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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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Discrepancies between student understanding and teacher intention
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Response to implementation : an analysis of teachers’ perceptions of efficacy concerning the implementation of response to intervention in selected schools
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Facilitating teachers’ choice of evidence-based practices by providing internet-based video-modeling instruction
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Examining teachers' referral considerations in a response to intervention model serving diverse learners ...
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A Case Study on Educators' Perceptions of Leader Behaviors Throughout Response-to-Intervention Implementation ID: 11941
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In: Doctoral Dissertations and Projects (2017)
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Teachers' Responses to Educational Research: A Hermeneutic Inquiry
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Victims' responses to overt bullying and their effect on the attitudes and reactions of peer by standers and teachers
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Sokol, Nicole. - : Sydney, Australia : Macquarie University, 2016
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ESL teachers' perspectives on methods and practices of supporting struggling learners and identifying a possible disability
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Expert teachers’ discursive moves in science classroom interactive talk
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Abstract:
It is well established that teacher-student interactive talk is critically important in supporting students to reason and learn in science. Teachers’ discursive moves in responding to student input are keys to developing and supporting a rich vein of interactive discussion. While initiation-response-evaluation (IRE) sequences have been shown to dominate science classroom discourse patterns worldwide, teacher ‘prompts’ are important for opening up opportunities for reasoning and higher level learning. This paper describes the analysis of video sequences for five expert elementary teachers across three countries to develop a coding scheme for these teachers’ ‘discursive moves’ to guide and respond to student inputs, that unpacks more completely the strategies they use to develop interactive discussion. The analysis showed varied patterns of knowledge transaction, with teacher discursive moves serving three broad purposes: to elicit and acknowledge student responses, to clarify and to extend student ideas. The patterns of talk were also related to the dialogic-authoritative distinction in analysis of talk, to show that this distinction is only clear for particular types of expert practice. While the particular moves teachers use vary across parts of lessons we argue that they are revealing of teachers’ particular beliefs and of systemic constraints, and that there exist patterns in the use of the discursive categories that capture how expert teachers build deeper level knowledge in classroom interactive talk. We describe ways in which the analysis can inform science teacher education and the professional learning of teachers of science.
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Keyword:
Dialogic-authoritative discourse; Education & Educational Research; Elementary school science classroom practice; Expert teachers of science; Interactive classroom talk; LEARN; Social Sciences; Teacher discursive moves; Teacher response to student input; Video classroom analysis
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URL: http://hdl.handle.net/10536/DRO/DU:30074763
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Modeling Alphabet Skills as Instructive Feedback within a Phonological Awareness Curriculum
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In: Graduate Theses and Dissertations (2015)
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Response to Intervention Framework and Progress Monitoring Process: K-3 Regular Education Teachers’ Perceptions
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In: Electronic Theses and Dissertations (2013)
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Critical response and pedagogic tensions in aesthetic space
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Factors that Affect Science and Mathematics Teachers’ Initial Implementation of Technology-Enhanced Formative Assessment Using a Classroom Response System
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In: Teaching and Learning Faculty Publications (2012)
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Exploring the Relationship between English Composition Teachers' Beliefs about Written Feedback and Their Written Feedback Practices
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In: University of New Orleans Theses and Dissertations (2012)
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De-emphasizing gender in talk about texts:literature response, discussion, and gender within a classroom community of practice.
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General Education Teachers' Viewpoints Concerning Response to Intervention
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Mentor-Teaching in the English Classroom
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In: English Dissertations (2009)
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First grade teachers' knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes
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In: Psychology Faculty Publications (2009)
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