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Direct linkLeppink, Jimmie; Broers, Nick J.; Imbos, Tjaart; van der Vleuten, Cees P. M.; Berger, Martijn P. F. – Journal of Experimental Education, 2014
Contrary to classical problem-based learning, in guided problem-based learning, the learning goals are predetermined by the instructor--on the basis of a detailed decomposition of the subject matter to be studied--to activate prior knowledge and to structure self-study and subsequent group discussion. This study investigated the effects of…
Descriptors: Problem Based Learning, Statistics, Prior Learning, Knowledge Level
Coninx, Nele; Kreijns, Karel; Jochems, Wim – European Journal of Teacher Education, 2013
Literature shows that feedback that is specific, immediate and goal-oriented is effective on (pre-service) teachers' performance. Synchronous coaching gives this kind of feedback. Due to immediateness of feedback, pre-service teachers can suffer from cognitive load. We propose a set of standardised keywords through which this performance feedback…
Descriptors: Feedback (Response), Preservice Teacher Education, Cognitive Processes, Difficulty Level
Bosma, Tirza; Resing, Wilma C. M. – European Journal of Special Needs Education, 2012
The aim of this study was to examine the contribution of dynamic testing in the measuring of children's need for instruction and to explore responses of special education teachers to dynamic testing results. Thirty-six 10-12-year-old children with a moderate to mild intellectual disability and their teachers participated. Children in the…
Descriptors: Control Groups, Educational Needs, Mental Retardation, Testing
