| 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,
Marcus Kubsch,
Mara Steiner,
Tim Höffler,
Stefan Schwarzer,
Ilka Parchmann
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| Page 102 |
What language demands count in subject-matter classrooms? |
Susanne Prediger,
Dilan Şahin-Gür,
Carina Zindel
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| Page 118 |
Student reading motivation and teacher aims and actions in literature education in lower secondary school |
Dominik Fässler,
Andrea Bertschi-Kaufmann,
Irene Pieper,
Sebastian Weirich,
Katrin Böhme
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| Page 140 |
Can an instructional video increase the quality of English teachers’ assessment of learner essays? |
Stefan Keller,
Cristina Vögelin,
Thorben Jansen,
Nils Machts,
Jens Möller
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