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Anschlussstellen zwischen Sprachbildung und adaptiver Lehrkompetenz für den inklusiven Unterricht ...
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Anhang – Verlaufspläne für die Lehr-Lern-Bausteine ...
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null. - : Verlag Julius Klinkhardt, 2020
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Anhang – Verlaufspläne für die Lehr-Lern-Bausteine
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In: Brodesser, Ellen [Hrsg.]; Frohn, Julia [Hrsg.]; Welskop, Nena [Hrsg.]; Liebsch, Ann-Catherine [Hrsg.]; Moser, Vera [Hrsg.]; Pech, Detlef [Hrsg.]: Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 193-200. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
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Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 203 S. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
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Anschlussstellen zwischen Sprachbildung und adaptiver Lehrkompetenz für den inklusiven Unterricht
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In: Brodesser, Ellen [Hrsg.]; Frohn, Julia [Hrsg.]; Welskop, Nena [Hrsg.]; Liebsch, Ann-Catherine [Hrsg.]; Moser, Vera [Hrsg.]; Pech, Detlef [Hrsg.]: Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 37-44. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
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Der Baustein Sprachbildung: ein Lehr-Lern-Angebot für die inklusionssensible fachdidaktische Lehre
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In: Brodesser, Ellen [Hrsg.]; Frohn, Julia [Hrsg.]; Welskop, Nena [Hrsg.]; Liebsch, Ann-Catherine [Hrsg.]; Moser, Vera [Hrsg.]; Pech, Detlef [Hrsg.]: Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 99-110. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
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Adaptación curricular: gamificación, el aula invertida y la aplicación de métodos mnemotécnicos
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In: Estudios interlingüísticos, ISSN 2340-9274, Nº. 8, 2020, pags. 111-123 (2020)
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The impact of linguistic similarity on cross-cultural comparability of students' perceptions of teaching quality ...
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The impact of linguistic similarity on cross-cultural comparability of students' perceptions of teaching quality
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In: Educational assessment, evaluation and accountability 31 (2019) 2, S. 201-220 (2019)
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Insights Chinese Primary Mathematics Teachers Gained into their Students’ Learning from Using Classroom Assessment Techniques
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In: Education Sciences ; Volume 9 ; Issue 2 (2019)
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Evaluating Classroom Communication: In Support of Emergent and Authentic Frameworks in Second Language Assessment
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In: Practical Assessment, Research, and Evaluation (2019)
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Disruptive behav.
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In: http://www.mcser.org/journal/index.php/jesr/article/download/6322/6060/ (2015)
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Abstract:
Studies have shown that there is a correlation between troublesome classroom behaviors and a gamut of antisocial, aggressive-disruptive behaviors and psychiatric problems.Student classroom misbehavior is linked to student disengagement which correlates with alienation by peers and truancy. Students who misbehaved were reported to perform worse academically which escalated to other severe problems such as dropping out of school and delinquency. Researchers and academicians have designed and implemented intervention programs to reduce this problem. Good intervention program should meet the set criteria. This study aims to discover whether the techniques used by Prophet Muhammad in correcting mistakes of his companions could be applied in managing misbehaviors of primary school students during teaching and learning process; and to determine whether these techniques met the criteria of a good intervention program. Six relevant hadith on correcting mistakes were selected and analyzed to formulate techniques of managing misbehaviors which were implemented in two primary school classrooms by a trained teacher. This qualitative research examined and analysed journals written by the teacher; and the verbatim transcriptions of two one-hour interview sessions with the teacher to assess teacher’s correct application of the techniques and to discover the impact of the techniques on students ’ behaviors. Findings revealed that the techniques used were effective in reducing classroom disruptive behaviors; easy to implement; not disrupting the normal classroom activities; and parsimonious. This study contributes to production of knowledge from Islamic worldview; and
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Keyword:
behavior management techniques; classroom management; Classroom misbehaviors; hadith application; relevantization
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URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.1032.3278
http://www.mcser.org/journal/index.php/jesr/article/download/6322/6060/
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Relations between classroom disciplinary problems and student motivation. Achievement as a potential mediator?
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In: Learning and instruction 39 (2015), S. 184-193 (2015)
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Exploring teachers' knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions
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In: Faculty of Social Sciences - Papers (Archive) (2014)
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Negotiating for meaning: Papers on foreign language teaching and testing
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| 16 |
How effective are technology-enhanced teaching techniques in the EFL classroom?
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Alberth. - : Curtin University, 2010
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The "Classroom Ticket" to Concept Retention
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In: International Journal for the Scholarship of Teaching and Learning (2010)
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A collective case study: How regular teachers provide inclusive education for severely and profoundly deaf students in regular schools in rural New South Wales
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Formative and Summative Assessment Techniques for Continuous Agricultural Technology Classroom Improvement
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In: Agricultural and Biosystems Engineering Publications (2004)
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Turning frustration into success for English language learners.
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In: USF St. Petersburg campus Faculty Publications (1999)
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