| How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement R Böheim, K Schnitzler, A Gröschner, M Weil, M Knogler, AK Schindler, ... Learning, Culture and Social Interaction 28, 100450, 2021 | 63 | 2021 |
| Is teacher judgment accuracy of students’ characteristics beneficial for verbal teacher-student interactions in classroom? M Pielmeier, S Huber, T Seidel Teaching and Teacher Education 76, 255-266, 2018 | 51 | 2018 |
| Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development AK Schindler, T Seidel, R Böheim, M Knogler, M Weil, M Alles, ... Teaching and Teacher Education 100, 103281, 2021 | 37 | 2021 |
| Opening ‘windows’ for teachers to change classroom discourse M Weil, T Seidel, AK Schindler, A Gröschner Learning, Culture and Social Interaction 26, 100425, 2020 | 23 | 2020 |
| Fostering dialogic teaching: the “Dialogic Video Cycle” as a video-based professional development program to enhance classroom discourse M Pielmeier, R Böheim, AK Schindler, A Gröschner, M Knogler, ... Norwegian International Teacher Education Research, ed Smith K …, 2018 | 11 | 2018 |
| Dialogische Gesprächsführung im Unterricht - Interventionsansatz, Instrumente und Videokodierungen M Weil, A Gröschner, AK Schindler, R Böheim, D Hauk, T Seidel | 8* | 2020 |
| Videoinstrument „Dialogische Unterrichtsgesprächsführung “–Auswertung der Unterrichtsvideos AK Schindler, R Böheim, M Weil, A Gröschner, T Seidel M. Weil, A. Gröschner, A.-K. Schindler, R. Böheim, D. Hauk & T. Seidel (Hg …, 2020 | 8 | 2020 |
| How is the design of teacher professional development related to teacher learning about classroom discourse? Findings from a one-year intervention study D Hauk, A Gröschner, M Weil, R Böheim, AK Schindler, M Alles, T Seidel Journal of Education for Teaching 49 (5), 826-840, 2023 | 5 | 2023 |
| „Labor für hybride Gruppenarbeit “: Learnings zur Einführung eines innovativen, hybriden und aktivierenden Lernraums A Teistler, M Alles, M Weil, S Bley, F Kluger Otto-Friedrich-Universität, 2024 | | 2024 |
| How changes in dialogic teaching explain changes in students’ activation, motivation and cognitive elaboration [Roundtable session] R Böheim, K Schnitzler, M Weil, DM Knogler, AK Schindler, M Alles, ... | | 2020 |
| How Productive Classroom Discourse Supports Teacher Judgments of Students ‘Self-concept of Ability. M Weil, A Gröschner, T Seidel, AK Schindler | | 2019 |
| Understanding teachers’ learning zones and change trajectories in teacher professional development. Paper presentation at symposium on" Understanding teachers’ change … AK Schindler, T Seidel, R Böheim, M Weil, M Knogler, M Alles, ... | | 2019 |
| Führt ein produktives Unterrichtsgespräch dazu, dass Lehrkräfte das Fähigkeitsselbstkonzept ihrer Schüler akkurater beurteilen können? M Pielmeier, AK Schindler, T Seidel, A Gröschner | | 2019 |
| The Interplay of Teacher Judgment Accuracies and Student Characteristics in Classroom Discourse MV Weil Technische Universität München, 2019 | | 2019 |
| Dialogische Gesprächsführung im Unterricht M Weil, A Gröschner, AK Schindler, R Böheim, D Hauk, T Seidel | | |
| Dialogisches Lehren im Unterricht AK Schindler, R Böheim, T Seidel, M Pielmeier, A Gröschner | | |
Prof. Dr. Tina SeidelProfessor for Educational Psychology, School of Social Sciences and Technology, TUMVerified email at tum.de