K. Rakoczy

发表

Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem

Kurt Reusser, Frank Lipowsky, Katrin Rakoczy, 2009 .

Effects of prompting multiple solutions for modelling problems on students’ performance

Katrin Rakoczy, Stanislaw Schukajlow, Katrin Rakoczy, 2015 .

The power of emotions: Can enjoyment and boredom explain the impact of individual preconditions and teaching methods on interest and performance in mathematics?

Katrin Rakoczy, S. Schukajlow, K. Rakoczy, 2016 .

Emotions and motivation in mathematics education: Where we are today and where we need to go

R. Pekrun, S. Schukajlow, K. Rakoczy, 2023, ZDM : the international journal on mathematics education.

Interplay of formative assessment and instructional quality—interactive effects on students’ mathematics achievement

Katrin Rakoczy, E. Klieme, M. Besser, 2018 .

Can the Arts Cure Pandemic Hearts? - Cultural Activity During the COVID-19 Pandemic and its Consequences for Psychological Well-Being

Katrin Rakoczy, K. Gotthardt, Miles Tallon, 2022, Empirical Studies of the Arts.

The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness

Eckhard Klieme, John Hattie, Katrin Rakoczy, 2014 .

The portrayal of older people in prime time television series: the match with gerontological evidence

U. Staudinger, Eva-Marie Kessler, K. Rakoczy, 2004, Ageing and Society.

Observing instructional quality in the context of school evaluation

S. Taut, K. Rakoczy, 2016 .

Emotions and motivation in mathematics education: Where we are today and where we need to go

R. Pekrun, S. Schukajlow, K. Rakoczy, 2023, ZDM – Mathematics Education.

Formative assessment in mathematics: Mediated by feedback's perceived usefulness and students' self-efficacy

Eckhard Klieme, Jan Hochweber, Katrin Rakoczy, 2018, Learning and Instruction.

Training effects on teachers’ feedback practice: the mediating function of feedback knowledge and the moderating role of self-efficacy

E. Klieme, M. Besser, D. Leiss, 2017, ZDM.

Training effects on teachers’ feedback practice: the mediating function of feedback knowledge and the moderating role of self-efficacy

Katrin Rakoczy, E. Klieme, M. Besser, 2017 .

Does constructing multiple solutions for real-world problems affect self-efficacy?

Katrin Rakoczy, S. Schukajlow, Kay Achmetli, 2018, Educational Studies in Mathematics.

Teaching learning strategies. The role of instructional context and teacher beliefs

Katrin Rakoczy, E. Klieme, G. Büttner, 2015 .

Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance

Katrin Rakoczy, E. Klieme, G. Büttner, 2010 .

Activating Positive Affective Experiences in the Classroom: "Nice to Have" or Something More?.

Kurt Reusser, Katrin Rakoczy, Christine Pauli, 2011 .

The interplay between student evaluation and instruction: Grading and feedback in mathematics classrooms.

Katrin Rakoczy, E. Klieme, Anika Bürgermeister, 2008 .

One lesson is all you need? Stability of instructional quality across lessons.

Anna-Katharina Praetorius, Eckhard Klieme, Kurt Reusser, 2014 .

Multiple Solutions for Real-World Problems, Experience of Competence and Students’ Procedural and Conceptual Knowledge

Katrin Rakoczy, S. Schukajlow, Kay Achmetli, 2018, International Journal of Science and Mathematics Education.

Multiple Solutions for Real-World Problems, Experience of Competence and Students’ Procedural and Conceptual Knowledge

Katrin Rakoczy, S. Schukajlow, Kay Achmetli, 2018, International Journal of Science and Mathematics Education.

Does constructing multiple solutions for real-world problems affect self-efficacy?

Katrin Rakoczy, S. Schukajlow, Kay Achmetli, 2018, Educational Studies in Mathematics.

Effects of prompting multiple solutions for modelling problems on students’ performance

Katrin Rakoczy, S. Schukajlow, André Krug, 2015, Educational Studies in Mathematics.

Teaching patterns and learning quality in Swiss and German mathematics lessons

Kurt Reusser, Frank Lipowsky, Katrin Rakoczy, 2009 .

Comprehension of business process models: Insight into cognitive strategies via eye tracking

Manfred Reichert, Rüdiger Pryss, Mark W. Greenlee, 2019, Expert Syst. Appl..

Assessing Heterogeneity in Students’ Visual Judgment: Model-Based Partitioning of Image Rankings

M. Greenlee, Katrin Rakoczy, W. Wiedermann, 2022, Frontiers in Psychology.

Written feedback in mathematics: Mediated by students' perception, moderated by goal orientation

Eckhard Klieme, Jan Hochweber, Katrin Rakoczy, 2013 .

Formative Assessment in Mathematics Instruction: Theoretical Considerations and Empirical Results of the Co2CA Project

Werner Blum, Eckhard Klieme, Dominik Leiß, 2017 .

Emotions and motivation in mathematics education: theoretical considerations and empirical contributions

R. Pekrun, S. Schukajlow, K. Rakoczy, 2017, ZDM.

How Do Art Skills Influence Visual Search? – Eye Movements Analyzed With Hidden Markov Models

M. Greenlee, Miles Tallon, Ulrich Frick, 2021, Frontiers in Psychology.

Interplay of formative assessment and instructional quality—interactive effects on students’ mathematics achievement

E. Klieme, M. Besser, K. Rakoczy, 2017, Learning Environments Research.

Emotions and motivation in mathematics education: theoretical considerations and empirical contributions

R. Pekrun, Katrin Rakoczy, S. Schukajlow, 2017, ZDM.

Implementation of formative assessment – effects of quality of programme delivery on students’ mathematics achievement and interest

Eckhard Klieme, Katrin Rakoczy, E. Klieme, 2016 .