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Hits 1 – 20 of 35
1
Textproduktion von schwach schreibenden Jugendlichen. Eine empirische Studie zum Schreibprozess im Kontext des persuasiven Argumentierens
Lindauer, Nadja
. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
In: Münster ; New York : Waxmann 2021, 306 S. - (Sprachliche Bildung – Studien; 9) (2021)
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2
Stylistics goes to school
Cushing, I
. - : SAGE Publications, 2019
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3
Discrepancies between student understanding and teacher intention
Mitis, Bernhard
. - 2019
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4
Response to implementation : an analysis of teachers’ perceptions of efficacy concerning the implementation of response to intervention in selected schools
Hemphill, Babetta Fleming
. - 2019
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5
Facilitating teachers’ choice of evidence-based practices by providing internet-based video-modeling instruction
Blevins, Leslie Adline
. - : uga, 2018
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6
Examining teachers' referral considerations in a response to intervention model serving diverse learners ...
Gomez-Najarro, Joyce
. - : University of Southern California Digital Library (USC.DL), 2017
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7
A Case Study on Educators' Perceptions of Leader Behaviors Throughout Response-to-Intervention Implementation ID: 11941
Strickland, Thomas
In: Doctoral Dissertations and Projects (2017)
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8
Teachers' Responses to Educational Research: A Hermeneutic Inquiry
Anwaruddin, Sardar Mohi
. - 2017
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9
Victims' responses to overt bullying and their effect on the attitudes and reactions of peer by standers and teachers
Sokol, Nicole
. - : Sydney, Australia : Macquarie University, 2016
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10
ESL teachers' perspectives on methods and practices of supporting struggling learners and identifying a possible disability
Philpott, Anna Jura Mary
. - 2016
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11
Expert teachers’ discursive moves in science classroom interactive talk
Tytler, Russell
;
Aranda, George
. - : Springer, 2015
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12
Modeling Alphabet Skills as Instructive Feedback within a Phonological Awareness Curriculum
Olszewski, Arnold
. - : Digital Commons @ University of South Florida, 2015
In: Graduate Theses and Dissertations (2015)
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13
Response to Intervention Framework and Progress Monitoring Process: K-3 Regular Education Teachers’ Perceptions
Adams, Jarrod G
In: Electronic Theses and Dissertations (2013)
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14
Critical response and pedagogic tensions in aesthetic space
Petkau, Judi Warrick
. - 2013
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15
Factors that Affect Science and Mathematics Teachers’ Initial Implementation of Technology-Enhanced Formative Assessment Using a Classroom Response System
Lee, Hyunju
;
Feldman, Allan
;
Betty, Ian D.
In: Teaching and Learning Faculty Publications (2012)
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16
Exploring the Relationship between English Composition Teachers' Beliefs about Written Feedback and Their Written Feedback Practices
Vandercook, Sandra
In: University of New Orleans Theses and Dissertations (2012)
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17
De-emphasizing gender in talk about texts:literature response, discussion, and gender within a classroom community of practice.
Brendler, Beth Monica
. - 2012
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18
General Education Teachers' Viewpoints Concerning Response to Intervention
Ryan, Eileen M.
. - 2011
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19
Mentor-Teaching in the English Classroom
Blue, Timothy R.
In: English Dissertations (2009)
Abstract:
This dissertation is a rhetorical analysis of the theories and practices surrounding student-centered mentor-teaching. I examine textual representations of the teacher/student relationship as well as theories and practices involved in the discursive formation of teacher/student relationships, examining the intersection (or lack thereof) between the ways we as researchers talk about teacher/student relationship formation and the way(s) such relationships form in the “real world” of the English classroom. This institutional critique of teacher/student relationships draws on the works of ancient rhetorical scholars like Quintillian and Socrates, and on the post-1980 scholarship of Robert Connors, Lad Tobin, bell hooks, Paulo Freire, Parker J. Palmer, Mike Rose, Wendy Bishop, Louise Rosenblatt, Jeffrey Berman, and Peter Elbow. These scholars have all provided helpful models for me as I have framed my own beliefs about the value of expressive writing, the usefulness of writing conferences, the need for teacher vulnerability as a model for students’ expressive writing, the appropriateness of various relational settings beyond the classroom, and the ways grading/responding to student writing can either promote or inhibit a trusting student/teacher bond. While all of these scholars have contributed to my own beliefs and ideas, I am merely identifying and classifying pedagogical movements; rather, I am synthesizing these movements’ theories and practices in order to formulate an overall critique of the strengths and weaknesses of the various approaches. I also draw heavily upon the theoretical underpinnings of psychoanalysis, feminism, reader-response criticism, and composition studies to weave together a synthesized working model of mutually beneficial teacher/student relationships as they pertain to the high school and college English classrooms. Ultimately, I suggest my own contributions to the existing scholarship that will call for a mixture of both bolder pedagogical approaches and greater relational caution, depending upon the concept and the student(s) involved. I conclude with suggestions for utilizing teacher research to formulate new theories and practices for mentor-teaching in the English classroom.
Keyword:
Composition pedagogy
;
English Language and Literature
;
Expressivism
;
Literature pedagogy
;
Mentor
;
Mentor-teaching
;
Mentoring
;
Personal writing
;
Reader response
;
Student-centered teaching
;
Teacher-student relationships
URL:
https://scholarworks.gsu.edu/english_diss/48
https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1047&context=english_diss
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20
First grade teachers' knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes
Brady, Susan
;
Gillis, Margie
;
Smith, Tara
...
In: Psychology Faculty Publications (2009)
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