Charlotte Dignath
Biographic Data
| ID | 1604671 |
|---|---|
| NAME | Charlotte Dignath |
| GIVEN NAMES | Charlotte |
| FAMILY NAME | Dignath |
| SIGNATURE | DIGNATH C |
| AFFILIATIONS | Goethe University Frankfurt |
| ORCID | 0000-0002-1707-8731 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
An International Review of Assessment Tools for Teachers’ Professional Competence in Teaching Autistic Children
Teachers are key players in the successful inclusion of children on the autism spectrum. However, they often feel that they are not adequately prepared for this challenge. As a result, there are new efforts to improve education training and professional development, but what content needs to be taught and what skills need to be trained to prepare teachers well for inclusion? Teacher training should be based on research findings to strengthen teac…
Self-Regulation Competence as a Superpower: An Integrated Framework for K-12
Self-regulation competence is known to be a critical driver of academic achievement, mental health, and lifelong success. However, research on education and educational practice in K-12 remains fragmented in that groups of researchers focus on conceptualizations from different traditions, including self-regulated learning (SRL), executive functions (EFs) and personality psychology (e.g., conscientiousness), and there is limited cross-talk between…
A Systematic Review of Teachers’ Knowledge of Self-Regulated Learning and its Assessment
This systematic review synthesizes and organizes existing research on teachers’ professional knowledge related to self-regulated learning (SRL) and its assessment. Although teachers play a central role in fostering and evaluating students’ SRL, the field lacks conceptual clarity regarding the types of knowledge required for these tasks. Drawing on established models of teacher professional competencies and knowledge, this review distinguishes thr…
Effects of heterogeneity simulations on beliefs
Teaching strategies that consider the heterogeneity of students’ prior knowledge, such as differentiated instruction, are an important feature of teaching quality, but are still rarely implemented by teachers in schools. Simulations could be an approach to provide pre-service teachers with the experience of heterogeneity and thereby positively influence their beliefs about the importance of teaching that responds to the heterogeneity of students.…
Unveiling pre-service teachers’ cognitive processes: Insights from thinking-aloud protocols on self-regulated learning assessment / Descubriendo los procesos cognitivos de los docentes en formación: e…
Self-regulated learning (SRL) is essential for lifelong learning but challenging to achieve without guidance. Teachers play a key role in fostering SRL, requiring diagnostic competence to assess students’ SRL skills and provide tailored support. However, many teachers lack the ability to accurately assess SRL, highlighting the need to address this in pre-service teacher training. This study explored how SRL-specific tools influence pre-service te…
Pre‐service teachers' explicit and implicit stereotypes towards pupils with different special educational needs
BACKGROUND: Successful inclusion in education depends heavily on the attitudes of teachers, and stereotypes play a significant role in shaping these attitudes. However, social desirability bias may limit direct measures of stereotypes. Combining direct and indirect measures offers better insights. But studies on SEN-specific stereotypes combining these measures are rare. AIMS: This study aims to investigate and compare pre-service teachers' expli…
On the right track: Decoding self-regulated learning in young students’ log data with the digital train track task
Assessing self-regulated learning (SRL)—the interplay between monitoring and control behavior—remains challenging, particularly in young learners. The unobtrusive assessment with log data to investigate SRL offers a promising method to deepen the understanding of the SRL process of young students. Despite the significant potential of log data to enhance the measurement of SRL, recent research encounters new challenges of operationalization, trans…
Judging a book by its cover? Investigating pre-service teacher's stereotypes towards pupils with special educational needs
Stereotypes about pupils with special educational needs are prevalent both in society and among pre- and in-service teachers. However, little is known about the specific stereotypes pre-service teachers associate with autistic pupils, pupils with Down syndrome, and pupils with dyslexia. We explored these in two studies. Study 1 (N=13) involved qualitative interviews to identify potential stereotype content. Study 2 (N=213) used these findings to …
Lern- und Verhaltensschwierigkeiten in der Schule: Erscheinungsformen - Entwicklungsmodelle - Implikationen für die Praxis
SchülerInnen mit Lernschwierigkeiten zeigen häufig auch Probleme im Verhalten - und umgekehrt. Für SchülerIinnen und Lehrkräfte sind solche gleichzeitig auftretende Phänomene eine große Herausforderung, die mit Fragen zur gezielten Unterstützung dieser Zielgruppe einhergeht. Das Buch fokussiert das Phänomen gleichzeitig auftretender Lern- und Verhaltensschwierigkeiten in der Schule mit dem Ziel, Grundlagen- und Handlungswissen zu dem Thema zu ver…
Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: A Meta-analytical Study
Teachers’ belief systems about the inclusion of students with special needs may explain gaps between policy and practice. We investigated three inter-related aspects of teachers’ belief systems: teachers’ cognitive appraisals (e.g., attitudes), emotional appraisal (e.g., feelings), and self-efficacy (e.g., agency to teach inclusive classrooms). To date, research in this field has produced contradictory findings, resulting in a sparse understandin…
Reading Persuasive Texts Affects Preservice Teachers' Beliefs About Cultural Diversity in the Classroom
Research has suggested that teachers' beliefs toward culturally diverse classrooms are affected during teacher education. Text reading, as one of the major learning activities in initial teacher education, is supposed to affect teachers' educational concepts and beliefs. We conducted two experiments to test the impact of reading a positively or negatively oriented persuasive text about diversity on preservice teachers' belief change. In Study 1 (…
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies
Despite the consensus about the importance of self-regulated learning for academic as well as for lifelong learning, it is still poorly understood as to how teachers can most effectively support their students in enacting self-regulated learning. This article provides a framework about how self-regulated learning can be activated directly through strategy instruction and indirectly by creating a learning environment that allows students to regula…
Fostering pre-service teachers’ theoretical knowledge application: Studying with and without text-based cases
As knowledge derived from scientific theory can be helpful for teachers to reflect on their everyday teaching, universities have the challenging task of teaching this knowledge in such a way that pre-service teachers are able to apply it to their later teaching. Case-based learning has emerged as a promising method to foster pre-service teachers’ scientific knowledge application throughout university teacher education. However, surprisingly, empi…
Can You Only Diagnose What You Know? The Relation Between Teachers’ Self-Regulation of Learning Concepts and Their Assessment of Students’ Self-Regulation
Self-regulation of learning (SRL) positively affects achievement and motivation. Therefore, teachers are supposed to foster students‘ SRL by providing them with strategies. However, two preconditions have to be met: teachers need to diagnose their students‘ SRL to take instructional decisions about promoting SRL. To this end, teachers need knowledge about SRL to know what to diagnose. Only little research has investigated teachers’ knowledge abou…
Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews
What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students' Self-Regulation
In order to foster self-regulated learning (SRL), teachers should provide students with learning strategies, as well as with constructivist learning environments that allow them to self-regulate their learning. These two components complement each other. When investigating teachers' promotion of SRL, not only teacher behavior, but also teachers' beliefs as well as their knowledge about SRL are relevant aspects to consider. Therefore, this study s…
Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance
How can primary school students learn self-regulated learning strategies most effectively?
Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level
What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students' Self-Regulation
In order to foster self-regulated learning (SRL), teachers should provide students with learning strategies, as well as with constructivist learning environments that allow them to self-regulate their learning. These two components complement each other. When investigating teachers' promotion of SRL, not only teacher behavior, but also teachers' beliefs as well as their knowledge about SRL are relevant aspects to consider. Therefore, this study s…
Judging a book by its cover? Investigating pre-service teacher's stereotypes towards pupils with special educational needs
Stereotypes about pupils with special educational needs are prevalent both in society and among pre- and in-service teachers. However, little is known about the specific stereotypes pre-service teachers associate with autistic pupils, pupils with Down syndrome, and pupils with dyslexia. We explored these in two studies. Study 1 (N=13) involved qualitative interviews to identify potential stereotype content. Study 2 (N=213) used these findings to …
How can primary school students learn self-regulated learning strategies most effectively?
Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level
Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance
What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students' Self-Regulation
In order to foster self-regulated learning (SRL), teachers should provide students with learning strategies, as well as with constructivist learning environments that allow them to self-regulate their learning. These two components complement each other. When investigating teachers' promotion of SRL, not only teacher behavior, but also teachers' beliefs as well as their knowledge about SRL are relevant aspects to consider. Therefore, this study s…
Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews
Can You Only Diagnose What You Know? The Relation Between Teachers’ Self-Regulation of Learning Concepts and Their Assessment of Students’ Self-Regulation
Self-regulation of learning (SRL) positively affects achievement and motivation. Therefore, teachers are supposed to foster students‘ SRL by providing them with strategies. However, two preconditions have to be met: teachers need to diagnose their students‘ SRL to take instructional decisions about promoting SRL. To this end, teachers need knowledge about SRL to know what to diagnose. Only little research has investigated teachers’ knowledge abou…
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies
Despite the consensus about the importance of self-regulated learning for academic as well as for lifelong learning, it is still poorly understood as to how teachers can most effectively support their students in enacting self-regulated learning. This article provides a framework about how self-regulated learning can be activated directly through strategy instruction and indirectly by creating a learning environment that allows students to regula…
Fostering pre-service teachers’ theoretical knowledge application: Studying with and without text-based cases
As knowledge derived from scientific theory can be helpful for teachers to reflect on their everyday teaching, universities have the challenging task of teaching this knowledge in such a way that pre-service teachers are able to apply it to their later teaching. Case-based learning has emerged as a promising method to foster pre-service teachers’ scientific knowledge application throughout university teacher education. However, surprisingly, empi…
Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: A Meta-analytical Study
Teachers’ belief systems about the inclusion of students with special needs may explain gaps between policy and practice. We investigated three inter-related aspects of teachers’ belief systems: teachers’ cognitive appraisals (e.g., attitudes), emotional appraisal (e.g., feelings), and self-efficacy (e.g., agency to teach inclusive classrooms). To date, research in this field has produced contradictory findings, resulting in a sparse understandin…
Reading Persuasive Texts Affects Preservice Teachers' Beliefs About Cultural Diversity in the Classroom
Research has suggested that teachers' beliefs toward culturally diverse classrooms are affected during teacher education. Text reading, as one of the major learning activities in initial teacher education, is supposed to affect teachers' educational concepts and beliefs. We conducted two experiments to test the impact of reading a positively or negatively oriented persuasive text about diversity on preservice teachers' belief change. In Study 1 (…
Lern- und Verhaltensschwierigkeiten in der Schule: Erscheinungsformen - Entwicklungsmodelle - Implikationen für die Praxis
SchülerInnen mit Lernschwierigkeiten zeigen häufig auch Probleme im Verhalten - und umgekehrt. Für SchülerIinnen und Lehrkräfte sind solche gleichzeitig auftretende Phänomene eine große Herausforderung, die mit Fragen zur gezielten Unterstützung dieser Zielgruppe einhergeht. Das Buch fokussiert das Phänomen gleichzeitig auftretender Lern- und Verhaltensschwierigkeiten in der Schule mit dem Ziel, Grundlagen- und Handlungswissen zu dem Thema zu ver…
On the right track: Decoding self-regulated learning in young students’ log data with the digital train track task
Assessing self-regulated learning (SRL)—the interplay between monitoring and control behavior—remains challenging, particularly in young learners. The unobtrusive assessment with log data to investigate SRL offers a promising method to deepen the understanding of the SRL process of young students. Despite the significant potential of log data to enhance the measurement of SRL, recent research encounters new challenges of operationalization, trans…
Judging a book by its cover? Investigating pre-service teacher's stereotypes towards pupils with special educational needs
Stereotypes about pupils with special educational needs are prevalent both in society and among pre- and in-service teachers. However, little is known about the specific stereotypes pre-service teachers associate with autistic pupils, pupils with Down syndrome, and pupils with dyslexia. We explored these in two studies. Study 1 (N=13) involved qualitative interviews to identify potential stereotype content. Study 2 (N=213) used these findings to …
Pre‐service teachers' explicit and implicit stereotypes towards pupils with different special educational needs
BACKGROUND: Successful inclusion in education depends heavily on the attitudes of teachers, and stereotypes play a significant role in shaping these attitudes. However, social desirability bias may limit direct measures of stereotypes. Combining direct and indirect measures offers better insights. But studies on SEN-specific stereotypes combining these measures are rare. AIMS: This study aims to investigate and compare pre-service teachers' expli…
An International Review of Assessment Tools for Teachers’ Professional Competence in Teaching Autistic Children
Teachers are key players in the successful inclusion of children on the autism spectrum. However, they often feel that they are not adequately prepared for this challenge. As a result, there are new efforts to improve education training and professional development, but what content needs to be taught and what skills need to be trained to prepare teachers well for inclusion? Teacher training should be based on research findings to strengthen teac…
Self-Regulation Competence as a Superpower: An Integrated Framework for K-12
Self-regulation competence is known to be a critical driver of academic achievement, mental health, and lifelong success. However, research on education and educational practice in K-12 remains fragmented in that groups of researchers focus on conceptualizations from different traditions, including self-regulated learning (SRL), executive functions (EFs) and personality psychology (e.g., conscientiousness), and there is limited cross-talk between…
A Systematic Review of Teachers’ Knowledge of Self-Regulated Learning and its Assessment
This systematic review synthesizes and organizes existing research on teachers’ professional knowledge related to self-regulated learning (SRL) and its assessment. Although teachers play a central role in fostering and evaluating students’ SRL, the field lacks conceptual clarity regarding the types of knowledge required for these tasks. Drawing on established models of teacher professional competencies and knowledge, this review distinguishes thr…
Effects of heterogeneity simulations on beliefs
Teaching strategies that consider the heterogeneity of students’ prior knowledge, such as differentiated instruction, are an important feature of teaching quality, but are still rarely implemented by teachers in schools. Simulations could be an approach to provide pre-service teachers with the experience of heterogeneity and thereby positively influence their beliefs about the importance of teaching that responds to the heterogeneity of students.…
Unveiling pre-service teachers’ cognitive processes: Insights from thinking-aloud protocols on self-regulated learning assessment / Descubriendo los procesos cognitivos de los docentes en formación: e…
Self-regulated learning (SRL) is essential for lifelong learning but challenging to achieve without guidance. Teachers play a key role in fostering SRL, requiring diagnostic competence to assess students’ SRL skills and provide tailored support. However, many teachers lack the ability to accurately assess SRL, highlighting the need to address this in pre-service teacher training. This study explored how SRL-specific tools influence pre-service te…
Innovative Teaching and Learning Methods (10 works) · Mathematics education (10 works) · Psychology (10 works) · Cognition (8 works) · Pedagogy (8 works) · Metacognition (6 works) · Self-regulated learning (6 works) · Educational psychology (5 works) · Social Psychology (5 works) · Educational Strategies and Epistemologies (4 works)