Page: 1 2 3 4 5 6 7 8... 18
| 61 |
Effet de l’émotion sur l’orthographe d’élèves d’école primaire ... : Der Effekt von Emotionen auf die Rechtschreibung von Primarschülerinnen und Primarschülern ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 62 |
EL ORIGEN Y TRAYECTORIA DE LA METÁFORA NIÑA DEL OJO EN ESPAÑOL
|
|
|
|
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
|
|
|
|
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
|
|
|
|
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
|
|
|
|
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
|
|
|
|
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
|
|
|
|
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
|
|
|
|
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
|
|
|
|
Abstract:
RESEARCH QUESTIONS: 1. What is the nature and purpose of student voice? 2. What are the perceived value and benefits of student voice to the key stakeholders in education? 3. What are the recommended, or ‘best practice’ procedures for the collection and use of student voice in schools? The term student voice is widely used at all levels of education throughout the world. Much has been written about the value and benefits of student voice, and its use is promoted strongly by education authorities, educators, human rights advocates and academics. However, there is no clear consensus as to how to define student voice or what its purpose should be. The literature reveals a wide range of forms, purposes and theoretical understandings. For a practising teacher, however, there is little clarity and common understanding as to how student voice should be collected and used. This study set out to investigate the nature and purpose of student voice; the perceived value and benefits of student voice for students and teachers; and to establish some guidelines as to best practice suggestions for the collection and use of student voice. An interpretive approach was adopted for this study which used mostly qualitative data about the experiences and perceptions of teachers and students. To collect this data, an electronic questionnaire was administered to 18 teachers and 84 year 13 students across three Auckland secondary schools which were considered to have some practical experience in the collection and use of student voice. The study found similarities and differences between the responses of teachers and students concerning the nature and purpose of student voice. Students tended to have a simpler view of student voice and emphasised the concept of human rights, while teachers placed more emphasis on student voice as a source of feedback to inform their practice, particularly in the context of Teaching as Inquiry. Both groups presented favourable opinions about the value and benefits of student voice, particularly in terms of improving classroom culture and gaining best learning outcomes, but students seemed somewhat weaker in their convictions than the teachers. Teachers focused entirely on teacher-initiated student voice experiences, whereas students also referred to student-initiated experiences. Interactions between the aspects of initiation and anonymity in the collection of student voice were found to have an important role in determining some of its key characteristics. The study proposes a conceptual model of student voice in four quadrants based on these interactions and recommends that schools should seek to hear and respond to all four types if they are to implement an authentic and robust student voice programme.
|
|
Keyword:
130304 Educational Administration; community engagement; Management and Leadership; pupil participation; student engagement; student voice
|
|
URL: https://hdl.handle.net/10652/4457
|
|
BASE
|
|
Hide details
|
|
|
| 70 |
Student voice in secondary schools : purpose, value and characteristics
|
|
|
|
BASE
|
|
Show details
|
|
|
| 71 |
Student voice in secondary schools : purpose, value and characteristics
|
|
|
|
BASE
|
|
Show details
|
|
|
| 72 |
Student Stories about Mathematics: A tool to understand more about the teaching and learning of mathematics
|
|
|
|
BASE
|
|
Show details
|
|
|
| 73 |
Good in theory, bad in practice: practitioners’ perspectives on the early years pupil premium in England
|
|
|
|
In: 1 ; 12 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 74 |
Absolute and relative measures of instructional sensitivity ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 75 |
Sprache im Geographieunterricht. Bilinguale und sprachsensible Materialien und Methoden ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 76 |
Olga V. Artamonova: "Ausländersein" an der Hauptschule. Interaktionale Verhandlungen von Zugehörigkeit im Unterricht. Bielefeld: transcript 2016 (320 S.) [Rezension]
|
|
|
|
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]
|
|
|
|
In: Erziehungswissenschaftliche Revue (EWR) 16 (2017) 1 (2017)
|
|
BASE
|
|
Show details
|
|
|
| 78 |
Absolute and relative measures of instructional sensitivity
|
|
|
|
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] ...
|
|
|
|
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] ...
|
|
|
|
BASE
|
|
Show details
|
|
|
Page: 1 2 3 4 5 6 7 8... 18 |
|
