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.
Identifer | oai:union.ndltd.org:DRESDEN/oai:qucosa:de:qucosa:34625 |
Date | 23 July 2019 |
Creators | Lehmann-Wermser, Andreas |
Contributors | Hochschule für Musik und Theater 'Felix Mendelssohn Bartholdy' Leipzig |
Publisher | Georg Olms Verlag |
Source Sets | Hochschulschriftenserver (HSSS) der SLUB Dresden |
Language | English |
Detected Language | English |
Type | info:eu-repo/semantics/updatedVersion, doc-type:bookPart, info:eu-repo/semantics/bookPart, doc-type:Text |
Rights | info:eu-repo/semantics/openAccess |
Relation | 978-3-487-15633-0, urn:nbn:de:bsz:14-qucosa2-337705, qucosa:33770 |
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