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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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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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Abstract:
University of Minnesota Ph.D. dissertation. February 2013. Advisors: Dr. James Bequette, Dr. Cynthia Lewis. 1 computer file (PDF); vii, 200 pages, appendices A-C. Major: Education, Curriculum and Instruction. ; This study investigates teacher and student enactment of the Critical Response Protocol (CRP) to support the interpretation of meaning from contemporary visual art in a museum gallery setting. This study focuses closely on one, situated enactment of CRP to more deeply understand its general value, its effective use and the form of learning that it may support or constrain. Learning is theorized as sociocultural, and revealed in shifting identities of participants situated within discourses (Gee, 2008). The theoretical framework for the study is Mediated Discourse Analysis (MDA) (Scollon & Scollon, 2003; Norris & Jones,2005) with methodological tools drawn from critical ethnography (Fine & Weis, 2005), educational critique (Eisner, 1998), critical discourse analysis (Gee, 2008; Fairclough, 2001) and cultural studies (Bourriaud, 2002; Ngai, 2005). The identified nexus of this study is an encounter between a 10th grade student and his English teacher practicing CRP before a large contemporary painting as part of a larger creative writing assignment. The activity surfaced within a six- year engagement as an aspect of an art museum-based literacy program called Artful Writing. During that time, a digital audio of the episode was promoted to practitioners and students as a model of successful CRP practice. The study reveals unexamined tensions between teaching goals of critical thinking, critical literacy and aesthetic processes. Intending to support critical literacy, this CRP practice was constrained by both teacher and student assumptions surrounding aesthetic response, the artist's intention and artistic voice, and by a persistent, normative classroom discourse valuing calm, sequenced and reasoned interpretation.
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Keyword:
Art; Literacy; Museum; Response; Teacher
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URL: http://purl.umn.edu/147207
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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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