93 research outputs found
Martin Greisel's Quick Files
No full textThe Quick Files feature was discontinued and it’s files were migrated into this Project on March 11, 2022. The file URL’s will still resolve properly, and the Quick Files logs are available in the Project’s Recent Activity
Dataset for: Pre-service Teachers’ Evidence-Informed Reasoning: Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems?
No full textDataset for: Greisel, M., Wekerle, C., Wilkes, T., Stark, R., & Kollar, I. (2022). Pre-service teachers’ evidence-informed reasoning: Do attitudes, subjective norms, and self-efficacy facilitate the use of scientific theories to analyze teaching problems? Psychology Learning & Teaching, Online First. https://doi.org/10.1177/14757257221113942This research was founded by the German Research Foundation (DFG), grant numbers KO-3462/3-1 and STA 596/8-1.Dataset in R-, SPSS-, and CSV-format plus corresponding codebook in HTML- and CSV-formathttps://osf.io/u78xa
Editorial: Evidence-informed reasoning of pre- and in-service teachers
No full textEvidence-informed reasoning as an important requirement for pre- and in-service teachers
How can I help my students acquire the skill of dividing fractions? How can I increase my students' learning motivation? What is the reason for Fiona's learning difficulties? These are just a couple of problems that teachers face in their classes on a daily basis. To competently cope with such problems, teachers should be able to retrieve, use, and apply evidence from Educational Science, Educational Psychology, and subject-matter didactics, and, in that way, engage in “evidence-informed reasoning” (e.g., Greisel et al., 2023).
This Research Topic assembles scientific contributions that refer to four questions: (1) What does evidence-based education mean and why is it important? (2) What are barriers for pre- and in-service teachers' evidence-informed reasoning? (3) How can pre- and in-service teachers' evidence-informed reasoning be scaffolded? (4) How does in-service teachers' evidence-informed reasoning impact student performance
Prozesstheorie am Einzelfall prüfen? Ein hermeneutisches Verfahren auf der Basis quantitativer Daten
No full textSupplementary material to the article "Problem perception and problem regulation during online collaborative learning: What is important for successful collaboration?"
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Article: Pre-service Teachers’ Evidence-Informed Reasoning: Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems?
No full textInnovative Momente in der systemischen Paartherapie im Kontext von Stabilität und Wandel: Entwicklung und Anwendung eines Kodiersystems
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