Zobrazeno 1 - 10
of 44
pro vyhledávání: '"John L. Nietfeld"'
Publikováno v:
Journal of Interdisciplinary Teacher Leadership, Vol 2, Iss 1 (2017)
In the current study, we investigated how preservice teachers (N = 242) from three different teacher-training programs with a STEM focus, namely the Elementary Education (ELM), Science Education, and Mathematics Education, compare with respect to sci
Externí odkaz:
https://doaj.org/article/9a9d58f376124c508c383b546b5400ed
Autor:
John L. Nietfeld, Angela A. Hunt
Publikováno v:
Current Issues in Education, Vol 8 (2015)
This study investigated the types of interventions that elementary school teachers and pre-service teachers choose to employ when working with students displaying hyperactive behavior. The extent to which beliefs systems, namely entity/incremental th
Externí odkaz:
https://doaj.org/article/3ee1b3eb4dd84a9996589a94f73669b2
Publikováno v:
The Journal of Experimental Education. 91:46-61
Understanding the development of self-regulated learning (SRL) in applied educational contexts is currently an important goal for researchers. There exists a relatively rich literature for most SRL...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b10d9402fc79e060e6475862fced18c6
https://doi.org/10.1080/00220973.2021.1897773
https://doi.org/10.1080/00220973.2021.1897773
Autor:
John L. Nietfeld, Ondra Pešout
Publikováno v:
The Journal of Experimental Education. 89:237-258
Metacognitive monitoring skills are crucial for middle school students to improve academic performance and promote self-regulation. The current study examined the effect of social interaction on me...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c3b9ee0c3fe0969a5a29a3fdcd5ab94e
https://doi.org/10.1080/00220973.2020.1751577
https://doi.org/10.1080/00220973.2020.1751577
Autor:
Samira Syal, John L. Nietfeld
Publikováno v:
Contemporary Educational Psychology. 71:102109
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b4040b4306fa9cae6c5ffb120b1ad65c
https://doi.org/10.1016/j.cedpsych.2022.102109
https://doi.org/10.1016/j.cedpsych.2022.102109
Publikováno v:
Environmental Education Research. 25:193-210
Environmental education (EE) practitioners struggle to consistently and rigorously evaluate their programs, particularly when little time is available for evaluation. Since environmental literacy (...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b406bd113be7a59ecadcc7ce108d8784
https://doi.org/10.1080/13504622.2018.1487035
https://doi.org/10.1080/13504622.2018.1487035
Publikováno v:
Zeitschrift für Psychologie. 225:146-156
Abstract. In two experiments with Norwegian undergraduates and one experiment with US undergraduates, we examined the potential effects of brief task instructions aligned with incremental and entity views of intelligence on students’ performance on
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::462c7f8812bf212cee272dc8cf6c5ca6
https://doi.org/10.1027/2151-2604/a000291
https://doi.org/10.1027/2151-2604/a000291
Publikováno v:
Mathematics Education Research Journal. 29:45-72
The purpose of this study was to investigate the relationship between prospective teachers’ (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design wa
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f7efee305f105c971c14a0884eed98f9
https://doi.org/10.1007/s13394-016-0185-z
https://doi.org/10.1007/s13394-016-0185-z
Publikováno v:
INTED2019 Proceedings.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1c4c6998757c8e2e1ac9fa91a5b3d4d1
https://doi.org/10.21125/inted.2019.1844
https://doi.org/10.21125/inted.2019.1844
Publikováno v:
INTED2019 Proceedings.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::78d123fc945a2a7d613be57a52be7157
https://doi.org/10.21125/inted.2019.2378
https://doi.org/10.21125/inted.2019.2378