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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...30 Hits 1 – 20 of 590 1 Förderung des Bildungsspracherwerbs bei heterogenen sprachlichen Voraussetzungen im Unterricht mit digitalen Medien ... Pöschl, Sonja-Hella. - : Verlag Julius Klinkhardt, 2022 BASE Show details 2 Zum Ungleichgewicht digital vermittelten Sachunterrichts und sprachlich-kommunikativer Anforderungen ... Kern, Friederike; Schwier, Volker; Stövesand, Björn. - : Verlag Julius Klinkhardt, 2022 BASE Show details 3 Sprachliche Individualisierung mittels digitaler Medien ... Otte, Mayele. - : Verlag Julius Klinkhardt, 2022 BASE Show details 4 Sprachliche Individualisierung mittels digitaler Medien Otte, Mayele In: Haider, Michael [Hrsg.]; Schmeinck, Daniela [Hrsg.]: Digitalisierung in der Grundschule. Grundlagen, Gelingensbedingungen und didaktische Konzeptionen am Beispiel des Fachs Sachunterricht. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 140-153 (2022) BASE Show details 5 Förderung des Bildungsspracherwerbs bei heterogenen sprachlichen Voraussetzungen im Unterricht mit digitalen Medien Pöschl, Sonja-Hella In: Haider, Michael [Hrsg.]; Schmeinck, Daniela [Hrsg.]: Digitalisierung in der Grundschule. Grundlagen, Gelingensbedingungen und didaktische Konzeptionen am Beispiel des Fachs Sachunterricht. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 124-139 (2022) BASE Show details 6 Zum Ungleichgewicht digital vermittelten Sachunterrichts und sprachlich-kommunikativer Anforderungen Kern, Friederike; Schwier, Volker; Stövesand, Björn In: Sachunterricht in der Informationsgesellschaft. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 114-121. - (Probleme und Perspektiven des Sachunterrichts; 32) (2022) BASE Show details 7 Homework in the primary school: teachers and students' perception. Lopes, Mónica; Cardoso, Ana Paula; Lacerda, Carla. - 2022 BASE Show details 8 Heritage Language Development and Maintenance of Heritage Speakers of Korean in Australia in Primary School Years ... Jung, Sin Ji. - : UNSW Sydney, 2022 BASE Show details 9 The Psychometric Properties and Cutoff Score of the Child and Adolescent Mindfulness Measure (CAMM) in Chinese Primary School Students Xin Chen; Kaixin Liang; Liuyue Huang; Wenlong Mu; Wenjing Dong; Shiyun Chen; Sitong Chen; Xinli Chi In: Children; Volume 9; Issue 4; Pages: 499 (2022) BASE Show details 10 Teachers' Perceptions of Cultural Contents in English Language Textbooks Used in Multicultural Classrooms at a Thai Primary School Saemee, Kulthida; Ra, Jaewon Jane In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 227-241 ; Multicultural Lingual and Multicultural Education (2022) BASE Show details 11 Ethnic Content Integration and Local Curriculum in Myanmar Anui; Arphattananon, Thithimadee In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 155-172 ; Multicultural Lingual and Multicultural Education (2022) BASE Show details 12 "Mehrsprachigkeit als Handlungsfeld Interkultureller Schulentwicklung (MIKS)": Einblicke in Erfahrungen mit dem Einbezug von migrationsbedingter Mehrsprachigkeit in Grundschulen Lange, Imke In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 15 ; 1 ; 103-108 (2022) BASE Show details 13 Teachers’ views on the acceptability and implementation of the Incredible Years ® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial Allen, K; Hansford, L; Hayes, R. - : Wiley / British Psychological Society, 2022 BASE Show details 14 Children’s negotiation of meanings about geometric shapes and their properties in a New Zealand multilingual primary classroom Sharma , Shweta. - : The University of Waikato, 2022 Abstract: New Zealand is a nation of superdiversity in terms of ethnicities and languages spoken. This superdiversity is reflected in New Zealand multilingual classrooms. In the New Zealand primary school mathematics curriculum, the teaching and learning of early geometry focuses on recognising and understanding shapes, their properties, and symmetries, and on describing the position and movement of shapes. The Achievement Objectives suggest that the children at Curriculum Level 3, which roughly translates to Year 5/6 (9 to 11-year-old), are expected to identify, describe, and classify two-dimensional (2D) and three-dimensional (3D) shapes by spatial features. Acknowledging the multilingual context of a New Zealand classroom, this study investigated how children negotiate their meanings about 2D shapes, 3D shapes, and their properties as they engage in whole-class and/or group interactions in a New Zealand primary classroom. Accordingly, following research questions (RQ) guided this study: 1. What discursive constructions do 9 to 11-year-old children use to represent their understanding of 2D shapes, 3D shapes, and their properties in a New Zealand multilingual primary classroom? 2. How do 9 to 11-year-old children interact to construct their understanding of 2D shapes, 3D shapes, and their properties in a New Zealand multilingual primary classroom? 3. What characteristics of dialogic space influence 9 to 11-year-old children’s negotiation of meanings about 2D shapes, 3D shapes, and their properties in a New Zealand multilingual primary classroom? A qualitative study informed by the Discursive Psychology perspective (Edwards & Potter, 1992) within the Critical Inquiry research paradigm was undertaken. Edwards and Potter (1992) argue that language-in-use is construed as an action in itself and, as a result, knowledge is taken as situated and constructed through language-in-use as people interact. Bakhtin’s (1981) Dialogic Theory and Garfinkel’s (1967) Ethnomethodology informed the theoretical framework of this study. Data were gathered from a Year 5/6 classroom in a New Zealand English-medium school. The participants were fifteen children (nine multilingual, six monolingual) and their mathematics teacher. Six geometry lessons on shapes and their properties were observed and audiovisually recorded. Additional data were gathered from a variety of sources, including semi-structured teacher interviews, four focus group interviews with children, a short questionnaire filled by the parents, children’s work samples, and teacher’s unit plan. Data from different sources allowed me to establish the reliability and validity of the findings. Data were analysed in three phases: thematic analysis, micro-level analysis, and macro-level analysis. Five themes were identified from thematic analysis of data to explore the discursive constructions that the children used to represent their understanding of shapes and their properties (RQ1). These themes are: (i) making sense of 2D shapes, (ii) making sense of 3D shapes, (iii) relating 2D shapes with 3D shapes, (iv) mathematical construct of dimension, and (v) naming shapes in Te Reo Māori (the Indigenous language of New Zealand). For the purpose of managing and presenting analysis, two Key Moments within each of the five themes were identified for further analysis at the micro-level and macro-level. For the micro-level analysis, I used selected Conversation Analysis (Schegloff & Sacks, 1973) techniques to explore what is said and how it is said (RQ2). Based on the micro-level analysis findings, the macro-level analysis was conducted using Bakhtinian concepts of speech genres, discourses, heteroglossia and unitary language, double-voicedness, and chronotopes to explore the characteristics of dialogic space that influence children’s negotiations of meanings about shapes and their properties (RQ3). The study reveals four novel findings. First, the analogy of “flat vs fat” may not be useful in developing children’s geometric understanding of dimension. Second, the study indicates that multilingual children use prosodic repertoires from their multiple languages as they engage in whole-class or group interactions, and these prosodic repertoires may be interpreted differently by monolingual English-speaking children. Third, the study reveals the presence of several speech genres available to teachers and children within the dialogic space of a multilingual classroom. Fourth, the study shows that multiple meanings could be drawn out for each utterance, and the meaning of an utterance is dependent not only upon the interaction of unitary language and heteroglossia between the discourses but within the discourse as well. The findings of this study suggest, first, that a comprehensive definition of dimension needs to be included in the school curriculum. Second, teachers may benefit from learning about prosodic features that multilingual children may use to show their confidence or doubt about their learning, along with several speech genres available within the dialogic space. Several ideas for further research in the mathematics education field with a focus on developing an understanding of geometry concepts such as dimension are also suggested. Overall, the study highlighted the need for teachers and teacher educators to recognise subtle yet powerful aspects of language use that influence children’s negotiation of meanings about geometric ideas as children engage in classroom interactions. Keyword: Āhua; Āhuahanga; Ako; Bakhtin; Bilingualism in children -- New Zealand -- Psychology; Conversation analysis; Elementary school teachers -- New Zealand -- Attitudes; Geometry; Geometry -- Study and teaching (Primary) -- New Zealand; Kura tuatahi; Learning; Mathematics -- Study and teaching (Primary) -- New Zealand; Multilingual; Primary school; Psycholinguistics -- New Zealand; Psychology of; Reorua; School children -- New Zealand -- Attitudes; Shapes -- Study and teaching (Primary) -- New Zealand; Whakamātau hinengaro URL: https://hdl.handle.net/10289/14752 BASE Hide details 15 Grammatical popularisation seen through the prism of online exchanges between teachers ; La vulgarisation grammaticale sous le prisme d’échanges en ligne entre enseignants David, Jacques; Taous, Tatiana In: ISSN: 0755-7817 ; EISSN: 2263-5947 ; Repères : Recherches en didactique du français langue maternelle ; https://hal-cyu.archives-ouvertes.fr//hal-03332360 ; Repères : Recherches en didactique du français langue maternelle, ENS Lyon, 2021, pp.141-160. ⟨10.4000/reperes.4205⟩ (2021) BASE Show details 16 PEDAGOGICAL CONDITIONS OF FORMATION OF SPELLING COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS WITHIN THE HIGHER EDUCATION INSTITUTION ... Bilyavska, T.. - : Norwegian Journal of Development of the International Science, 2021 BASE Show details 17 Zugänge zur Welt: sprachlich realisiert und didaktisch reflektiert. Sprachliche Bildung im Zyklus 1 ... Gyger, Mathilde. - : Verlag Julius Klinkhardt, 2021 BASE Show details 18 高雄市國小教師登山健行參與動機與阻礙因素之研究 ; The Study on Motivations and Constraints of Kaohsiung Primary School Teachers for Participating in Hiking Activities 劉信甫; LIU, HSIN-FU. - 2021 BASE Show details 19 高雄市國小教師登山健行參與動機與阻礙因素之研究 ; The Study on Motivations and Constraints of Kaohsiung Primary School Teachers for Participating in Hiking Activities 劉信甫; LIU, HSIN-FU. - 2021 BASE Show details 20 Die Bildung der Generalistinnen und Generalisten. Perspektiven auf Fachlichkeit im Studium zur Lehrperson für Kindergarten und Primarschule. Festschrift für Frau Prof. Dr. Charlotte Müller Bachmann, Sara Hrsg.; Bertschy, Franziska Hrsg.; Künzli David, Christine Hrsg.. - : Verlag Julius Klinkhardt, 2021. : Bad Heilbrunn, 2021. : pedocs-Dokumentenserver/DIPF, 2021 In: Bad Heilbrunn : Verlag Julius Klinkhardt 2021, 251 S. - (Studien zur Professionsforschung und Lehrerbildung) (2021) BASE Show details Page: 1 2 3 4 5...30

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