Zobrazeno 1 - 10
of 18
pro vyhledávání: '"Kim-Daniel Vattøy"'
Publikováno v:
Education Inquiry, Vol 15, Iss 4, Pp 443-464 (2024)
This study examined students’ experiences of assessment and feedback engagement in digital contexts in upper secondary school through an explanatory sequential mixed-methods case study. The data material consisted of 435 survey responses and 16 ind
Externí odkaz:
https://doaj.org/article/2c852b5a1355445ea0ede367d7e77a8a
Autor:
Kim-Daniel Vattøy
Publikováno v:
Acta Didactica Norden, Vol 18, Iss 1 (2024)
Denne studien tar for seg behovet for en dypere forståelse av innvirkningen av praksisorientert doktorgradsforskning, spesielt innen engelsk som fremmedspråk (EFL), på lærerutdanningsfeltet. Målet er å undersøke trender innen engelskundervisni
Externí odkaz:
https://doaj.org/article/bf1d0710f877467db9a4b841820198f5
Publikováno v:
Acta Didactica Norden, Vol 17, Iss 1 (2023)
Denne studien hadde som mål å undersøke lærerstudenters (n = 40) oppfatninger av emosjonell støtte i lærer-elev interaksjoner, og å kartlegge hvordan deltakelse i en beskrivende observasjonsstudie med pre- og post-tester, i tillegg til en kort
Externí odkaz:
https://doaj.org/article/dae8ed9f1b7e45e7b6196a9754131f3f
Autor:
Kim-Daniel Vattøy, Siv M. Gamlem
Publikováno v:
Nordisk tidsskrift for utdanning og praksis, Vol 13, Iss 2, Pp 39-55 (2019)
The teacher is a key agent in facilitating for adolescent perspectives during lessons. Feedback dialogues have an inherent capacity to capitalise on or undervalue adolescent perspectives in instruction and learning. The present study focused on lower
Externí odkaz:
https://doaj.org/article/cb672fd72cfa4f1b808418911089b22c
Autor:
Kim-Daniel Vattøy, Siv M. Gamlem
Publikováno v:
Cogent Education, Vol 6, Iss 1 (2019)
Systematic observation in educational research highlights a wide diversity of aspects of classroom interactions, yet frequency of score cycles is crucial when analysing dimensions of classroom teaching. The aim of this study is to focus on difference
Externí odkaz:
https://doaj.org/article/c8574c99b7f244cb92d6c671178f0df4
Autor:
Kim-Daniel Vattøy, Siv M. Gamlem
Publikováno v:
Scandinavian Journal of Educational Research. :1-15
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7a534d241696a324f0f28dc03bdca1e7
https://doi.org/10.1080/00313831.2023.2192772
https://doi.org/10.1080/00313831.2023.2192772
Publikováno v:
Education Inquiry. :1-22
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f87712e3ad6fe88e1db2c50e6c46bda0
https://doi.org/10.1080/20004508.2022.2122202
https://doi.org/10.1080/20004508.2022.2122202
Autor:
Kim-Daniel Vattøy, Siv M. Gamlem
Publikováno v:
International Encyclopedia of Education(Fourth Edition) ISBN: 9780128186299
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4a1541efd957b14c407b72e0b6484a9e
https://doi.org/10.1016/b978-0-12-818630-5.09019-9
https://doi.org/10.1016/b978-0-12-818630-5.09019-9
Publikováno v:
Studies in Higher Education. 46:2325-2337
This study examined students’ feedback engagement and assessment experiences in a higher education teacher programme with the Assessment Experience Questionnaire (n = 182) and individual interviews...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6c1dfc3f7615234f2c39964d26e9feeb
https://doi.org/10.1080/03075079.2020.1723523
https://doi.org/10.1080/03075079.2020.1723523
Autor:
Kim-Daniel Vattøy, Siv M. Gamlem
Publikováno v:
Cambridge Journal of Education. 50:371-389
This study focuses on the quality of teacher–student interactions and feedback in teaching English as a foreign language (EFL). Data consisted of 65 video-recorded lessons from 13 classrooms in two...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::44881125851bd39dbff45b4237117eba
https://doi.org/10.1080/0305764x.2019.1707512
https://doi.org/10.1080/0305764x.2019.1707512