Um diese Studie geht es:

Luo, L., Kiewra, K. A., Flanigan, A. E., & Peteranetz, M. S. (2018). Laptop versus longhand note taking: Effects on lecture notes and achievement. Instructional Science, 46, 947–971.

Erwähnt:

Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological science, 25(6), 1159-1168.

Weitere Forschung:

Allen, M., LeFebvre, L., LeFebvre, L., & Bourhis, J. (2020). Is the pencil mightier than the keyboard? A meta-analysis comparing the method of notetaking outcomes. Southern Communication Journal, 85(3), 143-154.

Horbury, S. R., & Edmonds, C. J. (2021). Taking class notes by hand compared to typing: Effects on children’s recall and understanding. Journal of research in childhood education, 35(1), 55-67.

Um diese Studie geht es:

Bennewitz, H., & Wegner, L. (2017). Empirische Arbeit: " Er tut sich einfach schwer.". Psychologie in Erziehung und Unterricht, 64(4), 270-281.

Wahrnehmung von Elterngesprächen auf beiden Seiten:

• Lawrence-Lightfoot, S. (2003). The essential conversation: What parents and teachers can learn from each other. New York: Ballantine Books.
• Baker, C. & Keogh, J. (1995). Accounting for achievement in parent-teacher interviews. Human Studies, 18(2-3), 263-300.
• Cheatham, G. A. & Ostrosky, M. M. (2013). Goal setting during early childhood parent-teacher conferences: A comparison of three groups of parents. Journal of Research in Childhood Education, 27(2), 166-189

Weitere Forschung:

Gartmeier, M., Gebhardt, M., Dotger, B., & Schratz, M. (2016).
Teachers’ communication competence: A latent class analysis of 677 German mathematics teachers. Teaching and Teacher Education, 54, 56–67.

Munthe, E., & Westergård, E. (2023).
Parents’, teachers’, and students’ roles in parent-teacher conferences: A systematic review and meta-synthesis. Teaching and Teacher Education, 136, 104355.

Um diese Studie geht es:

Tetzlaff, L., Simonsmeier, B. A., Peters, T., & Brod, G. (2025). A cornerstone of adaptivity – A meta‑analysis of the expertise reversal effect. Learning and Instruction, 98, Article 102142.

Weitere Forschung:

Rey, G. D., & Buchwald, F. (2011). The expertise reversal effect: cognitive load and motivational explanations. Journal of Experimental Psychology: Applied, 17(1), 33-48.

Grub, A. S., Biermann, A., Lewalter, D., & Brünken, R. (2022, May). Professional vision and the compensatory effect of a minimal instructional intervention: A quasi-experimental eye-tracking study with novice and expert teachers. In Frontiers in Education (Vol. 7, p. 890690).

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