Zobrazeno 1 - 10
of 35
pro vyhledávání: '"Andreas Ryve"'
Publikováno v:
Frontiers in Psychology, Vol 13 (2022)
The number of books at home is commonly used as a proxy for socioeconomic status in educational studies. While both parents’ and students’ reports of the number of books at home are relatively strong predictors of student achievement, they often
Externí odkaz:
https://doaj.org/article/22a25ba08c0f4235926e264e1b961f53
Publikováno v:
Frontiers in Education, Vol 6 (2021)
We reassess the relation between students’ socioeconomic status (SES) and their achievement by treating SES as multidimensional instead of unidimensional. We use data from almost 600,000 students in 77 countries participating in the 2018 PISA asses
Externí odkaz:
https://doaj.org/article/00a8633407e84ad88d6e562fc5afea4a
Publikováno v:
Frontiers in Psychology, Vol 10 (2020)
One of the many things teachers do is to give feedback on their students’ work. Feedback pointing out mistakes may be a key to learning, but it may also backfire. We hypothesized that feedback based on students’ mistakes may have more positive ef
Externí odkaz:
https://doaj.org/article/22b065e738cc4f8aacd32a462b4cdac1
Autor:
Odd Tore Kaufmann, Andreas Ryve
Publikováno v:
Scandinavian Journal of Educational Research
This study investigates the diagnostic and prognostic framings of Swedish mathematics teachers regarding the difficulties experienced by students in mathematics learning. Collegial discussions among 65 mathematics teachers in nine collegial groups we
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0843a1d547220786e274e87daa414b4c
https://doi.org/10.1080/00313831.2022.2115134
https://doi.org/10.1080/00313831.2022.2115134
We examine the effects of a year-long national-scale professional development (PD) program on mathematics instructional quality. In contrast to previous studies examining the effects of this program on instruction by comparing before and after partic
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d1e860bc451f437764b0bf039dc68b5e
http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-499995
http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-499995
Autor:
Patrik Gustafsson, Andreas Ryve
Publikováno v:
International Journal of Mathematical Education in Science and Technology. 53:3044-3065
This article reports on results from a design research project that implements a formative assessment practice with support from a classroom response system (CRS). Cumulatively building on earlier ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d23aa1fe2f63130ee319fa9637cfb687
https://doi.org/10.1080/0020739x.2021.1931514
https://doi.org/10.1080/0020739x.2021.1931514
Publikováno v:
Scandinavian Journal of Educational Research. 66:744-759
By examining the effects of a national-scale teacher professional development (PD) program on instructional practices and student mathematics achievement, we contribute to calls for empirical studi...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::012a0c359eda90053ddd6bfa4eb77d3e
https://doi.org/10.1080/00313831.2021.1910563
https://doi.org/10.1080/00313831.2021.1910563
Publikováno v:
International Journal of Science and Mathematics Education
Multiple studies have been conducted regarding teachers’ error-handling practices, and how errors can be treated as opportunities for learning, albeit in the context of whole-class discussions. The aim of the present research is to continue to inve
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::068ffb5134947db993a933ee924fe1ea
http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-59724
http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-59724
Research‐practice partnerships (RPPs) have drawn a great deal of attention as promising structures for bringing educational research and practice closer together. However, promising as RPPs may be, challenges still exist and there have been calls f
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1b475a3348dee9a42a44bfa67f315dd7
http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-57453
http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-57453
Publikováno v:
American Journal of Evaluation. :109821402211227
In this article, we discuss the methodological implications of data and theory integration for Theory-Based Evaluation (TBE). TBE is a family of approaches to program evaluation that use program theories as instruments to answer questions about wheth
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8d7f4d8fcbf20af1c2ca005a091c96ef
https://doi.org/10.1177/10982140221122764
https://doi.org/10.1177/10982140221122764