Susanne Jurkowski
Biographic Data
| ID | 2747271 |
|---|---|
| NAME | Susanne Jurkowski |
| GIVEN NAMES | Susanne |
| FAMILY NAME | Jurkowski |
| SIGNATURE | JURKOWSKI S |
| AFFILIATIONS | University of Erfurt |
| ORCID | 0000-0001-9132-0568 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Opening the Gateway to Oral Participation
This field study examined factors that might influence hand raising in students with high levels of shyness. Data were assessed using student self-reports of shyness and social relatedness factors (student-teacher relationship and peer relationship), observations of instructional factors (wait time, warm calling, class size, and school subject), and behavioral measures of hand raising among 204 middle school students during a school week. Multile…
Collaboration in in-service teacher training - the missing link between empirical evidence and practice
Cooperative learning is an evidence-based teaching strategy that has positive effects on students' academic and social learning, but teachers use the strategy in class infrequently. Teacher collaboration has the potential to support teachers in the transformation of knowledge into the implementation of new teaching methods. In an experimental pre-test-post-test design (N = 53), an in-service teacher training with teacher collaboration for the imp…
Preparing student teachers for inclusive classes
Teaching in inclusive classes requires that general teachers have basic competences in individualised support for students. Teacher education currently faces the challenge of preparing general student teachers for teaching in inclusive classes and stimulating their integration of knowledge about inclusion, special education, general school pedagogy, subject didactics, and subject science. Co-teaching of university lecturers from different discipl…
The role of teachers in the bullying involvement of students with emotional and behavioral difficulties
Messung gemeinsamer Wissenskonstruktion
Transaktive Kommunikation bedeutet, dass Lernende auf die Beiträge ihrer Lernpartner:innen Bezug nehmen, auf ihnen aufbauen und sie weiterentwickeln. Dadurch konstruieren die Lernenden gemeinsam Wissen zum Lerngegenstand. In der Forschung wird die transaktive Kommunikation vor allem über die Transkription und Codierung von Audio- oder Videomaterial erhoben. Dieses Vorgehen ist relativ ressourcenintensiv und möglicherweise aufgrund fehlender Infor…
The Life programme – University students learning leadership and teamwork through service learning in El Salvador
The programme LIFE (Líderes Inspirando Futuro y Éxito/Leaders Inspiring Future and Success) was developed to foster socio-emotional development of university students and pupils from urban marginalised schools in El Salvador. Youth in this region grow up facing many challenges, including a high rate of violence and a lack of access to opportunities. In LIFE, university students implement a workshop on teamwork and entrepreneurism for pupils from …
Cooperative learning as an evidence-based teaching strategy
Cooperative learning is an evidence-based teaching strategy. In cooperative learning, teachers structure students’ interactions and prepare them for cooperation so that students work together in small groups supporting each other’s’ learning processes. This study investigated whether the empirical evidence of the effectiveness of cooperative learning is reflected in teachers’ professional competencies and their teaching practices. We surveyed 1,4…
Co-teaching as a resource for inclusive classes
Co-teaching is a resource for inclusive classes, which includes the shared instruction of general and special education teachers. Against the background that the inclusive school system in Germany is currently developing, we investigated secondary school co-teachers’ perspectives on the conditions for successful implementation of co-teaching. We interviewed general teachers (n = 17) and special education teachers (n = 16) about their individual e…
Co-teaching in inclusive classes
How to increase the benefits of cooperation
BACKGROUND: Transactive communication means referring to and building on a learning partner's idea, by, for example, extending the partner's idea or interlinking the partner's idea with an idea of one's own. This transforms the partner's idea into a more elaborate one. Previous research found a positive relationship between students' transactive communication and their learning results when working in small groups. AIMS: To increase the benefits …
Co-teaching in inclusive classes
Co-teaching as a resource for inclusive classes
Co-teaching is a resource for inclusive classes, which includes the shared instruction of general and special education teachers. Against the background that the inclusive school system in Germany is currently developing, we investigated secondary school co-teachers’ perspectives on the conditions for successful implementation of co-teaching. We interviewed general teachers (n = 17) and special education teachers (n = 16) about their individual e…
The Life programme – University students learning leadership and teamwork through service learning in El Salvador
The programme LIFE (Líderes Inspirando Futuro y Éxito/Leaders Inspiring Future and Success) was developed to foster socio-emotional development of university students and pupils from urban marginalised schools in El Salvador. Youth in this region grow up facing many challenges, including a high rate of violence and a lack of access to opportunities. In LIFE, university students implement a workshop on teamwork and entrepreneurism for pupils from …
How to increase the benefits of cooperation
BACKGROUND: Transactive communication means referring to and building on a learning partner's idea, by, for example, extending the partner's idea or interlinking the partner's idea with an idea of one's own. This transforms the partner's idea into a more elaborate one. Previous research found a positive relationship between students' transactive communication and their learning results when working in small groups. AIMS: To increase the benefits …
Co-teaching in inclusive classes
Cooperative learning as an evidence-based teaching strategy
Cooperative learning is an evidence-based teaching strategy. In cooperative learning, teachers structure students’ interactions and prepare them for cooperation so that students work together in small groups supporting each other’s’ learning processes. This study investigated whether the empirical evidence of the effectiveness of cooperative learning is reflected in teachers’ professional competencies and their teaching practices. We surveyed 1,4…
Co-teaching as a resource for inclusive classes
Co-teaching is a resource for inclusive classes, which includes the shared instruction of general and special education teachers. Against the background that the inclusive school system in Germany is currently developing, we investigated secondary school co-teachers’ perspectives on the conditions for successful implementation of co-teaching. We interviewed general teachers (n = 17) and special education teachers (n = 16) about their individual e…
Messung gemeinsamer Wissenskonstruktion
Transaktive Kommunikation bedeutet, dass Lernende auf die Beiträge ihrer Lernpartner:innen Bezug nehmen, auf ihnen aufbauen und sie weiterentwickeln. Dadurch konstruieren die Lernenden gemeinsam Wissen zum Lerngegenstand. In der Forschung wird die transaktive Kommunikation vor allem über die Transkription und Codierung von Audio- oder Videomaterial erhoben. Dieses Vorgehen ist relativ ressourcenintensiv und möglicherweise aufgrund fehlender Infor…
The Life programme – University students learning leadership and teamwork through service learning in El Salvador
The programme LIFE (Líderes Inspirando Futuro y Éxito/Leaders Inspiring Future and Success) was developed to foster socio-emotional development of university students and pupils from urban marginalised schools in El Salvador. Youth in this region grow up facing many challenges, including a high rate of violence and a lack of access to opportunities. In LIFE, university students implement a workshop on teamwork and entrepreneurism for pupils from …
Preparing student teachers for inclusive classes
Teaching in inclusive classes requires that general teachers have basic competences in individualised support for students. Teacher education currently faces the challenge of preparing general student teachers for teaching in inclusive classes and stimulating their integration of knowledge about inclusion, special education, general school pedagogy, subject didactics, and subject science. Co-teaching of university lecturers from different discipl…
The role of teachers in the bullying involvement of students with emotional and behavioral difficulties
Collaboration in in-service teacher training - the missing link between empirical evidence and practice
Cooperative learning is an evidence-based teaching strategy that has positive effects on students' academic and social learning, but teachers use the strategy in class infrequently. Teacher collaboration has the potential to support teachers in the transformation of knowledge into the implementation of new teaching methods. In an experimental pre-test-post-test design (N = 53), an in-service teacher training with teacher collaboration for the imp…
Opening the Gateway to Oral Participation
This field study examined factors that might influence hand raising in students with high levels of shyness. Data were assessed using student self-reports of shyness and social relatedness factors (student-teacher relationship and peer relationship), observations of instructional factors (wait time, warm calling, class size, and school subject), and behavioral measures of hand raising among 204 middle school students during a school week. Multile…
Psychology (10 works) · Computer Science (6 works) · Mathematics education (6 works) · Pedagogy (6 works) · Teaching method (5 works) · Innovative Teaching and Learning Methods (4 works) · Collaborative Teaching and Inclusion (3 works) · Communication in Education and Healthcare (3 works) · Developmental psychology (3 works) · Disability Education and Employment (3 works)