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Effects of computer-assisted comprehension training in less skilled comprehenders in second grade: A one-year follow-up study
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In: Computers & Education ; https://hal.archives-ouvertes.fr/hal-02089808 ; Computers & Education, 2013, 63, pp.131-140. ⟨10.1016/j.compedu.2012.12.011⟩ (2013)
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Teacher Efficacy, Preparedness, and Empathy in Working with Refugee Students
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In: Boise State University Theses and Dissertations (2013)
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Overcoming backgrounds : an in-depth analysis of the effects of socioeconomic class and ethnicity on elementary students
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"Contradictions, Clashes, Cominglings": The Syncretic Literacy Projects of Young Bilinguals
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In: Teacher Education Faculty Publications (2013)
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"We’ve Been Doing It Your Way Long Enough": Syncretism as a Critical Process
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In: Teacher Education Faculty Publications (2013)
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Guest Editors’ Introduction: Syncretism and Syncretic Literacies
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In: Teacher Education Faculty Publications (2013)
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Quand les élèves enquêtent sur les langues de leur école : retour sur un projet pédagogique.
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In: Vers le plurilinguisme ? 20 ans après ; https://hal.archives-ouvertes.fr/hal-02471576 ; Violaine Bigot; Aude Bretegnier; Marité Vasseur. Vers le plurilinguisme ? 20 ans après, Editions des Archives Contemporaines, pp.339-353, 2013, 9782813001337 ; https://archivescontemporaines.com/books/9782813001337 (2013)
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| 10 |
Kinder Habitats: Teacher Perspectives and the Results of a Professional Development on Managing Kindergarten Literacy Environments
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In: Miller, Allyson Laura. (2013). Kinder Habitats: Teacher Perspectives and the Results of a Professional Development on Managing Kindergarten Literacy Environments. UCLA: Education - Ed.D. Leadership 0659. Retrieved from: http://www.escholarship.org/uc/item/5bs0b9d2 (2013)
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| 11 |
Kinder Habitats: Teacher Perspectives and the Results of a Professional Development on Managing Kindergarten Literacy Environments
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| 12 |
Kinder Habitats: Teacher Perspectives and the Results of a Professional Development on Managing Kindergarten Literacy Environments
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| 13 |
My Journey with Prisoners: Perceptions, Observations and Opinions
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In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648 (2013)
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| 14 |
The impact of eTextbook audio readings and digital projects on the reading comprehension of elementary students
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In: ETD Collection for Pace University (2013)
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| 15 |
The impact of the use of one-to-one netbooks on student achievement, teacher practice, and perceptions of technology in a fourth-grade bilingual class
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In: ETD Collection for Pace University (2013)
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Wie sollte ein erfolgreiches Material für Kinder mit LRS aussehen? Theoretische Grundlagen und ein praktisches Beispiel: "Das schaffe ich!"
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In: Hellmich, Frank [Hrsg.]; Siekmann, Katja [Hrsg.]: Sprechen, Lesen und Schreiben lernen. Erfolgreiche Konzepte der Sprachförderung. Berlin : Deutsche Gesellschaft für Lesen und Schreiben 2013, S. 200-214. - (DGLS-Beiträge; 15) (2013)
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| 17 |
Vocabulary discourse: Developing meaning through "VoiceThread" publication
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In: ETD Collection for Fordham University (2013)
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| 18 |
Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education
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In: Dissertations and Theses (2013)
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| 19 |
Teachers' conceptions of successful elementary mathematics pedagogical practices with African American students
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Abstract:
This study investigated elementary school teachers' conceptions of their beliefs and expectations of African American students, their pedagogical practices, and the rationale for choosing the pedagogical practices for grades 3 through at Star Maker Elementary. The researcher employed a mixed methodology. The Math Teacher of African American Students Inventory (MT-ABSI) served as the quantitative method. Frequency analysis was employed to analyze the survey. Qualitative methods included two focus group interviews and lesson plans analysis. The researcher employed thematic coding to analyze the qualitative methods. Although the results from the MT-ABSI indicated that teachers had low level beliefs and expectations of their African American elementary students' ability in mathematics, the teachers professed to have high beliefs and expectations and communicate them to their students by using real world experiences in their mathematics classes, providing extra help outside of the mathematics class, and expressing their expectations verbally and non verbally. Further results of the survey indicated that teachers professed to implement some best practices in mathematics classroom than other. These best practices included the use of manipulatives and informing students of state standards. Overall, this is in agreement with the focus group interviews and lesson plans with special emphasis on differentiating instruction, professional development, and lesson plans cycle. There rationale for choosing the pedagogical practices included building background, learners' preference, and reinforcement and advancement of skills.
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Keyword:
Mathematics education|Elementary education
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URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3596196
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Kindergarten Teachers' Perceptions of Barriers English Language Learners Face in Mathematics
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