Maximilian Knogler

Maximilian Knogler
Technische Universität München | TUM · TUM School of Social Sciences and Technology

PhD

About

32
Publications
24,329
Reads
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626
Citations
Citations since 2017
21 Research Items
575 Citations
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2017201820192020202120222023050100150
2017201820192020202120222023050100150

Publications

Publications (32)
Article
Full-text available
Design-Based Research wird zunehmend als Forschungsansatz genutzt, mit dem es gelingt, durch theoriebasierte Designprozesse die aktuelle Lehr-Lernforschung und die pädagogische Praxis gleichermaßen voranzubringen. Der vorliegende Beitrag skizziert zunächst zentrale Zielperspektiven und Vorgehensweisen des Forschungsansatzes und stellt darauf aufbau...
Article
Full-text available
The call for evidence-based practice in education emphasizes the need for research to provide evidence for particular fields of educational practice. With this systematic literature review we summarize and analyze aggregated effectiveness information from 41 meta-analyses published between 2004 and 2019 to inform evidence-based practice in a partic...
Book
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Denne tredje NAFOL-boken er en unik bok på det norske markedet. Den inneholder en samling av forskningsartikler om lærerutdanningsforskning som krysser nasjonale grenser, fagdisipliner og ikke minst utdanningsnivå, fra barnehage til forskeropplæring. Artiklene, som kommer fra USA, Tyskland, Island og Seychellene, gir innblikk i den inter nasjonale...
Article
Full-text available
Higher education-based teacher education has been tasked with addressing the gap between research and teaching and to promote their closer alignment in terms of evidence-based practice. University-based teacher educators are seen as central agents in supporting evidence-based practice among future teachers. To better understand and design appropria...
Article
Dialogic practices encourage students to actively participate in productive classroom discourse. In this paper, we investigate whether changes in teachers' dialogic discourse practice are related to students' perceived activation, motivation and cognitive engagement on a sample of 450 high-school students. Nineteen teachers participated in a 1-year...
Article
This study investigated starting conditions and individual changes among 19 teachers who participated in teacher professional development programs on classroom discourse. Based on the interconnected model of teacher change (Clarke & Hollingsworth, 2002), triangulated pre-test data depicted mostly positive teacher attitudes and student learning, whi...
Article
Full-text available
Aktuelle Reformmaßnahmen in der Lehrer*innenbildung, wie die vom Bund geförderte „Qualitätsoffensive Lehrerbildung“ (www.qualitaetsoffensive-lehrerbildung.de), möchten die Lehrer*innenbildung mit Blick auf den Wissenschaft-Praxis-Transfer stärken. So wird beispielsweise verstärkt darauf gesetzt, den zukünftigen Lehrkräften wissenschaftliche und pro...
Article
Full-text available
Teacher educators are encouraged to promote evidence-based practice in teaching and to use evidence for their own teaching. In the present study, teacher educators' attitudes, perceived challenges, and uses regarding evidence-based practice are described. Moreover, the extent to which personal factors are related to the use of evidence is investiga...
Article
Hand-raising is an everyday student behavior during classroom discourse. The present study investigates hand-raising as an observable indicator of behavioral engagement and its relation to student achievement. We examine students’ hand-raising behavior during a videotaped lesson in high school classrooms (N = 266 students). Results from multilevel...
Article
Motivational influences are important predictors of training effectiveness and transfer of training to the workplace. The present study introduces the Transfer Interest Questionnaire (TIQ) to measure trainee interest. Grounded in the person-object theory of interest, the construct encompasses two dimensions: interest in training content and interes...
Article
Full-text available
Projektbeschreibung im Rahmen der BMBF-Publikation "Profilbildung im Lehramtsstudium. Beiträge der 'Qualitätsoffensive Lehrerbildung' zur individuellen Orientierung, curricularen Entwicklung und institutionellen Verankerung". Zum Download der vollständigen Publikation: https://www.qualitaetsoffensive-lehrerbildung.de/files/BMBF-Profilbildung_im_Le...
Article
Student hand-raising is an everyday behavior in classroom interactions with teachers. This research presents two studies that examine the variance in hand-raising and its relation to student motivation in two school subjects, Mathematics and Language Arts. Student hand-raising is introduced as an indicator of behavioral engagement. Study 1 investig...
Chapter
Lehrkräfte sind in ihrer täglichen Praxis in unzählige Interaktionen mit Schülerinnen und Schülern, Kolleginnen und Kollegen sowie Eltern eingebunden. Soziale Interaktion und Kommunikation bereichern den Lehrberuf, lassen ihn aber auch zur Herausforderung werden. Um die psychologischen Hintergründe der Alltagspraxis von Lehrkräften besser zu verste...
Chapter
Full-text available
Classroom discourse is often dominated by the Initiation-Response-Follow-up (IRF) interaction pattern, forcing students into the role of key-word providers. Changing the routine as well as students’ learning perceptions is an imperative in the community of research on dialogic teaching (Mercer & Dawes, 2014). In the current paper, the project DIALO...
Article
Full-text available
Evidenzbasierung in der Lehrerbildung bedeutet, dass sich Lehrerbildnerinnen und -bildner kontinuierlich mit dem aktuellen Forschungsstand in der empirischen Bildungsforschung auseinandersetzen müssen. Eine wichtige Schnittstelle zwischen Forschung und Praxis stellen hier sogenannte Clearing Häuser dar. Im Beitrag wird das erste deutschsprachige Cl...
Article
Full-text available
In der Reform der Lehrerbildung setzt man derzeit darauf, den sich entwickelnden Wissensstand in der empirischen Bildungsforschung systematisch in die Ausbildung zu integrieren (Gröschner & Seidel, 2015). Unter dem Schlagwort der „Evidenzbasierung“ soll zukünftigen LehrerInnen empirisch geprüftes und professionell relevantes Wissen vermittelt werde...
Chapter
Full-text available
The Four-Phase Model of Interest Development is currently the most frequently used theoretical underpinning of research on interest. Under this model, situational interest can designate two very different phenomena: state interest and less-developed interest. While state interest is an experience of interest in the moment, less-developed interest d...
Article
Full-text available
Teach@TUM as a project in the quality initiative for teacher education. It aims to improve initial STEM teacher education by providing a coherent program of competence-orientation and evidence-based teaching. Four working packages are presented in the paper: (1) connecting the first and second phase of German teacher education in form of an integra...
Conference Paper
Full-text available
This symposium brings together research that demonstrates the possibilities of interest theories (Hidi & Renninger, 2006; Knogler et al., 2015; Krapp, 2002) for the analysis and effective design of learning environments. Although there has been much attention given recently to understanding the role of interest in learning, less is known about what...
Thesis
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This dissertation investigates motivation in the context of problem-based learning. It seeks to align the agenda of advancing motivational theories with using research to make a difference in classrooms. Specifically, its two major aims are (1) to investigate and improve the motivating potential of problem-based learning (PBL) environments in K-12...
Article
This study examines how design characteristics in digital simulation-based learning environments moderate self-efficacy and transfer of learning. Drawing on social cognitive theory and the cognitive theory of multimedia learning, the meta-analysis psychometrically cumulated k = 15 studies of 25 years of research with a total sample size of N = 2274...
Conference Paper
The purpose of the present study was to examine how the degree of autonomy in training participation (voluntary versus mandatory participation) moderates the influence of achievement goals on the transfer of training in corporate settings. Based on the notion of autonomy in Basic Psychological Needs Theory, a meta-analysis was performed including k...
Chapter
Full-text available
Design-based research is an approach that sets out to bridge the gap between educational research and practice by promoting theory development and instructional design and practice. For theory development, this study aimed at testing and explaining the motivating power of simulation games as authentic, problem-based learning environments and advanc...
Conference Paper
Full-text available
Drawing on social cognitive theory, the study tested the effects of single-player versus multi-player simulations on self-efficacy and transfer of learning by psychometrically cumulating 25 years of research with a total sample size of N=2,274. Preliminary results indicate no significant difference between conditions. Implications for computer-base...
Article
Studies on the interface between cognitive ability (intelligence) and personality in the prediction of academic performance have yielded mixed results so far. Especially an interaction between conscientiousness (and its facet achievement striving) and intelligence has been investigated. The hypothesis is that conscientiousness enhances the impact o...

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Projects

Projects (3)
Project
In the project dialogue we implement the Dialogic Video Cylce (DVC) as a teacher professional concept in order to foster productive dialogue in classrooms. In the DVC groups of teachers work over a longer period of time on the content of productive classroom dialogue, they learn actively in a group of teachers and in a trustful environment of critical colleagueship. Most importantly, in the DVC teachers plan, conduct and reflect on concrete lessons in which they try to make adaptions and changes in classroom dialogue. This cycle is guided by the use of video, e.g. by recording lessons and reflecting in the group by means of video clips. The Dialogue Project is funded by the German Research Foundation (DFG). In the empirical studies we investigate the effects of the DVC on teacher knowledge, teaching actions, student perceptions and learning developments in comparison to traditional teacher professional development approaches.
Project
In this project we are analyzing patterns of teacher-student interactions in classrooms. In particular, it is investigated to what extent teachers perceive diversity in student characteristics in their classrooms and whether their judgments are accurate. Furthermore, we are interested in learning in what situations students with different pre-requisite profiles are actively engaged in teacher-student interactions and can profit from these interactions with regard to their further development. The project is based on previous research of the IPN-Video Study and currently funded by the German Research Foundation (DFG)
Project
With a team of researchers at TUM we provide the first clearing house on teaching and educational research in the German speaking context. Recent findings from meta-analysis research in the area of teaching and teacher education are checked, summarized and made accessible for teacher educators, students, practitioners, stakeholder groups and research-interested people. The aim is to provide a quality-checked digital plattform to keep everyone updated with recent research findings. We want to contribute that research evidence in education is incorporated in the instruction and education of teachers.