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The mediating role of parents and school in peer aggression problems ; Posredniška vloga staršev in šole pri vrstniškem nasilju
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In: CEPS Journal 12 (2022) 1, S. 169-188 (2022)
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Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen
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Schastak, Martin. - : Verlag Barbara Budrich, 2020. : Opladen, Berlin, Toronto, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Opladen, Berlin, Toronto : Verlag Barbara Budrich 2020, 457 S. - (Mehrsprachigkeit und Bildung; 4) - (Frankfurt am Main, Univ., Diss., 2019) (2020)
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Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen ...
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Students’ Responses to the Application of Peer-Editing Group Correction for Cause–Effect Written Assignments
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 17, Iss 2, Pp 197-208 (2017) (2017)
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Student interview for Place-Based WAC/WID writing instruction in Animal Science, clip 5 of 13
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Student interview for Place-Based WAC/WID writing instruction in Management, clip 5 of 13
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160 students, 20 groups, 1 TA: transforming a large classroom into a small classroom-like environment.
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In: The Western Conference on Science Education (2015)
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Using Group-Work to Optimize Learning Opportunities for Grade 1 and 2 English Language Learners in the Classroom
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Zum Zusammenhang zwischen kollektivem Selbstwert und der Motivation, Deutsch zu lernen. Eine Untersuchung von Schülerinnen und Schülern mit Migrationshintergrund in Deutschland und der Schweiz ...
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| 10 |
Zum Zusammenhang zwischen kollektivem Selbstwert und der Motivation, Deutsch zu lernen. Eine Untersuchung von Schülerinnen und Schülern mit Migrationshintergrund in Deutschland und der Schweiz
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In: Allemann-Ghionda, Cristina [Hrsg.]; Stanat, Petra [Hrsg.]; Göbel, Kerstin [Hrsg.]; Röhner, Charlotte [Hrsg.]: Migration, Identität, Sprache und Bildungserfolg. Weinheim u.a. : Beltz 2010, S. 59-77. - (Zeitschrift für Pädagogik, Beiheft; 55) (2010)
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| 13 |
Checkpoint Literacy. Tagungsband 2 zum 15. Europäischen Lesekongress 2007 in Berlin
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Europäischer Lesekongress (15 : 2007 : Berlin). - : Deutsche Gesellschaft für Lesen und Schreiben, 2008. : Berlin, 2008. : pedocs-Dokumentenserver/DIPF, 2008
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In: Berlin : Deutsche Gesellschaft für Lesen und Schreiben 2008, 328 S. - (DGLS-Beiträge; 8) (2008)
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| 14 |
Two Collaborative Feedback Models in EFL Writing Instruction: Do They Make a Difference?
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In: Journal of Applied Linguistics, Vol 1, Iss 3, Pp 134-163 (2008) (2008)
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Dialogic learning in tutorial talk: a case study of semiotic mediation as a learning resource for second language international students.
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Collaborative learning and peer-tutoring in mathematics : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Studies (Mathematics), Massey University
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Abstract:
This study sought to promote learning by enhancing the level of higher order cognitive talk among collaborative groups engaged on mathematical tasks. An intervention, designed to utilise structures such as listening, multiple retelling, questioning, elaboration, and justification to promote high-level discourse, was trialled and refined using an action research classroom study. The collaborative skills training programme was based on Medcalf's peer-tutoring model (1997) and adapted to incorporate features of Lyman's Think-Pair-Share collaborative model (1992). The teacher's role was seen as crucial to the development of collaborative group practices which establish the structures for high-level discourse. Collaborative group practices were reinforced in follow-up class discussions where the teacher facilitated student reflection on the mathematical strategies and the collaborative group strategies. It was also seen as important for the teacher to select appropriately levelled tasks which maintained the learner in his/her Zone of Proximal Development. Findings indicated that the structured intervention enhanced the level of higher order discourse between students and that it was an effective procedure to mediate learning. Several patterns of discourse were also identified that could provide useful indicators of higher level discourse to teachers during daily classroom observations.
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Keyword:
Group work in education; Mathematics study and teaching; Peer group tutoring of students; Primary school mathematics
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URL: http://hdl.handle.net/10179/7035
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| 18 |
A sociolinguistic investigation of talk and the construction of social identities in peer instructional writing groups.
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In: Doctoral Dissertations 1896 - February 2014 (1992)
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The Effect of Peer-Editing on the Quality of 11th Grade Composition
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In: UNF Graduate Theses and Dissertations (1984)
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