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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7 8...78 Hits 61 – 80 of 1.554 61 Plurilingual and Intercultural Education in the Republic of Croatia Lujić, Rea; Pivčević, Maja. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 62 Forschungsmethodologische Herausforderungen in digitalen Kontexten der Sprachlehrer*innenbildung Abendroth-Timmer, Dagmar; Schneider, Ramona. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 63 L’autobiographie comme support d’une réflexivité enseignante sur l’accent Miras, Grégory. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 64 Making Knowledge Work: Fostering Implicit Reflection in a Digital Era of Language Teacher Education Gerlach, David. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 65 Cultural appropriation – (k)ein Thema für die Fremdsprachendidaktik? Plikat, Jochen. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 66 Intégrer la réalité virtuelle dans les formations d’enseignants en langues : Dispositif innovant immersif inscrit dans un paradigme enactif Privas-Bréauté, Virginie. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 67 Intercultural communicative competence and virtual encounters through telecollaboration: an empirical study Stratilaki-Klein, Sofia. - : Humboldt-Universität zu Berlin, 2021 BASE Show details 68 «Simply Stories: Linguistics-Informed Reading Materials for Beginning-Level Adult Migrants». Young-Scholten, Martha. - 2021 BASE Show details 69 Individuelle Sprachlernberatungen für internationale Studierende an deutschen Hochschulen: eine empirische Untersuchung bei Studierenden an der Friedrich-Schiller-Universität Wen, Zhu. - 2021 BASE Show details 70 The opinion of Slovene (mother tongue) teachers on distance learning in primary schools ; Mnenje učiteljev slovenščine (mater inščine) o poučevanju na daljavo v osnovni šoli Petek, Tomaz In: CEPS Journal 11 (2021) Special Issue, S. 383-406 (2021) BASE Show details 71 Portal Wissen = Departure Zimmermann, Matthias; Mikulla, Stefanie (Dr.); Kampe, Heike. - 2021 BASE Show details 72 Using Sign Language videos to help deaf students understand and solve word problems in mathematics: results of a school intervention Schäfer, Karolin; Gohmann, Laura; Westerhoff, Helena. - : IGPME, 2021 BASE Show details 73 Kasusfähigkeiten mehrsprachiger Achtjähriger. Eine explorative Pilotstudie in Regelgrundschulen Ulrich, Tanja; Thater, Sarah; Mennicken, Sandra. - : Prolog, 2021 BASE Show details 74 Use of sign space - experimental perspectives Perniss, Pamela. - : Routledge, 2021 BASE Show details 75 Heilpädagogische Haltung. Denkbewegungen zwischen Heilpädagogik und Philosophie Menth, Michaela. - 2021 BASE Show details 76 Bedeutung und Förderung grundlegender Schreibkompetenzen bei Schülerinnen und Schülern mit Lernschwierigkeiten Knaak, Turid. - 2021 BASE Show details 77 The relation between teacher self-reported individualization and student-perceived teaching quality in linguistically heterogeneous classes : an exploratory study Hachfeld, Axinja; Lazarides, Rebecca In: European Journal of Psychology of Education ; 36 (2021), 4. - S. 1159-1179. - Springer. - ISSN 0256-2928. - eISSN 1878-5174 (2021) Abstract: Germany historically responded to student diversity by tracking students into different schools beginning with grade 5. In the last decades, sociopolitical changes, such as an increase in “German-as-a-second-language” speaking students (GSL), have increased diversity in all tracks and have forced schools to consider forms of individualization. This has opened up the scientific debate in Germany on merits and limitations of individualization for different student groups within a tracked system and heterogeneous classes. The aim of the present exploratory study was to examine how individualized teaching (i.e., teacher self-reported individualized teaching practices and individual reference norm orientation) is related to student-perceived teaching quality. Additionally, we considered moderation effects of classroom composition in relation to achievement and proportion of GSL students. Longitudinal data came from 35 mathematics classes with 659 9th and 10th grade students. Results showed significant relation between teacher self-reported individualized teaching practices and individual reference norm orientation and monitoring. Regarding the composition effects, the proportion of GSL students in class moderated the relation between teacher self-reported individual reference norm orientation and cognitive activation. Our findings contribute to the growing body of evidence that classroom composition can differentially impact the relation between teachers’ behaviors and students’ perceptions of teaching quality. ; published Keyword: ddc:370 URL: https://doi.org/10.1007/s10212-020-00501-5 http://nbn-resolving.de/urn:nbn:de:bsz:352-2-1nl4i1n4tdrfo1 BASE Hide details 78 Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education Agricola, Bas T.; Prins, Frans J.; van der Schaaf, Marieke F.... In: Scandinavian Journal of Educational Research ; 65 (2021), 5. - S. 877-897. - Routledge, Taylor & Francis Group. - ISSN 0031-3831. - eISSN 1470-1170 (2021) BASE Show details 79 La formation initiale et continue des enseignant-e-s à l'interculturel : discontinuités et injonctions paradoxales Mottet, Geneviève; Sanchez-Mazas, Margarita In: ISSN: 1718-8237 ; Formation et profession, Vol. 29, No 1 (2021) (2021) BASE Show details 80 La Suisse romande productrice de syllabaires Schneuwly, Bernard In: ISSN: 2297-1734 ; Passé simple, No 66 (2021) (2021) BASE Show details Page: 1 2 3 4 5 6 7 8...78

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