Veröffentlichungen
Pohle, L., Hosoya, G., Pohle, J., & Jenßen, L. (2022). The relationship between early childhood teachers' instructional quality and children's mathematics development. Learning and Instruction, 82(2), 1-15. https://doi.org/10.1016/j.learninstruc.2022.101636
Pohle, L., Jenßen, L., & Eilerts, K. (2022). Early childhood teachers' selection of subskills-related activities and instructional approaches to foster children's early number skills. In S. Dunekacke, A. Jegodtka, T. Koinzer, K. Eilerts, & L. Jenßen (Eds), Early childhood teachers' professional competence in mathematics (p. 149-162). London and New York: Routledge. https://doi.org/10.4324/9781003172529-10
Jenßen, L., Dunkeacke, S., Eid, M., Szczesny, M., Pohle, L., Koinzer, T., Eilerts, K., & Blömeke, S. (accepted). From teacher education to practice: Development of early childhood teachers’ knowledge and beliefs in mathematics. Teaching and Teacher Education.
Pohle, L., Hosoya, G., Loftfield, C., & Jenßen, L. (2019). Indicators Measuring Preschool Teachers' Stimulation Quality. Zeitschrift für Pädagogik, 65(4), 525-541.