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Charlotte Christine Dignath (1978-)

Psychologin

Name	Charlotte Christine Dignath
Time	1978- (Date of birth and death)
Place	Frankfurt am Main (Geburtsort) Deutschland
Profession	Psychologin (characteristic profession)
Variant	Charlotte Dignath Charlotte Dignath-van Ewijk Charlotte Dignath- Van Ewijk Charlotte Dignath- VanEwijk Cahrlotte Dignath-van Ewijk
Related	Universität Mannheim
Further information	Diss. Fachbereich Psychologie und Sportwissenschaften, Univ. Frankfurt am Main. Seit Sept. 2011 wiss. Mitarbeiterin am Lehrstuhl Pädagogische Psychologie der Univ. Mannheim
Record type	Person
GND-Identifier	138501874
Record ID	138501874
Involved in show all Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review Judging a book by its cover? Investigating pre-service teacher’s stereotypes towards pupils with special educational needs How do teachers promote self-regulation of learning when students need to learn at home? The moderating role of teachers’ ICT competency Promoting pre- and in-service teachers’ digital competence by using reverse mentoring Let Learners Monitor the Learning Content and Their Learning Behavior! A Meta-analysis on the Effectiveness of Tools to Foster Monitoring Jahrbuch der Schulentwicklung. Band 23 : 50 Jahre Schulentwicklung – Leitthemen der empirischen Bildungsforschung Jahrbuch der Schulentwicklung. Band 23 : 50 Jahre Schulentwicklung – Leitthemen der empirischen Bildungsforschung Jahrbuch der Schulentwicklung. Band 23. 50 Jahre Schulentwicklung - Leitthemen der empirischen Bildungsforschung Kognitive und motivationale Effekte digitaler Medien in Lern- und Leistungssituationen Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study Reading persuasive texts affects preservice teachers' beliefs about cultural diversity in the classroom Introduction to special issue mind the gap between research and practice in the area of teachers’ support of metacognition and SRL For unto every one that hath shall be given: teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training Fostering pre-service teachers’ theoretical knowledge application: studying with and without text-based cases Fostering pre-service teachers' theoretical knowledge application. Studying with and without text-based cases Fostering pre-service teachers’ theoretical knowledge application: studying with and without text-based cases Reading persuasive texts affects preservice teachers’ beliefs about cultural diversity in the classroom The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies Can you only diagnose what you know? The relation between teachers' self-regulation of learning concepts and their assessment of students' self-regulation Professionalisierung von angehenden Lehrkräften im Kontext Heterogenität unter Verwendung digitaler Lerneinheiten Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews Different aspects of the promotion of self-regulated learning : a multi-method investigation on the instruction of self-regulated learning at primary and secondary school Different aspects of the promotion of self-regulated learning : a multi-method investigation on the instruction of self-regulated learning at primary and secondary school

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Katalog der Deutschen Nationalbibliothek

Charlotte Christine Dignath (1978-)

Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review

Judging a book by its cover? Investigating pre-service teacher’s stereotypes towards pupils with special educational needs

How do teachers promote self-regulation of learning when students need to learn at home? The moderating role of teachers’ ICT competency

Promoting pre- and in-service teachers’ digital competence by using reverse mentoring

Let Learners Monitor the Learning Content and Their Learning Behavior! A Meta-analysis on the Effectiveness of Tools to Foster Monitoring

Jahrbuch der Schulentwicklung. Band 23 : 50 Jahre Schulentwicklung – Leitthemen der empirischen Bildungsforschung

Jahrbuch der Schulentwicklung. Band 23 : 50 Jahre Schulentwicklung – Leitthemen der empirischen Bildungsforschung

Jahrbuch der Schulentwicklung. Band 23. 50 Jahre Schulentwicklung - Leitthemen der empirischen Bildungsforschung

Kognitive und motivationale Effekte digitaler Medien in Lern- und Leistungssituationen

Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study

Reading persuasive texts affects preservice teachers' beliefs about cultural diversity in the classroom

Introduction to special issue mind the gap between research and practice in the area of teachers’ support of metacognition and SRL

For unto every one that hath shall be given: teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training

Fostering pre-service teachers’ theoretical knowledge application: studying with and without text-based cases

Fostering pre-service teachers' theoretical knowledge application. Studying with and without text-based cases

Fostering pre-service teachers’ theoretical knowledge application: studying with and without text-based cases

Reading persuasive texts affects preservice teachers’ beliefs about cultural diversity in the classroom

The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies

Can you only diagnose what you know? The relation between teachers' self-regulation of learning concepts and their assessment of students' self-regulation

Professionalisierung von angehenden Lehrkräften im Kontext Heterogenität unter Verwendung digitaler Lerneinheiten

Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews

Different aspects of the promotion of self-regulated learning : a multi-method investigation on the instruction of self-regulated learning at primary and secondary school

Different aspects of the promotion of self-regulated learning : a multi-method investigation on the instruction of self-regulated learning at primary and secondary school