In: Zeitschrift für Erziehungswissenschaft, 2009, vol. 12, no. 2, p. 216-232
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In: Zeitschrift für Erziehungswissenschaft, 2010, vol. 13, no. 2, p. 273-291
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In: Zeitschrift für Pädagogische Psychologie, 2008, vol. 22, no. 3-4, p. 233-246
This article presents a theoretical conceptualization of homework quality and distinguishes three perspectives on the evaluation of homework quality (students, teachers, observers). In the empirical part of the study, 1382 students from three Swiss cantons were administered achievement tests and questionnaires at the beginning and end of grade 8. The students’ teachers were also surveyed. A...
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In: Schweizerische Zeitschrift für Bildungswissenschaften, 2007, vol. 29, no. 3, p. 473-504
Research on the quality of second language teaching has recently highlighted the need to consider not only cross-curricular but also domain-specific dimensions of instructional quality. In this study, theoretical assumptions about domain-specific determinants of interest and performances in second language acquisition are tested, using data from a sample of 1 655 eighth graders in three Swiss...
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In: Schweizerische Zeitschrift für Bildungswissenschaften, 2006, vol. 28, no. 2, p. 295-314
Students’ achievement gains have been linked to homework assignments (teacher level) and students’ conscientious homework behavior (student level). However, there are no empirical studies that empirically investigated the differences in homework behavior among students in different classes and the impact of structural features (e.g., course level, class size, region) on students’ homework...
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