Search results for author:"Anna-Katharina Praetorius"
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Teachers’ judgment accuracy concerning consistent and inconsistent student profiles
Anna Südkamp; Anna-Katharina Praetorius; Birgit Spinath
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 76, No. 1 (November 2018) pp. 204–213
Research on teachers' judgment accuracy has focused on teacher judgments of single student characteristics. We analyzed differences in teachers' judgment accuracy concerning students with consistent and inconsistent cognitive and socio-emotional...
Language: English
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Observer ratings of instructional quality: Do they fulfill what they promise?
Anna-Katharina Praetorius; Gerlinde Lenske; Andreas Helmke
Learning and Instruction Vol. 22, No. 6 (December 2012) pp. 387–400
Despite considerable interest in the topic of instructional quality in research as well as practice, little is known about the quality of its assessment. Using generalizability analysis as well as content analysis, the present study investigates how ...
Language: English
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Identifying determinants of teachers' judgment (in)accuracy regarding students' school-related motivations using a Bayesian cross-classified multi-level model
Anna-Katharina Praetorius; Tobias Koch; Annette Scheunpflug; Horst Zeinz; Markus Dresel
Learning and Instruction Vol. 52, No. 1 (December 2017) pp. 148–160
Teachers differ considerably in their judgment accuracy of motivational student characteristics. Thus far, only few investigations have focused on explaining these differences. In this study, we investigated to what extent groups of characteristics (...
Language: English
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Longitudinal relations between teaching-related motivations and student-reported teaching quality
Anna-Katharina Praetorius; Fani Lauermann; Robert M. Klassen; Oliver Dickhäuser; Stefan Janke; Markus Dresel
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 65, No. 1 (July 2017) pp. 241–254
Teaching-related motivations are often assumed to influence teaching quality; however, the empirical evidence regarding the directionality of such influences is scarce. The present study thus examined the reciprocal links between teaching-related...
Language: English
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One lesson is all you need? Stability of instructional quality across lessons
Anna-Katharina Praetorius; Christine Pauli; Kurt Reusser; Katrin Rakoczy; Eckhard Klieme
Learning and Instruction Vol. 31, No. 1 (June 2014) pp. 2–12
Observer ratings are often used to measure instructional quality. They are, however, usually based on observations gathered over short periods of time. Few studies have attempted to determine whether these periods are sufficient to provide reliable...
Language: English
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Teachers' assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model
Stephanie Herppich; Anna-Katharina Praetorius; Natalie Förster; Inga Glogger-Frey; Karina Karst; Detlev Leutner; Lars Behrmann; Matthias Böhmer; Stefan Ufer; Julia Klug; Andreas Hetmanek; Annika Ohle; Ines Böhmer; Constance Karing; Johanna Kaiser; Anna Südkamp
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 76, No. 1 (November 2018) pp. 181–193
In this article, we present a new model of teachers' assessment competence. The model is based on the educational competence concept, thus defining competences to be context-specific, learnable cognitive dispositions that are needed to successfully...
Language: English