Zobrazeno 1 - 6
of 6
pro vyhledávání: '"Nicky de Vries"'
Publikováno v:
Education Sciences, Vol 14, Iss 7, p 681 (2024)
Career education in secondary schools plays a pivotal role in supporting students as they navigate the complex decision-making process involved in the transition to higher education. However, the evidence base regarding the effectiveness of career ed
Externí odkaz:
https://doaj.org/article/f3d434c599c14510b4ce54b65369977b
Autor:
Simona Sankalaite, Mariëtte Huizinga, Sophie Pollé, Canmei Xu, Nicky De Vries, Emma Hens, Dieter Baeyens
Publikováno v:
Education Sciences, Vol 13, Iss 11, p 1149 (2023)
The current qualitative study examined the teacher–student interaction and its influence on children’s working memory in primary schools in Belgium and the Netherlands. Eighteen primary school teachers participated in semi-structured interviews f
Externí odkaz:
https://doaj.org/article/761c51f0002d46ceb5ef0d3cdc738478
Autor:
Simona Sankalaite, Mariëtte Huizinga, Jolien Dewandeleer, Canmei Xu, Nicky de Vries, Emma Hens, Dieter Baeyens
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
Executive functions (EF) and self-regulation (SR) are fundamental for children's learning, school functioning and academic achievement. EF/SR fail to develop to its full potential if contextual stimulation is not adequately presented. This is evident
Externí odkaz:
https://doaj.org/article/f57358a332d341b888a37a8a114377f6
Autor:
Mariëtte Huizinga, Jolien Dewandeleer, Dieter Baeyens, Canmei Xu, Simona Sankalaite, Nicky de Vries, Emma Hens
Publikováno v:
Frontiers in Psychology
Sankalaite, S, Huizinga, M, Dewandeleer, J, Xu, C, de Vries, N, Hens, E & Baeyens, D 2021, ' Strengthening Executive Function and Self-Regulation Through Teacher-Student Interaction in Preschool and Primary School Children : A Systematic Review ', Frontiers in Psychology, vol. 12, no. August, 718262, pp. 1-20 . https://doi.org/10.3389/fpsyg.2021.718262
Frontiers in Psychology, Vol 12 (2021)
Sankalaite, S, Huizinga, M, Dewandeleer, J, Xu, C, de Vries, N, Hens, E & Baeyens, D 2021, ' Strengthening Executive Function and Self-Regulation Through Teacher-Student Interaction in Preschool and Primary School Children : A Systematic Review ', Frontiers in Psychology, vol. 12, no. August, 718262, pp. 1-20 . https://doi.org/10.3389/fpsyg.2021.718262
Frontiers in Psychology, Vol 12 (2021)
Executive functions (EF) and self-regulation (SR) are fundamental for children's learning, school functioning and academic achievement. EF/SR fail to develop to its full potential if contextual stimulation is not adequately presented. This is evident
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d019ac80c743821c2b3676d31e1d33b7
https://hdl.handle.net/1871.1/1b0259f1-b15b-47f7-a61d-e55f951fae65
https://hdl.handle.net/1871.1/1b0259f1-b15b-47f7-a61d-e55f951fae65
Publikováno v:
van de Pol, J, de Vries, N, Poorthuis, A & Mainhard, T 2022, ' The Questionnaire on Teacher Support Adaptivity (QTSA): Reliability and Validity of Student Perceptions ', The Journal of Experimental Education . https://doi.org/10.1080/00220973.2022.2100732
The Journal of Experimental Education. Routledge
The Journal of Experimental Education, 1-33. Informa UK Limited
STARTPAGE=1;ENDPAGE=33;TITLE=The Journal of Experimental Education
The Journal of Experimental Education. Routledge
The Journal of Experimental Education, 1-33. Informa UK Limited
STARTPAGE=1;ENDPAGE=33;TITLE=The Journal of Experimental Education
Adaptive teacher support (i.e., support that is tailored to students’ understanding) is considered crucial for students’ learning. Previous research examined support adaptivity mostly in small-scale, observational studies without distinguishing b
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::19dcdc44faa8187b860ea4de2a0ee2dd
https://hdl.handle.net/1887/3515043
https://hdl.handle.net/1887/3515043
Publikováno v:
European Journal of Teacher Education. Routledge
Vrieling, E, de Vries, N, Sins, P & Vermeulen, M 2022, ' Student motivation in teacher learning groups ', European Journal of Teacher Education . https://doi.org/10.1080/02619768.2022.2086119
Vrieling, E, de Vries, N, Sins, P & Vermeulen, M 2022, ' Student motivation in teacher learning groups ', European Journal of Teacher Education . https://doi.org/10.1080/02619768.2022.2086119
The importance of social learning for student teachers’ professional development has gained acknowledgement. One way in which teacher training institutes incorporate social learning in their curricula is by involving students in teacher learning gr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::24abf3f77676504db988f300a6cbf6f0
https://research.vu.nl/en/publications/eac3377a-cd92-4bd5-aa52-3a0c3dc522b8
https://research.vu.nl/en/publications/eac3377a-cd92-4bd5-aa52-3a0c3dc522b8