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Leibniz Institute for Science and Mathematics Education, Kiel

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  • 1
    Keywords: Lernen ; Soziale Kompetenz ; Computerunterstützter Unterricht ; Video ; Personalentwicklung ; Produkt ; Betriebliche Weiterbildung ; Betriebliche Kommunikation ; Deutschland
    In: Foerderung sozialer Kompetenzen in der Personalentwicklung., Goettingen u.a.: Hogrefe (2007), S. 39-69
    Type of Medium: Article
    Pages: Illustrationen
    Language: German
    FIS Link: 800827
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  • 2
    Keywords: Empirische Untersuchung ; Unterrichtsbeobachtung ; Verstehen ; Schüler ; Erkenntnis ; Lernbedingungen ; Lernmotivation ; Lernprozess ; Wissenserwerb ; Unterrichtsmethode ; Unterrichtsorganisation ; Video ; Physikunterricht ; Effektivität ; Hochschulschrift ; Deutschland
    Description / Table of Contents: Im Zusammenhang mit PISA-Befunden wird auf Problemzonen unterrichtlicher Lehr-Lernprozesse verwiesen. [Das Buch] greift die Diskussion auf und geht der explorativen Fragestellung nach, durch welche Handlungsmuster Physikunterricht der Sekundarstufe I charakterisiert ist und welche Gelegenheiten für verständnisorientierte Lernprozesse eröffnet werden. Aktuelle Ansätze der Lehr-Lern-Forschung bilden den Hintergrund für die videogestützten Auswertungen von Physikschulunterricht. Es zeigt sich, dass verständnisorientierte Lernprozesse weniger durch die Organisation unterrichtlicher Aktivitäten, sondern vielmehr durch die Qualität der Lehr-Lernbedingungen bestimmt werden. (DIPF/Orig.).
    Type of Medium: Book
    Pages: 194 S.
    ISBN: 3-8309-1248-X
    Series Statement: Pädagogische Psychologie und Entwicklungspsychologie 35
    Language: German
    Note: Literaturangaben 300 , Tabellen , Zugl.: Kiel, Univ., Diss., 2002.
    FIS Link: 635340
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  • 3
    Keywords: Bildungsforschung ; Forschung ; Lernen ; Lernumgebung ; Video ; Analyse ; Europa ; Vereinigte Staaten
    In: Learning environments research, Bd. 9 (2006) H. 3, S. 253-271, 1387-1579
    In: 1573-1855
    Description / Table of Contents: This study explored the role of student characteristics in studying micro teaching-learning environments. The overarching hypothesis is that teachers teach differently to micro environments in their classrooms. This study is the first of a series exploring the following four questions: (1) What student profiles are identified at the beginning of a school year with respect to cognitive and motivational-affective factors? (2) How do students with different profiles perceive conditions in their learning environment? (3) To what degree do classrooms differ in the composition of student profiles? (4) What are possible consequences for examining micro teaching-learning environments? The study investigated 82 randomly selected high school science classrooms. Student characteristics were assessed at the beginning of the school year. After a video taped teaching unit, students were asked to rate the degree to which they experienced learning conditions as supportive. Latent class analysis (LCA) showed five distinct student profiles that varied along cognitive and motivational-affective dimensions. Multilevel analyses showed effects of student profiles assessed at the beginning of the school year on the students' perception of learning conditions in a teaching unit 4 months later. To illustrate consequences for examining micro teaching-learning environments, student profiles were linked to video examples. The examples point to the special value of LCA in studying micro teaching-learning environments: they make it possible to focus on the individual student and to investigate the interplay of student characteristics and the learning environment.
    Type of Medium: Article
    ISSN: 1387-1579 , 1573-1855
    Language: English
    FIS Link: 860052
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  • 4
    Keywords: Bildungsforschung ; Schulklasse ; Motivation ; Video ; Wissenschaft ; Instruktion ; Studie ; Europa ; Vereinigte Staaten
    In: Learning and instruction, Bd. 15 (2005) H. 6, S. 539-556, 0959-4752
    Description / Table of Contents: The article addresses clarity and coherence of lesson goals as a scaffold for student learning. In 13 physics classes video recordings of the introductory lesson of two topics were rated with respect to clarity and coherence of the lesson structure. HLM analyses showed a positive effect of classes with high goal clarity and coherence on the students' reports on supportive learning conditions, self-determined learning motivation and organising learning activities. Over the course of a school year high goal clarity and coherence resulted in a positive competence development. No effect was found for individual interest development.
    Type of Medium: Article
    ISSN: 0959-4752
    Language: English
    FIS Link: 860630
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  • 5
    Keywords: Case Study ; Fallstudie ; Medienforschung ; Klassenraum ; Lehrerfortbildung ; Didaktik ; Unterrichtsforschung ; Video ; Unterricht ; Dialog
    In: Orbis scholae, Bd. 9 (2015) H. 2, S. 9-34, 1802-4637
    Description / Table of Contents: The present case study illustrates a teacher who participated in a one-year, video-based, teacher professional development (TPD) program on classroom dialogue. This study expands the field of research on TPD by presenting the longitudinal results of Laura's teaching performance, her students' engagement in classroom dialogue, and their higher order learning perceptions. Additionally, a reflection of her participation in the TPD provides more insights into the role of TPD programs for individual teacher learning. Results revealed that Laura constantly changed her questioning and feedback behavior in terms of providing her students with more questions that foster elaboration of knowledge and feedback, which scaffolds students' learning processes. As a consequence, more students in Laura's classroom elaborated on their knowledge, which was reflected by a positive change in student higher order learning perceptions. Her reflection showed that the video tool and a mindful facilitation of the TPD program were of great value for Laura's positive learning experience. (Orig.).
    Type of Medium: Online Resource
    Pages: Illustrationen
    ISSN: 1802-4637
    Language: English
    Note: Tabelle , Literaturangaben S. 31-34
    FIS Link: 1132224
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  • 6
    Keywords: Autonomie ; Lehrer ; Lehrerausbildung ; Didaktik ; Video ; Unterricht ; Diskurs ; Studie
    In: European journal of psychology of education, Bd. 33 (2018) H. 2, S. 377-402, 1878-5174
    Description / Table of Contents: The present study investigates whether productive classroom discourse in the form of instructional and motivational classroom discourse (Turner et al., Journal of Educational Psychology 94: 88-106, 2002) provides a supportive social context for students that fosters the fulfilment of the basic psychological needs of autonomy and competence (Meyer and Turner, Educational Psychologist 37(1): 17-25, 2002; Ryan and Deci, Contemporary Educational Psychology 25(1): 54-67, 2000). In order to explore this, we studied the ways in which a teacher professional development programme (Dialogic Video Cycle; Gröschner et al. 2015) might affect the quality of teachers' instructional and motivational discourse. The programme provided video-based professional development on productive classroom discourse for an entire school year. During the same period of time, we explored changes in students' perceptions of autonomy and competence support and possible implications for students' intrinsic learning motivation. The study followed a two-group field-experiment design; 10 STEM classes participated (N = 226 students). The intervention group (IG) was compared to a control group (CG), which participated in traditional professional development on classroom discourse (IG: n Students = 136, n Teachers = 6; CG: n Students = 90, n Teachers = 4). The results show significant group differences in the development of instructional and motivational discourse throughout the school year, resulting in significant benefits for the IG. Furthermore, the students experienced their teachers as more autonomy- and competence-supportive throughout the year, leading to increased experiences of self-determination and intrinsic learning motivation. The results are discussed in the light of recent research and theory. (Orig.).
    Type of Medium: Article
    ISSN: 1878-5174
    Language: English
    FIS Link: 1135814
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  • 7
    Keywords: Selbstkonzept der schulischen Begabung ; Klassenraum ; Kognitives Lernen ; Didaktik ; Video ; Unterricht
    In: Teaching and teacher education, Bd. 47 (2015) H. April 2015, S. 108-119, 0742-051X
    Description / Table of Contents: The present study investigated the effects of a teacher professional development program targeting the effects of productive classroom dialogue on students' perceived situational learning processes and cognitive elaboration strategies. The participants involved 136 students in an intervention group and 90 students in a control group; the results showed that professional development was effective for the intervention group in both dependent variables. Further differential analysis revealed that students with a low self-concept particularly benefited from the treatment, especially for their situational learning processes. The study contributes to systematic research on teacher professional development effectiveness and student learning. (Orig.).
    Type of Medium: Article
    Pages: Illustrationen
    ISSN: 0742-051X
    Language: English
    Note: Tabellen , Literaturangaben
    FIS Link: 1135835
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  • 8
    Keywords: Klassenraum ; Lehrerfortbildung ; Feed-back ; Didaktik ; Frage ; Video ; Unterricht
    In: Learning, culture and social interaction, Bd. 7 (2015) H. December 2015, S. 12-27, 2210-6561
    Description / Table of Contents: The present study investigated the extent to which two teacher professional development (TPD) programmes on classroom discourse, which differed systematically in their options for professional learning, would support teachers in changing their teaching routines regarding the levels of 1) teacher questions, 2) student answers and 3) teacher feedback. An initial comparison revealed that the video-based programme Dialogic Video Cycle (DVC) supported teachers in making significant changes regarding the level of feedback. Concerning the levels of teacher questions and student answers, no significant changes could be found between the first programme and the second programme: the Advanced Traditional Programme. To further understand the DVC's role as a professional teacher learning opportunity and to acknowledge classrooms as individual contexts for the implementation of new knowledge, the individual practice changes of DVC participants were analysed. The results showed a rather heterogeneous picture at the level of teachers' questions, which supports the heterogeneous changes in students' answers. Individual changes in teachers' level of feedback were more homogeneous. The results are backed by excerpts of the qualitative discussions from the DVC workshops and teacher reflections. These data illustrate the role of video as a cultural tool for mediating the interactions between classroom and workshop contexts. (Verlag).
    Type of Medium: Article
    ISSN: 2210-6561
    Language: English
    FIS Link: 1135834
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  • 9
    Keywords: Förderung ; Lehrerbildung ; Didaktik ; Video ; Unterricht ; Weiterentwicklung
    In: Gruppendynamik & Organisationsberatung, Bd. 45 (2014) H. 3, S. 273-290, 0046-6514
    In: 1618-7849
    In: 1862-2615
    Description / Table of Contents: In teacher professional development (PD), the component of collaborative participation among teachers is emphasized. Especially in video-based PD programs, the role of building up a teacher learning community and a trustful exchange among group members is important. Since general rules for productive collaboration do not exist at the beginning of a PD program, the role of a facilitator is pivotal for the successful development of a teacher learning community. In this paper, we present a new video-based PD program, the "Dialogic Video Cycle" (DVC), focusing on the improvement of classroom dialogue. In describing the DVC and the facilitation actions ("moves"), we highlight the role of the facilitator as mindful in providing teachers with new knowledge and with guiding the exchange among teachers about teaching practices and reflections. Results of a final evaluation of the program showed positive perceptions of the facilitation approach in the video-based PD program. (Orig.).
    Type of Medium: Article
    ISSN: 0046-6514 , 1618-7849 , 1862-2615
    Language: English
    FIS Link: 1135838
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  • 10
    Keywords: Lehrer-Schüler-Beziehung ; Schüler-Lehrer-Beziehung ; Intrinsische Motivation ; Kognitives Lernen ; Didaktik ; Video ; Unterricht
    In: Learning and individual differences, (2014) H. 32, S. 132-139, 1041-6080
    Description / Table of Contents: Verbal teacher-student interactions and student characteristics are meaningful for student learning and motivation. In this study, we investigated how teacher questions and feedback in relation to individual student characteristics and gender predict cognitive learning activity and intrinsic learning motivation. The sample included N = 79 randomly selected high school physics classrooms in Germany and Switzerland. Individual student characteristics (cognitive abilities, pre-knowledge, self-concept, and interest) were assessed at the beginning of the school year to identify five student profiles. Four months later, a teaching unit was videotaped in the same classrooms. After the teaching unit was videotaped, a questionnaire on cognitive learning activity and intrinsic learning motivation was administered. Two-level hierarchical models showed that deep-reasoning teacher questions and feedback positively predicted both dependent variables and the student profiles revealed predictive power for both aspects. Girls reported less cognitive learning activity. Our results indicate that teaching skills should be fostered to enhance teachers in asking questions and providing feedback. (Orig.).
    Type of Medium: Article
    ISSN: 1041-6080
    Language: English
    FIS Link: 1135839
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