| 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 | 254 | 2015 |
| Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study EM Furtak, K Kiemer, RK Circi, R Swanson, V de León, D Morrison, ... Instructional Science 44 (3), 267-291, 2016 | 118 | 2016 |
| 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 | 65 | 2015 |
| 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 | 59 | 2014 |
| Instructional and motivational classroom discourse and their relationship with teacher autonomy and competence support—findings from teacher professional development K Kiemer, A Gröschner, M Kunter, T Seidel European Journal of Psychology of Education 33 (2), 377-402, 2018 | 43 | 2018 |
| Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk M Davies, K Kiemer, K Meissel British Educational Research Journal 43 (5), 968-987, 2017 | 19 | 2017 |
| Teacher learning and student outcomes in the context of classroom discourse. Findings from a video-based teacher professional development programme K Kiemer, A Gröschner, AK Pehmer, T Seidel Form@ re-Open Journal per la formazione in rete 14 (2), 51-62, 2014 | 16 | 2014 |
| Produktive Lehrer-Schüler-Kommunikation: ein Kategoriensystem zur Erfassung Produktiver Gesprächsführung im Klassengespräch und in Schülerarbeitsphasen AK Pehmer, K Kiemer, A Gröschner TUM School of Education. TUM. München, 2014 | 12 | 2014 |
| Einfluss sozialer und zuwanderungsbezogener Disparitäten, sowie der Klassenkomposition auf die Veränderung der mathematischen Kompetenz von der neunten zur zehnten Klassenstufe K Kiemer, N Haag, K Müller, T Ehmke Zeitschrift für Erziehungswissenschaft 20 (2), 125-149, 2017 | 9 | 2017 |
| Productive classroom talk and motivational learning outcomes in students KE Kiemer Doctoral dissertation, Universität München, 2017 | 5 | 2017 |
| Learning progressions, formative assessment, and professional development: Results of a longitudinal study EM Furtak, K Kiemer, R Swanson, V de León, RK Circi Annual Meeting of the National Association of Research in Science Teaching, 2015 | 5 | 2015 |
| Source selection and source use as a basis for evidence-informed teaching K Kiemer, I Kollar Zeitschrift für Pädagogische Psychologie, 2021 | 4 | 2021 |
| Analysing critical thinking in group constellations from discourse analysis to analyzing social modes of thinking M Davies, K Kiemer, A Dalgleish The Cambridge handbook of group interaction analysis, 2018 | 3 | 2018 |
| Gr ̈schner, A., Pehmer, AK, & Seidel, T.(2015). Effects of classroom discourse intervention on teachers’ practice and students’ motivation to learn mathematics and science K Kiemer Learning and instruction 35, 94-103, 0 | 3 | |
| Evidence-based reasoning of pre-service teachers: a script perspective K Kiemer, I Kollar International Society of the Learning Sciences, Inc.[ISLS]., 2018 | 2 | 2018 |
| Kooperationsskripts beim technologieunterstützten Lernen K Kiemer, C Wekerle, I Kollar Handbuch Bildungstechnologie, 305-319, 2020 | 1 | 2020 |
| Fostering classroom dialogue in math and science classrooms: changing teacher practice by addressing purposeful activities A Gröschner, AK Schindler, K Kiemer, T Seidel | 1 | 2016 |
| Improving classroom dialogue in math and science classrooms: Implementation findings and effects on teacher motivation A Gröschner, K Kiemer, T Seidel, AK Pehmer | 1 | 2013 |
| The respectful talk model: Critical thinking through dialogue-effects on pupils at risk M Davies, K Kiemer 18th Biennial European Association for Research on Learning and Instruction …, 2019 | | 2019 |
| Cross-Case Analyses K Kiemer, SC Heredia, D Morrison Supporting Teachers’ Formative Assessment Practice With Learning …, 2017 | | 2017 |
