Julia Hornstein
Biographic Data
| ID | 5791484 |
|---|---|
| NAME | Julia Hornstein |
| GIVEN NAMES | Julia |
| FAMILY NAME | Hornstein |
| SIGNATURE | HORNSTEIN J |
| AFFILIATIONS | University of Augsburg |
| ORCID | 0009-0002-9173-5776 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Do students’ beliefs and orientations toward peer feedback predict peer feedback quality and perceptions
The effectiveness of peer feedback is likely to depend on beliefs and orientations toward peer feedback. Therefore, we investigate to what extent they predict (a) the quality of the feedback that students provide to their peers and (b) the perceived adequacy of the feedback they receive from their peers. N = 254 pre-service teachers reported their beliefs and orientations, provided feedback, and processed the feedback they received. Regression an…
Promoting Pre-Service Teachers’ Evidence-Informed Reasoning Through Peer-Feedback
Peer-feedback can be an effective way to improve pre-service teachers’ evidence-informed reasoning skills (= EIR skills). However, because learners often struggle to provide high-quality feedback or to make sense of the feedback they receive, they need scaffolding. In this study, N = 254 pre-service teachers analyzed an authentic classroom case from the perspective of two educational theories and related evidence, provided feedback to two peers, …
No prominent works on this page.
Do students’ beliefs and orientations toward peer feedback predict peer feedback quality and perceptions
The effectiveness of peer feedback is likely to depend on beliefs and orientations toward peer feedback. Therefore, we investigate to what extent they predict (a) the quality of the feedback that students provide to their peers and (b) the perceived adequacy of the feedback they receive from their peers. N = 254 pre-service teachers reported their beliefs and orientations, provided feedback, and processed the feedback they received. Regression an…
Promoting Pre-Service Teachers’ Evidence-Informed Reasoning Through Peer-Feedback
Peer-feedback can be an effective way to improve pre-service teachers’ evidence-informed reasoning skills (= EIR skills). However, because learners often struggle to provide high-quality feedback or to make sense of the feedback they receive, they need scaffolding. In this study, N = 254 pre-service teachers analyzed an authentic classroom case from the perspective of two educational theories and related evidence, provided feedback to two peers, …
Peer feedback (2 works) · Psychology (2 works) · Student Assessment and Feedback (2 works) · Business (1 work) · Computer Science (1 work) · Educational Assessment and Improvement (1 work) · Educational psychology (1 work) · Evaluation of Teaching Practices (1 work) · Higher education (1 work) · Knowledge management (1 work)