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INTENZITA POUŽÍVÁNÍ VYUČOVACÍCH METOD UČITELI A JEJICH VZTAH S VÝSLEDKY VZDĚLÁVÁNÍ IDEA 2022 Reference Araujo, M. C., Carneiro, P., Cruz-Aguayo, Y., & Schady, N. (2016). Teacher quality and learning outcomes in kindergarten. The Quarterly Journal of Economics, 131(3), 1415-1453. Bando, R., Näslund-Hadley, E., & Gertler, P. (2019). Effect of inquiry and problem based pedagogy on learning: Evidence from 10 field experiments in four countries (No. w26280). National Bureau of Economic Research. Bietenbeck, J. (2014). Teaching practices and cognitive skills. Labour Economics, 30, 143-153. Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251-19257. Federičová, M. a Münich, D. (2014). Učení mučení aneb škola hrou? Srovnání obliby školy a matematiky pohledem mezinárodního šetření. Studie IDEA 5, červen 2014, https://idea.cerge- ei.cz/studies/2014-06-uceni-muceni-aneb-skola-hrou-srovnani-obliby-skoly-a-matematiky Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi- experimental studies of inquiry-based science teaching: A meta-analysis. Review of educational research, 82(3), 300-329. Grossman, P., Loeb, S., Cohen, J., & Wyckoff, J. (2013). Measure for measure: The relationship between measures of instructional practice in middle school English language arts and teachers’ value-added scores. American Journal of Education, 119(3), 445-470. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. Heckman, J. J., Stixrud, J., & Urzua, S. (2006). The effects of cognitive and noncognitive abilities on labor market outcomes and social behavior. Journal of Labor economics, 24(3), 411-482. Hidalgo-Cabrillana, A., & Lopez-Mayan, C. (2018). Teaching styles and achievement: Student and teacher perspectives. Economics of Education Review, 67, 184-206. Chytrý, V., Medová, J., Říčan, J., & Škoda, J. (2020). Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies. Sustainability, 12(23), 10215. Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers II: Teacher value-added and student outcomes in adulthood. American economic review, 104(9), 2633-79. Krajčová, J. a Münich, D.: Intelektuální dovednosti českých učitelů v mezinárodním a generačním srovnání, Studie IDEA 2018/10. https://idea.cerge-ei.cz/studies/2018-09- intelektualni-dovednosti-ceskych-ucitelu-v-mezinarodnim-a-generacnim-srovnani Jackson, C. K. (2018). What do test scores miss? The importance of teacher effects on non–test score outcomes. Journal of Political Economy, 126(5), 2072-2107. Janík, T., Slavík, J., Mužík, V., Trna, J., Janko, T., Lokajíčková, V., ... & Zlatníček, P. (2016). Kvalita (ve) vzdělávání: obsahově zaměřený přístup ke zkoumání a zlepšování výuky. Masarykova univerzita. Kane, T. J., Taylor, E. S., Tyler, J. H., & Wooten, A. L. (2011). Identifying effective classroom practices using student achievement data. Journal of human Resources, 46(3), 587-613. Kyriakides, L., Christoforou, C., & Charalambous, C. Y. (2013). What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching. Teaching and teacher education, 36, 143-152. Korbel, V., & Paulus, M. (2018). Do teaching practices impact socio-emotional skills? Education Economics, 26(4), 337-355.    23 


































































































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