Bruckmaier, Georg
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Die „Messung“ fachdidaktischen Wissens in der COACTIV-Studie
2023, Bruckmaier, Georg, Krauss, Stefan, Blum, Werner, Neubrand, Michael, Krauss, Stefan, Lindl, Alfred
Aspekte professioneller Kompetenz: Ein empirischer Vergleich verschiedener Stichproben
2017, Krauss, Stefan, Schmeisser, Christine, Bruckmaier, Georg, Blum, Werner
Transmissive and Constructivist Beliefs of In-Service Mathematics Teachers and of Beginning University Students
2013, Schmeisser, Christine, Krauss, Stefan, Bruckmaier, Georg, Ufer, Stefan, Blum, Werner, Li, Yeping, Moschkovich, Judit N.
Competence as a continuum in the COACTIV study: the “cascade model”
2020-04-11, Krauss, Stefan, Bruckmaier, Georg, Lindl, Alfred, Hilbert, Sven, Binder, Karin, Steib, Nicole, Blum, Werner
Two different tools for assessing pedagogical content knowledge (PCK) of mathematics teachers used in the framework of the COACTIV study are systematically compared in this paper, namely the paper-and-pencil test consisting of items on the three facets knowledge of explaining and representation, knowledge of student thinking and typical mistakes, and knowledge of the potential of mathematical tasks, and the video vignettes instrument that examines teachers’ proposed continuations for presented lesson video clips specific to their subject-related and methodological competence aspects. Initially, both COACTIV PCK assessment tools are systematically contrasted for the first time with respect to their predictive validity for instructional quality (N = 163 German secondary mathematics teachers) as well as student learning gains (N = 3806 PISA students from 169 different classes) by means of path models showing that PCK, when assessed by the paper-and-pencil method, can better predict instructional quality than the video vignettes instrument can. Next, we theoretically propose the cascade model as capable of integrating pertinent theories on teacher competence and instructional quality. This model implies five ‘columns’ that are ordered according to a sequential causal chain (teacher disposition → situation-specific skills → observable teaching behavior → student mediation → learning gains). Finally, we specify four out of the five ‘columns’ of this cascade model, based empirically on the COACTIV data.
Measuring mathematics teachers’ professional competence by using video clips (COACTIV video)
2016, Bruckmaier, Georg, Krauss, Stefan, Blum, Werner
Zur Auswahl und Anordnung von Mathematik-Aufgaben – Eine Untersuchung im Rahmen der COACTIV-Studie
2012, Bruckmaier, Georg, Krauss, Stefan, Blum, Werner, Neubrand, Michael, Ludwig, Matthias, Kleine, Michael
Aspekte des Modellierens in der COACTIV-Studie
2018, Bruckmaier, Georg, Blum, Werner, Borromeo Ferri, Rita
COACTIV-Video: Eine unterrichtsnahe Erfassung fachdidaktischen Wissens mittels Videovignetten
2013, Bruckmaier, Georg, Krauss, Stefan, Blum, Werner, Greefrath, Gilbert, Käpnick, Friedhelm, Stein, Martin