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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 – 18 of 18 1 Doing science <> writing science Bachler, Theresa. - 2020 BASE Show details 2 Avaliação da fluência verbal e da memória verbal em pacientes pediátricos com leucemia ; Assessment of the verbal fluency and verbal memory of pediatric patients with leukemia Pereira, Michelle Miranda. - : Biblioteca Digital de Teses e Dissertações da USP, 2018. : Universidade de São Paulo, 2018. : Faculdade de Medicina, 2018 BASE Show details 3 Teachers as Curriculum Designers: Understanding STEM Pedagogical Design Capacity Ellingson, Charlene. - 2018 BASE Show details 4 Insight through uncertainty: a review of the literature on the effects of cognitive processes and schema on responses to elicitation (‘projective’) techniques in evaluation and research interviews Roberts, David Glyn. - 2016 BASE Show details 5 Verification of cryptographic protocols with lists of unbounded lengths ; Vérification de protocoles cryptographiques avec listes de longueur non bornée Paiola, Miriam. - : HAL CCSD, 2014 In: https://hal.inria.fr/tel-01103104 ; Cryptography and Security [cs.CR]. Université Paris-Diderot (Paris 7), 2014. English (2014) BASE Show details 6 Optimized Protocol Stack for Virtualized Converged Enhanced Ethernet Crisan, Daniel. - : ETH-Zürich, 2014 BASE Show details 7 Te Tuhirau i Rehu i Ringa: Translating Sacred and Sensitive Texts: An Indigenous Perspective Tipene, Jillian. - : University of Waikato, 2014 BASE Show details 8 The Relationship between the Interactive Computer Interview System and the Praxis II Principles of Learning and Teaching Test Pruett, Sharon Marie. - : University of Kansas, 2012 BASE Show details 9 A MULTI-METHOD DESIGN TO INVESTIGATE THE ROLES OF READING STRATEGY USE AND READING INTEREST IN COMPREHENSION OF ENGLISH EXPOSITORY TEXTS FOR EIGHTH GRADERS IN THE EFL CONTEXT Lin, Chien-Yu. - 2011 BASE Show details 10 Sequential protocol composition in Maude-NPA Santiago Pinazo, Sonia. - : Universitat Politècnica de València, 2011 BASE Show details 11 Ultrasound scanning : principles and protocols Tempkin, Betty Bates. - Philadelphia : Saunders, 2009 MPI-SHH Linguistik Show details 12 Feedback and revision: A protocol analysis Rajoo, Margaret. - : University of Otago, 2009 BASE Show details 13 The Influence of Contextual Factors on Revision Strategies: The Case of Four Malaysian Native Speakers of English in a Mainstream E.S.L. Classroom Mallan, Vijay Kumar. - : University of Otago, 2005 BASE Show details 14 READING COMPREHENSION COMPONENT PROCESSES IN EARLY ADOLESCENCE Cromley, Jennifer Grace. - 2005 BASE Show details 15 Object-Oriented Design of Distributed Algorithms and Network Protocols ; Conception d'algorithmes répartis et de protocoles réseaux en approche objet Seinturier, Lionel. - : HAL CCSD, 1997 In: https://tel.archives-ouvertes.fr/tel-00439136 ; Réseaux et télécommunications [cs.NI]. Conservatoire National des Arts et Métiers - CNAM Paris, 1997. Français (1997) BASE Show details 16 Software engineering for the lingware engineering ; Génie logiciel pour le génie linguiciel Lafourcade, Mathieu. - : HAL CCSD, 1994 In: https://tel.archives-ouvertes.fr/tel-00005104 ; Interface homme-machine [cs.HC]. Université Joseph-Fourier - Grenoble I, 1994. Français (1994) BASE Show details 17 Semi-automatic implementation of network protocols Ford, Daniel Alexander. - : University of British Columbia, 1985 BASE Show details 18 Pedagogical attitudes/perceptions of college writing center peer tutors towards the process of tutoring Ackerman, Patricia E.. - : Kansas State University, May Abstract: Doctor of Philosophy ; Curriculum and Instruction Programs ; F. Todd Goodson ; This study poses questions about the nature of tutoring processes in college level writing centers. As tutors engage student writers, they are presented with complex rhetorical and interpersonal decisions. This researcher seeks to understand deliberate strategies and thought processes applied by tutors to encourage critical thinking abilities in students. How do writing center tutors decide which strategies are needed for different tutoring situations? How do they perceive the reasons why they themselves apply particular strategies? In order to explore these and other questions, the researcher observes tutorial sessions conducted by ten college-level writing center tutors. Triangulated research methodologies are applied, including observation/video-taping, audio-taped think-aloud protocols, transcribed text analysis, a group exit interview, and external collaborator analysis. Immediately following each video-taped tutorial session, the researcher views the video-tape with each respective tutor. Following instruction in think-aloud protocol process, tutors are asked to reflect orally on the process and decision-making strategies applied throughout the tutorial session. Each of these think-aloud sessions is audio-taped. All ten of the video-taped and audio-taped tutorial sessions are then transcribed and coded for thematic patterns. Two credible outside co-raters are asked to analyze the texts, as well, providing interater reliability. Conclusions and implications about how writing center peer tutor perceive individual strategies applied in tutorial sessions are considered. How do tutors decide what types of questions and comments to ask? How do they facilitate the process of fostering student learning and critical thinking? What are the perceived barriers to success in each session? Keyword: Curriculum and Instruction (0727); Education; Language; Language and Literature (0279); Peer tutors; Retrospective thinkaloud protocols; Rhetoric and composition; Rhetoric and Composition (0681); Thinkaloud protocols; Tutorial Discourse; Writing centers URL: http://hdl.handle.net/2097/277 BASE Hide details

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