C. Mischo

发表

Which personal factors affect mathematical modelling? The effect of abilities, domain specific and cross domain-competences and beliefs on performance in mathematical modelling.

Katja Maass, C. Mischo, 2012 .

Personality and Ability Effects on Reactions to Argumentative Unfairness

C. Mischo, 2002 .

Does early childhood teacher education foster professional competencies? Professional competencies of beginners and graduates in different education tracks in Germany

C. Mischo, Janina Strohmer, 2016, Contemporary Issues in Early Childhood Education in Germany.

Development of Students’ Sustainability Competencies: Do Teachers Make a Difference?

C. Mischo, K. Scharenberg, W. Riess, 2021, Sustainability.

Profiles of German early childhood teachers’ pedagogical content beliefs and the relation to their competencies

C. Mischo, Jan-Henning Ehm, Svenja Peters, 2022, Early Childhood Research Quarterly.

The Development of Early Childhood Teachers' Language Knowledge in Different Educational Tracks.

C. Mischo, Janina Strohmer, 2015 .

Development and Validation of an Instrument for Measuring Student Sustainability Competencies

C. Mischo, W. Riess, Eva-Maria Waltner, 2019, Sustainability.

Early childhood teachers’ perceived competence during transition from teacher education to work: results from a longitudinal study

C. Mischo, 2015 .

Expansion and effectiveness of private tutoring

Ludwig Haag, C. Mischo, Christoph Mischo, 2002 .

Discussion: Private tutoring from Bronfenbrenner's perspective

C. Mischo, 2014 .

Professional vision of early childhood teachers: relations to knowledge, work experience and teacher child-interaction

C. Mischo, Svenja Peters, Katrin Wolstein, 2022, Early Years.

Preschool teachers’ self-efficacy beliefs and interaction quality in the domain of instructional support – do professional vision competencies moderate this relation?

C. Mischo, Jan-Henning Ehm, Svenja Peters, 2021, European Early Childhood Education Research Journal.

Does Early Childhood Teacher Education Affect Students' Cognitive Orientations? The Effect of Different Education Tracks in Teacher Education on Prospective Early Childhood Teachers' Cognitive Orientations in Germany.

C. Mischo, C. Wolf, S. Wahl, 2013 .

Knowledge Orientations of Prospective Early Childhood Teachers: A Study of Students' Scientific Versus Subjective Orientations in Teacher Education Courses in Germany

C. Mischo, Jessica Hendler, S. Wahl, 2012 .

Argumentational Integrity: A Training Program for Dealing with Unfair Argumentative Contributions

U. Christmann, C. Mischo, Jürgen Flender, 2000 .

Components of the Evaluation of Integrity Violations in Argumentative Discussions

U. Christmann, Norbert Groeben, C. Mischo, 2000 .

Promoting perspective coordination by dilemma discussion. The effectiveness of classroom group discussion on interpersonal negotiation strategies of 12-year-old students

C. Mischo, 2005 .

The Efficacy of Communicative Fairness and Rhetorical Aesthetics in Contributions to Argumentation

U. Christmann, C. Mischo, 2000, Language and speech.

Promoting Systems Thinking through Biology Lessons

Werner Riess, C. Mischo, Christoph Mischo, 2010 .

The Effect of Teacher Beliefs on Student Competence in Mathematical Modeling--An Intervention Study.

Katja Maaß, Katja Maass, C. Mischo, 2013 .

How Can Education for Sustainable Development (ESD) Be Effectively Implemented in Teaching and Learning? An Analysis of Educational Science Recommendations of Methods and Procedures to Promote ESD Goals

C. Mischo, W. Riess, Monika Martin, 2022, Sustainability.

Implementing Modelling into Day-to-Day Teaching Practice – The Project STRATUM and its Framework

Katja Maaß, Christoph Mischo, Katja Maass, 2011 .

Cognitive, Emotional, And Verbal Responses In Unfair Everyday Discourse

C. Mischo, 2003 .