Gerhard Büttner
Biographic Data
| ID | 2747526 |
|---|---|
| NAME | Gerhard Büttner |
| GIVEN NAMES | Gerhard |
| FAMILY NAME | Büttner |
| SIGNATURE | BÜTTNER G |
| AFFILIATIONS | Goethe University Frankfurt |
| ORCID | 0000-0002-0731-4171 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 22 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
Developmental Trajectories of Phonological Information Processing in Upper Elementary Students With Reading or Spelling Disabilities
Deficits in phonological information processing in upper elementary students with specific learning disabilities in reading or spelling may increase, decrease, or remain stable over time. The authors examined the development of phonological processing longitudinally in 209 students (109 with learning disabilities and 100 typically achieving; n = 127 boys) in Germany, from grade 3 to grade 5 (ages 8–11; mean age at recruitment = 8 years 6.78 month…
Friendship Quality in Youth With and Without Disruptive Behavior Disorders: The Role of Empathy, Aggression, and Callousness
The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality
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
Exploring teacher popularity: Associations with teacher characteristics and student outcomes in primary school
In this study, we investigated conditions and consequences of teacher popularity in primary schools. Teacher popularity is embedded in a theoretical framework that describes relationships between teacher competence, teaching quality, and student outcomes. In the empirical analyses, we used multilevel modeling to distinguish between individual students’ liking of the teacher and a teacher’s popularity as rated by the whole class (N = 1070 students…
The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school
BACKGROUND: In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited. AIMS: This study aimed to investigate the connection between effective teaching and reported learning…
Embedded Formative Assessment and Classroom Process Quality: How Do They Interact in Promoting Science Understanding
In this study we examine the interplay between curriculum-embedded formative assessment—a well-known teaching practice—and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students’ understanding of the scientific concepts of floating and sinking. We used data from a cluster-randomized controlled trial and compared curriculum-embedde…
Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes
Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance
Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level
The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality
Exploring teacher popularity: Associations with teacher characteristics and student outcomes in primary school
In this study, we investigated conditions and consequences of teacher popularity in primary schools. Teacher popularity is embedded in a theoretical framework that describes relationships between teacher competence, teaching quality, and student outcomes. In the empirical analyses, we used multilevel modeling to distinguish between individual students’ liking of the teacher and a teacher’s popularity as rated by the whole class (N = 1070 students…
Embedded Formative Assessment and Classroom Process Quality: How Do They Interact in Promoting Science Understanding
In this study we examine the interplay between curriculum-embedded formative assessment—a well-known teaching practice—and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students’ understanding of the scientific concepts of floating and sinking. We used data from a cluster-randomized controlled trial and compared curriculum-embedde…
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
Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes
Embedded Formative Assessment and Classroom Process Quality: How Do They Interact in Promoting Science Understanding
In this study we examine the interplay between curriculum-embedded formative assessment—a well-known teaching practice—and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students’ understanding of the scientific concepts of floating and sinking. We used data from a cluster-randomized controlled trial and compared curriculum-embedde…
The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school
BACKGROUND: In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited. AIMS: This study aimed to investigate the connection between effective teaching and reported learning…
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
Exploring teacher popularity: Associations with teacher characteristics and student outcomes in primary school
In this study, we investigated conditions and consequences of teacher popularity in primary schools. Teacher popularity is embedded in a theoretical framework that describes relationships between teacher competence, teaching quality, and student outcomes. In the empirical analyses, we used multilevel modeling to distinguish between individual students’ liking of the teacher and a teacher’s popularity as rated by the whole class (N = 1070 students…
Friendship Quality in Youth With and Without Disruptive Behavior Disorders: The Role of Empathy, Aggression, and Callousness
The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality
Developmental Trajectories of Phonological Information Processing in Upper Elementary Students With Reading or Spelling Disabilities
Deficits in phonological information processing in upper elementary students with specific learning disabilities in reading or spelling may increase, decrease, or remain stable over time. The authors examined the development of phonological processing longitudinally in 209 students (109 with learning disabilities and 100 typically achieving; n = 127 boys) in Germany, from grade 3 to grade 5 (ages 8–11; mean age at recruitment = 8 years 6.78 month…
Psychology (9 works) · Mathematics education (7 works) · Pedagogy (6 works) · Cognition (5 works) · Teacher Education and Leadership Studies (5 works) · Educational Environments and Student Outcomes (4 works) · Innovative Teaching and Learning Methods (4 works) · Social Psychology (4 works) · Metacognition (3 works) · Motivation and Self-Concept in Sports (3 works)