Prof. Dr. Tina Seidel

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Doris HolzbergerProfessorship for Psychology of Teaching and Learning, Technical University of MunichVerified email at tum.de
Kathleen StürmerChair Holder Educational Science, Faculty of Human Sciences UR - University of RegensburgVerified email at ur.de
Frank FischerLudwig-Maximilians-Universität München, Dept. of PsychologyVerified email at psy.lmu.de
Maximilian KnoglerTechnical University of MunichVerified email at tum.de
Nicole HeitzmannResearch Associate, LMU MunichVerified email at psy.lmu.de
Alexander RenklUniversity of Freiburg (Germany)Verified email at psychologie.uni-freiburg.de
Maria BannertLehrstuhlinhaberin Lehren und Lernen mit digitalen MedienVerified email at tum.de
Enkelejda KasneciProfessor at the Technical University of MunichVerified email at tum.de
Daniel SommerhoffProfessor, IPN - Leibniz Institute for Science and Mathematics Education, KielVerified email at leibniz-ipn.de
Jürgen PfefferTechnical University of Munich / School of Social Sciences and TechnologyVerified email at tum.de
Christian KoselPostdoc at TUM; Chair for Educational PsychologyVerified email at tum.de
Ann-Kathrin SchindlerWissenschaftliche Mitarbeiterin, Medizinische Fakultät, Universität AugsburgVerified email at med.uni-augsburg.de
Karen D. Könings, PhDAssociate Professor, Maastricht University, FHML, SHE; Honorary Professor, University of East AngliaVerified email at maastrichtuniversity.nl
Jeroen J. G. van MerrienboerMaastricht University - SHEVerified email at maastrichtuniversity.nl
Rich ShavelsonProfessor of Education, Stanford UniversityVerified email at stanford.edu
Detlev LeutnerEmeritus Professor for Instructional Psychology, Universität Duisburg-EssenVerified email at uni-due.de
Martin R. FischerDirector, Institute of Medical Education, LMU Hospital, LMU MunichVerified email at med.uni-muenchen.de
Derek C BriggsProfessor of Education, University of ColoradoVerified email at colorado.edu
Erin Marie FurtakSchool of Education, University of Colorado at BoulderVerified email at colorado.edu
Miriam SherinNorthwestern UniversityVerified email at northwestern.edu

Prof. Dr. Tina Seidel

Professor for Educational Psychology, School of Social Sciences and Technology, TUM

Verified email at tum.de - Homepage

teacher education educational psychology learning and instruction professional vision


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ChatGPT for good? On opportunities and challenges of large language models for education E Kasneci, K Seßler, S Küchemann, M Bannert, D Dementieva, F Fischer, ... Learning and individual differences 103, 102274, 2023	7587	2023
Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results T Seidel, RJ Shavelson Review of educational research 77 (4), 454-499, 2007	2145	2007
Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis EM Furtak, T Seidel, H Iverson, DC Briggs Review of educational research 82 (3), 300-329, 2012	1685	2012
Simulation-based learning in higher education: A meta-analysis O Chernikova, N Heitzmann, M Stadler, D Holzberger, T Seidel, F Fischer Review of educational research 90 (4), 499-541, 2020	1356	2020
Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? T Seidel, K Stürmer, G Blomberg, M Kobarg, K Schwindt Teaching and teacher education 27 (2), 259-267, 2011	849	2011
Modeling and measuring the structure of professional vision in preservice teachers T Seidel, K Stürmer American educational research journal 51 (4), 739-771, 2014	843	2014
Pädagogische psychologie A Krapp Beltz, 2001	647	2001
Five research-based heuristics for using video in pre-service teacher education G Blomberg, A Renkl, M Gamoran Sherin, H Borko, T Seidel Journal for educational research online 5 (1), 90-114, 2013	537	2013
Instructional strategies for using video in teacher education T Seidel, G Blomberg, A Renkl Teaching and teacher education 34, 56-65, 2013	467	2013
Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science K Kiemer, A Gröschner, AK Pehmer, T Seidel Learning and instruction 35, 94-103, 2015	454	2015
Understanding video as a tool for teacher education: Investigating instructional strategies to promote reflection G Blomberg, MG Sherin, A Renkl, I Glogger, T Seidel Instructional Science 42 (3), 443-463, 2014	402	2014
Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning K Stürmer, KD Könings, T Seidel British Journal of Educational Psychology 83 (3), 467-483, 2013	400	2013
How pre-service teachers observe teaching on video: Effects of viewers’ teaching subjects and the subject of the video G Blomberg, K Stürmer, T Seidel Teaching and teacher education 27 (7), 1131-1140, 2011	371	2011
All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement K Schnitzler, D Holzberger, T Seidel European Journal of Psychology of Education 36 (3), 627-652, 2021	357	2021
Participatory design of learning environments: Integrating perspectives of students, teachers, and designers KD Könings, T Seidel, JJG van Merriënboer Instructional Science 42 (1), 1-9, 2014	330	2014
Clarity and coherence of lesson goals as a scaffold for student learning T Seidel, R Rimmele, M Prenzel Learning and instruction 15 (6), 539-556, 2005	311	2005
„Observer “–Validierung eines videobasierten Instruments zur Erfassung der professionellen Wahrnehmung von Unterricht. Projekt OBSERVE T Seidel, G Blomberg, K Stürmer Kompetenzmodellierung. Zwischenbilanz des DFG-Schwerpunktprogramms und …, 2010	299	2010
Lehr-Lernskripts im Unterricht T Seidel Waxmann Verlag, 2003	289	2003
Towards human-centered explainable ai: A survey of user studies for model explanations Y Rong, T Leemann, TT Nguyen, L Fiedler, P Qian, V Unhelkar, T Seidel, ... IEEE transactions on pattern analysis and machine intelligence 46 (4), 2104-2122, 2023	287	2023
Angebots-Nutzungs-Modelle in der Unterrichtspsychologie. Integration von Struktur-und Prozessparadigma T Seidel Zeitschrift für Pädagogik 60 (6), 850-866, 2014	278	2014

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