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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7 8 9...164 Hits 81 – 100 of 3.275 81 Adult migrant English language education policy in Aotearoa New Zealand, 2002-2014 Khan, Yulia. - : Auckland University of Technology, 2016 BASE Show details 82 Culturally Responsive Leadership in Aotearoa New Zealand Secondary Schools Williams, Nicholas. - : Auckland University of Technology, 2016 BASE Show details 83 Oral Health Educators’ Perceptions of Student-to-Student Administration of Local Anaesthesia Khareedi, RK; Fernandez, D. - : Australian Dental and Oral Health Therapists' Association Inc. (ADOHTA), 2016 BASE Show details 84 43 Quintana, Karina In: Senior Projects Spring 2016 (2016) BASE Show details 85 Computing Language and Thinking: Analysis, Design, and Assessment of Introductory Computer Science Workshops in the Liberal Arts Experience Burke, Kathleen Teresa In: Senior Projects Spring 2016 (2016) BASE Show details 86 The Pathway to Proficiency: The Role of Grammar in Second Language Teaching and Learning Norris, Francesca. - 2016 BASE Show details 87 Deaf education and you : finding the right program Marris, Emily. - 2016 BASE Show details 88 The interaction of affect and learning preference on ESL reading comprehension : a comparison of electronic and paper textbooks Miller, Alicia Joy. - 2016 BASE Show details 89 Cross-Cultural Education: An Auto-Ethnographic Reflection on Teaching in an Intensive English Camp in Thailand Richardson, Tobin; Kelderhouse, Lindsey. - 2016 BASE Show details 90 Rigor and Responsiveness in Classroom Activity Thompson, Jessica; Hagenah, Sara; Kang, Hosun; Stroupe, David; Braaten, Melissa; Colley, Carolyn; Windschitl, Mark In: Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations (2016) Abstract: Background/Context: There are few examples from classrooms or the literature that provide a clear vision of teaching that simultaneously promotes rigorous disciplinary activity and is responsive to all students. Maintaining rigorous and equitable classroom discourse is a worthy goal, yet there is no clear consensus of how this actually works in a classroom. Focus of Study: What does highly rigorous and responsive talk sound like and how is this dialogue embedded in the social practices and activities of classrooms? Our aim was to examine student and teacher interactions in classroom episodes (warm-ups, small group conversations, whole group conversation, etc.) and contribute to a growing body of research that specifies equity in classroom practice. Research Design: This mixed-method study examines differences in discourse within and across classroom episodes (warm-ups, small group conversations, whole group conversation, etc.) that elevated, or failed to elevate, students’ explanatory rigor in equitable ways. Data include 222 secondary science lessons (1,174 episodes) from 37 novice teachers. Lessons were videotaped and analyzed for the depth of students’ explanatory talk and the quality of responsive dialogue. Findings: The findings support three statistical claims. First, high levels of rigor cannot be attained in classrooms where teachers are unresponsive to students’ ideas or puzzlements. Second, the architecture of a lesson matters. Teachers and students engaging in highly rigorous and responsive lessons turned potentially trivial episodes (such as warm-ups) of science activity into robust learning experiences, connected to other episodes in the same lesson. Third, episodes featuring one or more forms of responsive talk elevated rigor. There were three forms of responsive talk observed in classrooms: building on students’ science ideas, attending to students’ participation in the learning community, and folding in students’ lived experiences. Small but strategic moves within these forms were consequential for supporting rigor. Conclusions/Recommendations: This paper challenges the notion that rigor and responsiveness are attributes of curricula or individual teachers. Rigorous curriculum is necessary but not sufficient for ambitious and equitable science learning experiences; the interactions within the classroom are essential for sustaining the highest quality of scientific practice and sense-making. The data supported the development of a framework that articulates incremental differences in supporting students’ explanatory rigor and three dimensions of responsiveness. We describe implications for using this framework in the design of teacher programs and professional development models. Keyword: Curriculum and Instruction; Teacher Education and Professional Development URL: https://scholarworks.boisestate.edu/cifs_facpubs/164 https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=1166&context=cifs_facpubs BASE Hide details 91 Examining the Influence of Number Line Fraction Task Characteristics on Student Work Hatch, Sharlee In: Boise State University Theses and Dissertations (2016) BASE Show details 92 Revealing Student Misconceptions and Instructor Blind Spots with Muddiest Point Formative Feedback Waters, Cindy; Krause, Stephen J.; Callahan, Janet... In: Materials Science and Engineering Faculty Publications and Presentations (2016) BASE Show details 93 Collaborative Robotics, More Than Just Working in Groups: Effects of Student Collaboration on Learning Motivation, Collaborative Problem Solving, and Science Process Skills in Robotic Activities Taylor, Kellie In: Boise State University Theses and Dissertations (2016) BASE Show details 94 Contact de langues : situations, représentations, réalisations ; : Actes des Rencontres Jeunes Chercheurs 2015 de l'ED 268, Sorbonne Nouvelle-Paris 3 Pradeau, Coraline; Jorge, Muriel; Wottawa, Jane. - : HAL CCSD, 2016 In: https://hal-univ-paris3.archives-ouvertes.fr/hal-01875475 ; 2016 ; https://hal-univ-paris3.archives-ouvertes.fr/RJC2015 (2016) BASE Show details 95 Articulation langue 1- langue 2 dans le répertoire langagier des élèves inscrits en programme immersif : quelles ressources lexicales pour les cours de sciences ? Babault, Sophie; Markey, Michael In: ISSN: 0008-4506 ; Canadian Modern Language Review / La revue canadian des langues vivantes ; https://hal.archives-ouvertes.fr/hal-02294926 ; Canadian Modern Language Review / La revue canadian des langues vivantes, University of Toronto Press, 2016, 72 (4), pp.454-479. ⟨10.3138/cmlr.3364⟩ (2016) BASE Show details 96 Stéréotypie lexicale dans les instructions officielles et les manuels d'anglais pour l'école primaire Cretu Millogo, Diana; Lambert, Michel In: Journée d’études "Stéréotypie des altérités : clichés, formules, langue de bois, lieux communs" ; https://hal-univ-poitiers.archives-ouvertes.fr/hal-02542214 ; Journée d’études "Stéréotypie des altérités : clichés, formules, langue de bois, lieux communs", Nov 2016, Limoges, France (2016) BASE Show details 97 Thèses soutenues en France jusqu’en 2015 et indexées comme liées à l’éducation des adultes Las Vergnas, Olivier In: ISSN: 1763-4229 ; EISSN: 2111-4390 ; Savoirs : Revue internationale de recherches en éducation et formation des adultes ; https://hal.archives-ouvertes.fr/hal-01469369 ; Savoirs : Revue internationale de recherches en éducation et formation des adultes, L'Harmattan, 2016, Education populaire, 2016/3 (42), pp.91-106. ⟨10.3917/savo.042.0091⟩ ; http://savoirs.u-paris10.fr/ (2016) BASE Show details 98 Rédiger un article scientifique : la phraséologie spécifique Cavalla, Cristelle In: Didactique du français langue étrangère et méthodologie de la recherche ; https://hal-univ-paris3.archives-ouvertes.fr/hal-01455544 ; Didactique du français langue étrangère et méthodologie de la recherche, Université Ibn Tofaïl, Mar 2016, Kenitra, Maroc (2016) BASE Show details 99 Enseignement des terminologies culinaires auprès des apprenants étrangers de niveau A2 Yang, Tong; Cavalla, Cristelle In: Langues sur objectifs spécifiques : perspectives croisées entre linguistique et didactique - LOSP ; https://hal-univ-paris3.archives-ouvertes.fr/hal-01455698 ; Langues sur objectifs spécifiques : perspectives croisées entre linguistique et didactique - LOSP, GREMUTS - LIDILEM - UGA, Nov 2016, Grenoble, France ; http://losp2016.u-grenoble3.fr/ (2016) BASE Show details 100 Les facteurs explicatifs des performances en lecture-compréhension à la fin du cours préparatoire Goigoux, Roland; Cèbe, Sylvie; Pironom, Julie In: ISSN: 0556-7807 ; EISSN: 2105-2913 ; Revue Française de Pédagogie ; https://hal.archives-ouvertes.fr/hal-01683288 ; Revue Française de Pédagogie, INRP/ENS éditions, 2016, Apprendre à lire et à écrire au cours préparatoire, pp.67-84. ⟨10.4000/rfp.5076⟩ (2016) BASE Show details Page: 1 2 3 4 5 6 7 8 9...164

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