| 1 |
Enseñar y aprender matemáticas en lengua indígena. La experiencia del proyecto T'arhexperakua en Michoacán, México
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Children’s negotiation of meanings about geometric shapes and their properties in a New Zealand multilingual primary classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Die Bildung der Generalistinnen und Generalisten. Perspektiven auf Fachlichkeit im Studium zur Lehrperson für Kindergarten und Primarschule. Festschrift für Frau Prof. Dr. Charlotte Müller
|
|
|
|
In: Bad Heilbrunn : Verlag Julius Klinkhardt 2021, 251 S. - (Studien zur Professionsforschung und Lehrerbildung) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Teacher Educators Learning with Prospective Teachers: Finding Relevant Mathematics in Our (Their) Lives
|
|
|
|
In: Networks: An Online Journal for Teacher Research (2021)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Teacher’s Use of Instructional Materials in Teaching and Learning Mathematics in Rwandan Primary Schools
|
|
|
|
In: African Journal of Teacher Education; Vol. 10 No. 2 (2021); 1-16 ; 1916-7822 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Introducing group theory with its raison d'etre for students
|
|
|
|
In: INDRUM 2020 ; https://hal.archives-ouvertes.fr/hal-03113982 ; INDRUM 2020, Université de Carthage, Université de Montpellier, Sep 2020, Cyberspace (virtually from Bizerte), Tunisia (2020)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Einleitung: Instrumente zur Erfassung institutioneller (schrift-)sprachlicher Bildung
|
|
|
|
In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 7-12 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Teaching through stories. Renewing the Scottish storyline approach in teacher education
|
|
|
|
In: Münster ; New York : Waxmann 2020, 444 S. (2020)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung
|
|
|
|
In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 159 S. (2020)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
FaWi-S – Eine psychometrische Testkonstruktion zum didaktischen Wissen von Grundschullehrkräften in Bezug auf Sprachförderung im Projekt Eva-Prim
|
|
|
|
In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 33-53 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
The Influence of Connecting Funds of Knowledge to Beliefs about Performance, Classroom Belonging
|
|
|
|
In: School of Engineering Education Graduate Student Series (2020)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Significação de conceitos de geometria plana por professores em atividade de formação ; Meaning of flat geometry concepts by teachers in training activities
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective
|
|
|
|
Abstract:
Feedback has been recognized as one of the most powerful factors in school achievement, and a great body of research has been devoted to studying its effectiveness. In this research, I bring together research in peer feedback and mathematics education by exploring peer feedback practices in my grade six mathematics class. Inspired by a democratic view of education, this research is premised on the conviction that peer feedback practices, like all other educational acts, must be decided by those affected by them. For this reason, my grade six students and I co-constructed feedback practices as the group engaged in feedback actions, categorized feedback, and co-constructed models of feedback. Adopting an enactivist perspective, both as a theory of knowing and as a methodology, I explored the co-construction of the groups feedback practices as feedback was enacted across three cycles of feedback actions. The goal of this research was to see how the group co-constructed feedback categories, models and actions and how conceptualization of feedback and its effectiveness evolved throughout the process. The analysis of data culminated in three detailed narratives describing, from my perspective as teacher-researcher, shared experiences of coupling across the three cycles. The process of co-constructing feedback provided the group with the opportunity for recursive linguistic coupling with one another, through which the group co-adapted and co-evolved and brought forth new possibilities for feedback categories and models. Many parallels emerged between the process of co-construction of feedback practices and the feedback practices that were co-constructed. Students conceptualization of feedback and its effectiveness evolved from content to actions and relationships. The findings of this research suggest that the power of the feedback practices rested in the fact that they were co-constructed and that the process of co-construction was one of transformation, of action, reflection, and effective relationships.
|
|
Keyword:
Action; Awareness; Bringing forth; Classroom climate; Classroom practices; Classroom research; Co-adaptation; Co-construction; Co-evolution; Conversations; Democratic education; Discussion; Education; Effective relationships; Effectiveness; Elementary mathematics; Embodied action; Enaction; Enactivism; Enactivist methodology; Ethics; Feedback; Interaction; Linguistic coupling; Mathematical thinking; Mathematics; Mathematics teaching; Models of feedback; Narrative; Peer feedback; Problem solving; Process; Reflection; Relationships; Structural coupling; Students as partners; Teacher education; Teacher researcher; Transformation
|
|
URL: http://hdl.handle.net/10315/37988
|
|
BASE
|
|
Hide details
|
|
|
| 14 |
The Classroom Discourse Observation Protocol (CDOP): A quantitative method for characterizing teacher discourse moves in undergraduate STEM learning environments.
|
|
|
|
In: PloS one, vol 14, iss 7 (2019)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Audio-Podcasts zur Untersuchung mathematischer Begriffsbildungsprozesse im bilingualen Kontext ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Audio-Podcasts zur Untersuchung mathematischer Begriffsbildungsprozesse im bilingualen Kontext
|
|
|
|
In: Knaus, Thomas [Hrsg.]: kopaed 2019, S. 1029-1058. - (Forschungswerkstatt Medienpädagogik; 3) (2019)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Mehrsprachige Schüler/innen am Ende der 8. Schulstufe: Kompetenzen und familiäres Sprachumfeld
|
|
|
|
In: George, Ann Cathrice [Hrsg.]; Schreiner, Claudia [Hrsg.]; Wiesner, Christian [Hrsg.]; Pointinger, Martin [Hrsg.]; Pacher, Katrin [Hrsg.]: Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven. [1. Auflage]. Münster ; New York : Waxmann 2019, S. 179-198. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Fünf Jahre flächendeckende Bildungsstandardüberprüfungen in Österreich. Vertiefende Analysen zum Zyklus 2012 bis 2016
|
|
|
|
In: Münster ; New York : Waxmann 2019, 258 S. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Do students' language backgrounds explain achievement differences in the Luxembourgish education system?
|
|
|
|
In: Ethnicities 19 (2019) 6, S. 1202-1228 (2019)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Do students' language backgrounds explain achievement differences in the Luxembourgish education system? ...
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
