Capturing the subject-specific quality of mathematics instruction: How do expert judgments relate to students’ assessments of the quality of their own learning and understanding?

Based on an opportunity-use model of instructional quality, this study investigates the extent to which subject-specific instructional quality rated by experts is reflected in students’ assessments of their own learning and understanding, and how students’ perceptions predict their achievement. The...

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Vydané v:	ZDM Ročník 56; číslo 5; s. 893 - 905
Hlavní autori:	Pauli, Christine, Lipowsky, Frank, Reusser, Kurt
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Berlin/Heidelberg Springer Berlin Heidelberg 01.10.2024 Springer Nature B.V
Predmet:	Classroom Communication Classroom management Classroom Research Classroom Techniques Comprehension Criteria Education Educational Opportunities Educational Quality Knowledge Learning Learning Processes Learning Theories Mathematical Applications Mathematics Mathematics Education Mathematics Instruction Mathematics Skills Observation Original Paper Pedagogy Perceptions Prior Learning Quality assessment Questionnaires Rating Scales Ratings & rankings Student attitudes Student Behavior Student Characteristics Student Evaluation Student Surveys Students Teacher Behavior Teacher Effectiveness Teacher Evaluation Teachers Teaching Theorems Validity Students’ perceptions of their own learning process Mathematics instruction Subject-specific teaching quality Opportunity-use models
ISSN:	1863-9690, 1863-9704
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