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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...275 Hits 1 – 20 of 5.483 1 A shared cabin in the woods: The presence and presents of writing in residential academic writing retreats Ratković, Snežana; McGinn, Michelle K.; Martinovic, Dragana. - : Equinox Publishing, 2022 BASE Show details 2 The Routledge handbook of second language acquisition and speaking Derwing, Tracy M.; Munro, Murray J.; Thomson, Ron I.. - New York : Routledge, 2022 MPI für Psycholinguistik Show details 3 What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present Campbell, Jessica. - 2022 BASE Show details 4 Understanding the Learning Experiences of Highly Educated refugees from Iraq and Syria en route to Economic Integration in Luxembourg Vesdrevanis, Anne Marie. - 2022 BASE Show details 5 Exploring the Learning Experiences of Study Abroad Participants Burya, Jill Anne. - 2022 BASE Show details 6 Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation Kim, Peter. - 2022 BASE Show details 7 Teachers’ Transition From Teacher-Centered to Learner-Centered Classrooms Using the Next Generation Science Standards as a Tool Cole-Onaifo, Karen Althea. - 2022 Abstract: This is a study of teachers transition after a professional development (PD). The purpose was to document and characterize the teachers’ experiences as they transitioned toward use of the Next Generation Science Standards (NGSS) and more learner-centered teacher practices. The teachers participated in a PD workshop that provided information on the use of the NGSS (NGSS Lead States, 2013). Following the PD workshop, the teachers’ experiences as they transitioned in their classroom teaching practices were documented and analyzed. This study used a mixed-methods (qualitative and quantitative evidence) design and emphasized two of the eight science practices: Asking questions and Engaging in argument from evidence. To examine the teachers’ transition to learner-centeredness, Webb’s depth of knowledge chart and learner-centered rubric and the Survey of Science Instructional Practices were used. Four high school science teachers volunteered to participate in this study and were observed, audio-recorded, and interviewed over 9 weeks to document and analyze their transition toward a more learner-centered classroom. Classroom observations started after the teachers participated in a full-day PD workshop. Classroom observations, recordings, and interviews were used to note the frequency with which the participants and their students engaged in the target science practices over the 9 weeks of the study and to identify factors that facilitated or inhibited the teachers’ transition toward learner-centered instruction. The teachers demonstrated a mostly transitional approach over the 9-week observational period. The results showed that during the first through the final classroom observation, the teachers’ practices became more learner centered, but the pattern of progress varied. There was no linear progression from the first through the last observation. The teachers provided a rich and informative narrative about the factors that facilitated or inhibited their transition from a traditional- to a student-centered learning environment. For example, all of the participants stated that the PD was integral in helping them implement the target practices but that they did not receive enough support from colleagues and administrators to fully transition to learner-centered instruction. In addition, the New York State Regents Examinations in June 2019 seemed incompatible with the new science and engineering practices of the NGSS. This study provides insight into teachers’ challenges as they adopt the NGSS and implement the NGSS science and engineering practices in their classrooms. The research is particularly beneficial to teachers who have been textbook-oriented and seek a shift to a learner-centered classroom using the science practices of Asking questions and Engaging in argument from evidence. Keyword: High school teachers--Training of; Science teachers--Training of; Science--Study and teaching URL: https://doi.org/10.7916/rbez-6343 BASE Hide details 8 Current Practices in Translation and L2 Learning in Higher Education: Lessons Learned Pintado Gutiérrez, Lucía In: L2 Journal, vol 14, iss 2 (2022) BASE Show details 9 Beginning Spanish ¡Empecemos por aquí! Ceciliano, Jenny; Notman, Lisa In: PDXOpen: Open Educational Resources (2022) BASE Show details 10 OER in University Language Courses Ceciliano, Jenny In: World Languages and Literatures Faculty Publications and Presentations (2022) BASE Show details 11 Decoding the 1920s: Teaching Advanced Russian in a Literature Class Friedberg, Nila In: World Languages and Literatures Faculty Publications and Presentations (2022) BASE Show details 12 Le goût d’ecrire: implementing inclusive writing instruction in a French Immersion classroom ... Fournier, Adele. - : Electronic version published by Vancouver Island University, 2022 BASE Show details 13 Gratis!: A Flipped-Classroom and Active Learning Approach to Italian: Unità 3 - In Città ... Unkn Unknown. - : Temple University. Libraries, 2022 BASE Show details 14 Gratis!: A Flipped-Classroom and Active Learning Approach to Italian: Unità 6 - Al Ristorante ... Unkn Unknown. - : Temple University. Libraries, 2022 BASE Show details 15 Gratis!: A Flipped-Classroom and Active Learning Approach to Italian: Unità 9 - La Moda ... Unkn Unknown. - : Temple University. Libraries, 2022 BASE Show details 16 Gratis!: A Flipped-Classroom and Active Learning Approach to Italian: Unità 4 - Il Tempo Libero ... Unkn Unknown. - : Temple University. Libraries, 2022 BASE Show details 17 Gratis!: A Flipped-Classroom and Active Learning Approach to Italian: Unità 7 - In Gita ... Unkn Unknown. - : Temple University. Libraries, 2022 BASE Show details 18 Gratis!: A Flipped-Classroom and Active Learning Approach to Italian: Unità 2 - L'università ... Unkn Unknown. - : Temple University. Libraries, 2022 BASE Show details 19 Gratis!: A Flipped-Classroom and Active Learning Approach to Italian: Unità 8 - La Casa ... Unkn Unknown. - : Temple University. Libraries, 2022 BASE Show details 20 Gratis!: A Flipped-Classroom and Active Learning Approach to Italian: Unità 5 - La Famiglia ... Unkn Unknown. - : Temple University. Libraries, 2022 BASE Show details Page: 1 2 3 4 5...275

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