Tobias Feldhoff
Biographic Data
| ID | 5146613 |
|---|---|
| NAME | Tobias Feldhoff |
| GIVEN NAMES | Tobias |
| FAMILY NAME | Feldhoff |
| SIGNATURE | FELDHOFF T |
| AFFILIATIONS | Johannes Gutenberg University Mainz |
| ORCID | 0000-0001-8276-321X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Alle gleichermaßen belastet? Eine Typisierung von Schulen während der Pandemie. Empirische Befunde einer trinationalen Längsschnittstudie
Im Schuljahr 2020/2021 waren Schulen aufgrund der Corona-Pandemie vor vielfältige Herausforderungen gestellt. Lehren und Lernen musste an sich ständig ändernde, wenig vorhersehbare Bedingungen angepasst werden und dabei die heterogenen Voraussetzungen der Schulen berücksichtigen. Der vorliegende Beitrag beschäftigt sich mit der Frage, inwiefern sich Schulen bezogen auf den Umgang mit der Pandemie aus Sicht der Schulleitungen unterscheiden und übe…
Effects of pre-pandemic school improvement and digital learning on schools during the Covid-19 pandemic
After the outbreak of the COVID-19 pandemic, schools had to continuously adapt to new pandemic-related regulations and challenges, including the ad hoc transition to remote learning. According to theories on school improvement and professionalisation, sharing knowledge and experiences with digital learning is helpful when dealing with related issues. However, no existing empirical studies analyse longitudinally how pre-pandemic experiences with s…
Handbuch Qualität in pädagogischen Feldern
Cognitive Activation in a Close-Up View
Cognitive student activation describes the mental stimulation of learners to engage in a deeper mental investigation of the subject matter within the learning context. Based on the “Angebots-Nutzungs-Modell” (Supply-Use Model), a lesson that is cognitively activating can be understood as a learning opportunity provided by the teacher, which learners can make use of based on their individual ability. This paper focuses on the side of the users, i.…
Unique Problems Require Unique Solutions—Models and Problems of Linking School Effectiveness and School Improvement
The article aims to outline the proposals for linking school effectiveness research and school improvement that are currently relevant in international discussion and to ask how they deal with the ‘technology deficit’ at the level of model improvement. We will first show the difference between school improvement and school effectiveness. Then, we outline areas showing basic problems associated with linking school effectiveness and school improvem…
Schule als Organisation
Von der Schulinspektion zur Schulentwicklung
Was nicht passt, wird passend gemacht!“
No prominent works on this page.
Was nicht passt, wird passend gemacht!“
Von der Schulinspektion zur Schulentwicklung
Schule als Organisation
Cognitive Activation in a Close-Up View
Cognitive student activation describes the mental stimulation of learners to engage in a deeper mental investigation of the subject matter within the learning context. Based on the “Angebots-Nutzungs-Modell” (Supply-Use Model), a lesson that is cognitively activating can be understood as a learning opportunity provided by the teacher, which learners can make use of based on their individual ability. This paper focuses on the side of the users, i.…
Unique Problems Require Unique Solutions—Models and Problems of Linking School Effectiveness and School Improvement
The article aims to outline the proposals for linking school effectiveness research and school improvement that are currently relevant in international discussion and to ask how they deal with the ‘technology deficit’ at the level of model improvement. We will first show the difference between school improvement and school effectiveness. Then, we outline areas showing basic problems associated with linking school effectiveness and school improvem…
Handbuch Qualität in pädagogischen Feldern
Effects of pre-pandemic school improvement and digital learning on schools during the Covid-19 pandemic
After the outbreak of the COVID-19 pandemic, schools had to continuously adapt to new pandemic-related regulations and challenges, including the ad hoc transition to remote learning. According to theories on school improvement and professionalisation, sharing knowledge and experiences with digital learning is helpful when dealing with related issues. However, no existing empirical studies analyse longitudinally how pre-pandemic experiences with s…
Alle gleichermaßen belastet? Eine Typisierung von Schulen während der Pandemie. Empirische Befunde einer trinationalen Längsschnittstudie
Im Schuljahr 2020/2021 waren Schulen aufgrund der Corona-Pandemie vor vielfältige Herausforderungen gestellt. Lehren und Lernen musste an sich ständig ändernde, wenig vorhersehbare Bedingungen angepasst werden und dabei die heterogenen Voraussetzungen der Schulen berücksichtigen. Der vorliegende Beitrag beschäftigt sich mit der Frage, inwiefern sich Schulen bezogen auf den Umgang mit der Pandemie aus Sicht der Schulleitungen unterscheiden und übe…
Sociology and Education Studies (4 works) · Educational Assessment and Improvement (3 works) · Mathematics education (3 works) · Philosophy (3 works) · Psychology (3 works) · Computer Science (2 works) · COVID-19 and Mental Health (2 works) · Education Methods and Technologies (2 works) · Educational and Psychological Assessments (2 works) · Psychology, Coaching, and Therapy (2 works)