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Meike Bonefeld, Hannah Kleen & Sabine Glock. (2022) The Effect of the Interplay of Gender and Ethnicity on Teachers Judgements: Does the School Subject Matter?. The Journal of Experimental Education 90:4, pages 818-838.
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Mia Heikkilä. (2018) Working to bring more men into preschools – What are Swedish municipalities doing?. Early Child Development and Care 188:10, pages 1454-1467.
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Oscar Marcenaro-Gutierrez & Anna Vignoles. (2015) A comparison of teacher and test-based assessment for Spanish primary and secondary students. Educational Research 57:1, pages 1-21.
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Articles from other publishers (24)
Wenjia Li. (2023) How does Gender Affect Teacher-Student Interaction: A Case Study in China’s EFL Classes. Journal of Education, Humanities and Social Sciences 8, pages 2134-2140.
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Sabine Glock & Hannah Kleen. (2022) A look into preservice teachers’ responses to students’ misbehavior: What roles do students’ gender and socioeconomic status play?. Studies in Educational Evaluation 75, pages 101207.
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Bethany Fleck & Aaron S. Richmond. (2022) Does the Instructors Gender Identity and Syllabus Design Affect Students Perceptions of Their Instructor?. Teaching of Psychology, pages 009862832110727.
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Hannah Kleen, Tobias Baumann & Sabine Glock. 2022. Stereotype in der Schule II. Stereotype in der Schule II
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Marlis Buchmann, Irene Kriesi, Sybille Bayard, Fabian Sander & Stephanie Bundel. (2020) Upward Mobility of Students from Lower-educated Families in Stratified Educational Systems: The Role of Social Capital and Work Habits. Journal of Youth and Adolescence 50:3, pages 391-407.
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Björn Nicolay, Florian Krieger, Matthias Stadler, Janice Gobert & Samuel Greiff. (2021) Lost in transition – Learning analytics on the transfer from knowledge acquisition to knowledge application in complex problem solving. Computers in Human Behavior 115, pages 106594.
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Matthias Stadler, Sarah Hofer & Samuel Greiff. (2020) First among equals: Log data indicates ability differences despite equal scores. Computers in Human Behavior 111, pages 106442.
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Felicia Jaremus, Jennifer Gore, Elena Prieto-Rodriguez & Leanne Fray. (2020) Girls are still being ‘counted out’: teacher expectations of high-level mathematics students. Educational Studies in Mathematics 105:2, pages 219-236.
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Michael A. Shepherd. (2016) Effects of Race/Ethnicity, Gender, and Intonation on Secondary Science Teachers’ Evaluation of Spoken Responses. Urban Education 55:5, pages 730-752.
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Ineke M. Pit-ten Cate & Sabine Glock. (2019) Teachers' Implicit Attitudes Toward Students From Different Social Groups: A Meta-Analysis. Frontiers in Psychology 10.
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Aja Louise Murray, Ingrid Obsuth, Manuel Eisner & Denis Ribeaud. (2018) Disaggregating Between- and Within-Classroom Variation in Student Behavior: A Multilevel Factor Analysis of Teacher Ratings of Student Prosociality and Aggression. The Journal of Early Adolescence 39:7, pages 993-1019.
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Ulrich Keller, Anja Strobel, Rachel Wollschläger, Samuel Greiff, Romain Martin, Mari-Pauliina Vainikainen & Franzis Preckel. (2019) A Need for Cognition Scale for Children and Adolescents. European Journal of Psychological Assessment 35:1, pages 137-149.
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Sabine Glock & Ines Böhmer. (2018) Teachers’ and preservice teachers’ stereotypes, attitudes, and spontaneous judgments of male ethnic minority students. Studies in Educational Evaluation 59, pages 244-255.
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Hannah Kleen & Sabine Glock. (2018) The roles of teacher and student gender in German teachers’ attitudes toward ethnic minority students. Studies in Educational Evaluation 59, pages 102-111.
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Hannah Kleen & Sabine Glock. (2018) A further look into ethnicity: The impact of stereotypical expectations on teachers’ judgments of female ethnic minority students. Social Psychology of Education 21:4, pages 759-773.
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Ingrid Obsuth, Aja Louise Murray, Tina Malti, Philippe Sulger, Denis Ribeaud & Manuel Eisner. (2016) A Non-bipartite Propensity Score Analysis of the Effects of Teacher–Student Relationships on Adolescent Problem and Prosocial Behavior. Journal of Youth and Adolescence 46:8, pages 1661-1687.
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Sabine Glock & Florian Klapproth. (2017) Bad boys, good girls? Implicit and explicit attitudes toward ethnic minority students among elementary and secondary school teachers. Studies in Educational Evaluation 53, pages 77-86.
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Cäcilia Luong, Anja Strobel, Rachel Wollschläger, Samuel Greiff, Mari-Pauliina Vainikainen & Franzis Preckel. (2017) Need for cognition in children and adolescents: Behavioral correlates and relations to academic achievement and potential. Learning and Individual Differences 53, pages 103-113.
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Matthias Stadler, Christoph Niepel & Samuel Greiff. (2016) Easily too difficult: Estimating item difficulty in computer simulated microworlds. Computers in Human Behavior 65, pages 100-106.
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Samuel Greiff, Katarina Krkovic & Jarkko Hautamäki. (2016) The Prediction of Problem-Solving Assessed Via Microworlds. European Journal of Psychological Assessment 32:4, pages 298-306.
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Sabine Glock. (2016) Does ethnicity matter? The impact of stereotypical expectations on in-service teachers’ judgments of students. Social Psychology of Education 19:3, pages 493-509.
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Mari-Pauliina Vainikainen, Jarkko Hautamäki, Risto Hotulainen & Sirkku Kupiainen. (2015) General and specific thinking skills and schooling: Preparing the mind to new learning. Thinking Skills and Creativity 18, pages 53-64.
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Ville–Juhani Ilmarinen, Mari–Pauliina Vainikainen, Markku Verkasalo & Jan–Erik Lönnqvist. (2015) Why Are Extraverts More Popular? Oral Fluency Mediates the Effect of Extraversion on Popularity in Middle Childhood. European Journal of Personality 29:2, pages 138-151.
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Sascha Wüstenberg, Matthias Stadler, Jarkko Hautamäki & Samuel Greiff. (2014) The Role of Strategy Knowledge for the Application of Strategies in Complex Problem Solving Tasks. Technology, Knowledge and Learning 19:1-2, pages 127-146.
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