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Result 1 to 20 of 40 total

Longer-term associations of preschool education: the predictive role of preschool quality for the development of mathematical skills through elementary school. (English)
Early Child. Res. Q. 36, 475-488 (2016).
Classification: D31 D41 C41 C31
1
Theoretical and methodological challenges in measuring instructional quality in mathematics education using classroom observations. (English)
ZDM, Math. Educ. 48, No. 1-2, 29-40 (2016).
Classification: D20 C70 D40 D30
2
Teacher professional knowledge and classroom management: on the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME). (English)
ZDM, Math. Educ. 48, No. 1-2, 139-151 (2016).
Classification: C70 C49 U89
3
The interconnectedness of relational and content dimensions of quality instruction: supportive teacher-student relationships in urban elementary mathematics classrooms. (English)
J. Math. Behav. 42, 1-19 (2016).
Classification: C60 C70
4
Final remarks. (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, 135-147 (2016).
Classification: D20 C70 D40 C30
5
The relation between students’ perceptions of instructional quality and bullying victimization. (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, 115-133 (2016).
Classification: C20 C70 C60 D40
6
The importance of instructional quality for the relation between achievement in reading and mathematics. (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, 97-113 (2016).
Classification: C70 D40 C30
7
The relations among school climate, instructional quality, and achievement motivation in mathematics. (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, 51-80 (2016).
Classification: C20 C70 C60 D40
8
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
9
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
10
Interaction. First results of a comparative video study in language arts and mathematics instruction. (Interaction. Erste Ergebnisse einer vergleichenden Videostudie im Deutsch- und Mathematikunterricht.) (German. English summary)
Z. Päd. 61, No. 5, 692-711 (2015).
Classification: C73 C63 C23
11
Generalizing from observations of mathematics teachers’ instructional practice using the instructional quality assessment. (English)
J. Res. Math. Educ. 46, No. 3, 270-279 (2015).
Classification: C70 D40 D20
12
The instructional quality of classroom processes and pupils’ mathematical attainment concerning decimal fractions. (English)
Int. J. Math. Teach. Learn. 2015, 21 p. (2015).
Classification: C73 F43
13
A comparison of mathematics classroom observation protocols. (English)
Math. Teach. Educ. 3, No. 2, 154-175 (2015).
Classification: C70 D40 D39
14
Developing visions of high-quality mathematics instruction. (English)
J. Res. Math. Educ. 45, No. 5, 584-635 (2014).
Classification: D40 D30 C29
15
Assessing instructional quality in mathematics classrooms through collections of students’ work. (English)
Li, Yeping (ed.) et al., Transforming mathematics instruction. Multiple approaches and practices. Cham: Springer (ISBN 978-3-319-04992-2/hbk; 978-3-319-04993-9/ebook). Advances in Mathematics Education, 501-523 (2014).
Classification: C70 D60 D20
16
Intellectual engagement and other principles of mathematics instruction. (English)
Math. Teach. (Reston) 106, No. 6, 446-450 (2013).
Classification: D30 D40
17
On the potential of learning progress assessments for instructional development ‒ the VELM-8 project. (Zum Potential von Lernstandserhebungen für die Unterrichtsentwicklung ‒ Das Projekt VELM-8.) (German)
Bausch, Isabell (ed.) et al., Unterrichtsentwicklung und Kompetenzorientierung. Festschrift für Regina Bruder. Münster: WTM-Verlag (ISBN 978-3-942197-12-0/pbk). Festschriften der Mathematikdidaktik 1, 105-118 (2013).
Classification: D60 D40 B50
18
The model of instructional quality in COACTIV: a multicriteria analysis. (English)
Kunter, Mareike (ed.) et al., Cognitive activation in the mathematics classroom and professional competence of teachers. Results from the COACTIV Project. New York, NY: Springer (ISBN 978-1-4614-5148-8/hbk; 978-1-4614-5149-5/ebook). Mathematics Teacher Education 8, 97-124 (2013).
Classification: C70 B50 D40
19
Will CCSSM matter in ten years? (English)
Teach. Child. Math. 19, No. 2, 108-115 (2012).
Classification: B70 D20 D30
20
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Result 1 to 20 of 40 total

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