Return to search

How lessons are structured

This chapter demonstrates how distinct positions in “Didactics” structure lessons in general, even down to structures in interaction. Another focus lies in the role of assessment in a comparison between the Lower-Saxony- and the Scottland-Lesson. It can be shown that the role of assessment that is proposed by the school administration influences classroom action, again down to structures of interaction.

Identiferoai:union.ndltd.org:DRESDEN/oai:qucosa:de:qucosa:34625
Date23 July 2019
CreatorsLehmann-Wermser, Andreas
ContributorsHochschule für Musik und Theater 'Felix Mendelssohn Bartholdy' Leipzig
PublisherGeorg Olms Verlag
Source SetsHochschulschriftenserver (HSSS) der SLUB Dresden
LanguageEnglish
Detected LanguageEnglish
Typeinfo:eu-repo/semantics/updatedVersion, doc-type:bookPart, info:eu-repo/semantics/bookPart, doc-type:Text
Rightsinfo:eu-repo/semantics/openAccess
Relation978-3-487-15633-0, urn:nbn:de:bsz:14-qucosa2-337705, qucosa:33770

Page generated in 0.0019 seconds