Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem

Learning and Instruction - Tập 19 Số 6 - Trang 527-537 - 2009
Frank Lipowsky1, Katrin Rakoczy2, Christine Pauli3, Barbara Drollinger-Vetter4, Eckhard Klieme2, Kurt Reusser3
1Institute of Educational Science, University of Kassel, Nora-Platiel-Str. 1, D-34109 Kassel, Germany
2German Institute for International Educational Research (DIPF), Schloßstr. 29, D-60486 Frankfurt/Main, Germany
3Institute of Education, University of Zurich, Freiestrasse 36, CH-8032 Zurich, Switzerland
4Zurich University of Teacher Education, Kantonsschulstrasse 3, CH-8090 Zurich, Switzerland

Tóm tắt

Từ khóa


Tài liệu tham khảo

Ang, 2005, Development and validation of the Teacher–Student relationship inventory using explanatory and confirmatory factor analysis, The Journal of Experimental Education, 74, 55, 10.3200/JEXE.74.1.55-74

Assor, 2002, Choice is good, but relevance is excellent: autonomy-enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork, British Journal of Educational Psychology, 72, 261, 10.1348/000709902158883

Babu, S., & Mendro, R. (2003). Teacher accountability: HLM-based teacher effectiveness indices in a state assessment program. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, Illinois, USA.

Bolhuis, 2003, Towards process-oriented teaching for self-directed lifelong learning: a multidimensional perspective, Learning and Instruction, 13, 327, 10.1016/S0959-4752(02)00008-7

Borich, 2007

Borko, 2004, Professional development and teacher learning. Mapping the terrain, Educational Researcher, 33, 3, 10.3102/0013189X033008003

Brophy, 2000

2001, Vol. 8

Brown, 1994, The advancement of learning, Educational Researcher, 23, 4, 10.3102/0013189X023008004

Butler, 2008, Achievement goals for teaching as predictors of students’ perceptions of instructional practices and students’ help seeking and cheating, Learning and Instruction, 18, 453, 10.1016/j.learninstruc.2008.06.004

Campbell, 2004

Clausen, 2002

Cornelius-White, 2007, Learner-centered teacher–student relationships are effective: a meta-analysis, Review of Educational Research, 77, 113, 10.3102/003465430298563

Dar, 1986, Classroom intellectual composition and academic achievement, American Educational Research Journal, 23, 357, 10.3102/00028312023003357

De Corte, 2004, Mainstreams and perspectives in research on learning (mathematics) from instruction, Applied Psychology: An International Review, 53, 279, 10.1111/j.1464-0597.2004.00172.x

De Fraine, 2003, The effect of schools and classes on language achievement, British Educational Research Journal, 29, 841, 10.1080/0141192032000137330

Deci, 1985

Doyle, 1986, Classroom organization and management, 392

Dunn, 1998, Organizational dimensions of climate and the impact on school achievement, Journal of Instructional Psychology, 25, 100

Evertson, 1989, Classroom organization and management, 59

Fend, 1981

Fraser, 1994, Research on classroom and school climate, 493

Fraser, 1987, Syntheses of educational productivity research, International Journal of Educational Research, 11, 145, 10.1016/0883-0355(87)90035-8

Goodenow, 1993, Classroom belonging among early adolescent students: relationships to motivation and achievement, Journal of Early Adolescence, 13, 21, 10.1177/0272431693013001002

Greeno, 2006, Theoretical and practical advances through research on learning, 795

Grouws, 2000

Gruehn, 2000

Heller, 2000

Helmke, 2003

Hiebert, 2003

Hiebert, 2007, The effects of classroom mathematics teaching on students’ learning, 371

Hiebert, 1993, Instructional tasks, classroom discourse, and students’ learning in second-grade arithmetic, American Educational Research Journal, 30, 393, 10.3102/00028312030002393

Hugener, 2006, Videoanalysen, Vol. 15

Hugener, 2009, Teaching patterns and learning quality in Swiss and German mathematics lessons, Learning and Instruction, 19, 66, 10.1016/j.learninstruc.2008.02.001

Kennedy, 1998

Kieft, 2008, An aptitude-treatment interaction approach to writing-to-learn, Learning and Instruction, 18, 379, 10.1016/j.learninstruc.2007.07.004

Klieme, 2006, Quali-tätsdimensionen und Wirksamkeit von Mathematikunterricht. Theoretische Grundlagen und ausgewählte Ergebnisse des Projekts “Pythagoras”, 127

Klieme, 2003, Unterrichtsqualität und mathematisches Verständnis im internationalen Vergleich, Unterrichtswissenschaft, 31, 194

Klieme, 2001, Mathematikunterricht in der Sekundarstufe I: Aufgabenkultur und Unterrichtsgestaltung, 43

Köller, 2000, Zum Zusammenspiel von schulischem Interesse und Lernen im Fach Mathematik: Längsschnitt-analysen in den Sekundarstufen I und II, 163

Kounin, 1970

Kunter, 2005

Kunter, 2006, Who is the expert? Construct and criteria validity of student and teacher ratings of instruction, Learning Environments Research, 9, 231, 10.1007/s10984-006-9015-7

Kunter, 2007, Linking aspects of teacher competence to their instruction. Results from the COACTIV project, 39

Kunter, 2008, Students’ and mathematics teachers’ perceptions of teacher enthusiasm and instruction, Learning and Instruction, 18, 468, 10.1016/j.learninstruc.2008.06.008

Lanahan

Lipowsky, 2006, Leistungstests, Vol. 14

Lipowsky, 2004, Hausaufgabenpraxis im Mathematikunterricht – Ein Thema für die Unterrichtsqualitätsforschung?, 250

Mayer, 2004, Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction, American Psychologist, 59, 14, 10.1037/0003-066X.59.1.14

Pauli, 2008, Kognitive Aktivierung im Mathematikunterricht, Zeitschrift für Pädagogische Psychologie, 22, 127, 10.1024/1010-0652.22.2.127

Pauli, 2006, Von international vergleichenden Video Surveys zur videobasierten Unterrichtsforschung und -entwicklung, Zeitschrift für Pädagogik, 52, 774

Pintrich, 1993, Beyond cold conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change, Review of Educational Research, 63, 167, 10.3102/00346543063002167

Rakoczy, 2005, Befragungsinstrumente, Vol. 13

Rakoczy, 2006, Hoch inferentes Rating. Beurteilung der Qualität unterrichtlicher Prozesse, Vol. 15, 206

Raudenbush, 2005

Reeve, 2002, Self-determination theory applied to educational settings, 183

Reusser, 2006, Konstruktivismus: Vom epistemologischen Leitbegriff zur Erneuerung der didaktischen Kultur, 151

Rheinberg, 2000, Sachinteresse und leistungsthematische Herausforderung – Zwei verschiedenartige Motivationskomponenten und ihr Zusammenwirken beim Lernen, 145

Ryan, 2000, Intrinsic and extrinsic motivations: classic definitions and new directions, Contemporary Educational Psychology, 25, 54, 10.1006/ceps.1999.1020

Ryan, 2002, An overview of self-determination theory. An organismic-dialectical perspective, 3

Ryan, 1994, Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem, Journal of Early Adolescence, 14, 226, 10.1177/027243169401400207

Scheerens, 1997

Schiefele, 1993, Metaanalyse des Zusammenhangs von Interesse und schulischer Leistung, Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 25, 120

Seidel, 2007, Teaching effectiveness research in the past decade: the role of theory and research design in disentangling meta-analysis results, Review of Educational Research, 77, 454, 10.3102/0034654307310317

Shayer, 2007, Fostering cognitive development through the context of mathematics. Results of the CAME project, Educational Studies in Mathematics, 64, 265, 10.1007/s10649-006-9037-1

Snow, 1992, Instructional psychology: aptitude, adaptation, and assessment, Annual Review of Psychology, 43, 583, 10.1146/annurev.ps.43.020192.003055

Stein, 1996, Instructional tasks and the development of student capacity to think and reason: an analysis of the relationship between teaching and learning in a reform mathematics project, Educational Research and Evaluation, 2, 50, 10.1080/1380361960020103

Turner, 1998, Creating contexts for involvement in mathematics, Journal of Educational Psychology, 90, 730, 10.1037/0022-0663.90.4.730

Veldman, 1984, The influence of class ability level on student achievement and classroom behavior, American Educational Research Journal, 21, 629, 10.3102/00028312021003629

Wang, 1993, Toward a knowledge base for school learning, Review of Educational Research, 6, 249, 10.3102/00346543063003249

Wayne, 2003, Teacher characteristics and student achievement gains: a review, Review of Educational Research, 73, 89, 10.3102/00346543073001089

1997

Wenglinsky, 2002, How schools matter: the link between teacher classroom practices and student academic performance, Education Policy Analysis Archives, 10

Wentzel, 1997, Student motivation in middle school: the role of perceived pedagogical caring, Journal of Educational Psychology, 89, 411, 10.1037/0022-0663.89.3.411

Ysewijn, 1997