Auf den lehrer kommt es an: Empirische evidenzen für zusammenhänge zwischen lehrerkompetenzen, lehrerhandeln und dem lernen der schüler

Zeitschrift fur Padagogik

Volumn , Issue SUPPL. 51, 2006, Pages 47-70

  Lipowsky, Frank ^a  

^a GERMAN INSTITUTE FOR INTERNATIONAL EDUCATIONAL RESEARCH   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33744733352     PISSN: 00443247     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (120)

1. Adey, P./Robertson, A./Venville, G. (2002): Effects of a cognitive acceleration programme on Year 1 pupils. In: British Journal of Educational Psychology 72, S. 1-25.
2. Adey, P./Shayer, M. (1993): An exploration of long-term far-transfer effects following an extended intervention programme in the high school science curriculum. In: Cognition and Instruction 11, H. 1., S. 1-29.
3. Alexander, C.D./Fuller, E. (2005): Effects of teacher qualifications on student achievement in Middle School Mathematics in Texas. Paper presented at the annual meeting of the American Educational Research Association, Montreal.
4. Angrist, J.D./Lavy, V. (2001): Does Teacher Training Affect Pupil Learning? Evidence from Matched Comparisons in Jerusalem Puplic Schools. In: Journal of Labour Economics 19, S. 343-369.
5. Artelt, C. (1999): Lernstrategien und Lernerfolg - eine handlungsnahe Studie. In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 31, S. 86-96.
6. Ashton, P.T./Webb, R.B. (1986): Making a difference. Teachers' sense of efficacy and student achievement. White Plains, New York: Longman.
7. Ashton, P./Crocker, L. (1987): Systematic study of planned variations: The essential focus of teacher education reform. In: Journal of Teacher Education 38, H. 3, S. 2-8.
8. Babu, S./Mendro, R. (2003): Teacher accountability: HLM-based teacher effectiveness indices in a State Assessment Program. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
9. Bandura, A. (1997): Self-efficacy: The exercise of control. New York: Freeman.
10. Baumert, J./Kunter, M./Brunner, M./Krauss, S./Blum, W./Neubrand, M. (2004): Mathematikunterricht aus Sicht der PISA-Schülerinnen und -Schüler und ihrer Lehrkräfte. In: PISA-Konsortium Deutschland (Hrsg.): PISA 2003. Der Bildungsstand der Jugendlichen in Deutschland - Ergebnisse des zweiten internationalen Vergleichs Münster: Waxmann, S. 314-354.
11. Bembry, K.L./Jordan, H.R./Gomez, E./Anderson, M.C./Mendro R.L. (1998): Policy implications of long-term teacher effects on student achievement Paper presented at the Annual Meeting of the American Educational Research Association, San Diego.
12. Berliner, D.C. (1992): The nature of expertise in teaching. In: Oser, K.F./Dick, A./Patry, J.-L. (Eds.): Effective and responsible teaching: The new synthesis. San Francisco, CA: Jossey Bass, S. 227-248.
13. Blömeke, S. (2004): Empirische Befunde zur Wirksamkeit der Lehrerbildung. In: Blömeke, S./Reinhold, P./Tulodziecki, G./Wildt, J. (Hrsg.): Handbuch Lehrerbildung. Bad Heilbrunn: Klinkhardt, S. 59-91.
14. Bromme, R. (1992): Der Lehrer als Experte. Zur Psychologie des professionellen Wissens. Bern: Hans Huber.
15. Bromme, R. (1997): Kompetenzen, Funktionen und unterrichtliches Handeln des Lehrers. In: Weinert, F.E. (Hrsg.): Enzyklopädie der Psychologie. Psychologie des Unterrichts und der Schule. Göttingen: Hogrefe, S. 177-212.
16. Brophy, J. (2000): Teaching (Educational Practices Series, Vol. 1). Brüssel: International Academy of Education (IAE). www.ibe.unesco.org
17. Calderhead, J. (1996): Teachers: Beliefs and knowledge. In: Berliner, D.C. /Calfee, R.C. (Eds.): Handbook of educational psychology. New York, NY: Prentice Hall International, S. 709-725.
18. Campbell, J./Kyriakides, L./Muijs, D./Robinson, W. (2004): Assessing teacher effectiveness. Developing a differentiated model. London: RoutledgeFalmer.
19. Cardelle-Elawar, M. (1995): Effects of metacognitive instruction on low achievers in mathematics problems. In: Teaching and Teacher Education 11, H. 1, S. 81-95.
20. Carpenter, T.P./Fennema, E./Peterson, P.L./Chiang, C.P./Loef, M. (1989): Using knowledge of children's mathematics thinking in classroom teaching. An experimental study. In: American Educational Research Journal 26, S. 499-531.
21. Carpenter, T.P./Fennema, E./Loef Franke, M./Levi, L./Empson, S.B. (1999): Children's Mathematics. Cognitively Guided Instruction. Portsmouth: Heinemann.
22. Cohen, D.K./Hill, H.C. (2000): Instructional Policy and Classroom Performance - The Mathematics Reform in California. In: Teachers College Record 102, S. 294-343.
23. Cooper, H. (1989): Homework. Ney York: Longman.
24. Creemers, B.P.M. (1994): The effective classroom. London: Cassell.
25. Darling-Hammond, L. (2000): Teacher quality and student achievement. A review of state policy evidence. In: Education Policy Analysis Archives 8, H. 1. URL: http://epaa.asu.edu/epaa/v8nl/
26. Darling-Hammond, L./Berry, B./Thoreson, A. (2001): Does teacher certification matter? Evaluating the evidence. In: Educational Evaluation and Policy Analysis 23, H. 1, S. 57-77.
27. Darling-Hammond, L./Holtzmann, D.J./Gatlin, S.J./Heilig, J.V. (2005): Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. URL: http://www.bama.ua.edu/~jstallwo/ CEE_Strand5/LDarling_Hammond.pdf.
28. Darling-Hammond, L./Snyder, J. (1992): Curriculum Studies and the Traditions of Inquiry: The Scientific Tradition. In: Jackson, P.E. (Ed.): Handbook of Research on Curriculum. New York: Macmillan, S. 41-78.
29. De Corte, E. (2000): Marrying theory building and the improvement of school practice: A permanent challenge for instructional psychology. In: Learning and Instruction 10, S. 249-266.
30. De Corte, E./Greer, B./Verschaffel, L. (1996): Mathematics teaching and learning. Berliner, D.C./Calfee, R.C. (Eds.): Handbook of educational psychology. New York: Macmillan, S. 491-549.
31. De Jager, B. (2002) : Teaching reading comprehension: A comparison of direct instruction and cognitive apprenticeship on skills and metacognition. University of Groningen: Unpublished thesis.
32. Ditton, H./Arnoldt, B. (2004): Wirksamkeit von Schülerfeedback zum Fachunterricht. In: Prenzel, M./Baumert, J./Blum, W.; Lehmann, R./Leutner, D./Neubrand, M./Pekrun, R./Rolff, H.-G./Rost, J./Schiefele, U. (Hrsg.): PISA 2003. Der Bildungsstand der Jugendlichen in Deutschland. Ergebnisse des zweiten internationalen Vergleichs. Münster: Waxmann, S. 152-170.
33. 31986): Classroom organization and management. In: Wittrock, M.C. (Ed.): Handbook of research on teaching. New York: Macmillan, S. 392-431.
34. Druva, C.A./Anderson, R.D. (1983): Science teacher characteristics by teacher behavior and by student outcome: A meta-analysis of research. In: Journal of Research in Science and Teaching 20, S. 467ff.
35. Einsiedler, W./Treinies, G. (1997): Effects of teaching methods, class effects, and patterns of cognitive teacher-pupil interactions in an experimental study in primary school classes. In: School Effectiveness and School Improvement 8, S. 327-353.
36. Fraser, BJ./Walberg, H.J./Welch, W.W./Hattie, J.A. (1987): Syntheses of educational productivity research. In: International Journal of Educational Research 11, S. 145-252.
37. Frederick, W.C./Walberg, H.J. (1980): Learning as a function of time. In: The Journal of Educational Research 73, H. 4, S. 183-194.
38. Gerstenmaier, J./Mandl, H. (2001): Methodologie und Empirie zum Situierten Lernen. München: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie. Forschungsberichte 137.
39. Goddard, R.D./Hoy, W.K./Woolfolk Hoy, A. (2000): Collective teacher efficacy. Its meaning, measure, and impact on student achievement. In: American Educational Research Journal 37, S. 479-507.
40. Goldhaber, D.D./Anthony, E. (2004): Can teacher quality be effectively assessed? URL: http://www.urban.org/url.cfm?ID=410958.
41. Gräsel, C./Parchmann, I. (2004): Die Entwicklung und Implementation von Konzepten situierten, selbstgesteuerten Lernens. In: Zeitschrift für Erziehungswissenschaft, Beiheft 3, S. 171-184.
42. Greeno, J.G. (1998). The situativity of knowing, learning, and research. American Psychologist, 53, H. 1, S. 5-26.
43. Greenwald, R./Hedges, L.V./Laine, R.D. (1996): The effect of school resources on student achievement. In: Review of Educational Research 66, S. 361-396.
44. Grouws, D.A./Cebulla, K.J. (2000): Improving student achievement in mathematics. (Educational Practices Series, Vol. 1). Brüssel: International Academy of Education (IAE). www.ibe.unesco.org.
45. Gruehn, S. (2000): Unterricht und schulisches Lernen. Münster: Waxmann.
46. Hanushek, E.A. (2002): Publicly provided education. In: Auerbach, A.J./Feldstein, M. (Eds.): Handbook of public economics, Vol. 4. Amsterdam: Elsevier Science, S. 2045-2141.
47. Hanushek, E.A. (1992): The trade-off between child quantity and quality. In: Journal of Political Economy 100, H. 1, S. 84-117.
48. Hardy, L/Schneider, M./Jonen, A./Stern, E./Möller, K. (i.D.): Fostering diagrammatic reasoning in science education. Manuskript.
49. Hartinger, A./Kleickmann, T./Hawelka, B. (i.D.): Der Einfluss von Lehrervorstellungen zum Lernen und Lehren auf die Gestaltung des Unterrichts und auf motivationale Schülervariablen. Erscheint in: Zeitschrift für Erziehungswissenschaft.
50. Hasselhorn, M. (1998): Metakognition. In: Rost, D.H. (Hrsg.): Handwörterbuch Pädagogische Psychologie. Weinheim: PVU, S. 348-351.
51. Hattie, J./Biggs, J./Purdie, N. (1996): Effects of learning skills interventions on student learning. A meta-analysis. In: Review of Educational Research 66, H. 2, S. 99-136.
52. Heid, M.K. (1988): Resequencing skills and concepts in applied calculus using the computer as a tool. Journal for Research in Mathematics Education 19, H. 1, S. 3-25.
53. Helmke, A./Weinert, F.E. (1997): Bedingungsfaktoren schulischer Leistungen. In: Weinert, F.E. (Hrsg.): Enzyklopädie der Psychologie. Band 3. Psychologie des Unterrichts und der Schule. Göttingen: Hogrefe, S. 71-176.
54. Helmke, A. (2003): Unterrichtsqualität - erfassen, bewerten, verbessern. Seelze: Kallmeyer.
55. Hickey, D.T./Moore, A.L./Pellegrino, J.W. (2001): The motivational and academic consequences of elementary mathematics environments: Do constructivist innovations and reforms make a difference? In: American Educational Research Journal 38, S. 611-652.
56. Hiebert, J./Wearne, D./Taber, S. (1991): Forth grades' gradual construction of decimal fractions during instruction using different physical representations. In: Elementary School Journal, 91, S. 321-341.
57. Hill, H.C./Rowan, B./Ball, D. (2005): Effects of teachers' mathematical knowledge for teaching on student achievement. In: American Educational Research Journal 42, S. 371-406.
58. Hosenfeld, I./Helmke, A./Ridder, A./Schrader, F.-W. (2001): Eine mehrebenenanalytische Betrachtung von Schul- und Klasseneffekten. In: Empirische Pädagogik 15, S. 513-534.
59. Houtveen, A.A.M./van de Grift, W.J.C.M./Creemers, B.P.M. (2004): Effective school improvement in mathematics. In: School Effectiveness and School Improvement 15, S. 337-376.
60. Huberman, M.A. (1989): The professional life cycle of teachers. In: Teachers College Record 91, H. 1, S. 31-57.
61. Johnson, D.W./Johnson, R.T. (2002): Cooperative learning methods: A meta-analysis. In: Journal of Research in Education 12, H. 1, S. 5-24.
62. Kennedy, M. (1998): Form and Substance in Inservice Teacher Education. In: Research Monograph, 13, National Institute for Science Education.
63. Klieme, E./Reusser, K. (2003): Unterrichtsqualität und mathematisches Verständnis. In: Unterrichtswissenschaft 31, S. 194-205.
64. Klieme, E./Schümer, G./Knoll, S. (2001): Mathematikunterricht in der Sekundarstufe I: Aufgabenkultur und Unterrichtsgestaltung. In: Bundesministerium für Bildung und Forschung (BMBF) (Hrsg.): TIMSS - Impulse für Schule und Unterricht. Forschungsbefunde, Reforminitiativen, Praxisberichte und Video-Dokumente. München: Medienhaus Biering, S.43-57.
65. Kramarski, B./Mevarech, Z.R. (2003): Enhancing mathematical reasoning in the classroom: Effects of cooperative learning and metacognitive training. In: American Educational Research Journal 40, H. 1, S. 281-310.
66. Kunter, M./Baumert, J. (i.D.): Linking TIMSS to research on learning and instruction: A re-analysis of the German TIMSS and TIMSS video data. In: Howie, S./Plomp, T. (Eds.): Learning Mathematics and science: Lessons learned from TIMSS. London: RoutledgeFalmer.
67. Laczko-Kerr, I./Berliner, D.C. (2002). The effectiveness of "Teach for America" and other undercertified teachers on student academic achievement: A case of harmful public policy. In: Education Policy Analysis Archives 10, H. 37, S. 1-52. URL: http://epaa.asu.edu/epaa/v10n37.
68. Lanahan, L./McGrath, D. J./McLaughlin, M./Burian-Fitzgerald, M./Salganik, L. (2005): Fundamental problems in the measurement of instructional processes: Estimating reasonable effect sizes and conceptualizing what is important to measure. Washington: American Institutes For Research. URL: http://www.air.org/ news/documents/AERA2005Fundamental%20Problems.pdf.
69. Lipowsky, F./Rakoczy, K./Klieme, E./Reusser, K./Pauli, C. (2004): Hausaufgabenpraxis im Mathematikunterricht - eine Thema für die Unterrichtsqualitätsforschung? In: Doll, J./Prenzel, M. (Hrsg.): Studien zur Verbesserung der Bildungsqualität von Schule: Lehrerprofessionalisierung, Unterrichtsentwicklung und Schülerfö rderung. Münster: Waxmann, S. 250-266.
70. Lipowsky, F./Rakoczy, K./Drollinger-Vetter, B./Klieme, E./Reusser, K./Pauli, C. (2005): Quantity and quality of geometry instruction and its short-term impact on students' under standing pf Pythagorean content. Manuskript.
71. Maas, C.J.M./Hox, J.J. (2005): Sufficient sample sizes for multilevel modelling. In: Methodology 1, H. 3, S. 85-91.
72. Martschinke, S. (1996): Der Aufbau mentaler Modelle durch bildliche Darstellungen. In: Zeitschrift für Pädagogik 42, S. 215-232.
73. Marzano, R. (2000): A new era of school reform: Going where the research takes us. Aurora, CO: Midcontinent Research for Education and Learning (McREL).
74. Marzano, R.J./Gaddy, B.B./Dean, C. (2000): What works in classroom instruction. Aurora, CO: Midcontinent Research for Education and Learning (McREL).
75. Mendro, R,/Gordon, H./Gomez, E./Anderson, M./Bembry, K. (1998): An application of multiple linear regression in determining longitudinal teacher effectiveness. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego.
76. Mevarech, Z.R./Kramarski, B. (1997): IMPROVE: A multidimensional method for teaching mathematics in heterogeneous classrooms. In: American Educational Research Journal 34, S. 365-395.
77. Möller, K./Jonen, A./Hardy, L/Stern, E. (2002): Die Förderung von naturwissenschaftlichem Verständnis bei Grundschulkindern durch Strukturierung der Lernumgebung. In: Zeitschrift für Pädagogik, 45. Beiheft, S. 176-191.
78. Mortimore, P./Sammons, P./Stoll, L./Lewis C./Ecob, R. (1989): A study of effective junior schools. In: International Journal of Educational Research, 13, S. 753-768.
79. Muijs, D./Reynolds, D. (2001): Effective teaching: Evidence and practice. London: Sage.
80. Pauli, C./Reusser, K./Grob, U./Waldis, M. (2005): Teaching for understanding and/or self-directed learning? A video-based analysis of reform-oriented approaches of mathematics instruction at lower secondary level in Switzerland. Paper presented at the annual meeting of the American Educational Research Association, Montreal.
81. Pellegrino, J.W./Hickey, D./Heath, A./Rewey, K./Vye, N.J./Cognition and Technology Group at Vanderbilt (1992): Assessing the outcomes of an innovative instructional program: The 1990 - 1991 implementation of the 'Adventures of Jasper Woodbury'. Tennessee: Vanderbilt University.
82. Peterson, P.L./Fennema, E./Carpenter, T.P./Loef, M. (1989): Teachers' pedagogical content beliefs in mathematics. In: Cognition and Instruction 6, H. 1, S. 1-40.
83. Piaget, J. (1985): The equilibration of cognitive structures. Chicago: University of Chicago Press.
84. Renkl, A./Stern, E. (1994). Die Bedeutung von kognitiven Eingangsvoraussetzungen und schulischen Lerngelegenheiten für das Lösen von einfachen und komplexen Textaufgaben. In: Zeitschrift für Pädagogische Psychologie, 8, H. 1, S. 27-39.
85. Reusser, K./Pauli, C. (1999): Unterrichtsqualität: Multideterminiert und multikriterial. Unveröf fentlichtes Manuskript. Universität Zürich.
86. Reynolds, D./Muijs, D. (1999): The effective teaching of mathematics: A review of research. In: School Leadership & Management 19, S. 273-288.
87. Richardson, V. (1996): The role of attitudes and beliefs in learning to teach. In: Sikula, J. P./Buttery, T. J./Guyton, E. (Eds.): Handbook of research on teacher education. New York: Macmillan, S. 102-119.
88. Rittle-Johnson, B./Koedinger, K.R. (2005): Designing knowledge scaffolds to support mathematical problem solving. In: Cognition and Instruction 23, S. 313-349.
89. Rittle-Johnson, B./Siegler, R.S./Alibali, M.W. (2001): Developing conceptual understanding and procedural skill in mathematics: An iterative process. In: Journal of Educational Psychology, 93, S. 346-362.
90. Rivkin, S./Hanushek, E.A. /Kain, J.F. (2005): Teachers, schools, and academic achievement. In: Econometria 73, H. 2, S. 417-458.
91. Rockoff, J.E. (2004): The impact of individual teachers on student achievement. Evidence from panel data. In: American Economic Review 94, S. 247-252.
92. 3 1986): Teaching functions. In: Wittrock, M.C. (Ed.): Handbook of research on teaching. New York, NY: Macmillan, S. 376-391.
93. Rowan, B./Chiang, F.-S./Miller, R.J. (1997): Using research on employees' performance to study the effects of teachers on students' achievement. In: Sociology of Education 70, S. 256-284.
94. Rowan, B./Correnti, R./Miller, R. (2002): What large-scale survey research tell us about teacher effects on student achievement: Insights from the Prospects Study of Elementary Schools. In: Teachers College Record 104, S. 1525-1567.
95. Scheerens, J./Bosker, R. (1997): The foundations of educational effectiveness. Oxford: Elsevier.
96. Seidel, T./Rimmele, R./Prenzel, M. (2005): Clarity and coherence of lesson goals as a scaffold for student learning. In: Learning and Instruction 15(6), S. 539-556.
97. Shayer, M./Adhami, M. (2005): Fostering cognitive development through the context of mathematics. Results of the CAME Project. Manuskript.
98. Shulman, L.S. (1986): Paradigms and research programs in the study of teaching: A contemporary perspective. In: Wittrock, M.C. (Ed.): Handbook of research on teaching. New York: Macmillan, S. 3ff.
99. Shymansky, J.A./Yore, L.D./Aderson, J.G. (1999): A study of the impact o7f a long-term local systemic reform on the perceptions, attitudes, and achievement of grade 3/4 students. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston.
100. Slavin, R.E. (1996): Success for all. Lisse: Swets & Zeitlinger.
101. Spinner, H./Fraser, B.J. (2005): Evaluation of an innovative mathematics program in terms of classroom environment, student attitudes, and conceptual development. In: International Journal of Science & Math Education 3, S. 267-293.
102. Staub, F./Stern, E. (2002): The nature of teachers' pedagogical content beliefs matters for students' achievement gains: Quasi-experimental evidence from elementary mathematics. In: Journal of Educational Psychology 94, S. 344-355.
103. Sternberg, R.J./Horvath, J.A. (1995): A prototype view of expert teaching. In: Educational Researcher 24, S. 9-17.
104. Stipek, D.J./Givvin, K.B./Salmon, J.M./MacGyvers, V.L. (2001): Teachers' beliefs and practices related to mathematics instruction. In: Teaching and Teacher Education 17, S. 213-226.
105. Trautwein, U./Koller, O./Baumert, J. (2001): Lieber oft als viel: Hausaufgaben und die Entwicklung von Leistung und Interesse im Mathematik-Unterricht der 7. Jahrgangsstufe. In: Zeitschrift für Pädagogik 47, S. 703-724.
106. Tschannen-Moran, M./Woolfolk Hoy, A./Hoy, W.K. (1998): Teacher efficacy: Its meaning and measure. In: Review of Educational Research 68, S. 202-248.
107. Van den Noortgate, W./Opdenakker, M.-C./Onghena, P. (2005): The effects of ignoring a level in multilevel analysis. In: School effectiveness and School improvement 16, S. 281-303.
108. Vandevoort, L.G./Amrein-Beardsley, A./Berliner, D.C. (2004): National Board certified teachers and their students' achievement. In: Education Policy Analysis Archives 12, H. 46, S. 1-117.
109. Verschaffel, L./De Corte, E./Lasure, S./Van Vaerenbergh, G./Lasure, S./Bogaerts, H./Ratinckx, E. (1999): Learning to solve mathematical application problems: A design experiment with fifth graders. In: Mathematical Thinking and Learning 1, S. 195-229.
110. Vygotsky, L.S. (1978): Mind in society. The development of higher psychological processes.Cambridge, MA: Harvard University Press.
111. Walberg, H.J./Paik, S.J. (2000): Effective educational practices (Educational Practices Series, Vol. 3). Brüssel: International Academy of Education (IAE). www.ibe.unesco.org
112. Wang, M.C./Haertel, G.D./Walberg, H.J. (1993): Toward a knowledge base for school learning. In: Review of Educational Research 63, S. 249-294.
113. Wayne, A.J./Youngs, P. (2003): Teacher characteristics and student achievement gains: A review. In: Review of Educational Research 73, H. 1, S. 89-122.
114. Weinert, F.E. (2001): Vergleichende Leistungsmessung in Schulen - eine umstrittene Selbstverständ lichkeit. In: Weinert, F. E. (Hrsg.): Leistungsmessungen in Schulen. Weinheim: Beltz, S. 17-31.
115. Weinert, F.E./Helmke, A. (1996): Der gute Lehrer: Person, Funktion oder Fiktion? In: Zeitschrift für Pädagogik, 34. Beiheft, S. 223-234.
116. Wenglinsky, H. (2000): How teaching matters. Bringing the classroom back into discussions of teacher quality. Princeton, NY: Policy Information Center.
117. Wenglinsky, H. (2002): How schools matter: The link between teacher classroom practices and student academic performance. In: Education Policy Analysis Archives 10, H. 12. URL: http://epaa.asu.edu/ epaa/v10n12.
118. Wright, S.P./Horn, S.P./Sanders, W.L. (1997): Teacher and classroom context effects on student achievement: Implications for teacher evaluation. In: Journal of Personnel Evaluation in Education 11, H. 3, S. 57-67.
119. Yager, S./Johnson, D./Johnson R. (1985): Oral discussion, group-to-individual transfer, and achievement in cooperative learning groups. In: Journal of Educational Psychology 77, H. 1, S. 60-66.
120. Yager, S./Johnson, R./Johnson, D./Snider, B. (1986): The impact of group processing on achievement in cooperative learning groups. In: The Journal of Social Psychology 126, S. 389-397.