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Analysis of academic procrastination in professional students of a tertiary training programme
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| 22 |
Analysis of academic procrastination in professional students of a tertiary training programme
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| 23 |
Adult Educators at the Crossroads of Language Learning and Workforce Development: A Qualitative Study of Teacher Agency
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In: Graduate Masters Theses (2019)
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| 24 |
AN EXAMINED LIFE OF A LANGUAGE TEACHER OF CHINESE: AN AUTOETHNOGRAPHIC INVESTIGATION INTO AGENCY
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In: Doctoral Dissertations (2019)
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| 26 |
The Effects of Writing Instructors’ Motivational Strategies on Student Motivation
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In: Australian Journal of Teacher Education (2018)
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| 27 |
Online Professional Development for College Faculty to Support Dyslexic Students: A Multiple Case Study
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| 28 |
Formative and Summative Assessment of Library Instruction (LI): Encouraging and supporting "reflective teaching" practices through peer observation
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In: Georgia International Conference on Information Literacy (2018)
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| 29 |
A Teaching-Learning Grant Initiative: Developing the Critical Literacy Instructional Abilities of Pre-Service Educators
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In: National Youth Advocacy and Resilience Conference (2018)
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| 30 |
THE EFFECT OF LEXICAL INFERENCING STRATEGIES ON STUDENTS’ READING COMPREHENSION ...
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| 31 |
Creating Artful Thinkers - Transforming Research into Practice, Onsite to Online Learning
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In: ICOT 18 - International Conference on Thinking - Cultivating Mindsets for Global Citizens (2018)
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Abstract:
National Gallery of Art educators Julie Carmean and Sara Lesk propose presenting about their process of transforming research into practice through creating the National Gallery’s first Massive Open Online Course (MOOC), specifically for K-12 educators, using the pedagogy of Harvard’s Artful Thinking Routines and the National Gallery’s art collection. This free, international, online learning experience aims to democratize the opportunity for teachers to bring critical thinking through art to their students around the world. Participants will experience a combined onsite/online demonstration of one of their MOOC modules by, first, engaging with a work of art, using an Artful Thinking routine; second, watching a produced video of students responding to the same work, using the same routine as participants; and third, discussing the experience and the documentation of student learning, as would happen on a discussion forum. The presenters will then invite participants to give actionable feedback to course creators.
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Keyword:
Adult and Continuing Education; and Multicultural Education; and Research; Art Education; Arts and Humanities; Bilingual; Curriculum and Instruction; Educational Assessment; Educational Methods; Elementary Education; Evaluation; Instructional Media Design; International and Comparative Education; Multilingual; Online and Distance Education; Secondary Education; Teacher Education and Professional Development
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URL: https://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=1177&context=icot18
https://digitalcommons.fiu.edu/icot18/ICOT18/complete_calendar/33
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| 32 |
Exploring Solidarity in Teacher Learning and Activism for Social Justice
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2018)
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| 33 |
Teacher Attitude and Self-Efficacy Differences Regarding English Language Learners and Disabled Learners.
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In: Graduate Theses and Dissertations (2018)
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| 34 |
Communicative equality: Needs assessment of sign language interpreters in South Dakota
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2018)
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| 35 |
Preparing English language learners to be college and career ready for the 21st century: the leadership role of secondary school principals in the support of English language learners ...
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| 36 |
Deutsch als Zweitsprache: Wo der Markt (zu gut) funktioniert ... : German as a second language: Where the market works (too well) ...
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| 37 |
Educating Incarcerated Youth In Illinois: A Blended Learning Model
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In: Dissertations (2017)
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| 38 |
Deutsch als Zweitsprache: Wo der Markt (zu gut) funktioniert ; German as a second language: Where the market works (too well)
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In: Magazin erwachsenenbildung.at (2017) 32, 6 S. (2017)
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| 39 |
Formative and Summative Assessment of Library Instruction (LI): Encouraging and supporting "reflective teaching" practices through peer observation
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In: Georgia International Conference on Information Literacy (2017)
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| 40 |
Neue Sprachen lehren und lernen: Fremdsprachenunterricht in der Weiterbildung
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In: Perspektive Praxis ; 236 (2017)
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