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Direct linkvan den Berg, Marian; Bosker, Roel J.; Suhre, Cor J. M. – School Effectiveness and School Improvement, 2018
Classroom formative assessment (CFA) is considered to be a fundamental part of effective teaching, as it is presumed to enhance student performance. However, there is only limited empirical evidence to support this notion. In this effect study, a quasi-experiment was conducted to compare 2 conditions. In the treatment condition, 17 teachers…
Descriptors: Formative Evaluation, Instructional Effectiveness, Elementary School Mathematics, Classroom Techniques
Vos, Martin A. J.; Taconis, Ruurd; Jochems, Wim M. G.; Pilot, Albert – Chemistry Education Research and Practice, 2010
We present a framework for analysing the interplay between context-based teaching material and teachers, and for evaluating the adequacy of the resulting implementation of context-based pedagogy in chemistry classroom practice. The development of the framework is described, including an account of its theoretical foundations. The framework needs…
Descriptors: Curriculum Development, Chemistry, Instructional Materials, Science Teachers
