Usage Rating Profile-Assessment. Learning Disabilities: A Contemporary Journal, 15(2), 193-207.
Casale, G., Grosche, M., Volpe, R. J., & Hennemann, T. (2017). Reliability of behavioral progress diagnostics across raters and measurement time points in students with externalizing behavior problems. Empirical Special Education, (2), 143-164.
Casale, G., Husakovic, M., Hagen, T., Hövel, D. C., Krull, J., & Spilles, M. (2017). Effects of a cognitive-behavioral essay training on writing performance and learning and working behavior in students with ADHD in the lower secondary level of a special school. Empirische Sonderpädagogik, (2), 341-364.
Hennemann, T., Casale, G., Hillenbrand, C., Fitting-Dahlmann, K., Hövel, D. C., Hagen, T., Leidig, T., Vierbuchen, M.-C., Wilbert, J., Grosche, M., & Melzer, C. (2017). "Schools on the way to inclusion": Concept, evaluation and initial findings of a state-wide qualification measure for inclusion in North Rhine-Westphalia. Zeitschrift für Heilpädagogik, 11, 532-544.
Hoth, J., Kaiser, G., Busse, A., Döhrmann, M., König, J., & Blömeke, S. (2017). Professional competences of teachers for fostering creativity and supporting high-achieving students. ZDM Mathematics Education, 49(1), 107-120.Download
Kaiser, G., Blömeke, S., König, J., Busse, A., Döhrmann, M., & Hoth, J. (2017). Professional competencies of (prospective) mathematics teachers -cognitive versus situated approaches. Educational Studies in Mathematics, 94(2), 161-182.Download
Kaspar, K., Grümmer, M., Kießler, A., Neuß, C., & Schröter, F. (2017). The effects of color and valence on news evaluation. International Journal of Psychology, 52(6), 491-498.
König, J., Bremerich-Vos, A., Buchholtz, C., Lammerding, S., Strauß, S., Fladung, I., & Schleiffer, C. (2017). Modelling and validating the learning opportunities of preservice language teachers: On the key components of the curriculum for teacher education. European Journal of Teacher Education, 40(3), 394-412.Download
König, J., Doll, J., Buchholtz, N., Förster, S., Kaspar, K., Rühl, A.-M., Strauß, S., Bremerich-Vos, A., Fladung, I., & Kaiser, G. (2017). Pedagogical knowledge versus subject-didactic knowledge? Structure of professional knowledge in prospective German, English and mathematics teachers during their studies. Zeitschrift für Erziehungswissenschaft, 21(3), 1-38.Download
König, J., Gerhard, K., Melzer, C., Rühl, A.-M., Zenner, J., & Kaspar, K. (2017). Assessment of pedagogical knowledge for inclusive teaching in prospective teachers: Test construction and validation. Unterrichtswissenschaft, 45(4), 223-242.Download
König, J., Gräsel, C., & Decristan, J. (2017). Adaptive handling of heterogeneity in the classroom. Teaching Science, 45(4), 195-206.Download
König, J., Ligtvoet, R., Klemenz, S., & Rothland, M. (2017). Effects of Opportunities to Learn in Teacher Preparation on Future Teachers' General Pedagogical Knowledge: Analyzing Program Characteristics and Outcomes. Studies in Educational Evaluation, 53, 122-133.Download
König, J., Tachtsoglou, S., Lammerding, S., Strauß, S., Nold, G., & Rohde, A. (2017). The Role of Opportunities to Learn in Teacher Preparation for EFL Teachers' Pedagogical Content Knowledge. The Modern Language Journal, 101(1), 109-127.Download
Kramer, C., König, J., Kaiser, G., Ligtvoet, R., & Blömeke, S. (2017). The use of instructional videos in university education: On the effectiveness of video- and transcript-based classroom management seminars on prospective teachers' pedagogical knowledge and situation-specific skills. Journal of Educational Science, 20(Supplement 1), 137-164.Download
Mahler, D., Großschedl, J,. & Harms, U. (2017). Using doubly-latent multilevel analysis to elucidate relationships between science teachers' professional knowledge and students' performance. International Journal of Science Education, 39(2), 213-237.Download
Paulick, I., Großschedl, J., Harms, U., & Möller, J. (2017). How teachers perceive their expertise: The role of dimensional and social comparisons. Contemporary Educational Psychology, 51, 114-122. download
Rüth, M., & Kaspar, K. (2017). The E-Learning Setting Circle: First Steps Toward Theory Development in E-Learning Research. The Electronic Journal of e-Learning, 15(1), 94-103.Download
Strauß, S., & König, J. (2017). Career-related beliefs of prospective teachers about inclusive education. Unterrichtswissenschaft, 45(4), 243-261. download
Tachtsoglou, S., & König, J. (2017). The influence of university learning opportunities on the pedagogical knowledge of student teachers. Journal of Educational Research, 7(3), 291-310.Download
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2016
Blömeke, S., Busse, A., Kaiser, G., König, J., & Suhl, U. (2016). The relation between content-specific and general teacher knowledge and skills. Teaching and Teacher Education, 56, 35-46.Download
Casale, G., Strauß, S., Hennemann, T., & König, J. (2016). How can classroom management expertise be measured? Review of a video-based survey instrument for teachers using generalizability theory. Empirical Special Education, 8(2), 119-139.Download
Drahmann, M., Rothland, M., König, J., & Pflanzl, B. (2016). Teacher trainees at teacher training colleges and universities - The importance of motivational and cognitive entry requirements for the choice of teacher training institution and type of teaching profession. Lehrerbildung auf dem Prüfstand, 9(2), 227-252.Download
Gnambs, T., & Kaspar, K. (2016). Socially Desirable Responding in Web-Based Questionnaires: A Meta-Analytic Review of the Candor Hypothesis. Assessment, (online first), 1-17.Download
Hoth, J., Döhrmann, M., Kaiser, G., Busse, A., König, J., & Blömeke, S. (2016). Diagnostic competence of primary school mathematics teachers during classroom situations. ZDM Mathematics Education, 48(1), 41-53. download
König, J., & Kramer, C. (2016). Teacher professional knowledge and classroom management: On the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME). ZDM Mathematics Education, 48(1), 139-151.Download
König, J., Lammerding, S., Nold, G., Rohde, A., Strauß, S., & Tachtsoglou, S. (2016). Teachers' Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education. Journal of Teacher Education, 67(4), 320-337.Download
König, J., & Pflanzl, B. (2016). Is teacher knowledge associated with performance? On the relationship between teachers' general pedagogical knowledge and instructional quality. European Journal of Teacher Education, 39(4), 419-436.Download
König, J., & Rothland, M. (2016). Classroom management knowledge as a resource for burnout prevention? On the benefits of pedagogical-psychological knowledge in the teaching profession. Unterrichtswissenschaft, 44(4), 425-441.Download
König, J., Rothland, M., Tachtsoglou, S., & Klemenz, S. (2016). Comparing the change of teaching motivations among preservice teachers in Austria, Germany, and Switzerland: Do in-school learning opportunities matter? International Journal of Higher Education, 5(3), 91-103.Download
Lauermann, F., & König, J. (2016). Teachers' professional competence and wellbeing: Understanding the links between general pedagogical knowledge, selfefficacy, and burnout. Learning and Instruction, 45, 9-19.Download
Leidig, T., Hennemann, T., Casale, G., König, J., Melzer, C., & Hillenbrand, C. (2016). Effectiveness of teacher trainings for inclusive schooling in the special field of emotional and social development - a systematic review of empirical studies. Heilpädagogische Forschung, 42(2), 61-77.Abstract
Pankow, L., Kaiser, G., Busse, A., König, J., Blömeke, S., Hoth, J., & Döhrmann, M. (2016). Early Career Teachers' Ability to Focus on Typical Student Errors in Relation to the Complexity of a Mathematical Topic. ZDM Mathematics Education, 48(1-2), 55-67.Download
Paulick, I., Großschedl, J., Harms, U., & Möller, J. (2016). Pre-service teachers' professional knowledge and its relation to academic self-concept. Journal of Teacher Education, 67(3), 173-182.Download
Plöger, W., Scholl, D., & Seifert, A. (2016). "And yet it moves!" How specific learning opportunities can promote the educational science competencies of student teachers. Journal of Teacher Education, 61(1), 109-130.Download
Schlesinger, L., & Jentsch, A. (2016). Theoretical and methodological challenges in measuring instructional quality in mathematics education using classroom observations. ZDM Mathematics Education, 48(1), 29-40.Download
Schwarz, B., Kaiser, G., Busse, A., König, J., & Blömeke, S. (2016). Uncovering the predictors of disagreement: ensuring the quality of expert ratings. ZDM Mathematics Education, 48(1), 83-95.Download
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2015
Blömeke, S., Hoth, J., Döhrmann, M., Busse, A., Kaiser, G., & König, J. (2015). Teacher change during induction: Development of beginning primary teachers' knowledge, beliefs and performance. International Journal of Science and Mathematics Education, 13, 287-308.Download
Blömeke, S., König, J., Suhl, U., Hoth, J., & Döhrmann, M. (2015). How situational is the competence of teachers? On the generalizability of the results of video-based performance tests. Zeitschrift für Pädagogik, 61(3), 310-327.Download
Buchholtz, C., & König, J. (2015). Assessment of planning competence in the practical semester Journal of Teacher Education, 15(1), 39-45.Download
Casale, G., Hennemann, T., Volpe, R. J., Briesch, A. M., & Grosche, M. (2015). Generalizability and reliability of direct behavioral assessments of learning and work behavior in an inclusive elementary school classroom. Empirical Special Education, 7(3), 258-268.Download
Gnambs, T., & Kaspar, K. (2015). Disclosure of sensitive behaviors across self-administered survey modes: a meta-analysis. Behavior Research Methods, 47, 1237-1259.Download
Hennemann, T., Hillenbrand, C., Casale, G., & Hagen, T. (2015). Application-related materials of the state-wide qualification "On the way to an inclusive school system". Media letter learning media and inclusion of the LVR Center for Media and Education, (1), 17-19. Download
Hintz, A. M., Paal, M., Urton, K., Krull, J., Wilbert, J., & Hennemann, T. (2015). Teachers' perceptions of opportunities and threats concerning inclusive schooling in Germany at an early stage of inclusion - Analyses of a Mixed Methodology Approach. Journal of Cognitive Education and Psychology, 14(3), 357-374.Download
Kaiser, G., Busse, A., Hoth, J., König, J., & Blömeke, S. (2015). About the complexities of video-based assessments: Theoretical and methodological approaches to over-coming shortcomings of research on teachers' competence. International Journal of Science and Mathematics Education, 13, 369-387. Download
König, J. (2015). State of research on science-related competencies and further questions. A commentary. Journal of Education, 61, 225-234.Download
König, J. (2015). Contextualized assessment of teacher competencies. Introduction to the thematic section. Zeitschrift für Pädagogik, 61(3), 305-309.Download
König, J. (2015). Measuring Classroom Management Expertise (CME) of Teachers: A Video-Based Assessment Approach and Statistical Results. Cogent Education, 2(1): 991178, 1-15.Download
König, J., Blömeke, S., & Kaiser, G. (2015). Early career mathematics teachers' general pedagogical knowledge and skills: Do teacher education, teaching experience, and working conditions make a difference? International Journal of Science and Mathematics Education, 13, 331-350.Download
König, J., Buchholtz, C., & Dohmen, D. (2015). Analysis of written lesson plans: Empirical findings on didactic adaptivity as an aspect of prospective teachers' planning competence Journal of Educational Science, 18(2), 375-404.Download
König, J., Eicken, A., Kramer, C., & Roters, B. (2015). Videos in teacher education (ViLLA): Conceptual considerations and initial empirical findings on subject-specific language requirements when student teachers learn with instructional videos. Lehrerbildung auf dem Prüfstand, 8(1), 77-102.Download
König, J., & Klemenz, S. (2015). The acquisition of pedagogical knowledge by prospective teachers in different training contexts: On the effectiveness of teacher education in Germany and Austria. Journal of Educational Science, 18(2), 247-277.Download
König, J., & Rothland, M. (2015). Effectiveness of teacher education in Germany, Austria and Switzerland. Journal für LehrerInnenbildung, 15(4), 17-25.Download
Plöger, W., Scholl, D., & Seifert, A. (2015). Analytical competence - a two-dimensional construct: Unterrichtswissenschaft, 42(2), 166-184.Download
Rothland, M., König, J., & Drahmann, M. (2015). Teachers' children - On the significance of career inheritance for the career choice of teaching. Journal of Educational Research 5(2), 129-144.Download
Rothland, M., König, J., & Wolf, J. (2015). Career choice history teacher? Comparative analyses of the significance of subject-related variance in career choice motivation as a subject of didactic research. Geschichte in Wissenschaft und Unterricht, 66(9/10), 497-514.Download
Urton, K., Wilbert, J., & Hennemann, T. (2015). Teachers' attitudes towards inclusion and self-efficacy. Psychology in Education, 62(2), 147-157.Download
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2014
Krull, J., Wilbert, J., & Hennemann, T. (2014a). Social exclusion of first graders with special educational needs in the common classroom. Empirische Sonderpädagogik, 1, 59-75.Download
Krull, J., Wilbert, J., & Hennemann, T (2014b). The Social and Emotional Situation of First Graders with Classroom Behavior Problems and Classroom Learning Difficulties in Inclusive Classes. Learning Disabilities: A Contemporary Journal, 12, 169-190.Download
Plöger, W., & Scholl, D. (2014). Analytical competence of teachers - modeling and measurement. Journal of Educational Science, 17(1), 85-112.Download
Urton, K., Wilbert, J., & Hennemann, T. (2014a). The relationship between attitudes towards inclusion and the self-efficacy of school leaders and their colleagues. Empirische Sonderpädagogik, 6(1), 3-16.Download
Urton, K., Wilbert, J., & Hennemann, T. (2014b). Attitudes towards inclusion and self-efficacy of principals and teachers in German primary schools. Learning Disabilities: A Contemporary Journal, 12(2), 151-168. Download
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2013 and earlier
König, J., & Lebens, M. (2012). Measuring teachers' classroom management expertise (CME): Considerations for testing using video vignettes and initial empirical findings. Teacher education on the test bench, 5(1), 3-29.Download
König, J., & Rothland, M. (2013). Pedagogical knowledge and job-specific motivation at the beginning of teacher training. On the relationship between cognitive and non-cognitive entry characteristics of student teachers. Zeitschrift für Pädagogik, 59(1), 43-65.Download
König, J., Rothland, M., Darge, K., Schreiber, M., & Tachtsoglou, S. (2013). Recording and structure of career choice-relevant factors for teacher training and the teaching profession in Germany, Austria and Switzerland. Journal of Educational Science, 16(3), 553-577.Download
Roters, B., König, J., Tachtsoglou, S., & Nold, G. (2013). Subject-didactic knowledge of prospective English teachers - Theoretical framework and empirical results on the structure of a test instrument. Lehrerbildung auf dem Prüfstand, 6(2), 155-177.Download
Volpe, R. J., Briesch, A. M., & Chafouleas, S. M. (2010). Linking screening for emotional and behavioral problems to problem-solving efforts: An adaptive model of behavioral assessment. Assessment for Effective Intervention, 35(4), 240-244.Download
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