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1
Extended calendar model versus traditional calendar model: a descriptive analysis of student performance over time
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2
Changing the Order of Factors Does Not Change the Product but Does Affect Students’ Answers, Especially Girls’ Answers
Cascella, Clelia; Giberti, Chiara (orcid:0000-0001-7446-6709); Bolondi, Giorgio. - 2021
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3
Differential Item Functioning among English Language Learners on a Large-Scale Mathematics Assessment
In: Educational Policy Studies and Evaluation Faculty Publications (2021)
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4
Influence Of Gender On Hours Of Supervised Library Use On Students’ Performance In Senior Secondary Schools In Imo State.
In: Library Philosophy and Practice (e-journal) (2021)
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5
Relating Performance on Written Assessments to Features of Mathematics Discussion
In: International Journal of Science and Mathematics Education, vol 18, iss 7 (2020)
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6
Challenging the neurobiological link between number sense and symbolic numerical abilities
In: Brain and Mind Institute Researchers' Publications (2020)
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7
Culturally Relevant Science Teaching: A Literature Review
In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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8
Culturally Relevant Science Teaching: A Literature Review
In: The Nebraska Educator: A Student-Led Journal (2020)
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9
Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children ...
Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike. - : Taylor and Francis, 2019
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10
Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children
In: Early child development and care 189 (2019) 2, S. 339-351 (2019)
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11
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)
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12
Fünf Jahre flächendeckende Bildungsstandardüberprüfungen in Österreich. Vertiefende Analysen zum Zyklus 2012 bis 2016
George, Ann Cathrice Hrsg.; Schreiner, Claudia Hrsg.; Wiesner, Christian Hrsg.. - : Waxmann, 2019. : Münster, 2019. : New York, 2019. : pedocs-Dokumentenserver/DIPF, 2019
In: Münster ; New York : Waxmann 2019, 258 S. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
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13
Do students' language backgrounds explain achievement differences in the Luxembourgish education system?
In: Ethnicities 19 (2019) 6, S. 1202-1228 (2019)
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14
Mehrsprachige Schüler/innen am Ende der 8. Schulstufe: Kompetenzen und familiäres Sprachumfeld ...
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15
Do students' language backgrounds explain achievement differences in the Luxembourgish education system? ...
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16
Kindergarten children's symbolic number comparison skills predict 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test
In: Brain and Mind Institute Researchers' Publications (2019)
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17
Linking Student-Athlete Achievement Motivation & Academic Success and Analyzing Mathematics as a Conbributing Factor
Skinner, Katelyn Rose, 1993-. - : Central Connecticut State University, 2018
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18
Relations Between Third Grade Teachers' Depressive Symptoms and Their Feedback to Students, With Implications for Student Mathematics Achievement
In: McLean, L; & Connor, CM. (2018). Relations Between Third Grade Teachers' Depressive Symptoms and Their Feedback to Students, With Implications for Student Mathematics Achievement. SCHOOL PSYCHOLOGY QUARTERLY, 33(2), 272 - 282. doi:10.1037/spq0000225. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/3mg6j8z2 (2018)
Abstract: Recent studies have observed connections among teachers' depressive symptoms and student outcomes; however, the specific mechanisms through which teachers' mental health characteristics operate in the classroom remain largely unknown. The present study used student-level observation methods to examine the relations between third-grade teachers' (N = 32) depressive symptoms and their academic feedback to students (N = 310) and sought to make inferences about how these factors might influence students' mathematics achievement. A novel observational tool, the Teacher Feedback Coding System-Academic (TFCS-A), was used that assesses feedback across 2 dimensions-teacher affect and instructional strategy, which have been shown to be important to student learning. Multilevel exploratory factor analysis of TFCS-A data suggested 2 primary factors: positive feedback and neutral/negative feedback. Hierarchical linear modeling revealed that positive feedback was related to higher math achievement among students who began the year with weaker math skills and that teachers who reported more depressive symptoms less frequently provided this positive feedback. Results offer new information about a type of instruction that may be affected by teachers' depressive symptoms and inform efforts aimed at improving teachers' instructional interactions with students. (PsycINFO Database Record
Keyword: academic feedback; classroom observation; instruction; student mathematics achievement; teacher depressive symptoms
URL: http://www.escholarship.org/uc/item/3mg6j8z2
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19
Einflussfaktoren mathematischer Kompetenzen vor Schuleintritt ... : Influencing factors of mathematical competences before school entry ...
Sale, Alissa; Schell, Annika; Koglin, Ute. - : Pabst Science Publishers, 2018
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20
Einflussfaktoren mathematischer Kompetenzen vor Schuleintritt ; Influencing factors of mathematical competences before school entry
In: Empirische Sonderpädagogik 10 (2018) 4, S. 370-387 (2018)
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