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Akademický článek

Turning research evidence into teaching action: Teacher educators’ attitudes toward evidence-based teaching

Autor: Despoina Georgiou, Annika Diery, Sog Yee Mok, Frank Fischer, Tina Seidel

Publikováno v: International Journal of Educational Research Open, Vol 4, Iss , Pp 100240- (2023)

Teacher educators are seen as potential brokers able to bridge the research-practice gap and accelerate the adoption of current evidence in teacher education. The present study focuses on the in-depth exploration of teacher educators’ attitudes tow

Externí odkaz: https://doaj.org/article/ab15d05421e542c6b8a004626e7a9161

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Akademický článek

Evidence-Based Practice in Teacher Education: The Mediating Role of Self-Efficacy Beliefs and Practical Knowledge

Autor: Despoina Georgiou, Sog Yee Mok, Frank Fischer, Jan D. Vermunt, Tina Seidel

Publikováno v: Frontiers in Education, Vol 5 (2020)

European educational reforms call for the implementation of evidence-based teaching (EBT) in universities. Based on the evidence-based research paradigm in medical education, this study investigates the relationship between teacher educators' researc

Externí odkaz: https://doaj.org/article/a4371948577b4a7d972a6d6431fc056b

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Akademický článek

The Relationship Between Ethnic Classroom Composition on Turkish-Origin and German Students’ Reading Performance and Sense of Belonging

Autor: Sog Yee Mok, Sarah E. Martiny, Ilka H. Gleibs, Melanie M. Keller, Laura Froehlich

Publikováno v: Frontiers in Psychology, Vol 7 (2016)

Past research on ethnic composition effects on migrant and ethnic majority students’ performance has reported inconclusive results: Some studies have found no relationship between the proportion of migrant students in school and students’ perform

Externí odkaz: https://doaj.org/article/f212b4bd650443c3a9679cd2b2b5759a

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What kind of individual support activities in interventions foster pre-service and beginning teachers’ self-efficacy? A meta-analysis

Autor: Sog Yee Mok, Daniela Rupp, Doris Holzberger

During the early stages of the teaching profession, pre-service and beginning teachers often participate in individual support activities intended to develop their teacher self-efficacy. These individual support activities (modeling, feedback on less

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::2b6048027d3ae343c3c5c9d2b31accd1
https://doi.org/10.31234/osf.io/v69gf

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How do professional development programs on comparing solution methods and classroom discourse affect students' achievement in mathematics? The mediating role of students’ subject matter justifications

Autor: Sog Yee Mok, Christian S. Hämmerle, Christian Rüede, Fritz C. Staub

Comparing solution methods fosters strategy flexibility in equation solving. Productive classroom discourse such as Accountable Talk (AT) orchestrated by teachers can improve students’ justifications during classroom discussions and achievement. Do

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::459613cc272ee00ee6d3b2c3b1bcb225
https://doi.org/10.5167/uzh-221086

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Akademický článek

Fostering Flexibility Using Comparing Solution Strategies and Classroom Discussion: Effects of Two Professional Development Programs.

Autor: Rüede, Christian¹ christian.rueede@fhnw.ch, Sog Yee Mok² sogyee.mok@ife.uzh.ch, Staub, Fritz C.² fritz.staub@ife.uzh.ch

Publikováno v: Journal for Research in Mathematics Education. Jan2023, Vol. 54 Issue 1, p43-63. 21p.

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‘My family’s goals are also my goals’: the relationship between collectivism, distal utility value, and learning and career goals of international university students in Germany

Autor: Cafer Bakaç, Sog Yee Mok, Laura Froehlich

The utility value of an academic task can affect university students’ learning behavior and career choices. For collectivistic-oriented students, learning and career goals also matter to their families. Following expectancy-value theory, we assumed

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d90b3e3f201b07f878fbb406130ec442
https://doi.org/10.5167/uzh-194465

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Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies

Autor: Sog Yee Mok, Fritz C Staub

During the practicum, pre-service teachers (PSTs) practice instructional skills such as lesson planning and clarity of instruction. Different approaches to assisting PSTs with coaching, mentoring, or supervision have been developed to improve PSTs' i

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::aa240e46a70bc7d1de1418bc838d8773

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Does Coaching, Mentoring, and Supervision Matter for Pre-Service Teachers’ Planning Skills and Clarity of Instruction? A Meta-Analysis of Experimental and Quasi-Experimental Studies

Autor: Sog Yee Mok, Fritz C. Staub

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::2d1314177fe15971ef712df8ced24105
https://doi.org/10.31234/osf.io/j7xpq

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Meta-Analysen zur Unterrichtsforschung und ihr Beitrag für die Realisierung eines Clearing House Unterricht für die Lehrerbildung

Autor: Tina Seidel, Andreas Hetmanek, Maximilian Knogler, Sog Yee Mok

Publikováno v: Zeitschrift für Bildungsforschung. 7:311-325

Evidenzbasierung in der Lehrerbildung bedeutet, dass sich Lehrerbildnerinnen und -bildner kontinuierlich mit dem aktuellen Forschungsstand in der empirischen Bildungsforschung auseinandersetzen mussen. Eine wichtige Schnittstelle zwischen Forschung u

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::2ba2edcfac570792c8f67fe85e9ab195
https://doi.org/10.1007/s35834-017-0191-6

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