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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...8 Hits 21 – 40 of 149 21 Integration durch Zweitspracherwerb auf der Bühne Sdroulia, Amalia. - : pedocs-Dokumentenserver/DIPF, 2020 In: 2020, 7 S. (2020) BASE Show details 22 Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor ... Boblett, Nancy Rolph. - : Columbia University, 2020 BASE Show details 23 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 24 Comunicare con i bambini per promuovere la loro crescita la prospettiva intersoggettiva ed embodied Mignosi E.. - : Università di Messina - Dipartimento di Pedagogia e Scienza dell'Educazione, 2020. : country:IT, 2020 BASE Show details 25 Learning from Experience: The Practice of Teachers with Dyslexia Working with Special Education Students in Massachusetts Brooks, Lisa. - 2019 Abstract: This qualitative study sought to expand what is known about best practice for students with dyslexia in public schools. Despite its prevalence, there is confusion in the education field about what dyslexia actually is, how to identify it, and how to best remediate the difficulties associated with it. An untapped source of educational insight is teachers who have dyslexia and what they have gleaned from their experiences. The purpose of this study was to examine the perceptions of 20 Massachusetts teachers with dyslexia as they reflected on their own experiences in special education. Utilizing semi-structured interviews that included critical incident questions, answers to the following research questions were sought: (a) What did teachers with dyslexia say they learned from their experiences in and out of the classroom setting with respect to self-concept, resilience, and their journey to becoming a teacher? (b) In what ways have teachers’ own experiences as learners and teachers with dyslexia influenced the ways that they currently practice? (c) In what ways did teachers with dyslexia perceive their learning disability affected their ability and capacity to teach students with dyslexia? Participants described traumatic experiences that resulted from teacher misinformation or late diagnoses. Results included strong support for increased teacher knowledge and understanding about dyslexia, including the variability and complexity of the profile, training in scientifically-based reading interventions and carefully chosen classroom placement, and recognition that dyslexia continues across the lifespan. Results were analyzed with feedback from four member check participants and input from three higher education dyslexia experts. The researcher made four conclusions: (1) Teacher training about the dyslexic profile is vital for all teachers; (2) All reading teachers must learn scientifically-based systematic phonetic reading approaches and access to such training must be improved; (3) Candidates and teachers with dyslexia have particular skill and empathy for working with students with dyslexia and should be supported; and (4) Teachers with dyslexia should have opportunities to share their voices in educational decision making. Keyword: Adult education; Dyslexia; Dyslexia--Study and teaching; Special education; Teachers--Training of URL: https://doi.org/10.7916/d8-ffn3-7q19 BASE Hide details 26 Dire (avec) l’accent en formation linguistique obligatoire pour adultes allophones : l’accent comme indicateur d'identité linguistique assignée, subie ou choisie Dupouy, Myriam In: EISSN: 1769-7425 ; Glottopol ; https://halshs.archives-ouvertes.fr/halshs-02473236 ; Glottopol, Université de Rouen, Laboratoire Dylis, 2019 (2019) BASE Show details 27 Dire (avec) l'accent en formation linguistique obligatoire pour adultes allophones, l'accent comme indicateur d'identité linguistique assignée, subie ou choisie Dupouy, Myriam In: EISSN: 1769-7425 ; Glottopol ; https://hal.archives-ouvertes.fr/hal-02324542 ; Glottopol, Université de Rouen, Laboratoire Dylis, 2019 (2019) BASE Show details 28 The Role of Emotional Overcontrol in the Acceptance of Counselor Training Feedback Berzins, R. Erin W In: Dissertations & Theses (2019) BASE Show details 29 Forschung zur Digitalisierung in der Kulturellen Bildung ... null. - : kopaed, 2019 BASE Show details 30 The Influence of Adult Education Principles on Canadian Spoken-Language Interpreter Training Programs: A Case Study ... Staflund, Jeffrey Glen Patrick. - : Werklund School of Education, 2019 BASE Show details 31 The role of emotional overcontrol in the acceptance of counselor training feedback Berzins, R. Erin W In: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1572968573171083 (2019) BASE Show details 32 Forschung zur Digitalisierung in der Kulturellen Bildung Jörissen, Benjamin Hrsg.; Kröner, Stephan Hrsg.; Unterberg, Lisa Hrsg.. - : kopaed, 2019. : München, 2019. : pedocs-Dokumentenserver/DIPF, 2019 In: München : kopaed 2019, 236 S. - (Kulturelle Bildung und Digitalität; 1) (2019) BASE Show details 33 Workplace Incivility toward Individuals with Disabilities, Secure Attachment Style, and Mental Health: Focus on Mediator and Moderator Effects Heikkila, Mia In: FIU Electronic Theses and Dissertations (2019) BASE Show details 34 The effects of high variability training on voice identity learning. Lavan, N; Knight, S; Hazan, V. - : Elsevier, 2019 BASE Show details 35 Introducing Literature in the EFL Classroom: "The boy in the striped pyjamas" by John BoyneE (2006) “get off your pyjamas and read"” Martí Corbatón, María. - : Universitat Jaume I, 2019 BASE Show details 36 DEVELOPING AND VALIDATING A QUALITY OF DELIVERY SCALE AND ASSESSING ADULT-TRAINEES’ COGNITIVE LOAD, MOTIVATION, AND COMPLIANCE Moore, Kelsey P. In: Theses and Dissertations--Communication (2019) BASE Show details 37 Mehrsprachigkeit im Basisbildungsunterricht mit MigrantInnen – eine Ressource und keine Komplikation! ; Plurilingualism in Basic Education Courses with Migrants – A Resource, Not a compilation! Laimer, Thomas; Wurzenrainer, Martin In: Magazin erwachsenenbildung.at (2018) 33, 9 S. (2018) BASE Show details 38 Kritische Medienkompetenz und Community Medien Peissl, Helmut; Sedlaczek, Andrea; Eppensteiner, Barbara. - : CONEDU – Verein für Bildungsforschung und -medien, 2018. : Graz, 2018. : pedocs-Dokumentenserver/DIPF, 2018 In: Graz : CONEDU – Verein für Bildungsforschung und -medien 2018, 59 S. - (Dossier erwachsenenbildung.at) (2018) BASE Show details 39 Mehrsprachigkeit in der Basisbildung. Prinzipien, Anregungen, Perspektiven ; Plurilingualism in Basic Education. Principles, suggestions, perspectives Hofstätter, Verena In: Magazin erwachsenenbildung.at (2018) 33, 10 S. (2018) BASE Show details 40 Kritische Medienkompetenz und Community Medien ... Peissl, Helmut; Sedlaczek, Andrea; Eppensteiner, Barbara. - : CONEDU – Verein für Bildungsforschung und -medien, 2018 BASE Show details Page: 1 2 3 4 5 6...8

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