J
Jasmin Decristan
Researcher at University of Wuppertal
Publications - 40
Citations - 1035
Jasmin Decristan is an academic researcher from University of Wuppertal. The author has contributed to research in topics: Classroom management & Competence (human resources). The author has an hindex of 10, co-authored 33 publications receiving 635 citations. Previous affiliations of Jasmin Decristan include Goethe University Frankfurt.
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Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes
TL;DR: This article examined ratings of teaching quality and science learning among third graders and found that ratings of classroom management can predict student achievement, and ratings of cognitive activation and supportive climate to predict students' development of subject-related interest after teacher popularity is controlled for.
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The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality
Benjamin Fauth,Jasmin Decristan,Anna-Theresia Decker,Gerhard Büttner,Ilonca Hardy,Eckhard Klieme,Mareike Kunter +6 more
TL;DR: In this article, the authors investigate links between teacher competence, teaching quality, and student outcomes in elementary science education and find that teacher competence was positively related to students' interest; self-efficacy was positively linked to student achievement.
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Embedded Formative Assessment and Classroom Process Quality: How Do They Interact in Promoting Science Understanding?
Jasmin Decristan,Eckhard Klieme,Mareike Kunter,Jan Hochweber,Gerhard Büttner,Benjamin Fauth,A. Lena Hondrich,Svenja Rieser,Silke Hertel,Ilonca Hardy +9 more
TL;DR: This study examined the interplay between curriculum-embedded formative assessment and general features of classroom process quality and their combined effect on elementary school students’ understanding of the scientific concepts of floating and sinking.
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Grundschulunterricht aus Schüler-, Lehrer- und Beobachterperspektive: Zusammenhänge und Vorhersage von Lernerfolg*
TL;DR: In this paper, Schulerinnen und Schulern, Lehrpersonen, and externen Beobachtern finden oftmals nur geringe Ubereinstimmungen zwischen Urteilen zur unterrichtsqualitat von Schuler, Schuler and Schuler.
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Impact of Additional Guidance in Science Education on Primary Students’ Conceptual Understanding
Jasmin Decristan,A. Lena Hondrich,Gerhard Büttner,Silke Hertel,Eckhard Klieme,Mareike Kunter,Arnim Lühken,Katja Adl-Amini,Sanna-K. Djakovic,Susanne Mannel,Alexander Naumann,Ilonca Hardy +11 more
TL;DR: In this paper, the role of guidance for student learning has been intensively discussed, and the effects of additional guidance on students' conceptual understanding have been examined in primary school (54 teachers, 1,070 students).