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Yvonne Anders
Researcher at University of Bamberg
Publications - 107
Citations - 2375
Yvonne Anders is an academic researcher from University of Bamberg. The author has contributed to research in topics: Early childhood education & Professional development. The author has an hindex of 21, co-authored 88 publications receiving 1870 citations. Previous affiliations of Yvonne Anders include Max Planck Society & Free University of Berlin.
Papers
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Home and preschool learning environments and their relations to the development of early numeracy skills
Yvonne Anders,Hans-Günther Rossbach,Sabine Weinert,Susanne Ebert,Susanne Kuger,Simone Lehrl,Jutta von Maurice +6 more
TL;DR: In this paper, the influence of the quality of home and preschool learning environments on the development of early numeracy skills in Germany was examined, drawing on a sample of 532 children in 97 preschools.
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How different mentoring approaches affect beginning teachers' development in the first years of practice
Dirk Richter,Dirk Richter,Mareike Kunter,Mareike Kunter,Oliver Lüdtke,Uta Klusmann,Uta Klusmann,Yvonne Anders,Jürgen Baumert +8 more
TL;DR: In this paper, the authors examined the extent to which the quality of mentoring and its frequency during the first years of teaching influence teachers' professional competence and well-being and found that mentoring that follows constructivist rather than transmissive principles of learning fosters the growth of teacher efficacy, teaching enthusiasm, and job satisfaction and reduces emotional exhaustion.
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Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms
TL;DR: In this article, the authors investigated the relationship between two cultural beliefs, multiculturalism and colorblindness, and different aspects of professional competence for teaching immigrant students, and found that participants with multicultural beliefs reported higher motivational orientations (selfefficacy and enthusiasm for teaching, and more integrative career motives), more positive values (lower agreement with negative stereotypes), and more reported willingness to adapt their teaching.
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Preschool and primary school influences on the development of children's early numeracy skills between the ages of 3 and 7 years in Germany
TL;DR: In this paper, the authors explored German children's numeracy skills between age 3 and age 7 and identified the influence of preschool experience on development while controlling for child factors, family background, and the quality of the home learning environment (HLE).
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Assessing teachers' multicultural and egalitarian beliefs : The Teacher Cultural Beliefs Scale
TL;DR: The Teacher Cultural Beliefs Scale (TCBS) as discussed by the authors assesses multicultural and egalitarian beliefs about diversity, both of which reflect favorable attitudes toward immigrant students, but differ with regard to how cultural diversity is believed to be best accommodated in schools.