Timo Ehmke
Biographic Data
| ID | 4029311 |
|---|---|
| NAME | Timo Ehmke |
| GIVEN NAMES | Timo |
| FAMILY NAME | Ehmke |
| SIGNATURE | EHMKE T |
| AFFILIATIONS | Leuphana University of Lüneburg |
| ORCID | 0000-0001-9572-2185 |
| VERIFIED | Yes |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 24 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Promoting pre-service teachers’ critical cultural and multilingual awareness and responsiveness, and beliefs about multilingualism through practice-oriented, (self‐)reflexive intervention
Educational inequalities affecting culturally and linguistically diverse students highlight the importance of teachers’ positive beliefs about multilingualism, critical cultural and multilingual awareness, and responsiveness. This quasi-experimental pre-post study investigates how pre-service teachers’ beliefs about multilingualism, awareness, and responsiveness can be promoted through a practice-oriented, (self-)reflexive opportunity to learn ab…
Linguistic demands of instructions
Language in educational contexts is characterized by complex and cognitively demanding features that can be challenging to use. Based on situated expectancy-value theory (SEVT), we assumed that these linguistic demands can lower students’ expectancies of performing well and the intrinsic value they place on tasks. This is particularly true of students with lower language abilities. Consequently, they may be less motivated to actively engage in ac…
Effects of linguistic demands of reality-based mathematical tasks
Introduction Many teachers consider real-life tasks problematic for students because of their linguistic demands. However, it is unclear how the linguistic demands of real-life tasks actually affect students' solution rates for these tasks. Method Against this background, this experimental study systematically varied the linguistic demands of real-life mathematical tasks. It examined (1) the extent to which teachers ( N = 72) estimate the influen…
Modifying gap placement, topic, and evaluation method
Introduction C-Tests are employed globally to evaluate general language proficiency, and modifications of the typical C-Test have been proposed. Given the strong connection between language and mathematics, this study, besides investigating the difficulty of C-Test modifications and the impact of the test-taker's gender, examines the relationship between modified C-Tests and mathematical performance across different content areas. Methods 190 sev…
Managing Stress During Long-Term Internships
The unique demands of teaching contribute to elevated stress levels among educators worldwide. Equipping teachers with adaptive coping skills is increasingly important. However, there is a gap in understanding which coping strategies are essential for pre-service teachers and how universities can best promote them. This study examines pre-service teachers’ coping strategies during a long-term internship and evaluates a low-threshold intervention …
Investigating the situational impact of academic language demands on university students’ boredom with an instructional video
Current trends in educational research focus on understanding situational processes and the dynamics of achievement emotions. In this context, the features of the learning environment and their situational impact on achievement emotions play a significant role. In this study, we consider academic language demands as a feature of the learning environment and examine how they affect boredom in a learning situation based on an instructional video. A…
Changeability of pre-service teachers’ beliefs about multilingualism
Teachers of all subjects and grades must remain aware of the linguistic and cultural diversity among their students, as second language learners often experience educational disadvantages. Therefore, (pre-service) teachers must acquire pedagogical language knowledge and skills in linguistically responsive teaching (LRT), and develop positive beliefs about multilingualism. To analyze the changeability of German pre-service teachers’ beliefs about …
Exploring pre- and in-service teachers’ (non-)critical cultural and multilingual awareness and responsiveness in classroom situations through voice-recorded video-based assessment
Sensitizing teachers to support multicultural and multilingual students facing educational disadvantages is crucial. This study explores German (pre-service) teachers’ (non-)critical cultural and multilingual awareness and responsiveness. By applying qualitative-quantitative content analysis, we categorized participants’ voice-recorded responses to staged videos of culturally and linguistically challenging classroom situations into four levels of…
Text Comprehension as a Mediator in Solving Mathematical Reality-Based Tasks
Successfully solving reality-based tasks requires both mathematical and text comprehension skills. Previous research has shown that mathematical tasks requiring language proficiency have lower solution rates than those that do not, indicating increased difficulty through textual input. Therefore, it is plausible to assume that a lack of text comprehension skills leads to performance problems. Given that different sociodemographic characteristics …
Digitized Evaluation of Academic Opportunities to Learn (OTLs) Concerning Linguistically Responsive Teaching (LRT)
Teachers in Germany are not adequately prepared to teach in a linguistically responsive way. To change that, multiple development and research projects in this area have been established over the past decade. Recent studies show that pre-service teachers still have few opportunities to learn (OTLs) in the field of linguistically responsive teaching (LRT). This study aimed to transfer the theoretical model and the DaZKom test into pre-service teac…
How Does Pre-Service Teachers’ Self-Efficacy Relate to the Fulfilment of Basic Psychological Needs During Teaching Practicum
The aim of this study was to investigate environmental conditions in teaching practicums that support the development of pre-service teachers’ self-efficacy beliefs. Motivational orientations such as self-efficacy beliefs and enthusiasm are crucial aspects of professional teacher competence and thus should be fostered right from the beginning of teacher training. Against the backdrop of self-determination theory, which is connected to intrinsic m…
Pre-service teachers’ ability to identify academic language features
In order to reduce language-related disparities in educational attainment, teaching standards in many (Western) countries nowadays request teachers of all subjects and grades to focus on their students’ academic language development: Especially second language learners and socioeconomically disadvantaged students need continuous and systematic language support (linguistically responsive teaching) in order not to be left behind. To be able to act …
Mit Kollaboration zum Standard
Der Beitrag befasst sich mit dem kollaborativen und zugleich empirisch basierten Prozess des Standardsettings in einem interdisziplinären Forschungsprojekt, welches Lehrkräfte-Expertise im Bereich Deutsch als Zweitsprache (DaZ) mithilfe von Aufgaben zu kurzen Unterrichtsvideos erfasst hat. Ausgehend von Annahmen aus der Expertiseforschung steht dabei die Frage im Fokus, wie sich anhand der Testergebnisse von N = 295 angehenden und praktizierenden…
Evaluating boundary-crossing collaboration in research-practice partnerships in teacher education
This study examined boundary-crossing collaboration in a research-practice partnership (RPP) in initial teacher education in Germany, exploring improvements for the theory-practice link. This study aimed to evaluate this particular cooperation format, especially to identify success factors for RPPs and differences between actor groups. Characteristics examined include motivational factors, collaboration aspects, co-constructive knowledge acquisit…
Informal and formal lesson planning in school internships
Lesson planning is a core task for teachers, and pre-service teachers (PSTs) can learn how to plan lessons during internships. In this study, n = 200 PSTs were asked about their planning competency, and n = 121 lesson-planning documents written by PSTs were analyzed. The results demonstrate that PSTs considered their planning competency to be high and that this competency continued to increase during the internship. In addition, planning document…
Studentische Forschung im Praxissemester. Fallbeispiele aus der Lehrkräftebildung
Forschendes Lernen ist Teil der Diskussion um gelingende Lehrkräftebildung in der Hochschullehre. Mit der Einführung von Langzeitpraktika in der Lehrkräftebildung hat das Konzept des forschenden Lernens in den letzten Jahren wieder verstärkt Aufmerksamkeit erfahren. Ein Ziel dabei ist, dass (angehende) Lehrkräfte Herausforderungen im Beruf mit einer forschenden Grundhaltung gegenübertreten. In diesem Sammelband werden gelungene Beispiele von „For…
Studentische Forschung im Praxissemester – Begründungen, Erfahrungen und Modelle
In den letzten Jahren sind unzhlige
A Person-Centered Approach for Analyzing Multidimensional Integration in Collaboration Between Educational Researchers and Practitioners
This study was conducted in the context of a development project for teacher education, establishing a collaborative format called Transdisciplinary Development Teams (TDTs). The aim of this study was to investigate (a) how participating TDT members assess focal dimensions of integration characteristics (DICs) with regard to success factors and challenging aspects. DICs are operationalized as (1a) mutual learning and (1b) knowledge integration, (…
Aus „Erfahrung“ wird man selbstwirksam, motiviert und klug
Im Fokus dieses Beitrags steht die Frage, inwiefern die Nutzung von Lerngelegenheiten (opportunities to learn, OTL) mit Aspekten professioneller Kompetenz von Lehramtsstudierenden zusammenhängt. In einer Querschnittstichprobe von N = 200 Lehramtsstudierenden wurden das pädagogische Unterrichtswissen, die professionelle Unterrichtswahrnehmung, das pädagogische Interesse und die unterrichtsbezogene Selbstwirksamkeitserwartung erhoben. OTL wurden du…
A transdisciplinary evaluation framework for the assessment of integration in boundary-crossing collaborations in teacher education
This study provides a) an evaluative framework for boundary-crossing collaboration in teacher education which is inspired by the discourse of transdisciplinarity. In addition, it offers b) empirical insights about so-called Transdisciplinary Development Teams, which comprise practitioners, researchers, and student teachers. The framework bases on (1) epistemic, (2) social, and (3) organisational integration characteristics such as (1a) mutual lea…
Measuring mathematics competence in international and national large scale assessments
This study examines a linkage between the international mathematics scale of the Programme for International Student Assessment (PISA 2012) and the mathematics assessment taken from the German National Educational Panel Study (NEPS). The linking was realized by a separate linking study that uses a single group design. The sample consists of n = 1,270 9th graders from 78 German secondary schools. The equipercentile linking leads to close descripti…
Development of Competencies Across the Life Course
Modellierung sprachlicher Anforderungen in Testaufgaben verschiedener Unterrichtsfächer
Recent years have witnessed a growing interest in the relationship between academic language registers and school success in the German-speaking education system. However, we still know very little about the actual effects that academic language has on the academic performance of students, for instance, in how far the extent to which academic language is used in subject tasks actually makes these tasks more difficult. It is therefore highly vital…
Comparing apples with oranges? An approach to link TIMSS and the National Educational Panel Study in Germany via equipercentile and IRT methods
Effects of grade retention on achievement and self-concept in science and mathematics
No prominent works on this page.
Effects of grade retention on achievement and self-concept in science and mathematics
Comparing apples with oranges? An approach to link TIMSS and the National Educational Panel Study in Germany via equipercentile and IRT methods
Modellierung sprachlicher Anforderungen in Testaufgaben verschiedener Unterrichtsfächer
Recent years have witnessed a growing interest in the relationship between academic language registers and school success in the German-speaking education system. However, we still know very little about the actual effects that academic language has on the academic performance of students, for instance, in how far the extent to which academic language is used in subject tasks actually makes these tasks more difficult. It is therefore highly vital…
Development of Competencies Across the Life Course
Measuring mathematics competence in international and national large scale assessments
This study examines a linkage between the international mathematics scale of the Programme for International Student Assessment (PISA 2012) and the mathematics assessment taken from the German National Educational Panel Study (NEPS). The linking was realized by a separate linking study that uses a single group design. The sample consists of n = 1,270 9th graders from 78 German secondary schools. The equipercentile linking leads to close descripti…
A Person-Centered Approach for Analyzing Multidimensional Integration in Collaboration Between Educational Researchers and Practitioners
This study was conducted in the context of a development project for teacher education, establishing a collaborative format called Transdisciplinary Development Teams (TDTs). The aim of this study was to investigate (a) how participating TDT members assess focal dimensions of integration characteristics (DICs) with regard to success factors and challenging aspects. DICs are operationalized as (1a) mutual learning and (1b) knowledge integration, (…
Aus „Erfahrung“ wird man selbstwirksam, motiviert und klug
Im Fokus dieses Beitrags steht die Frage, inwiefern die Nutzung von Lerngelegenheiten (opportunities to learn, OTL) mit Aspekten professioneller Kompetenz von Lehramtsstudierenden zusammenhängt. In einer Querschnittstichprobe von N = 200 Lehramtsstudierenden wurden das pädagogische Unterrichtswissen, die professionelle Unterrichtswahrnehmung, das pädagogische Interesse und die unterrichtsbezogene Selbstwirksamkeitserwartung erhoben. OTL wurden du…
A transdisciplinary evaluation framework for the assessment of integration in boundary-crossing collaborations in teacher education
This study provides a) an evaluative framework for boundary-crossing collaboration in teacher education which is inspired by the discourse of transdisciplinarity. In addition, it offers b) empirical insights about so-called Transdisciplinary Development Teams, which comprise practitioners, researchers, and student teachers. The framework bases on (1) epistemic, (2) social, and (3) organisational integration characteristics such as (1a) mutual lea…
Studentische Forschung im Praxissemester. Fallbeispiele aus der Lehrkräftebildung
Forschendes Lernen ist Teil der Diskussion um gelingende Lehrkräftebildung in der Hochschullehre. Mit der Einführung von Langzeitpraktika in der Lehrkräftebildung hat das Konzept des forschenden Lernens in den letzten Jahren wieder verstärkt Aufmerksamkeit erfahren. Ein Ziel dabei ist, dass (angehende) Lehrkräfte Herausforderungen im Beruf mit einer forschenden Grundhaltung gegenübertreten. In diesem Sammelband werden gelungene Beispiele von „For…
Studentische Forschung im Praxissemester – Begründungen, Erfahrungen und Modelle
In den letzten Jahren sind unzhlige
Mit Kollaboration zum Standard
Der Beitrag befasst sich mit dem kollaborativen und zugleich empirisch basierten Prozess des Standardsettings in einem interdisziplinären Forschungsprojekt, welches Lehrkräfte-Expertise im Bereich Deutsch als Zweitsprache (DaZ) mithilfe von Aufgaben zu kurzen Unterrichtsvideos erfasst hat. Ausgehend von Annahmen aus der Expertiseforschung steht dabei die Frage im Fokus, wie sich anhand der Testergebnisse von N = 295 angehenden und praktizierenden…
Evaluating boundary-crossing collaboration in research-practice partnerships in teacher education
This study examined boundary-crossing collaboration in a research-practice partnership (RPP) in initial teacher education in Germany, exploring improvements for the theory-practice link. This study aimed to evaluate this particular cooperation format, especially to identify success factors for RPPs and differences between actor groups. Characteristics examined include motivational factors, collaboration aspects, co-constructive knowledge acquisit…
Informal and formal lesson planning in school internships
Lesson planning is a core task for teachers, and pre-service teachers (PSTs) can learn how to plan lessons during internships. In this study, n = 200 PSTs were asked about their planning competency, and n = 121 lesson-planning documents written by PSTs were analyzed. The results demonstrate that PSTs considered their planning competency to be high and that this competency continued to increase during the internship. In addition, planning document…
Digitized Evaluation of Academic Opportunities to Learn (OTLs) Concerning Linguistically Responsive Teaching (LRT)
Teachers in Germany are not adequately prepared to teach in a linguistically responsive way. To change that, multiple development and research projects in this area have been established over the past decade. Recent studies show that pre-service teachers still have few opportunities to learn (OTLs) in the field of linguistically responsive teaching (LRT). This study aimed to transfer the theoretical model and the DaZKom test into pre-service teac…
How Does Pre-Service Teachers’ Self-Efficacy Relate to the Fulfilment of Basic Psychological Needs During Teaching Practicum
The aim of this study was to investigate environmental conditions in teaching practicums that support the development of pre-service teachers’ self-efficacy beliefs. Motivational orientations such as self-efficacy beliefs and enthusiasm are crucial aspects of professional teacher competence and thus should be fostered right from the beginning of teacher training. Against the backdrop of self-determination theory, which is connected to intrinsic m…
Pre-service teachers’ ability to identify academic language features
In order to reduce language-related disparities in educational attainment, teaching standards in many (Western) countries nowadays request teachers of all subjects and grades to focus on their students’ academic language development: Especially second language learners and socioeconomically disadvantaged students need continuous and systematic language support (linguistically responsive teaching) in order not to be left behind. To be able to act …
Effects of linguistic demands of reality-based mathematical tasks
Introduction Many teachers consider real-life tasks problematic for students because of their linguistic demands. However, it is unclear how the linguistic demands of real-life tasks actually affect students' solution rates for these tasks. Method Against this background, this experimental study systematically varied the linguistic demands of real-life mathematical tasks. It examined (1) the extent to which teachers ( N = 72) estimate the influen…
Modifying gap placement, topic, and evaluation method
Introduction C-Tests are employed globally to evaluate general language proficiency, and modifications of the typical C-Test have been proposed. Given the strong connection between language and mathematics, this study, besides investigating the difficulty of C-Test modifications and the impact of the test-taker's gender, examines the relationship between modified C-Tests and mathematical performance across different content areas. Methods 190 sev…
Managing Stress During Long-Term Internships
The unique demands of teaching contribute to elevated stress levels among educators worldwide. Equipping teachers with adaptive coping skills is increasingly important. However, there is a gap in understanding which coping strategies are essential for pre-service teachers and how universities can best promote them. This study examines pre-service teachers’ coping strategies during a long-term internship and evaluates a low-threshold intervention …
Investigating the situational impact of academic language demands on university students’ boredom with an instructional video
Current trends in educational research focus on understanding situational processes and the dynamics of achievement emotions. In this context, the features of the learning environment and their situational impact on achievement emotions play a significant role. In this study, we consider academic language demands as a feature of the learning environment and examine how they affect boredom in a learning situation based on an instructional video. A…
Changeability of pre-service teachers’ beliefs about multilingualism
Teachers of all subjects and grades must remain aware of the linguistic and cultural diversity among their students, as second language learners often experience educational disadvantages. Therefore, (pre-service) teachers must acquire pedagogical language knowledge and skills in linguistically responsive teaching (LRT), and develop positive beliefs about multilingualism. To analyze the changeability of German pre-service teachers’ beliefs about …
Exploring pre- and in-service teachers’ (non-)critical cultural and multilingual awareness and responsiveness in classroom situations through voice-recorded video-based assessment
Sensitizing teachers to support multicultural and multilingual students facing educational disadvantages is crucial. This study explores German (pre-service) teachers’ (non-)critical cultural and multilingual awareness and responsiveness. By applying qualitative-quantitative content analysis, we categorized participants’ voice-recorded responses to staged videos of culturally and linguistically challenging classroom situations into four levels of…
Text Comprehension as a Mediator in Solving Mathematical Reality-Based Tasks
Successfully solving reality-based tasks requires both mathematical and text comprehension skills. Previous research has shown that mathematical tasks requiring language proficiency have lower solution rates than those that do not, indicating increased difficulty through textual input. Therefore, it is plausible to assume that a lack of text comprehension skills leads to performance problems. Given that different sociodemographic characteristics …
Promoting pre-service teachers’ critical cultural and multilingual awareness and responsiveness, and beliefs about multilingualism through practice-oriented, (self‐)reflexive intervention
Educational inequalities affecting culturally and linguistically diverse students highlight the importance of teachers’ positive beliefs about multilingualism, critical cultural and multilingual awareness, and responsiveness. This quasi-experimental pre-post study investigates how pre-service teachers’ beliefs about multilingualism, awareness, and responsiveness can be promoted through a practice-oriented, (self-)reflexive opportunity to learn ab…
Linguistic demands of instructions
Language in educational contexts is characterized by complex and cognitively demanding features that can be challenging to use. Based on situated expectancy-value theory (SEVT), we assumed that these linguistic demands can lower students’ expectancies of performing well and the intrinsic value they place on tasks. This is particularly true of students with lower language abilities. Consequently, they may be less motivated to actively engage in ac…
Psychology (17 works) · Mathematics education (14 works) · Pedagogy (10 works) · Computer Science (9 works) · EFL/ESL Teaching and Learning (6 works) · Linguistics (6 works) · Social Psychology (6 works) · Philosophy (5 works) · Political science (5 works) · Teacher Education and Leadership Studies (5 works)