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121
What’s the Hardest Part of edTPA?
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122
edTPA: An Assessment that Reduces the Quality of Teacher Education
Chiu, Stephanie. - 2014
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123
edTPA: An Assessment that Reduces the Quality of Teacher Education ...
Chiu, Stephanie. - : Columbia University, 2014
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124
Cyrillic Manuscript Heritage: Vol. 36 [<Journal>]
Jones, Jessi; Johnson, M. A.; Matejic, Predrag. - : Ohio State University. Resource Center for Medieval Slavic Studies
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125
Towards global identities: internationalization of teacher training at the Heidelberg University of Education
In: Carlsburg, Gerd-Bodo von [Hrsg.]; Vogel, Thomas [Hrsg.]: Bildungswissenschaften und akademisches Selbstverständnis in einer globalisierten Welt. Frankfurt, M. : Lang 2014, S. 81-90. - (Baltische Studien zur Erziehungs- und Sozialwissenschaft; 28) (2014)
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126
Towards global identities: internationalization of teacher training at the Heidelberg University of Education ...
Schön, Henrike; Sliwka, Anne. - : Lang, 2014
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127
What’s the Hardest Part of edTPA? ...
Theoharides, Niove. - : Columbia University, 2014
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128
Western Australian Graduate Diploma of Education (Primary) Students' Perceptions of Sustainability
Odgaard, Judith Clare. - : Edith Cowan University, Research Online, Perth, Western Australia, 2014
In: Theses: Doctorates and Masters (2014)
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129
Four Peruvian pre-service teachers and their use of digital communication
Tsahiridis, Janet. - : University of Missouri--Columbia, 2014
In: Submitted by the University of Missouri--Columbia Graduate School. (2014)
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130
Preparing teachers for multicultural schools ; Preparación del profesorado para las escuelas multiculturales
In: International Journal for 21st Century Education 1(1), 9-19 (2014) (2014)
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131
Middle years teachers conceptions and adaptive responses to student diversity within the culture of schooling
Brown, Raymond; Heck, D; Pendergast, Donna; Kanasa, Harry. - : Middle Years of Schooling Association, 2014
Abstract: There is widespread agreement at the policy level that systems of education should be inclusive of an increasingly diverse student population; yet research indicates this to be a deficit area in teaching and learning practices. This research paper employs the sociocultural concept of ‘funds of knowledge’ to consider how teachers draw upon their unique experiences to frame student diversity, particularly related to student ability. We interview four teachers in middle years teaching roles and use content analysis to reveal the ways in which the teachers recognise and name student ability and how this impacts on their practices in relation to teaching and learning. Findings reveal that the teachers describe student ability in ways that reflect their funds of knowledge including aspects of their past, present and future notions of self. Two of the teachers drew upon institutional categories of student diversity that reflect a traditional approach to teaching and learning in order to describe their present practice and to envision the future – an approach to practice that they would have been enculturated into and which serves as their frame of reference. The other two teachers, both of whom are recently educated in the ways of their craft, constructed student diversity in terms of their own pedagogical practice. For them, practice draws on their recent university studies and on past experiences of self to envision a more egalitarian future for themselves and for their students. This research provides an insight into a promising future in addressing the challenge of enacting truly inclusive practices to meet the needs of our diverse student population. Furthermore, it reveals that teachers’ funds of knowledge shape their understandings and practices in ways that can be either limiting or enabling, and that this range of diversity of teacher’ views is currently being played out in classrooms.
Keyword: FoR 1302 (Curriculum and Pedagogy)*; middle years teachers; pedagogical practice; student ability; student diversity
URL: http://www98.griffith.edu.au/dspace/bitstream/handle/10072/63163/95147_1.pdf?sequence=1
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132
Exploring teachers' knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions
In: Faculty of Social Sciences - Papers (Archive) (2014)
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133
EFL student teachers’ learning in a peer-tutoring research study group
In: Colombian Applied Linguistics Journal, Vol 16, Iss 2, Pp 201-212 (2014) (2014)
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134
Free and Open Source Tools (FOSTs): An Empirical Investigation of Pre-Service Teacher’s Competency, Attitude, and Pedagogical Intention.
In: Departmental Papers (TE) (2014)
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135
MATH TEACHERS’ STRATEGIES IN DEVELOPING CLASSROOM ACTIVITIES: A CASE STUDY OF BILINGUAL PROGRAM AT JUNIOR HIGH SCHOOL IN YOGYAKARTA
In: PAROLE: Journal of Linguistics and Education; Volume 4 Number 1 April 2014; 54-62 ; 23380683 ; 2087-345X (2014)
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136
Using formative assessment to show our students we care : the effect of student response systems on perceptions of instructor traits in a large-lecture classroom
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137
國小社會領域教師轉型領導與班級氣氛關係之研究 ; A Study of the Relationship between Elementary School Social Studies Teachers’ Transformational Leadership and Classroom Atmosphere
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138
Preservice teachers' developing beliefs about diversity as revealed through reflection and discourse [electronic resource] /
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139
A Case Study of Bilingual Student-Teachers’ Classroom English: Applying the Education-Linguistic Model
In: Australian Journal of Teacher Education (2013)
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140
The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program
In: Dissertations and Theses (2013)
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