Zeitschriftenartikel zum Thema „Asian teachers“
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Agustin, Ma Lourdes S., und Darryl Roy Montebon. „An Assessment of Project Teacher Exchange for ASEAN Teachers (TEACH) Program“. International Journal of Evaluation and Research in Education (IJERE) 7, Nr. 1 (01.03.2018): 1. http://dx.doi.org/10.11591/ijere.v7i1.7635.
Agustin, Ma Lourdes S., und Darryl Roy Montebon. „An Assessment of Project Teacher Exchange for ASEAN Teachers (TEACH) Program“. International Journal of Evaluation and Research in Education (IJERE) 7, Nr. 1 (22.01.2018): 1. http://dx.doi.org/10.11591/ijere.v1i1.7635.
Rundall, Richard, und Fernando Hernandez. „Asian Teachers: A New Dimension“. Clearing House: A Journal of Educational Strategies, Issues and Ideas 60, Nr. 2 (Oktober 1986): 91–92. http://dx.doi.org/10.1080/00098655.1986.9959293.
Frankenberg, Erica. „The Segregation of American Teachers.“ education policy analysis archives 17 (09.01.2009): 1. http://dx.doi.org/10.14507/epaa.v17n1.2009.
Bracey, Gerald W. „Why So Few Asian American Teachers?“ Phi Delta Kappan 83, Nr. 1 (September 2001): 14–16. http://dx.doi.org/10.1177/003172170108300107.
Subedi, Binaya. „Contesting racialization: Asian immigrant teachers' critiques and claims of teacher authenticity“. Race Ethnicity and Education 11, Nr. 1 (März 2008): 57–70. http://dx.doi.org/10.1080/13613320701845814.
Gao, Fang. „Imagined community, identity, and Chinese Language Teaching in Hong Kong“. Journal of Asian Pacific Communication 22, Nr. 1 (10.02.2012): 140–54. http://dx.doi.org/10.1075/japc.22.1.08gao.
Lim, Sovannarith. „Learning to Teach Intelligible Pronunciation for ASEAN English as a Lingua Franca: A Sociocultural Investigation of Cambodian Pre-service Teacher Cognition and Practice“. RELC Journal 47, Nr. 3 (01.08.2016): 313–29. http://dx.doi.org/10.1177/0033688216631176.
Rong, Xue Lan, und Judith Preissle. „The Continuing Decline in Asian American Teachers“. American Educational Research Journal 34, Nr. 2 (Januar 1997): 267–93. http://dx.doi.org/10.3102/00028312034002267.
Sereni, Luthfi Nicola, und Elih Sutisna Yanto. „A STORY OF SOUTH-EAST ASIAN TESOL WHY TEACH ABROAD: ITS OPPORTUNITIES AND CHALLENGES“. Journal of Languages and Language Teaching 9, Nr. 3 (27.07.2021): 264. http://dx.doi.org/10.33394/jollt.v9i3.3978.
Flores, Glenda M. „Controlling Images of Space: Latina Teachers and Racial Positioning in Multiracial Schools“. City & Community 14, Nr. 4 (Dezember 2015): 410–32. http://dx.doi.org/10.1111/cico.12132.
An, Yi, Li Li und Xiaoman Wei. „What influences teachers' self-efficacy in East Asia? Evidence from the 2018 Teaching and Learning International Survey“. Social Behavior and Personality: an international journal 49, Nr. 5 (05.05.2021): 1–13. http://dx.doi.org/10.2224/sbp.10359.
Baker, Lottie L. „RE-CONCEPTUALIZING EFL PROFESSIONAL DEVELOPMENT: ENHANCING COMMUNICATIVE LANGUAGE PEDAGOGY FOR THAI TEACHERS“. TEFLIN Journal - A publication on the teaching and learning of English 27, Nr. 1 (14.03.2016): 23. http://dx.doi.org/10.15639/teflinjournal.v27i1/23-45.
Naseem Rodríguez, Noreen. „“Caught Between Two Worlds”: Asian American Elementary Teachers’ Enactment of Asian American History“. Educational Studies 55, Nr. 2 (30.05.2018): 214–40. http://dx.doi.org/10.1080/00131946.2018.1467320.
Miller, Paul Washington. „‘Tackling’ race inequality in school leadership: Positive actions in BAME teacher progression – evidence from three English schools“. Educational Management Administration & Leadership 48, Nr. 6 (10.09.2019): 986–1006. http://dx.doi.org/10.1177/1741143219873098.
Chang, Doris F., und Amy L. Demyan. „Teachers' stereotypes of Asian, Black, and White students.“ School Psychology Quarterly 22, Nr. 2 (Juni 2007): 91–114. http://dx.doi.org/10.1037/1045-3830.22.2.91.
Ghuman, Paul A. S. „Asian Teachers in British Schools: a qualitative study“. European Journal of Teacher Education 17, Nr. 3 (Januar 1994): 171–86. http://dx.doi.org/10.1080/0261976940170304.
Gnanarajan, Ariyaratnam Harry, Navaneethakrishnan Kengatharan und Thirunavukkarasu Velnampy. „Exploring the Prevalence of Teachers’ Organizational Citizenship Behaviour and its Determinants: Evidence from an under-researched Cultural Milieu“. Qualitative Research in Education 9, Nr. 1 (28.02.2020): 95. http://dx.doi.org/10.17583/qre.2020.4531.
Che Mustafa, Mazlina, Azila Alias und Juppri Bacotang. „Sociocultural Adaptation for Asian Immigrant English Language Learners“. Journal of Social Sciences Research, SPI6 (30.01.2019): 1132–38. http://dx.doi.org/10.32861/jssr.spi6.1132.1138.
An, Sohyun. „Teaching race through AsianCrit-informed counterstories of school segregation“. Social Studies Research and Practice 12, Nr. 2 (11.09.2017): 210–31. http://dx.doi.org/10.1108/ssrp-05-2017-0023.
Thoai, Ton Nu Linh. „Observing EFL teachers' use of formulaic language in class“. Indonesian JELT: Indonesian Journal of English Language Teaching 15, Nr. 1 (30.05.2020): 1–20. http://dx.doi.org/10.25170/ijelt.v15i1.1410.
Kitano, Margie K. „Gifted Asian American Women“. Journal for the Education of the Gifted 21, Nr. 1 (Oktober 1997): 3–37. http://dx.doi.org/10.1177/016235329702100102.
Littlewood, William. „Communicative and task-based language teaching in East Asian classrooms“. Language Teaching 40, Nr. 3 (20.06.2007): 243–49. http://dx.doi.org/10.1017/s0261444807004363.
Jeon, Mihyon, und Jiyoon Lee. „Hiring native-speaking English teachers in East Asian countries“. English Today 22, Nr. 4 (Oktober 2006): 53–58. http://dx.doi.org/10.1017/s0266078406004093.
Vongsila, Vatsana, und Hayo Reinders. „Making Asian Learners Talk: Encouraging Willingness to Communicate“. RELC Journal 47, Nr. 3 (01.08.2016): 331–47. http://dx.doi.org/10.1177/0033688216645641.
Gao, Jing. „Asian American high school students’ self-concepts and identities“. Journal for Multicultural Education 11, Nr. 2 (12.06.2017): 101–18. http://dx.doi.org/10.1108/jme-12-2015-0045.
Prasojo, Lantip Diat, Akhmad Habibi, Mohd Faiz Mohd Yaakob, Robin Pratama, Mat Rahimi Yusof, Amirul Mukminin, Suyanto und Farida Hanum. „Teachers’ burnout: A SEM analysis in an Asian context“. Heliyon 6, Nr. 1 (Januar 2020): e03144. http://dx.doi.org/10.1016/j.heliyon.2019.e03144.
Zacharias, Nugrahenny T. „A study of three Indonesian teachers’ participation in a US graduate program“. Indonesian JELT: Indonesian Journal of English Language Teaching 12, Nr. 1 (31.05.2017): 39–59. http://dx.doi.org/10.25170/ijelt.v12i1.1460.
Ghanem, Romy, und Okim Kang. „ESL students’ reverse linguistic stereotyping of English teachers“. ELT Journal 75, Nr. 3 (19.04.2021): 330–40. http://dx.doi.org/10.1093/elt/ccab011.
Lee, Dani Surya. „China's K-12 teacher qualification system“. Jurnal Penelitian dan Evaluasi Pendidikan 23, Nr. 1 (29.06.2019): 76–86. http://dx.doi.org/10.21831/pep.v23i1.24065.
Chang, Ming, und Jaya S. Goswami. „Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes“. English Language Teaching 4, Nr. 2 (31.05.2011): 3. http://dx.doi.org/10.5539/elt.v4n2p3.
Kim, So Jung. „Critical Literacy in East Asian Literacy Classrooms“. Perspectives on Global Development and Technology 11, Nr. 1 (2012): 131–44. http://dx.doi.org/10.1163/156914912x620789.
Pang, Valerie. „The Beliefs of Successful Asian American Pacific Islander Teachers: How Culture Is Embedded In Their Teaching“. AAPI Nexus Journal: Policy, Practice, and Community 7, Nr. 1 (2009): 55–82. http://dx.doi.org/10.36650/nexus7.1_55-82_pang.
Cherng, Hua-Yu Sebastian, und Laura A. Davis. „Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education“. Journal of Teacher Education 70, Nr. 3 (04.12.2017): 219–36. http://dx.doi.org/10.1177/0022487117742884.
Che Mustafa, Mazlina, Nor Mashitah Md. Radzi, Abdul Halim Masnan, Juppri Bacotang, Zainiah Mohamed Isa, Zaharah Osman und Azila Alias. „Teachers’ Practices in the Acquisition of English by Asian Immigrant English Language Learners“. Malaysian Journal of Learning and Instruction 16, Number 1 (02.06.2019): 207–32. http://dx.doi.org/10.32890/mjli2019.16.1.9.
Johnson, Lauri. „The lives and identities of UK Black and South Asian head teachers“. Educational Management Administration & Leadership 45, Nr. 5 (07.07.2017): 842–62. http://dx.doi.org/10.1177/1741143217717279.
Rowe, Ellen W., Timothy W. Curby und Helyn Kim. „Variance in Teacher Ratings of Children’s Adjustment“. Journal of Psychoeducational Assessment 37, Nr. 1 (15.09.2017): 26–39. http://dx.doi.org/10.1177/0734282917728235.
Han, Song-Ae. „Good Teachers Know Where to Scratch When Learners Feel Itchy: Korean Learners' Views of Native-Speaking Teachers of English“. Australian Journal of Education 49, Nr. 2 (August 2005): 197–213. http://dx.doi.org/10.1177/000494410504900207.
Jeon, Mihyon. „Native-English speaking teachers’ experiences in East-Asian language programs“. System 88 (Februar 2020): 102178. http://dx.doi.org/10.1016/j.system.2019.102178.
Morris, Paul. „Teachers’ attitudes towards a curriculum innovation: an East Asian study“. Research in Education 40, Nr. 1 (Oktober 1988): 75–87. http://dx.doi.org/10.1177/003452378804000108.
Singh, Parlo, und Karen Dooley. „Tolerant Inclusion: racialised experiences of Asian Australian pre‐service teachers“. Studies in Continuing Education 18, Nr. 2 (Januar 1996): 147–57. http://dx.doi.org/10.1080/0158037960180205.
So, Kyunghee, und Yaeji Hu. „Understanding creativity in an Asian school context: Korean teachers’ perspectives“. Thinking Skills and Creativity 33 (September 2019): 100573. http://dx.doi.org/10.1016/j.tsc.2019.100573.
CHANG, CHIU-CHENG, und GERALDINE CHEN. „ARMING ASIAN INTELLECTUALS INTERNATIONAL CONSULTANCY“. Journal of Enterprising Culture 03, Nr. 04 (Dezember 1995): 483–96. http://dx.doi.org/10.1142/s0218495895000258.
Stone, Brian J. „Group Ability Test versus Teachers' Ratings for Predicting Achievement“. Psychological Reports 75, Nr. 3_suppl (Dezember 1994): 1487–90. http://dx.doi.org/10.2466/pr0.1994.75.3f.1487.
den Brok, Perry J., Jack Levy, Rely Rodriguez und Theo Wubbels. „Perceptions of Asian-American and Hispanic-American teachers and their students on teacher interpersonal communication style“. Teaching and Teacher Education 18, Nr. 4 (Mai 2002): 447–67. http://dx.doi.org/10.1016/s0742-051x(02)00009-4.
Hargreaves, Linda M. „The status of minority ethnic teachers in England: Institutional racism in the staffroom“. DEDiCA Revista de Educação e Humanidades (dreh), Nr. 1 (01.03.2011): 37–52. http://dx.doi.org/10.30827/dreh.v0i1.7151.
Barnes, Jonathan M. „Teachers’ Values: An International Study of What Sustains a Fulfilling Life in Education“. Journal of Education and Training Studies 7, Nr. 5 (19.03.2019): 1. http://dx.doi.org/10.11114/jets.v7i5.4151.
Kim, Margaret, und Nancy Shzh-chen Lee. „Non-Japanese Asian Female English Teachers Speak Out: Dismantling White Privilege in Japan“. Studies in English Language Teaching 5, Nr. 3 (14.08.2017): 531. http://dx.doi.org/10.22158/selt.v5n3p531.
Ahmad, Saghir, Ayesha Batool, Sadaf Iqbal und Manzoor Hussain Shah. „KNOWLEDGE ECONOMY CONCEPTS AND ROLES IN PERSPECTIVES OF UNIVERSITY TEACHERS OF ASIAN AND EUROPEAN STATES“. Humanities & Social Sciences Reviews 9, Nr. 3 (07.06.2021): 789–807. http://dx.doi.org/10.18510/hssr.2021.9378.
CHANG, CHIU-CHENG, und GERALDINE CHEN. „ERRATA: "ARMING ASIAN INTELLECTUALS FOR INTERNATIONAL CONSULTANCY"“. Journal of Enterprising Culture 04, Nr. 01 (März 1996): 95–108. http://dx.doi.org/10.1142/s0218495896000253.