Home Catalogue search

eng

Refine your search:

Search in the Catalogues and Directories






	Sort by
Simple Search

Page: 1 2 3 4 5 6...740

Hits 21 – 40 of 14.798

21	Towards Inclusion in Spanish Higher Education: Understanding the Relationship between Identification and Discrimination
	Gallego-Noche, Beatriz; Goenechea, Cristina; Antolínez‐Domínguez, Inmaculada...
	In: Social Inclusion ; 9 ; 3 ; 81-93 ; Inclusive Universities in a Globalized World (2022)
	BASE
	Show details

22	"Mehrsprachigkeit als Handlungsfeld Interkultureller Schulentwicklung (MIKS)": Einblicke in Erfahrungen mit dem Einbezug von migrationsbedingter Mehrsprachigkeit in Grundschulen
	Lange, Imke
	In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 15 ; 1 ; 103-108 (2022)
	BASE
	Show details

23	Multilingual Education in the Republic of Kazakhstan: Problems and Prospects
	Zhumay, Nurmira; Tazhibayeva, Saule; Naimanbay, Ainur...
	In: Social Inclusion ; 9 ; 1 ; 56-62 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2022)
	BASE
	Show details

24	Altersmischung als Herausforderung - Zusammenhänge von Krippenqualität und der Altersspanne der Gruppe
	Linberg, Anja; Burghardt, Lars
	In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 15 ; 1 ; 53-69 (2022)
	BASE
	Show details

25	Teachers’ narratives of resistance to Madrid's bilingual programme: an exploratory study in secondary education
	Alonso-Belmonte, Isabel; Fernández-Agüero, María. - : Elsevier, 2022
	BASE
	Show details

26	Socioeconomic Status, English Exposure and CLIL Motivation in High and Low Exposure CLIL Groups
	Tompkins, Forrest Leah. - 2022
	BASE
	Show details

27	University Applicants from Refugee Backgrounds and the Intention to Drop Out from Pre‐Study Programs: A Mixed‐Methods Study
	Grüttner, Michael; Schröder, Stefanie; Berg, Jana
	In: Social Inclusion ; 9 ; 3 ; 130-141 ; Inclusive Universities in a Globalized World (2022)
	BASE
	Show details

28	Polymedia Based Instruction in Purposive Communication
	Delos Reyes, Ryan Jayson
	In: Puissant ; 1 ; 98-112 (2022)
	BASE
	Show details

29	Effects of co-teaching on clil teacher trainees’ collaborative competence ; Efectos de la docencia en equipo en la competencia colaborativa de los futuros docentes de AICLE
	Custodio Espinar, Magdalena; López Hernández, Alfonso; Buckingham, Lyndsay R.. - : Universidad de Granada, 2022
	Abstract: The effective implementation of Content and Language Integrated Learning (CLIL) requires teamwork among teachers in order to coordinate teaching. This study aims to determine whether learning through co-teaching significantly affects teacher trainees’ collaborative competence in three dimensions: knowledge about the foundations of co-teaching, the quality of their learning experience, and the transferability of this teaching strategy in their academic performance and future teaching practice. An ad hoc questionnaire was created and administered to 50 Education degree students before and after taking a co-taught CLIL course. Results show that learning through co-teaching did not have an effect on students’ general collaborative competence (paired samples). However, statistically significant differences were found in their learning experience. Similar results were found when comparing the sample with a control group (N=35) (independent samples), resulting in statistically significant differences in favour of the experimental group. Finally, differences in all the three dimensions studied were found in favour of those participants who perceive a greater need for training in collaborative competence. In conclusion, taking the co-taught CLIL course has not influenced on dimensions one and three, but it has led to a more effective learning experience perceived by students. The authors suggest that modelling a collaborative teaching relationship should be accompanied by explicit analysis of the theoretical foundations of co-teaching and the analysis of the influence of variables such as academic ability or language proficiency in order to ensure that the benefits reach all students in the classroom. ; La implementación del Aprendizaje Integrado de Contenido y Lenguas Extranjeras (AICLE) requiere trabajo en equipo para coordinar la enseñanza. Este estudio pretende determinar si el aprendizaje a través de la enseñanza en equipo afecta a la competencia colaborativa de los alumnos en tres dimensiones: conocimiento sobre la enseñanza colaborativa, experiencia de aprendizaje y transferencia al desempeño académico y profesional. Se administró un cuestionario, creado ad hoc, a 50 estudiantes de los grados de Educación antes y después de estudiar la asignatura AICLE, impartida por dos profesores en equipo. Los resultados muestran que la docencia colaborativa no tuvo efecto en la competencia colaborativa general de los estudiantes (muestras pareadas). Sin embargo, se encontraron diferencias estadísticamente significativas en su experiencia de aprendizaje. Se encontraron resultados similares al comparar con un grupo de control (N=35) (muestras independientes), con diferencias estadísticamente significativas a favor del grupo experimental. Finalmente, se hallaron diferencias en todas las dimensiones estudiadas a favor de aquellos participantes que perciben una mayor necesidad de capacitación en competencia colaborativa. En conclusión, la docencia colaborativa no ha influido en las dimensiones una y tres, pero ha contribuido a generar en los alumnos una percepción de la experiencia de aprendizaje más eficaz. Los autores sugieren que este modelo debe ir acompañado de un análisis explícito de los aspectos teóricos de la co-enseñanza y un análisis de la influencia de variables como la capacidad académica o el dominio del idioma, para garantizar que los beneficios de la co-enseñanza lleguen a todos los estudiantes.
	Keyword: Bilingual education; Cuestionarios; Enseñanza bilingüe; Enseñanza en equipo; Estudiante para profesor; Formación de profesores; Preservice teacher education; Preservice teachers; Questionnaires; Team teaching
	URL: https://doi.org/10.30827/profesorado.v26i1.16853 http://hdl.handle.net/10481/74535
	BASE
	Hide details

30	“We about to be real”… “Literacy is everywhere”… “Ya somos expertos”: Documenting and learning from families’ language and literacy practices
	Presiado, Vivian Elizabeth. - 2022
	BASE
	Show details

31	El uso del espanglish en escuelas como una expresión de la identidad de la tercera cultura
	Yeager, Isabella N
	In: Global Tides (2022)
	BASE
	Show details

32	Minority language education: Reconciling the tensions of language revitalisation and the benefits of bilingualism
	Peace‐Hughes, Tracey. - : Wiley, 2022
	BASE
	Show details

33	Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
	Viesca, Kara; Teemant, Annela; Alisaari, Jenni...
	In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
	BASE
	Show details

34	Teachers’ perceptions of Content and Language Integrated Learning in primary schools in Andalucía
	Szczesniak, Anna; Muñoz Luna, Rosa
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 237-257 (2022)
	BASE
	Show details

35	The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers [<Journal>]
	Traga Philippakos, Zoi A. [Verfasser]; Voggt, Ashley [Verfasser]
	DNB Subject Category Language
	Show details

36	Kathryn I. Henderson and Deborah K. Palmer: Dual Language Bilingual Education: Teacher Cases and Perspectives on Large-Scale Implementation : Multilingual Matters Blue Ridge Summit, PA, 2020, ix + 150 pp, Hb £89.95 ISBN 978–1-7889–2809-0 [<Journal>]
	Rubio, Jesse [Verfasser]
	DNB Subject Category Language
	Show details

37	Mehrsprachigkeitsbewusstheit in digitalen Lernumgebungen: Das virtuelle Austauschprojekt „Linguistic Landscapes Leipzig – Auckland“
	Feick, Diana [Verfasser]; Knorr, Petra [Verfasser]. - 2021
	DNB Subject Category Language
	Show details

38	Supporting struggling readers at secondary school: an intervention of reading strategy instruction [<Journal>]
	Wu, Lin [Verfasser]; Valcke, Martin [Verfasser]; Van Keer, Hilde [Verfasser]
	DNB Subject Category Language
	Show details

39	The relationship between second language college students’ perceptions of online feedback on draft-writing and academic procrastination [<Journal>]
	Sarid, Miriam [Verfasser]; Peled, Yehuda [Verfasser]; Vaknin-Nusbaum, Vered [Verfasser]
	DNB Subject Category Language
	Show details

40	Reality matters? exploring a tangible user interface for augmented-reality-based fire education [<Journal>]
	Huang, Hsiu-Mei [Verfasser]; Huang, Tien-Chi [Verfasser]; Cheng, Ching-Yu [Verfasser]
	DNB Subject Category Language
	Show details

Page: 1 2 3 4 5 6...740

© 2013 - 2024 Lin|gu|is|tik | Imprint | Privacy Policy | Datenschutzeinstellungen ändern