Sabine Krolak-Schwerdt

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Teachers' Assessments of Students' Achievements: The Ecological Validity of Studies Using Case Vignettes

Sabine Krolak-Schwerdt, Thomas Hörstermann, S. Glock, 2018 .

TRIPAT: a Model for Analyzing Three-Mode Binary Data

Bernhard Ganter, Sabine Krolak-Schwerdt, Peter Orlik, 1994 .

Special Issue: Current Methodological Issues in Educational Large-Scale Assessments - Part I

Matthias Stadler, Samuel Greiff, Sabine Krolak-Schwerdt, 2016 .

Accuracy of teachers’ tracking decisions: short- and long-term effects of accountability

Sabine Krolak-Schwerdt, S. Glock, I. P. Pit-Ten Cate, 2016 .

Improving teachers' judgments: Obtaining change through cognitive processes

Sabine Krolak-Schwerdt, S. Glock, M. Markova, 2014 .

Improving Teachers’ Judgments

Sabine Krolak-Schwerdt, S. Glock, I. M. Cate, 2014 .

Reading About Persons: The Effects of Conjunctions on the Mental Representation of Person Descriptions

Sabine Krolak-Schwerdt, J. Kneer, M. Wintermantel, 2008 .

Processing Person Descriptions

Sabine Krolak-Schwerdt, M. Wintermantel, Nadine Junker, 2008 .

The impact of accountability on teachers’ assessments of student performance: a social cognitive analysis

C. Gräsel, Sabine Krolak-Schwerdt, Matthias Böhmer, 2013 .

Teachers’ information processing and judgement accuracy: effects of information consistency and accountability

C. Gräsel, Sabine Krolak-Schwerdt, Thomas Hörstermann, 2020, European Journal of Psychology of Education.

Teachers’ Judgments and Decision-Making: Studies Concerning the Transition from Primary to Secondary Education and Their Implications for Teacher Education

Sabine Krolak-Schwerdt, Thomas Hörstermann, I. M. Cate, 2018 .

An analysis of information search in the process of making school tracking decisions: Which judgment rule do teachers apply?

C. Gräsel, Sabine Krolak-Schwerdt, Thomas Hörstermann, 2015 .

School placement decisions in Luxembourg: Do teachers meet the Education Ministry’s standards?

Sabine Krolak-Schwerdt, S. Glock, Romain Martin, 2012 .

Accuracy of teachers’ tracking decisions: short- and long-term effects of accountability

Sabine Krolak-Schwerdt, S. Glock, I. P. Pit-ten Cate, 2015, European Journal of Psychology of Education.

Teachers’ information processing and judgement accuracy: effects of information consistency and accountability

C. Gräsel, Sabine Krolak-Schwerdt, Thomas Hörstermann, 2019, European Journal of Psychology of Education.

Are school placement recommendations accurate? The effect of students’ ethnicity on teachers’ judgments and recognition memory

Sabine Krolak-Schwerdt, S. Glock, I. P. Pit-ten Cate, 2014, European Journal of Psychology of Education.

Beyond judgment bias: How students’ ethnicity and academic profile consistency influence teachers’ tracking judgments

Sabine Krolak-Schwerdt, S. Glock, Florian Klapproth, 2013, Social Psychology of Education.

The impact of accountability on teachers’ assessments of student performance: a social cognitive analysis

C. Gräsel, Sabine Krolak-Schwerdt, Matthias Böhmer, 2013, Social Psychology of Education.

Does nationality matter? The impact of stereotypical expectations on student teachers’ judgments

Sabine Krolak-Schwerdt, S. Glock, 2012, Social Psychology of Education.

Does nationality matter? The impact of stereotypical expectations on student teachers’ judgments

Sabine Glock, Sabine Krolak-Schwerdt, S. Glock, 2013 .

Gifted and Maladjusted? Implicit Attitudes and Automatic Associations Related to Gifted Children

F. Preckel, Sabine Krolak-Schwerdt, S. Glock, 2015 .

Three-Way Multidimensional Scaling: Formal Properties and Relationships Between Scaling Methods

Sabine Krolak-Schwerdt, Sabine Krolak-Schwerdt, 2005, Data Analysis and Decision Support.

Promoting inclusive education: The role of teacher’ attitudes and competence

Sabine Krolak-Schwerdt, M. Markova, I. M. Cate, 2018 .

Preservice Teachers' Attitudes Toward Inclusion and Toward Students with Special Educational Needs from Different Ethnic Backgrounds

Sabine Krolak-Schwerdt, S. Glock, M. Markova, 2016 .

The Recovery Performance of Two-mode Clustering Methods: Monte Carlo Experiment

Sabine Krolak-Schwerdt, Michael Wiedenbeck, Sabine Krolak-Schwerdt, 2005, GfKl.

Mixed stereotype content and attitudes toward students with special educational needs and their inclusion in regular schools in Luxembourg.

Sabine Krolak-Schwerdt, I. P. Pit-ten Cate, Mireille Krischler, 2018, Research in developmental disabilities.

Two-Mode Clustering Methods: Compare and Contrast

Sabine Krolak-Schwerdt, Sabine Krolak-Schwerdt, 2003 .

Are school placement recommendations accurate? The effect of students’ ethnicity on teachers’ judgments and recognition memory

Sabine Krolak-Schwerdt, S. Glock, I. P. Pit-ten Cate, 2015 .

Stereotype activation versus application: how teachers process and judge information about students from ethnic minorities and with low socioeconomic background

Sabine Krolak-Schwerdt, S. Glock, 2014, Social Psychology of Education.

Stereotype activation versus application: how teachers process and judge information about students from ethnic minorities and with low socioeconomic background

Sabine Krolak-Schwerdt, S. Glock, 2014 .

Implicit associations and compensatory health beliefs in smokers: exploring their role for behaviour and their change through warning labels.

Barbara C. N. Müller, Sabine Krolak-Schwerdt, S. Glock, 2013, British journal of health psychology.

Language and nationality attitudes as distinct factors that influence speaker evaluations: Explicit versus implicit attitudes in Luxembourg

Sabine Krolak-Schwerdt, Thomas Hörstermann, Tessa Elisabeth Lehnert, 2018, Language & Communication.

Cognitive Organization of Person Attributes: Measurement Procedures and Statistical Models

B. Ganter, Sabine Krolak-Schwerdt, 2003 .

Changing outcome expectancies, drinking intentions, and implicit attitudes toward alcohol: a comparison of positive expectancy-related and health-related alcohol warning labels.

Sabine Krolak-Schwerdt, S. Glock, 2013, Applied psychology. Health and well-being.

Improving teachers’ judgments: Accountability affects teachers’ tracking decisions

Sabine Krolak-Schwerdt, S. Glock, Florian Klapproth, 2012 .

Impression Formation or Prediction? Category Fit and Task Influence Forensic Person Memory

Sabine Krolak-Schwerdt, S. Glock, J. Kneer, 2011 .

Teachers' Professional Development: Assessment, Training, and Learning

Sabine Krolak-Schwerdt, S. Glock, Matthias Böhmer, 2014 .

Beyond judgment bias: How students’ ethnicity and academic profile consistency influence teachers’ tracking judgments

Sabine Krolak-Schwerdt, S. Glock, Florian Klapproth, 2013 .

Explicit and implicit speaker evaluations and their differential attitudinal determinants

Sabine Krolak-Schwerdt, Thomas Hörstermann, Tessa Elisabeth Lehnert, 2018, Language Sciences.

Teachers' Typology of Student Categories: A Cluster Analytic Study

Sabine Krolak-Schwerdt, Thomas Hörstermann, Sabine Krolak-Schwerdt, 2011, GfKl.

Gender and educational achievement

Sabine Krolak-Schwerdt, S. Glock, K. Priem, 2014 .

A Regression Analytic Modification of Ward’s Method: A Contribution to the Relation between Cluster Analysis and Factor Analysis

P. Orlik, Sabine Krolak-Schwerdt, André Kohler, 1991 .

Teachers’ School Tracking Decisions

C. Gräsel, Sabine Krolak-Schwerdt, Thomas Hörstermann, 2017 .

Linear Modelling of Differences in Teacher Judgment Formation of School Tracking Recommendations

Sabine Krolak-Schwerdt, Thomas Hörstermann, Sabine Krolak-Schwerdt, 2013, ECDA.

Predictive Validity of Tracking Decisions: Application of a New Validation Criterion

Sabine Krolak-Schwerdt, Thomas Hörstermann, Florian Klapproth, 2012, GfKl.