Hits 1.081 – 1.100 of 1.100
1081 |
language textbooks used in Pakistan
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In: http://www.jlls.org/index.php/jlls/article/download/208/201/
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1082 |
Using the Web as a Measure of Familiarity and Obscurity
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In: http://dollar.biz.uiowa.edu/~bradshaw/Papers/shammaWebMeasureFamiliarity.pdf
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1083 |
emotional styles and their implications for health
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In: http://www.aging.wisc.edu/pdfs/2494.pdf
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1084 |
Inference and culture: The distinction between low context culture and high context culture as a possible explanation for cultural differences in cognition
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In: http://mindmodeling.org/cogsci2012/papers/0443/paper0443.pdf
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1085 |
© Impact Journals BILINGUALISM AND BICULTURALISM: EXPLORING YOUTH LANGUAGE, CULTURE
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In: http://www.impactjournals.us/download.php?fname%3D2-11-1391167480-2.+Humanities-Bilingualism+and+Biculturalism-Hynd+Mahdad+Kaid+Slimane.pdf
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1086 |
Education, culture, développement ... : quelles relations ? : analyse de l'enseignement bilingue et de l'éducation non-formelle en milieu rural au Burkina Faso ...
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1087 |
Développement et intégration de la culture du milieu à l'école de Goundry au Burkina Faso ...
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1089 |
An investigation of the refusal speech act of Turkish learners of English
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1091 |
Television commercials as a window on American culture for teaching adult English as a second language students
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1092 |
`Canadian-Grown': Student Perspectives About Learning Science in a Culturally Diverse Classroom
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Onuczko, Tracy. - : University of Alberta. Department of Secondary Education.
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Abstract:
Degree: Doctor of Philosophy ; Abstract: As a result of science being viewed as universal and promoting Eurocentric values, science education has been suggested to be inaccessible for culturally and linguistically diverse students as measured by achievement gaps, poor standardized test results, and racial and ethnic disparities in science. Therefore, the literature suggests that culturally and linguistically diverse students will face barriers in their epistemological understanding of science. This qualitative case study sought to explore student perspectives of the implementation of science education in a culturally diverse classroom. Data collection focused on in-depth, semi-structured interviews with 13 student participants in a culturally diverse classroom, and twice weekly classroom observations for three months. Students in this study defined science as the disciplines demarcated in school and universal in content. However, they also believed that science was prone to influence, particularly in the ways in which scientists interpreted results and arrived at decisions. While students had varied opinions on whether culture influenced science education, they did not feel that in their particular science class culture mattered as they all felt that they were 'Canadian-grown' - as in, students were all learning in the same classroom therefore they shared similar values and understanding with respect to learning science in this particular context. There was no evidence from observations within this study, from the students, their achievement, or their teacher to suggest that students encountered cultural challenges or barriers in accessing school science. However, the student participants held a range of diverse beliefs and values with respect to different topics within their science class but were never asked to incorporate their perspectives into their learning. These were potentially missed opportunities to make their science class more personally meaningful. The findings from this research support recent concerns that incorporating culture and multiculturalism in science education in order to address achievement and access gaps to science may be based on hypothesized links. While incorporating culture and multiculturalism within science class is important, for example, to value diversity of perspective, as an understanding of the multicultural society in which students live, and to better address the Calls to Action in the Truth and Reconciliation Commission of Canada, the assumptions regarding student's inability to epistemologically access science education if culture is not included was not supported by the students in this study.
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Keyword:
Culture; Science education; Student perspective
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URL: https://doi.org/10.7939/R3H12VP4V https://era.library.ualberta.ca/items/f126b4e0-a80e-4246-a489-6653ea11c7b3
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1093 |
The Influence of Gender and Culture on First and Second Language Writing of Chinese and Japanese-speaking University Students
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1094 |
El hip hop, bailado y traducido : aproximación de la cultura al público hispanohablante
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1095 |
Dues traduccions de L’enigma Perucho: text a text i intersemiòtica a còmic
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1096 |
Ciencias cognitivas y educación : una propuesta de diálogo ; Cognitive sciences and education : a proposal for dialogue
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1097 |
“Las voces del aula”. Tratamiento e integración de la diversidad en las clases de lengua (nivel ESO)
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1099 |
Teaching English as a foreign language through songs in Primary Education
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1100 |
Fatores associados ao uso de chupeta por lactentes nascidos pré-termo
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In: Revista CEFAC, Vol 18, Iss 3, Pp 601-612
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