Dr. Ricardo Böheim
Research Assistant
Technical University of Munich
TUM School of Social Sciences and Technology
Friedl Schöller Endowed Chair
for Educational Psychology
Visiting address:
Marsstraße 20-22
80335 München
Postal address:
Arcisstraße 21
80333 München
Room: 421
Office Hours: by Appointment
Tel.: +49 89 289 25151
E-Mail: ricardo.boeheim(at)tum.de
Career development
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 2020-2022). Postdoctoral researcher at the Department of Psychology at the University of Augsburg (04/2021-10/2021).
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).
Research interests
- Student hand-raising, motivation and learning
- Classroom behaviour and social interaction
- Dialogic teaching
- Teacher professional development: Effectiveness of video-based reflection
- Fostering evidence-based teaching (utility-value interventions)
Journal Publications (peer-reviewed)
2021
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
2020
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.