Expectancy-value theory as an explanatory theory for the effect of professional development programmes in formative assessment on teacher practice
Author:
Affiliation:
1. Umeå Mathematics Education Research Centre, Department of Science and Mathematics Education, Umeå University, Umeå, Sweden
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/13664530.2020.1782975
Reference31 articles.
1. Teacher motivation to implement an educational innovation: factors differentiating users and non-users of cooperative learning
2. Characteristics of improved formative assessment practice
3. The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme
4. Reasons for teachers’ successful development of a formative assessment practice through professional development – a motivation perspective
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1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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