Zobrazeno 1 - 10
of 69
pro vyhledávání: '"Harm Tillema"'
No doubt, students appreciate the talks they have with their mentors but do they learn from it as well? Conversations can be comforting or confronting, but above all they need to be helpful in the attainment of a higher level of proficiency and under
Publikováno v:
Assessment in Education: Principles, Policy and Practice, 22(2), 282-298. Routledge
Pat-El, R J, Tillema, H, Segers, M & Vedder, P 2014, ' Multilevel predictors of differing perceptions of Assessment for Learning practices between teachers and students ', Assessment in Education: Principles, Policy and Practice, vol. 22, no. 2, pp. 282-298 . https://doi.org/10.1080/0969594X.2014.975675
Pat-El, R J, Tillema, H, Segers, M & Vedder, P 2014, ' Multilevel predictors of differing perceptions of Assessment for Learning practices between teachers and students ', Assessment in Education: Principles, Policy and Practice, vol. 22, no. 2, pp. 282-298 . https://doi.org/10.1080/0969594X.2014.975675
Assessment for Learning (AfL), as a way to promote learning, requires a ‘match' or a shared focus between student and teacher to be effective. But students and teachers may differ in their perceptions of the purpose and process of classroom assessm
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::649ed8be7e1a4774b802114a49d46ebd
https://doi.org/10.1080/0969594x.2014.975675
https://doi.org/10.1080/0969594x.2014.975675
Publikováno v:
African Journal of Research in Mathematics, Science and Technology Education. 17:63-73
This study is concerned with teacher knowledge of learners' help-seeking behaviour. Teacher estimates of expected help-seeking behaviours of learners were compared with actual help-seeking of the learners. An in-depth study was deployed with one math
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bcd19ee6a6a6db371f796f407b1488be
https://doi.org/10.1080/10288457.2013.826971
https://doi.org/10.1080/10288457.2013.826971
Publikováno v:
European Journal of Teacher Education. 36:147-163
Some researchers claim that reflection helps student teachers to better understand their practice teaching. This study aims to explore how deliberate reflection by student teachers is encouraged as a way to prepare, analyse and evaluate their practic
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d52df80e14a3bae466a72a24ef915166
https://doi.org/10.1080/02619768.2012.713933
https://doi.org/10.1080/02619768.2012.713933
Publikováno v:
Learning and Individual Differences. 22:449-454
In this study we investigate the influence of ethnic differences on student motivation when learning from formative feedback. Interpersonal teacher behavior and student motivational needs are used to explain the effects of assessment for learning on
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::02c8be2ac53e8ef561151a6889b93f9b
https://doi.org/10.1016/j.lindif.2012.04.001
https://doi.org/10.1016/j.lindif.2012.04.001
Publikováno v:
British Journal of Educational Psychology. 83:98-113
Background. Assessment can be a powerful force in promoting student learning. Still, few measures exist to gauge Assessment for Learning (AFL) in the classroom. Literature on AFL suggests that it encompasses both a monitor to track student progress a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0993a18933727ffa2cf194872d91166e
https://doi.org/10.1111/j.2044-8279.2011.02057.x
https://doi.org/10.1111/j.2044-8279.2011.02057.x
Autor:
Nese Cabaroglu, Harm Tillema
Publikováno v:
Teachers and Teaching. 17:559-573
To disclose the inner process of teacher educators' dealing with their different roles and their coping with conflicting demands, the study of dilemmas encountered in practice may offer a promising perspective. Building on previous research on teachi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e0c7545c82bf9013eb9bc800d14b3a58
https://doi.org/10.1080/13540602.2011.602210
https://doi.org/10.1080/13540602.2011.602210
Publikováno v:
European Journal of Teacher Education. 34:139-159
Despite considerable attention given to mentoring in initial teacher education little is known about mutual perspectives in perceptions of students and mentors regarding assessment and how this affects the quality of the student's teaching. Perceptio
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::946a64b026468d0c2c99c809acf9759e
https://doi.org/10.1080/02619768.2010.543672
https://doi.org/10.1080/02619768.2010.543672
Publikováno v:
Studies in Educational Evaluation. 37:25-34
The interest in assessment for learning (AfL) has resulted in a search for new modes of assessment that are better aligned to students’ learning how to learn. However, with the introduction of new assessment tools, also questions arose with respect
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0120c9b6db6d0b71218c7c714ea31fdf
https://doi.org/10.1016/j.stueduc.2011.03.004
https://doi.org/10.1016/j.stueduc.2011.03.004
Publikováno v:
Journal of Education for Teaching. 37:21-36
The present article’s aim is to evaluate studies that promote teacher reflection. Through programmes of professional development, teachers are being encouraged to improve their reflective practice. This paper explores the grounding of what is advoc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2d5419b97337c034f4febe506a3d8b97
https://doi.org/10.1080/02607476.2011.538269
https://doi.org/10.1080/02607476.2011.538269