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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 Page: 1 2 3 4 5 6 7...550 Hits 41 – 60 of 10.998 41 CLIL as an inclusive approach. a didactic proposal to attend to diversity García Román, María del Carmen. - : Universidad de Córdoba, 2022 BASE Show details 42 Modelling Group Dynamics with SYMLOG and Snowdrift for Intelligent Classroom Environment Longford, Edward. - 2022 BASE Show details 43 English language teaching, learning and assessment in Sri Lanka: Policies and practices in the school education system Indrarathne, Bimali; Mcculloch, Sharon. - : British Council, 2022 BASE Show details 44 The Theory and Practice of Voice in Early Childhood : An International Exploration Arnott, Lorna; Wall, Kate. - : Routledge, 2022 BASE Show details 45 Autonomia intelectual de estudantes universitários : a investigação e a construção de um conceito Blando, Alessandra. - 2022 BASE Show details 46 Die Wirksamkeit von Interaktionsspielen im Zweitspracherwerb: Eine Evaluationsstudie im Einzelfalldesign Groenhagen, Birgit. - 2022 BASE Show details 47 A Phenomenological Study of Gratitude-based Educational Assessment Brown, Keith William. - : University of Toronto, 2022 Abstract: Although recent studies confirm the benefits of gratitude practices in professional settings, relatively few have explored benefits of gratitude practices for teachers (Griffith, 2016; Howells, 2012). Gratitude practices can conceivably be of value in areas where teachers experience difficult or conflicted emotions, such as assessing and evaluating students’ written work. This study explores the effect of a gratitude practice on assessment of student written work, through a visualization practice in which student writing is imagined as a gift. Specifically, the study explores what teachers experience when they assess student writing alongside a visualization designed by the researcher which metaphorically positions student writing as a gift to teachers. The research question guiding this study is: How do teachers experience the practice of assessment when student writing is metaphorically reimagined as the process of ‘receiving a gift’? In posing this question, the study explores both the teachers’ experiences of the visualization and how it affected their assessment practices and orientations. The methodological framework for this study is transcendental phenomenology (Hycner, 1985) while conceptual metaphor theory (Lakoff Johnson, 1980) forms the guiding theoretical framework. Data was drawn from questionnaires and reflective journals of ten secondary and post-secondary teachers. The teachers assessed two separate pieces of student writing, both before and after the guided visualization, for a total of four periods of assessment, and wrote reflections on what they experienced when they reframed assessment as a process of receiving a gift. The study findings indicate that the gift visualization enriched the teachers’ experiences of assessment by fostering a more relaxed approach to assessment; an attitude of discovery and surprise; a growing trust in the student’s inner truths; greater attentiveness to the meaning of the student writing; an enhanced empathy for the students’ intentions and efforts; and, finally, a desire to reciprocate on students’ efforts through extensive feedback. Over time, the guided visualization tended to orient teachers toward a more expressivist approach to assessing student texts, with an enhanced perception of writing as the revealing and expression of a student’s unique voice, rather than an exercise in conformity to established forms and genre. ; Ph.D. Keyword: 0647; Assessment; Gift Phenomenology; Gratitude; Holistic Education; Metaphor; Visualization URL: http://hdl.handle.net/1807/110759 BASE Hide details 48 Ser tradutor num mundo globalizado e em constante evolução: experiência de estágio na SMARTIDIOM ; Being a translator in a globalised world in constant evolution: internship experience at SMARTIDIOM Gilardi, Gilda. - 2022 BASE Show details 49 Relatório de estágio para obtenção de grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico Nóbrega, Sara Carolina Figueira. - 2022 BASE Show details 50 Relatório de estágio para obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico Faria, Leonilde Ludovina Abreu. - 2022 BASE Show details 51 Quantitative Study of Predictive Relationships Between English Language Proficiency, Academic Growth, and Academic Achievement Assessments in North Georgia Loughridge, Crystal Amber. - 2022 BASE Show details 52 Is it Really Just Black and White? A Basic Interpretive Qualitative Study of Effective White Teachers of Black Students in a Small, Southern Community Lewis, Maura A.. - 2022 BASE Show details 53 nutsamaat uy’skwuluwun: Coast Salish pedagogy in higher education Jones, Collette F.. - 2022 BASE Show details 54 Embedding academic literacy in degree curricula Murray, Neil. - : Springer, 2022 BASE Show details 55 Family language policy in the Polish diaspora : a focus on Australia Romanowski, Piotr. - London : Routledge, 2021 BLLDB UB Frankfurt Linguistik Show details 56 Mehrsprachigkeit Busch, Brigitta. - Wien : facultas, 2021 BLLDB UB Frankfurt Linguistik Show details 57 Grammatik für die Schule Elsner, Daniela (Herausgeber); Döring, Sandra (Herausgeber). - Hamburg : Buske, 2021 BLLDB UB Frankfurt Linguistik Show details 58 Language education in the school curriculum : issues of access and equity Chen, Honglin; Black, Stephen; Cruickshank, Ken. - Sydney : Bloomsbury Academic, 2021 BLLDB UB Frankfurt Linguistik Show details 59 Semantisch-konzeptuelle Vernetzungen im bilingualen mentalen Lexikon : eine psycholinguistische Studie mit deutsch-türkischsprachigen Jugendlichen Veletić, Sebastian. - Berlin, Germany : J.B. Metzler, 2021 BLLDB UB Frankfurt Linguistik Show details 60 Gargantua ; Gargantua: nouvelle édition bilingue avec translation en français moderne et dossier Marrache-Gouraud, Myriam. - : HAL CCSD, 2021. : Garnier Flammarion, 2021 In: https://hal.archives-ouvertes.fr/hal-03277482 ; Garnier Flammarion, 2021, 9782080251978 (2021) BASE Show details Page: 1 2 3 4 5 6 7...550

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