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Young children's appropriation of mathematical discourse: Learning subtraction in a plurilingual classroom
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In: CERME 10 ; https://hal.archives-ouvertes.fr/hal-01937160 ; CERME 10, Feb 2017, Dublin, Ireland (2017)
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Reflecting on a Social Studies-Mathematics Day: Integrating Content Using Multicultural Perspectives
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In: Educational Technology Faculty Publications and Presentations (2017)
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Teachers' Beliefs About the Nature and Malleability of Intelligence
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The Effects of a Curriculum Sequence on the Emergence of Reading Comprehension Involving Derived Relations in First Grade Students
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The Effects of a Reader Immersion Procedure On the Technical Reading Skills of Kindergarten and First Grade Students
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Listening to Elementary Student Voice: A Compass for Leading Their Learning and Creating Feelings of Connectedness
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In: Han, Melissa G.(2017). Listening to Elementary Student Voice: A Compass for Leading Their Learning and Creating Feelings of Connectedness. UC San Diego: EducLeadership (JtEdDoc CSUSM). Retrieved from: http://www.escholarship.org/uc/item/8s29w5dp (2017)
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Tool Use in Measuring: Second and Fourth Graders' Mediation of Their Linear Estimates Using Rulers and Paper Strips on Number Lines
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Kang, Bona. - : eScholarship, University of California, 2017
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In: Kang, Bona. (2017). Tool Use in Measuring: Second and Fourth Graders' Mediation of Their Linear Estimates Using Rulers and Paper Strips on Number Lines. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/9xk9x02r (2017)
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Using Error Recognition to Identify Students at Risk of Reading Failure
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In: Guzman, Guadalupe. (2017). Using Error Recognition to Identify Students at Risk of Reading Failure. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/8k8827tc (2017)
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The Arts, the Common Core, and English Language Development in the Primary Grades
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In: TEACHERS COLLEGE RECORD, vol 119, iss 8 (2017)
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The Role of Executive Function in the Early Academic Achievement of Hispanics: A National Study
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In: Greenfader, Christa Renee. (2017). The Role of Executive Function in the Early Academic Achievement of Hispanics: A National Study. UC Irvine: Education. Retrieved from: http://www.escholarship.org/uc/item/0844p2jc (2017)
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Robinsons en fin d’école primaire : de la réécriture à l’invention
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In: ISSN: 1253-6806 ; Cahiers Robinson ; https://hal.archives-ouvertes.fr/hal-03169494 ; Cahiers Robinson, Centre de recherches littéraires Imaginaire et didactique (Arras), 2017, Encore Robinson (2017)
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Student engagement in an outperforming urban school as measured through cognitive, behavioral, and emotional indicators ...
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Teaching For Change: Instructional Support In A Bilingual Setting ...
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Teaching For Change: Instructional Support In A Bilingual Setting ...
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Educating Incarcerated Youth In Illinois: A Blended Learning Model
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In: Dissertations (2017)
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Mehrsprachiges Lernen. Kölner Erfahrungen
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In: Grundschule aktuell : Zeitschrift des Grundschulverbandes (2017) 137, S. 14-16 (2017)
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Phonological processing in children with specific reading disorder versus typical learners. Factor structure and measurement invariance in a transparent orthography
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In: The Journal of educational psychology 109 (2017) 5, S. 709-726 (2017)
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What EFL Student Teachers Think about their Professional Preparation: Evaluation of an English Language Teacher Education Programme in Spain
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In: Australian Journal of Teacher Education (2017)
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The effect of a professional development model on early childhood educators’ direct teaching of beginning reading
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In: Research outputs 2014 to 2021 (2017)
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Abstract:
Research over the last 15 years has reported that for professional development to be effective, in terms of changing teachers’ knowledge and/or instructional strategies, it needs to be conducted taking into consideration the following factors: teachers’ existing knowledge, experience and attitudes towards the professional development, school administrative factors, opportunities for classroom-based follow-up and gathering data concerning student achievement to measure the impact or effectiveness of the professional development. These factors were all carefully considered when creating, planning and implementing the professional development model for this study. The results indicate that an evidence-based professional development model which included a workshop, classroom observations and coaching significantly improved participants’ instructional practice over the course of one year while implementing Let’s Decode, a semi-scripted, explicit and direct approach to teaching phonological awareness and systematic decoding instruction when teaching beginning reading.
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Keyword:
beginning reading; coaching; Early Childhood; effective instruction; Kindergarten Teacher Education; Pre-Elementary; Professional development
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URL: https://ro.ecu.edu.au/ecuworkspost2013/4117 https://doi.org/10.1080/19415257.2017.1372303
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Students' attitudes and perceptions about writing : what do they think?
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