B Gold
Biographic Data
| ID | 1194206 |
|---|---|
| NAME | B Gold |
| GIVEN NAMES | B |
| FAMILY NAME | Gold |
| SIGNATURE | GOLD B |
| AFFILIATIONS | TU Dortmund University |
| ORCID | 0000-0001-6178-1785 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1957 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
How professional knowledge and general cognitive abilities relate to pre-service teachers’ professional vision
Teachers’ professional vision as ability to notice and interpret relevant classroom events is based on professional knowledge. With regard to the circumvention-of-limits hypothesis, pre-service teachers’ professional vision might as well be conditioned by individual differences in their general cognitive abilities. We investigated the relationship between pre-service teachers’ professional vision and general cognitive abilities as well as whether…
Isolated or integrated? – Instructional approaches to foster professional vision of teaching quality
Student teachers must develop professional vision related to foci on classroom management (PVCM), instructional support (PVIS), and emotional support (PVES). PV can be enhanced through video-based analyses within adequate instructional approaches. Evidence suggests that both isolated and integrated approaches may foster learning. Student teachers could analyze all foci simultaneously (integrated) or successively (isolated). The study investigates…
Exploring profiles of pre-service teachers’ situation-specific skills regarding classroom management
Research on classroom management has shown inconsistent relationships between situation-specific skills (SSS) and classroom management quality. To address this, this exploratory study investigated whether distinct SSS profiles exist among pre-service teachers. Two-step cluster analyses of two subsamples (N1 = 211, N2 = 84) revealed five to six profiles of pre-service teachers. The second subsample largely confirmed the findings of the first. Howe…
Development and Initial Validation Steps of a Standardized Video Test Assessing Professional Vision of Classroom Management and Instructional Support
Teachers’ professional vision (PV) is important for implementing teaching quality in classrooms. PV entails noticing and reasoning on relevant events out of classrooms’ complexity. Many events entail situations of classroom management and instructional support, which are crucial for student learning. Standardized video-based instruments have been used to validly and reliably gmeasure PV of classroom management and PV of instructional support. How…
Emotions in classroom video evaluation—The interplay of student teachers’ joy and anger and the quality of classroom management in video clips
Observing effective rather than improvable classroom management came with more joy and less anger. • Students’ perceptions of classroom management effectiveness correlated positively with joy and negatively with anger. • Joy and anger explained major variances in students’ classroom management evaluations. • Anger explained more variance in students’ classroom management evaluations than joy. In teacher education, classroom videos are frequently …
Complete or faded double-content examples of video-based analyses
Professional vision (PV) enables teachers to act competently in classrooms through cognitive processes of noticing, reasoning, and generating alternatives of action. Expert features of applying concepts, focusing on students, drawing inferences, and taking multiple perspectives are also considered a part of PV. PV can be fostered with video-based analyses, for which student teachers need instructional support. Instructional principles from cognit…
Fostering student teachers’ research-based knowledge of effective feedback
Properly designed feedback can be highly conducive to students’ learning. Therefore, teacher education needs to equip future teachers with research-based knowledge of how to provide effective feedback. The present study reports the implementation and quasi-experimental evaluation (a pre-post control group design; N = 141) of a four-week intervention programme that aimed to enhance student teachers’ knowledge of effective feedback and their abilit…
Using the theory of planned behaviour to predict pre‐service teachers' preferences for scientific sources
BACKGROUND: Despite the growing emphasis on research-based teacher education and calls for evidence-informed practice, teachers tend to prefer experiential over scientific knowledge sources to inform their actions, justify decisions and analyse educational problems. This tendency already occurs as early as during initial teacher education, and it is possibly bolstered by school internships where mentors emphasise the value of practical over scien…
Comparing teaching examples
Young teachers, in particular, often face difficulties in managing their classrooms. A professional vision of classroom management can support teachers in managing a classroom effectively. This element of professional competence is often promoted in teacher training using video-based approaches, e.g., videoing own lessons including expert feedback, analyzing instructional videos and accompanying transcripts and analyzing videos of own and others …
The same or different?“ – Effekte von Unterrichtsanalyse und Unterrichtsreflexion auf die Veränderung kognitiver und motivationaler Merkmale professioneller Lehrkompetenz
Die Analyse von und die Reflexion über Unterricht sind zentrale Elemente universitärer Lehrkräftebildung. Dabei kann sowohl in der Lehre als auch in der Forschung begriffliche Heterogenität bzgl. Reflexion konstatiert werden. Auch fehlt eine klare Abgrenzung zwischen Analyse und Reflexion von Unterricht. Aufbauend auf der Konzeption des Selbstbezugs als ein zentrales Unterscheidungsmerkmal wird mittels eines quasi-experimentellen Prä-Post-Interve…
Videobasierte Erfassung wissensbasierten Verarbeitens als Teilprozess der professionellen Unterrichtswahrnehmung – Analyse eines geschlossenen und offenen Verfahrens
Die professionelle Wahrnehmung als Erkennen und wissensbasiertes Analysieren relevanter Ereignisse und Situationen gilt als eine grundlegende Voraussetzung für das professionelle Handeln einer Lehrkraft. Zur Erfassung werden meist kontextualisierte Instrumente mit Videostimulus verwendet, welche sowohl geschlossene Erfassungsformate wie Ratingitems oder auch offene Erfassungsformate wie schriftliche Kommentierungen verwenden. Da die Zusammenhänge…
Are good observers good classroom managers? The relationship between teachers’ professional vision and their students’ ratings on classroom management
When preservice teachers’ prior beliefs contradict evidence from educational research
BACKGROUND: Knowledge from educational research frequently contradicts preservice teachers' prior beliefs about educational topics. Such contradictions can seriously affect their attitudes towards educational research and can counteract efforts taken to establish teaching as a research-based profession. AIMS: Inspired by Munro's (2010, J. Appl. Soc. Psychol., 40, 579) work on science discounting, this study examined whether preservice teachers te…
Promoting Professional Vision of Classroom Management Through Different Analytic Perspectives in Video-Based Learning Environments
This study investigated how taking different perspectives in teacher training courses influences the learning of professional vision, multiperspectivity, and strategic knowledge of classroom management. A total of 134 student teachers analyzed classroom management from one of three different perspectives: 36, from an observer perspective by viewing videos of unknown teachers (TG-V); 46, from only a protagonist perspective by remembering own teach…
Fördert eine videobasierte Intervention im Praktikum die professionelle Wahrnehmung von Klassenführung? – Eine quantitativ-inhaltsanalytische Messung von Subprozessen professioneller Wahrnehmung
In der Lehrerinnen- und Lehrerbildung werden zunehmend videogestützte Lerngelegenheiten eingesetzt, um die professionelle Wahrnehmung von Unterricht zu fördern. In der vorliegenden Studie wurde ein quantitativ-inhaltsanalytisches Verfahren gewählt, um zu überprüfen, ob sich die professionelle Wahrnehmung von Klassenführung durch eine videobasierte Intervention im Praktikum fördern lässt. Die Interventionsgruppe (IG, n = 26) analysierte während ei…
Observing 360-degree classroom videos – Effects of video type on presence, emotions, workload, classroom observations, and ratings of teaching quality
Promoting pre-service teachers' professional vision of classroom management during practical school training
Using digital video to measure the professional vision of elementary classroom management
An Ethnic Disorder--the Challenge that Eating Disorders Patients Offer Group Analysts
Dynamic Factors in Industrial Productivity
Journal Article Dynamic Factors in Industrial Productivity Get access Dynamic Factors in Industrial Productivity. By S. Melman. (Oxford: Basil Blackwell, 1956. Pp. 238. 22s. 6d.)Foundations of Productivity Analysis. By B. Gold. (Pittsburgh: University of Pittsburgh Press, 1955. Pp. 303. $5.00.) J. B. Heath J. B. Heath Manchester University Search for other works by this author on: Oxford Academic Google Scholar The Economic Journal, Volume 67, Is…
Promoting Professional Vision of Classroom Management Through Different Analytic Perspectives in Video-Based Learning Environments
This study investigated how taking different perspectives in teacher training courses influences the learning of professional vision, multiperspectivity, and strategic knowledge of classroom management. A total of 134 student teachers analyzed classroom management from one of three different perspectives: 36, from an observer perspective by viewing videos of unknown teachers (TG-V); 46, from only a protagonist perspective by remembering own teach…
Promoting pre-service teachers' professional vision of classroom management during practical school training
Dynamic Factors in Industrial Productivity
Journal Article Dynamic Factors in Industrial Productivity Get access Dynamic Factors in Industrial Productivity. By S. Melman. (Oxford: Basil Blackwell, 1956. Pp. 238. 22s. 6d.)Foundations of Productivity Analysis. By B. Gold. (Pittsburgh: University of Pittsburgh Press, 1955. Pp. 303. $5.00.) J. B. Heath J. B. Heath Manchester University Search for other works by this author on: Oxford Academic Google Scholar The Economic Journal, Volume 67, Is…
An Ethnic Disorder--the Challenge that Eating Disorders Patients Offer Group Analysts
Using digital video to measure the professional vision of elementary classroom management
Promoting pre-service teachers' professional vision of classroom management during practical school training
Fördert eine videobasierte Intervention im Praktikum die professionelle Wahrnehmung von Klassenführung? – Eine quantitativ-inhaltsanalytische Messung von Subprozessen professioneller Wahrnehmung
In der Lehrerinnen- und Lehrerbildung werden zunehmend videogestützte Lerngelegenheiten eingesetzt, um die professionelle Wahrnehmung von Unterricht zu fördern. In der vorliegenden Studie wurde ein quantitativ-inhaltsanalytisches Verfahren gewählt, um zu überprüfen, ob sich die professionelle Wahrnehmung von Klassenführung durch eine videobasierte Intervention im Praktikum fördern lässt. Die Interventionsgruppe (IG, n = 26) analysierte während ei…
Observing 360-degree classroom videos – Effects of video type on presence, emotions, workload, classroom observations, and ratings of teaching quality
Are good observers good classroom managers? The relationship between teachers’ professional vision and their students’ ratings on classroom management
When preservice teachers’ prior beliefs contradict evidence from educational research
BACKGROUND: Knowledge from educational research frequently contradicts preservice teachers' prior beliefs about educational topics. Such contradictions can seriously affect their attitudes towards educational research and can counteract efforts taken to establish teaching as a research-based profession. AIMS: Inspired by Munro's (2010, J. Appl. Soc. Psychol., 40, 579) work on science discounting, this study examined whether preservice teachers te…
Promoting Professional Vision of Classroom Management Through Different Analytic Perspectives in Video-Based Learning Environments
This study investigated how taking different perspectives in teacher training courses influences the learning of professional vision, multiperspectivity, and strategic knowledge of classroom management. A total of 134 student teachers analyzed classroom management from one of three different perspectives: 36, from an observer perspective by viewing videos of unknown teachers (TG-V); 46, from only a protagonist perspective by remembering own teach…
Comparing teaching examples
Young teachers, in particular, often face difficulties in managing their classrooms. A professional vision of classroom management can support teachers in managing a classroom effectively. This element of professional competence is often promoted in teacher training using video-based approaches, e.g., videoing own lessons including expert feedback, analyzing instructional videos and accompanying transcripts and analyzing videos of own and others …
The same or different?“ – Effekte von Unterrichtsanalyse und Unterrichtsreflexion auf die Veränderung kognitiver und motivationaler Merkmale professioneller Lehrkompetenz
Die Analyse von und die Reflexion über Unterricht sind zentrale Elemente universitärer Lehrkräftebildung. Dabei kann sowohl in der Lehre als auch in der Forschung begriffliche Heterogenität bzgl. Reflexion konstatiert werden. Auch fehlt eine klare Abgrenzung zwischen Analyse und Reflexion von Unterricht. Aufbauend auf der Konzeption des Selbstbezugs als ein zentrales Unterscheidungsmerkmal wird mittels eines quasi-experimentellen Prä-Post-Interve…
Videobasierte Erfassung wissensbasierten Verarbeitens als Teilprozess der professionellen Unterrichtswahrnehmung – Analyse eines geschlossenen und offenen Verfahrens
Die professionelle Wahrnehmung als Erkennen und wissensbasiertes Analysieren relevanter Ereignisse und Situationen gilt als eine grundlegende Voraussetzung für das professionelle Handeln einer Lehrkraft. Zur Erfassung werden meist kontextualisierte Instrumente mit Videostimulus verwendet, welche sowohl geschlossene Erfassungsformate wie Ratingitems oder auch offene Erfassungsformate wie schriftliche Kommentierungen verwenden. Da die Zusammenhänge…
Fostering student teachers’ research-based knowledge of effective feedback
Properly designed feedback can be highly conducive to students’ learning. Therefore, teacher education needs to equip future teachers with research-based knowledge of how to provide effective feedback. The present study reports the implementation and quasi-experimental evaluation (a pre-post control group design; N = 141) of a four-week intervention programme that aimed to enhance student teachers’ knowledge of effective feedback and their abilit…
Using the theory of planned behaviour to predict pre‐service teachers' preferences for scientific sources
BACKGROUND: Despite the growing emphasis on research-based teacher education and calls for evidence-informed practice, teachers tend to prefer experiential over scientific knowledge sources to inform their actions, justify decisions and analyse educational problems. This tendency already occurs as early as during initial teacher education, and it is possibly bolstered by school internships where mentors emphasise the value of practical over scien…
Development and Initial Validation Steps of a Standardized Video Test Assessing Professional Vision of Classroom Management and Instructional Support
Teachers’ professional vision (PV) is important for implementing teaching quality in classrooms. PV entails noticing and reasoning on relevant events out of classrooms’ complexity. Many events entail situations of classroom management and instructional support, which are crucial for student learning. Standardized video-based instruments have been used to validly and reliably gmeasure PV of classroom management and PV of instructional support. How…
Emotions in classroom video evaluation—The interplay of student teachers’ joy and anger and the quality of classroom management in video clips
Observing effective rather than improvable classroom management came with more joy and less anger. • Students’ perceptions of classroom management effectiveness correlated positively with joy and negatively with anger. • Joy and anger explained major variances in students’ classroom management evaluations. • Anger explained more variance in students’ classroom management evaluations than joy. In teacher education, classroom videos are frequently …
Complete or faded double-content examples of video-based analyses
Professional vision (PV) enables teachers to act competently in classrooms through cognitive processes of noticing, reasoning, and generating alternatives of action. Expert features of applying concepts, focusing on students, drawing inferences, and taking multiple perspectives are also considered a part of PV. PV can be fostered with video-based analyses, for which student teachers need instructional support. Instructional principles from cognit…
How professional knowledge and general cognitive abilities relate to pre-service teachers’ professional vision
Teachers’ professional vision as ability to notice and interpret relevant classroom events is based on professional knowledge. With regard to the circumvention-of-limits hypothesis, pre-service teachers’ professional vision might as well be conditioned by individual differences in their general cognitive abilities. We investigated the relationship between pre-service teachers’ professional vision and general cognitive abilities as well as whether…
Isolated or integrated? – Instructional approaches to foster professional vision of teaching quality
Student teachers must develop professional vision related to foci on classroom management (PVCM), instructional support (PVIS), and emotional support (PVES). PV can be enhanced through video-based analyses within adequate instructional approaches. Evidence suggests that both isolated and integrated approaches may foster learning. Student teachers could analyze all foci simultaneously (integrated) or successively (isolated). The study investigates…
Exploring profiles of pre-service teachers’ situation-specific skills regarding classroom management
Research on classroom management has shown inconsistent relationships between situation-specific skills (SSS) and classroom management quality. To address this, this exploratory study investigated whether distinct SSS profiles exist among pre-service teachers. Two-step cluster analyses of two subsamples (N1 = 211, N2 = 84) revealed five to six profiles of pre-service teachers. The second subsample largely confirmed the findings of the first. Howe…
Psychology (15 works) · Mathematics education (10 works) · Pedagogy (10 works) · Computer Science (9 works) · Teacher Education and Leadership Studies (9 works) · Multimedia (7 works) · Professional development (7 works) · Classroom management (6 works) · Medicine (5 works) · Educational Environments and Student Outcomes (4 works)