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31	Sprachaufenthalte Perspektiven und Untersuchungen im ausserschulischen Sprachlernen Hodel, Hans-Peter January 2006 (has links) Zugl.: Basel, Univ., Diss., 2006
32	Sprachaufenthalte Perspektiven und Untersuchungen im ausserschulischen Sprachlernen / Hodel, Hans-Peter. January 1900 (has links) Presented as the author's dissertation (Universität Basel, 2006). / Includes bibliographical references (p. [335]-343)
33	Sprachaufenthalte : Perspektiven und Untersuchungen im ausserschulischen Sprachlernen / Hodel, Hans-Peter. January 1900 (has links) Presented as the author's dissertation (Universität Basel, 2006). / Includes bibliographical references (p. [335]-343)
34	Evaluation der gymnasialen Oberstufe an allgemeinbildenden Gymnasien: Abschlussbericht 02 June 2021 (has links) Abschlussbericht des Evaluationsverfahrens der Jahre 2009 bis 2014 der gymnasialen Oberstufe an allgemeinbildenden Gymnasien in Sachsen. Diese Evaluation wurde durch das Sächsische Bildungsinstitut in Kooperation mit der TU Dresden und der Universität Tübingen vorgenommen. Redaktionsschluss: 31.03.2015 Sachsen, Gymnasium, Lernerfolg info:eu-repo/classification/ddc/370 ddc:370
35	Individuelle Lern- und Entwicklungsdokumentation in sächsischen Kindertageseinrichtungen und in der Kindertagespflege 02 June 2021 (has links) Jedes Kind lernt anders, hat andere individuelle Voraussetzungen, besondere Fähigkeiten, Interessen und Bedürfnisse. Beobachtung und Dokumentation sind deshalb sehr individuelle Prozesse, in die in aller Regel auch die Kinder und ihre Eltern einbezogen werden. Dennoch gibt es immer wieder Fragen: Welches Instrument ist das richtige? Welche Form, welchen Umfang soll die Dokumentation haben? Wo ist die Grenze zwischen der Dokumentation beobachteter Entwicklung und der Diagnostik? Die vorliegende Broschüre möchte dazu beitragen, diese Fragen zu beantworten. Sie nennt zum einen Grundlagen und Prinzipien des systematischen Beobachtens und Dokumentierens, zum anderen werden Beispiele guter Erfahrungen aus der Praxis veröffentlicht. Neben dem Prinzip der „Bildungs- und Lerngeschichten“ wird eine Vielzahl weiterer Möglichkeiten aufgezeigt. Redaktionsschluss: 30.04.2020 info:eu-repo/classification/ddc/370 ddc:370
36	OPEN-ENDED APPROACH TO TEACHING AND LEARNING OF HIGH SCHOOL MATHEMATICS Mahlobo, Radley Kebarapetse 07 May 2012 (has links) (PDF) The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows: 1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work schedule. 2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent. 3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class. xSchulmathematik Mathematikunterricht Mathematik lernen offene Herangehensweise Problemlösung Lernleistung Lernerfolg 11. Klasse School mathematics mathematics teaching mathematics learning open-ended approach problem solving learner performance learner achievement grade 11 ddc:510 rvk:SD 2009
37	OPEN-ENDED APPROACH TO TEACHING AND LEARNING OF HIGHSCHOOL MATHEMATICS Mahlobo, Radley Kebarapetse 07 May 2012 (has links) The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows: 1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work schedule. 2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent. 3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class. info:eu-repo/classification/ddc/510 ddc:510

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