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Plurilingual and Intercultural Education in the Republic of Croatia
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Forschungsmethodologische Herausforderungen in digitalen Kontexten der Sprachlehrer*innenbildung
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L’autobiographie comme support d’une réflexivité enseignante sur l’accent
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Making Knowledge Work: Fostering Implicit Reflection in a Digital Era of Language Teacher Education
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Cultural appropriation – (k)ein Thema für die Fremdsprachendidaktik?
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Intégrer la réalité virtuelle dans les formations d’enseignants en langues : Dispositif innovant immersif inscrit dans un paradigme enactif
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67 |
Intercultural communicative competence and virtual encounters through telecollaboration: an empirical study
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68 |
«Simply Stories: Linguistics-Informed Reading Materials for Beginning-Level Adult Migrants».
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69 |
Individuelle Sprachlernberatungen für internationale Studierende an deutschen Hochschulen: eine empirische Untersuchung bei Studierenden an der Friedrich-Schiller-Universität
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The opinion of Slovene (mother tongue) teachers on distance learning in primary schools ; Mnenje učiteljev slovenščine (mater inščine) o poučevanju na daljavo v osnovni šoli
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In: CEPS Journal 11 (2021) Special Issue, S. 383-406 (2021)
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Using Sign Language videos to help deaf students understand and solve word problems in mathematics: results of a school intervention
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Kasusfähigkeiten mehrsprachiger Achtjähriger. Eine explorative Pilotstudie in Regelgrundschulen
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Heilpädagogische Haltung. Denkbewegungen zwischen Heilpädagogik und Philosophie
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76 |
Bedeutung und Förderung grundlegender Schreibkompetenzen bei Schülerinnen und Schülern mit Lernschwierigkeiten
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The relation between teacher self-reported individualization and student-perceived teaching quality in linguistically heterogeneous classes : an exploratory study
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In: European Journal of Psychology of Education ; 36 (2021), 4. - S. 1159-1179. - Springer. - ISSN 0256-2928. - eISSN 1878-5174 (2021)
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Abstract:
Germany historically responded to student diversity by tracking students into different schools beginning with grade 5. In the last decades, sociopolitical changes, such as an increase in “German-as-a-second-language” speaking students (GSL), have increased diversity in all tracks and have forced schools to consider forms of individualization. This has opened up the scientific debate in Germany on merits and limitations of individualization for different student groups within a tracked system and heterogeneous classes. The aim of the present exploratory study was to examine how individualized teaching (i.e., teacher self-reported individualized teaching practices and individual reference norm orientation) is related to student-perceived teaching quality. Additionally, we considered moderation effects of classroom composition in relation to achievement and proportion of GSL students. Longitudinal data came from 35 mathematics classes with 659 9th and 10th grade students. Results showed significant relation between teacher self-reported individualized teaching practices and individual reference norm orientation and monitoring. Regarding the composition effects, the proportion of GSL students in class moderated the relation between teacher self-reported individual reference norm orientation and cognitive activation. Our findings contribute to the growing body of evidence that classroom composition can differentially impact the relation between teachers’ behaviors and students’ perceptions of teaching quality. ; published
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ddc:370
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URL: https://doi.org/10.1007/s10212-020-00501-5 http://nbn-resolving.de/urn:nbn:de:bsz:352-2-1nl4i1n4tdrfo1
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Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education
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In: Scandinavian Journal of Educational Research ; 65 (2021), 5. - S. 877-897. - Routledge, Taylor & Francis Group. - ISSN 0031-3831. - eISSN 1470-1170 (2021)
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La formation initiale et continue des enseignant-e-s à l'interculturel : discontinuités et injonctions paradoxales
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In: ISSN: 1718-8237 ; Formation et profession, Vol. 29, No 1 (2021) (2021)
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La Suisse romande productrice de syllabaires
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In: ISSN: 2297-1734 ; Passé simple, No 66 (2021) (2021)
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