The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Generic dimensions of teaching quality: the German framework of Three Basic Dimensions
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Citations
Cites
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 54,599
Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-M. (2010) · American Educational Research Journal · doi:10.3102/0002831209345157 · Cited by 2,100 · cited 1×
“Challenging problems and questions—rather than repetitive tasks and narrow questions— should be used to stimulate cognitive conflicts, engage students in higher-level thinking processes, and support metacognition (Baumert et al. 2010; Lipowsky et al. 2009).”
BackgroundProfessional competence of teachers: Effects on instructional quality and student development.
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013) · Journal of Educational Psychology · doi:10.1037/a0032583 · Cited by 1,553
Pianta, R. C., & Hamre, B. K. (2009) · Educational Researcher · doi:10.3102/0013189x09332374 · Cited by 1,331
CORNO, L. (2008) · Educational Psychologist · doi:10.1080/00461520802178466 · Cited by 456
Longitudinal relations between teaching-related motivations and student-reported teaching quality
Praetorius, A.-K., Lauermann, F., Klassen, R. M., Dickhäuser, O., Janke, S., & Dresel, M. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.03.023 · Cited by 118
Self-citation
Cited by
Dignath, C., & Veenman, M. V. J. (2021) · Educational Psychology Review · doi:10.1007/s10648-020-09534-0 · Cited by 403
Meyer, A., Kleinknecht, M., & Richter, D. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104805 · Cited by 76
Nguyen, L. T., Kanjug, I., Lowatcharin, G., Manakul, T., Poonpon, K., Sarakorn, W., Somabut, A., Srisawasdi, N., Traiyarach, S., & Tuamsuk, K. (2022) · Heliyon · doi:10.1016/j.heliyon.2022.e10817 · Cited by 76
Senden, B., Nilsen, T., & Blömeke, S. (2022) · Ways of Analyzing Teaching Quality · doi:10.18261/9788215045054-2021-05 · Cited by 56
Wartenberg, G., Aldrup, K., Grund, S., & Klusmann, U. (2026) · Review of Educational Research · doi:10.3102/00346543261455273 · Cited by 2
Metadata
- Authors
- Praetorius, A.-K., Klieme, E., Herbert, B., & Pinger, P.
- Venue
- ZDM – Mathematics Education
- Published
- 2018-02-08
- Volume
- 50
- Issue
- 3
- Pages
- 407-426
- ISSN
- 1615-679X (ISSN-L)
- 1863-9690
- 1863-9704
- OpenAlex
- W2788963943
- Cited by
- 680
- References
- 6
- FWCI
- 120.08
- Type
- journal article
- Language
- en
- Open access
- closed
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- The paper
- Praetorius, A.-K., Klieme, E., Herbert, B., & Pinger, P. (2018). Generic dimensions of teaching quality: the German framework of Three Basic Dimensions. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-018-0918-4
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
