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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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Bildungssprachliche Mittel. Eine Analyse von Schülertexten aus dem Sachunterricht der Primarstufe
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In: 2020, 339 S. - (Empirische Forschung im Elementar- und Primarbereich; 6) - (Koblenz-Landau, Universität, Dissertation, 2019) (2020)
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Exploring the effects of an Afrocentric learning community on the retention of African American students in community colleges: a quantitative study
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In: Theses and Dissertations (2020)
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Bildungssprachliche Mittel. Eine Analyse von Schülertexten aus dem Sachunterricht der Primarstufe ...
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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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Journeys Through Rough Country: An Ethnographic Study of Blind Adults Successfully Employed in American Corporations
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In: Dissertations & Theses (2019)
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First-Generation College Students of Color’s Success at a Predominately White Institution: Exploring the Influence of Student Engagement in a High-Impact Program
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In: UNF Graduate Theses and Dissertations (2019)
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How can Spanish speakers from South America prepare for success in Universities of the Anglophone Europe: the case of Trinity College Dublin
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A PROFESSIONAL DEVELOPMENT WORKSHOP FOR MAINSTREAM CLASSROOM TEACHERS TO SUPPORT ENGLISH LANGUAGE LEARNERS (ELLS)
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Abstract:
As Canadian classrooms become more diversified, there is a rising need to train mainstream classroom teachers to provide adequate support to English language learners (ELLs). Despite the extensive previous research and publications on the support of ELLs, mainstream classroom teachers have not received sufficient training, support, or guidance for implementing various strategies and pedagogies on how to effectively support ELLs in mainstream classrooms (Brewer & McCabe, 2014). This project is an exploration of effective teaching pedagogies that can be used to guide mainstream classroom teachers in creating an optimal learning environment for ELLs. A review of current academic literature was undertaken to identify the challenges faced by ELLs in Canadian mainstream classrooms and research informed strategies that can provide assistance to mainstream classroom teachers in teaching their ELLs. To best prepare the many mainstream teachers to meet the needs of ELLs, a workshop was created to enhance professional development opportunities for educators interacting with ELLs. The workshop seeks to encourage mainstream teachers to employ effective and informed teaching practices when providing support to ELLs. The workshop has been broken into a four-session series to be offered consecutively over two days in a way that professional learning builds and solidifies over the course of each session. The workshop should be administered with the people who are not specialists, as a way of enhancing accessibility.
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Keyword:
ELL teaching strategies; English Language Learners; Instructional Strategies for English Language Learners; Mainstream classrooms in Canada; Multicultural Education; Professional Development for teachers; Success for ELLs
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URL: http://hdl.handle.net/1974/24941
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Authentizität und Lernen - das Fach in der Fachdidaktik. Gesellschaft für Didaktik der Chemie und Physik Jahrestagung in Berlin 2015
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Maurer, Christian Hrsg.. - : Universität Regensburg, 2016. : Regensburg, 2016. : pedocs-Dokumentenserver/DIPF, 2016
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In: Regensburg : Universität Regensburg 2016, 610 S. - (Gesellschaft für Didaktik der Chemie und Physik; 36) (2016)
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Schulsozialarbeit und soziale Disparität. Potenziale und Implikationen aus bildungswissenschaftlicher Perspektive, diskutiert am Beispiel des saarländischen Landesprogramms „Schoolworker“ ...
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Schulsozialarbeit und soziale Disparität. Potenziale und Implikationen aus bildungswissenschaftlicher Perspektive, diskutiert am Beispiel des saarländischen Landesprogramms „Schoolworker“
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In: 2016, 75 S. (2016)
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Mädchen haben Vorteile im Lesen, Jungen in Mathematik? Geschlechterstereotype auf dem Prüfstand
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In: Schulverwaltung : Fachzeitschrift für Schulentwicklung und Schulmanagement. Bayern 38 (2015) 12, S. 337-340 (2015)
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Mädchen haben Vorteile im Lesen, Jungen in Mathematik? Geschlechterstereotype auf dem Prüfstand
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In: Schulverwaltung : Zeitschrift für Schulentwicklung und Schulmanagement. Nordrhein-Westfalen 26 (2015) 11, S. 295-298 (2015)
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Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 5 of 10
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Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 5 of 13
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Student interview for Place-Based WAC/WID writing instruction in Geography, clip 5 of 11
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Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 5 of 14
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Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 6 of 14
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