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Volumn , Issue , 2012, Pages 173-187

Patterns in student learning and teacher learning: Similarities and differences

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EID: 84920721142     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203841853     Document Type: Chapter
Times cited : (11)

References (20)
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    • Student motivation and study strategies in university and C.A.E. Populations
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    • (1982) Higher Education Research and Development , vol.1 , pp. 33-55
    • Biggs, J.B.1
  • 8
    • 0040224205 scopus 로고    scopus 로고
    • Individual differences in learning to teach: Relating cognition, regulation and affect
    • Oosterheert, I.E., & Vermunt, J.D. (2001). Individual differences in learning to teach: relating cognition, regulation and affect. Learning and Instruction, 11, 133-156.
    • (2001) Learning and Instruction , vol.11 , pp. 133-156
    • Oosterheert, I.E.1    Vermunt, J.D.2
  • 9
    • 22144451781 scopus 로고    scopus 로고
    • A conceptual framework for assessing motivation and self-regulated learning in college students
    • Pintrich, P.R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407.
    • (2004) Educational Psychology Review , vol.16 , pp. 385-407
    • Pintrich, P.R.1
  • 10
    • 8644241982 scopus 로고    scopus 로고
    • How and what teachers learn: A shifting perspective
    • Shulman, L.S., & Shulman, J.H. (2004). How and what teachers learn: a shifting perspective. Journal of Curriculum Studies, 36, 257-271.
    • (2004) Journal of Curriculum Studies , vol.36 , pp. 257-271
    • Shulman, L.S.1    Shulman, J.H.2
  • 11
    • 22444453853 scopus 로고    scopus 로고
    • Consistency and variability of learning strategies in different university courses
    • Vermetten, Y.J., Lodewijks, H.G., & Vermunt, J.D. (1999). Consistency and variability of learning strategies in different university courses. Higher Education, 37, 1-21.
    • (1999) Higher Education , vol.37 , pp. 1-21
    • Vermetten, Y.J.1    Lodewijks, H.G.2    Vermunt, J.D.3
  • 12
    • 21344459833 scopus 로고    scopus 로고
    • Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis
    • Vermunt, J.D. (1996). Metacognitive, cognitive and affective aspects of learning styles and strategies: a phenomenographic analysis. Higher Education, 31, 25-50.
    • (1996) Higher Education , vol.31 , pp. 25-50
    • Vermunt, J.D.1
  • 13
  • 14
    • 17444421884 scopus 로고    scopus 로고
    • Relations between student learning patterns and personal and contextual factors and academic performance
    • Vermunt, J.D. (2005). Relations between student learning patterns and personal and contextual factors and academic performance. Higher Education, 49, 205234.
    • (2005) Higher Education , vol.49 , pp. 205-234
    • Vermunt, J.D.1
  • 15
    • 35448984734 scopus 로고    scopus 로고
    • The power of teaching-learning environments to influence student learning
    • Vermunt, J.D. (2007). The power of teaching-learning environments to influence student learning. British Journal of Educational Psychology Monograph Series, II, 4, 73-90.
    • (2007) British Journal of Educational Psychology Monograph Series , vol.2 , Issue.4 , pp. 73-90
    • Vermunt, J.D.1
  • 17
    • 0037325078 scopus 로고    scopus 로고
    • Dissonance in student learning patterns: When to revise theory?
    • Vermunt, J., & Minnaert, A. (2003). Dissonance in student learning patterns: when to revise theory? Studies in Higher Education, 28, 49-61.
    • (2003) Studies in Higher Education , vol.28 , pp. 49-61
    • Vermunt, J.1    Minnaert, A.2
  • 18
    • 0000916771 scopus 로고    scopus 로고
    • Congruence and friction between learning and teaching
    • Vermunt, J.D., & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 257-280.
    • (1999) Learning and Instruction , vol.9 , pp. 257-280
    • Vermunt, J.D.1    Verloop, N.2
  • 19
    • 22144488751 scopus 로고    scopus 로고
    • Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations
    • Vermunt, J.D., & Vermetten, Y.J. (2004). Patterns in student learning: relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review, 16, 359-384.
    • (2004) Educational Psychology Review , vol.16 , pp. 359-384
    • Vermunt, J.D.1    Vermetten, Y.J.2
  • 20
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    • Teacher learning through reciprocal peer coaching: An analysis of activity sequences
    • Zwart, R.C., Wubbels, Th., Bolhuis, S., & Bergen, Th.C.M., (2008). Teacher learning through reciprocal peer coaching: an analysis of activity sequences. Teaching and Teacher Education, 24, 982-1002.
    • (2008) Teaching and Teacher Education , vol.24 , pp. 982-1002
    • Zwart, R.C.1    Wubbels, T.2    Bolhuis, S.3    Bergen, T.C.M.4


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.