Nele Kampa
Biographic Data
| ID | 6605233 |
|---|---|
| NAME | Nele Kampa |
| GIVEN NAMES | Nele |
| FAMILY NAME | Kampa |
| SIGNATURE | KAMPA N |
| AFFILIATIONS | University of Vienna |
| ORCID | 0000-0001-5633-9335 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Akzeptanz und Nutzung von datenbasierten Rückmeldungen in Zeiten von Bildungsreformen
The double-negative effects of early entry and out-of-field teaching on preservice teachers’ professionalization
Teacher shortages comprise a worldwide challenge. Consequently, in some European countries, preservice teachers (PSTs) are often assigned to teach in schools during their studies. Unfavourable outcomes associated with teaching before finishing higher education may be crucial for professionalisation. Some students are assigned to teach out-of-field. This study examined Austrian PSTs (N = 1,643) to investigate how two aspects of professionalisation…
Credibility of intersectionality frameworks in question
It has long been recognized that mathematical ability is strongly associated with an individual’s educational and career success. At the same time, studies show significant inequalities in mathematical proficiency levels depending on student characteristics such as sex, socioeconomic status, and migrant background, as well as task characteristics such as language complexity. We applied an intersectional approach to investigate whether the above s…
Bildung gemeinsam gestalten
Die empirische Forschung liefert viele Hinweise auf Ansatzpunkte, um Herausforderungen an Schulen zu bewältigen und Bildungschancen zu erhöhen. Jedoch sind die Umsetzung dieser Erkenntnisse und vor allem der Transfer in die Fläche höchst anspruchsvoll, denn es müssen die Perspektiven und Möglichkeiten unterschiedlicher Akteur*innen aus den Bereichen Wissenschaft, Politik und Praxis sehr gut koordiniert werden. Vor diesem Hintergrund wurden in den…
Assessing students’ epistemic beliefs related to professional and school science
The school context, like other influences, affects the development of students’ epistemic beliefs (EBs), with theoretical conceptualizations suggesting a distinction between EBs related to professional and school science. However, empirical studies rarely address this distinction, and instruments separately assessing these EBs are not available. We address this research gap by providing a new questionnaire that is based on the established instrum…
Secondary School Leaving Examinations
In Germany, secondary school students have to choose at least one STEM subject (mathematics, biology, chemistry, physics) for their Secondary School Leaving Examinations. In a representative sample of students in grade 13 in one federal state in Germany, we explore boys’ and girls' subject choices in an expectancy-value framework by considering students’ prior performance, ability self-concept, and values in the chosen subject. We extend previous…
No prominent works on this page.
Secondary School Leaving Examinations
In Germany, secondary school students have to choose at least one STEM subject (mathematics, biology, chemistry, physics) for their Secondary School Leaving Examinations. In a representative sample of students in grade 13 in one federal state in Germany, we explore boys’ and girls' subject choices in an expectancy-value framework by considering students’ prior performance, ability self-concept, and values in the chosen subject. We extend previous…
Assessing students’ epistemic beliefs related to professional and school science
The school context, like other influences, affects the development of students’ epistemic beliefs (EBs), with theoretical conceptualizations suggesting a distinction between EBs related to professional and school science. However, empirical studies rarely address this distinction, and instruments separately assessing these EBs are not available. We address this research gap by providing a new questionnaire that is based on the established instrum…
Bildung gemeinsam gestalten
Die empirische Forschung liefert viele Hinweise auf Ansatzpunkte, um Herausforderungen an Schulen zu bewältigen und Bildungschancen zu erhöhen. Jedoch sind die Umsetzung dieser Erkenntnisse und vor allem der Transfer in die Fläche höchst anspruchsvoll, denn es müssen die Perspektiven und Möglichkeiten unterschiedlicher Akteur*innen aus den Bereichen Wissenschaft, Politik und Praxis sehr gut koordiniert werden. Vor diesem Hintergrund wurden in den…
Akzeptanz und Nutzung von datenbasierten Rückmeldungen in Zeiten von Bildungsreformen
The double-negative effects of early entry and out-of-field teaching on preservice teachers’ professionalization
Teacher shortages comprise a worldwide challenge. Consequently, in some European countries, preservice teachers (PSTs) are often assigned to teach in schools during their studies. Unfavourable outcomes associated with teaching before finishing higher education may be crucial for professionalisation. Some students are assigned to teach out-of-field. This study examined Austrian PSTs (N = 1,643) to investigate how two aspects of professionalisation…
Credibility of intersectionality frameworks in question
It has long been recognized that mathematical ability is strongly associated with an individual’s educational and career success. At the same time, studies show significant inequalities in mathematical proficiency levels depending on student characteristics such as sex, socioeconomic status, and migrant background, as well as task characteristics such as language complexity. We applied an intersectional approach to investigate whether the above s…
Education, Achievement, and Giftedness (2 works) · Educational Assessment and Improvement (2 works) · Educational Strategies and Epistemologies (2 works) · Mathematics education (2 works) · Professional development (2 works) · Psychology (2 works) · Science education (2 works) · Science Education and Pedagogy (2 works) · Art (1 works) · Citizenship education (1 works)