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Ann-Kathrin Schindler
Ann-Kathrin Schindler
Wissenschaftliche Mitarbeiterin, Medizinische Fakultät, Universität Augsburg
Verified email at med.uni-augsburg.de
Title
Cited by
Cited by
Year
Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science.
K Kiemer, A Gröschner, AK Pehmer, T Seidel
Learning and Instruction 35, 94-103, 2015
3792015
How teacher professional development regarding classroom dialogue affects students' higher-order learning
AK Pehmer, A Gröschner, T Seidel
Teaching and Teacher Education 47, 108-119, 2015
1672015
Through the lens of teacher professional development components: the 'Dialogic Video Cycle' as an innovative program to foster classroom dialogue
A Gröschner, T Seidel, K Kiemer, AK Pehmer
Professional Development in Education 41 (4), 729-756, 2015
1082015
How systematic video reflection in teacher professional development regarding classroom discourse contributes to teacher and student self-efficacy
A Gröschner, AK Schindler, D Holzberger, M Alles, T Seidel
International Journal of Educational Research 90, 223-233, 2018
1052018
Fostering and scaffolding student engagement in productive classroom discourse: teachers' practice changes and reflections in light of teacher professional development
AK Pehmer, A Gröschner, T Seidel
Learning, Culture and Social Interaction 7, 12-27, 2015
992015
Facilitating collaborative teacher learning: the role of "mindfulness" in video-based teacher professional development programs
A Gröschner, T Seidel, AK Pehmer, K Kiemer
Gruppendynamik und Organisationsberatung 45 (3), 273-290, 2014
862014
Learning from professional development: A case study of the challenges of enacting productive science discourse in the classroom
F Gomez Zaccarelli, AK Schindler, H Borko, J Osborne
Professional development in education 44 (5), 721-737, 2018
462018
How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement
R Böheim, K Schnitzler, A Gröschner, M Weil, M Knogler, AK Schindler, ...
Learning, Culture and Social Interaction 28, 100450, 0
45
A longitudinal investigation of mental health, perceived learning environment and burdens in a cohort of first-year German medical students’ before and during the COVID-19 ‘new …
AK Schindler, S Polujanski, T Rotthoff
BMC Medical Education 21, 1-11, 2021
392021
Acknowledging teachers' individual starting conditions and zones of development in the course of professional development
AK Schindler, T Seidel, R Böheim, M Knogler, M Weil, M Alles, ...
Teaching and Teacher Education 100, 2021
292021
Unterrichtsqualität
B Drechsel, AK Schindler
Psychologie für den Lehrberuf, 353-372, 2019
232019
Academic-associated emotions before and during the COVID-19-related online semester–a longitudinal investigation of first-year medical students
S Polujanski, AK Schindler, T Rotthoff
GMS journal for medical education 37 (7), 2020
172020
Teaching science effectively: a case study on student verbal engagement in classroom dialogue
AK Schindler, A Gröschner, T Seidel
162018
Opening ‘windows’ for teachers to change classroom discourse
M Weil, T Seidel, AK Schindler, A Gröschner
Learning, Culture and Social Interaction 26, 100425, 2020
152020
Online programs to strengthen the mental health of medical students: A systematic review of the literature
P Ungar, AK Schindler, S Polujanski, T Rotthoff
Medical education online 27 (1), 2082909, 2022
132022
Fostering dialogic teaching–the “Dialogic Video Cycle” as a video-based professional development program to enhance classroom discourse
M Pielmeier, R Böheim, AK Schindler, A Gröschner, M Knogler, ...
102018
Soziale Interaktion und Kommunikation
AK Schindler, D Holzberger, K Stürmer, M Knogler, T Seidel
Psychologie für den Lehrberuf, 421-437, 2019
72019
Videografie im Unterricht
J Häusler, V Jurik, AK Schindler, A Gröschner, T Seidel
72019
Dialogische Gesprächsführung im Unterricht
M Weil, A Gröschner, AK Schindler, R Böheim, D Hauk, T Seidel
7*
How is modern bedside teaching structured? A video analysis of learning content, social and spatial structures
AL Blaschke, HPK Rubisch, AK Schindler, PO Berberat, M Gartmeier
BMC Medical Education 22 (1), 790, 2022
62022
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