標(biāo)題: Titlebook: Extended Education from an International Comparative Point of View; WERA-IRN Extended Ed Marianne Schüpbach,Nanine Lilla Book 2019 Springer [打印本頁(yè)] 作者: Limbic-System 時(shí)間: 2025-3-21 18:47
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書目名稱Extended Education from an International Comparative Point of View影響因子(影響力)學(xué)科排名
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書目名稱Extended Education from an International Comparative Point of View網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書目名稱Extended Education from an International Comparative Point of View被引頻次
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書目名稱Extended Education from an International Comparative Point of View讀者反饋
書目名稱Extended Education from an International Comparative Point of View讀者反饋學(xué)科排名
作者: cunning 時(shí)間: 2025-3-21 22:11
implemented two different learning environments. Based on a survey-study, we analyze students’ attitudes toward multiprofessional collaboration before and after the intervention. The results indicate that participation in multiprofessional courses can enhance positive attitudes toward (multiprofessional) collaboration.作者: 禮節(jié) 時(shí)間: 2025-3-22 02:58
Extended Education Offerings and Students’ Development of School Achievementere were no compensatory effects of long-term utilization of extended education offerings on the development of school achievement. This was the case for both students with German as a second language and students with low socioeconomic status.作者: AND 時(shí)間: 2025-3-22 07:11
Professionalization for Multiprofessional Collaboration in All-Day Schools in Germany – MuTiG: A Stuimplemented two different learning environments. Based on a survey-study, we analyze students’ attitudes toward multiprofessional collaboration before and after the intervention. The results indicate that participation in multiprofessional courses can enhance positive attitudes toward (multiprofessional) collaboration.作者: 侵害 時(shí)間: 2025-3-22 10:46 作者: 流利圓滑 時(shí)間: 2025-3-22 14:01 作者: 流利圓滑 時(shí)間: 2025-3-22 17:04 作者: CARE 時(shí)間: 2025-3-22 23:10
https://doi.org/10.1007/978-1-4615-4839-3o account adult learning theory, examples of learning experiences for teachers of ELs used to develop contextual understandings of their students’ cultural and linguistic backgrounds will be provided.作者: 刺耳 時(shí)間: 2025-3-23 04:38 作者: Fantasy 時(shí)間: 2025-3-23 08:55 作者: Inflammation 時(shí)間: 2025-3-23 09:48 作者: crockery 時(shí)間: 2025-3-23 17:07 作者: 逢迎白雪 時(shí)間: 2025-3-23 18:50
Challenges, Concepts and Support Structures in Bavarian All-Day Schools support structure especially intended to give schools and teachers assistance in coping with the growing educational opportunities and challenges. Finally, some new tools and concepts for all stages of teacher training and the training of extra-curricular personnel will be presented.作者: 輕推 時(shí)間: 2025-3-23 22:25 作者: 不如樂(lè)死去 時(shí)間: 2025-3-24 02:20
Ming Nie,Lei Shang,Chengzhang Liao,Bo Lind those who are not pedagogically qualified and work in many all-day schools. The essay outlines some aspects of the issue of staff in German all-day schools and shows approaches to the challenges addressed from the perspective of a further education provider.作者: 獎(jiǎng)牌 時(shí)間: 2025-3-24 09:20 作者: instill 時(shí)間: 2025-3-24 14:09
Skills Shortage and a New Field of Work: About Professions and Qualifications in All-Day Schools in nd those who are not pedagogically qualified and work in many all-day schools. The essay outlines some aspects of the issue of staff in German all-day schools and shows approaches to the challenges addressed from the perspective of a further education provider.作者: 避開(kāi) 時(shí)間: 2025-3-24 16:39
Book 2019 an International Research Network of the World Education Research Association. From the conference proceedings, thirteen high-quality papers have been selected representing the international state of research on extended education.作者: Cleave 時(shí)間: 2025-3-24 20:27 作者: 大火 時(shí)間: 2025-3-25 00:53 作者: Plaque 時(shí)間: 2025-3-25 04:06 作者: FIS 時(shí)間: 2025-3-25 07:50
Impact Investment: Where Are We Now?,lementary education are widely called shadow education because their curricula mimic those of mainstream classes. In Cambodia, supplementary parallel classes are commonly taught by the same teachers as in regular schooling, to some of the same students, and in their own schools. When recruiting stud作者: LAVA 時(shí)間: 2025-3-25 14:09
Slings and Arrows of Outrageous Fortune,ull extent. One reason could be that the implementation of innovative concepts is highly complex. In this chapter, we describe one approach to implementing innovation at all-day schools using a theory-driven analytical framework for developmental processes. One typical advantage of all-day schools i作者: 嘲笑 時(shí)間: 2025-3-25 16:03
https://doi.org/10.1007/978-1-4842-9708-7ect on the development of school achievement (mathematics and reading achievement) and whether effects of family background on the development of school achievement can be reduced. For the analyses, multilevel latent growth curve models were calculated. When controlling for socioeconomic status and 作者: Compatriot 時(shí)間: 2025-3-25 23:14 作者: corpuscle 時(shí)間: 2025-3-26 03:31
https://doi.org/10.1007/BFb0010313ce the chances of academic success for students who for the time being seem to be disadvantaged, for example foreign language students. Against this background, in this paper, we empirically investigate how attendance of all-day schools relates to second grade foreign language students’ reading achi作者: indoctrinate 時(shí)間: 2025-3-26 08:09
Valery Shuvalov,Jens Orm?,Maurits Lindstr?mties. Extracurricular activities are more or less organized activities outside of the traditional teaching lessons during a regular school day and include supervised games, free play, and structured lessons organized before and after lunchtime. These activities are held at the school building. Such 作者: Myosin 時(shí)間: 2025-3-26 11:18
despite numerous challenges that could impede it. In this paper, we investigate whether participation in multiprofessional courses at university influences attitudes of pre-service teachers and students of social work toward multiprofessional collaboration. To provide students with the experience of作者: Foreknowledge 時(shí)間: 2025-3-26 15:59 作者: 有角 時(shí)間: 2025-3-26 19:42
Richard B. Flagler,Arthur H. Chappelka peers are not only a resource for development. In some cases, they can also represent a risk: This especially applies with regard to the development of sexual identity. In this paper, we empirically investigate the extent of sexualized violence and where it takes place – with a focus on educational作者: Canyon 時(shí)間: 2025-3-27 00:03 作者: 犬儒主義者 時(shí)間: 2025-3-27 03:20
Ming Nie,Lei Shang,Chengzhang Liao,Bo Lievelopment if all-day schools are to offer more than just child care. One key to high-quality all-day schools is the staff. Skills shortage in the pedagogical field is one problem here; another need is the preparation of the employees for the challenging field of work, both pedagogical specialists a作者: EXUDE 時(shí)間: 2025-3-27 08:35 作者: 內(nèi)行 時(shí)間: 2025-3-27 11:47
Impact of COVID-19 Lockdown on Air Quality, schools. But how will they be able to become good and recognised all-day schools? This submission is based on our long-term experience as . and its partners in the federal states. The paper examines possibilities to improve quality development of all-day schools. The concept for . shows to be a sus作者: creditor 時(shí)間: 2025-3-27 16:47
https://doi.org/10.1007/978-3-658-27172-5Extended Education; All-Day Schools/Ganztagsschule; Afterschool Programs; Out-of-School Time Learning; E作者: Blemish 時(shí)間: 2025-3-27 20:37 作者: Serenity 時(shí)間: 2025-3-28 00:47 作者: 裁決 時(shí)間: 2025-3-28 02:28 作者: 思考才皺眉 時(shí)間: 2025-3-28 08:59 作者: 離開(kāi)可分裂 時(shí)間: 2025-3-28 12:24 作者: 文字 時(shí)間: 2025-3-28 17:34
Implementing Self-Regulated Learning at All-Day Schools Using the Analytical Framework for Developmeull extent. One reason could be that the implementation of innovative concepts is highly complex. In this chapter, we describe one approach to implementing innovation at all-day schools using a theory-driven analytical framework for developmental processes. One typical advantage of all-day schools i作者: 多樣 時(shí)間: 2025-3-28 20:50
Extended Education Offerings and Students’ Development of School Achievementect on the development of school achievement (mathematics and reading achievement) and whether effects of family background on the development of school achievement can be reduced. For the analyses, multilevel latent growth curve models were calculated. When controlling for socioeconomic status and 作者: 原告 時(shí)間: 2025-3-29 01:05 作者: FEMUR 時(shí)間: 2025-3-29 06:03
How Attendance of All-Day Schools in Germany Relates to Second Grade Foreign Language Students’ Readce the chances of academic success for students who for the time being seem to be disadvantaged, for example foreign language students. Against this background, in this paper, we empirically investigate how attendance of all-day schools relates to second grade foreign language students’ reading achi作者: HILAR 時(shí)間: 2025-3-29 10:44 作者: gimmick 時(shí)間: 2025-3-29 15:02
Professionalization for Multiprofessional Collaboration in All-Day Schools in Germany – MuTiG: A Studespite numerous challenges that could impede it. In this paper, we investigate whether participation in multiprofessional courses at university influences attitudes of pre-service teachers and students of social work toward multiprofessional collaboration. To provide students with the experience of作者: 表示問(wèn) 時(shí)間: 2025-3-29 18:34 作者: minaret 時(shí)間: 2025-3-29 23:04 作者: 通知 時(shí)間: 2025-3-30 03:52
Motivational Features of Extracurricular Learning Sessions in All-Day Schools With and Without Peer te for individual disadvantages. In this context, peer tutoring such as that implemented in the “SamS” program, in which 8th graders serve as tutors in extracurricular learning sessions with younger pupils, is seen as a promising approach. This study investigates how tutors, teachers, and pupils as 作者: 抱狗不敢前 時(shí)間: 2025-3-30 04:28 作者: 音樂(lè)戲劇 時(shí)間: 2025-3-30 12:07 作者: 牢騷 時(shí)間: 2025-3-30 16:15
