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Measuring Usable Knowledge
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Outgoing claims: the papers this work cites, builds on, or argues with.
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Teachers’ Knowledge and Its Impact
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Content Knowledge for Teaching
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Statistical Power Analysis for the Behavioral Sciences (2nd ed.).
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Handbook of research on mathematics teaching and learning
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inferred← citeshttps://doi.org/10.1007/s11858-020-01128-yopenalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11858-020-01151-zopenalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11858-020-01201-6openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11858-020-01204-3openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11858-024-01596-6openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11858-025-01713-zopenalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11858-025-01723-xopenalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11858-025-01735-7openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11858-025-01760-6openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11858-026-01796-2openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s12186-025-09378-1openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s13138-020-00168-xopenalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s13394-022-00437-7openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s13394-023-00455-zopenalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s35834-013-0075-3openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s40573-015-0037-5openalex-snapshot
Kann die professionelle Unterrichtswahrnehmung von Sachunterrichtsstudierenden trainiert werden? – Konzeption und Erprobung einer Intervention mit Videos aus dem naturwissenschaftlichen Grundschulunterricht
inferred← citeshttps://doi.org/10.1007/s40573-017-0058-3openalex-snapshot
Die methodische und inhaltliche Ausrichtung quantitativer Videostudien zur Unterrichtsqualität im mathematisch-naturwissenschaftlichen Unterricht
inferred← citeshttps://doi.org/10.1007/s40573-020-00112-zopenalex-snapshot
Professionswissen angehender Lehrkräfte zum Konstrukt Nature of Science (NOS): Entwicklung und Validierung eines Vignettentests (EKoL-NOS)
inferred← citeshttps://doi.org/10.1007/s40573-023-00163-yopenalex-snapshot
Förderung der professionellen Unterrichtswahrnehmung und der Selbstwirksamkeitsüberzeugungen von Masterstudierenden bzgl. sprachsensibler Maßnahmen im naturwissenschaftlichen Sachunterricht
inferred← citeshttps://doi.org/10.1007/s40753-019-00106-4openalex-snapshot
Mathematics Graduate Student Instructor Observation Protocol (GSIOP): Development and Validation Study
inferred← citeshttps://doi.org/10.1007/s42010-022-00149-8openalex-snapshot
Selbstvideographie im Vorbereitungsdienst: Eine Implementationsstudie zur Förderung der klassenführungsbezogenen Unterrichtswahrnehmung von Lehramtsanwärter*innen
inferred← citeshttps://doi.org/10.1007/s42010-024-00197-2openalex-snapshot
Förderung der professionellen Wahrnehmung und Selbstwirksamkeitsüberzeugungen über Klassenführung mithilfe eines digitalen, videobasierten Mastery-Learning-Moduls
inferred← citeshttps://doi.org/10.1007/s42010-024-00205-5openalex-snapshot
Analyse prozessbezogener Verhaltensdaten mittels Learning Analytics: Aktuelle und zukünftige Bedeutung für die Unterrichtswissenschaft
inferred← citeshttps://doi.org/10.1016/j.chb.2014.02.022openalex-snapshot
Exploring the links between pre-service teachers’ beliefs and video-based reflection in wikis
inferred← citeshttps://doi.org/10.1016/j.compedu.2016.12.012openalex-snapshot
Using digital video to measure the professional vision of elementary classroom management: Test validation and methodological challenges
inferred← citeshttps://doi.org/10.1016/j.compedu.2022.104601openalex-snapshot
Video-based reflection in teacher education: Comparing virtual reality and real classroom videos
inferred← citeshttps://doi.org/10.1016/j.compedu.2023.104963openalex-snapshot
The impact of an interactive, personalized computer-based teacher professional development program on student performance: A randomized controlled trial
inferred← citeshttps://doi.org/10.1016/j.compedu.2025.105449openalex-snapshot
Enhancing responsive teaching through in-the-moment interpretations of student resources: A study in AI-supported virtual simulation
inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.10.010openalex-snapshot
Using video to assess preschool teachers’ pedagogical knowledge: explicit and higher-order knowledge predicts quality
inferred← citeshttps://doi.org/10.1016/j.ecresq.2022.09.008openalex-snapshot
Associations between teachers’ skill in identifying effective interactions and children's gains in language, literacy, and early learning behaviors
inferred← citeshttps://doi.org/10.1016/j.edurev.2015.06.001openalex-snapshot
Video viewing in teacher education and professional development: A literature review
inferred← citeshttps://doi.org/10.1016/j.edurev.2016.03.002openalex-snapshot
Integrating teacher education effectiveness research into educational effectiveness models
inferred← citeshttps://doi.org/10.1016/j.ijer.2021.101811openalex-snapshot
Are good observers good classroom managers? The relationship between teachers’ professional vision and their students’ ratings on classroom management
inferred← citeshttps://doi.org/10.1016/j.ijer.2023.102186openalex-snapshot
Development of professional vision and pedagogical content knowledge during initial teacher education
inferred← citeshttps://doi.org/10.1016/j.jmathb.2020.100805openalex-snapshot
Empirical recovery of learning progressions through the lens of educators
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2022.101600openalex-snapshot
Opening up the black box: Teacher competence, instructional quality, and students’ learning progress
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2025.102084openalex-snapshot
Analysing classroom videos in teacher education— How different instructional settings promote student teachers’ professional vision of classroom management
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2025.102301openalex-snapshot
Isolated or integrated? – Instructional approaches to foster professional vision of teaching quality
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2026.102424openalex-snapshot
Enhancing professional vision with annotation tools
inferred← citeshttps://doi.org/10.1016/j.linged.2025.101431openalex-snapshot
Exploring the relationship between Pre-service Teachers’ Language biographical experiences and their prospective teaching in linguistically diverse classrooms
inferred← citeshttps://doi.org/10.1016/j.stueduc.2017.12.009openalex-snapshot
Bridging the gap between theory and practice – The effective use of videos to assist the acquisition and application of pedagogical knowledge in pre-service teacher education
inferred← citeshttps://doi.org/10.1016/j.stueduc.2019.100834openalex-snapshot
Initial teacher education in a dual-system: Addressing the observation of teaching performance
inferred← citeshttps://doi.org/10.1016/j.stueduc.2020.100919openalex-snapshot
Hybrid content-specific and generic approaches to lesson observation: Possibilities and practicalities
inferred← citeshttps://doi.org/10.1016/j.stueduc.2020.100956openalex-snapshot
Affordances and constraints of mathematics-specific observation frameworks and general elements of teaching quality
inferred← citeshttps://doi.org/10.1016/j.tate.2013.02.002openalex-snapshot
What do teachers think and feel when analyzing videos of themselves and other teachers teaching?
inferred← citeshttps://doi.org/10.1016/j.tate.2016.03.007openalex-snapshot
Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects?
inferred← citeshttps://doi.org/10.1016/j.tate.2016.05.020openalex-snapshot
Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study
inferred← citeshttps://doi.org/10.1016/j.tate.2017.04.010openalex-snapshot
Teachers' professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers
inferred← citeshttps://doi.org/10.1016/j.tate.2017.08.016openalex-snapshot
Pre-service teachers' professional vision of instructional support in primary science classes: How content-specific is this skill and which learning opportunities in initial teacher education are relevant for its acquisition?
inferred← citeshttps://doi.org/10.1016/j.tate.2018.01.012openalex-snapshot
Student teachers' prior knowledge as prerequisite to learn how to assess pupils' learning strategies
inferred← citeshttps://doi.org/10.1016/j.tate.2018.08.008openalex-snapshot
Promoting pre-service teachers' professional vision of classroom management during practical school training: Effects of a structured online- and video-based self-reflection and feedback intervention
inferred← citeshttps://doi.org/10.1016/j.tate.2018.09.018openalex-snapshot
Consistency of results regarding teacher effects across subjects, school levels, outcomes and countries
inferred← citeshttps://doi.org/10.1016/j.tate.2020.103103openalex-snapshot
Prospective teachers’ skills of attending, interpreting and responding to content-specific characteristics of mathematics instruction in classroom videos
inferred← citeshttps://doi.org/10.1016/j.tate.2020.103213openalex-snapshot
How does learners’ behavior attract preservice teachers’ attention during teaching?
inferred← citeshttps://doi.org/10.1016/j.tate.2020.103276openalex-snapshot
The role of expert feedback in the development of pre-service teachers’ professional vision of classroom management in an online blended learning environment
inferred← citeshttps://doi.org/10.1016/j.tate.2021.103458openalex-snapshot
Do teachers’ professional vision and teaching experience always go hand in hand? Examining knowledge-based reasoning of Finnish Grade 1 teachers
inferred← citeshttps://doi.org/10.1016/j.tate.2021.103517openalex-snapshot
Professional knowledge and task instruction specificity as influencing factors of prospective teachers' professional vision
inferred← citeshttps://doi.org/10.1016/j.tate.2021.103585openalex-snapshot
Professional vision of Grade 1 teachers experiencing different levels of work-related stress
inferred← citeshttps://doi.org/10.1016/j.tate.2022.103690openalex-snapshot
Dimensionality and validity of the content knowledge for teaching construct using cognitive diagnostic modeling and known groups comparisons
inferred← citeshttps://doi.org/10.1016/j.tate.2022.103696openalex-snapshot
Mathematics teaching expertise: A study of the dimensionality of content knowledge, pedagogical content knowledge, and content-specific noticing skills
inferred← citeshttps://doi.org/10.1016/j.tate.2022.103878openalex-snapshot
The relevance of collegial video-based reflection on teaching for the development of reflection-related attitudes
inferred← citeshttps://doi.org/10.1016/j.tate.2022.103911openalex-snapshot
“Research findings and daily teaching practice are worlds apart” – Predictors and consequences of scepticism toward the relevance of scientific content for teaching practice
inferred← citeshttps://doi.org/10.1016/j.tate.2023.104014openalex-snapshot
Knowing what matters: Short introductory texts support pre-service teachers‘ professional vision of tutoring interactions
inferred← citeshttps://doi.org/10.1016/j.tate.2023.104170openalex-snapshot
How does teachers' noticing of students' fixed mindsets relate to teachers’ knowledge, beliefs, and experience? An exploratory study
inferred← citeshttps://doi.org/10.1016/j.tate.2023.104250openalex-snapshot
The development of professional vision in pre-service teachers during initial teacher education and its relationship to beliefs about teaching and learning
inferred← citeshttps://doi.org/10.1016/j.tate.2023.104262openalex-snapshot
Modelling, structure and development of domain-specific professional knowledge of Latin teachers
inferred← citeshttps://doi.org/10.1016/j.tatelp.2022.100003openalex-snapshot
Impacting teachers’ reflection on elementary mathematics classroom videos in online asynchronous professional learning contexts
inferred← citeshttps://doi.org/10.1024/1010-0652/a000100openalex-snapshot
Evaluation eines videobasierten Trainingsseminars zur Förderung der professionellen Wahrnehmung von Klassenführung im Grundschulunterricht*
inferred← citeshttps://doi.org/10.1024/1010-0652/a000285openalex-snapshot
Professionelle Wahrnehmung und Fachkraft-Kind-Interaktion von KiTa-Fachkräften
inferred← citeshttps://doi.org/10.1024/1010-0652/a000345openalex-snapshot
Meta-analyses as a privileged information source for informing teachers' practice?
inferred← citeshttps://doi.org/10.1026/0049-8637/a000125openalex-snapshot
How Preservice Teachers Perform in Teaching Events Regarding Generic Teaching and Learning Components
inferred← citeshttps://doi.org/10.1026/0049-8637/a000129openalex-snapshot
Förderung von Klassenführungsfähigkeiten im Lehramtsstudium
inferred← citeshttps://doi.org/10.1039/c7rp00052aopenalex-snapshot
How do general chemistry students’ impressions, attitudes, perceived learning, and course performance vary with the arrangement of homework questions and E-text?
inferred← citeshttps://doi.org/10.1080/00131881.2015.1117321openalex-snapshot
Prospective teachers’ teaching experience: teacher learning through the use of video
inferred← citeshttps://doi.org/10.1080/0020739x.2026.2625807openalex-snapshot
More than just playing: investigating teacher-student interactions in game-based mathematics lessons
inferred← citeshttps://doi.org/10.1080/00220272.2024.2322494openalex-snapshot
Adapting german instruments and validating their use to measure chilean mathematics teachers’ professional competence
inferred← citeshttps://doi.org/10.1080/00220973.2018.1533796openalex-snapshot
Strategies for Efficient Experimental Design in Studies Probing 2-1-1 Mediation
inferred← citeshttps://doi.org/10.1080/0145935x.2021.1901571openalex-snapshot
“It’s All Connected”: Critical Bifocality and the Liminal Practice of Youth Work
inferred← citeshttps://doi.org/10.1080/02635143.2021.1872517openalex-snapshot
Using classroom video-based instruments to characterise pre-service science teachers’ incoming usable knowledge for teaching science
inferred← citeshttps://doi.org/10.1080/02671522.2017.1390595openalex-snapshot
Factors influencing students’ proficiency development in the fraction domain: the role of teacher cognitions and behaviour
inferred← citeshttps://doi.org/10.1080/03057267.2020.1755803openalex-snapshot
Teacher noticing in science education: do you see what I see?
inferred← citeshttps://doi.org/10.1080/09243453.2019.1570944openalex-snapshot
Teacher mathematical knowledge, instructional quality, and student outcomes: a multilevel quantile mediation analysis
inferred← citeshttps://doi.org/10.1080/09243453.2020.1845750openalex-snapshot
Ethical implications of TIMSS findings: an integrative model of student achievement
inferred← citeshttps://doi.org/10.1080/09575146.2022.2028129openalex-snapshot
Professional vision of early childhood teachers: relations to knowledge, work experience and teacher child-interaction
inferred← citeshttps://doi.org/10.1080/09650792.2026.2723610openalex-snapshot
Improving instruction and learning in arithmetic in Grade 5 through action research
inferred← citeshttps://doi.org/10.1080/1046560x.2021.1913332openalex-snapshot
Pre-service Teachers’ Perception of Competence, Social Relatedness, and Autonomy in a Flipped Classroom: Effects on Learning to Notice Student Preconceptions
inferred← citeshttps://doi.org/10.1080/10508406.2018.1441030openalex-snapshot
Preparing Elementary School Teachers to Learn From Teaching: A Comparison of Two Approaches to Mathematics Methods Instruction
inferred← citeshttps://doi.org/10.1080/10627197.2018.1564272openalex-snapshot
Evaluating Teacher Effectiveness Using Classroom Observations: A Rasch Analysis of the Rater Effects of Principals
inferred← citeshttps://doi.org/10.1080/10627197.2020.1756256openalex-snapshot
Developing Assessments of Content Knowledge for Teaching Using Evidence-centered Design
inferred← citeshttps://doi.org/10.1080/1350293x.2021.1941171openalex-snapshot
Preschool teachers’ self-efficacy beliefs and interaction quality in the domain of instructional support – do professional vision competencies moderate this relation?
inferred← citeshttps://doi.org/10.1080/13603124.2019.1613567openalex-snapshot
Exploring improvement in teachers’ instructional support: classifying and analyzing patterns of change in a national initiative on classroom management
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