Zobrazeno 1 - 10
of 55
pro vyhledávání: '"Miriam Vock"'
Publikováno v:
Frontiers in Education, Vol 9 (2024)
Lesson Study is a method of professional development for teachers that has gained traction in recent decades. However, publications routinely fail to describe crucial details of the implementation or to link the mechanisms that facilitate teachers le
Externí odkaz:
https://doaj.org/article/b1f7eb839981499eaf65815fc9505aff
Publikováno v:
International Journal of Educational Research Open, Vol 5, Iss , Pp 100272- (2023)
Global interest in Lesson Study (LS), an iterative professional development model, is growing rapidly and has resulted in a rich body of findings that report mixed outcomes and impacts on teacher learning. In this conceptual paper, we argue that the
Externí odkaz:
https://doaj.org/article/5b67a8923dbf4220873d24272ac9ec1f
Publikováno v:
Frontiers in Psychology, Vol 13 (2022)
We present the first systematic literature review on stress and burnout in K−12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K−12 teachers from around the world. Thes
Externí odkaz:
https://doaj.org/article/79bfd7cd29494fb5bc69cd9dcf182668
Publikováno v:
Frontiers in Education, Vol 6 (2021)
When it comes to teacher attitudes towards teaching and learning, research relies heavily on explicit measures (e.g., questionnaires). These attitudes are generally conceptualized as constructivist and transmissive views on teaching and learning with
Externí odkaz:
https://doaj.org/article/b6d0585bceff4f74a53ca89c8bb04852
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
The Big Five personality traits play a major role in student achievement. As such, there is consistent evidence that students that are more conscientious receive better teacher-assigned grades in secondary school. However, research often does not sup
Externí odkaz:
https://doaj.org/article/f121bd1f2f3746a6bdf54b47a77d77ab
Publikováno v:
Frontiers in Education, Vol 5 (2020)
Teachers' attitudes toward inclusion are frequently cited as being an important predictor of how successfully a given inclusive school system is implemented. At the same time, beliefs about the nature of teaching and learning are discussed as a possi
Externí odkaz:
https://doaj.org/article/aedd6284fdaa4470905f3beecfb588f0
Publikováno v:
AERA Open, Vol 5 (2019)
This review summarizes features of professional development programs that aim to prepare in-service teachers to improve students’ academic language proficiency when teaching subject areas. The 38 studies reviewed suggest that all of the profiled in
Externí odkaz:
https://doaj.org/article/78c6db2b42a04d6d9ddae7e09c27db47
Publikováno v:
Journal of Family Research, Vol 30, Iss 2 (2018)
Objective: This paper presents the results of the EKipeE Study, which surveyed the adult children of parents with mental illnesses. The objective of the study was to extrapolate the long-term effects that parents’ mental illnesses had on their chil
Externí odkaz:
https://doaj.org/article/5e4bb532a1d34a049066f259ab659e78
Publikováno v:
Zeitschrift für Pädagogische Psychologie. 37:1-19
Leistungsstarke Kinder und Jugendliche sind in den letzten Jahren zunehmend in den Fokus der Bildungspolitik und der Bildungsforschung gerückt. Allerdings gibt es in der Forschung bislang kein geteiltes Verständnis darüber, was genau unter akademi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b955995eb3b88bdcc7340f7be0e9d6ae
https://doi.org/10.1024/1010-0652/a000343
https://doi.org/10.1024/1010-0652/a000343
Publikováno v:
Zeitschrift für Erziehungswissenschaft. 25:1151-1173
ZusammenfassungLeistungsstarke und besonders begabte Schüler*innen werden im Unterricht oft nicht genügend gefordert. In speziellen Klassen für besonders Leistungsstarke und Begabte kann der Unterricht stärker auf die Lernmöglichkeiten dieser Gr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b17fa5e8f1b5957ba79623e3e825aa19
https://doi.org/10.1007/s11618-022-01118-8
https://doi.org/10.1007/s11618-022-01118-8