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(Personen: "Kunter%2C(ignoriert!)" und "Mareike")
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Pedagogical content knowledge and content knowledge of secondary mathematics teachers
Krauss, Stefan; Brunner, Martin; Kunter, Mareike; Baumert, Jürgen; Blum, Werner; Neubrand, Michael; […]
Journal Article
| In: Journal of Educational Psychology | 2008
41711 Endnote
Author(s):
Krauss, Stefan; Brunner, Martin; Kunter, Mareike; Baumert, Jürgen; Blum, Werner; Neubrand, Michael; Jordan, Alexander
Title:
Pedagogical content knowledge and content knowledge of secondary mathematics teachers
In:
Journal of Educational Psychology, 100 (2008) 3, S. 716-725
DOI:
10.1037/0022-0663.100.3.716
URL:
https://psycnet.apa.org/record/2008-10939-016
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
Drawing on the work of L. S. Shulman (1986), the authors present a conceptualization of the pedagogical content knowledge and content knowledge of secondary-level mathematics teachers. They describe the theory-based construction of tests to assess these knowledge categories and the implementation of these tests in a sample of German mathematics teachers (N=198). Analyses investigate whether pedagogical content knowledge and content knowledge can be distinguished empirically, and whether the mean level of knowledge and the degree of connectedness between the two knowledge categories depends on mathematical expertise. Findings show that mathematics teachers with an in-depth mathematical training (i.e., teachers qualified to teach at the academic-track Gymnasium) outscore teachers from other school types on both knowledge categories and exhibit a higher degree of cognitive connectedness between the two knowledge categories.
Die Untersuchung des professionellen Wissens deutscher Mathematik-Lehrerinnen und -Lehrer im Rahmen […]
Krauss, Stefan; Neubrand, Michael; Blum, Werner; Baumert, Jürgen; Brunner, Martin; Kunter, Mareike; […]
Journal Article
| In: Journal für Mathematik-Didaktik | 2008
41710 Endnote
Author(s):
Krauss, Stefan; Neubrand, Michael; Blum, Werner; Baumert, Jürgen; Brunner, Martin; Kunter, Mareike; Jordan, Alexander
Title:
Die Untersuchung des professionellen Wissens deutscher Mathematik-Lehrerinnen und -Lehrer im Rahmen der COACTIV-Studie
In:
Journal für Mathematik-Didaktik, 29 (2008) 3/4, S. 233-258
DOI:
10.1007/BF03339063
URL:
https://link.springer.com/article/10.1007/BF03339063
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Abstract:
In der COACTIV-Studie wurden die Mathematiklehrkräfte der PISA-Klassen 2003/04 befragt und getestet. Zentraler Bestandteil von COACTIV sind die Tests zum fachdidaktischen Wissen und zum Fachwissen von Mathematiklehrkräften der Sekundarstufe. Die vorliegende Publikation stellt Konzeptualisierung und Operationalisierung der beiden Wissensbereiche erstmals umfassend vor und beschreibt die Testkonstruktion ausführlich, wobei zur Illustration auch auf bislang noch unveröffentlichtes Itemmaterial zurückgegriffen wird. Unter anderem die folgenden wichtigen Fragen werden mit den Tests untersucht: Welche Unterschiede gibt es hinsichtlich der Schulformen? Wie hängen fachdidaktisches Wissen und Fachwissen mit der Berufserfahrung zusammen? Welche Zusammenhänge bestehen zwischen den beiden Wissensbereichen und subjektiven Überzeugungen der Lehrkräfte sowie Aspekten des Unterrichts? Inwieweit trägt das professionelle Wissen einer Mathematiklehrkraft zum Lernfortschritt der Schülerinnen und Schüler bei?
Abstract (english):
The COACTIV study surveyed and tested the mathematics teachers of the classes sampled for PISA 2003/04 in Germany. The study's key components were newly developed tests of teachers' pedagogical content knowledge and content knowledge. This article gives a comprehensive report of the conceptualization and operationalization of both domains of knowledge and describes the construction of the COACTIV tests in detail, presenting previously unpublished items as illustrative examples. Findings from the tests are used to address questions including the following: What differences are there across school types? How are pedagogical content knowledge and content knowledge related to teaching experience? How are the two domains of knowledge related to teachers' subjective beliefs, on the one hand, and to aspects of their instruction, on the other? To what extent does teacher's professional knowledge contribute to students' learning gains?
Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction
Kunter, Mareike; Tsai, Yi-Miau; Klusmann, Uta; Brunner, Martin; Krauss, Stefan; Baumert, Jürgen
Journal Article
| In: Learning and Instruction | 2008
41709 Endnote
Author(s):
Kunter, Mareike; Tsai, Yi-Miau; Klusmann, Uta; Brunner, Martin; Krauss, Stefan; Baumert, Jürgen
Title:
Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction
In:
Learning and Instruction, 18 (2008) 5, S. 468-482
DOI:
10.1016/j.learninstruc.2008.06.008
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0959475208000728
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
This article investigates teacher enthusiasm and how it relates to instructional behaviours. We distinguished teachers' enthusiasm for the subject matter of mathematics from their enthusiasm for teaching mathematics. A total of 323 teachers and their 9th-grade classes participated in the study. Questionnaires were used to assess teachers' enthusiasm and instructional behaviours from both the teacher and the student perspective. Structural equation modelling revealed that teachers who were more enthusiastic about teaching showed higher quality instructional behaviour-both self-reported and student-rated. By contrast, enthusiasm for mathematics as a subject matter predicted teachers' self-reports, but not students' ratings, of instructional behaviour.
What makes lessons interesting? The role of situational and individual factors in three school […]
Tsai, Yi-Miau; Kunter, Mareike; Lüdtke, Oliver; Trautwein, Ulrich; Ryan, Richard M.
Journal Article
| In: Journal of Educational Psychology | 2008
41708 Endnote
Author(s):
Tsai, Yi-Miau; Kunter, Mareike; Lüdtke, Oliver; Trautwein, Ulrich; Ryan, Richard M.
Title:
What makes lessons interesting? The role of situational and individual factors in three school subjects
In:
Journal of Educational Psychology, 100 (2008) 2, S. 460-472
DOI:
10.1037/0022-0663.100.2.460
URL:
https://psycnet.apa.org/record/2008-05694-014
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
The present study investigated intraindividual variation in students' interest experience in 3 school subjects and the predictive power of perceived autonomy support and control. Participants were 261 students in 7th grade. After a survey of students' individual interests and other individual characteristics, repeated lesson-specific measures of students' interest experience and perceived autonomy support and control during instruction were obtained over a 3-week period. Hierarchical linear modeling showed 36%-45% of the variance to be located at the within-student level. Moreover, perceived autonomy support and control during lessons, as well as individual interest, predicted students' interest experience in the classroom
[Rezension] Arbeitsgruppe Internationale Vergleichsstudie (2007): Schulleistungen und Steuerung des […]
Tarazona, Mareike
Journal Article
| In: Tertium Comparationis | 2008
8173 Endnote
Author(s):
Tarazona, Mareike
Title:
[Rezension] Arbeitsgruppe Internationale Vergleichsstudie (2007): Schulleistungen und Steuerung des Schulsystems im Bundesstaat. Kanada und Deutschland im Vergleich. Münster: Waxmann
In:
Tertium Comparationis, 14 (2008) 2, S. 199-203
Publication Type:
3b. Beiträge in weiteren Zeitschriften; Bibliographien/Rezensionen u.ä. (z.B. Linktipps)
Language:
Deutsch
Keywords:
Internationaler Vergleich; Schülerleistung; Schulsystem; Steuerung; Kanada; Deutschland; Rezension
DIPF-Departments:
Steuerung und Finanzierung des Bildungswesens
Day-to-day variation in competence beliefs. How autonomy support predicts young adolescents' felt […]
Tsai, Yi-Miau; Kunter, Mareike; Lüdke, Oliver; Trautwein, Ulrich
Book Chapter
| Aus: Marsh, Herbert W.; Craven, Rhonda G.; McInerney, Dennis M. (Hrsg.): Self-processes, learning, and enabling human potential: Dynamic new approaches | Charlotte; NC: Information Age Publishing | 2008
41645 Endnote
Author(s):
Tsai, Yi-Miau; Kunter, Mareike; Lüdke, Oliver; Trautwein, Ulrich
Title:
Day-to-day variation in competence beliefs. How autonomy support predicts young adolescents' felt competence
In:
Marsh, Herbert W.; Craven, Rhonda G.; McInerney, Dennis M. (Hrsg.): Self-processes, learning, and enabling human potential: Dynamic new approaches, Charlotte; NC: Information Age Publishing, 2008 (Advances in Self Research), S. 119-143
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Englisch
Effective classroom management and the development of subject-related interest
Kunter, Mareike; Baumert, Jürgen; Köller, Olaf
Journal Article
| In: Learning and Instruction | 2007
41707 Endnote
Author(s):
Kunter, Mareike; Baumert, Jürgen; Köller, Olaf
Title:
Effective classroom management and the development of subject-related interest
In:
Learning and Instruction, 17 (2007) 5, S. 494-509
DOI:
10.1016/j.learninstruc.2007.09.002
URL:
https://www.sciencedirect.com/science/article/abs/pii/S095947520700093X
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
This article examines the effect of classroom management strategies on students' interest development in secondary school mathematics classes. Two studies using student questionnaire data (one cross-sectional, with data from 400 students; the other longitudinal, with 1900 students) are reported. Results show that students' perceptions of rule clarity and teacher monitoring are positively related to their interest. Hierarchical linear modeling was used to examine the effect of classroom management on interest development over one school year, revealing that only individually perceived classroom management strategies and none of the class-level teaching characteristics (aggregated student data) affected interest development.
Linking aspects of teacher competence to their instruction. Results from the COACTIV project
Kunter, Mareike; Klusmann, Uta; Dubberke, Thamar; Baumert, Jürgen; Blum, Werner; Brunner, Martin; […]
Book Chapter
| Aus: Prenzel, Manfred (Hrsg.): Studies on the educational quality of schools: The final report on the DFG priority programme | Münster: Waxmann | 2007
41644 Endnote
Author(s):
Kunter, Mareike; Klusmann, Uta; Dubberke, Thamar; Baumert, Jürgen; Blum, Werner; Brunner, Martin; Jordan, Alexander; Krauss, Stefan; Löwen, Katrin; Neubrand, Michael; Tsai, Yi-Miau
Title:
Linking aspects of teacher competence to their instruction. Results from the COACTIV project
In:
Prenzel, Manfred (Hrsg.): Studies on the educational quality of schools: The final report on the DFG priority programme, Münster: Waxmann, 2007 , S. 39-59
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Englisch
Stichwort: Professionelle Kompetenz von Lehrkräften
Baumert, Jürgen; Kunter, Mareike
Journal Article
| In: Zeitschrift für Erziehungswissenschaft | 2006
41706 Endnote
Author(s):
Baumert, Jürgen; Kunter, Mareike
Title:
Stichwort: Professionelle Kompetenz von Lehrkräften
In:
Zeitschrift für Erziehungswissenschaft, 9 (2006) 4, S. 469-520
DOI:
10.1007/s11618-006-0165-2
URL:
https://link.springer.com/article/10.1007/s11618-006-0165-2
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Welche Zusammenhänge bestehen zwischen dem fachspezifischen Professionswissen von […]
Brunner, Martin; Kunter, Mareike; Krauss, Stefan; Baumert, Jürgen; Blum, Werner; Dubberke, Thamar; […]
Journal Article
| In: Zeitschrift für Erziehungswissenschaft | 2006
41705 Endnote
Author(s):
Brunner, Martin; Kunter, Mareike; Krauss, Stefan; Baumert, Jürgen; Blum, Werner; Dubberke, Thamar; Jordan, Alexander; Klusmann, Uta; Tsai, Yi-Miau; Neubrand, Michael
Title:
Welche Zusammenhänge bestehen zwischen dem fachspezifischen Professionswissen von Mathematiklehrkräften und ihrer Ausbildung sowie beruflichen Fortbildung?
In:
Zeitschrift für Erziehungswissenschaft, 9 (2006) 4, S. 521-544
DOI:
10.1007/s11618-006-0166-1
URL:
https://link.springer.com/article/10.1007/s11618-006-0166-1
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Abstract:
Der vorliegende Beitrag beschäftigt sich aus der Perspektive von Theorien zum Kompetenzerwerb mit dem Zusammenhang zwischen dem fachspezifischen Professionswissen von Mathematiklehrkräften und ihrer Ausbildung und beruflichen Fortbildung. Dabei wurden institutionelle Unterschiede der Lehramtsausbildung wie auch individuelle Unterschiede im Studienerfolg, der Berufserfahrung und der besuchten beruflichen Fortbildungen untersucht. Die Analysen basieren auf Daten von 195 Mathematiklehrkräften, die an der COACTIV-Studie teilnahmen. Unsere Ergebnisse zeigen, dass sich Lehrkräfte unterschiedlicher Lehrämter deutlich in ihrem professionellen Wissen unterscheiden und dass insbesondere der Erfolg im Studium mit besseren Leistungen im Fachwissen und im fachdidaktischen Wissen zusammen hing. Wir diskutieren Implikationen unserer Ergebnisse vor dem Hintergrund der Lehramtsausbildung und beruflicher Fortbildungen.
Abstract (english):
The present study applies theories of competence acquisition to investigate the relationship of mathematics teachers' content knowledge and pedagogical content knowledge to institutional differences in teacher education, individual differences in teachers' final university grades, occupational experience, and attendance of in-service training programs. Data were obtained from 195 mathematics teachers who participated in the COACTIV study. Our results show considerable differences in the professional knowledge of mathematics teachers trained to teach in different school types. Moreover, teachers' final university grades, in particular, were substantially positively associated with their content knowledge and pedagogical content knowledge. We discuss the implications of our results with respect to teacher education and in-service training.
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