Teaching and Learning in the Classroom

By T. Shuell. 2001

112 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1e5479ab2d4fac92d2f4741978abd03ac2e1cd5c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. M. Kunter
2. S. Krauss
3. I. Clark
4. Werner Blum
5. J. Baumert
6. S. Schukajlow

In Education

1. M. Kunter
2. S. Krauss
3. J. Baumert
4. Werner Blum
5. U. Klusmann
6. I. Clark
7. M. Neubrand
8. O. Lüdtke

Citations in the corpus

• The COACTIV Model of Teachers’ Professional Competence (2013, background): “Second, as learning is essentially an idiosyncratic mental process (Shuell 1996), there is no guarantee for the product of instruction—that is, for successful student learning outcomes (McCaffrey et al. 2004).”
• Formative Assessment: Policy, Perspectives and Practice. (2011, background): “Torrance & Pryor (1998) argue, “many teachers focus on praise as a form of ‘feedback’ because of the efficacy of behaviorist reinforcement systems” (p. 40).”
• Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (2013, background): “…instructional characteristics listed above can be assigned to these three core dimensions, thus facilitating the systematic study of instructional quality (Baumert and Kunter 2006 ; Klieme et al. 2009 ; Kunter et al. 2007 ; Lipowsky et al. 2009 ; Pianta and Hamre 2009 ; Rakoczy et al. 2007 ).”