Logo: Deutsches Institut für Internationale Pädagogische Forschung

Institute

Dr. Anna-Katharina Praetorius

  Praetorius Habilitand/-in

Post-doc researcher

School and instruction

Educational Quality and Evaluation

Schloßstraße 29
60486 Frankfurt am Main

+49 (0)69-24708-229

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Projects

Qualification

  • 2012 Doctor of Philosophy (Dr phil) in Psychology, DFG graduate school "Teaching and Learning Processes”, at the University of Koblenz-Landau
  • 2010 Master of Arts (MA) in Education, Primary Education and Psychology, University of Erlangen-Nuremberg

Career

Awards

Work and research priorities

  • Instructional quality
  • Teachers‘ diagnostic competence
  • Teachers‘ professional motivation
  • Ability self concept
  • International comparative educational research

Memberships

  • Deutsche Gesellschaft für Psychologie (DGPs)
  • Gesellschaft für Empirische Bildungsforschung (GEBF)
  • Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF)
  • European Association of Methodology (EAM)
  • European Association for Research on Learning and Instruction (EARLI)

Reviewer for

  • British Journal of Educational Psychology
  • Diskurs Kindheits- und Jugendforschung
  • Instructional Science
  • Educational Psychology
  • European Journal of Psychology of Education
  • International Journal of Educational Research
  • Journal of Educational Psychology
  • Journal of Educational Research Online
  • Learning and Instruction
  • Psychologie in Erziehung und Unterricht
  • Teaching and Teacher Education
  • Unterrichtswissenschaft
  • ZDM Mathematics Education
  • Zeitschrift für Bildungsforschung
  • Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie
  • Zeitschrift für Erziehungswissenschaft
  • Zeitschrift für Pädagogische Psychologie

Publications

Selected Publications

  • Praetorius, A.-K., Lauermann, F., Klassen, R. M., Drexler, K., Nitsche, S., Janke, S., Dickhäuser, O. & Dresel, M. (2017). Longitudinal relations between teaching-related motivations and student-reported teaching quality. Teaching and Teacher Education, 65, 241-254.
  • Praetorius, A.-K., McIntyre, N. & Klassen, R. M. (2017). Reactivity effects in video-based classroom research: An investigation using teacher and student questionnaires as well as teacher eye-tracking. Zeitschrift für Erziehungswissenschaft, Sonderheft 32, 49-74.
  • Südkamp, A. & Praetorius, A.-K. (Hrsg.) (2017). Diagnostische Kompetenz von Lehrkräften – Theoretische und methodische Weiterentwicklungen. Münster: Waxmann.
  • Praetorius, A.-K., Kastens, C., Hartig, J. & Lipowsky, F. (2016). Haben Schüler mit optimistischen Selbsteinschätzungen die Nase vorn? Zusammenhänge zwischen optimistischen, realistischen und pessimistischen Selbstkonzepten und der Leistungsentwicklung von Grundschulkindern. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 48, 14-26. doi: 10.1026/0049-8637/a000140.
  • Praetorius, A.-K., Vieluf, S., Saß, S., Anschütz, A. & Klieme, E. (2016). The same in German as in English? Investigating the subject-specificity of teaching quality. Zeitschrift für Erziehungswissenschaft, 19, 191-209. doi: 10.1007/s11618-015-0660-4
  • Praetorius, A.-K., Drexler, K., Rösch, L., Christophel, E., Heyne, N., Scheunpflug, A., Zeinz, H. & Dresel, M. (2015). Judging students’ self-concepts within 30 seconds? An application of the zero-acquaintance approach to research on teachers’ judgment accuracy. Learning and Individual Differences, 37, 231-236.
  • Praetorius, A.-K., Nitsche, S., Janke, S., Dickhäuser, O., Drexler, K., Fasching, M. & Dresel, M. (2014). Here today, gone tomorrow? Revisiting the stability of teachers’ achievement goals. Contemporary Educational Psychology, 39, 379-387. doi: 10.1016/j.cedpsych.2014.10.002.
  • Praetorius, A.-K., Pauli, C., Reusser, K., Rakoczy, K. & Klieme, E. (2014). One lesson is all you need? Stability of instructional quality across lessons. Learning and Instruction, 31, 2-12. doi: 10.1016/j.learninstruc.2013.12.002.
  • Praetorius, A.-K., Berner, V.-D., Zeinz, H., Scheunpflug, A. & Dresel, M. (2013). Judgment confidence and judgment accuracy of teachers in judging academic self-concepts of students. Journal of Educational Research, 106, 64-76. doi: 10.1080/00220671.2012.667010
  • Praetorius, A.-K., Lenske, G. & Helmke, A. (2012). Observer ratings of instructional quality: Do they fulfill what they promise? Learning and Instruction, 6, 387-400. doi:10.1016/j.learninstruc.2012.03.002.

 

last modified Nov 22, 2017