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Preventing Emotional Dysregulation: Acceptability and Preliminary Effectiveness of a DBT Skills Training Program for Adolescents in the Spanish School System
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 1; Pages: 494 (2022)
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Preventing Emotional Dysregulation: Acceptability and Preliminary Effectiveness of a DBT Skills Training Program for Adolescents in the Spanish School System
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Structural over-determination of education reforms and agency ... : Strukturna naddoločitev izobraževalnih reform in delovanje ...
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Two for the Price of One! A Study of Persistence of Adult Education Students pursuing a High School Equivalency Credentiial and a Study of the Researcher's Experience Conducting that Study.
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In: Dissertations (2021)
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Textproduktion von schwach schreibenden Jugendlichen. Eine empirische Studie zum Schreibprozess im Kontext des persuasiven Argumentierens
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Lindauer, Nadja. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 306 S. - (Sprachliche Bildung – Studien; 9) (2021)
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Structural over-determination of education reforms and agency ; Strukturna naddoločitev izobraževalnih reform in delovanje
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In: CEPS Journal 11 (2021) 2, S. 77-95 (2021)
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Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagement
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A Phenomenological Study of High School Academic Subject Teachers’ Experiences Differentiating for English Language Learners
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In: Doctoral Dissertations and Projects (2021)
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Vitamin D Status and Its Association with Multiple Intelligence among Arab Adolescents
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In: International Journal of Environmental Research and Public Health; Volume 18; Issue 24; Pages: 13036 (2021)
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The opinion of Slovene (mother tongue) teachers on distance learning in primary schools ; Mnenje učiteljev slovenščine (mater inščine) o poučevanju na daljavo v osnovni šoli
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In: CEPS Journal 11 (2021) Special Issue, S. 383-406 (2021)
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Boys-Specific Text-Comprehension Enhancement With Dual Visual-Auditory Text Presentation Among 12–14 Years-Old Students
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Leading schooling in Aotearoa New Zealand: Understanding and supporting the weight of culture for Māori teachers
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TOWARDS CRITICAL LITERACY IN KOREAN HIGH SCHOOL EFL CLASSROOMS: NARRATIVE INQUIRY INTO TEACHER EMOTIONS AND THE USE OF CRITICAL MATERIALS
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THE IMPACT OF THE CHANGES IN PROVINCIAL LARGE-SCALE ASSESSMENTS ON TEACHERS’ SUMMATIVE ASSESSMENT PRACTICES IN CANADIAN SECONDARY CLASSROOMS
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Disconnected youth: the journey to educational re-engagement: the alternative education experiences of Black, Indigenous, People of Color (BIPOC) youth
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In: Theses and Dissertations (2021)
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Perfect disguises: Building an evidence base for improvisational drama techniques
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Abstract:
Dutch secondary school pupils seldom speak the foreign language in class, citing anxiety as a primary factor (Haijma, 2013). Implementing improvisational drama techniques (IDTs), however, could help ameliorate this situation by generating positive affective reactions, such as confidence and joy, and in turn stimulate pupils to speak. The concept IDT in this study contains two key elements. Firstly, participants take on roles in fictitious situations. Secondly, the activities must elicit spontaneous speech as to offer language learners opportunities to practice real-life communication, which is central to the goal of this research. The question driving this study was: What types of IDTs induce positive affective reactions among pupils and, as such, have the potential to stimulate spoken interaction in FL classrooms? The study yielded 77 IDTs associated with positive affective reactions through a literature review and an analysis of student teacher reflections on their IDT use in their English classrooms. This combined evidence lends credence to the conception that it could be the essence of improvisational drama that generates positive reactions, rather than the type of activity—the essence being an invitation to enter a fictional world, combined with the improvisational element that readies learners for spontaneous interactions.
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Keyword:
Dutch secondary school; Improvisational techniques; Performative teaching; Speaking skills
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URL: http://hdl.handle.net/10468/11724 https://doi.org/10.33178/scenario.15.1.1
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Ensino médio integrado: implicações nas práticas docentes e nas questões de gestão e financiamento público
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In: https://www.periodicos.ufpa.br/index.php/revistamargens/article/view/5385 (2021)
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