Sebastian Brückner
Biographic Data
| ID | 6207787 |
|---|---|
| NAME | Sebastian Brückner |
| GIVEN NAMES | Sebastian |
| FAMILY NAME | Brückner |
| SIGNATURE | BRÜCKNER S |
| AFFILIATIONS | Johannes Gutenberg University Mainz |
| ORCID | 0000-0001-7699-6201 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Development and Evaluation of Digital Learning Tools Promoting Applicable Knowledge in Economics and German Teacher Education
Digital teaching interventions allow for tailor-made university teaching. This is especially relevant for teacher education, where applicable professional teaching knowledge needs to be promoted for later professional success. Digital teaching tools have been shown to be a promising supplement for this purpose. Even though the corresponding demands in teacher education have been increasing in recent years, the need to develop digital learning too…
Computational Linguistic Assessment of Textbooks and Online Texts by Means of Threshold Concepts in Economics
The ongoing digitalization of educational resources and the use of the internet lead to a steady increase of potentially available learning media. However, many of the media which are used for educational purposes have not been designed specifically for teaching and learning. Usually, linguistic criteria of readability and comprehensibility as well as content-related criteria are used independently to assess and compare the quality of educational…
Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence
Critical evaluation skills when using online information are considered important in many research and education frameworks; critical thinking and information literacy are cited as key twenty-first century skills for students. Higher education may play a special role in promoting students' skills in critically evaluating (online) sources. Today, higher education students are more likely to use the Internet instead of offline sources such as textb…
How Do University Students’ Web Search Behavior, Website Characteristics, and the Interaction of Both Influence Students’ Critical Online Reasoning
The Internet has become one of the main sources of information for university students’ learning. Since anyone can disseminate content online, however, the Internet is full of irrelevant, biased, or even false information. Thus, students’ ability to use online information in a critical-reflective manner is of crucial importance. In our study, we used a framework for the assessment of students’ critical online reasoning (COR) to measure university…
Validity and fairness of a new entry diagnostics test in higher education economics
Gender gap in Swiss vocational education and training teachers’ economics content knowledge and the role of teaching experience
In the commercial sector, which is of crucial importance to the Swiss economy among other countries, a large number of apprentices are trained on a vocational education and training programme every year. Besides other subjects, the subject Economics and Society forms an integral part of the vocational education and training curriculum and serves to prepare apprentices for professional, economic and civic participation. Although content knowledge …
Ethics and Fairness in Assessing Learning Outcomes in Higher Education
Modeling and Measuring Competencies in Higher Education: Approaches to Challenges in Higher Education Policy and Practice
Strukturanalyse eines kognitiven Messinstruments im Multiple Choice-Format: Das Beispiel des Test of Economic Literacy (TEL4-G). Exemplified by the Test of Economic Literacy (TEL4-G)
Despite considerable progress in the development of computer-based, simulative, and adaptive assessment tools, traditional paper-pencil performance tests are predominantly used in education research and practice. On closer examination, however, the internal structure of these tests reveals aspects that remain unnoticed if only standard testing parameters, usually determined in pilot studies, are considered for the assessment. We use the German ve…
Modeling and Measuring Competencies in Higher Education: Approaches to Challenges in Higher Education Policy and Practice
Macroeconomic knowledge of higher education students in Germany and Japan – a multilevel analysis of contextual and personal effects
Recent trends towards harmonising and internationalising business and economics studies in higher education are affecting the structure and content of programmes and courses, and necessitate more transparent and comparable information on students’ economic knowledge and skills. In this study, we examine by linear multilevel regression modelling the current state of macroeconomic knowledge of higher education students in Germany and Japan, while c…
Effects of prior economic education, native language, and gender on economic knowledge of first-year students in higher education. A comparative study between Germany and the USA
The assessment of university students’ economic knowledge has become an increasingly important research area within and across countries. Particularly, the different influences of prior education, native language, and gender as some of the main prerequisites on students’ economic knowledge have been highlighted since long. However, the findings are often only available within countries and focus on students who are at different levels of their st…
Gender Effects in Assessment of Economic Knowledge and Understanding: Differences Among Undergraduate Business and Economics Students in Germany, Japan, and the United States
Gender effects in large-scale assessments have become an increasingly important research area within and across countries. Yet few studies have linked differences in assessment results of male and female students in higher education to construct-relevant features of the target construct. This paper examines gender effects on students’ economic content knowledge with a focus on construct-relevant explanations. Moreover, we compare gender effects c…
Modeling and Measuring Competencies in Higher Education: Tasks and Challenges
Gender gap in Swiss vocational education and training teachers’ economics content knowledge and the role of teaching experience
In the commercial sector, which is of crucial importance to the Swiss economy among other countries, a large number of apprentices are trained on a vocational education and training programme every year. Besides other subjects, the subject Economics and Society forms an integral part of the vocational education and training curriculum and serves to prepare apprentices for professional, economic and civic participation. Although content knowledge …
Ethics and Fairness in Assessing Learning Outcomes in Higher Education
Modeling and Measuring Competencies in Higher Education: Tasks and Challenges
Effects of prior economic education, native language, and gender on economic knowledge of first-year students in higher education. A comparative study between Germany and the USA
The assessment of university students’ economic knowledge has become an increasingly important research area within and across countries. Particularly, the different influences of prior education, native language, and gender as some of the main prerequisites on students’ economic knowledge have been highlighted since long. However, the findings are often only available within countries and focus on students who are at different levels of their st…
Gender Effects in Assessment of Economic Knowledge and Understanding: Differences Among Undergraduate Business and Economics Students in Germany, Japan, and the United States
Gender effects in large-scale assessments have become an increasingly important research area within and across countries. Yet few studies have linked differences in assessment results of male and female students in higher education to construct-relevant features of the target construct. This paper examines gender effects on students’ economic content knowledge with a focus on construct-relevant explanations. Moreover, we compare gender effects c…
Modeling and Measuring Competencies in Higher Education: Approaches to Challenges in Higher Education Policy and Practice
Macroeconomic knowledge of higher education students in Germany and Japan – a multilevel analysis of contextual and personal effects
Recent trends towards harmonising and internationalising business and economics studies in higher education are affecting the structure and content of programmes and courses, and necessitate more transparent and comparable information on students’ economic knowledge and skills. In this study, we examine by linear multilevel regression modelling the current state of macroeconomic knowledge of higher education students in Germany and Japan, while c…
Modeling and Measuring Competencies in Higher Education: Approaches to Challenges in Higher Education Policy and Practice
Strukturanalyse eines kognitiven Messinstruments im Multiple Choice-Format: Das Beispiel des Test of Economic Literacy (TEL4-G). Exemplified by the Test of Economic Literacy (TEL4-G)
Despite considerable progress in the development of computer-based, simulative, and adaptive assessment tools, traditional paper-pencil performance tests are predominantly used in education research and practice. On closer examination, however, the internal structure of these tests reveals aspects that remain unnoticed if only standard testing parameters, usually determined in pilot studies, are considered for the assessment. We use the German ve…
Gender gap in Swiss vocational education and training teachers’ economics content knowledge and the role of teaching experience
In the commercial sector, which is of crucial importance to the Swiss economy among other countries, a large number of apprentices are trained on a vocational education and training programme every year. Besides other subjects, the subject Economics and Society forms an integral part of the vocational education and training curriculum and serves to prepare apprentices for professional, economic and civic participation. Although content knowledge …
Ethics and Fairness in Assessing Learning Outcomes in Higher Education
Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence
Critical evaluation skills when using online information are considered important in many research and education frameworks; critical thinking and information literacy are cited as key twenty-first century skills for students. Higher education may play a special role in promoting students' skills in critically evaluating (online) sources. Today, higher education students are more likely to use the Internet instead of offline sources such as textb…
How Do University Students’ Web Search Behavior, Website Characteristics, and the Interaction of Both Influence Students’ Critical Online Reasoning
The Internet has become one of the main sources of information for university students’ learning. Since anyone can disseminate content online, however, the Internet is full of irrelevant, biased, or even false information. Thus, students’ ability to use online information in a critical-reflective manner is of crucial importance. In our study, we used a framework for the assessment of students’ critical online reasoning (COR) to measure university…
Validity and fairness of a new entry diagnostics test in higher education economics
Computational Linguistic Assessment of Textbooks and Online Texts by Means of Threshold Concepts in Economics
The ongoing digitalization of educational resources and the use of the internet lead to a steady increase of potentially available learning media. However, many of the media which are used for educational purposes have not been designed specifically for teaching and learning. Usually, linguistic criteria of readability and comprehensibility as well as content-related criteria are used independently to assess and compare the quality of educational…
Development and Evaluation of Digital Learning Tools Promoting Applicable Knowledge in Economics and German Teacher Education
Digital teaching interventions allow for tailor-made university teaching. This is especially relevant for teacher education, where applicable professional teaching knowledge needs to be promoted for later professional success. Digital teaching tools have been shown to be a promising supplement for this purpose. Even though the corresponding demands in teacher education have been increasing in recent years, the need to develop digital learning too…
Psychology (12 works) · Mathematics education (7 works) · Computer Science (6 works) · Economics (5 works) · Evaluation of Teaching Practices (5 works) · Innovations in Educational Methods (5 works) · Political science (5 works) · Economics education (4 works) · German (4 works) · Higher education (4 works)