@article{ErcanHartmannRichteretal.2021,
  author    = {Ercan, Habibe and Hartmann, Ulrike and Richter, Dirk and Kuschel, Jenny and Gr{\"a}sel, Cornelia},
  title     = {Effekte von integrativer F{\"u}hrung auf die Datennutzung von Lehrkr{\"a}ften},
  series = {Die deutsche Schule : DDS : Zeitschrift f{\"u}r Erziehungswissenschaft, Bildungspolitik und p{\"a}dagogische Praxis},
  volume    = {113},
  journal   = {Die deutsche Schule : DDS : Zeitschrift f{\"u}r Erziehungswissenschaft, Bildungspolitik und p{\"a}dagogische Praxis},
  number    = {1},
  publisher = {Waxmann},
  address   = {M{\"u}nster},
  issn      = {0012-0731},
  doi       = {10.31244/dds.2021.01.08},
  pages     = {85 -- 100},
  year      = {2021},
  abstract  = {The present article reports the effects of school principals' integrative leadership behavior, including transformational and instructional components, on teachers' data use. Results of a structural equation model indicate significant positive direct and indirect effects on teachers' use of various data. Total effects seem to be mainly mediated by teachers' cooperation activities.},
  language  = {de}
}
@article{HuangRichterKleickmannetal.2021,
  author    = {Huang, Yizhen and Richter, Eric and Kleickmann, Thilo and Wiepke, Axel and Richter, Dirk},
  title     = {Classroom complexity affects student teachers' behavior in a VR classroom},
  series = {Computers \& education : an international journal},
  volume    = {163},
  journal   = {Computers \& education : an international journal},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0360-1315},
  doi       = {10.1016/j.compedu.2020.104100},
  pages     = {15},
  year      = {2021},
  abstract  = {Student teachers often struggle to keep track of everything that is happening in the classroom, and particularly to notice and respond when students cause disruptions. The complexity of the classroom environment is a potential contributing factor that has not been empirically tested. In this experimental study, we utilized a virtual reality (VR) classroom to examine whether classroom complexity affects the likelihood of student teachers noticing disruptions and how they react after noticing. Classroom complexity was operationalized as the number of disruptions and the existence of overlapping disruptions (multidimensionality) as well as the existence of parallel teaching tasks (simultaneity). Results showed that student teachers (n = 50) were less likely to notice the scripted disruptions, and also less likely to respond to the disruptions in a comprehensive and effortful manner when facing greater complexity. These results may have implications for both teacher training and the design of VR for training or research purpose. This study contributes to the field from two aspects: 1) it revealed how features of the classroom environment can affect student teachers' noticing of and reaction to disruptions; and 2) it extends the functionality of the VR environment-from a teacher training tool to a testbed of fundamental classroom processes that are difficult to manipulate in real-life.},
  language  = {en}
}
@article{RichterLucksnatReddingetal.2022,
  author    = {Richter, Eric and Lucksnat, Christin and Redding, Christopher and Richter, Dirk},
  title     = {Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching},
  series = {Teaching and Teacher Education},
  volume    = {114},
  journal   = {Teaching and Teacher Education},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2022.103704},
  pages     = {11},
  year      = {2022},
  abstract  = {In this study, we investigated retention intention and job satisfaction of 238 first-year alternatively certified (AC) teachers. Drawing on Organizational Socialization Theory, we tested the hypothesis that AC teacher extraversion and perceived school support are positively related to the two variables and mediated by self-efficacy. To test our hypothesis, we applied structural equation modeling. Our results demonstrate that extraversion and perceived social support are positively related to retention intentions and job satisfaction. In addition, self-efficacy serves as a mediator. The findings could help school administrators to better understand how to support and retain AC teachers and thus address teacher shortages.},
  language  = {en}
}
@article{HaslVoelkleKretschmannetal.2022,
  author    = {Hasl, Andrea and Voelkle, Manuel and Kretschmann, Julia and Richter, Dirk and Brunner, Martin},
  title     = {A dynamic structural equation approach to modeling wage dynamics and cumulative advantage across the lifespan},
  series = {Multivariate Behavioral Research},
  volume    = {58},
  journal   = {Multivariate Behavioral Research},
  number    = {3},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0027-3171},
  doi       = {10.1080/00273171.2022.2029339},
  pages     = {504 -- 525},
  year      = {2022},
  abstract  = {Wages and wage dynamics directly affect individuals' and families' daily lives. In this article, we show how major theoretical branches of research on wages and inequality-that is, cumulative advantage (CA), human capital theory, and the lifespan perspective-can be integrated into a coherent statistical framework and analyzed with multilevel dynamic structural equation modeling (DSEM). This opens up a new way to empirically investigate the mechanisms that drive growing inequality over time. We demonstrate the new approach by making use of longitudinal, representative U.S. data (NLSY-79). Analyses revealed fundamental between-person differences in both initial wages and autoregressive wage growth rates across the lifespan. Only 0.5\% of the sample experienced a "strict" CA and unbounded wage growth, whereas most individuals revealed logarithmic wage growth over time. Adolescent intelligence and adult educational levels explained substantial heterogeneity in both parameters. We discuss how DSEM may help researchers study CA processes and related developmental dynamics, and we highlight the extensions and limitations of the DSEM framework.},
  language  = {en}
}
@article{HuangRichterKleickmannetal.2022,
  author    = {Huang, Yizhen and Richter, Eric and Kleickmann, Thilo and Richter, Dirk},
  title     = {Class size affects preservice teachers' physiological and psychological stress reactions},
  series = {Computers \& education : an international journal},
  volume    = {184},
  journal   = {Computers \& education : an international journal},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0360-1315},
  doi       = {10.1016/j.compedu.2022.104503},
  pages     = {20},
  year      = {2022},
  abstract  = {Teachers frequently express stress associated with teaching in large classrooms. Despite the timehonored tradition in teacher stress research of treating class size as a job-related stressor, the underlying premise that class size directly impacts teachers' stress reactions remains untested. In this randomized controlled experiment targeted at preservice teachers, we utilized a standardized virtual reality (VR) classroom to examine whether class size (number of student avatars) directly affected physiological (heart rate) or psychological (subjective rating) stress reactions among 65 preservice teachers. Results from linear mixed-effects modeling (LMM) showed that class size significantly predicted both their physiological and psychological stress reactions in the simulated environment: Average heart rate and subjective stress ratings were both significantly higher in the large class size condition. Further investigations into the causes of this association has been proposed. These findings may contribute to a better understanding of the effects of classroom features on preservice teachers' emotional experiences and well-being.},
  language  = {en}
}
@article{HuangRichterKleickmannetal.2022,
  author    = {Huang, Yizhen and Richter, Eric and Kleickmann, Thilo and Richter, Dirk},
  title     = {Comparing video and virtual reality as tools for fostering interest and self-efficacy in classroom management},
  series = {British journal of educational technology / British Educational Communications and Technology Agency},
  volume    = {54},
  journal   = {British journal of educational technology / British Educational Communications and Technology Agency},
  number    = {2},
  publisher = {Wiley-Blackwell},
  address   = {Oxford},
  issn      = {0007-1013},
  doi       = {10.1111/bjet.13254},
  pages     = {467 -- 488},
  year      = {2022},
  abstract  = {Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest-posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes. Practitioner notes What is already known about this topic Video is a popular teacher training medium given its ability to display classroom situations. Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years. Situational interest and self-efficacy in classroom management is vital for student teachers' professional development. What this paper adds VR outperforms video in promoting student teachers' triggered interest in classroom management. Student teachers felt more efficacious in classroom management after participating in VR. VR also invoked higher extraneous cognitive load than the video. Implications for practice and/or policy VR provides an authentic teacher training environment for classroom management. The design of the VR training environment needs to ensure a low extraneous cognitive load.},
  language  = {en}
}
@article{RichterMarxHuangetal.2020,
  author    = {Richter, Eric and Marx, Alexandra and Huang, Yizhen and Richter, Dirk},
  title     = {Zeiten zum beruflichen Lernen},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {23},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  number    = {1},
  publisher = {Springer VS/Springer Fachmedien Wiesbaden GmbH},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-019-00924-x},
  pages     = {145 -- 173},
  year      = {2020},
  abstract  = {Die Forschung zur Lehrerfortbildung weist darauf hin, dass zeitliche Einschr{\"a}nkungen eine Barriere f{\"u}r die Teilnahme an Fortbildungen darstellen. Insbesondere die Unvereinbarkeit der Arbeitszeit mit dem Zeitpunkt des Fortbildungsangebotes wird von Lehrkr{\"a}ften als hinderlich wahrgenommen. Welche zeitlichen Merkmale das Fortbildungsangebot f{\"u}r Lehrkr{\"a}fte aufweist und ob diese im Zusammenhang mit der Fortbildungsteilnahme von Lehrkr{\"a}ften stehen, fand bisher wenig Ber{\"u}cksichtigung. Die vorliegende Studie verfolgt daher das Ziel, zeitliche Merkmale des Fortbildungsangebotes f{\"u}r Lehrkr{\"a}fte zu beschreiben und ihre Vorhersagekraft f{\"u}r die Fortbildungsteilnahme zu untersuchen. Die Daten hierf{\"u}r stammen aus der elektronischen Datenbank f{\"u}r Lehrerfortbildungen des Landes Brandenburg im akademischen Jahr 2016/2017. Der Datensatz umfasst 1330 schulexterne Lehrerfortbildungen staatlicher Anbieter. Die Ergebnisse zeigen, dass Dauer und Zeitpunkt einer Fortbildungsveranstaltung pr{\"a}diktiv f{\"u}r die Teilnahme der Lehrkr{\"a}fte sind. Die Befunde erweitern damit den Diskurs zu Bedingungen des beruflichen Lernens von Lehrkr{\"a}ften und liefern Implikationen f{\"u}r eine passgenaue Fortbildungsplanung.},
  language  = {de}
}
@article{MeyerRichterRichteretal.2020,
  author    = {Meyer, Andr{\´e} and Richter, Eric and Richter, Dirk and Gronostaj, Anna},
  title     = {Professionalisierung von Schulleitungen am Beispiel der Werkstatt „Schule leiten"},
  series = {Die deutsche Schule},
  volume    = {112},
  journal   = {Die deutsche Schule},
  number    = {3},
  publisher = {Waxmann},
  address   = {M{\"u}nster},
  issn      = {0012-0731},
  doi       = {10.31244/dds.2020.03.03},
  pages     = {277 -- 295},
  year      = {2020},
  abstract  = {Empirische Studien und schulische Rechtsvorschriften betonen die Relevanz von Schulleiter*innen f{\"u}r die Schulentwicklung. Auf diese Aufgabe m{\"u}ssen Schulleiter*innen in Aus- und Fortbildungen vorbereitet werden. Der vorliegende Beitrag untersucht in einem l{\"a}ngsschnittlichen Design Effekte der Fortbildungsreihe Werkstatt „Schule leiten". Die Teilnehmer*innen bewerten die Werkstatt zumeist positiv und es zeigen sich geringe bis moderate Ver{\"a}nderungen in ihrem selbstberichteten beruflichen Handeln. Schulleiter*innen mit wenigen Jahren Leitungserfahrung berichten dabei {\"u}ber die gr{\"o}ßten Zuw{\"a}chse. Der Beitrag diskutiert Implikationen f{\"u}r die Forschung und Fortbildung von Schulleiter*innen.},
  language  = {de}
}
@article{RichterMarxHuangetal.2020,
  author    = {Richter, Eric and Marx, Alexandra and Huang, Yizhen and Richter, Dirk},
  title     = {Zeiten zum beruflichen Lernen},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {23},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  number    = {1},
  publisher = {Springer VS/Springer Fachmedien Wiesbaden GmbH},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-019-00924-x},
  pages     = {145 -- 173},
  year      = {2020},
  abstract  = {Die Forschung zur Lehrerfortbildung weist darauf hin, dass zeitliche Einschr{\"a}nkungen eine Barriere f{\"u}r die Teilnahme an Fortbildungen darstellen. Insbesondere die Unvereinbarkeit der Arbeitszeit mit dem Zeitpunkt des Fortbildungsangebotes wird von Lehrkr{\"a}ften als hinderlich wahrgenommen. Welche zeitlichen Merkmale das Fortbildungsangebot f{\"u}r Lehrkr{\"a}fte aufweist und ob diese im Zusammenhang mit der Fortbildungsteilnahme von Lehrkr{\"a}ften stehen, fand bisher wenig Ber{\"u}cksichtigung. Die vorliegende Studie verfolgt daher das Ziel, zeitliche Merkmale des Fortbildungsangebotes f{\"u}r Lehrkr{\"a}fte zu beschreiben und ihre Vorhersagekraft f{\"u}r die Fortbildungsteilnahme zu untersuchen. Die Daten hierf{\"u}r stammen aus der elektronischen Datenbankf{\"u}r Lehrerfortbildungen des Landes Brandenburg im akademischen Jahr 2016/2017. Der Datensatz umfasst 1330 schulexterne Lehrerfortbildungen staatlicher Anbieter. Die Ergebnisse zeigen, dass Dauer und Zeitpunkt einer Fortbildungsveranstaltung pr{\"a}diktiv f{\"u}r die Teilnahme der Lehrkr{\"a}fte sind. Die Befunde erweitern damit den Diskurs zu Bedingungen des beruflichen Lernens von Lehrkr{\"a}ften und liefern Implikationen f{\"u}r eine passgenaue Fortbildungsplanung.},
  language  = {de}
}
@article{RichterLazaridesRichter2021,
  author    = {Richter, Eric and Lazarides, Rebecca and Richter, Dirk},
  title     = {Four reasons for becoming a teacher educator},
  series = {Teaching and teacher education : an international journal of research and studies},
  volume    = {102},
  journal   = {Teaching and teacher education : an international journal of research and studies},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2021.103322},
  pages     = {9},
  year      = {2021},
  abstract  = {We developed a new survey instrument to investigate teacher educators? motives for entering the profession and examined the associations between motives and job satisfaction and emotional exhaustion in both teachers and teacher educators. Using data from 145 teacher educators instructing in-service teachers, we identified four motives: career aspirations, social contribution, escaping routines, and coincidence. While escaping routines represents a ?push? factor associated with emotional exhaustion in teachers, career aspirations represent a ?pull? factor associated with job satisfaction in teacher educators. The instrument can be used as a self-assessment tool for the recruitment of teacher educators. ? 2021 The Authors.},
  language  = {en}
}