Zobrazeno 1 - 10
of 60
pro vyhledávání: '"Driel, J.H. van"'
Teaching with Scrum methodology includes ceremonies, roles and artefacts supporting students in planning, monitoring and directing their learning process. It scafolds students’ learning in complex and sometimes overwhelming context-based learning e
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______202::d118e53e85bce30029c61443e0fde723
https://hdl.handle.net/1887/3245441
https://hdl.handle.net/1887/3245441
Autor:
Huisman, B.A., Saab, N., Driel, J.H. van, Broek, P.W. van den, Huisman, B., Van, Driel J.H., Van, den Broek P.W.
Publikováno v:
Higher Education Research & Development
Higher Education Research & Development, 36(7), 1433-1447
Higher Education Research & Development, 36(7), 1433-1447
There does not appear to be consensus on how to optimally match students during the peer feedback process: with same-ability peers (homogeneously) or different-ability peers (heterogeneously). In fact, there appears to be no empirical evidence that e
Publikováno v:
Pedagogische Studiën, 96(1), 15-39
A teaching method will only be implemented in the classroom if it is not only of benefit to students but is also practicable for teachers. In this contribution we propose an adaptive teaching method for speaking skills in foreign languages. To make i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::cdba2f0bf46439c5e9976f1e7d92391c
https://hdl.handle.net/1887/75287
https://hdl.handle.net/1887/75287
Growing interest in student research projects in higher education has led to an emphasis on research supervision. We focus in this study on novice supervisors’ approaches to research supervision as they explore their practices and experience diffic
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______202::c1d590f0982344aab6481e04ad0c8a9c
https://hdl.handle.net/1887/74002
https://hdl.handle.net/1887/74002
In the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers’ current professional concerns. Also
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______202::b7f6af7fbb66d82668d2bdd678b5a0d4
https://hdl.handle.net/1887/77080
https://hdl.handle.net/1887/77080
The implementation of educational reforms requires behavioral changes from the teachers involved. Theories on successful behavioral change prescribe the following conditions: teachers need to possess the necessary knowledge and skills, form strong po
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______202::15281c0f7a31cfef8d32365911cfe06c
https://hdl.handle.net/1887/77082
https://hdl.handle.net/1887/77082
Publikováno v:
None
There does not appear to be consensus on how to optimally match students during the peer feedback phase: with same-ability or different-ability peers. The current study explored this issue in the context of an academic writing task. Adopting a quasi-
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::856bec28fd3074dc0e599f023acdc4cd
http://hdl.handle.net/1887/57172
http://hdl.handle.net/1887/57172