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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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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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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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Abstract:
Classroom assessment techniques have been advocated for use in the college classroom for over 20 years. The authors of this paper formed a new teaching technique, the ticket to retention (TtR), one that changes classroom assessment techniques so that the emphasis is on student retention of concepts. This technique combines the benefits of the ticket to leave, the one minute paper, the half-sheet response, the post-write strategy, and think-pair-share strategies. During the TtR technique, a sheet with one to five target questions is distributed to students. Students write their answers to the questions, discuss their responses with two classmates,a nd listen to those classmates share their answers. The results of this mixed methods study provide the students and professors' perspective of the ticket to retention and a percentage of information that students recall as a result of the implementation fo the ticket (89%).
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Keyword:
Classroom assessment techniques; College teaching; Student learning; Student retention
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URL: https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1230&context=ij-sotl https://digitalcommons.georgiasouthern.edu/ij-sotl/vol4/iss2/10
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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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