| Page 1 |
Language and knowledge: how nouns contribute to knowledge construction across school subjects |
Mary Schleppegrell
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| Page 16 |
Reading instruction in 5th grade: teachers’ perspectives on promoting self-regulated reading in language and content area teaching |
Anke Schmitz
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| Page 32 |
How to give effective explanations: guidelines for business education, discussion of their scope and their application to teaching operations research |
Christiane Schopf,
Andrea Raso,
Michael Kahr
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| Page 51 |
Realizing theory-practice transfer in German teacher education |
Christiane Klempin,
Michaela Sambanis,
Daniel Rehfeldt,
Volkhard Nordmeier,
David Seibert,
Martin Lücke,
Tobias Mehrtens,
Hilde Köster
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| Page 61 |
Comparing the affective outcomes of CLIL modules and streams on secondary school students |
Stephanie Ohlberger,
Vivienne Litzke,
Claas Wegner
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| Page 85 |
Scientists, their work, and how others perceive them: self-perceptions of scientists and students’ stereotypes |
Insa Stamer, MSc,
Marcus Kubsch,
Mara Steiner,
Tim Höffler, PhD,
Stefan Schwarzer,
Ilka Parchmann
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| Page 102 |
What language demands count in subject-matter classrooms? |
Susanne Prediger,
Dilan Şahin-Gür, PhD,
Carina Zindel
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