…ikke altid har udøvet klasseledelse på den ene eller anden måde. Kildehenvisning {2611593:92PA8VUW};{2611593:92PA8VUW};{2611593:92PA8VUW} apa author asc no 5231 %7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3A%22zotpress-e271c91d362fea780a06e924c47fd1c2%22%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%2292PA8VUW%22%2C%22library%22%3A%7B%22id%22%3A2611593%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Canger%20and%20Kaas%22%2C%22parsedDate%22%3A%222016%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ECanger%2C%20T.%2C%20%26amp%3B%20Kaas%2C%20L.%20A.%20%282016%29.%20%3Ci%3EPraktikbogen%3A%20Didaktik%2C%20klasseledelse%20og%20relationsarbejde%3C%5C%2Fi%3E.%20Hans%20Reitzel.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22book%22%2C%22title%22%3A%22Praktikbogen%3A%20Didaktik%2C%20klasseledelse%20og%20relationsarbejde%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Tekla%22%2C%22lastName%22%3A%22Canger%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Lise%20Aagaard%22%2C%22lastName%22%3A%22Kaas%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%222016%22%2C%22language%22%3A%22Danish%22%2C%22ISBN%22%3A%22978-87-412-6242-0%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222017-03-29T10%3A30%3A05Z%22%7D%7D%5D%7D Canger, T., & Kaas, L. A. (2016). Praktikbogen: Didaktik, klasseledelse… Continue Reading →
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…with combined inattentive and hyperactive/impulsive attention deficit hyperactivity disorder (ADHD) and comorbid oppositional defiant disorder (ODD)/conduct disorder. Students with an Individualized Education Program (IEP) in grades 1-6 were recruited for… Continue Reading →
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…of 2 h/day was highly prevalent (weekdays: 69.5% [95%CI, 68.5–70.5]; weekend: 63.8% [95%CI, 62.7–64.8]). Playing outdoors more than 2 h/day, following a daily routine and being active in online P.E…. Continue Reading →
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…that effect sizes can be included in a future systematic review and meta-analysis. A combined list of references to included studies, excluded studies, and additional references is included. Link til… Continue Reading →
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…Perceptions of their Intentional Learning Acts (Troels Lange and Tamsin Meaney); (74) The Impact of an Intervention on the Development of Mathematical Pattern and Structure in the First Year of… Continue Reading →
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…engineering students at Chengdu University of Information Technology (CUIT). The questionnaire included five parts: demographic questions, frequencies of online courses, types of online courses, the communication and Q&A in online… Continue Reading →
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…of schools. In upper secondary education, a distinct flexible course structure with multiple options was introduced in order to enhance school effectiveness and equity. This study departs in some of… Continue Reading →
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…in relating them to each other. We recommend the use of real or real-like situations in the classroom environment in order to train individuals who can associate mathematics with everyday… Continue Reading →
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…However, quantitative and qualitative results are interpreted to show that assessing students’ equitable access to online learning and managing the demands of scholarship and university-based and academic community service duties… Continue Reading →
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…the practice of online coaching by exploring the extent to which cognitive, social, and teaching presence exists in this case of online coaching. A relationship of inquiry survey was distributed… Continue Reading →
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