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Students’ Needs for Academic Writing at the English Education Department
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In: English Language Teaching Educational Journal, Vol 1, Iss 3, Pp 161-175 (2019) (2019)
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| 82 |
Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos
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In: Reading Research Quarterly, vol 53, iss 4 (2018)
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| 83 |
Textbook analysis as a basis for planning language-sensitive history lessons ... : Lehrmaterialanalyse als Grundlage für die Planung sprachsensiblen Geschichtsunterrichts ...
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| 84 |
Adolescent Newcomer Programming in Superdiverse Contexts: Continua, Trajectories, Ideologies, and Outcomes
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1528875322142932 (2018)
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| 85 |
Development of working memory from grade 3 to 5. Differences between children with and without mathematical learning difficulties
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In: International journal of disability, development and education 65 (2018) 5, S. 509-525 (2018)
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| 86 |
An Investigation of the Effects of Taking Remedial Math in College on Degree Attainment and College GPA Using Multiple Imputation and Propensity Score Matching
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In: FIU Electronic Theses and Dissertations (2018)
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| 87 |
Urban multilingualism and the civic university: a dynamic, non-linear model of participatory research
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In: Social Inclusion ; 5 ; 4 ; 5-13 ; Multilingualism and social inclusion (2018)
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| 88 |
Core Vocabulary: Its Morphological Content and Presence in Exemplar Texts
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| 89 |
Discourse analysis: a tool for helping educators to teach science
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 18 ; 1 ; 28 ; Analyzing narratives across media (2018)
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Abstract:
This article refers to a part of a collaborative action research project in three elementary science classrooms. The project aims at the transformation of the nature and type of teachers' discursive practices into more collaborative inquiries. The basic strategy is to give the teachers the opportunity to analyze their discourse using a three-dimensional context of analysis. The teachers analyzed their discursive repertoires when teaching science. They studied the companion meaning, i.e., the different layers of explicit and tacit messages they communicate about Nature of Science (NoS), Nature of Teaching (NoT), and Nature of Language (NoL). The question investigated is the following: Could an action research program, which involves teachers in the analysis of their own discursive practices, lead to the transformation of discourse modes that take place in the science classrooms to better communicate aspects of NoS, NoT and NoL in a collaborative, inquiry-based context? Results indicate that the teachers' involvement in their discourse analysis led to a transformation in the discursive repertoires in their science classrooms. Gradually, the teachers' companion meanings that were created, implicitly/explicitly, from the dialogues taking place during science lessons were more appropriate for the establishment of a productive collaborative inquiry learning context. We argue that discourse analysis could be used for research purposes, as a training medium or as a reflective tool on how teachers communicate science. ; In diesem Beitrag beziehen wir uns auf Teile eines kollaborativen Handlungsforschungsprojekts mit drei naturwissenschaftlichen Grundschulklassen. Ziel des Projekts war es, die diskursiven Praktiken der Lehrer/innen in Richtung eines kollaborativen Lehr- und Lernstils zu verändern. Hierzu wurden ihnen Möglichkeiten eröffnet, die eigenen Diskurse in naturwissenschaftlichem Unterricht mittels dreidimensionaler Analysekontexte zu reflektieren: Sie befassten sich mit ihren jeweils explizit oder implizit kommunizierten Botschaften über den Charakter von Naturwissenschaft (CvN), den Charakter des Lehrens (CvL) und den Charakter von Sprache (CvS). Ziel war die Untersuchung der Frage, ob es im Rahmen eines Handlungsforschungsprogramms, das Lehrer/innen in die Analyse der eigenen Praktiken involviert, möglich ist, Transformationsprozesse der Kommunikation von CvN, CvL und CvS in einer eher an Zusammenarbeit mit den Schüler/innen interessierten Richtung zu initiieren? Die Ergebnisse legen nahe, dass die sukzessive Transformation diskursiver Repertoires im naturwissenschaftlichen Grundschulunterricht gelungen ist. Methodisch versuchen wir zu zeigen, dass Diskursanalysen für Forschungszwecke, aber auch als Trainingsverfahren oder reflexive Instrumente in Unterrichtszusammenhängen genutzt werden können.
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Keyword:
action; anthropology; Bildung und Erziehung; communication; Computer Methods; cooperation; discourse analysis; Diskursanalyse; Education; Erhebungstechniken und Analysetechniken der Sozialwissenschaften; Forschung; Forschungsorganisation; Forschungsprojekt; Grundschule; Handlung; Kommunikation; Kooperation; language; Lehrer; Methods and Techniques of Data Collection and Data Analysis; natural sciences; Naturwissenschaft; primary school; pupil; Research; Research Organization; research project; Schüler; scientist; Social sciences; sociology; Sozialwissenschaften; Soziologie; Sprache; Statistical Methods; teacher; teaching; Unterricht; Wissenschaftler
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URL: https://doi.org/10.17169/fqs-18.1.2397
http://www.qualitative-research.net/index.php/fqs/article/view/2397
https://www.ssoar.info/ssoar/handle/document/58034
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| 90 |
Using multi-dimensional methods to understand the development, interpretation and enactment of quality assurance policy within the educational development community
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| 91 |
Reflection in Motion: A Case Study of Reflective Practice in the Composition Classroom
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| 92 |
Exploring Language Learning with Mobile Technology: A Qualitative Content Analysis of Vocabulary Learning Apps for ESL Learners in Canada
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In: Electronic Thesis and Dissertation Repository (2018)
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| 93 |
HOW WHITE TEACHERS’ IDENTITY DEVELOPMENT TRANSLATES TO CLASSROOM INTERACTIONS WITH MINORITY STUDENTS
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In: Theses and Dissertations--Educational, School, and Counseling Psychology (2018)
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| 94 |
Framing the DREAM Act: An Analysis of Congressional Speeches
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| 95 |
An Analysis of Domain Mood and Modality of Interpersonal Meaning in Susilo Bambang Yudhoyono (SBY)’s Speech
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In: English Language Teaching Educational Journal, Vol 1, Iss 1, Pp 22-28 (2018) (2018)
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| 96 |
Teachers' Perceptions of Discourse Usage in Elementary and Middle Grades Mathematics
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| 97 |
Curriculum Strategy and Contested Commonplaces: A Study of Rural Middle School Mathematics Teacher Attitudes in Curriculum Work
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490720364069195 (2017)
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| 98 |
Leseentwicklung im Grundschulalter. Kognitive Grundlagen und Risikofaktoren
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In: Lernen und Lernstörungen 7 (2018) 1, S. 33-44 (2017)
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| 99 |
Kognitive Profile bei lese-rechtschreibschwachen Kindern mit und ohne Aufmerksamkeitsprobleme
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In: Lernen und Lernstörungen 6 (2017) 4, S. 169-181 (2017)
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| 100 |
Indikation, Konzeption und Untersuchungsdesign des Projekts Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ)
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In: Hamburg : Universität Hamburg 2017, 26 S. - (MEZ Arbeitspapiere; 1) (2017)
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