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Workplace Bamberg

Living and working in the heart of the world heritage city - central location of empirical educational research

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Dr. Daniela Jäger-Biela

Competencies, Personality, Learning Environments | Long-term Monitoring of Digital and Data-Related Competencies of the German Population

Vita

Research interests

  • Empirical Education Research
  • Identity
  • Digital and Data Related Competencies

    • Publications

    2024

    König, J., Heine, S., Jäger, D. J., & Rothland, M. (2024). ICT integration in teachers' lesson plans: A scoping review of empirical studies. European Journal of Teacher Education, 47(4), 821-849. https://doi.org/10.1080/02619768.2022.2138323

    2023

    Gerhard, K., Jäger-Biela, D., & König, J. (2023). Opportunities to learn (OTL), technological pedagogical knowledge (TPK), and individual factors of pre-service teachers: Understanding the link between program characteristics and outcomes of teacher education in times of digitalization. Zeitschrift für Erziehungswissenschaft, 2023(26), 653-676. https://doi.org/10.1007/s11618-023-01162-y

    2022

    König, J., Gerhard, K., & Jäger, D. J. (2022). Practical learning opportunities and changes in teachers’ self-efficacy beliefs: Does the development of bachelor student teachers’ competence differ before and during COVID-19? Journal for Educational Research, 2022(12), 217-234. https://doi.org/10.1007/s35834-022-00357-3

    2020

    König, J., Jäger, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650

    2016

    Autor:innengruppe Bildungsberichterstattung. (2016). Bildung in Deutschland 2016: Ein indikatorengestützter Bericht mit einer Analyse zu Bildung und Migration. Bielefeld: wbv Media. https://doi.org/10.3278/6001820ew
    Bertelsmann Stiftung. (2016). Ländermonitor berufliche Bildung 2015: Chancengerechtigkeit und Leistungsfähigkeit im Vergleich der Bundesländer. Gütersloh: Bertelsmann Stiftung.

    2014

    Jäger, D. J. (2014). Zwischen Empowerment und Kontrolle. Die praktische Umsetzung des New Public Management und Professioneller Lerngemeinschaften in Kanada - eine Fallstudie. Zeitschrift für Pädagogik, 60(2), 303-324. https://doi.org/10.25656/01:14659

    2013

    Oerke, B., Maag Merki, K., Maué, E., & Jäger, D. J. (2013). Zentralabitur und Themenvarianz im Unterricht: Lohnt sich Teaching-to-the-Test? In D. Bosse, F. Eberle, & B. Schneider-Taylor (Hrsg.), Standardisierung in der gymnasialen Oberstufe (S. 27–49). Springer. https://doi.org/10.1007/978-3-658-00658-7_3

    2012

    Jäger, D. J. (2012). Herausforderung Zentralabitur: Unterrichtsinhalte variieren und an Prüfungsthemen anpassen. In K. Maag Merki (Hrsg.), Zentralabitur: Die längsschnittliche Analyse der Wirkungen der Einführung zentraler Abiturprüfungen in Deutschland (S. 179-205). Springer VS. https://doi.org/10.1007/978-3-531-94023-6_8
    Jäger, D. J., Maag Merki, K., Oerke, B., & Holmeier, M. (2012). Statewide low-stakes tests and a teaching to the test effect? An analysis of teacher survey data from two German states. Assessment in Education: Principles, Policy & Practice, 19(4), 451-467. https://doi.org/10.1080/0969594X.2012.677803
     

    Current projects