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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
	Abstract: Empirical thesis. ; Bibliography: pages 195-224. ; Thesis introduction -- Paper 1 -- Paper 2 -- Paper 3 -- Paper 4 -- Thesis discussion. ; This thesis presents four empirical papers investigating victims’ responses to overt bullying and their impact on peer bystanders and teachers within the social ecology of bullying. Research indicates that victims’ responses can influence the bullying trajectory and subsequent adjustment difficulties. However, further research is needed to determine the particular responses victims must adopt to achieve particular outcomes. Using quantitative and qualitative approaches, Papers 1 and 2 extended past research by exploring different victim responses from student and teacher perspectives, respectively. Building on preliminary evidence suggesting the potential influence of victims’ responses to bullying on bystanders, Papers 3 and 4 studied victim response effects on the attitudes and reactions of peer bystanders and teachers, respectively. Papers 1 and 3 examined a sample of Australian fifth and seventh grade students (N = 206, Mage = 11.13 and 13.18 years, respectively), while Papers 2 and 4 utilised a sample of 289 Australian teachers (Mage = 41.22 years, SD = 11.81, 59 males). All four studies utilised hypothetical videotaped bullying scenarios that depicted victims responding to being bullied in one of four different ways (labelled as angry, sad, confident, ignoring). To maximise ecological validity, victims’ responses were portrayed through the combination of a particular emotional display and behavioural reaction which were observable to bystanders. The results of Papers 1 and 2 deepened our understanding of how students and teachers evaluate different victim responses and the motivations and rationales underlying particular victim responses. Papers 3 and 4 identified the victim’s response to bullying as a salient situational factor influencing the cognitions, emotions, and behavioural intentions of peer bystanders and teachers, respectively. Insights derived from this thesis have the potential to improve individual-level, peer-level, and teacher-level components of whole school programs which seek to attenuate the systemic problem of bullying. ; Mode of access: World wide web ; 1 online resource (vi, 262 pages)
	Keyword: bullying; Bullying in schools -- Social aspects -- Australia; bystander; peer aggression; peer witness; teacher; teacher attitudes; teacher behaviour; victim reaction; victim response; victimisation; victims; Victims of bullying
	URL: http://hdl.handle.net/1959.14/1127696
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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)
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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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