Evelien Stoutjesdijk
Dados Biográficos
| ID | 5707514 |
|---|---|
| NOME | Evelien Stoutjesdijk |
| PRENOMES | Evelien |
| SOBRENOME | Stoutjesdijk |
| ASSINATURA | STOUTJESDIJK E |
| AFILIAÇÕES | Leiden University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAÇÕES | 2 |
| OBRAS COMO AUTOR | 2 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2002 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2013 |
| ÍNDICE H | 1 |
Implementing Cefr in secondary education
In order to study the impact of the C ommon E uropean F ramework of R eference for Languages ( CEFR ) on foreign language teachers' teaching and assessment practice, a survey, interviews and case studies were carried out in D utch secondary education. Teachers' perceptions, their needs and plans, and the implementation of CEFR were studied. Results show that the use of CEFR is most widespread in the use of CEFR ‐related textbooks. The group of te…
Understanding abstract expository texts
Background: This study dealt with the question whether abstract concepts and rules can be directly taught or can only be explained by using examples. The issue, known as Meno's Paradox, was addressed in the context of understanding expository texts. Aims: We set out to show the indispensability of examples in the process of acquiring knowledge of concepts and rules. By blocking any possibility of linking concepts to examples we hoped to show the …
Implementing Cefr in secondary education
In order to study the impact of the C ommon E uropean F ramework of R eference for Languages ( CEFR ) on foreign language teachers' teaching and assessment practice, a survey, interviews and case studies were carried out in D utch secondary education. Teachers' perceptions, their needs and plans, and the implementation of CEFR were studied. Results show that the use of CEFR is most widespread in the use of CEFR ‐related textbooks. The group of te…
Understanding abstract expository texts
Background: This study dealt with the question whether abstract concepts and rules can be directly taught or can only be explained by using examples. The issue, known as Meno's Paradox, was addressed in the context of understanding expository texts. Aims: We set out to show the indispensability of examples in the process of acquiring knowledge of concepts and rules. By blocking any possibility of linking concepts to examples we hoped to show the …
Implementing Cefr in secondary education
In order to study the impact of the C ommon E uropean F ramework of R eference for Languages ( CEFR ) on foreign language teachers' teaching and assessment practice, a survey, interviews and case studies were carried out in D utch secondary education. Teachers' perceptions, their needs and plans, and the implementation of CEFR were studied. Results show that the use of CEFR is most widespread in the use of CEFR ‐related textbooks. The group of te…
Mathematics education (2 obras) · Psychology (2 obras) · Cognitive psychology (1 obra) · Comprehension (1 obra) · Computer Science (1 obra) · Context (archaeology) (1 obra) · Curriculum (1 obra) · Educational Assessment and Pedagogy (1 obra) · Educational Strategies and Epistemologies (1 obra) · Educational Technology and Assessment (1 obra)