Hans E Fischer
Biographic Data
| ID | 8608953 |
|---|---|
| NAME | Hans E Fischer |
| GIVEN NAMES | Hans E |
| FAMILY NAME | Fischer |
| SIGNATURE | FISCHER H E |
| AFFILIATIONS | University of Duisburg‐Essen Essen Germany |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 0 |
Does it Matter What We Measure? Domain-specific Professional Knowledge of Physics Teachers
Can we be confident that extensively validated tests for teachers on their professional knowledge actually measure what matters for effective teaching? This study investigated the relations between physics teachers’ domain-specific professional knowledge, students’ cognitive activation – as a measure for the quality of instruction in each of the teachers’ classrooms – and the achievement of their students using multi-level analysis. Neither teach…
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, …
Sound-Producing Instruments in Oceania
No prominent works on this page.
Sound-Producing Instruments in Oceania
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, …
Does it Matter What We Measure? Domain-specific Professional Knowledge of Physics Teachers
Can we be confident that extensively validated tests for teachers on their professional knowledge actually measure what matters for effective teaching? This study investigated the relations between physics teachers’ domain-specific professional knowledge, students’ cognitive activation – as a measure for the quality of instruction in each of the teachers’ classrooms – and the achievement of their students using multi-level analysis. Neither teach…
Cognition (2 works) · Computer Science (2 works) · Mathematics education (2 works) · Physics (2 works) · Psychology (2 works) · Academic achievement (1 works) · Acoustics (1 works) · Biology (1 works) · Distribution (mathematics) (1 works) · Education, Achievement, and Giftedness (1 works)