Zobrazeno 1 - 10
of 168
pro vyhledávání: '"Eckhard Klieme"'
Autor:
Ayşenur Alp Christ, Vanda Capon-Sieber, Carmen Köhler, Eckhard Klieme, Anna-Katharina Praetorius
Publikováno v:
Frontline Learning Research, Vol 12, Iss 1 (2024)
The Three Basic Dimensions model, theorizes three mediators for the effect of teaching quality dimensions on student outcomes. However, the proposed mediating paths and their effects have largely not been empirically tested. This study investigated t
Externí odkaz:
https://doaj.org/article/5467eb766dcc44d785091063148eace8
Autor:
Markus Sauerwein, Eckhard Klieme
Publikováno v:
Schweizerische Zeitschrift für Bildungswissenschaften, Vol 38, Iss 3 (2016)
In dem Beitrag werden die Bedeutung und die Verwendung des Qualitätsbegriffs in der Bildungsforschung exemplarisch anhand von PISA und StEG betrachtet. Hierbei werden zwei Modi des Sprechens über Qualität in der Bildungsforschung unterschieden: ei
Externí odkaz:
https://doaj.org/article/9c81ab07d8f84d6b803d02e8a09a3e7f
Autor:
Eckhard Klieme, Petra Stanat
Publikováno v:
PROFESORADO, Vol 13, Iss 2, Pp 1-16 (2009)
Partiendo de la reciente bibliografía acerca de TIMSS y de los nuevos datos de PISA, el presente trabajo se propone discutir algunos aspectos básicos de la investigación empírica comparada en materia de educación. Se sostiene que los objetivos p
Externí odkaz:
https://doaj.org/article/12284be224244818bd3ea7d55b1e5333
Autor:
Svenja Vieluf, Eckhard Klieme
Publikováno v:
Theorizing Teaching ISBN: 9783031256127
In research on teaching, there is a tension between the intention to provide educational practice with clear and convertible recommendations and the wish to do justice to the whole complexity, contingency, uncertainty and ambiguity of social interact
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::25f5eb4f0e0a8f7f4c37368105b2ffcb
https://doi.org/10.1007/978-3-031-25613-4_3
https://doi.org/10.1007/978-3-031-25613-4_3
Autor:
Eckhard Klieme
Publikováno v:
International Handbook of Comparative Large-Scale Studies in Education ISBN: 9783030382988
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::737750b89ccd159896196e72ec939b35
https://doi.org/10.1007/978-3-030-88178-8_20
https://doi.org/10.1007/978-3-030-88178-8_20
Autor:
Eckhard Klieme, Trude Nilsen
Publikováno v:
International Handbook of Comparative Large-Scale Studies in Education ISBN: 9783030382988
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4a65c9d5cbb85c45c310dac10811d336
https://doi.org/10.1007/978-3-030-88178-8_37
https://doi.org/10.1007/978-3-030-88178-8_37
Publikováno v:
Learning and Instruction. 82:101652
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::97fa7dc50236c33835217205d96ff072
https://doi.org/10.1016/j.learninstruc.2022.101652
https://doi.org/10.1016/j.learninstruc.2022.101652
Publikováno v:
European journal of psychology of education 34 (2019) 4, S. 731-753
From a constructivist perspective on learning, mistakes are seen as natural elements of learning processes. A supportive and constructive way of dealing with student mistakes has shown to affect students' individual motivation and learning performanc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1c775a57c3dc05c7bb17f32d96cea88b
https://doi.org/10.1007/s10212-018-0408-7
https://doi.org/10.1007/s10212-018-0408-7
Autor:
Anindito Aditomo, Eckhard Klieme
Inquiry-based science instruction is widely advocated, but studies based on international large-scale assessments (ILSA) often show inquiry to be negatively associated with achievement. We re-examine this issue by taking a more nuanced look at the in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ce9b2aafdb863cfa82323770a16521e0
Autor:
Eckhard Klieme
Publikováno v:
International Perspectives in Educational Effectiveness Research ISBN: 9783030448097
International Large Scale Assessments (ILSAs) such as TIMSS and PISA provide comparative indicators and trend information on educational systems. Scholars repeatedly claimed that ILSAs should be based on concepts from Educational Effectiveness Resear
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::92e834bdd57185b86a4ad34841bb6a49
https://doi.org/10.1007/978-3-030-44810-3_7
https://doi.org/10.1007/978-3-030-44810-3_7