Anna‐Katharina Praetorius
Biographic Data
| ID | 5127166 |
|---|---|
| NAME | Anna‐Katharina Praetorius |
| GIVEN NAMES | Anna‐Katharina |
| FAMILY NAME | Praetorius |
| SIGNATURE | PRAETORIUS A K |
| AFFILIATIONS | University of Zurich |
| ORCID | 0000-0001-7581-367X |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 54 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
High and low-scope errors
Assessing student writing skills is a demanding task for teachers. Low-scope errors such as spelling mistakes have been shown to significantly distort assessments of written work. To date, no cognitive theory based explanation for why this happens has been empirically proven. The current study used an experimental design to test whether low-scope spelling errors affect the attention paid to and assessment of high-scope errors (e.g., errors of coh…
Kognitive Aktivierung unter der Lupe. Bestandsaufnahme und Möglichkeiten der Weiterentwicklung eines prominenten Konstrukts
Kognitive Aktivierung hat sich zu einem zentralen Konstrukt der deutschsprachigen Unterrichtsqualitätsforschung entwickelt. Zeitgleich zeigt die existierende Literatur eine große Heterogenität im Verständnis und in der empirischen Erfassung. Dieser Band bietet eine umfassende Aufarbeitung des bisherigen Forschungsstandes zur kognitiven Aktivierung sowie deren unterrichtspraktischer Umsetzung und erörtert mögliche Weiterentwicklungen des Konstrukt…
Does teacher judgment accuracy matter? How judgment accuracy, teaching quality, and student achievement development are related
Teacher judgment accuracy is assumed to be positively related to student achievement; however, the empirical evidence for this assumption is inconclusive. Using two accuracy indicators measured at different levels (class/teacher- and student-level), we examined the theoretically hypothesized effects of judgment accuracy on German language achievement over a three-year period, and tested whether teaching quality mediates these effects. We applied …
Synthesizing collaborative reflections on classroom observation frameworks and reflecting on the necessity of synthesized frameworks
Working more collaboratively to better understand teaching and its quality
Content-specificity of teachers’ judgment accuracy regarding students’ academic achievement
Teachers’ accuracy in judging students’ achievement is often assumed to be a general ability of teachers. Based on this assumption, teachers should be at least consistent in their accuracy across different content domains within a school subject. Yet, this assumption has rarely been investigated empirically so far. Data from 54 mathematics teachers (N = 1170 students) and 55 language teachers (N = 1255 students) were analysed using a Bayesian mul…
Creating a forum for researching teaching and its quality more synergistically
Unterrichtsqualität zwischen Generik und Fachspezifik
Angebots-Nutzungs-Modelle der Wirkweise des Unterrichts
Dieser Beitrag widmet sich Angebots-Nutzungs-Modellen der Wirkweise des Unterrichts. Konkreter hat er zum Ziel, verschiedene Angebots-Nutzungs-Modelle zu vergleichen und durch diesen Vergleich konzeptuelle Unschärfe innerhalb des Ansatzes aufzudecken. Kritisch diskutiert werden sollen Unterschiede hinsichtlich a) dem zugrundeliegenden Verständnis von Unterricht, Angebot und Nutzung, b) Zusammenhängen zwischen Angebot und Nutzung, c) der Bedeutung…
Empirische Forschung zu Unterrichtsqualität. Theoretische Grundfragen und quantitative Modellierungen
Einleitung in das Beiheft
Generic dimensions of teaching quality
Classroom observation frameworks for studying instructional quality
Teachers’ judgment accuracy concerning consistent and inconsistent student profiles
Teachers' assessment competence
Longitudinal relations between teaching-related motivations and student-reported teaching quality
A Cross-Classified CFA-MTMM Model for Structurally Different and Nonindependent Interchangeable Methods
Multirater (multimethod, multisource) studies are increasingly applied in psychology. Eid and colleagues (2008) proposed a multilevel confirmatory factor model for multitrait-multimethod (MTMM) data combining structurally different and multiple independent interchangeable methods (raters). In many studies, however, different interchangeable raters (e.g., peers, subordinates) are asked to rate different targets (students, supervisors), leading to …
One lesson is all you need? Stability of instructional quality across lessons
Teachers' assessment competence
Longitudinal relations between teaching-related motivations and student-reported teaching quality
Does teacher judgment accuracy matter? How judgment accuracy, teaching quality, and student achievement development are related
Teacher judgment accuracy is assumed to be positively related to student achievement; however, the empirical evidence for this assumption is inconclusive. Using two accuracy indicators measured at different levels (class/teacher- and student-level), we examined the theoretically hypothesized effects of judgment accuracy on German language achievement over a three-year period, and tested whether teaching quality mediates these effects. We applied …
Content-specificity of teachers’ judgment accuracy regarding students’ academic achievement
Teachers’ accuracy in judging students’ achievement is often assumed to be a general ability of teachers. Based on this assumption, teachers should be at least consistent in their accuracy across different content domains within a school subject. Yet, this assumption has rarely been investigated empirically so far. Data from 54 mathematics teachers (N = 1170 students) and 55 language teachers (N = 1255 students) were analysed using a Bayesian mul…
Teachers’ judgment accuracy concerning consistent and inconsistent student profiles
One lesson is all you need? Stability of instructional quality across lessons
A Cross-Classified CFA-MTMM Model for Structurally Different and Nonindependent Interchangeable Methods
Multirater (multimethod, multisource) studies are increasingly applied in psychology. Eid and colleagues (2008) proposed a multilevel confirmatory factor model for multitrait-multimethod (MTMM) data combining structurally different and multiple independent interchangeable methods (raters). In many studies, however, different interchangeable raters (e.g., peers, subordinates) are asked to rate different targets (students, supervisors), leading to …
Teachers’ judgment accuracy concerning consistent and inconsistent student profiles
Teachers' assessment competence
Longitudinal relations between teaching-related motivations and student-reported teaching quality
Generic dimensions of teaching quality
Classroom observation frameworks for studying instructional quality
Creating a forum for researching teaching and its quality more synergistically
Unterrichtsqualität zwischen Generik und Fachspezifik
Angebots-Nutzungs-Modelle der Wirkweise des Unterrichts
Dieser Beitrag widmet sich Angebots-Nutzungs-Modellen der Wirkweise des Unterrichts. Konkreter hat er zum Ziel, verschiedene Angebots-Nutzungs-Modelle zu vergleichen und durch diesen Vergleich konzeptuelle Unschärfe innerhalb des Ansatzes aufzudecken. Kritisch diskutiert werden sollen Unterschiede hinsichtlich a) dem zugrundeliegenden Verständnis von Unterricht, Angebot und Nutzung, b) Zusammenhängen zwischen Angebot und Nutzung, c) der Bedeutung…
Empirische Forschung zu Unterrichtsqualität. Theoretische Grundfragen und quantitative Modellierungen
Einleitung in das Beiheft
Working more collaboratively to better understand teaching and its quality
Content-specificity of teachers’ judgment accuracy regarding students’ academic achievement
Teachers’ accuracy in judging students’ achievement is often assumed to be a general ability of teachers. Based on this assumption, teachers should be at least consistent in their accuracy across different content domains within a school subject. Yet, this assumption has rarely been investigated empirically so far. Data from 54 mathematics teachers (N = 1170 students) and 55 language teachers (N = 1255 students) were analysed using a Bayesian mul…
Synthesizing collaborative reflections on classroom observation frameworks and reflecting on the necessity of synthesized frameworks
Kognitive Aktivierung unter der Lupe. Bestandsaufnahme und Möglichkeiten der Weiterentwicklung eines prominenten Konstrukts
Kognitive Aktivierung hat sich zu einem zentralen Konstrukt der deutschsprachigen Unterrichtsqualitätsforschung entwickelt. Zeitgleich zeigt die existierende Literatur eine große Heterogenität im Verständnis und in der empirischen Erfassung. Dieser Band bietet eine umfassende Aufarbeitung des bisherigen Forschungsstandes zur kognitiven Aktivierung sowie deren unterrichtspraktischer Umsetzung und erörtert mögliche Weiterentwicklungen des Konstrukt…
Does teacher judgment accuracy matter? How judgment accuracy, teaching quality, and student achievement development are related
Teacher judgment accuracy is assumed to be positively related to student achievement; however, the empirical evidence for this assumption is inconclusive. Using two accuracy indicators measured at different levels (class/teacher- and student-level), we examined the theoretically hypothesized effects of judgment accuracy on German language achievement over a three-year period, and tested whether teaching quality mediates these effects. We applied …
High and low-scope errors
Assessing student writing skills is a demanding task for teachers. Low-scope errors such as spelling mistakes have been shown to significantly distort assessments of written work. To date, no cognitive theory based explanation for why this happens has been empirically proven. The current study used an experimental design to test whether low-scope spelling errors affect the attention paid to and assessment of high-scope errors (e.g., errors of coh…
Psychology (12 works) · Mathematics education (9 works) · Computer Science (7 works) · Teacher Education and Leadership Studies (7 works) · Epistemology (6 works) · Cognition (5 works) · Education Methods and Technologies (5 works) · Philosophy (5 works) · Education, Achievement, and Giftedness (4 works) · Engineering (4 works)