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1	A Comparative Study of Mathematics Classroom Practices in Chile, Colombia, and Mexico
	Barragan Torres, Mariana. - : eScholarship, University of California, 2022
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2	Effective Teaching Practices and Competences of Students with Special Educational Needs in Basic Education Classrooms in Rwanda ...
	Mugiraneza, Faustin; Cosmas B.F. Mnyanyi; Andala Opiyo Hesbon. - : Zenodo, 2022
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3	Effective Teaching Practices and Competences of Students with Special Educational Needs in Basic Education Classrooms in Rwanda ...
	Mugiraneza, Faustin; Cosmas B.F. Mnyanyi; Andala Opiyo Hesbon. - : Zenodo, 2022
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4	Implementing Feminist Language Pedagogy: Development of Students’ Critical Consciousness and L2 Writing
	Hayley Anne Cannizzo
	In: Education Sciences ; Volume 11 ; Issue 8 (2021)
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5	An Insight into Teachers’ Classroom Practices: The Case of Secondary Education Science Teachers
	Angelos Sofianidis; Maria Kallery
	In: Education Sciences ; Volume 11 ; Issue 10 (2021)
	Abstract: Teachers’ knowledge rooted in classroom practices guides their actions when dealing with a specific subject matter. To assess the quality of these practices, a close examination of the “classroom reality” is needed. The present study, which was carried out in Greece, investigates secondary science teachers’ practices. To record these practices, we used special classroom observation tools as well as questionnaires to record students’ views of their teachers’ practices. The observation tools and the student questionnaire focus on specifically formed criteria deriving from aspects of Pedagogical Content Knowledge (PCK). In total, 32 secondary science teachers and 1154 students participated in our study. The results indicated that the strong points of teachers’ teaching practices concern their subject matter knowledge, the use of representations, their questioning, their communication of the instructional objectives to the students, and knowledge of students’ difficulties. The weak points are related to the use of a variety of teaching approaches, the investigation of the students’ alternative conceptions, the experimental and ICT-based teaching, and the implementation of inquiry-based activities. The methodology employed in our study was fruitful in providing a holistic view of science teachers’ practices and can be used for investigating classroom practices of teachers of other subjects as well.
	Keyword: classroom observation; Greek educational system; pedagogical content knowledge; science education; science teachers; secondary education; students’ perceptions; teachers’ practices; teachers’ professional development
	URL: https://doi.org/10.3390/educsci11100583
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6	Teaching and learning for global citizenship in the EFL classroom – towards a pedagogical framework
	Lourenço, Mónica; Simões, Ana Raquel. - : IGI Global, 2021
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7	Constructive alignment of Mother Tongue-Based Multilingual Education (MTB MLE) language policy implementation to the practices of a multilingual classroom
	Hyra Dave Pepito Gempeso; Jubelle Dianne Solatorio Mendez
	In: English Language Teaching Educational Journal, Vol 4, Iss 2, Pp 125-137 (2021) (2021)
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8	The Impact of the Language of Instruction on Second-Grade Latinx Emergent Bilinguals’ Understanding of Place Value in Two Spanish-English Transitional Bilingual Classrooms: An Exploratory Study
	Rengifo, Angela Maria
	In: Dissertations (2020)
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9	Student-involved Assessment for Learning Professional Development Case Study
	Beard, Erin. - : University of Oregon, 2020
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10	REFLECTIVE PRACTICE AS TOOLS TO EXPLORE IN-SERVICE TEACHERS’ BELIEFS AND CLASSROOM PRACTICES: INDONESIAN EFL TEACHERS’ VOICES
	Dwi Bayu Saputra; Didi Suherdi; Rojab Siti Rodliyah
	In: Journal of Applied Linguistics and Literature, Vol 5, Iss 2, Pp 174-192 (2020) (2020)
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11	Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective
	Nikfarjam, Parinaz. - 2020
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12	Integrated Content and Language Instruction: Lecturers’ Views and Classroom Instructional Practices
	Mirizon, Soni; Wadham, Ben; Curtis, David
	In: Australian Journal of Teacher Education (2019)
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13	Translanguaging and identities: Bilingual language and literacy practices in a Spanish-English two-way immersion classroom
	Yoon, Nakyung. - 2019
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14	Differentiation as Measured by the Classroom Practices Survey: A Validity Study Updating the Original Instrument
	Pereira, Nielsen; Tay, Juliana; Maeda, Yukiko...
	In: Department of Educational Studies Faculty Publications (2019)
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15	Foreign language classroom communities of practiceS: An extended social learning theory for classroom foreign language education
	Kojima, Takuya, Humanities, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Humanities, 2019
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16	Supporting Scholarly Thinking in a Nordic Teacher Education Webinar Practice
	Reneland-Forsman, Linda; Magnusson, Maria
	In: Journal of University Teaching & Learning Practice (2019)
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17	How teachers construct language aware citizenship – a comparative study in multilingual classrooms with migrant pupils in France, Italy and Poland
	Jaskuła, Malgorzata
	In: 14th International Conference of the Association for Language Awareness, Towards Language Aware Citizenship ; https://hal-normandie-univ.archives-ouvertes.fr/hal-02378604 ; 14th International Conference of the Association for Language Awareness, Towards Language Aware Citizenship, Vrije Universiteit Amsterdam; Association for Language Awareness, Jul 2018, Amsterdam, Netherlands ; https://www.languageawareness.org/?page_id=173 (2018)
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18	Pratiques didactiques auprès des élèves allophones en France - quelques situations d'empowerment en classe de FLS
	Jaskuła, Malgorzata
	In: Formation et compétences plurilingues ; https://hal-normandie-univ.archives-ouvertes.fr/hal-02378162 ; Uniwersytet Warszawski, Centrum Ksztalcenia Nauczycieli Jezykow Obcych i Edukacji Europejskiej, Osrodek Kultury Francuskiej i Studiow Frankofonskich. Formation et compétences plurilingues, Werset, pp.210-226, 2018, 978-83-65713-35-3 ; https://werset.pl/links/formation_et_competences_pdf.php (2018)
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19	One country, many languages: Exploring a multilingual approach to mathematics teaching and learning in South Africa
	Phakeng, Mamokgethi
	In: Proceedings of the IV ERME Topic Conference ‘Classroom-based research on mathematics and language’ (pp. 8-16) ; https://hal.archives-ouvertes.fr/hal-01849650 ; Proceedings of the IV ERME Topic Conference ‘Classroom-based research on mathematics and language’ (pp. 8-16), Mar 2018, Dresde, Germany ; http://www.mathematik.uni-dortmund.de/~prediger/ERME/18-ETC4_Proceedings-Complete.pdf (2018)
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20	CONSTRUCTION OF EFL TEACHER EDUCATORS’ KNOWLEDGE BASE IN A TEACHER EDUCATION PROGRAM IN NICARAGUA
	Dávila, Angel María
	In: Dissertations (2018)
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