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Comparative Study of Multiclass Text Classification in Research Proposals Using Pretrained Language Models
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In: Applied Sciences; Volume 12; Issue 9; Pages: 4522 (2022)
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Effects of Japanese Special Moras Education Using Evernote
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In: Education Sciences; Volume 12; Issue 4; Pages: 270 (2022)
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Object Coreference in German: The Reflexive sich as a Problem for Derivational Approaches to Binding
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In: Philosophies; Volume 7; Issue 1; Pages: 5 (2022)
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Mapping Enabling Conditions for High-Quality PBL: A Collaboratory Approach
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In: Education Sciences; Volume 12; Issue 3; Pages: 222 (2022)
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Exploring Measurement through Coding: Children’s Conceptions of a Dynamic Linear Unit with Robot Coding Toys
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In: Education Sciences; Volume 12; Issue 2; Pages: 143 (2022)
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Causal Emergence: When Distortions in a Map Obscure the Territory
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In: Philosophies; Volume 7; Issue 2; Pages: 30 (2022)
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The Association between Mothers’ Smartphone Dependency and Preschoolers’ Problem Behavior and Emotional Intelligence
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In: Healthcare; Volume 10; Issue 2; Pages: 185 (2022)
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CFPR: interview avec FRA2019_0033
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In: https://nakala.fr/10.34847/nkl.dc77f1k4#3ed5f837b79f396d7718191182bb16955ef1a48b (2022)
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Towards a Socio-technical System of Culturally Responsive Teaching: The Interplay between Individuals, Communities and Resources
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Abstract:
Culturally Responsive Teaching (CRT) is a set of instructional practices that acknowledges and incorporates students’ identities and backgrounds into the classroom in a way that makes learning more effective and relevant for culturally, rhetorically, and ethnically diverse students. CRT helps to create a space where (1) all students are respected and empowered, and (2) their differences are acknowledged, discussed, and incorporated in a meaningful manner. This not only fosters a culturally responsive classroom, but one that supports social justice. Both CRT and social justice in education aim to expand students’ perspectives of people from diverse backgrounds, to help them relate and empathize with others, and also embrace their own identities. Researchers discovered that educators face challenges with both CRT- and social justice-informed teaching, such as cultural unfamiliarity and a lack of training. As a means to overcome these challenges and facilitate CRT- and justice-informed education, we propose the design of a socio-technical system of CRT practices by creating a "CRT agency" between teachers in diverse locations and expertise.
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Keyword:
Culturally Responsive Teaching; Qualitative Analysis
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URL: http://hdl.handle.net/1920/12765
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Morphological Paradigms: Computational Structure and Unsupervised Learning ...
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Additional file 1 of Discomfort, pain and stiffness: what do these terms mean to patients? A cross-sectional survey with lexical and qualitative analyses ...
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Additional file 1 of Discomfort, pain and stiffness: what do these terms mean to patients? A cross-sectional survey with lexical and qualitative analyses ...
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Discomfort, pain and stiffness: what do these terms mean to patients? A cross-sectional survey with lexical and qualitative analyses ...
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Discomfort, pain and stiffness: what do these terms mean to patients? A cross-sectional survey with lexical and qualitative analyses ...
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sj-docx-1-jls-10.1177_0261927X221092098 - Supplemental material for Willingness to Communicate and its High-Evidence Factors: A Meta-Analytic Structural Equation Modeling Approach ...
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Willingness to Communicate and its High-Evidence Factors: A Meta-Analytic Structural Equation Modeling Approach ...
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sj-docx-1-jls-10.1177_0261927X221092098 - Supplemental material for Willingness to Communicate and its High-Evidence Factors: A Meta-Analytic Structural Equation Modeling Approach ...
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Willingness to Communicate and its High-Evidence Factors: A Meta-Analytic Structural Equation Modeling Approach ...
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