Results 41 to 50 of about 63,015 (107)

The Interplay of Automated Formative Feedback and Instructional Prompts in Developing Summarising Skills

Journal of Computer Assisted Learning, Volume 42, Issue 2, April 2026.
ABSTRACT Background Summarising has been shown to be an effective learning strategy as it enhances cognitive skills, communication abilities and information processing. Effective summarising skills are therefore an important academic asset for university students.
Veronika Barkela, Miriam Leuchter
wiley   +1 more source

Trickfilm entdecken. Animationstechniken im Unterricht

, 2008
Wie kommt Bewegung ins Bild? Wie funktioniert der Trickfilm? Wie stelle ich im Unterricht eigene Animationsfilme her? Antworten auf diese und weitere Fragen finden sich im vorliegenden Handbuch mit DVD.

core   +1 more source

Dimensions of Language Awareness of Multilingual Migrant Adolescents – A Means to Enhance Epistemic Diversity in the Classroom

International Journal of Applied Linguistics, Volume 36, Issue 1, Page 242-252, February 2026.
ABSTRACT Multilingualism is very prevalent in German schools. However, the German school system does little justice to this fact and persists in a monolingual habitus. This appears problematic not only in respect to educational equity, but it also undermines holistic approaches to learning.
Nora von Dewitz, Ina‐Maria Maahs, Daniela Wamhoff   +2 more
wiley   +1 more source

Wie können Diagnosefähigkeiten der Aufgabeneinschätzung gefördert werden?

Herausforderung Lehrer*innenbildung
Wenn Lehrkräfte Mathematik unterrichten, sind sie gefordert, die Inhalte an die Voraussetzungen der Lernenden anzupassen. Grundlegend hierzu ist diagnostische Kompetenz, also die Fähigkeit, die Leistung von Lernenden oder die Qualität des Lernmaterials ...
Kirsten Brunner, Timo Leuders, Andreas Obersteiner   +2 more
doaj   +1 more source

Revealing teaching quality through lesson semantics: A GPT‐assisted analysis of transcripts

British Journal of Educational Psychology, Volume 95, Issue S1, Page S300-S315, September 2025.
Abstract Background Existing conceptions of teaching quality assume that classroom interactions serve as the foundation for effective teaching. The resulting data necessitates analytical approaches capable of extracting the semantics of these interactions.
Richard Göllner, Rebecca Lazarides, Philipp Stark   +2 more
wiley   +1 more source

Störungen im Unterricht wirksam begegnen [PDF]

, 2018
Eine positive, respektvolle und störungsfreie Lernumgebung unterstützt das Lernen der Schülerinnen und Schüler. Störungen im Unterricht wirken sich ungünstig auf deren Entwicklung wie auch auf die Gesundheit der Lehrpersonen aus.
Wettstein, Alexander, Scherzinger, Marion   +1 more
core   +1 more source

Gender‐Conscious Language in Easy‐to‐Read German and L2 German Classrooms: Insights From a Case Study on Epicenes

Die Unterrichtspraxis/Teaching German, Volume 58, Issue 2, Page 266-276, Fall 2025.
ABSTRACT Language should be inclusive. This implies that it should be accessible for as many people as possible. The concept of easy‐to‐read language (Leichte Sprache, LS) developed for this purpose and primarily for people with learning difficulties is beneficial for L2 learners of German as well.
Aylin Braunewell, Christin Schütze
wiley   +1 more source

Engineering and comparison of cas12a‐based genome editing systems in plants

The Plant Journal, Volume 123, Issue 5, September 2025.
SUMMARY While Cas9 and Cas12a are both RNA‐guided endonucleases used for genome editing, only Cas12a is able to process pre‐crRNA via its additional ribonuclease activity. This feature reduces the complexity of Cas12a versus Cas9‐based genome editing systems thus providing an attractive alternative for generating site‐specific mutations in plants. Here
Martin Bircheneder, Martin Parniske
wiley   +1 more source

Comparing school leaders' experiences of research use in England, Scotland and Germany

Review of Education, Volume 13, Issue 1, April 2025.
Abstract In some countries it is common for policy makers to advocate research use by practitioners as a means to bring about school development. Yet, despite their increasing sophistication, the enactment of protocols for using research is problematic and, even in optimal environments, practitioners have difficulty mobilising research findings to ...
Peter Kelly, Anna Beck, Susann Hofbauer
wiley   +1 more source

“You’re Not Allowed to Give Us the Solution, but Can You Guide Us towards It?”

PraxisForschungLehrer*innenBildung
In task-based mathematics classes, where several solution approaches may be valid, diagnosing students’ solution processes and adaptively supporting them is a significant challenge for teachers.
Sarina Scharnberg, Laura Schilling, Dominik Leiss   +2 more
doaj   +1 more source