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Yirrkapiri Wangka 8 ; YIRR20130703_BLK_minyma-02 ; Western Desert Special Speech Styles Project
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| 3 |
Yawulyu (tjartiwan) ; YAW20130702_BLK_yawulyu_tjartiwan_02 ; Western Desert Special Speech Styles Project
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| 4 |
Yirrkapiri Wangka 5 ; YIRR20130702_BLK_minyma-03 ; Western Desert Special Speech Styles Project
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| 5 |
Yirrkapiri Wangka 4 ; YIRR20130702_BLK_minyma-02 ; Western Desert Special Speech Styles Project
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| 6 |
Yirrkapiri Wangka 12 ; YIRR20130703_BLK_wati-04 ; Western Desert Special Speech Styles Project
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| 7 |
Tjaa nyantulypa ; YIRR20130702_BLK_minyma-01-04 ; Western Desert Special Speech Styles Project
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| 8 |
Yirrkapiri Wangka 6 ; YIRR20130702_BLK_minyma-04 ; Western Desert Special Speech Styles Project
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| 9 |
Yirrkapiri Wangka 3 ; YIRR20130702_BLK_minyma-01 ; Western Desert Special Speech Styles Project
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| 10 |
Students with Significant Disabilities
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In: http://www.ttac.odu.edu/newsletter/Feb08.pdf (2008)
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Abstract:
Reinforcing effort and providing recognition are among the proven strategies that positively influence student learning and behavior. Teachers, however, sometimes feel confused about the effective use of praise for reinforcing and recognizing students. Commonly, questions are posed about whether or not to provide students with tangible reinforcers and the best approaches to use for recognizing student effort and achievement. In a recent review of the literature, Gable, Hester, Rock and Hughes (in press) provide teachers with answers to such questions. The authors examine teacher use of classroom praise as one of several basic behavioral strategies. Meaningful findings are reported and a few highlights appear below. • The power of praise increases when it is delivered in close proximity to the student and in a manner acceptable to the student (e.g. verbal or nonverbal, public or private). • Feedback in which the teacher describes precisely the behavior is more effective than simple statements like, “Good job”. For example
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URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.631.9010
http://www.ttac.odu.edu/newsletter/Feb08.pdf
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| 11 |
Keeping up and keeping it together: Tertiary arts students managing health, family and self esteem
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In: http://www.iier.org.au/iier18/mitchell.pdf
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