D-Index & Metrics Best Publications

D-Index & Metrics D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines.

Discipline name D-index D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines. Citations Publications World Ranking National Ranking
Social Sciences and Humanities D-index 51 Citations 16,907 135 World Ranking 1535 National Ranking 38

Overview

What is she best known for?

The fields of study she is best known for:

  • Pedagogy
  • Mathematics education
  • Social psychology

Mareike Kunter mostly deals with Mathematics education, Pedagogy, Social psychology, Teacher education and Classroom management. Her study in the field of Teaching method also crosses realms of German. Her work in the fields of Content knowledge overlaps with other areas such as Work engagement.

In the subject of general Social psychology, her work in Occupational stress and Expectancy-value theory is often linked to Emotional exhaustion, thereby combining diverse domains of study. Her research integrates issues of Career development and Informal learning in her study of Teacher education. Her Structural equation modeling research is multidisciplinary, incorporating elements of Academic achievement and Enthusiasm.

Her most cited work include:

  • Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress: (1019 citations)
  • Stichwort : Professionelle Kompetenz von Lehrkräften (760 citations)
  • Professional Competence of Teachers: Effects on Instructional Quality and Student Development (417 citations)

What are the main themes of her work throughout her whole career to date?

Her primary areas of study are Mathematics education, Pedagogy, Teacher education, Competence and Classroom management. Her Mathematics education research integrates issues from Professional development, Structural equation modeling and Enthusiasm. Her Content knowledge and Professional competence study, which is part of a larger body of work in Pedagogy, is frequently linked to Work engagement, Cultural diversity and Conceptualization, bridging the gap between disciplines.

Her study looks at the relationship between Teacher education and topics such as Test, which overlap with Construct. The various areas that Mareike Kunter examines in her Classroom management study include Developmental psychology, Teaching method, Social psychology and Applied psychology. Her work carried out in the field of Social psychology brings together such families of science as Longitudinal study and Educational research.

She most often published in these fields:

  • Mathematics education (44.68%)
  • Pedagogy (33.33%)
  • Teacher education (19.86%)

What were the highlights of her more recent work (between 2017-2021)?

  • Mathematics education (44.68%)
  • Teacher education (19.86%)
  • Pedagogy (33.33%)

In recent papers she was focusing on the following fields of study:

Her main research concerns Mathematics education, Teacher education, Pedagogy, Competence and Enthusiasm. Her study in the field of Standardized test, Classroom management and Academic achievement is also linked to topics like Quality and German. Her research investigates the connection between Classroom management and topics such as Student achievement that intersect with problems in Content knowledge.

Her study in Teacher education is interdisciplinary in nature, drawing from both Test and Developmental psychology. Mareike Kunter is interested in Professional development, which is a branch of Pedagogy. The concepts of her Competence study are interwoven with issues in Structural equation modeling, Job satisfaction, Predictive validity and Mathematical achievement.

Between 2017 and 2021, her most popular works were:

  • The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality (23 citations)
  • Teacher knowledge experiment: Testing mechanisms underlying the formation of preservice elementary school teachers’ pedagogical content knowledge concerning fractions and fractional arithmetic. (16 citations)
  • Instructional and motivational classroom discourse and their relationship with teacher autonomy and competence support—findings from teacher professional development (14 citations)

In her most recent research, the most cited papers focused on:

  • Pedagogy
  • Mathematics education
  • Social psychology

The scientist’s investigation covers issues in Mathematics education, Enthusiasm, Competence, Content knowledge and Quality. Her Enthusiasm study incorporates themes from Student achievement, Personality and Standardized test. Her Competence research includes elements of Elementary science, Classroom management, Teaching method, Professional development and Deci-.

Her Content knowledge research is multidisciplinary, incorporating perspectives in School teachers, Educational research, Embodied cognition and Professional knowledge. There are a combination of areas like Academic achievement, Significant difference, Perspective, Emotional development and Relation integrated together with her Quality study. Her Educational psychology study contributes to a more complete understanding of Pedagogy.

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Best Publications

Professionelle Kompetenz von Lehrkräften

Jürgen Baumert;Mareike Kunter.
(2013)

3152 Citations

Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress:

Jürgen Baumert;Mareike Kunter;Werner Blum;Martin Brunner.
American Educational Research Journal (2010)

2144 Citations

Stichwort : Professionelle Kompetenz von Lehrkräften

Jürgen Baumert;Mareike Kunter.
Zeitschrift Fur Erziehungswissenschaft (2006)

1925 Citations

Professional Competence of Teachers: Effects on Instructional Quality and Student Development

Mareike Kunter;Uta Klusmann;Jürgen Baumert;Dirk Richter.
Journal of Educational Psychology (2013)

960 Citations

Professionelle Kompetenz von Lehrkräften : Ergebnisse des Forschungsprogramms COACTIV

Mareike Kunter;Jürgen Baumert;Werner Blum;Uta Klusmann.
(2011)

841 Citations

Pedagogical Content Knowledge and Content Knowledge of Secondary Mathematics Teachers.

Stefan Krauss;Martin Brunner;Mareike Kunter;Jürgen Baumert.
Journal of Educational Psychology (2008)

641 Citations

Professional Development Across the Teaching Career: Teachers’ Uptake of Formal and Informal Learning Opportunities

Dirk Richter;Mareike Kunter;Uta Klusmann;Oliver Lüdtke.
Teaching and Teacher Education (2011)

638 Citations

Motivations for choosing teaching as a career : An international comparison using the FIT-Choice scale

Helen Margaret Gilchrist Watt;Paul William Richardson;Uta Klusmann;Mareike Kunter.
Teaching and Teacher Education (2012)

622 Citations

How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis.

Doris Holzberger;Anja Philipp;Mareike Kunter.
Journal of Educational Psychology (2013)

582 Citations

Teachers’ Content Knowledge and Pedagogical Content Knowledge The Role of Structural Differences in Teacher Education

Thilo Kleickmann;Dirk Richter;Mareike Kunter;Jürgen Elsner.
Journal of Teacher Education (2013)

563 Citations

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