Martin Ehlert
Dados Biográficos
| ID | 253191 |
|---|---|
| NOME | Martin Ehlert |
| PRENOMES | Martin |
| SOBRENOME | Ehlert |
| ASSINATURA | EHLERT M |
| AFILIAÇÕES | WZB Berlin Social Science Center |
| ORCID | 0000-0002-8772-8058 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAÇÕES | 72 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2012 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Enhancing collaborative writing through scripted regulation
Temporary employment and further training. Does training promote the transition from temporary to permanent employment
The article analyses the returns to further training courses among a vulnerable group: the temporary employed. We address the important question of whether non-formal further training promotes the transition to permanent work and thus helps to escape precarious employment trajectories. According to human capital theory, work-related training increases workers’ productivity and might also serve as a positive signal to employers, as signaling theor…
Time tells
To explore how teachers’ beliefs and behaviour change throughout implementation processes, N = 47 teachers participated in a 6-month professional development (PD) programme, and then implemented a differentiated reading innovation over one school year (totalling 15 months). Teachers’ beliefs (acceptability, feasibility, self-efficacy) and behaviour (fidelity, innovation use, adaptivity) were assessed after PD (T2), after 3 (T3), 6 (T4), and 9 mon…
Personalizing text by using readers’ names – effects on reading comprehension and social agency
Personalizing text is known to support learning from text. The present study extends evidence of the personalization effect by investigating whether elementary school students’ reading comprehension benefits from reading narratives personalized by using the reader’s name for the narrative’s protagonist. Additionally, this study examined the influence of personalization on social agency and tested the hypothesis that social agency mediated the per…
It’s about time! Teachers’ perspectives on supportive and hindering contextual conditions for implementing innovations in schools
Implementation processes are significantly influenced by contextual conditions. To investigate which context factors are implicitly salient for teachers, we conducted interviews with N = 43 elementary school teachers who gave recommendations for designing effective teacher professional development for implementing a reading innovation into their school. On average, teachers mentioned M = 26 contextual factors unprompted to explain their recommend…
Unemployment as a Social Problem
Unemployment is a social problem in industrialized and postindustrial societies because it leads to material and social deprivation for individuals, which in turn has far‐reaching negative effects on communities and whole countries. Work is the main income source in modern societies and frequently the prerequisite to be eligible for social security coverage. Furthermore, work is related to social integration and social status. Thus, losing employ…
The impact of a theory-practice-based professionalisation program on student teachers’ knowledge, motivation, and beliefs
As teachers in training must learn key professional competencies, student teachers often undergo training approaches that are either based in theory or practice. To more comprehensively promote student teachers’ professional competencies, we examined the effectiveness of a combined theory-practice-based professionalisation program on student teachers’ knowledge, self-efficacy, and instructional beliefs. The intervention, focusing on differentiate…
Mind the Gap
There is extensive empirical research on principles of effective teacher professional development (PD). However, teachers' expectations of PD and how well these align with scientific recommendations are only rarely addressed. N = 125 teachers were presented with video vignettes on two evidence-based interventions of varying complexity for which they indicated their own PD preferences. Teachers' preferences were then compared to scientific recomme…
Does training beget training over the life course? Cumulative advantage in work-related non-formal training participation in Germany and the UK
Continuous training participation over the career becomes ever more important. However, most existing research mainly analyzed training at single points in time. This article investigates training dynamics and hence asks the question of whether training begets training. We provide two contributions to the literature: First, we analyze if previous training participation has an effect on later participation, leading to strict cumulative advantages.…
Effective professional development in implementation processes – the teachers' view
Implementing evidence-based practices in reading classrooms – Longitudinal interrelations between teaching-related attitudes, innovation-specific perceptions, and perceived implementation success
Improving Formal Qualifications or Firm Linkages-What Supports Successful School-to-Work Transitions among Low-Achieving School Leavers in Germany
Many countries have implemented youth (un)employment programmes for low-achieving young people to improve their employment prospects. In Germany, these youths are often channelled into prevocational programmes to prevent them from long-term 'scars' by providing a 'second chance' to enter apprenticeships (serving as entry into the labour market in Germany). However, the usefulness of these programmes is contested. It remains unclear whether it is …
No Future, No Training? Explaining Cross-national Variation in the Effect of Job Tasks On Training Participation
Access to further training among adults on the labor market is unequally distributed. In particular, workers in occupations that are likely to be replaced by machines in the future participate less in training. This is mainly because of the job tasks they conduct: workers conducting routine tasks are more likely both to be replaced and to receive less training. As a consequence, technological change may lead to further polarization on the labor m…
Gender differences in the choice of field of study and the relevance of income information. Insights from a field experiment
Weiterbilden und Weiterkommen? Non-formale berufliche Weiterbildung und Arbeitsmarktmobilität in Deutschland
Who Benefits from Training Courses in Germany? Monetary Returns to Non-formal Further Education on a Segmented Labour Market
While many advocate ‘lifelong learning’ as the ideal career model, its impact on workers’ lives is still partly unclear. Especially research on monetary returns to further education has yielded mixed evidence. I argue that a thorough assessment has to consider both the types of courses and the segmentation of labour markets. Using data from the German National Educational Panel Study, I test explanations of differing returns to non-formal further…
Applying to college
Job loss among rich and poor in the United States and Germany
Verarmungsrisiken nach kritischen Lebensereignissen in Deutschland und den USA
Buffering income loss due to unemployment
Buffering income loss due to unemployment
Applying to college
Who Benefits from Training Courses in Germany? Monetary Returns to Non-formal Further Education on a Segmented Labour Market
While many advocate ‘lifelong learning’ as the ideal career model, its impact on workers’ lives is still partly unclear. Especially research on monetary returns to further education has yielded mixed evidence. I argue that a thorough assessment has to consider both the types of courses and the segmentation of labour markets. Using data from the German National Educational Panel Study, I test explanations of differing returns to non-formal further…
Gender differences in the choice of field of study and the relevance of income information. Insights from a field experiment
Weiterbilden und Weiterkommen? Non-formale berufliche Weiterbildung und Arbeitsmarktmobilität in Deutschland
Effective professional development in implementation processes – the teachers' view
No Future, No Training? Explaining Cross-national Variation in the Effect of Job Tasks On Training Participation
Access to further training among adults on the labor market is unequally distributed. In particular, workers in occupations that are likely to be replaced by machines in the future participate less in training. This is mainly because of the job tasks they conduct: workers conducting routine tasks are more likely both to be replaced and to receive less training. As a consequence, technological change may lead to further polarization on the labor m…
Job loss among rich and poor in the United States and Germany
Verarmungsrisiken nach kritischen Lebensereignissen in Deutschland und den USA
Improving Formal Qualifications or Firm Linkages-What Supports Successful School-to-Work Transitions among Low-Achieving School Leavers in Germany
Many countries have implemented youth (un)employment programmes for low-achieving young people to improve their employment prospects. In Germany, these youths are often channelled into prevocational programmes to prevent them from long-term 'scars' by providing a 'second chance' to enter apprenticeships (serving as entry into the labour market in Germany). However, the usefulness of these programmes is contested. It remains unclear whether it is …
Mind the Gap
There is extensive empirical research on principles of effective teacher professional development (PD). However, teachers' expectations of PD and how well these align with scientific recommendations are only rarely addressed. N = 125 teachers were presented with video vignettes on two evidence-based interventions of varying complexity for which they indicated their own PD preferences. Teachers' preferences were then compared to scientific recomme…
Job loss among rich and poor in the United States and Germany
Verarmungsrisiken nach kritischen Lebensereignissen in Deutschland und den USA
Buffering income loss due to unemployment
Who Benefits from Training Courses in Germany? Monetary Returns to Non-formal Further Education on a Segmented Labour Market
While many advocate ‘lifelong learning’ as the ideal career model, its impact on workers’ lives is still partly unclear. Especially research on monetary returns to further education has yielded mixed evidence. I argue that a thorough assessment has to consider both the types of courses and the segmentation of labour markets. Using data from the German National Educational Panel Study, I test explanations of differing returns to non-formal further…
Applying to college
Weiterbilden und Weiterkommen? Non-formale berufliche Weiterbildung und Arbeitsmarktmobilität in Deutschland
Gender differences in the choice of field of study and the relevance of income information. Insights from a field experiment
No Future, No Training? Explaining Cross-national Variation in the Effect of Job Tasks On Training Participation
Access to further training among adults on the labor market is unequally distributed. In particular, workers in occupations that are likely to be replaced by machines in the future participate less in training. This is mainly because of the job tasks they conduct: workers conducting routine tasks are more likely both to be replaced and to receive less training. As a consequence, technological change may lead to further polarization on the labor m…
Improving Formal Qualifications or Firm Linkages-What Supports Successful School-to-Work Transitions among Low-Achieving School Leavers in Germany
Many countries have implemented youth (un)employment programmes for low-achieving young people to improve their employment prospects. In Germany, these youths are often channelled into prevocational programmes to prevent them from long-term 'scars' by providing a 'second chance' to enter apprenticeships (serving as entry into the labour market in Germany). However, the usefulness of these programmes is contested. It remains unclear whether it is …
Implementing evidence-based practices in reading classrooms – Longitudinal interrelations between teaching-related attitudes, innovation-specific perceptions, and perceived implementation success
Effective professional development in implementation processes – the teachers' view
The impact of a theory-practice-based professionalisation program on student teachers’ knowledge, motivation, and beliefs
As teachers in training must learn key professional competencies, student teachers often undergo training approaches that are either based in theory or practice. To more comprehensively promote student teachers’ professional competencies, we examined the effectiveness of a combined theory-practice-based professionalisation program on student teachers’ knowledge, self-efficacy, and instructional beliefs. The intervention, focusing on differentiate…
Mind the Gap
There is extensive empirical research on principles of effective teacher professional development (PD). However, teachers' expectations of PD and how well these align with scientific recommendations are only rarely addressed. N = 125 teachers were presented with video vignettes on two evidence-based interventions of varying complexity for which they indicated their own PD preferences. Teachers' preferences were then compared to scientific recomme…
Does training beget training over the life course? Cumulative advantage in work-related non-formal training participation in Germany and the UK
Continuous training participation over the career becomes ever more important. However, most existing research mainly analyzed training at single points in time. This article investigates training dynamics and hence asks the question of whether training begets training. We provide two contributions to the literature: First, we analyze if previous training participation has an effect on later participation, leading to strict cumulative advantages.…
Time tells
To explore how teachers’ beliefs and behaviour change throughout implementation processes, N = 47 teachers participated in a 6-month professional development (PD) programme, and then implemented a differentiated reading innovation over one school year (totalling 15 months). Teachers’ beliefs (acceptability, feasibility, self-efficacy) and behaviour (fidelity, innovation use, adaptivity) were assessed after PD (T2), after 3 (T3), 6 (T4), and 9 mon…
Personalizing text by using readers’ names – effects on reading comprehension and social agency
Personalizing text is known to support learning from text. The present study extends evidence of the personalization effect by investigating whether elementary school students’ reading comprehension benefits from reading narratives personalized by using the reader’s name for the narrative’s protagonist. Additionally, this study examined the influence of personalization on social agency and tested the hypothesis that social agency mediated the per…
It’s about time! Teachers’ perspectives on supportive and hindering contextual conditions for implementing innovations in schools
Implementation processes are significantly influenced by contextual conditions. To investigate which context factors are implicitly salient for teachers, we conducted interviews with N = 43 elementary school teachers who gave recommendations for designing effective teacher professional development for implementing a reading innovation into their school. On average, teachers mentioned M = 26 contextual factors unprompted to explain their recommend…
Unemployment as a Social Problem
Unemployment is a social problem in industrialized and postindustrial societies because it leads to material and social deprivation for individuals, which in turn has far‐reaching negative effects on communities and whole countries. Work is the main income source in modern societies and frequently the prerequisite to be eligible for social security coverage. Furthermore, work is related to social integration and social status. Thus, losing employ…
Enhancing collaborative writing through scripted regulation
Temporary employment and further training. Does training promote the transition from temporary to permanent employment
The article analyses the returns to further training courses among a vulnerable group: the temporary employed. We address the important question of whether non-formal further training promotes the transition to permanent work and thus helps to escape precarious employment trajectories. According to human capital theory, work-related training increases workers’ productivity and might also serve as a positive signal to employers, as signaling theor…
Psychology (12 obras) · Economics (9 obras) · Labor market dynamics and wage inequality (8 obras) · Political science (8 obras) · Demographic economics (7 obras) · Labour economics (7 obras) · Mathematics education (7 obras) · Pedagogy (7 obras) · Economic growth (6 obras) · Social Policy and Reform Studies (6 obras)