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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 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) BASE Show details 2 Stylistics goes to school Cushing, I. - : SAGE Publications, 2019 BASE Show details 3 Discrepancies between student understanding and teacher intention Mitis, Bernhard. - 2019 BASE Show details 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 BASE Show details 5 Facilitating teachers’ choice of evidence-based practices by providing internet-based video-modeling instruction Blevins, Leslie Adline. - : uga, 2018 BASE Show details 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 BASE Show details 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) BASE Show details 8 Teachers' Responses to Educational Research: A Hermeneutic Inquiry Anwaruddin, Sardar Mohi. - 2017 BASE Show details 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 BASE Show details 10 ESL teachers' perspectives on methods and practices of supporting struggling learners and identifying a possible disability Philpott, Anna Jura Mary. - 2016 BASE Show details 11 Expert teachers’ discursive moves in science classroom interactive talk Tytler, Russell; Aranda, George. - : Springer, 2015 BASE Show details 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) BASE Show details 13 Response to Intervention Framework and Progress Monitoring Process: K-3 Regular Education Teachers’ Perceptions Adams, Jarrod G In: Electronic Theses and Dissertations (2013) BASE Show details 14 Critical response and pedagogic tensions in aesthetic space Petkau, Judi Warrick. - 2013 BASE Show details 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) BASE Show details 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) BASE Show details 17 De-emphasizing gender in talk about texts:literature response, discussion, and gender within a classroom community of practice. Brendler, Beth Monica. - 2012 BASE Show details 18 General Education Teachers' Viewpoints Concerning Response to Intervention Ryan, Eileen M.. - 2011 BASE Show details 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 BASE Hide details 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) BASE Show details Page: 1 2

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