Publikationen und Vorträge
Glock, S. & Kleen, H. (2022). A look into preservice teachers’ responses to students’ misbehavior: What roles do students’ gender and socioeconomic status play? Studies of Educational Evaluation.
Glock, S., Baumann, T. & Kleen, H. (2022). Teachers’ implicit and explicit attitudes toward female and male Muslim students and reactions to social exclusion in Germany. Social Psychology, 53(3), 178–183. https://doi.org/10.1027/1864-9335/a000489
Costa, S., Pirchio, S., & Glock, S. (2022). Teachers’ and preservice teachers’ implicit attitudes toward ethnic minority students and implicit expectations of their academic performance. International Journal of Intercultural Relations, 89, 56-62. doi: 10.1016/j.ijintrel.2022.05.006
Glock S. & Pit-ten Cate, I. M. (in press). What’s in a diagnosis? The effect of externalizing and internalizing students´ behavior on preservice teachers’ classroom management and interaction strategies. British Journal of Educational Psychology. doi: 10.1111/bjep.12412
Glock, S. & Kleen, H. (Hrsg.) (2020). Stereotype in der Schule. Wiesbaden: Springer Fachmedien.
Glock, S. & Schuchart, C. (2020). The ethnic match between students and teachers: Evidence from a vignette study. Social Psychology of Education, 23, 27-50.
Glock, S. (2016). Stop talking out of turn: The influence of students' gender and ethnicity on preservice teachers' intervention strategies for student misbehavior Teaching and Teacher Education, 56, 106-114.
Glock, S. & Krolak-Schwerdt, S. (2013). Does nationality matter? The impact of stereotypical expectations on student teachers’ judgments. Social Psychology of Education, 16, 111-127