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A Proverb Learned is a Proverb Earned: Proverb Instruction in EFL Classrooms
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In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 1, Pp 57-88 (2019) (2019)
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TRACKING THE CULTURE OF LEARNING AND READINESS FOR LEARNER AUTONOMY IN A TURKISH CONTEXT
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In: TEFLIN Journal, Vol 30, Iss 1, Pp 22-46 (2019) (2019)
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Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices
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Influence of Preservice Science Teachers’ Beliefs and Goals in the Cognitive Demand of the Learning Tasks they Design: A Multiple Case Study
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Affect[ing] the Theory-Practice Gap in Social Justice Teacher Education: Exploring Student Teachers’ “Stuck Moments”
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The Effects of Writing Instructors’ Motivational Strategies on Student Motivation
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In: Australian Journal of Teacher Education (2018)
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When caring hurts: “Foreign” teachers in Texas bilingual classrooms ...
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What works? Teaching African American students in urban schools
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In: Master's Theses and Doctoral Dissertations (2018)
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Abstract:
The academic achievement gap for African American students compared to their White counterparts has historically and currently remained significant. Many researchers have been prompted to address this issue by examining the practices utilized to teach African American students. The findings from this study suggest that when teachers move away from the traditional methods of teaching and move toward teaching practices that take into consideration the individual student, motivation and academic performance can be achieved. This research presents a general literature review, interviews from four urban elementary school principals, and the stories of five African American urban elementary teachers who were selected by their principals and deemed successful with teaching African American students. The themes that emerged from this study include: progressive teaching philosophy, integration of technology, differentiation, cooperative learning, culturally responsive curriculum, high expectations, caring, and othermothering. The results of this qualitative study challenge educators to examine the methods that are being utilized to teach African American students in urban schools to attain academic success. The findings of this study are consistent with previous results and will be an addition to the body of knowledge about how African American students learn and how they experience academic achievement in urban schools. Implications and recommendations for this research study are provided.
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Keyword:
African American Students; African American Studies; African American Teachers; and Multicultural Education; Bilingual; Culturally Responsive Teaching; Elementary Education; Multilingual; Student Achievement; Teacher Beliefs; Urban Education
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URL: https://commons.emich.edu/cgi/viewcontent.cgi?article=2310&context=theses https://commons.emich.edu/theses/938
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How well prepared are Australian preservice teachers to teach beginning reading skills?
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Meeks, Linda. - : Sydney, Australia : Macquarie University, 2018
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Representações docentes: constituindo o ser professora de língua portuguesa ; Teaching representations: being a teacher of portuguese language
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Clein, Paola Talite. - : Universidade Tecnológica Federal do Paraná, 2018. : Pato Branco, 2018. : Brasil, 2018. : Programa de Pós-Graduação em Letras, 2018. : UTFPR, 2018
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I can reflect on the EPOSTL from an ELF perspective - considering implications for language teacher education
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Developing TESOL teacher intercultural identity : an intercultural communication competence approach
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Yang, Ping (R15602). - : U.S., Wiley-Blackwell, 2018
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When caring hurts: “Foreign” teachers in Texas bilingual classrooms
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Critical environmental education in tertiary English language teaching (ELT): A collaborative digital storytelling project
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In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 2, Pp 336-344 (2018) (2018)
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Promoting EFL Student Teachers’ Life-Long Learning through Microteaching Lesson Study
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 18, Iss 2, Pp 261-275 (2018) (2018)
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Failing to notice? Uneven teachers' attention to boys and girls in the classroom
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The Effects of Student Feedback to teachers: Evidence from a Field Experiment
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Lernwirksame Unterrichtsbesprechungen im Praktikum. Nutzung von Lerngelegenheiten durch Lehramtsstudierende und Unterstützungsverhalten der Praxislehrpersonen
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Futter, Kathrin. - : Verlag Julius Klinkhardt, 2017. : Bad Heilbrunn, 2017. : pedocs-Dokumentenserver/DIPF, 2017
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2017, 287 S. - (Studien zur Professionsforschung und Lehrerbildung) - (Diss., Univ., Zürich, 2016) (2017)
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The influence of ecological citizenship and political solidarity on Western Australian student teachers’ perceptions of sustainability issues
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In: Research outputs 2014 to 2021 (2017)
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