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
|
|
3 |
Discrepancies between student understanding and teacher intention
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Response to implementation : an analysis of teachers’ perceptions of efficacy concerning the implementation of response to intervention in selected schools
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Facilitating teachers’ choice of evidence-based practices by providing internet-based video-modeling instruction
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Examining teachers' referral considerations in a response to intervention model serving diverse learners ...
|
|
|
|
BASE
|
|
Show details
|
|
7 |
A Case Study on Educators' Perceptions of Leader Behaviors Throughout Response-to-Intervention Implementation ID: 11941
|
|
|
|
In: Doctoral Dissertations and Projects (2017)
|
|
BASE
|
|
Show details
|
|
8 |
Teachers' Responses to Educational Research: A Hermeneutic Inquiry
|
|
|
|
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
|
|
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
|
|
BASE
|
|
Hide details
|
|
10 |
ESL teachers' perspectives on methods and practices of supporting struggling learners and identifying a possible disability
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Expert teachers’ discursive moves in science classroom interactive talk
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Modeling Alphabet Skills as Instructive Feedback within a Phonological Awareness Curriculum
|
|
|
|
In: Graduate Theses and Dissertations (2015)
|
|
BASE
|
|
Show details
|
|
13 |
Response to Intervention Framework and Progress Monitoring Process: K-3 Regular Education Teachers’ Perceptions
|
|
|
|
In: Electronic Theses and Dissertations (2013)
|
|
BASE
|
|
Show details
|
|
14 |
Critical response and pedagogic tensions in aesthetic space
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Factors that Affect Science and Mathematics Teachers’ Initial Implementation of Technology-Enhanced Formative Assessment Using a Classroom Response System
|
|
|
|
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
|
|
|
|
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.
|
|
|
|
BASE
|
|
Show details
|
|
18 |
General Education Teachers' Viewpoints Concerning Response to Intervention
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Mentor-Teaching in the English Classroom
|
|
|
|
In: English Dissertations (2009)
|
|
BASE
|
|
Show 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
|
|
|
|
In: Psychology Faculty Publications (2009)
|
|
BASE
|
|
Show details
|
|
|
|