Teachers’ potential to promote students’ deeper learning in whole-class teaching: An observation study in Norwegian classrooms
- Standort
-
Deutsche Nationalbibliothek Frankfurt am Main
- ISSN
-
1573-1812
- Umfang
-
Online-Ressource
- Sprache
-
Englisch
- Anmerkungen
-
online resource.
- Erschienen in
-
Teachers’ potential to promote students’ deeper learning in whole-class teaching: An observation study in Norwegian classrooms ; day:17 ; month:3 ; year:2021 ; pages:1-27
Journal of educational change ; (17.3.2021), 1-27
- Klassifikation
-
Erziehung, Schul- und Bildungswesen
- Urheber
-
Sølvik, Randi M.
Glenna, Anne E. H.
- Beteiligte Personen und Organisationen
-
SpringerLink (Online service)
- DOI
-
10.1007/s10833-021-09420-8
- URN
-
urn:nbn:de:101:1-2021050423023910403652
- Rechteinformation
-
Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Letzte Aktualisierung
-
14.08.2025, 10:56 MESZ
Datenpartner
Dieses Objekt wird bereitgestellt von:
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Beteiligte
- Sølvik, Randi M.
- Glenna, Anne E. H.
- SpringerLink (Online service)
Ähnliche Objekte (12)
Controversial issues in Norwegian social science classrooms
Teachers’ goal communication in Nordic mathematics classrooms
The Quantity and Quality of Teachers’ Self-perceptions of Read-Aloud Practices in Norwegian First Grade Classrooms
Teachers’ roles and identities in student-centered classrooms
Teachers’ Questioning Practices in Chinese Secondary Biology Classrooms
Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge
Evaluation of teachers’ orchestration tools usage in robotic classrooms
Literacy competences in cultural diverse classrooms: Experiences of teachers
Teaching and Learning Science in Authoritative Classrooms: Teachers’ Power and Students’ Approval in Korean Elementary Classrooms
Correction: Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge
Writing assessment in early primary classrooms: thoughts from four teachers
Is there a place for Bildung in preparing Religious Education teachers to support and promote epistemic justice in their classrooms?
Controversial issues in Norwegian social science classrooms
Teachers’ goal communication in Nordic mathematics classrooms
The Quantity and Quality of Teachers’ Self-perceptions of Read-Aloud Practices in Norwegian First Grade Classrooms
Teachers’ roles and identities in student-centered classrooms
Teachers’ Questioning Practices in Chinese Secondary Biology Classrooms
Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge
Evaluation of teachers’ orchestration tools usage in robotic classrooms
Literacy competences in cultural diverse classrooms: Experiences of teachers
Teaching and Learning Science in Authoritative Classrooms: Teachers’ Power and Students’ Approval in Korean Elementary Classrooms
Correction: Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge
Writing assessment in early primary classrooms: thoughts from four teachers
Is there a place for Bildung in preparing Religious Education teachers to support and promote epistemic justice in their classrooms?
Controversial issues in Norwegian social science classrooms
Teachers’ goal communication in Nordic mathematics classrooms
The Quantity and Quality of Teachers’ Self-perceptions of Read-Aloud Practices in Norwegian First Grade Classrooms
Teachers’ roles and identities in student-centered classrooms
Teachers’ Questioning Practices in Chinese Secondary Biology Classrooms
Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge
Evaluation of teachers’ orchestration tools usage in robotic classrooms
Literacy competences in cultural diverse classrooms: Experiences of teachers
Teaching and Learning Science in Authoritative Classrooms: Teachers’ Power and Students’ Approval in Korean Elementary Classrooms
Correction: Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge
Writing assessment in early primary classrooms: thoughts from four teachers