The effects of expert scaffolding in elementary science professional development on teachers’ beliefs and motivations, instructional practices, and student achievement.
By Thilo Kleickmann, Steffen Tröbst, Angela Jonen, J. Vehmeyer, Kornelia Möller. 2016
132 citations recorded by the source corpus.
Subfields: Computer Networks and Communications, Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/a85c9ffe15078ab2e95e9cd173007bacd8dacba4
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Computer Networks and Communications
In Education
- E. Klieme
- G. Büttner
- Thamar Voss
- M. Kunter
- Jasmin Decristan
- Benjamin Fauth
- Ilonca Hardy
- Ulrich Trautwein
In Safety Research
Citations in the corpus
- “Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs (2020, background): “…effective approaches to foster reflection and deep processing to change belief systems (e.g., Decker et al., 2015; Gill, Ashton, & Algina, 2004; Kleickmann et al., 2016), our results indicate that teacher motivation also contributes to preventing beginning teachers from becoming disillusioned…”
- The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality (2019, background): “Overall, teaching science in a manner conducive to young students’ learning seems to be a real challenge for elementary school teachers (Appleton, 2008; Kleickmann et al., 2016).”