Motivation og differentiering i fremmedsprogsundervisningen

Authors

  • Astrid Mus Rasmussen

DOI:

https://doi.org/10.7146/spr.v28i74.133011

References

Brodersen, P. & Gissel, S.T. (2012). Elevernes forudsætninger og lærernes differentiering af undervisningen. I: Brodersen, P., Holm, J. & Juul, H. (red.), Effektiv undervisning. Didaktiske nærbilleder fra klasserummet (2. udg., s. 149-168). København: Gyldendal.

Danmarks Evalueringsinstitut (EVA) (2004). Undervisningsdifferentiering i folkeskolen. Lokaliseret d. 9. oktober 2019 på eva.dk/sites/eva/files/2017-10/Rapport_undervisningsdifferentiering.pdf.

Domen, J., Hornstra, L., Weijers, D., van der Veen, I. & Peetsma, T. (2020). Differentiated need support by teachers: Student-specific provision of autonomy and structure and relations with student motivation. British Journal of Educational Psychology, 90 (2), 403-423.

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Hansen, V.R., Andersen, M.W. & Robenhagen, O. (1998). Læreprocesser, potentialer og undervisningsdifferentiering. København: Reproset.

Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

Ireson, J. & Hallam, S. (2001). Ability grouping in education. New York: SAGE Publications.

Johnston, O. & Wildy, H. (2016). The effects of streaming in the secondary school on learning outcomes for Australian students: A review of the international literature. Australian Journal of Education, 60 (1), 42-59.

Klafki, W. (2007). Neue Studien zur Bildungstheorie und Didaktik. Zeitgemäße Allgemeinbildung und kritisch-konstruktive Didaktik (6. udg.). Weinheim und Basel: Beltz Verlag.

Kublik, J.A. (1992). An analysis of the research on ability grouping: Historical and contemporary perspectives. Lokaliseret d. 20. november 2020 på eric.ed.gov/fulltext/ED350777.pdf.

Rasmussen, A.M. (2021). Lærernes kognition og praksis vedr. differentiering i tyskundervisningen i det danske gymnasium. Ph.d.-afhandling. Aarhus: Institut for Kommunikation og Kultur, Aarhus Universitet. ebooks.au.dk/aul/catalog/view/405/275/1478-3.

Tomlinson, C.A. (2014). The differentiated classroom: Responding to the needs of all learners (2. udg.). Alexandria: ASCD.

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Published

2022-07-06

How to Cite

Rasmussen, A. M. (2022). Motivation og differentiering i fremmedsprogsundervisningen. Sprogforum, 28(74). https://doi.org/10.7146/spr.v28i74.133011