Table of Contents
Article General
| Highbrow cultural activities, social background, and openness in lower-secondary level students | |
| Stephan Kröner, Miriam Vock, Alexander Robitzsch, Olaf Köller | 3-28 |
| Teach First: Pedagogy and outcomes. The impact of an alternative certification programme | |
| Daniel Muijs, Chris Chapman, Paul Armstrong | 29-64 |
| How accurately do principals evaluate the strain experience of their teaching staff? | |
| Bea Harazd, Stefanie van Ophuysen, Julia Gerick, Mario Gieske | 65-83 |
| Profiles of strain coping at the beginning of a teacher education program at the university | PDF (Deutsch) |
| Josef Künsting, Melanie Billich-Knapp, Frank Lipowsky | 84-119 |
| Confidence scores as measures of metacognitive monitoring in primary students? (Limited) validity in predicting academic achievement and the mediating role of self-concept | |
| Eva Susanne Fritzsche, Stephan Kröner, Markus Dresel, Bärbel Kopp, Sabine Martschinke | 120-142 |
| How effective are educational systems? A value-added approach to measure trends in PIRLS | |
| Jenny Lenkeit | 143-173 |
| Creativity development during elementary school: On measuring creativity within the PERLE-Project | PDF (Deutsch) |
| Caroline Theurer, Nicole E. Berner, Frank Lipowsky | 174-190 |
Reviews
| Book Review: Maag Merki, Katharina (Hrsg.). (2012). Zentralabitur. Die längsschnittliche Analyse der Wirkungen der Einführung zentraler Abiturprüfungen in Deutschland | PDF (Deutsch) |
| Manuela Endberg, Julia Kahnert | 191-197 |