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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 3 4 5 6 Hits 81 – 100 of 105 81 Exploring characteristics of effective Arabic language teachers Ahmad, Azza Mokhtar. - 2011 BASE Show details 82 Understanding perspectives of teachers in Thailand towards information and communication technologies integration in the classroom Wattanawaha, Benjaporn. - 2011 BASE Show details 83 Perceptions of Relational Aggression among New Zealand Adolescent Girls and their Classroom Teachers: The Popular, the Regular, and the Tough Girls Page, Angela. - : University of Otago, 2011 BASE Show details 84 The Effects of Technology-Integrated Differentiated Instruction on Language Arts Achievement Smith, Paula C.. - : Valdosta State University, 2011 BASE Show details 85 Korean Teachers' Beliefs about English Language Education and their Impacts upon the Ministry of Education-Initiated Reforms Yook, Cheong Min In: Applied Linguistics and English as a Second Language Dissertations (2010) BASE Show details 86 教師提問策略與候答時間 ; Teacher Questioning Strategies and Wait Time 李妍樺; Lee, Yen-hua. - 2009 BASE Show details 87 Rethinking Thinking Schools, Learning Nation: teachers’ and students’ perspectives of critical thinking in Singaporean education Ab Kadir, Mohammad Akshir. - 2009 Abstract: © 2009 Dr. Mohammad Akshir Ab Kadir ; One of the key thrusts in Singapore’s Thinking Schools, Learning Nation (TSLN) educational vision, launched in 1997, is the emphasis on critical thinking in schools. This entails pedagogical changes and challenges for teachers, especially, in terms of their knowledge, dispositions and practices of critical thinking, which are argued to be fundamental in fulfilling the TSLN thrust. Although TSLN is now 10 years into its implementation, to date, there has been little research undertaken to determine the efficacy of the implementation of the critical thinking policy thrust through the perspectives and voices of both teachers and students — the key stakeholders of education and the ultimate agents in the successful implementation of educational initiatives. Therefore, in gaining an in-depth understanding of teachers’ and students’ perspectives of the implementation of critical thinking from the ‘swampy lowlands’, a qualitative case study approach was used. Six government school teachers and their students participated in the case study and data were gathered through lesson observations, interviews, and the analysis of documents. Findings suggest that a multitude of interrelated systemic and contextual factors, which are predisposed by underlying ‘technocratic and instrumental rationalities’ that govern Singaporean education, remain major barriers to the realisation of TSLN’s critical thinking thrust. The study found that there are gaps and uncertainties in the teachers’ knowledge base of critical thinking and that the incorporation of critical thinking as part of their pedagogy and classroom practice is marginal. Student data corroborate the general lack of emphasis and the limited role of critical thinking in the classroom and they indicate that the hegemony of both school curricula and high stakes examination perpetuate rote learning and didactic pedagogies. Implications of the study suggest the need to reorientate teacher education and professional development programmes with the explicit aim of transforming teachers’ knowledge base and dispositions to engage with the pedagogical changes that TSLN’s critical thinking policy thrust necessitates. However, to effect deep change and realize the core aspiration of ‘thinking learners’, there must not only be restructuring; reculturing also needs to occur across and beyond the educational system. Importantly, such changes need to be primarily informed by the reconceptualisation of teachers — from mere ‘technicians’ to ‘transformative intellectuals’ — and teachers’ work — from ‘technical work’ to ‘intellectual work’. It is also vital that teachers who are entrusted with the task of developing ‘thinking learners’ under TSLN teach curricula and work in school contexts that explicitly encourage, value and reward critical thinking. Keyword: critical thinking; Singaporean education; students' perceptions; teacher knowledge URL: http://hdl.handle.net/11343/35285 BASE Hide details 88 Native and Non-native English Speaking Tutors' Feedback on College-level ESL Student Writing ... Park, Sunyoung. - : Maryland Shared Open Access Repository, 2008 BASE Show details 89 Native and Non-native English Speaking Tutors' Feedback on College-level ESL Student Writing Park, Sunyoung. - : University of Maryland, Baltimore County (UMBC), 2008 In: Park_umbc_0434M_10021.pdf (2008) BASE Show details 90 Students' learning outcomes and perceptions of the learning environments in physical chemistry laboratory classes in Thailand Wititsiri, Sunan. - : Curtin University, 2007 BASE Show details 91 Differences in student perceptions of teacher-student interpersonal behaviour in regional streamed secondary mathematics and science classes Hedderwick, Helen. - : Curtin University, 2007 BASE Show details 92 Students' Observations and Perceptions of Teacher "Performances" in the Classroom Dalley-Trim, Leanne In: Australian Journal of Teacher Education (2007) BASE Show details 93 Navigating through "our bumps on the road to reading": A multi-case analysis of how literature -based response experiences inform and influence pre -service teachers' reading perceptions Draper, Christine A In: UNLV Retrospective Theses & Dissertations (2007) BASE Show details 94 Novice Special Education Teachers' Experiences with Students with Disabilities from Culturally and Linguistically Diverse Backgrounds: The Effects of Perceptions on Interactions Wheeler, Sassy Cenita In: University of New Orleans Theses and Dissertations (2007) BASE Show details 95 Gender differences in teacher-student interactions, attitudes and achievement in middle school science Eccles, Lynette. - : Curtin University, 2006 BASE Show details 96 An evaluation of elementary school science kits in terms of classroom environment and student attitudes Scott, Linda F. - : Curtin University, 2006 BASE Show details 97 Home country teachers' advice to non-home country teachers: Some initial insights Crozier, N.; Kleinsasser, R.. - : Sage Publications, 2006 BASE Show details 98 Pandora`s box : academic perceptions of student plagiarism in writing Sutherland-Smith, Wendy. - : Elsevier, 2005 BASE Show details 99 Applications in pharmacokinetic modeling Arnold, Esther. - : uga, 2003 BASE Show details 100 Using Distance Education to Improve Teaching in Namibia: Teachers' Views on an Inservice Training Program. Shatona, Ndinovaameni Christian In: Master's Capstone Projects (1996) BASE Show details Page: 1 2 3 4 5 6

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