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Result 1 to 20 of 65 total

Uncovering predictors of disagreement: ensuring the quality of expert ratings. (English)
ZDM, Math. Educ. 48, No. 1-2, 83-95 (2016).
Classification: D20 D69 C49
1
Diagnostic competence of primary school mathematics teachers during classroom situations. (English)
ZDM, Math. Educ. 48, No. 1-2, 41-53 (2016).
Classification: C70 D60 C49 D39
2
Early career teachers’ ability to focus on typical students errors in relation to the complexity of a mathematical topic. (English)
ZDM, Math. Educ. 48, No. 1-2, 55-67 (2016).
Classification: C49 D70 D69
3
Epistemological beliefs of prospective preschool teachers and their relation to knowledge, perception, and planning abilities in the field of mathematics: a process model. (English)
ZDM, Math. Educ. 48, No. 1-2, 125-137 (2016).
Classification: C29 C49 C39
4
The transition from school to university: empirical results on mathematics-related courses of study. (Der Übergang von der Schule in die Hochschule: empirische Erkenntnisse zu mathematikbezogenen Studiengängen.) (German)
Hoppenbrock, Axel (ed.) et al., Lehren und Lernen von Mathematik in der Studieneingangsphase. Herausforderungen und Lösungsansätze. Wiesbaden: Springer Spektrum (ISBN 978-3-658-10260-9/pbk; 978-3-658-10261-6/ebook). Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik, 3-13 (2016).
Classification: D30 D40 D70
5
Relation of student achievement to the quality of their teachers and instructional quality. (English)
Nilsen, Trude (ed.) et al., Teacher quality, instructional quality and student outcomes. Relationships across countries, cohorts and time. Cham: Springer (ISBN 978-3-319-41251-1/hbk; 978-3-319-41252-8/ebook). IEA Research for Education 2, 21-50 (2016).
Classification: D40 C30 C70
6
Conceptual framework and methodology of this report. (English)
Nilsen, Trude (ed.) et al., Teacher quality, instructional quality and student outcomes. Relationships across countries, cohorts and time. Cham: Springer (ISBN 978-3-319-41251-1/hbk; 978-3-319-41252-8/ebook). IEA Research for Education 2, 1-19 (2016).
Classification: D20 D40 C70 C30
7
Measurement of job motivation in TEDS-M: testing for invariance across countries and cultures. (English)
Large-Scale Assess. Educ. 4, No. 1, Article No. 16, 17 p., electronic only (2016).
Classification: C29 C69
8
How situation-related is the competence of teachers? On the generalisability of the results of video-based performance tests. (Wie situationsbezogen ist die Kompetenz von Lehrkräften? Zur Generalisierbarkeit der Ergebnisse von videobasierten Performanztests.) (German. English summary)
Z. Päd. 61, No. 3, 310-327 (2015).
Classification: C70 C49
9
About the complexities of video-based assessments: theoretical and methodological approaches to overcoming shortcomings of research on teachers’ competence. (English)
Int. J. Sci. Math. Educ. 13, No. 2, 369-387 (2015).
Classification: D69 U89 D20 B50 C49
10
Early career mathematics teachers’ general pedagogical knowledge and skills: do teacher education, teaching experience, and working conditions make a difference? (English)
Int. J. Sci. Math. Educ. 13, No. 2, 331-350 (2015).
Classification: D69 C39 C49 C69
11
Effects of mathematics content knowledge on pre-school teachers’ performance: a video-based assessment of perception and planning abilities in informal learning situations. (English)
Int. J. Sci. Math. Educ. 13, No. 2, 267-286 (2015).
Classification: C49 D69 U89 D42
12
Teacher change during induction: development of beginning primary teachers’ knowledge, beliefs and performance. (English)
Int. J. Sci. Math. Educ. 13, No. 2, 287-308 (2015).
Classification: C39 C49 C29
13
Preface for the special issue on “video-based research on teacher expertise". (English)
Int. J. Sci. Math. Educ. 13, No. 2, 257-266 (2015).
Classification: A60 D20 U89 D69 C39 C49
14
Scaling CPD through professional learning communities: development of teachers’ self-efficacy in relation to collaboration. (English)
ZDM, Math. Educ. 47, No. 1, 27-38 (2015).
Classification: D49 D39 B50 C29
15
Effects of motivation on the belief systems of future mathematics teachers from a comparative perspective. (English)
Pepin, Birgit (ed.) et al., From beliefs to dynamic affect systems in mathematics education. Exploring a mosaic of relationships and interactions. Cham: Springer (ISBN 978-3-319-06807-7/hbk; 978-3-319-06808-4/ebook). Advances in Mathematics Education, 227-243 (2015).
Classification: C29
16
Effective CPD on a large scale: examining the development of multipliers. (English)
ZDM, Math. Educ. 47, No. 1, 13-25 (2015).
Classification: B50 D39 D49
17
Evidence-based CPD: scaling up sustainable interventions. (English)
ZDM, Math. Educ. 47, No. 1, 1-12 (2015).
Classification: A60 D39 D49 C39 D20 B50
18
Teacher education and development study. Learning to teach mathematics (TEDS-M 2008). Documentation of the survey instruments. (Teacher education and development study. Learning to teach mathematics (TEDS-M 2008). Dokumentation der Erhebungsinstrumente.) (English, German)
Münster: Waxmann (ISBN 978-3-8309-2769-3/pbk; 978-3-8309-7769-8/ebook). 531~p. (2014).
Classification: D20 B50
19
Professional knowledge of (prospective) mathematics teachers ‒ its structure and development. (English)
Liljedahl, Peter (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 1. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-361-6/v.1). 35-50 (2014).
Classification: D39 C39 B50
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