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Files to support: "Prior Experience with Unlabeled Actions Promotes 3-Year-Old Children’s Verb Learning" ...
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Ludolinguistica e formazione di insegnanti di italiano LS/L2 ...
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Ludolinguistica e formazione di insegnanti di italiano LS/L2
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In: Studi di glottodidattica; V. 6, N. 2 (2021); 14 - 23 ; 1970-1861 (2021)
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Hmong American Charter Schools: An Exploratory and Descriptive Study
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In: Journal of Southeast Asian American Education and Advancement (2021)
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LIFELONG FOREIGN LANGUAGE LEARNING FOR SPECIAL PURPOSES IN THE INFORMATION SOCIETY ; ЦІЛЬОВЕ ВИВЧЕННЯ ІНОЗЕМНИХ МОВ ВПРОДОВЖ ЖИТТЯ В УМОВАХ ІНФОРМАЦІЙНОГО СУСПІЛЬСТВА
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In: Youth & market; No. 4/190 (2021) ; Молодь і ринок; № 4/190 (2021) ; 2617-0825 ; 2308-4634 ; 10.24919/2617-0825.4/190.2021 (2021)
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MOTIVATIONAL ASPECTS OF LEARNING ENGLISH AS A FOREIGN LANGUAGE IN ERA OF GLOBALIZATION ; МОТИВАЦІЙНІ АСПЕКТИ ВИВЧЕННЯ АНГЛІЙСЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ В ЕПОХУ ГЛОБАЛІЗАЦІЇ
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In: Youth & market; No. 4/190 (2021) ; Молодь і ринок; № 4/190 (2021) ; 2617-0825 ; 2308-4634 ; 10.24919/2617-0825.4/190.2021 (2021)
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Real Pandemic: Institutional Neglect
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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Supporting International Graduate Students: Lessons from a Fall 2020 Non-Credit Course
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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Empathy Mapping: Bridging cultural and linguistic divides in international online education
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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Cross-Domain Polarity Models to Evaluate User eXperience in E-learning
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Efectos de la Pandemia de Coronavirus COVID-19 en Estudiantes Extranjeros y su Posible Impacto en los Programas de Estudio en el Extranjero en el Futuro
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In: World Languages and Cultures (2020)
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Understanding Teacher Experience with Instructional Coaching to Inform Program Improvement Reflecting the Principles of Adult Learning Theory: A Mixed Method Case Study
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In: Graduate Theses & Dissertations (2020)
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Abstract:
Instructional Coaching (IC) is a strand of Professional Development (PD) during which an instructional coach provides individualized support and feedback to teachers, focused on instruction, generally within the context of the teacher’s classroom (Kraft et al., 2018). This fully integrated mixed method case study examined teacher experience with IC in order to understand which operational and emotional components of IC had the greatest perceived impact, in order to inform program improvement. Adult learning theory served as the conceptual framework for this study; the process of teaching adults is known as andragogy (Knowles, 1980). Andragogy indicates that teaching adults in a reflective and responsive manner may enable them to become self-directed and independent learners (Knowles, 1980). Therefore, this study was conducted based upon IC reflecting adult learning theory. I assessed teacher experience through both quantitative and qualitative methods, drawing from the population of teachers who had participated in IC at an urban high school in the Mid-Atlantic. Survey methodology was used to ascertain teacher experience broadly, and interviews were conducted with a nested sample of participants to understand teacher perceptions in greater depth. Dialectical pluralism served as the paradigm for this mixed method study, with the goal of encouraging a diversity of perspectives, connection between the researcher and participant, and understanding varying perceptions of reality (Creamer, 2018). Quantitative and qualitative results were analyzed together in order to create meta-inferences about teacher experience with IC.
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Keyword:
Adult and Continuing Education; adult learning theory; and Research; andragogy; Curriculum and Instruction; Educational Assessment; Educational Leadership; Educational Methods; Evaluation; instructional coaching; mixed methods; Other Teacher Education and Professional Development; Secondary Education and Teaching; teacher experience; urban education
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URL: https://scholarworks.arcadia.edu/cgi/viewcontent.cgi?article=1030&context=grad_etd https://scholarworks.arcadia.edu/grad_etd/26
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"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
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In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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"Les fondements communs de nos démocraties modernes". Persönliche Eindrücke aus einem französisch-deutsch-ungarischen Erasmus+ Projekt
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In: Quoi de neuf : nouvelle du bilingue (2020), S. 61-75 (2020)
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Designing and using gamification elements to improve students’ user experience in a video-based mobile language learning app
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Galle, Thor. - : KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020
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Breaking silence: The voices of Syrian refugee children in the Canadian classroom
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In: Journal of Global Education and Research (2020)
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Redes de aprendizaje personalizadas en contextos universitarios de aprendizaje semipresencial
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 62, 2020, pags. 19-30 (2020)
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Trying Self- and Peer-assessment with Intermediate Spanish Students of English
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In: Applied Linguistics Research Journal, Vol 4, Iss 2, Pp 40-53 (2020) (2020)
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