Dr. Katharina Schnitzler

Research Scientist

Campus Golm
Karl-Liebknecht-Str. 24-25
14476 Potsdam
house 24, room 2.33

consulting hours
by arrangement

Academic and Professional Experience

Since 01/2022	Research Scientist in the Educational Psychology Research Group at the Department of Educational Sciences, University of Potsdam
09/2017–10/2021	Research Scientist at the Chair for Educational Psychology in the School of Education at the Technical University of Munich
11/2016–08/2017	Student Assistant at the Chair for Educational Psychology in the School of Education at the Technical University of Munich

Education

07/2021	Doctorate in Psychology, Technical University of Munich
10/2015–09/2017	Master’s degree in Psychology: Learning Sciences (M.Sc.), Ludwig-Maximilians-Universität München
10/2011–08/2015	Bachelor’s degree in Scientific Foundations of Sport (B.Sc.), Technical University of Munich

Research Focus

Individual learning needs and classroom participation
Professionalization of teachers
Diagnostic competences of teachers

Memberships

Individual Development and Adaptive Education of Children at Risk (IDeA)
Gesellschaft für Empirische Bildungsforschung (GEBF)
European Association for Research on Learning and Instruction (EARLI)

Publications

Brandmiller, C., Schnitzler, K., & Dumont, H. (2023). Teacher perceptions of student motivation and engagement: Longitudinal associations with student outcomes. European Journal of Psychology of Education.

Kosel, C., Böheim. R., Schnitzler, K., Holzberger, D., Pfeffer, J., Bannert, M., & Seidel, T. (2023). Keeping track in classroom discourse: Comparing in-service and pre-service teachers' visual attention to students' hand-raising behavior. Teaching and Teacher Education, 128, 104142.

Schnitzler, K., Holzberger, D., & Seidel. T. (2021). All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement. European Journal of Psychology of Education, 36, 627-652.

Seidel, T., Schnitzler, K., Kosel, C., Stürmer, K., & Holzberger, D. (2021). Student characteristics in the eyes of teachers: Differences between novice and expert teachers in judgment accuracy, observed behavioral cues, and gaze. Educational Psychology Review, 33, 69-89.

Böheim, R., Schnitzler, K., Gröschner, A., Weil, M., Knogler, M., Schindler, A.-K., Alles, M., & Seidel, T. (2021). How changes in teachers’ dialogic discourse practice relate to changes in students’ activation, motivation, and cognitive engagement. Learning, Culture, and Social Interaction, 28, Article 100450.

Schnitzler, K., Holzberger, D.; Seidel, T. (2020). Connecting judgment process and accuracy of student teachers: Differences in observation and student engagement cues to assess student characteristics. Frontiers in Education, 5, Article 602470.

Böheim, R., Schnitzler, K., & Seidel, T. (2020). Den Transfer von empirischer Forschung in die Unterrichtspraxis begleiten: Ein videobasierter Ansatz zur Förderung von evidenzbasiertem Unterrichtshandeln in der Hochschullehre. Beiträge zur Lehrerinnen- und Lehrerbildung, 38(1), 101-115.

Pappa, C., Kosel., C., Schnitzler, K., & Seidel, T. (2019). Using eye-tracking to investigate teacher gaze: Data accuracy and drawing of meaningful dynamic areas of interest in video stimuli. Pedagogická oreintace, 29(4), 401-423.

Talks

Schnitzler, K., Fröhlich, N., Decristan, J., Fauth, B., & Dumont, H. (2024, March). Adaptive teaching from the students' perspective: Perceptions of teaching as a function of individual learning requirements. Presentation at the 11th Conference of the Society for Empirical Educational Research (GEBF), Potsdam, Germany.

Schnitzler, K., Fröhlich, N., Decristan, J., Fauth, B., & Dumont, H. (2023, December). Teaching quality in the context of adaptive teaching: Students' perceptions depending on individual learning requirements. Presentation at the ZfE-Forum, Frankfurt, Germany.

Schnitzler, K., Brandmiller, C. & Dumont, H. (2023, August). Teacher perceptions of student motivation: Contribution to differences in grades and achievement. Vortrag auf der European Conference for Research on Learning and Instruction (EARLI), Thessaloniki, Griechenland.

Schnitzler, K., Holzberger, D., Seidel, T. (2021, August). First assessing then adapting: The role of information processing in accurate teacher judgments. Vortrag auf der Biennial Conference der European Association for Research on Learning and Instruction (EARLI).

Schnitzler, K., Holzberger, D., & Seidel, T. (2020, Juli). Engagement Patterns and their Connections to Self-Concept and Achievement. Vortrag auf der Annual Conference für Junior Researchers (JURE) der European Association for Research on Learning and Instruction, Conference Canceled.

Schnitzler, K., Holzberger, D., & Seidel, T. (2020, März). Unterrichtsbeteiligung multidimensional betrachtet: Beteiligungsmuster und deren Zusammenhang mit dem Fähigkeitsselbstkonzept und der Leistung. Vortrag auf der jährlichen Konferenz Gesellschaft für Empirische Bildungsforschung (GEBF), Conference Canceled.

Schnitzler, K., Kosel, C., Holzberger, D., & Seidel T. (2019, August). Pre-service teachers’ professional vision and their judgment accuracy of student profiles. Vortrag auf der Biennial Conference der European Association for Research on Learning and Instruction (EARLI), Aachen, Deutschland.

Schnitzler, K., Brandmiller, C. & Dumont, H. (2023, Februar). „Diese Schülerin ist im Unterricht sehr motiviert!“ Wie soziodemographische Merkmale von Schüler:innen die Einschätzungen und Notenvergabe von Lehrpersonen beeinflussen. Vortrag auf der 10. Tagung der der Gesellschaft für Empirische Bildungsforschung (GEBF), Essen, Deutschland.