Melanie M Keller
Dados Biográficos
| ID | 6791119 |
|---|---|
| NOME | Melanie M Keller |
| PRENOMES | Melanie M |
| SOBRENOME | Keller |
| ASSINATURA | KELLER M M |
| AFILIAÇÕES | Leibniz Institute for Science and Mathematics Education |
| ORCID | 0000-0003-0877-9779 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Exploring paths of change
The emotion regulation (ER) strategies that teachers use impact their personal well-being. As teachers gain job experience, they may select different, more adaptive strategies. Previous research has often focused on individual ER strategies, neglecting the combined use of multiple strategies. We set out to understand how teachers use a range of different strategies to regulate negative emotions, measured at the daily level across two measurement …
Teachers’ daily positive and negative affect and their relationship with teachers’ emotion regulation strategies and daily work engagement – results of a diary study among team teachers
Team teaching as a close form of teacher collaboration entails frequent interactions between the team-teaching partners in the classroom. During these interactions, the team teachers experience a variety of positive and negative emotions, triggered by their team partner. The teachers may express or suppress these emotions, depending on their habitual use of these emotion regulation strategies. In turn, the teachers’ daily emotions may be related …
Fostering students’ willingness to act pro-environmentally through an identity-oriented socio-scientific exhibition on the energy transition
Successfully communicating the importance of a global energy transition toward carbon-free energy sources and increasing participation in it depends on society as a whole, including the socio-cultural identities and personal values of all involved. Since a person’s willingness to engage in the energy transition is strongly influenced by their social environmental identity, we argue that interventions offering students opportunities to develop thi…
A proficiency model for pre‐service physics teachers' pedagogical content knowledge ( PCK )—What constitutes high‐level PCK
This study identifies proficiency levels in pre‐service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher education plays a fundamental role in supporting pre‐service teachers' PCK development. Proficiency levels are a powerful source when evaluating this PCK development because they characterize what learners are likely to be able to know on a specific…
“So, I trucked out to the border, learned to say ain’t , came to find work”
Firefly is a TV series that aired in 2002 and 2003 in the United States. The series belongs to the space western subgenre, which allies science fiction and western tropes by layering, in this case, a dystopian society, space travel, standoffs in desolate landscapes, and saloon brawls. This juxtaposition of genres is reflected in the language of Firefly ’s characters in three ways: world-specific slang, Chinese code-switching, and features evoking…
Establishing an everyday scientific reasoning scale to learn how non-scientists reason with science
Scientific concepts and core ideas are fundamental for scientific inquiry and research. However, they are not always understood by non-scientists who encounter science in the media, conversations with friends, and other daily contexts. To assess how non-scientists reason with science in daily life, we extend the work described by Drummond and Fischhoff by developing an everyday scientific reasoning scale and demonstrating its ability to predict t…
Teachers’ Emotion Regulation in the Team-Taught Classroom
An important facet of teachers’ competence is their ability to regulate their emotions in the classroom in an adaptive manner. Recently, the advantages of teacher collaboration have sparked novel educational practices, such as team teaching, where two teachers are responsible for classroom teaching. Within this setting of complex interactions, not only students but also partner teachers are additional sources of teachers’ emotions and ensuing emo…
Gender Stereotypes and Expected Backlash for Female STEM Students in Germany and Japan
Although Germany and Japan are top-ranking in STEM, women are underrepresented in the STEM fields of physics, engineering, and computer science in both countries. The current research investigated widespread gender-science stereotypes in STEM in the two countries (Studies 1 and 2) and negative consequences of expected backlash (i.e., imagining negative reactions and lower ascribed communion in scenarios) for women’s emotions and motivation in STE…
Ich fand die Unterrichtsstunde interessant – du etwa nicht?“
Der Umgang mit einer heterogenen Schülerschaft ist für Lehrpersonen in jeder Unterrichtsstunde eine neue Herausforderung, da es neben stabilen Unterschieden auch dynamische Schwankungen in motivational-affektiven Voraussetzungen gibt. Das Ziel des vorliegenden Beitrags ist es die Variabilität und Prädiktoren (Klassenkomposition bzgl. des individuellen Interesses, Unterrichtsqualität und adaptive Unterrichtsgestaltung) des situationalen Interesses…
Teachers’ emotions and emotional authenticity
Teachers frequently employ surface-acting strategies to regulate emotions and to be more effective. This can be detrimental for teachers’ health but the effects of such inauthentic emotion expressions on students are largely unexplored. In two exploratory studies we investigated the impact of teachers’ emotions and emotional authenticity (expressing truly felt emotions) on students’ emotions of enjoyment, anger, and anxiety. In study 1 we used ge…
Sex, death & politics – taboos in language
Preview this article: Sex, death & politics – taboos in language, Page 1 of 1 /docserver/preview/fulltext/pc.00018.int-1.gif
Circumnavigating taboos
This article elaborates on Wolfgang Schulze’s keynote speech of the same title at the 26th LIPP Symposium in Munich in 2019. It is based on the slides from his talk and various teaching materials, of which some figures have been translated from German to English before their inclusion in this article. While this article’s foundation rests on Schulze’s theories and research, we have done our best to build upon his work; direct quotes and key conce…
The dynamics of real-time classroom emotions
Guided by Pekrun’s (2006) control-value theory of achievement emotions, we investigated the mediating role of control and value appraisals in the relations between students’ perceptions of teaching and their academic emotions. To account for the highly fluctuating and dynamic nature of emotions, we used the experience sampling method complemented by within-person mediation analyses. In 2 studies, n = 122 (Study 1) and n = 149 (Study 2) high schoo…
The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest
This paper examines students’ achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students’ interest. So far, …
Teacher Enthusiasm
Antecedents of teachers’ emotions in the classroom
Using a preexisting, but as yet empirically untested theoretical model, the present study investigated antecedents of teachers' emotions in the classroom. More specifically, the relationships between students' motivation and discipline and teachers' enjoyment and anger were explored, as well as if these relationships are mediated by teachers' subjective appraisals (goal conduciveness and coping potential). The study employed an intraindividual ap…
Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom
Emotional exhaustion (EE) is the core component in the study of teacher burnout, with significant impact on teachers' professional lives. Yet, its relation to teachers' emotional experiences and emotional labor (EL) during instruction remains unclear. Thirty-nine German secondary teachers were surveyed about their EE (trait), and via the experience sampling method on their momentary (state; N = 794) emotional experiences (enjoyment, anxiety, ange…
Feeling and showing
Characteristics of teaching and students’ emotions in the classroom
Sem obras proeminentes nesta página.
Characteristics of teaching and students’ emotions in the classroom
Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom
Emotional exhaustion (EE) is the core component in the study of teacher burnout, with significant impact on teachers' professional lives. Yet, its relation to teachers' emotional experiences and emotional labor (EL) during instruction remains unclear. Thirty-nine German secondary teachers were surveyed about their EE (trait), and via the experience sampling method on their momentary (state; N = 794) emotional experiences (enjoyment, anxiety, ange…
Feeling and showing
Antecedents of teachers’ emotions in the classroom
Using a preexisting, but as yet empirically untested theoretical model, the present study investigated antecedents of teachers' emotions in the classroom. More specifically, the relationships between students' motivation and discipline and teachers' enjoyment and anger were explored, as well as if these relationships are mediated by teachers' subjective appraisals (goal conduciveness and coping potential). The study employed an intraindividual ap…
Teacher Enthusiasm
The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest
This paper examines students’ achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students’ interest. So far, …
The dynamics of real-time classroom emotions
Guided by Pekrun’s (2006) control-value theory of achievement emotions, we investigated the mediating role of control and value appraisals in the relations between students’ perceptions of teaching and their academic emotions. To account for the highly fluctuating and dynamic nature of emotions, we used the experience sampling method complemented by within-person mediation analyses. In 2 studies, n = 122 (Study 1) and n = 149 (Study 2) high schoo…
Teachers’ emotions and emotional authenticity
Teachers frequently employ surface-acting strategies to regulate emotions and to be more effective. This can be detrimental for teachers’ health but the effects of such inauthentic emotion expressions on students are largely unexplored. In two exploratory studies we investigated the impact of teachers’ emotions and emotional authenticity (expressing truly felt emotions) on students’ emotions of enjoyment, anger, and anxiety. In study 1 we used ge…
Sex, death & politics – taboos in language
Preview this article: Sex, death & politics – taboos in language, Page 1 of 1 /docserver/preview/fulltext/pc.00018.int-1.gif
Circumnavigating taboos
This article elaborates on Wolfgang Schulze’s keynote speech of the same title at the 26th LIPP Symposium in Munich in 2019. It is based on the slides from his talk and various teaching materials, of which some figures have been translated from German to English before their inclusion in this article. While this article’s foundation rests on Schulze’s theories and research, we have done our best to build upon his work; direct quotes and key conce…
Teachers’ Emotion Regulation in the Team-Taught Classroom
An important facet of teachers’ competence is their ability to regulate their emotions in the classroom in an adaptive manner. Recently, the advantages of teacher collaboration have sparked novel educational practices, such as team teaching, where two teachers are responsible for classroom teaching. Within this setting of complex interactions, not only students but also partner teachers are additional sources of teachers’ emotions and ensuing emo…
Gender Stereotypes and Expected Backlash for Female STEM Students in Germany and Japan
Although Germany and Japan are top-ranking in STEM, women are underrepresented in the STEM fields of physics, engineering, and computer science in both countries. The current research investigated widespread gender-science stereotypes in STEM in the two countries (Studies 1 and 2) and negative consequences of expected backlash (i.e., imagining negative reactions and lower ascribed communion in scenarios) for women’s emotions and motivation in STE…
Ich fand die Unterrichtsstunde interessant – du etwa nicht?“
Der Umgang mit einer heterogenen Schülerschaft ist für Lehrpersonen in jeder Unterrichtsstunde eine neue Herausforderung, da es neben stabilen Unterschieden auch dynamische Schwankungen in motivational-affektiven Voraussetzungen gibt. Das Ziel des vorliegenden Beitrags ist es die Variabilität und Prädiktoren (Klassenkomposition bzgl. des individuellen Interesses, Unterrichtsqualität und adaptive Unterrichtsgestaltung) des situationalen Interesses…
Fostering students’ willingness to act pro-environmentally through an identity-oriented socio-scientific exhibition on the energy transition
Successfully communicating the importance of a global energy transition toward carbon-free energy sources and increasing participation in it depends on society as a whole, including the socio-cultural identities and personal values of all involved. Since a person’s willingness to engage in the energy transition is strongly influenced by their social environmental identity, we argue that interventions offering students opportunities to develop thi…
A proficiency model for pre‐service physics teachers' pedagogical content knowledge ( PCK )—What constitutes high‐level PCK
This study identifies proficiency levels in pre‐service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher education plays a fundamental role in supporting pre‐service teachers' PCK development. Proficiency levels are a powerful source when evaluating this PCK development because they characterize what learners are likely to be able to know on a specific…
“So, I trucked out to the border, learned to say ain’t , came to find work”
Firefly is a TV series that aired in 2002 and 2003 in the United States. The series belongs to the space western subgenre, which allies science fiction and western tropes by layering, in this case, a dystopian society, space travel, standoffs in desolate landscapes, and saloon brawls. This juxtaposition of genres is reflected in the language of Firefly ’s characters in three ways: world-specific slang, Chinese code-switching, and features evoking…
Establishing an everyday scientific reasoning scale to learn how non-scientists reason with science
Scientific concepts and core ideas are fundamental for scientific inquiry and research. However, they are not always understood by non-scientists who encounter science in the media, conversations with friends, and other daily contexts. To assess how non-scientists reason with science in daily life, we extend the work described by Drummond and Fischhoff by developing an everyday scientific reasoning scale and demonstrating its ability to predict t…
Teachers’ daily positive and negative affect and their relationship with teachers’ emotion regulation strategies and daily work engagement – results of a diary study among team teachers
Team teaching as a close form of teacher collaboration entails frequent interactions between the team-teaching partners in the classroom. During these interactions, the team teachers experience a variety of positive and negative emotions, triggered by their team partner. The teachers may express or suppress these emotions, depending on their habitual use of these emotion regulation strategies. In turn, the teachers’ daily emotions may be related …
Exploring paths of change
The emotion regulation (ER) strategies that teachers use impact their personal well-being. As teachers gain job experience, they may select different, more adaptive strategies. Previous research has often focused on individual ER strategies, neglecting the combined use of multiple strategies. We set out to understand how teachers use a range of different strategies to regulate negative emotions, measured at the daily level across two measurement …
Psychology (15 obras) · Social Psychology (11 obras) · Mathematics education (9 obras) · Developmental psychology (6 obras) · Philosophy (5 obras) · Sociology (5 obras) · Anger (4 obras) · Communication in Education and Healthcare (4 obras) · Computer Science (4 obras) · Early Childhood Education and Development (4 obras)