Zobrazeno 1 - 10
of 14
pro vyhledávání: '"Andrea Wullschleger"'
Publikováno v:
Frontiers in Psychology, Vol 13 (2022)
Individuals in brokerage positions are vital when further developing complex organizations with multiple subgroups only loosely coupled to each other. Network theorists have conceptualized an individual’s brokerage as the degree to which a person o
Externí odkaz:
https://doaj.org/article/9d538641d22c4204bbdf900a2630e3b1
Publikováno v:
Frontline Learning Research, Vol 10, Iss 1 (2022)
Previous findings on the preconditions of teachers’ collaboration are inconsistent. This might be related to the research methods used to assess the teachers’ collaborative practice. Retrospective assessments by self-report on a relatively genera
Externí odkaz:
https://doaj.org/article/e087529546254d60b3d0f1e1034de7b0
Autor:
Anke Lindmeier, Selma Seemann, Andrea Wullschleger, Anuschka Meyer-Wyder, Miriam Leuchter, Franziska Vogt, Elisabeth Moser Opitz, Aiso Heinze
Publikováno v:
Zetetiké, Vol 29, Iss 00 (2021)
Teacher expertise research uses different approaches, among them competence models. The model of mathematics-specific professional competence in this study differentiates action-related and reflective competence, which pertain to different types of p
Externí odkaz:
https://doaj.org/article/9d55e5216b2a409a9edd2676fc1b18f5
Publikováno v:
Frontiers in Education, Vol 6 (2021)
Numerous studies show positive effects of students’ malleable implicit theories of their abilities on their self-regulated learning and learning achievements (Yeager and Dweck, 2012; Burnette et al., 2013), especially when domain-specific implicit
Externí odkaz:
https://doaj.org/article/0f34f45c13204eeaaac7018a4fbc0a6c
Autor:
Andrea Wullschleger, Anke Lindmeier, Aiso Heinze, Anuschka Meier-Wyder, Miriam Leuchter, Franziska Vogt, Elisabeth Moser Opitz
Publikováno v:
Wullschleger, A., Lindmeier, A., Heinze, A., Meier-Wyder, A., Leuchter, M., Vogt, F., & Moser Opitz, E. (2022). Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations. European Early Childhood Education Research Journal. https://doi.org/10.1080/1350293X.2022.2081348
Adaptive learning support is a key element of high quality preschool education and includes the planning of learning situations and teacher–child interactions. The provision of effective adaptive learning support in kindergarten is challenging. Thi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9b83df8e6f796e90df352783d939e6b8
Autor:
Anuschka Meier-Wyder, Andrea Wullschleger, Anke Lindmeier, Aiso Heinze, Miriam Leuchter, Franziska Vogt, Elisabeth Moser Opitz
Publikováno v:
Meier-Wyder, A., Wullschleger, A., Lindmeier, A., Heinze, A., Leuchter, M., Vogt, F., & Moser Opitz, E. (2022). Konzeptualisierung und Messung der Qualität der adaptiven Lernunterstützung in Lernsituationen mit mathematischen Regelspielen im Kindergarten: Eine Studie in Deutschland und der Schweiz. Journal für Mathematik-Didaktik. https://doi.org/10.1007/s13138-021-00195-2
Journal für Mathematik-Didaktik
Die Qualität der adaptiven Lernunterstützung ist wichtig für die Förderung des mathematischen Lernens von Kindergartenkindern. Entsprechend bedarf es geeigneter Instrumente zur Bewertung der Planung, Durchfü
Die Qualität der adaptiven Lernunterstützung ist wichtig für die Förderung des mathematischen Lernens von Kindergartenkindern. Entsprechend bedarf es geeigneter Instrumente zur Bewertung der Planung, Durchfü
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5c6557ef22304f4054d0eb8a1c5fb9d5
Autor:
Andrea Wullschleger, Franziska Vogt, Elisabeth Moser Opitz, Susanne Kuratli Geeler, Simone Dunekacke, Miriam Leuchter, Selma Seemann, Anuschka Meier, Aiso Heinze, Anke Lindmeier
Publikováno v:
Early Childhood Teachers' Professional Competence in Mathematics ISBN: 9781003172529
Affective-motivational dispositions regarding the fostering of mathematics are an important aspect of early educators' professional competence, as educators are not following curricular programmes but need to seize moments in everyday activities and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::17a74d6b325840391e0afe9ce7e8de87
https://doi.org/10.4324/9781003172529-6
https://doi.org/10.4324/9781003172529-6
Autor:
Miriam Leuchter, Franziska Vogt, Anke Lindmeier, Elisabeth Moser Opitz, Aiso Heinze, Selma Seemann, Andrea Wullschleger, Anuschka Meyer-Wyder
Publikováno v:
Zetetike; Vol. 29 (2021): Publicação Contínua; e021002
Zetetike; v. 29 (2021): Publicação Contínua; e021002
Zetetiké
Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
Zetetiké, Vol 29, Iss 00 (2021)
Lindmeier, A., Seemann, S., Wullschleger, A., Meyer-Wyder, A., Leuchter, M., Vogt, F., Opitz, E. M., & Heinze, A. (2021). Early childhood teachers’ mathematics-specific professional competence and its relation to the quality of learning support. Zetetike, 29(00), e021002. https://doi.org/10.20396/zet.v29i00.8661896
Zetetike; v. 29 (2021): Publicação Contínua; e021002
Zetetiké
Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
Zetetiké, Vol 29, Iss 00 (2021)
Lindmeier, A., Seemann, S., Wullschleger, A., Meyer-Wyder, A., Leuchter, M., Vogt, F., Opitz, E. M., & Heinze, A. (2021). Early childhood teachers’ mathematics-specific professional competence and its relation to the quality of learning support. Zetetike, 29(00), e021002. https://doi.org/10.20396/zet.v29i00.8661896
Zetetiké, 29(00), e021002
Teacher expertise research uses different approaches, among them competence models. The model of mathematics-specific professional competence in this study differentiates action-related and reflective competence, which
Teacher expertise research uses different approaches, among them competence models. The model of mathematics-specific professional competence in this study differentiates action-related and reflective competence, which
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9c0d2ff02174aeebf4597fd35b8aa2fa
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661896
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661896
Publikováno v:
Schulentwicklung als Theorieprojekt ISBN: 9783658307738
In diesem Beitrag wird, ausgehend von Theorien des organisationalen Lernens und des selbstregulierten Lernens, das Zusammenspiel zwischen impliziten, relativ stabilen und expliziten, systematisch gestalteten Prozessen der Schulentwicklung untersucht.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e64c389a4f2b0d09e3fe45f84a8c58be
https://www.zora.uzh.ch/id/eprint/205713/
https://www.zora.uzh.ch/id/eprint/205713/
Autor:
Andrea Wullschleger, Ariane Rickenbacher, Urs Grob, Nathanael Schori, Beat Rechsteiner, Katharina Maag Merki
Publikováno v:
Accountability and Educational Improvement ISBN: 9783030693442
Previous research has revealed that teachers’ regulation activities in schools are most relevant for sustainable school improvement. However, previous studies have severe methodological and theoretical shortcomings. This paper presents the results
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ebb311c7f57d7ef5576b533a89ba0fef
https://doi.org/10.1007/978-3-030-69345-9_12
https://doi.org/10.1007/978-3-030-69345-9_12