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Implementation of Formative Assessment--Effects of Quality of Programme Delivery on Students' Mathematics Achievement and Interest
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Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard – Assessment in Education: Principles, Policy & Practice, 2018
The aim of this study was to contribute to the understanding of the effectiveness of formative assessment interventions by analysing how the "quality of programme delivery" affects students' mathematics achievement and interest. Teachers (n = 17) implemented formative assessment in their ninth-grade mathematics classes and provided their…
Descriptors: Program Implementation, Formative Evaluation, Mathematics Instruction, Mathematics Achievement
Conceptions of Scientific Knowledge Influence Learning of Academic Skills: Epistemic Beliefs and the Efficacy of Information Literacy Instruction
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Rosman, Tom; Peter, Johannes; Mayer, Anne-Kathrin; Krampen, Günter – Studies in Higher Education, 2018
The present article investigates the effects of epistemic beliefs (i.e. beliefs about the nature of knowledge and knowing) on the effectiveness of information literacy instruction (i.e. instruction on how to search for scholarly information in academic settings). We expected psychology students with less sophisticated beliefs (especially…
Descriptors: Epistemology, Information Literacy, Information Seeking, Intervention
Classroom Learning and Achievement: How the Complexity of Classroom Interaction Impacts Students' Learning
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Podschuweit, Sören; Bernholt, Sascha; Brückmann, Maja – Research in Science & Technological Education, 2016
Background: Complexity models have provided a suitable framework in various domains to assess students' educational achievement. Complexity is often used as the analytical focus when regarding learning outcomes, i.e. when analyzing written tests or problem-centered interviews. Numerous studies reveal negative correlations between the complexity of…
Descriptors: Classroom Environment, Interaction, Academic Achievement, Environmental Influences
Effects of Transactional and Transformational Governance on Academic Teaching: Empirical Evidence from Two Types of Higher Education Institutions
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Wilkesmann, Uwe – Tertiary Education and Management, 2013
The leadership literature distinguishes two modes of governance, which can also be applied to the governance of universities: transactional and transformational. Transactional governance encompasses all forms of managerial governance, including selective incentives and monitoring capacity. The theoretical underpinning of this mode can be found in…
Descriptors: Educational Change, Governance, Administrator Role, Self Determination