Zobrazeno 1 - 10
of 10
pro vyhledávání: '"Susanne Schnepel"'
Autor:
Ariana Garrote, Franziska Felder, Helena Krähenmann, Susanne Schnepel, Rachel Sermier Dessemontet, Elisabeth Moser Opitz
Publikováno v:
Frontiers in Education, Vol 6 (2021)
Externí odkaz:
https://doaj.org/article/107f27f9182740978617997f4d137950
Autor:
Ariana Garrote, Franziska Felder, Helena Krähenmann, Susanne Schnepel, Rachel Sermier Dessemontet, Elisabeth Moser Opitz
Publikováno v:
Frontiers in Education, Vol 5 (2020)
Social acceptance is vital to students’ development. Being rejected by classmates can result in negative socio-emotional and academic outcomes. Finding relevant factors to be able to effectively support student social acceptance is especially chall
Externí odkaz:
https://doaj.org/article/2de633ba83be49cd8133121106d18873
Autor:
Helena Krähenmann, Sarah Jandl, Rachel Sermier Dessemontet, Susanne Schnepel, Elisabeth Moser Opitz, Franziska Felder
Publikováno v:
International Journal of Inclusive Education. :1-17
Research in inclusive settings is complicated by the nested relationships between the general education teacher (GET), the special education teacher (SET) and pupils. In this study, the impact of S...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::23e20a9061b5ae8f7f220dd55a2c9f29
https://doi.org/10.1080/13603116.2020.1821451
https://doi.org/10.1080/13603116.2020.1821451
Little is known about the mathematical development of students with intellectual disabilities (ID) in inclusive classrooms. It is important to have a research-based understanding of the subject since inclusive education is becoming the norm in many c
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ef1c554360c61b3e9474fdea0723f9de
https://www.zora.uzh.ch/id/eprint/179290/
https://www.zora.uzh.ch/id/eprint/179290/
Teacher feedback behavior is a key determinant of the social referencing processes that influence the social acceptance of pupils. The present longitudinal study explores how teacher feedback on academic performance and social behavior is related to
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e35c494333b6b37e81a54113f308df12
https://www.zora.uzh.ch/id/eprint/188463/
https://www.zora.uzh.ch/id/eprint/188463/
Autor:
Susanne Schnepel
Publikováno v:
Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete. 90:77-78
Schafer, Holger (2020): Mathematik und geistige Behinderung. Grundlagen fur Schule und Unterricht Stuttgart: Kohlhammer. 221 S., € 34,–
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f354eeed28c53dfb91358e6f053bac3e
https://doi.org/10.2378/vhn2021.art08d
https://doi.org/10.2378/vhn2021.art08d
Autor:
Susanne Schnepel
Munster ; New York : Waxmann 2019, 233 S. - (Empirische Studien zur Didaktik der Mathematik; 36) - (Zugl.: Zurich, Universitat, Dissertation, 2018) Padagogische Teildisziplin: Sonderpadagogik; Fachdidaktik/mathematisch-naturwissenschaftliche Facher
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b6df5ac13f02f1818ae3f8375b1b18c3
https://doi.org/10.31244/9783830990857
https://doi.org/10.31244/9783830990857
The purpose of this study was to identify the different profiles and patterns of progress in numerical skills of 6- to 10-year-old elementary school students with mild or moderate intellectual disa...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9a72407350a602315dab8dfa47db2e37
https://www.zora.uzh.ch/id/eprint/170697/
https://www.zora.uzh.ch/id/eprint/170697/
Publikováno v:
Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete. 83:154
Effective Teaching Practices in Inclusive Classrooms (intern SirIus: Soutenir l’integration – Integration unterstutzen) ist eine vom Schweizerischen Nationalfonds SNF geforderte Langsschnittstudie in Integrationsklassen mit Kindern mit geistiger
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::639a3bf9fba769b83b4f469abad888f8
https://doi.org/10.2378/vhn2014.art12d
https://doi.org/10.2378/vhn2014.art12d