Skip to main content Accessibility help
×
  • Cited by 4
Publisher:
Cambridge University Press
Online publication date:
June 2016
Print publication year:
2016
Online ISBN:
9781316285596

Book description

The overall aim of this reader-friendly book is to enable current and prospective teachers as well as other education professionals to improve practice, leading to more successful learning for all students. Drawing on her extensive experience as both a high school teacher and a university professor, Inez De Florio provides an evidence-informed and value-based approach to teaching and learning that takes the personality and the accountability of teaching professionals into account. Students' needs and interests are the primary focus of an evidence-informed teaching model, MET (Model of Effective Teaching), which is described and exemplified in detail. In order to allow for informed decisions and suitable applications of the steps of the MET, the book provides, furthermore, a succinct and comprehensible introduction to the main features and types of educational research, especially newer findings of evidence-based education such as presented in John Hattie's research.

Refine List

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
×

Contents

References
Ackerman, P. L. (2013). Engagement and opportunity to learn. In Hattie, J. & Anderman, E. M. (Eds.), International guide to student achievement (pp. 39–41). London/New York, NY: Routledge.
Adams, G. L., & Engelmann, S. (1996). Research on direct instruction: 20 years beyond DISTAR. Seattle, WA: Educational Achievement Systems.
Anderson, C. A., Carnagey, N. L., Flanagan, M., Benjamin, A. J., Eubanks, J., & Valentine, J. C. (2004). Violent video games: Specific effects of violent content on aggressive thoughts and behavior. Advances in Experimental Social Psychology, 36, 199–249.
Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5–7.
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives. New York, NY: Longman.
Anonymous. (2013). Visible learning for teachers: Maximizing impact on learning. By John Hattie (Routledge, 2012). The Main Idea Net: Current book summaries, pp. 1–12. Retrieved from www.TheMainIdea.net
Arnold, I. (2011). John Hattie: Visible learning. A synthesis of over 800 meta-analyses relating to achievement. International Review of Education, 57, 219–221.
Atkinson, E. (2000). In defence of ideas, or why ‘what works’ is not enough. British Journal of Sociology of Education, 21(3), 317–330.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York, NY: Holt, Rinehart, and Winston.
Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586–598.
Baron, J., Boruch, R., Crane, J., Ellwood, D., Gueron, J., Haskins, , … Zoll, N. (2003). Identifying and implementing educational practices supported by rigorous evidence: A user friendly guide. U.S. Department of Education. Retrieved from www.asu.edu/educ/epsl/EPRU/articles/EPRU-0312–46-OWI.pdf
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in education: Principles. Policy and Practice, 18(1), 5–25.
Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum Associates.
Berliner, D. C. (2002). Educational research: The hardest science of all. Educational Researcher, 31(8), 18–20.
Berliner, D. C., Glass, G. V., & Associates (2014). 50 myths & lies that threaten America's public schools: The real crisis in education. New York, NY/London: Teacher College, Columbia University.
Biesta, G. J. J. (2007). Why ‘what works’ won't work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1–22.
Biesta, G. J. J. (2010). Why ‘what works’ still won't work: From evidence-based education to value-based education. Studies in Philosophy and Education, 29, 491–503.
Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning: The SOLO taxonomy (structure of the observed outcome). New York, NY: Academic Press.
Black, P. & William, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice 5/1, 7–74.
Bloom, B. S. (1956). Taxonomy of educational objectives. Boston, MA: Allyn & Bacon.
Bloom, B. S. (1968). Learning for mastery. Los Angeles, CA: University of California Press.
Bloom, B. S., Hastings, T., & Madaus, G. (1971). Handbook of formative and summative evaluation of student learning. New York, NY: McGraw-Hill.
Borich, G. D. (1995). Effective teaching methods: Research-based practice (.). Boston, MA: Pearson.
Borman, G. D., Hewes, G.M., Overman, L. T., & Brown, S (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73, 125–230.
Bransford, J. D., Brown, A.L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school (National Research Council). Washington, DC: National Academy Press.
Brophy, J. E. (2000). Teaching (Educational Practice Series, Vol. 1). Brussels: International Academy of Education and International Bureau of Education. Retrieved from www.ibe.unesco.org
Brophy, J. E. (2006). History of research on classroom management. In Evertson, C. & Weinstein, C. S (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 17–43). Mahwah, NJ: Lawrence Erlbaum Associates.
Bruner, J. (1960). The process of education. Cambridge, MA: Harvard University Press.
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Campbell, G. (2013). Gordon Campbell on New Zealand's PISA education rankings. Retrieved from www.scoop.co.nz; last accessed August 2015
Cardelle-Elawar, M. C., & Corno, L. (1985). A factorial experiment in teachers’ written feedback on student homework: Changing teacher behavior a little rather than a lot. Journal of Educational Psychology, 77, 162–173.
Carlo, M.S., August, D., McLaughlin, B., Snow, C., Dressler, C., Lippman, D., … White, C (2004). Closing the gap: Addressing the vocabulary needs of English language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188–215.
Cash, A. H., & Hamre, B. K. (2013). Evaluating and improving student–teacher interactions. In Hattie, J. & Anderman, E. M. (Eds.), International guide to student achievement (pp. 119–121). London/New York, NY: Routledge.
Clark, R., Nguyen, F., & Sweller, J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. San Francisco, CA: Pfeiffer.
Cochrane, A. L. (1972, 1999). Effectiveness and efficiency: Random reflections on health services. London: The Royal Society of Medicine Press.
Coe, R. (2002). It's the effect size, stupid: What effect size is and why it is important. Paper presented at the British Educational Research Association Annual Conference, Exeter, England, 1–18.
Coe, R., Aloisi, C., Higgins, S., & Elliot Major, L. (2014). What makes great teaching? Review of the underpinning research. Durham University, U.K.: The Sutton Trust.
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004a). Learning styles and pedagogy in post-16 learning: A systematic and critical review. (LSRC reference) Retrieved from www.lsda.org.uk/research/reports
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004b). Should we be using learning styles? What research has to say to practice. (LSRC reference) Retrieved from www.lsda.org.uk/research/reports
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
Cornelius-White, J. (2007). Learner-centered teacher–student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143.
Davies, P. (1999). What is evidence-based education?British Journal of Educational Studies, 47(2), 108–121.
Deci, E. L., Koestner, R., & Ryan, M. R. (1999). A meta-analytical review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627–668.
De Florio-Hansen, I. (Ed.) (2011). Towards multilingualism and the inclusion of cultural diversity. Kassel, Germany: Kassel University Press.
De Florio-Hansen, I. (2014a). Lernwirksamer Unterricht: Eine praxisorientierte Anleitung. Darmstadt, Germany: Wissenschaftliche Buchgesellschaft (WBG).
De Florio-Hansen, I. (2014b). Fremdsprachenunterricht lernwirksam gestalten: Mit Beispielen für Englisch, Französisch und Spanisch. Tübingen: Narr.
De Florio-Hansen, I. (2015). Standards, Kompetenzen und fremdsprachliche Bildung: Beispiele für den Englisch- und Französischunterricht. Tübingen: Narr.
Deutsch, M. (1949). A theory of cooperation and competition. Human Relations, 2, 129–152.
Deutsch, M. (1962). Cooperation and trust: Some theoretical notes. In Jones, M. R. (Ed.), Nebraska symposium on motivation (pp. 275–319). Lincoln, NE: University of Nebraska Press.
Dewey, J. (1900). The school and society. Chicago, IL: University of Chicago Press.
Dewey, J. (1916). The school and society (2nd ed.). Chicago, IL: University of Chicago Press.
Dewey, J. (1938) Logic: The theory of inquiry. New York, NY: Henry Holt and Company.
Diao, Y., Chandler, P., & Sweller, J. (2007). The effect of written text on comprehension of spoken English as foreign language. The American Journal of Psychology, 120(2), 237–261.
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality and development. Philadelphia, PA: Psychology Press.
Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Random House.
Dweck, C. S. (2012). Mindset: How you can fulfill your potential. London: Constable and Robinson.
Evertson, C. M., Emmer, E. T., Clements, B. S., & Worsham, M. E.(2004). Classroom management for elementary teachers. Boston, MA: Allyn & Bacon.
Fraser, B. J., Walberg, H. J., Welch, W. W., & Hattie, J. (1987). Syntheses of educational productivity research. International Journal of Educational Research, 11, 145–252.
Freiberg, H. J. (2013). Classroom management and student achievement. In Hattie, J. & Anderman, E. M. (Eds.), International guide to student achievement (pp. 228–230). London/New York, NY: Routledge.
Fuchs, L.S., Fuchs, D., Compton, D. L., Wehby, J., Schumacher, R. F., et al. (2015). Inclusion versus specialized intervention for very-low-performing students: What does access mean in an era of academic challenge?Exceptional Children, 81(2), 134–157.
Gan, M. (2011). The effects of prompts and explicit coaching on peer feedback quality (Unpublished doctoral dissertation). Retrieved from https://researchspace.auckland.ac.nz/handle/2292/6633
Gijbels, D., Dochy, F., Van den Bossche, p., & Segers, M.(2005). Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75(1), 27–61.
Goetz, T., & Hall, N. C. (2013). Emotion and achievement in classrooms. In Hattie, J. & Anderman, E. M. (Eds.), International guide to student achievement (pp. 192–195). London/New York, NY: Routledge.
van Gog, T. (2013). Time on task. In Hattie, J. & Anderman, E. M. (Eds.), International guide to student achievement (pp. 432–434). London/New York, NY: Routledge
Gorard, S. (2013). Research design: Creating robust approaches for the social sciences. London: Sage.
Haas, M. (2005). Teaching methods for secondary algebra: A meta-analysis of findings. NASSP Bulletin, 89(642), 24–46.
Hartley, J. (2012). Review: Visible learning for teachers. British Journal of Educational Technology, 43(4), E134–E136.
Hattie, J. (1992). Self-concept. Hillsdale, NJ: Lawrence Erlbaum Associates.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London/New York, NY: Routledge.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London/New York, NY: Routledge.
Hattie, J., & Anderman, E. M. (Eds.). (2013). International guide on student achievement. London/New York, NY: Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Hattie, J., & Yates, G. (2014). Visible learning and the science of how we learn. London/New York, NY: Routledge.
Heath, C., & Heath, D. (2007). Made to stick: Why some ideas survive and others die. New York, NY: Random House.
Heath, C., & Heath, D. (2010). Teaching that sticks (www.heathbrothers.com/download/mts-teaching-that-sticks.pdf), 1–12.
Herzog, W. (2013). Bildungsstandards: Eine kritische Einführung. Stuttgart, Germany: Kohlhammer.
Higgins, S., & Simpson, A. (2011). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. By John A. C. Hattie. British Journal of Educational Studies, 59(2), 197–201.
Hunter, Madeline Cheek (1976). Improve Instruction. El Segundo, CA: TIP Publications.
Iversen, S. A., & Tunmer, W. E. (1993). Phonological processing skills and the reading recovery program. Journal of Educational Psychology, 85, 112–125.
Johnson, D. W., & Johnson, R. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction.
Johnson, D. W., & Johnson, R. (2005). New developments in social interdependence theory. Psychology Monographs, 131(4), 285–358.
Johnson, D. W., & Johnson, R. (2013). Cooperative, competitive, and individualistic learning environments. In Hattie, J. & Anderman, E. M. (Eds.), International guide to student achievement (pp. 372–374). London/New York, NY: Routledge.
Johnson, D. W., Johnson, R., & Holubec, E. (1994). Cooperation in the classroom. Edina, MN: Interaction.
Johnson, D. W, Johnson, R., & Holubec, E. (2008). Cooperation in the classroom (7th ed.). Edina, MN: Interaction.
Johnson, D. W., Maryama, G., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 98(1), 47–62.
Kang, S. H. K., McDermott, K. B., & Roediger, H. L. III. (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19, 529–558.
Kim, J. S. (2006). The influence of class size research on state and local education policy. Brooking Papers on Education Policy.
Kingston, N., & Nash, B. (2011). Formative assessment: A meta-analysis and a call for research. Educational Measurement: Issues and Practice, 30(4), 28–37.
Klahr, D., & Nigham, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15(10), 661–667.
Kounin, J. S. (1970). Discipline and group management in classrooms. New York, NY: Holt, Rinehart, and Winston.
Kuncel, N. R., Crede, M., & Thomas, L. L. (2005). The validity of self-reported grade point averages, class ranks, and test scores: A meta-analysis and review of the literature. Review of Educational Research, 75(1), 162–181.
Kyun, S., Kalyuga, S., & Sweller, J. (2013) The effect of worked examples when learning to write essays in English literature. The Journal of Experimental Education, 81(3), 385–408.
Lemov, D. (2010). Teach like a champion: 49 techniques that put your students on the path to college. San Francisco, CA: Jossey-Bass.
Liem, G. A. D., & Martin, A. J. (2013). Direct instruction. In Hattie, J. & Anderman, E. M. (Eds.), International guide to student achievement (pp. 366–368). London/New York, NY: Routledge.
Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice Hall.
Markham, T. (2011). Project based learning. Teacher Librarian, 93(2), 38–42.
Marzano, R. J. (1998). A theory-based meta-analysis of research on instruction. Aurora, CO: Mid-Continent Regional Educational Lab.
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Aurora, CO: Mid-Continent Research for Education and Learning (MRL).
Marzano, R. J., Yanoski, D. C., Hoegh, J. K., & Simms, J. A. (2013). Using common core standards to enhance classroom instruction and assessment. Bloomington, IN: Marzano Research Laboratory (MRL).
Maslow, A. H. (1970). Motivation and personality (3rd ed.). New York, NY: Harper Collins.
McComas, W. F. (1998). The principal elements of the nature of science: Dispelling the myths. Adapted from the chapter in McComas, W. F. (Ed.), The nature of science in science education (pp. 53–70). Dordrecht, the Netherlands: Kluwer Academic Publishers.
Mosteller, F. (1995). The Tennessee study of class size in the early school grades. The Future of Children, 5(2), 113–127.
Mosteller, F., Light, R. J., & Sachs, J. A. (1996). Sustained inquiry in education: Lessons from skill grouping and class size. Harvard Educational Review, 66(4), 797.
Nuthall, G. A. (2007). The hidden lives of learners. Wellington, New Zealand: New Zealand Council for Educational Research.
Oakley, A. (2002). Social science and evidence-based everything: The case of education. Educational Review, 54(3), 277–286.
Olson, D. R. (2004). The triumph of hope over experience in the search for ‘what works’: A response to Slavin. Educational Researcher, 33(1), 24–26.
Paivio, A. (1969). Mental imagery in associative learning and memory. Psychological Review, 76(3), 241–263.
Paivio, A. (1971). Imagery and verbal processes. New York, NY: Holt, Rinehart, and Winston.
Palincsar, A. S. (2003). Collaborative approaches to comprehension instruction. In Sweet, A. S. & Snow, C. E. (Eds.), Rethinking reading comprehension (pp. 99–114). New York, NY: Guilford Press.
Palincsar, A. S. (2013). Reciprocal teaching. In Hattie, J. & Anderman, E. M. (Eds.), International guide to student achievement (pp. 369–371). London/New York, NY: Routledge.
Palincsar, A. S., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175.
Palmer, J. A. (Ed.) (2001). Fifty modern thinkers on education: From Piaget to the present day. London/New York, NY: Routledge.
Palmer, P. J. (1997, 2007). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco, CA: Jossey-Bass.
Petty, G. (2009). Evidence-based teaching: A practical approach (2nd ed.). Cheltenham, U.K.: Nelson Thornes.
Piaget, J. (1952). The origins of intelligence in children. New York, NY: International Universities Press.
Piaget, J. (1970). Science of education and the psychology of the child. New York, NY: Orion Press.
Piaget, J. (1971). Genetic epistemology. New York, NY: W. W. Norton.
Polanyi, M. (1966). The tacit dimension. Chicago, IL: The University of Chicago Press.
Popper, K. (1963). Conjectures and refutations. London: Routledge.
Raji Codell, E. (1999). Educating Esmé: Diary of a teacher's first year. Chapel Hill, NC: Algonquin Books.
Raji Codell, E. (2009,). Educating Esmé: Diary of a teacher's first year (). Chapel Hill, NC: Algonquin Books.
Ravitch, D. (1995). National standards in American education: A citizen's guide. Washington, DC: Brookings Institution Press.
Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. New York, NY: Basic Books.
Ravitz, J. (2009). Introduction: Summarizing findings and looking ahead to a new generation of PBL research. Interdisciplinary Journal of Problem-Based Learning, 3(1), 411.
Renkl, A. (2005). The worked-out examples principle in multimedia learning. In Mayer, R. E. (Ed.), The Cambridge handbook of multimedia learning (pp. 229–245). Cambridge MA: Cambridge University Press.
Ripley, A. (2010). What Makes a Great teacher? The Atlantic, issue January/February 2010
Rockwood, H. S. III (1995a). Cooperative and collaborative learning. The National Teaching and Learning Forum, 4(6), 8–9.
Rockwood, H. S. III (1995b). Cooperative and collaborative learning. The National Teaching and Learning Forum, 5(1), 8–10.
Rohrer, D., & Pashler, H. (2010). Recent research on human learning challenges. Conventional instructional strategies. Educational Researcher, 39(5), 406–412.
Rosenshine, B. (1985). Direct instruction. In Husen, T. & Postlethwaite, T. N. (Eds.), The international encyclopedia of education (Vol. 3, pp. 1395–1400). London/New York, NY: Routledge.
Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of research. Review of Educational Research, 64(4), 479–530.
Rosenshine, B. V. (1979). Content, time and direct instruction. In Peterson, P. L. & Walberg, H. L. (Eds.), Research on teaching (pp. 28–56). Berkeley, CA: McCutchan.
Roth, G. (2011). Bildung braucht Persönlichkeit: Wie Lernen gelingt. Stuttgart, Germany: Klett-Cotta.
Scheerens, J., & Bosker, R. J. (1997). The foundations of educational effectiveness. Oxford, U.K.: Pergamon.
Schoen, D. (1984). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
Scott, C. (2013). The search for the key for individualized instruction. In Hattie, J. & Anderman, E. M. (Eds.), International guide to student achievement (pp. 385–388). London/New York, NY: Routledge.
Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77, 454–499.
Shavelson, R. J., & Towne, L. (2002). Scientific research in education (National Research Council). Washington, DC: National Academies Press.
Slavin, R. F. (1995). Cooperative learning: Theory, research and practice (2nd ed.). Boston, MA: Allyn & Bacon.
Snook, I., O'Neill, J., Clark, J., O'Neill, A.-M., & Openshaw, R. (2009). Invisible learnings? A commentary on John Hattie's book: Visible learning. A synthesis of over 800 meta-analyses relating to achievement. New Zealand Journal of Educational Studies, 44(1), 93–106.
Sousa, D. A. (2011). How the brain learns (4th ed.). Thousand Oaks, CA: Corwin.
Strobel, J., & van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-Based Learning, 3(1), 44–58.
Sweller, J. (1988). Cognitive Load during Problem Solving: Effects on Learning. Cognitive Science 12/2, 257–85
Sweller, J. (2006). How the human cognitive system deals with complexity. In Elen, J. & Clark, R. E. (Eds.), Handling complexity in learning environments: Theory and research (pp. 13–25). Amsterdam, the Netherlands: Elsevier.
Sweller, J. (2011). Cognitive load theory. In Mestre, J. & Ross, B. H. (Eds.), Cognition in education (Vol. 55, pp. 37–76). Oxford, U.K.: Academic Press.
Taylor, K., & Rohrer, D. (2010). The effects of interleaved practice. Applied Cognitive Psychology, 24(6), 837–848.
Thurstone, L. L. (1925). The fundamentals of statistics. London: MacMillan Norwood Press.
Timperley, H. (2013). Feedback. In Hattie, J. & Anderman, E. M. (Eds.), International guide to student achievement (pp. 402–404). London/New York, NY: Routledge.
Torgerson, C. J., Porthouse, J., & Brooks, G. (2005). A systematic review and meta-analysis of controlled trials evaluating interventions in adult literacy and numeracy. Journal of Research in Reading, 28(2), 87–107.
Troia, G. A., & Olinghouse, N. G. (2013). The common core state standards and evidence-based educational practices: The case of writing. School Psychology Review, 42(3), 343–357.
de Vaus, D. (2001). Research design in social research. London: Sage.
Vygotsky, L. S. (1934, 1999). Thought and language. Cambridge, MA: MIT Press.
Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: MIT Press.
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63, 249–294.
Wellenreuther, M. (2004). Lehren und Lernen – aber wie? Empirisch- experimentelle Forschung zum Lehren und Lernen im Unterricht. Hohengehren, Germany: Schneider.
Wellenreuther, M. (2014). Lehren und Lernen – aber wie? Empirisch- experimentelle Forschung zum Lehren und Lernen im Unterricht (.). Hohengehren, Germany: Schneider.
White, W. A. T. (1988). A meta-analysis of the effects of direct instruction in special education. Education and Treatment of Children, 11(4), 364–374.
Wijnia, L., Loyens, S. M. M., & Derous, E. (2011). Investigating effects of problem-based versus lecture-based learning environments on student motivation. Contemporary Educational Psychology, 26(2), 101–113.
Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry and Applied Disciplines, 17, 89–100.

Metrics

Altmetric attention score

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Book summary page views

Total views: 0 *
Loading metrics...

* Views captured on Cambridge Core between #date#. This data will be updated every 24 hours.

Usage data cannot currently be displayed.