Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress
Baumert, Jürgen, Kunter, Mareike, Blum, Werner, Brunner, Martin, Voss, Thamar, Jordan, Alexander, Klusmann, Uta, Krauss, Stefan, Neubrand, Michael, Tsai, Yi-Miau
Published in American educational research journal (01.03.2010)
Published in American educational research journal (01.03.2010)
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Journal Article
Student and Teacher Ratings of Instructional Quality: Consistency of Ratings over Time, Agreement, and Predictive Power
Wagner, Wolfgang, Göllner, Richard, Werth, Sarah, Voss, Thamar, Schmitz, Bernhard, Trautwein, Ulrich
Published in Journal of educational psychology (01.07.2016)
Published in Journal of educational psychology (01.07.2016)
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Journal Article
Teachers’ dysfunctional feedback to students from immigrant and non-immigrant backgrounds: A pilot study
Zeeb, Helene, Hunecke, Johannes, Voss, Thamar
Published in Social psychology of education (01.12.2022)
Published in Social psychology of education (01.12.2022)
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Journal Article
Long-term changes in teacher beliefs and motivation: Progress, stagnation or regress?
Bönke, Nikolaus, Klusmann, Uta, Kunter, Mareike, Richter, Dirk, Voss, Thamar
Published in Teaching and teacher education (01.04.2024)
Published in Teaching and teacher education (01.04.2024)
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Journal Article
What makes a good teacher? The relative importance of mathematics teachers’ cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality
Baier, Franziska, Decker, Anna‐Theresia, Voss, Thamar, Kleickmann, Thilo, Klusmann, Uta, Kunter, Mareike
Published in British journal of educational psychology (01.12.2019)
Published in British journal of educational psychology (01.12.2019)
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