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Which variables predict teachers diagnostic competence when diagnosing students’ learning behavior at different stages of a teacher’s career?
16 references·1 citing·41 second hop
Which variables predict teachers diagnostic competence when diagnosing students’ learning behavior at different stages of a teacher’s career? (2015)Which variables predict teachers diagnost…The Power of Feedback (2007)The Power of FeedbackProfessional Development and Teacher Change (2002)Professional Development and …Elaborating a model of teacher professional growth (2002)Elaborating a model of teache…Expectancy–Value Theory of Achievement Motivation (2000)Expectancy–Value Theory of Ac…Attaining Self-Regulation (2000)Attaining Self-RegulationThe theory of planned behavior (1991)The theory of planned behaviorSelf-Efficacy and Academic Motivation (1991)Self-Efficacy and Academic Mo…Motivational and self-regulated learning components of classroom academic performance. (1990)Motivational and self-regulat…Knowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…Educating the reflective practitioner (1987)Educating the reflective prac…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…The Reflective Practitioner: How Professionals Think in Action (1985)The Reflective Practitioner: …The reflective practitioner: How professionals think in action (1984)The reflective practitioner: …Perceived Problems of Beginning Teachers (1984)Perceived Problems of Beginni…Work and motivation (1964)Work and motivationSocial learning and personality development (1963)Social learning and personali…Investigating Pre-Service Biology Teachers’ Diagnostic Competences: Relationships between Professional Knowledge, Diagnostic Activities, and Diagnostic Accuracy (2021)Investigating Pre-Service Bio…Coefficient Alpha and the Internal Structure of Tests (1951)Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research (1975)Self-efficacy: Toward a unifying theory of behavioral change. (1977)A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies (2000)User Acceptance of Information Technology: Toward A Unified View1 (2003)Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology1 (2012)Toward a Theory of Intrinsically Motivating Instruction* (1981)Expectancies, values and academic behaviors (1983)Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies (1986)Classrooms: Goals, structures, and student motivation. (1992)Motivational Beliefs, Values, and Goals (2002)School Engagement: Potential of the Concept, State of the Evidence (2004)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Self-efficacy: the exercise of control (1997)Self-Efficacy: The Exercise of Control (1999)Academic Self-Concept and Self-Efficacy: How Different Are They Really? (2003)The Four-Phase Model of Interest Development (2006)From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation (2020)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Handbook of research on teaching (1986)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Pygmalion in the classroom (1968)Human Characteristics and School Learning (1979)1. Toward a Theory of Culturally Relevant Pedagogy (1995)Self-efficacy mechanism in human agency. (1982)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)Developing the theory of formative assessment (2009)The development of student feedback literacy: enabling uptake of feedback (2018)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)Self‐determination theory and work motivation (2005)Bridging Epistemologies: The Generative Dance Between Organizational Knowledge and Organizational Knowing (1999)Knowledge and Organization: A Social-Practice Perspective (2001)Managing the co-creation of value (2007)Stories of Experience and Narrative Inquiry (1990)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Teaching For Quality Learning At University (1999)Design science in information systems research (2004)Learning by Expanding (2014)
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References

  • 1991The theory of planned behavior90,729 cited
  • 1985The Reflective Practitioner: How Professionals Think in Action21,268 cited
  • 1984The reflective practitioner: How professionals think in action19,752 cited
  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1987Knowledge and Teaching:Foundations of the New Reform16,774 cited
  • 2007The Power of Feedback12,871 cited
  • 1987Educating the reflective practitioner11,394 cited
  • 1964Work and motivation10,436 cited
  • 1990Motivational and self-regulated learning components of classroom academic performance.8,318 cited
  • 2000Expectancy–Value Theory of Achievement Motivation7,373 cited
  • 2000Attaining Self-Regulation6,046 cited
  • 1991Self-Efficacy and Academic Motivation4,292 cited
  • 2002Professional Development and Teacher Change3,396 cited
  • 1984Perceived Problems of Beginning Teachers2,629 cited
  • 1963Social learning and personality development2,622 cited
  • 2002Elaborating a model of teacher professional growth2,229 cited

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  • 2021Investigating Pre-Service Biology Teachers’ Diagnostic Competences: Relationships between Professional Knowledge, Diagnostic Activities, and Diagnostic Accuracy45 cited