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Das Projekt Mehrsprachiges Lesetheater: Ausgangslage, Zielsetzung und praxisrelevante Ergebnisse der Entwicklung
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In: Mehrsprachiges Lesetheater. Handbuch zu Theorie und Praxis. Opladen; Berlin; Toronto : Verlag Barbara Budrich 2017, S. 7-14 (2017)
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Leseflüssigkeit und Lesemotivation: Die beiden Förderdimensionen des Mehrsprachigen Lesetheaters
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In: Mehrsprachiges Lesetheater. Handbuch zu Theorie und Praxis. Opladen; Berlin; Toronto : Verlag Barbara Budrich 2017, S. 57-69 (2017)
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Die zentralen Lehr-Lern-Prozesse des Mehrsprachigen Lesetheaters: Eine Anleitung für die Praxis
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In: Mehrsprachiges Lesetheater. Handbuch zu Theorie und Praxis. Opladen; Berlin; Toronto : Verlag Barbara Budrich 2017, S. 147-156 (2017)
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Die zentralen Lehr-Lern-Prozesse des Mehrsprachigen Lesetheaters: Eine Anleitung für die Praxis ...
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Mehrsprachige Lesetheaterstücke: Konzeption der Lehr-Lern-Materialien ...
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Sprach- und Fachgrenzen überwinden: Die didaktische und strategische Konzeption des Fortbildungscurriculums zur Lesefördermethode ...
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Das Projekt Mehrsprachiges Lesetheater: Ausgangslage, Zielsetzung und praxisrelevante Ergebnisse der Entwicklung ...
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Leseflüssigkeit und Lesemotivation: Die beiden Förderdimensionen des Mehrsprachigen Lesetheaters ...
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Anàlisis de l’ús i l’impacte de l’anglès en el procés d’ensenyamentaprenentatge/nde les Enginyeries de la UPF
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Anke Wegner / Inci Dirim (Hrsg.): Mehrsprachigkeit und Bildungsgerechtigkeit. Erkundungen einer didaktischen Perspektive. Opladen / Berlin / Toronto: Barbara Budrich 2016 (322 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 15 (2016) 4 (2016)
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Educating students with disabilities in Kenyan primary schools: instructional strategies and teacher preparation ...
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APPLICATION OF COLLABORATIVE PROBLEM-BASED LEARNING TO IMPROVE THE QUALITY OF TEACHING AND LEARNING ON APPLIED LINGUISTICS
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In: IJOTL-TL (Indonesian Journal of Language Teaching and Linguistics), Vol 1, Iss 3, Pp 193-202 (2016) (2016)
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Responding to student evaluation of teaching : closing the loop
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Abstract:
Our undergraduate curriculum focuses on preparing students to be critical thinkers, problem solvers, and knowledgeable, responsible information technology (IT) professionals. Students often question the relevance of core subjects which are designed to introduce and develop these attributes; such units regularly perform poorly in student evaluation of teaching. Although these subjects are strongly grounded in meeting industry expectations regarding employability skills, students do not value the learning as the curriculum is deemed non-technical and not worthy of inclusion in an IT qualification. As these are core subjects, improving student perceptions and learning outcomes is of critical importance. Simply responding to student feedback received via student evaluation of teaching had not resulted in any improvement; so a holistic approach was adopted. A workshop was organised to explore the issues and develop a strategy to improve outcomes and perceptions of these subjects. Rather than addressing student feedback specifically, the underlying issues that led to students’ negative perceptions were identified and addressed. Recommendations were implemented in 2014 resulting in improvements in student evaluation for relevant subjects. In this paper, we will discuss the process that was adopted to respond effectively to student evaluations, and explore the impact that this had on them.
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Keyword:
quality improvement; student engagement; student evaluation of teaching
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URL: http://hdl.handle.net/10536/DRO/DU:30079042
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Campus Writing Centers, Student Attendance, and Change in Student Writing Performance
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In: Dissertations (2015)
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 12 of 12
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Student interview for Place-Based WAC/WID writing instruction in English, clip 6 of 15
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Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 4 of 13
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Student interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 5 of 15
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Instructor interview for Place-Based WAC/WID writing instruction in Social Work, clip 3 of 21
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Student interview for Place-Based WAC/WID writing instruction in Management, clip 5 of 13
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