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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)
Abstract:
The purpose of this study is to uncover and understand the factors that affect secondary science and mathematics teachers’ initial implementation of Technology-Enhanced Formative Assessment (TEFA), a pedagogy developed for teaching with classroom response system (CRS) technology. We sought to identify the most common and strongest factors, and to understand the general process of how teachers adopt TEFA. We identified ten main hindering factors reported by teachers, and found that time limitations and question development difficulties are reported as the most problematic. In this paper we provide five vignettes of teachers’ initial implementation experiences, illustrating different courses that TEFA adoption can follow. We classify our ten factors into four groups: contextual factors that directly hinder teachers’ attempts to implement TEFA (extrinsic type I); circumstances that affect teachers’ teaching in general (extrinsic type 0); gaps that teachers have in the knowledge and skills they need to adopt TEFA (intrinsic type I); and ways of being a teacher that describe teachers’ deeper perspectives and beliefs, which may be consonant or dissonant with TEFA (intrinsic type II). Finally, we identify four general categories that describe the teachers’ initial TEFA implementation.
Keyword:
Classroom response system
;
Education
;
Formative assessment
;
Teacher education
URL:
https://digitalcommons.usf.edu/tal_facpub/483
https://doi.org/10.1007/s10956-011-9344-x
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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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