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Exploring characteristics of effective Arabic language teachers
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82 |
Understanding perspectives of teachers in Thailand towards information and communication technologies integration in the classroom
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83 |
Perceptions of Relational Aggression among New Zealand Adolescent Girls and their Classroom Teachers: The Popular, the Regular, and the Tough Girls
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84 |
The Effects of Technology-Integrated Differentiated Instruction on Language Arts Achievement
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Korean Teachers' Beliefs about English Language Education and their Impacts upon the Ministry of Education-Initiated Reforms
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In: Applied Linguistics and English as a Second Language Dissertations (2010)
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Rethinking Thinking Schools, Learning Nation: teachers’ and students’ perspectives of critical thinking in Singaporean education
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88 |
Native and Non-native English Speaking Tutors' Feedback on College-level ESL Student Writing ...
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Native and Non-native English Speaking Tutors' Feedback on College-level ESL Student Writing
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Park, Sunyoung. - : University of Maryland, Baltimore County (UMBC), 2008
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In: Park_umbc_0434M_10021.pdf (2008)
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Students' learning outcomes and perceptions of the learning environments in physical chemistry laboratory classes in Thailand
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91 |
Differences in student perceptions of teacher-student interpersonal behaviour in regional streamed secondary mathematics and science classes
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92 |
Students' Observations and Perceptions of Teacher "Performances" in the Classroom
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In: Australian Journal of Teacher Education (2007)
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Navigating through "our bumps on the road to reading": A multi-case analysis of how literature -based response experiences inform and influence pre -service teachers' reading perceptions
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In: UNLV Retrospective Theses & Dissertations (2007)
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Abstract:
The purpose of the study was to present multiple perspectives (multi-case design) that define pre-service teachers reading perceptions. This study sought to understand prior experiences that defined pre-service teachers' reading perceptions and to understand how response-based explorations in a children's literature course informed and influenced their existing perceptions of reaDing This study employed a qualitative methodology and was framed by reader response, teacher knowledge and preparation literature, and a socio-constructivist perspective. Data sources included pre- and post-course interviews, course assignments, participant's reflection journals, and researcher's log with analytical memos. Open and axial coding as described by Strauss and Corbin (1998) were utilized to uncover the prior experiences and influence of response-based exploration on pre-service teachers' perceptions of reading; Study findings suggest that pre-service teachers do enter into their preparation programs with a wide variety of experiences that have already influenced their beliefs and perceptions of reaDing Regardless of previous studies stating that teacher education courses often do not make a difference for pre-service teachers, and that they often revert to teach the way they were taught, this was not revealed to be the case. The multi-case study findings indicate that pre-service teachers' perceptions of reading can be influenced through reflection on their prior experiences, participation in response-based explorations, and through exposure of multiple-perspectives with fellow students and the course instructor. It is here where pre-service teachers' serious consideration of the role of children's literature as a literary form in their own lives, as well as those of their future students, becomes a reality.
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Keyword:
Analysis; Based; Bumps; Case; Elementary; Elementary Influence; Experiences; Inform; Literature; Literature-based; Navigating Perceptions Preservice Teachers; Preservice Teachers; Reader Response; Reading; Response; Road; Service; Teacher Training
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URL: https://digitalscholarship.unlv.edu/rtds/2764 https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=3763&context=rtds
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Novice Special Education Teachers' Experiences with Students with Disabilities from Culturally and Linguistically Diverse Backgrounds: The Effects of Perceptions on Interactions
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In: University of New Orleans Theses and Dissertations (2007)
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Gender differences in teacher-student interactions, attitudes and achievement in middle school science
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An evaluation of elementary school science kits in terms of classroom environment and student attitudes
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Home country teachers' advice to non-home country teachers: Some initial insights
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Pandora`s box : academic perceptions of student plagiarism in writing
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Using Distance Education to Improve Teaching in Namibia: Teachers' Views on an Inservice Training Program.
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In: Master's Capstone Projects (1996)
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