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Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
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Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
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Playing Japanese: Fostering semantic language play in a Japanese as a foreign language classroom
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Varying strategies to maximize the effectiveness of ELT: Lessons from training sessions
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In: English Language Teaching Educational Journal, Vol 3, Iss 3, Pp 263-271 (2020) (2020)
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Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective
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Exploring Interactions of Adolescents with Autism Spectrum Disorder in Instructional Contexts
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In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1466375717 (2016)
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Peer Interaction: A Compromise or a Necessity?
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 85-99 (2015) (2015)
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From Aha Moments to Ethnomethodology: A Conversation with Hugh Mehan
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 33-45 (2015) (2015)
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Methodological Considerations in the Analysis of Classroom Interaction in Community College Trigonometry
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Spelling Bug: Benefits of using adaptive technology for training spelling in primary school classrooms
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Abstract:
We have developed, used and evaluated Spelling Bug, a computer program designed for teachers and students in primary school classrooms, in three schools in Brisbane over 1.5 years. We evaluated how learner-adaptive computer programs can be successfully integrated in primary classrooms in situ, using observations, interviews and computer-based data logs. The study found participating teachers felt time poor and they did not priorities learning to use new technologies. However, if they find add-on value they use the technology to complement traditional teaching. The response to using Spelling Bug was positive from both teachers and students. Students enjoyed a new task for working with spelling and they responded positively to the individual challenge the computer program set up for them. Teachers were pleased to find their students working independently and found time to support individual needs in the classroom. Retrieving information from a computer program gave support for teachers when making decisions on how to proceed with their teaching and presenting to parents.
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Keyword:
1705 Computer Networks and Communications; 1707 Computer Vision and Pattern Recognition; 1709 Human-Computer Interaction; 1712 Software; Classroom technology; Education; Learner-adaptive
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URL: https://espace.library.uq.edu.au/view/UQ:235088
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FROM INTERACTION TO INTERACTION: EXPLORING SHARED RESOURCES CONSTRUCTED THROUGH AND MEDIATING CLASSROOM SCIENCE LEARNING
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Three young Korean children's English language learning in two American preschool classrooms
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In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production
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Cambridge Journal of Education ; A critical analysis of the role of wait time in classroom interactions and the effects on student and teacher interactional behaviours
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"We're Saying the Same Thing": How English Teachers Negotiated Solidarity, Identity, and Ethics Through Talk and Interaction.
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