Anne Jurczok
Biographic Data
| ID | 5127237 |
|---|---|
| NAME | Anne Jurczok |
| GIVEN NAMES | Anne |
| FAMILY NAME | Jurczok |
| SIGNATURE | JURCZOK A |
| AFFILIATIONS | University of Potsdam |
| ORCID | 0000-0001-9043-5937 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
A systematic review of transparency in Lesson Study research
Lesson Study is a method of professional development for teachers that has gained traction in recent decades. However, publications routinely fail to describe crucial details of the implementation or to link the mechanisms that facilitate teachers learning in Lesson Study to theory. This makes it difficult to meaningfully synthesize and replicate research findings. Using a protocol based on three dimensions of transparency, this systematic review…
The essential role of teacher self-efficacy and enthusiasm for differentiated instruction
This study examines which professional characteristics may help elementary school teachers ( N = 489) to implement differentiated instruction (DI). Regression models showed that teacher self-efficacy and enthusiasm are positively associated with teacher-reported DI aimed at students with different achievement levels, and at high achievers only. Teacher assessment activities during lesson planning were positively associated with DI for all achieve…
Welche individuellen und institutionellen Faktoren begünstigen die Kooperation von Grundschullehrkräften
Der Kooperation von Lehrkräften wird für die Bewältigung der komplexen Anforderungen des Schulalltags großes Potenzial zugeschrieben. Dennoch ist Kooperation in vielen Lehrkräftekollegien nicht selbstverständlich. Auf Basis einer Befragung von N = 489 Grundschullehrkräften untersucht dieser Beitrag in einem querschnittlichen Design die kollegiale Kooperation in Schulen in Deutschland. Mit einer Regression wurde unter Berücksichtigung der Mehreben…
We were thinking too much like adults”
This mixed-method study addresses the need for a clear conceptualization of the professional reflection element of Lesson Study (LS), a popular collaborative approach to the professional development of teachers. Grounding and re-framing LS's post-lesson discussion in a theoretical framework of critical and collaborative reflection, we analyze the transcripts of four LS groups at German primary schools, focusing on depth of reflection and teachers…
Schulwahl unter „gleichwertigen“ Einzelschulen
Schulwahl von Eltern
The essential role of teacher self-efficacy and enthusiasm for differentiated instruction
This study examines which professional characteristics may help elementary school teachers ( N = 489) to implement differentiated instruction (DI). Regression models showed that teacher self-efficacy and enthusiasm are positively associated with teacher-reported DI aimed at students with different achievement levels, and at high achievers only. Teacher assessment activities during lesson planning were positively associated with DI for all achieve…
We were thinking too much like adults”
This mixed-method study addresses the need for a clear conceptualization of the professional reflection element of Lesson Study (LS), a popular collaborative approach to the professional development of teachers. Grounding and re-framing LS's post-lesson discussion in a theoretical framework of critical and collaborative reflection, we analyze the transcripts of four LS groups at German primary schools, focusing on depth of reflection and teachers…
Schulwahl von Eltern
Schulwahl unter „gleichwertigen“ Einzelschulen
Welche individuellen und institutionellen Faktoren begünstigen die Kooperation von Grundschullehrkräften
Der Kooperation von Lehrkräften wird für die Bewältigung der komplexen Anforderungen des Schulalltags großes Potenzial zugeschrieben. Dennoch ist Kooperation in vielen Lehrkräftekollegien nicht selbstverständlich. Auf Basis einer Befragung von N = 489 Grundschullehrkräften untersucht dieser Beitrag in einem querschnittlichen Design die kollegiale Kooperation in Schulen in Deutschland. Mit einer Regression wurde unter Berücksichtigung der Mehreben…
We were thinking too much like adults”
This mixed-method study addresses the need for a clear conceptualization of the professional reflection element of Lesson Study (LS), a popular collaborative approach to the professional development of teachers. Grounding and re-framing LS's post-lesson discussion in a theoretical framework of critical and collaborative reflection, we analyze the transcripts of four LS groups at German primary schools, focusing on depth of reflection and teachers…
A systematic review of transparency in Lesson Study research
Lesson Study is a method of professional development for teachers that has gained traction in recent decades. However, publications routinely fail to describe crucial details of the implementation or to link the mechanisms that facilitate teachers learning in Lesson Study to theory. This makes it difficult to meaningfully synthesize and replicate research findings. Using a protocol based on three dimensions of transparency, this systematic review…
The essential role of teacher self-efficacy and enthusiasm for differentiated instruction
This study examines which professional characteristics may help elementary school teachers ( N = 489) to implement differentiated instruction (DI). Regression models showed that teacher self-efficacy and enthusiasm are positively associated with teacher-reported DI aimed at students with different achievement levels, and at high achievers only. Teacher assessment activities during lesson planning were positively associated with DI for all achieve…
Philosophy (3 works) · Teacher Education and Leadership Studies (3 works) · Collaborative Teaching and Inclusion (2 works) · Humanities (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Sociology and Education Studies (2 works) · Computer Science (1 works)