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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 6 7 8...18 Hits 61 – 80 of 349 61 Effet de l’émotion sur l’orthographe d’élèves d’école primaire ... : Der Effekt von Emotionen auf die Rechtschreibung von Primarschülerinnen und Primarschülern ... Largy, Pierre; Simoës-Perlant, Aurélie; Soulier, Lucille. - : Academic Press, 2018 BASE Show details 62 EL ORIGEN Y TRAYECTORIA DE LA METÁFORA NIÑA DEL OJO EN ESPAÑOL Rocío Cruz Ortiz In: Tonos Digital; NÚMERO 34 - ENERO 2018 (2018) BASE Show details 63 Sexuelle Übergriffe in Schulen aus der Sicht von Schülerinnen und Schülern. Zusammenhänge zum Erleben von Schule und der Bereitschaft zur Hilfesuche Hofherr, Stefan; Kindler, Heinz In: Andresen, Sabine [Hrsg.]; Tippelt, Rudolf [Hrsg.]: Sexuelle Gewalt in Kindheit und Jugend. Theoretische, empirische und konzeptionelle Erkenntnisse und Herausforderungen erziehungswissenschaftlicher Forschung. Weinheim; Basel : Beltz Juventa 2018, S. 95-110. - (Zeitschrift für Pädagogik. Beiheft; 64) (2018) BASE Show details 64 Predictors of bullying and victimisation in children with attention-deficit/hyperactivity disorder ; Napovedovalci ustrahovanja in viktimizacije otrok z motnjo pozornosti s hiperaktivnostjo Zic Ralic, Anamarija; Cvitkovic, Daniela; Sekusak-Galesev, Snjezana In: CEPS Journal 8 (2018) 4, S. 63-88 (2018) BASE Show details 65 Effet de l’émotion sur l’orthographe d’élèves d’école primaire ; Der Effekt von Emotionen auf die Rechtschreibung von Primarschülerinnen und Primarschülern Largy, Pierre; Simoës-Perlant, Aurélie; Soulier, Lucille In: Schweizerische Zeitschrift für Bildungswissenschaften 40 (2018) 1, S. 191-216 (2018) BASE Show details 66 Bildungssprache im Kontext von Mehrsprachigkeit: eine Untersuchung von Berichtstexten ein- und mehrsprachiger Schüler Haberzettl, Stefanie In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 11 ; 1 ; 61-79 ; (Vor-)Schulkinder mit Deutsch als Zweitsprache im Fokus von Spracherwerbsforschung und Sprachdidaktik (2018) BASE Show details 67 Discourse analysis: a tool for helping educators to teach science Efthimiou, George; Piliouras, Panagiotis; Plakitsi, Katerina In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 18 ; 1 ; 28 ; Analyzing narratives across media (2018) BASE Show details 68 The effectiveness of online and on-to-one tutoring in the writing center on the students' achievement: a multiple case study Al Chibani, Wessam In: International Letters of Social and Humanistic Sciences ; 41 ; 192-197 (2018) BASE Show details 69 Student voice in secondary schools : purpose, value and characteristics Cato, Nigel. - 2018 BASE Show details 70 Student voice in secondary schools : purpose, value and characteristics Cato, Nigel. - 2018 BASE Show details 71 Student voice in secondary schools : purpose, value and characteristics Cato, Nigel. - 2018 BASE Show details 72 Student Stories about Mathematics: A tool to understand more about the teaching and learning of mathematics Brennan, Jean. - 2018 Abstract: This qualitative study sets out to explore the experiences of secondary school students while they are learning mathematics in school. By using student stories of learning mathematics as my main data collection method I began to understand the view of mathematics that my students were constructing as they negotiated the complicated terrain that I know as the mathematics classroom. This method of student stories to communicate student voice was selected by me to allow the students the freedom to express themselves in a variety of comfortable, differentiated formats. My methodological approach evolved as the action research phases progressed, allowing for methodological inventiveness (Dadds and Hart 2001). This was a deliberate decision by me so that my research progress could be best served by a suitable methodological approach. The end result was a qualitative study that embraced a living theory model of action research (McNiff 2013), where practitioners can develop their own personal theories of practice (Whitehead 1999). Within this action research structure I used a narrative approach, considering narratives both as a data collection method and as a transformative phenomenon. Using the ideas of narrative research for data collection, I facilitated storytelling workshops with my students, collecting stories to inform the research interest. In this research, using narratives was also considered as a phenomenon because of their influence in allowing authors to model and re-model their experiences through their stories. I found that considering narrative as phenomenon complemented and supported a portraiture methodological stance (Lawrence-Lightfoot 2005). Narrative as a phenomenon also became apparent by the influence the student stories had on my 9 ability to understand my classroom and my subsequent teaching practice. To analyse the story data I utilised the ideas of Anderson (2011) who developed a transpersonal research method that incorporates the researcher’s intuition, emotional and personal capacities into the research process. By using a multi-method approach of thematic analysis, symbolic interactionist perspective, input from colleagues and my reflexive intuition, I formed an analysis of the data that could be used to look at similarities and trends in the student stories. In addition, working with the student stories encouraged levels of empathy between the reader and the student author that transformed classroom practice and understandings. There are several ways that this thesis can contribute to practice. Firstly this research develops a pedagogical tool that encourages student voice, celebrates individuality and helps create an approachable interface between mathematics teacher and student. Secondly, it models how this way of working could be used to inform the practice of the classroom teacher by developing a deeper understanding of their students. Thirdly, the identification of particular themes is invaluable to subject department development and planning, and these themes can feed into a department and whole school ethos. Finally, it models a form of action research that encourages critical reflexive practice and utilises the knowledge, experience and intuition of the researcher with the sole purpose of improving the experiences of their students. Keyword: Autobiography; Intuitive Inquiry; Living Theory Action Research; Mathematics; Narrative Inquiry; Portraiture; Pupil Voice; Qualitative; Reflexivity; Student stories URL: http://hdl.handle.net/2299/19908 https://doi.org/10.18745/th.19908 BASE Hide details 73 Good in theory, bad in practice: practitioners’ perspectives on the early years pupil premium in England Brown, Zeta In: 1 ; 12 (2018) BASE Show details 74 Absolute and relative measures of instructional sensitivity ... Naumann, Alexander; Hartig, Johannes; Hochweber, Jan. - : Sage, 2017 BASE Show details 75 Sprache im Geographieunterricht. Bilinguale und sprachsensible Materialien und Methoden ... null. - : Waxmann, 2017 BASE Show details 76 Olga V. Artamonova: "Ausländersein" an der Hauptschule. Interaktionale Verhandlungen von Zugehörigkeit im Unterricht. Bielefeld: transcript 2016 (320 S.) [Rezension] Fereidooni, Karim In: Erziehungswissenschaftliche Revue (EWR) 16 (2017) 3 (2017) BASE Show details 77 Anna Schnitzer / Rebecca Mörgen (Hrsg.): Mehrsprachigkeit und (Un-)Gesagtes. Sprache als soziale Praxis in der Migrationsgesellschaft. Weinheim / Basel: Beltz Juventa 2015 (218 S.) [Rezension] Ayten, Asli Can In: Erziehungswissenschaftliche Revue (EWR) 16 (2017) 1 (2017) BASE Show details 78 Absolute and relative measures of instructional sensitivity Naumann, Alexander; Hartig, Johannes; Hochweber, Jan In: Journal of educational and behavioral statistics 42 (2017) 6, S. 678-705 (2017) BASE Show details 79 Olga V. Artamonova: "Ausländersein" an der Hauptschule. Interaktionale Verhandlungen von Zugehörigkeit im Unterricht. Bielefeld: transcript 2016 (320 S.) [Rezension] ... Fereidooni, Karim. - : Klinkhardt, 2017 BASE Show details 80 Anna Schnitzer / Rebecca Mörgen (Hrsg.): Mehrsprachigkeit und (Un-)Gesagtes. Sprache als soziale Praxis in der Migrationsgesellschaft. Weinheim / Basel: Beltz Juventa 2015 (218 S.) [Rezension] ... Ayten, Asli Can. - : Klinkhardt, 2017 BASE Show details Page: 1 2 3 4 5 6 7 8...18

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