Home Catalogue search

eng

Refine your search:

Search in the Catalogues and Directories






	Sort by
Simple Search

Page: 1 2 3 4 5

Hits 1 – 20 of 82

1	A Comparative Study of Mathematics Classroom Practices in Chile, Colombia, and Mexico
	Barragan Torres, Mariana. - : eScholarship, University of California, 2022
	BASE
	Show details

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
	BASE
	Show details

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
	BASE
	Show details

4	Implementing Feminist Language Pedagogy: Development of Students’ Critical Consciousness and L2 Writing
	Hayley Anne Cannizzo
	In: Education Sciences ; Volume 11 ; Issue 8 (2021)
	BASE
	Show details

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)
	BASE
	Show details

6	Teaching and learning for global citizenship in the EFL classroom – towards a pedagogical framework
	Lourenço, Mónica; Simões, Ana Raquel. - : IGI Global, 2021
	BASE
	Show details

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)
	BASE
	Show details

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)
	Abstract: The relationship between mathematics learning and the language of instruction in bilingual settings has been observed and analyzed widely in educational research. As Latinx Emergent Bilingual students start developing their mathematics knowledge and skills in elementary classrooms, the role that language plays in the process has been studied as a key aspect of classroom practice. A convergent parallel mixed-method approach was used to examine fourteen second-grade Latinx Emergent Bilingual students’ understanding of the concept of place value and whether this process was related to the language of instruction chosen in each of the two Spanish-English transitional bilingual classrooms. Findings from the quantitative analysis suggest that the language of instruction did not impact the students’ understanding of place value, as measured by the increase in percentage points from pre- to post-test. In contrast, the qualitative analysis of the communication patterns used by participants in three small-group collaborative sessions revealed differences across the two classrooms. Additionally, strategies and classroom practices reported by the two classroom teachers seemed to play an important role in the participants’ understanding of place value. In the concluding chapter, the researcher presents implications and suggestions for future research.
	Keyword: classroom practices; classroom research; Educational leadership; language of instruction; Latinx Emergent Bilinguals; Mathematics education; mathematics learning; place value understanding
	URL: https://scholarworks.sjsu.edu/etd_dissertations/38 https://scholarworks.sjsu.edu/cgi/viewcontent.cgi?article=1042&context=etd_dissertations
	BASE
	Hide details

9	Student-involved Assessment for Learning Professional Development Case Study
	Beard, Erin. - : University of Oregon, 2020
	BASE
	Show details

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)
	BASE
	Show details

11	Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective
	Nikfarjam, Parinaz. - 2020
	BASE
	Show details

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)
	BASE
	Show details

13	Translanguaging and identities: Bilingual language and literacy practices in a Spanish-English two-way immersion classroom
	Yoon, Nakyung. - 2019
	BASE
	Show details

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)
	BASE
	Show details

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
	BASE
	Show details

16	Supporting Scholarly Thinking in a Nordic Teacher Education Webinar Practice
	Reneland-Forsman, Linda; Magnusson, Maria
	In: Journal of University Teaching & Learning Practice (2019)
	BASE
	Show details

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)
	BASE
	Show details

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)
	BASE
	Show details

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)
	BASE
	Show details

20	CONSTRUCTION OF EFL TEACHER EDUCATORS’ KNOWLEDGE BASE IN A TEACHER EDUCATION PROGRAM IN NICARAGUA
	Dávila, Angel María
	In: Dissertations (2018)
	BASE
	Show details

Page: 1 2 3 4 5

© 2013 - 2024 Lin|gu|is|tik | Imprint | Privacy Policy | Datenschutzeinstellungen ändern