Yvonne Anders

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.

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.

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.

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).

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.