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Focus groups as a tool to reveal causes of resistance or openness to non-binary gender norms among kindergarten teachers
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In: 11th European Feminist Research Conference: Social change in a feminist perspective ; https://hal.univ-lorraine.fr/hal-03573494 ; 11th European Feminist Research Conference: Social change in a feminist perspective, University of Milano, Bicocca, Jun 2022, Milan, Italy ; https://11efrc.unimib.it/ (2022)
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| 2 |
The Complex, Dynamic and Co-adaptive Relationship between Pronunciation Teachers’ Cognitions, Pedagogical Practices and Wider Contexts: A Case from Vietnamese Tertiary Education
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| 3 |
What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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| 4 |
Teachers’ Transition From Teacher-Centered to Learner-Centered Classrooms Using the Next Generation Science Standards as a Tool
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| 5 |
A USER-CENTERED APPROACH TO THE DEVELOPMENT OF AN ELEARNING PROGRAM FOR CLASSROOM TEACHERS OF STUDENTS WITH DISRUPTIVE CLASSROOM BEHAVIOUR
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| 6 |
Zum Ungleichgewicht digital vermittelten Sachunterrichts und sprachlich-kommunikativer Anforderungen ...
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| 7 |
Zum Ungleichgewicht digital vermittelten Sachunterrichts und sprachlich-kommunikativer Anforderungen
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In: Sachunterricht in der Informationsgesellschaft. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 114-121. - (Probleme und Perspektiven des Sachunterrichts; 32) (2022)
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| 8 |
Introduction of Phonological Concepts in an Initial Teacher Education Literacy Unit
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In: Australian Journal of Teacher Education (2022)
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| 9 |
Disrupting Trauma Tourism in Diversity Workshops and Scholarship Essays: A Participatory Study Describing Counternarratives by Queer, Trans, and Students of Colour.
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In: University Studies Faculty Publications and Presentations (2022)
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| 10 |
Managing students’ non-canonical approaches to solving equations: Linguistic resources teachers use to respond to students’ mathematical work ...
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Abstract:
A historical review of mathematics curriculum suggests a long-standing canonical method to solving equations that teachers often see as “the” way to solve equations. In this paper, we examine data collected from a nationally-distributed sample of 524 secondary mathematics teachers who responded to a set of scenario-based survey items that represent the instructional situation of solving equations. The items featured scenarios in which students presented non- canonical solution methods and asked participants to share how they would respond to that situation. Using a framework that draws on systemic functional linguistics, we describe patterns in the various linguistic resources teachers use to manage the situation. While closed moves are frequently used to avoid discussion of non-canonical methods, our results suggest that teachers find ways to make regular use of: (1) closed moves when accommodating students' non- canonical solution methods and (2) open moves when steering the conversation back to the ...
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Keyword:
Education; secondary mathematics instruction, practical rationality, teachers' decision making, algebra 1, solving equations, instructional situation, norms; Social Sciences
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URL: https://dx.doi.org/10.7302/4261
http://deepblue.lib.umich.edu/handle/2027.42/171960
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| 11 |
Homework in the primary school: teachers and students' perception.
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| 12 |
Association between Emotional Exhaustion and Tobacco Consumption in Teachers
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 5; Pages: 2606 (2022)
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| 13 |
Differences in Pre-Service Teacher Attitude Change about Family Involvement across Four Universities
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In: Societies; Volume 12; Issue 2; Pages: 65 (2022)
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| 14 |
Incidence of Voice Disorders among Private School Teachers in Taiwan: A Nationwide Longitudinal Study
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 3; Pages: 1130 (2022)
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| 15 |
The Relationship between Personal Variables and Perceived Appropriateness of Coping Strategies against Cybervictimisation among Pre-Service Teachers
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In: Sustainability; Volume 14; Issue 9; Pages: 5575 (2022)
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| 16 |
Linking COVID-19-Related Awareness and Anxiety as Determinants of Coping Strategies’ Utilization among Senior High School Teachers in Cape Coast Metropolis, Ghana
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In: Social Sciences; Volume 11; Issue 3; Pages: 137 (2022)
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| 17 |
Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
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In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
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| 18 |
The Impact of Student Teachers’ Pre-Existing Conceptions of Assessment on the Development of Language Assessment Literacy within an LTA Course
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In: Languages; Volume 7; Issue 1; Pages: 62 (2022)
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| 19 |
Teachers’ Global Perceptions and Views, Practices and Needs in Multicultural Settings
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In: Education Sciences; Volume 12; Issue 4; Pages: 280 (2022)
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| 20 |
Overall, a Good Test, but…—Swedish Lower Secondary Teachers’ Perceptions and Use of National Test Results of English
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In: Languages; Volume 7; Issue 1; Pages: 64 (2022)
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