Các bài viết có thể truy cập công khai - Doris HolzbergerTìm hiểu thêm
Không có ở bất kỳ nơi nào: 6
Predicting teachers’ instructional behaviors: The interplay between self-efficacy and intrinsic needs
D Holzberger, A Philipp, M Kunter
Contemporary Educational Psychology 39 (2), 100-111, 2014
Các cơ quan ủy nhiệm: German Research Foundation
How systematic video reflection in teacher professional development regarding classroom discourse contributes to teacher and student self-efficacy
A Gröschner, AK Schindler, D Holzberger, M Alles, T Seidel
International Journal of Educational Research 90, 223-233, 2018
Các cơ quan ủy nhiệm: German Research Foundation
Encouraging a career in science: a research review of secondary schools’ effects on students’ STEM orientation
S Reinhold, D Holzberger, T Seidel
Studies in Science Education 54 (1), 69-103, 2018
Các cơ quan ủy nhiệm: Federal Ministry of Education and Research, Germany
Teacher self-efficacy and self-reported cognitive activation and classroom management: A multilevel perspective on the role of school characteristics
D Holzberger, E Prestele
Learning and Instruction 76, 101513, 2021
Các cơ quan ủy nhiệm: German Research Foundation
Identifying effective teachers: The relation between teaching profiles and students’ development in achievement and enjoyment
D Holzberger, AK Praetorius, T Seidel, M Kunter
European Journal of Psychology of Education 34, 801-823, 2019
Các cơ quan ủy nhiệm: German Research Foundation
How subject-(in) dependent is general pedagogical knowledge? Measurement invariance and subject-specific differences
H Lohse-Bossenz, D Holzberger, O Kunina-Habenicht, T Seidel, M Kunter
Zeitschrift für Erziehungswissenschaft 21, 991-1019, 2018
Các cơ quan ủy nhiệm: Federal Ministry of Education and Research, Germany
Có tại một số nơi: 21
How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis.
D Holzberger, A Philipp, M Kunter
Journal of educational psychology 105 (3), 774, 2013
Các cơ quan ủy nhiệm: German Research Foundation
Simulation-based learning in higher education: A meta-analysis
O Chernikova, N Heitzmann, M Stadler, D Holzberger, T Seidel, F Fischer
Review of educational research 90 (4), 499-541, 2020
Các cơ quan ủy nhiệm: German Research Foundation
All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement
K Schnitzler, D Holzberger, T Seidel
European Journal of Psychology of Education 36 (3), 627-652, 2021
Các cơ quan ủy nhiệm: German Research Foundation
Student characteristics in the eyes of teachers: Differences between novice and expert teachers in judgment accuracy, observed behavioral cues, and gaze
T Seidel, K Schnitzler, C Kosel, K Stürmer, D Holzberger
Educational Psychology Review 33, 69-89, 2021
Các cơ quan ủy nhiệm: German Research Foundation
Promoting high-achieving students through differentiated instruction in mixed-ability classrooms—A systematic review
L Ziernwald, D Hillmayr, D Holzberger
Journal of Advanced Academics 33 (4), 540-573, 2022
Các cơ quan ủy nhiệm: Federal Ministry of Education and Research, Germany
Ready to teach? A profile analysis of cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and the long-term effects on …
D Holzberger, C Maurer, O Kunina-Habenicht, M Kunter
Teaching and Teacher Education 100, 103285, 2021
Các cơ quan ủy nhiệm: Federal Ministry of Education and Research, Germany
A meta-analysis on the relationship between school characteristics and student outcomes in science and maths–evidence from large-scale studies
D Holzberger, S Reinhold, O Lüdtke, T Seidel
Studies in Science Education 56 (1), 1-34, 2020
Các cơ quan ủy nhiệm: Federal Ministry of Education and Research, Germany
Evaluating school inspection effectiveness: A systematic research synthesis on 30 years of international research
SI Hofer, D Holzberger, K Reiss
Studies in Educational Evaluation 65, 100864, 2020
Các cơ quan ủy nhiệm: Federal Ministry of Education and Research, Germany
Identifying expert and novice visual scanpath patterns and their relationship to assessing learning-relevant student characteristics
C Kosel, D Holzberger, T Seidel
Frontiers in Education 5, 612175, 2021
Các cơ quan ủy nhiệm: German Research Foundation
Connecting judgment process and accuracy of student teachers: Differences in observation and student engagement cues to assess student characteristics
K Schnitzler, D Holzberger, T Seidel
Frontiers in Education 5, 602470, 2020
Các cơ quan ủy nhiệm: US National Science Foundation, German Research Foundation
Representational scaffolding in digital simulations–learning professional practices in higher education
F Fischer, E Bauer, T Seidel, R Schmidmaier, A Radkowitsch, ...
Information and Learning Sciences 123 (11/12), 645-665, 2022
Các cơ quan ủy nhiệm: German Research Foundation
Der BilWiss-2.0-Test
O Kunina-Habenicht, C Maurer, K Wolf, D Holzberger, M Schmidt, T Dicke, ...
Diagnostica, 2020
Các cơ quan ủy nhiệm: Federal Ministry of Education and Research, Germany
Reducing gender differences in student motivational‐affective factors: A meta‐analysis of school‐based interventions
K Lesperance, S Hofer, J Retelsdorf, D Holzberger
British Journal of Educational Psychology 92 (4), 1502-1536, 2022
Các cơ quan ủy nhiệm: Federal Ministry of Education and Research, Germany
Where salience goes beyond authenticity
O Chernikova, D Holzberger, N Heitzmann, M Stadler, T Seidel, F Fischer
Zeitschrift für Pädagogische Psychologie, 2023
Các cơ quan ủy nhiệm: German Research Foundation
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