Armin Jentsch
Biographic Data
| ID | 4460547 |
|---|---|
| NAME | Armin Jentsch |
| GIVEN NAMES | Armin |
| FAMILY NAME | Jentsch |
| SIGNATURE | JENTSCH A |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-2423-3955 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The influence of teachers’ dispositions on their use of mathematical problem-solving tasks
Mathematical tasks play a central role in shaping students’ opportunities to engage in complex cognitive processes such as mathematical problem solving. While previous research has highlighted the importance of teachers’ professional competence for instructional quality, less is known about how different facets of teachers’ dispositions jointly relate to the selection of tasks with high problem-solving potential. This study investigates how combi…
Observing Instructional Practice
Classroom observation systems can be an important tool for understanding teaching quality. However, the wide range of possible lessons that can be observed raises concerns about whether fixed observation rubrics can measure the intended teaching quality constructs equally well in each lesson. This paper argues for exploring measurement invariance across lessons in observation systems, adopting an understanding of measurement invariance that empha…
Context matters
The current investigation aims to adapt and validate the Teacher Education and Development Study-Instruct observation instrument for assessing teaching quality in new contexts: Norwegian Grade 6 mathematics and science lessons. More specifically, the article examines content validity and reliability in the new contexts using a multi-methods approach, involving the Delphi technique and generalizability theory. Findings suggest that while the core …
Using Generalizability Theory to examine the effects of presentation order on classroom observation scores
Background Scores from classroom observations serve as important pieces of information for educational researchers, practitioners, and policymakers. However, scoring procedures typically remain untested. This study aims to investigate the effect of sequential and nonsequential scoring of lesson segments from videotaped Norwegian mathematics and science classrooms. Methods Using a cross-over design, we randomly assigned four raters to score 30 vid…
Three types of subject-specificity. Exploring differences in the measurement of teaching quality across Norwegian mathematics and language arts classrooms
Measuring teaching quality is important to better understand student learning in classrooms. To directly capture teaching quality constructs, subject-specific and subject-generic observation systems have been developed, with benefits and challenges on both sides. However, we show that subject-specificity may address different things and come with different implicit assumptions about what is subject-specific. As a common ground for empirical work,…
Mixed motivational regulation
Research on (pre-service) teachers has gained substantial prominence as research has shown that (lack of) motivation, quality of teaching, and teachers’ mental health are strongly interrelated. Current research in educational psychology has prominently shown that reported associations of variables often differ
The effects of an online positive psychology intervention on pre‐service teachers' efficacy, ability to cope and emotional regulation
Pre‐service teachers have been identified as a risk group for developing burnout syndromes over the course of their careers due to increased perceived psychological distress and, in particular, if there is a lack of coping strategies. To provide pre‐service teachers with appropriate techniques and concepts that can be successfully applied in educational and work contexts, an online positive psychology intervention was designed to improve particip…
Protective Factors in Forensic Practice
Protective factors are now commonly included in comprehensive risk assessment. This study concerns an initial validation of the new SAPROF-Extended Version (SAPROF-EV) pilot, containing modifications and additions to the original SAPROF. For 139 forensic psychiatric inpatients, assessment results with the SAPROF-EV pilot and HCR-20 V3 were compared with aggressive incidents. Results show good predictive validity for the SAPROF-EV pilot for all ou…
Investigating teachers' job satisfaction, stress and working environment
This study investigates the relations between working environment and teachers' job satisfaction, perceived work‐related stress, as well as work‐related self‐efficacy. The sample consisted of 226 mathematics teachers from German secondary schools. About 55% were female and they had been teaching for 13 years on average. We used self‐reported measures to assess how teachers perceived their working environment (regarding autonomy, feedback, and soc…
Opening up the black box
Existing research indicates inconsistent or at best weak predictive effects of teacher knowledge on student achievement. Data from Germany were used to examine the relation between teachers' content and pedagogical content knowledge, their perception, interpretation, and decision-making skills, the instructional quality implemented in class, and students' learning progression in mathematics. Rather than direct effects of teacher knowledge on stud…
Working more collaboratively to better understand teaching and its quality
Hybrid content-specific and generic approaches to lesson observation
The effects of an online positive psychology intervention on pre‐service teachers' efficacy, ability to cope and emotional regulation
Pre‐service teachers have been identified as a risk group for developing burnout syndromes over the course of their careers due to increased perceived psychological distress and, in particular, if there is a lack of coping strategies. To provide pre‐service teachers with appropriate techniques and concepts that can be successfully applied in educational and work contexts, an online positive psychology intervention was designed to improve particip…
Hybrid content-specific and generic approaches to lesson observation
Working more collaboratively to better understand teaching and its quality
Opening up the black box
Existing research indicates inconsistent or at best weak predictive effects of teacher knowledge on student achievement. Data from Germany were used to examine the relation between teachers' content and pedagogical content knowledge, their perception, interpretation, and decision-making skills, the instructional quality implemented in class, and students' learning progression in mathematics. Rather than direct effects of teacher knowledge on stud…
Protective Factors in Forensic Practice
Protective factors are now commonly included in comprehensive risk assessment. This study concerns an initial validation of the new SAPROF-Extended Version (SAPROF-EV) pilot, containing modifications and additions to the original SAPROF. For 139 forensic psychiatric inpatients, assessment results with the SAPROF-EV pilot and HCR-20 V3 were compared with aggressive incidents. Results show good predictive validity for the SAPROF-EV pilot for all ou…
Investigating teachers' job satisfaction, stress and working environment
This study investigates the relations between working environment and teachers' job satisfaction, perceived work‐related stress, as well as work‐related self‐efficacy. The sample consisted of 226 mathematics teachers from German secondary schools. About 55% were female and they had been teaching for 13 years on average. We used self‐reported measures to assess how teachers perceived their working environment (regarding autonomy, feedback, and soc…
The effects of an online positive psychology intervention on pre‐service teachers' efficacy, ability to cope and emotional regulation
Pre‐service teachers have been identified as a risk group for developing burnout syndromes over the course of their careers due to increased perceived psychological distress and, in particular, if there is a lack of coping strategies. To provide pre‐service teachers with appropriate techniques and concepts that can be successfully applied in educational and work contexts, an online positive psychology intervention was designed to improve particip…
Context matters
The current investigation aims to adapt and validate the Teacher Education and Development Study-Instruct observation instrument for assessing teaching quality in new contexts: Norwegian Grade 6 mathematics and science lessons. More specifically, the article examines content validity and reliability in the new contexts using a multi-methods approach, involving the Delphi technique and generalizability theory. Findings suggest that while the core …
Using Generalizability Theory to examine the effects of presentation order on classroom observation scores
Background Scores from classroom observations serve as important pieces of information for educational researchers, practitioners, and policymakers. However, scoring procedures typically remain untested. This study aims to investigate the effect of sequential and nonsequential scoring of lesson segments from videotaped Norwegian mathematics and science classrooms. Methods Using a cross-over design, we randomly assigned four raters to score 30 vid…
Three types of subject-specificity. Exploring differences in the measurement of teaching quality across Norwegian mathematics and language arts classrooms
Measuring teaching quality is important to better understand student learning in classrooms. To directly capture teaching quality constructs, subject-specific and subject-generic observation systems have been developed, with benefits and challenges on both sides. However, we show that subject-specificity may address different things and come with different implicit assumptions about what is subject-specific. As a common ground for empirical work,…
Mixed motivational regulation
Research on (pre-service) teachers has gained substantial prominence as research has shown that (lack of) motivation, quality of teaching, and teachers’ mental health are strongly interrelated. Current research in educational psychology has prominently shown that reported associations of variables often differ
The influence of teachers’ dispositions on their use of mathematical problem-solving tasks
Mathematical tasks play a central role in shaping students’ opportunities to engage in complex cognitive processes such as mathematical problem solving. While previous research has highlighted the importance of teachers’ professional competence for instructional quality, less is known about how different facets of teachers’ dispositions jointly relate to the selection of tasks with high problem-solving potential. This study investigates how combi…
Observing Instructional Practice
Classroom observation systems can be an important tool for understanding teaching quality. However, the wide range of possible lessons that can be observed raises concerns about whether fixed observation rubrics can measure the intended teaching quality constructs equally well in each lesson. This paper argues for exploring measurement invariance across lessons in observation systems, adopting an understanding of measurement invariance that empha…
Psychology (7 works) · Computer Science (5 works) · Mathematics Education and Teaching Techniques (5 works) · Mathematics education (4 works) · Teacher Education and Leadership Studies (4 works) · Epistemology (3 works) · Pedagogy (3 works) · Social Psychology (3 works) · Applied Psychology (2 works) · Developmental psychology (2 works)