Dr. Ricardo Böheim

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Career development

Dr. Ricardo Böheim is a postdoctoral researcher at the Chair for Educational Psychology (Prof. Dr. Tina Seidel) at the Technical University of Munich (since 11/2021).

Bachelor of Education (2011-2013) and a Master of Education (2013-2016) on Science Education for Secondary School Teaching at the Technical University of Munich. Award for the best Master’s Thesis granted by the TUM School of Education. Research assistant at Prof. Dr. Tina Seidel’s lab (Chair for Educational Psychology) at the Technical University of Munich (2016-2021). Doctoral studies within the DFG funded project „Dialogue II”—a video based intervention study that aims to promote teachers’ dialogic discourse practice (2016-2020). PhD on the topic of student hand-raising and its relation to student motivation and classroom learning (overall grade “summa cum laude”). Research visit at the Department of Psychology at the Santa Clara University (USA) hosted by Prof. Dr. Tim Urdan (Oct.-Nov. 2018). Co-facilitator of an Emerging Field Group funded by EARLI (EFG Topic: Integrated Model of Momentary Learning in Context) (funding phase 2020-2023). Postdoctoral researcher at the Department of Psychology at the University of Augsburg (04/2021-10/2021). Habilitand candidate at the TUM School of Social Sciences and Technology (since 03/2023) – Successful intermediate evaluation in October 2023.

Research interests

• Student engagement and social interaction
• Hand raising, Motivation and Learning
• Video-based learning environments
• Teacher education & Teacher professional development
• Dialogic approaches to teaching

Selected Publications

Böheim, R., Daumiller, M. H., & Seidel, T. (2023). A Longitudinal study of student hand raising: Stability and reciprocal dynamics with cognitive elaboration and academic self-concept. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000838 

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. https://doi.org/10.1016/j.tate.2023.104142

Böheim, R., Schindler, A.‑K., & Seidel, T. (2022). Engaging teachers in dialogic discourse practices: Challenges, effective PD approaches and teachers’ individual development. In A. C. Superfine, S. R. Goldman, & M.-L. Ko (Eds.), Routledge Advances in Learning Sciences. Teacher learning in changing contexts: Perspectives from the learning sciences (1st ed., pp. 15–34). Routledge. https://doi.org/10.4324/9781003097112-3

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, 100450. https://doi.org/10.1016/j.lcsi.2020.100450

Böheim, R., Urdan, T., Knogler, M., & Seidel, T. (2020). Student hand-raising as an indicator of behavioral engagement and its role in classroom learning. Contemporary Educational Psychology, 62, 101894. https://doi.org/10.1016/j.cedpsych.2020.101894

Böheim, R., Knogler, M., Kosel, C., & Seidel, T. (2020). Exploring student hand-raising across two school subjects using mixed methods: An investigation of an everyday classroom behavior from a motivational perspective. Learning and Instruction, 65, 101250. https://doi.org/10.1016/j.learninstruc.2019.101250

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.

Further Information

Curriculum Vitae

Publications