497 research outputs found
Perceived social support and well being in schools; the role of students' ethnicity.
Gedragsveranderingen bij leerlingen en hun lerare
The relationship between the quality of cooperative learning, students' goal preferences, and perceptions of contextual factors in the classroom.
Gedragsveranderingen bij leerlingen en hun lerare
The effect of stimulating immigrant and national pupils' helping behaviour during cooperative learning in classrooms on their math-related talk
Gedragsveranderingen bij leerlingen en hun lerare
Exploring the links between students' engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom
Gedragsveranderingen bij leerlingen en hun lerare
Goal-Directed behavior and contextual factors in the classroom: An innovative approach to the study of multiple goals.
Gedragsveranderingen bij leerlingen en hun lerare
The impact of a cooperative learning experience on pupils' popularity, non-cooperativeness, and interethnic bias in multiethnic elementary schools.
Gedragsveranderingen bij leerlingen en hun lerare
The significance of motivation in student-centred learning : a reflective case study
The theoretical underpinnings of student-centred learning suggest motivation to be an integral component. However, lack of clarification of what is involved in motivation in education often results in unchallenged assumptions that fail to recognise that what motivates some students may alienate others. This case study, using socio-cognitive motivational theory to analyse previously collected data, derives three fuzzy propositions which, collectively, suggest that motivation interacts with the whole cycle of episodes in the teachinglearning process. It argues that the development of the higherlevel cognitive competencies that are implied by the term, student-centred learning, must integrate motivational constructs such as goal orientation, volition, interest and attributions into pedagogical practices
Solving math problems: Where and why does the solution process go astray?
Wetensch. publicatieFaculteit der Sociale Wetenschappe
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