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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 14 of 14 1 B-SFT: Beobachtungssystem zur Erfassung von Sprachfördertechniken im Kita- und Grundschulalltag ... Beckerle, Christine; Mackowiak, Katja; Kucharz, Diemut. - : Verlag Julius Klinkhardt, 2020 BASE Show details 2 SpraBi: Fragebogen und App zur Dokumentation sprachlicher Bildungsaktivitäten in der Kita ... Wirts, Claudia; Reber, Karin; Gonzalez-Campos, Diego. - : Verlag Julius Klinkhardt, 2020 BASE Show details 3 SpraBi: Fragebogen und App zur Dokumentation sprachlicher Bildungsaktivitäten in der Kita Gonzalez-Campos, Diego; Wirts, Claudia; Reber, Karin In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 55-78 (2020) BASE Show details 4 Vignetteninterview zur Erfassung des Sprachförderwissens pädagogischer Fachkräfte (VSW) Löffler, Cordula; Koch, Katja; Beckerle, Christine... In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 13-32 (2020) BASE Show details 5 B-SFT: Beobachtungssystem zur Erfassung von Sprachfördertechniken im Kita- und Grundschulalltag Beckerle, Christine; Mackowiak, Katja; Kucharz, Diemut In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 79-101 (2020) BASE Show details 6 Einleitung: Instrumente zur Erfassung institutioneller (schrift-)sprachlicher Bildung Mackowiak, Katja; Beckerle, Christine; Gentrup, Sarah... In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 7-12 (2020) BASE Show details 7 Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus Lemmer, Rabea; Schulz, Petra; Geyer, Sabrina... In: KiTa aktuell. Bayern 32 (2020) 10, S. 241-243 (2020) BASE Show details 8 Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung Gentrup, Sarah Hrsg.; Mackowiak, Katja Hrsg.; Beckerle, Christine Hrsg.. - : Verlag Julius Klinkhardt, 2020. : Bad Heilbrunn, 2020. : pedocs-Dokumentenserver/DIPF, 2020 In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 159 S. (2020) BASE Show details 9 Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus ... Geyer, Sabrina; Voet Cornelli, Barbara; Lausecker, Alina. - : Wolters Kluwer, 2020 BASE Show details 10 Adult literacies from the perspective of practitioners and their learners. A case study from the north of England Allatt, Gwyneth In: European journal for Research on the Education and Learning of Adults 11 (2020) 1, S. 29-43 (2020) BASE Show details 11 A quantitative analysis of educators' attitudes toward wellbeing promotion in Irish post-primary schools Byrne, David; McGuinness, Colm; Carthy, Aiden In: Other Resources (2020) BASE Show details 12 Decision-making in Early Childhood/Early Childhood Special Education Educator Preparation When Addressing Evidence-based Practice: How Are We Doing? Amilivia, Jennifer Marie. - : University of Kansas, 2020 Abstract: The definition of evidence-based practice has specific implication on how educators in partnerships with families make joint decisions about evidence-based practices. This dissertation utilized a survey design to obtain early childhood program faculty members perception on decision-making competence. The purpose of this study was to identify (a) the extent to which program faculty identified early childhood competencies of a six-step, collaborative decision-making model as important, and (b) the current status of training of preservice early educators for these decision-making competencies. The six-steps were grounded on the principle of building and maintain trusting, respectful, reciprocal relationships with families. In addition to the six-steps decision-making process, competencies were analyzed to highlight the necessary knowledge and skills beginning-level educators need to obtain through their early childhood education program. Overall, early childhood faculty members agreed that having a set of competencies focusing on an educator-family decision-making process is important. The data illustrated a high level of importance for all seven competencies. Moreover, the findings from the current study support the early childhood profession’s position on evidence-based practices (i.e., conceptualized as a verb) vs. evidence-based practice (i.e., conceptualized as a noun). The high level of agreement on all the competencies associated with the six-step decision-making model affirms the notion that families should be joint partners in the decision-making process about interventions/strategies educators implement. With little variability across participants’ survey responses, the data confirmed the competencies associated with the six-step decision-making process are important skills that beginning-level educators need upon completion of their educator preparation program. The data illustrated that early educator preparation programs meet expectations in the extent to which the program addressed all of the competencies. The data highlighted that course assignments, lectures, and readings was the most common means of addressing the competencies. The overall respondents’ responses for partially meeting expectations and/or not all meeting expectations averaged 17%. This data indicated there may be different competency skill requirements at different institutions. The data indicated that the limited number of credit hours offered through their educator preparation program of study was a challenge that most programs encounter (30% of respondents). These findings reaffirm literature on the content early childhood educator preparation programs cover. Analysis of the qualitative data highlighted methods programs implemented to increase preservice educators’ knowledge and skills for partnering with families. In summary, some preservice educators may benefit from learning about the following competencies: 1) the opportunity to consistently engage with parents during their field experiences; 2) the ability to gather and share research-based practices they have identified for use in the classroom as well as in the child’s home with the parents; and 3) the way to build family partnerships while specifically including the family context. Keyword: decision-making model; early childhood competencies; Early childhood education; early childhood professional standards; family partnerships; preservice educator preparation URL: http://hdl.handle.net/1808/31813 http://dissertations.umi.com/ku:17009 BASE Hide details 13 Information and Communication Technology (ICT) and English as a Foreign Language (EFL) pre-service teacher education in Vietnam Tran, Ngoc Giang. - 2020 BASE Show details 14 Occupational Therapy Student Readiness for Transition to the Fieldwork Environment: A Pilot Case Study Karp, Pamela In: The Open Journal of Occupational Therapy (2020) BASE Show details

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