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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 11 to 20 of 45 (0.065 seconds)Spelling suggestions: "subject:"lehrevaluation"" "subject:"yearevaluation""
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ReligionHalman, Loek, Rokven, Josja, Sieben, Inge January 2012 (has links)
1. Eastern Europe: the case of Czech Republic and Slovakia
2. Turkey
3. The EVE Curriculum Framework - Developments on the second phase (Clare Brooks)
4. Evaluations
5. Main changes to the curriculum Framework
6. Looking Forwards
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| 12 |
Relating to studentsBlahušiaková, Andrea, Röper-Kühnemann, Christian, Staufenbiel, Christoph, Vozárová, Hana January 2012 (has links)
1. The Assignment 'Devotion to Religion and acitive Citizenship'
2. The Assignment 'How are religious spread across Europe'
3. The Assignment 'Is football as important as religion?'
4. The Assignment 'Why be religious?'
5. The Assignment 'Lucky charms'
6. The Assignment 'No Creo en el Jamas' (Life after death)
7. The Assignment 'Religion and its influence on politics ans policies'
8. The Assignment 'Secularisation in Europe'
9. The Assignment 'The meaning of religious places'
10. The Assignment 'Unity in diversity'
11. Which conceptions did you find?
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| 13 |
Describing patternsHintze, Katarina, Ivaška, Michal, Kallenbach, René January 2012 (has links)
1. What comes to your Mind when you think of 'patterns'?
2. Does your assignment include patterns?
3. Did you decide tu use some of the patterns?
4. If yes, what problem did you explain with the help of patterns?
4. Describe which patterns you used and how you used them
5. Did you explain the concept of a pattern to your pupils?
6. From your point of view – did pattern offer a helpful structure to prepare your lesson?
7. To what extent were patterns useful for the pupils to understand the main topic of the lesson?
8. How would you improve teaching patterns in your assignments?
9. If you didn ’t use any patterns / explain why.
10. What do you think about using the concept of patterns in general?
11. Will you use patterns in other lessons in the future? Describe why or why not.
12. Conclusion
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| 14 |
Deepening understandingMajer, Zdenko, Röll, Juliane January 2012 (has links)
1. What do we mean, when we say ‘deepening understanding’?
2. Which methods can be used to foster deepening understanding?
3. Examples for deepening understanding based on the assignments
4. Summary of methods and results
5. How did we train deepening under standing in school?
6. What did the pupils learn from it?
7. Our own experiences working on this chapter
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| 15 |
Developing critical thinkingBaars, Daniela, Bajzík, Michal, Pisarčík, Stanislav, Weiser, Ines January 2012 (has links)
1. What does critical thinking mean?
2. Critical thinking in school
3. Critical thinking as a process
4. Analysing and evaluating the questionnaire
5. Interview with one of the students
6. Analysis and evaluation of the assignments
7. Conclusion
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| 16 |
Developing lessons on the basis of the assignmentsRýgl, Pavel, Seeger, Anett, Strehmann, Anja January 2012 (has links)
1. What was the aim of your lesson and how helpful was the assignment for planning it?
2. Which tasks did you choose from the assignment (without or with a little change )?
3. Did you work with the teacher Information? Why? What was helpful?
4. What can be improved in the assignment ?
5. Conclusion
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| 17 |
Conclusion for future teachingChovanová, Katarina, Gembický, Kamil, Nern, Luise January 2012 (has links)
1. Introduction
2. Questionnaire
3. Using the assignments in the future
4. Helpful experiences for future teaching
5. Value of the project for future job
6. Value of the project for future life
7. Conclusion
Appendix
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| 18 |
The Dutch school systemKrause, Uwe January 2012 (has links)
No description available.
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| 19 |
Relating the attitudes represented in the maps of the atlas of European values to the studentsWillemse, Marloes, Cornelissen, Sebastiaan, Turgut, Pelin January 2012 (has links)
1. The meaning of religious (sacred) places
2. Why be religious?
3. Secularism in Europe
4. Youth and religion (‘No creo en el jamas’ (Juanes))
5. Football & religion
6. Religion and politics
7. Penguins in heaven
8. Lucky Charms
9. Unity in Diversity
10. Religion and active citizenship
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| 20 |
Teaching patterns and trendsKnoops, Femke, Erbil, Fethiye, Ertürk, Mustafa January 2012 (has links)
1. Outline
2. Definition
3. Why is it important (or not) to teach about patterns and trends? What are the strengths and weaknesses of teaching patterns and trends?
4. How were patterns and trends offered in the original assignments?
5. What did the student teacher change in practice? How did it go?
6. Suggestions for improving patterns and trends
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