ZDM, Год журнала: 2020, Номер 52(2), С. 311 - 327
Опубликована: Апрель 11, 2020
Язык: Английский
ZDM, Год журнала: 2020, Номер 52(2), С. 311 - 327
Опубликована: Апрель 11, 2020
Язык: Английский
European Journal of Psychology of Education, Год журнала: 2015, Номер 30(4), С. 385 - 403
Опубликована: Март 14, 2015
Язык: Английский
Процитировано
398Teaching and Teacher Education, Год журнала: 2019, Номер 86, С. 102882 - 102882
Опубликована: Авг. 26, 2019
Язык: Английский
Процитировано
382Research in Mathematics Education, Год журнала: 2018, Номер 20(3), С. 236 - 253
Опубликована: Июль 19, 2018
This paper presents the Mathematics Teacher's Specialised Knowledge (MTSK) model. It acknowledges earlier contributions to understanding and structuring teachers' knowledge, in particular, special debt owed Shulman's notion of pedagogical content knowledge Ball collaborators' Mathematical for Teaching (MKT), influential specialised nature one its sub-domains. The authors' research with teachers has led them explore characteristics MKT refine descriptors relating sub-domains, a task which underlined difficulty involved unambiguously delimiting boundaries separate these. As result, taking into consideration broader view teacher's mathematical authors propose framework which, whilst respecting major domains Content Pedagogical Knowledge, regards specialisation respect as property is inherent model extends across all
Язык: Английский
Процитировано
336Springer eBooks, Год журнала: 2015, Номер unknown, С. 73 - 96
Опубликована: Янв. 1, 2015
Язык: Английский
Процитировано
297Journal of Research in Science Teaching, Год журнала: 2016, Номер 54(5), С. 586 - 614
Опубликована: Дек. 29, 2016
Abstract This paper examines students’ achievement and interest the extent to which they are predicted by teacher knowledge motivation. Student both considered desirable outcomes of school instruction. Teacher pedagogical content has been identified a major predictor student in previous research, whereas motivation is decisive factor influencing interest. So far, however, most research either focused on or (both as well teachers’ side), rarely investigating them together examining instructional mechanisms through supposed effects facilitated. In present study, N = 77 physics teachers their classes Germany Switzerland investigated utilizing multi‐method approach combining data obtained from test‐instruments (teacher knowledge, achievement) questionnaires motivation, interest, perceived enthusiastic teaching) videotaped instruction (cognitive activation rated observers). Multi‐level structural equation modeling was used support assumptions that positively achievement; effect mediated cognitive activation. Teachers’ teaching students. Neither did predict nor achievement. implies order improve affective outcomes, but also need be considered. © 2016 The Authors. Journal Research Science Teaching Published Wiley Periodicals, Inc. J Res Sci Teach 54:586–614, 2017
Язык: Английский
Процитировано
260Educational Psychology Review, Год журнала: 2020, Номер 33(2), С. 489 - 533
Опубликована: Июль 15, 2020
Abstract Despite the consensus about importance of self-regulated learning for academic as well lifelong learning, it is still poorly understood to how teachers can most effectively support their students in enacting learning. This article provides a framework be activated directly through strategy instruction and indirectly by creating environment that allows regulate In examining teachers’ instructional attempts SRL, we systematically review literature on classroom observation studies have assessed students’ SRL. The results 17 retrieved show classrooms, only little direct took place. Nevertheless, some provided with environments require thus foster indirectly. Based studies, this stresses significance (1) instructing SRL strategies explicitly so develop metacognitive knowledge skills integrate application these successfully into process, (2) necessity complementing research data gathered from student teacher self-report order obtain comprehensive view effectiveness approaches Finally, discuss ten cornerstones future directions supporting
Язык: Английский
Процитировано
229Learning and Instruction, Год журнала: 2020, Номер 66, С. 101296 - 101296
Опубликована: Янв. 17, 2020
This study investigated the link between teacher expectations and student learning, relying on longitudinal data from 64 classrooms 1026 first-grade students in Germany. Further, based a subsample of 19 with 354 students, we explored mediating role three characteristics feedback rated video-recorded school lessons. The results showed that were inaccurate to some extent; is, they did not entirely agree students' current achievement, general cognitive abilities motivations. In addition, this inaccuracy significantly predicted end-of-year even after prior abilities, motivation, background considered. Specifically, inaccurately high associated greater achievement reading mathematics, whereas low lower only. Furthermore, varied but substantially mediate expectancy effects.
Язык: Английский
Процитировано
201Teaching and Teacher Education, Год журнала: 2017, Номер 76, С. 181 - 193
Опубликована: Дек. 19, 2017
Язык: Английский
Процитировано
199Contemporary Educational Psychology, Год журнала: 2014, Номер 41, С. 62 - 72
Опубликована: Ноя. 16, 2014
Язык: Английский
Процитировано
177Journal of Cleaner Production, Год журнала: 2017, Номер 174, С. 821 - 826
Опубликована: Окт. 27, 2017
Язык: Английский
Процитировано
163