@article{LenskeWagnerWirthetal.2016,
  author    = {Lenske, Gerlinde and Wagner, Wolfgang and Wirth, Joachim and Thillmann, Hubertina and Cauet, Eva and Liepertz, Sven and Leutner, Detlev},
  title     = {The importance of pedagogical knowledge for classroom management and for and for students' achievement},
  series = {Zeitschrift f{\~A}¼r Erziehungswissenschaft},
  volume    = {19},
  journal   = {Zeitschrift f{\~A}¼r Erziehungswissenschaft},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-015-0659-x},
  pages     = {211 -- 233},
  year      = {2016},
  abstract  = {Im Rahmen der vorliegenden Studie wurde untersucht, ob das p{\"a}dagogisch-psychologische Wissen von Lehrkr{\"a}ften die prozessuale Qualit{\"a}t des Physikunterrichts mit Blick auf die Klassenf{\"u}hrung und den Lernzuwachs der Sch{\"u}lerinnen und Sch{\"u}ler beeinflusst. Das p{\"a}dagogisch-psychologische Professionswissen, konzeptualisiert als ein f{\"a}cher{\"u}bergreifendes, handlungsleitendes Wissen {\"u}ber Strategien und Mittel zur Unterrichtsgestaltung, wurde {\"u}ber einen Paper-Pencil-Test, bestehend aus einer Skala zum deklarativen und einer Skala zum konditional-prozeduralen Wissen erhoben (Lenske et al. 2015). Als ein grundlegendes Merkmal prozessualer Unterrichtsqualit{\"a}t wurde die Klassenf{\"u}hrung anhand von Videoratings zu zwei Messzeitpunkten (zwei Unterrichtsstunden) erfasst. Der Lernzuwachs der Sch{\"u}lerinnen und Sch{\"u}ler wurde {\"u}ber standardisierte Fachwissenstests im Pr{\"a}-Post-Testdesign gemessen. Die Stichprobe umfasst 34 Gymnasiallehrkr{\"a}fte und deren Sch{\"u}lerinnen und Sch{\"u}ler (N = 993). Auf Basis eines Complex-Bootstrap-Mediations-Modells zeigte sich, dass das p{\"a}dagogisch-psychologische Professionswissen {\"u}ber die Klassenf{\"u}hrung vermittelt den Lernzuwachs der Sch{\"u}ler und Sch{\"u}lerinnen positiv beeinflusst. In the present study it was investigated whether the pedagogical knowledge of teachers has an influence on the process quality of physics instruction and on the learning achievement of students as well. Pedagogical knowledge, conceptualized as knowledge about strategies in classroom instruction that is domain-general and relevant for teaching behaviors, was measured using a paper-and-pencil test with two scales: one scale on declarative knowledge, the other on conditional-procedural knowledge (Lenske et al. 2015). As a basic aspect of the process quality of classroom instruction, classroom management was assessed using video ratings of two lessons from each participating teacher. Students' learning achievement was assessed using standardized domain-specific knowledge tests in a pretest-posttest design. The sample included 34 teachers from higher-track secondary schools and their students (N = 993). A complex bootstrapping mediation model shows that teachers' pedagogical knowledge, mediated by their classroom management, has a positive effect on their students' learning achievement.},
  language  = {de}
}
@article{Schiefele2017,
  author    = {Schiefele, Ulrich},
  title     = {Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation},
  series = {Teaching and teacher education : an international journal of research and studies},
  volume    = {64},
  journal   = {Teaching and teacher education : an international journal of research and studies},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2017.02.004},
  pages     = {115 -- 126},
  year      = {2017},
  abstract  = {This study addressed the role of elementary school teachers' classroom management and mastery-oriented instructional practices as mediators of the effects of teacher motivation on student motivation. The sample comprised 110 teacher-class pairs (1731 students). The results from multilevel regression analyses revealed that teacher educational interest contributed to student reports of teachers' instructional practices. These practices, in turn, were significant predictors of students' subject interest and mastery goals at both the student and the class level. Finally, teacher educational interest showed significant and substantial indirect relations to student motivation that were mediated by teachers' instructional practices.},
  language  = {en}
}