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Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts
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In: Iiskala, T., Volet, S. <https://researchrepository.murdoch.edu.au/view/author/Volet, Simone.html>orcid:0000-0001-8450-6663 , Jones, C. <https://researchrepository.murdoch.edu.au/view/author/Jones, Cheryl.html>, Koretsky, M. and Vauras, M. (2021) Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts. Instructional Science, 49 . pp. 687-718. (2021)
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Attitude-, group- and activity-related differences in the quality of preservice teacher students' engagement in collaborative science learning
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In: Volet, S. <https://researchrepository.murdoch.edu.au/view/author/Volet, Simone.html>orcid:0000-0001-8450-6663 , Jones, C. <https://researchrepository.murdoch.edu.au/view/author/Jones, Cheryl.html> and Vauras, M. (2019) Attitude-, group- and activity-related differences in the quality of preservice teacher students' engagement in collaborative science learning. Learning and Individual Differences, 73 . pp. 79-91. (2019)
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Book Review: Louis Mendola, trans., Frederick, Conrad & Manfred of Hohenstaufen, Kings of Sicily: The Chronicle of “Nicholas of Jamsilla”, 1210–1258 (New York, NY: Trinacria Editions, 2016)
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Jones C. - : University of Chicago Press, 2019
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The importance of leisure and the psychological mechanisms involved in living a good life: a content analysis of best-possible-selves texts
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Feeling alienated – teachers using immersive digital games in classrooms
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Explicit instruction of spoken requests: an examination of pre-departure instruction and the study abroad environment.
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The Effect of Input Enhancement on Vocabulary Learning: Is There An Impact upon Receptive And Productive Knowledge?
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Teaching spoken stance markers: A comparison of receptive and productive practice
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Abstract:
This article reports on the results of an experimental study designed to investigate the effects of receptive and productive practice on the acquisition of spoken stance markers such as ‘basically‘ and ‘to be honest’. Two groups of participants were each given a different type of instruction for ninety minutes: one emphasised production of the target stance markers and the other receptive understanding of them. Prior to and following instruction, participants were given a receptive test, a controlled production test and a free production test to measure acquisition of the target forms. Results show that the instruction resulted in increased scores on almost all measures in the short term but that this was not sustained over time and was only significant for the receptive practice group in terms of their production of the target language. When compared, no significant differences between the groups’ scores were found.
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URL: http://livrepository.liverpool.ac.uk/3003157/ http://livrepository.liverpool.ac.uk/3003157/1/Spoken%20stance%20markers.docx
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Teaching Hans Christian Andersen's Tales: A Linguistic Approach
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In: New Approaches to Teaching Folk and Fairy Tales, pp. 159-171 (2016)
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Educators who believe: understanding the enthusiasm of teachers who use digital games in the classroom
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The Teaching and Learning of Lexical Chunks: A Comparison of Observe Hypothesise Experiment and Presentation Practice Production.
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Gaming well: links between videogames and flourishing mental health
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Discriminating disorder from difference using dynamic assessment with bilingual children
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Teaching spoken discourse markers explicitly: A comparison of III and PPP
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Basal insulin and cardiovascular and other outcomes in dysglycemia.
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In: New England Journal of Medicine, vol. 367, no. 4, pp. 319-328 (2012)
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