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| 61 |
Primo Passaggio: Measures Associated with Different Interpretations Sung by an Elite Soprano Performer
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In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522530897483835 (2018)
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| 62 |
Die Internationalität der deutschen Professorenschaft
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In: Die Hochschule : Journal für Wissenschaft und Bildung 27 (2018) 1-2, S. 236-243 (2018)
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| 63 |
Wirkungen naturwissenschaftlicher Bildungsangebote auf pädagogische Fachkräfte und Kinder
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In: Opladen; Berlin : Verlag Barbara Budrich 2018, 314 S. - (Wissenschaftliche Untersuchungen zur Arbeit der Stiftung „Haus der Kleinen Forscher“; 10) (2018)
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| 64 |
Integration des Themas Pilze in den Grundschulunterricht. Herausforderungen & Chancen ; Integration of funghi in elementary school class. Challenges and chances
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In: 2018, 65 S. - (Landau in der Pfalz, Universität Koblenz-Landau, Bachelor-Arbeit, 2018) (2018)
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| 65 |
A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites
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In: ProQuest ETD Collection for FIU (2018)
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| 66 |
Science outreach and science education in the primary level: Conceptual and pedagogical challenges faced
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| 67 |
Speaking their language: Developing a bilingual LibGuide for Chinese students.
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In: Kansas Library Association College and University Libraries Section Proceedings (2018)
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| 68 |
"We're coming from different worlds" : exploring student identity during transition
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| 69 |
A Multicultural Approach to Digital Information Literacy Skills Evaluation in an Israeli College
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In: Communications in Information Literacy (2018)
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| 70 |
Scaffolding for Success: When High School Science Teachers Scaffold Their Summative Classroom Assessments: Opportunities, Observations, and Outcomes
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Abstract:
The adoption of the Next Generation Science Standards (NGSS) has brought with it a need for classroom assessments that measure students’ ability to make sense of, explain, and use science, with many of the performance expectations asking students to apply scientific principles and evidence to produce an explanation. But creating coherent written scientific explanations that demonstrate understanding of scientific principles is not an easy task for students and selecting or creating classroom assessments to properly evaluate this skill is not an easy task for teachers. This study serves to incorporate both of these problems by exploring what happens when scaffolds are included in the assessment process for the students of a group of science teachers at an urban high school in Northern California who were receiving coaching in scaffolding assessments. Presented as three distinct but related chapters I examine how the scientific explanations of students changed when a detailed graphic organizer/rubric scaffold, called SET4CER, was provided; I explore coaching as a conveyor of professional development for high school science teachers to incorporate scaffolding techniques into their classroom assessments; and I document how students in a kinesiology class interact with teacher designed checklist scaffolds to support a summative quiz taken under test conditions. The findings illuminate the difficulties facing teachers in both assessment and scaffold design and indicate that well-designed scaffolds add value to assessments by supporting students to give their best performance and ensuring that assessments evaluate students’ conceptual understanding rather than their memorization or organizational skills. Analysis of the coaching cycles revealed that although the coaching process is not always straightforward, it has potential as a method of professional development delivery that facilitates adoption of the techniques being introduced.
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Keyword:
Educational tests & measurements|Secondary education|Science education
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URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10826901
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| 71 |
Impact and Implications of the Flexible Learning Environment in the At-risk Secondary Classroom
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| 72 |
Investigating the Impact of College-Level General Chemistry Curricula on General Chemistry Students' Conceptions of Organic Acidity and Oxidation-Reduction
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| 73 |
Scaling Undergraduate Scientific Writing via Prominent Feature Analysis
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| 74 |
Integrating Inquiry-Based Physical Science Lessons with English Language Development
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| 75 |
The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes
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In: Mathematics and Statistics Faculty Publications and Presentations (2018)
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| 76 |
Bilingual education policies for deaf students: contributions to academic literacy in higher education ...
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| 77 |
Bilingual education policies for deaf students: contributions to academic literacy in higher education ...
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| 78 |
The Preparation Of Professionals In Document Science Within Specialty 015 «Professional Education»: Challenges Of Today ...
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| 79 |
The Preparation Of Professionals In Document Science Within Specialty 015 «Professional Education»: Challenges Of Today ...
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| 80 |
ADDITIONAL LANGUAGE TAUGHT IN PUBLIC SCHOOLS: DISCUSSION FROM AN INTERCULTURAL SCENARIO ...
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