University of Tartu, Estonia

Professor

Email:edgar.krull@ut.ee

Qualifications

1987 Ph.D., general education, University of Tartu, Estonia

1. Krull, E. & Leijen, Ä. (2015). Perspectives for defining student teacher performance-based teaching skills indicators to provide formative feedback through learning analytics. Creative Education, 6(10), 914 - 926.
2. Viirpalu, P., Krull, E., &  Mikser, R.  (2014). Investigating Estonian Teachers' Expectations for the General Education Curriculum. Journal of Teacher Education for Sustainability, 16(2), 54–70.
3. Ježkova, V.,  Krull, E., & Trasbergova, K. (2014). Školní vzdělávání v Estonsku. Praze: Nakladatelství Karolinum. 146 str.
4. Okas, A., Van der Schaaf, M., & Krull, E. (2014). Novice and experienced teachers' views on professionalism. Trames, 18(4), 327 - 344.
5. Okas, A., van der Schaaf, M., Krull, E. (2013). Novice and experienced teachers’ personal practical knowledge in planning lessons. In J. Mikk M. Veisson, P. Luik (Eds.) Estonian Studies in Education, Vol. 5. (pp. 27–43). Frankfurt am Main: Peter Lang Publishing Group.
6. Krull, E., Raudsepp, I., & Oras, K. (2013). Impact on student teachers’ conception of learning and teaching from studying a course in educational psychology. Asia-Pacific Journal of Teacher Education, 41(2), 218–231.
7. Brown, K. D. & Krull, E. (2010). Taba, Hilda (1902 – 1967). In Thomas C. Hunt, Thomas J. Lasley, II, C. Daniel Raisch(Eds.)Encyclopedia of Educational Reform and Dissent, Vol. 1. (pp. 869 – 870). Thousand Oaks, CA: Sage Publications, Inc.
8. Krull, E., Raudsepp, I. (2010). Perspectives for optimizing the school practicum for student teachers through a study of Dutch, Estonian and Finnish experiences. In J. Mikk M. Veisson, P. Luik (Eds.) Teacher's Personality and Professionalism. Estonian Studies in Education, Vol. 2(pp.141–158). Frankfurt am Main: Peter Lang Publishing Group.
9. Krull, E. & Mikser, R. (2010). Reflection of cross-curricular ideas in the Estonian curricula of general education. An historical study. Tames, 14(1), 34–53.
10. Krull, E., Oras, K., & Pikksaar, E. (2010). Promoting student teachers’ lesson analysis and observation skills by using Gagné’s model of an instructional unit. Journal of Education for Teaching, 36(2), 197–210.
11. Krull, E. (2008). Models of instruction as tools for analyzing lessons. In J. Mikk M. Veisson, P. Luik (Eds.) Reforms and Innovations in Estonian Education. Baltische Studienzur Erziengs- und Sozialwissenschaft, Band 16. (pp.123–138). Frankfurt am Main: Peter Lang.
12. Krull, E., Oras, K., & Sisask, S. (2007). Differences in teachers’ comments on classroom events as indicators of their professional development. Teaching and Teacher Education, 23(7),1038-1050.
13. Krull, E. (2007). Promoting teacher education curricula by using methods of historical research: Estonian case. Trames, 11(1),69–85.
14. Krull, E. &Trasberg, K. (2007). Changes in Estonian general education from the collapse of the Soviet Union to EU entry. Tartu: Tartu University. ERIC Document Reproduction Service No ED 495 353.
15. Krull, E. (2005). Mentoring as a means for supporting student and beginning teachers’ practice-based learning. Trames, 9(2),143–158.
16. Krull, E. & Kadajane, T. (2004). The development of social relationship between students. In BeataKrzywosz-Rynkiewicz and Alistair Ross (eds.) Social learning, inclusiveness and exclusiveness in Europe. European issues in children’s identity and citizenship. (pp. 55–73). Stoke on Trent, UK: Trentham Books.
17. Krull, E. (2003). Hilda Taba (1902-1967). Prospects, Vol. XXXIII, no 4. Pp. 481–491.
18. Krull, E. (2003). Changes in teachers’ attitudes and beliefs depending on their school experience. Didacta Varia, 8(1), 47–62.
19. Davies, I, Fulop, M. Bauer, T., Krull, E., Raubik, R., &  Roland-Levy, C. (2002). Implementing Citizenship Education: issues from higher education in Europe. Children's Social and Economics Education,5(1), 53­–61.
20. Krull, E. (2002). School practice as a determinative factor of teacher education. In Kari Niinistö, Hasso Kukemelk, and LauriKemppinen(Eds.)Developing teacher education in Estonia. (pp. 106–117).Turku: University of Turku.
21. Krull, E. (2002). Eesti õpetaja pedagoogilised arusaamad, arvamused ja hoiakud millenniumivahetusel(Estonian teachers' educationalattitudes and beliefs at theturn of themillennium).Tartu: Tartu University Print. 202 pp. (In Estonian)
22. Krull, E. (2001).Teacher Professional Development in Estonia: Theory and Practice. Journal of Teacher Education in Europe, 24(2), 99–113.
23. Krull, E. (2001). Integration of Soviet migrants as a factor shaping identity and citizenship awareness in Estonia. In Alistair Ross (Ed.) Learning for democratic Europe. Proceedings of the third conference of the Children's Identity and Citizenship in Europe Thematic Network. (pp 261–267). Brugge – London: CICE publication.
24. Krull, E. (2001). Pedagoogilisepsühholoogiakäsiraamat (Handbook of Educational Psychology). 2nd ed. Tartu: Tartu University Print. 637 pp. (In Estonian)
25. Harrison, J., Krull, E., & LeRich, L. W. (2000). Discipline in a multicultural classroom: A case study. Education Research and Perspectives, 27(1), 81–89.
26. Krull, E. (2000/01). Pedagoogilise psühholoogia käsiraamat (Handbook of EducationalPsychology). Tartu: Tartu University Print. 637 pp. (In Estonian)
27. Krull, E., LeRiche, L.W., & Woods, J. (1998). Attitudes of Australian, American and Estonian teacher educators towards NCATE Standards: A comparative study. Education Research and Perspectives, 25(1), 105-115.
28. Krull, E., Kõrgesaar, J. Moore, K., & Hopkins, S. (1998). Perceptions of Estonian and American teacher educators towards NCATE Standards: A comparative study. International Education, 28(1),65–76.
29. Krull, E (1998). Õpetamise tõhususe hindamine (Evaluation of teaching effectiveness). Õpetajakoolitus II. Tartu: Tartu University. 197 pp. (In Estonian)
30. Krull, E. (1997). Attempts of inter- and multicultural education in Estonia. Children's Social and Economics Education, 2(1),33–46.