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Relationship Between Chinese Mathematics Teachers' Knowledge and Their Professional Noticing
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Mensch und Tier in Kunst und Literatur: Perspektiven der Human-Animal Studies
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203 |
DaZ-Unterricht an Schulen. Didaktische Grundlagen und methodische Zugänge
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204 |
Seven Types of Animality, Or: Lessons from Reading and Teaching Animal Fictions
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205 |
Interkulturelle Bildung für Nachhaltigkeit: Helon Habilas Roman Oil on Water
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Exklusionssensible Sprachreflexionskompetenz als Ziel in-klusionsorientierter LehrerInnenbildung. Ein Diskussionsbeitrag zu Standard- und Bildungssprache im Deutschunterricht
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207 |
Quo vadis, Romani(sti)ca? Das romanistische Lehramtsstudium heute
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208 |
Literaturbegegnung und Widerstand. Literarische Bildung zwischen Fachlichkeit und Vermittlung
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212 |
Construals of iconicity: experimental approaches to form-meaning resemblances in language
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213 |
Versprachlichte Epistemisierung in Detrektivgeschichten der KJL - Erwerbsressource für schulisch relevante Sprachfähigkeiten?
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"Do specific ability factors matter?" - Validität spezifischer und allgemeiner Intelligenzfaktoren
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Valerius, Sonja. - : Saarländische Universitäts- und Landesbibliothek, 2020
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Disentangling general achievement levels and subject-specific strengths and weaknesses in mathematics, reading, and science
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Abstract:
The paper uses data from the combined TIMSS (Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) assessment in 2011 to explore the subject-specific strengths and weaknesses among fourth grade students worldwide. Previous research came to the conclusion that students only differed in overall achievement levels and did not exhibit subject-specific strengths and weaknesses. This research did, however, not control for differences in overall performance levels when searching for profile differences. Therefore, the present study uses factor mixture analysis to study qualitatively different performance profiles in mathematics, reading, and science while controlling for differences in performance levels. Our findings suggest that the majority of students do not show pronounced strengths and weaknesses and differ mainly in performance levels across mathematics, reading, and science. At the same time, a smaller share of students does indeed show pronounced subject-specific strengths and weaknesses. This result does not represent an artefact, but we find clear and theory-conforming associations between the identified profiles and covariates. We find evidence for cross-country differences in the frequency of subject-specific strengths and weaknesses and gender differences, as well as differences between students who do not or only sometimes speak the language of test at home.
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Keyword:
Academic achievement; ddc:370; Factor mixture analysis; PIRLS; TIMSS
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URL: http://hdl.handle.net/2003/40250 https://doi.org/10.17877/DE290R-22123
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216 |
Effects of using curriculum-based measurement (CBM) for progress monitoring in reading and an additive reading instruction in second classes
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217 |
Digitale Leseförderung in der Grundschule vor und während der Corona Pandemie in Deutschland am Beispiel einer Bottroper Grundschule
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Welche Entwicklungszusammenhänge zwischen Sprache, Mathematik und Arbeitsgedächtnis modulieren den Einfluss sprachlicher Kompetenzen auf mathematisches Lernen im (Vor‑)Schulalter?
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Bildungsmedien/Lehr-Lernmittel und Deutschunterricht. Eine Auswahlbibliographie
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