Neue Publikationen

Control-value appraisals and the emergence of students' boredom: An in situ perspective within lessons

Von Richard Göllner und Kristina Kögler im British Journal of Educational Psychology
Classroom dynamics in physical education: The interplay of student agentic actions, teacher autonomy support and student intrinsic motivation

Von Clemens Berthold und Richard Göllner, erschienen in Learning and Individual Differences
How is preservice teachers’ gaze during classroom observation connected to their assessments of teaching quality? A controlled study in screen-based and immersive video environments

Von Tosca Daltoè, Tobias Appel, Philipp Stark, Birgit Brucker, Anika Dreher, Benjamin Fauth, Marita Friesen, Peter Gerjets, Linn Hansen, Ulrich Trautwein und Richard Göllner, erschienen in Learning and Instruction
Unterrichtsqualität verstehen lernen: Die Entwicklung und der Einsatz kontrastierender Unterrichtsvignetten in der Lehrkräftebildung am Beispiel des Mathematikunterrichts

Von Linn Hansen, Marita Eva Friesen, Tosca Daltoè, Julia Blank, Jana Caspari, Benjamin Fauth, Dagmar Fischer, Richard Göllner, Ann-Kathrin Jaekel, Evelin Ruth-Herbein und Anika Dreher, erschienen in Herausforderung Lehrer*innenbildung
Disentangling Teacher and Lesson Variance and Their Relations to Supportive Learning Environments: A Machine Learning Assessment of Teacher Nonverbal Behavior

Von Rebecca Lazarides, Jonas Frenkel, Martin Daumiller, Markus Dresel, Uroš Petković, Olaf Hellwich und Richard Göllner, erschienen im Journal of Educational Psychology
Teaching quality in STEM education: differences between in- and out-of-school contexts from the perspective of gifted students

Von Ann-Kathrin Jaggy, Wolfgang Wagner, Tim Fütterer, Richard Göllner, und Ulrich Trautwein im International Journal of STEM Education