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Auswahl der wissenschaftlichen Literatur zum Thema „Teacher groups“
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Zeitschriftenartikel zum Thema "Teacher groups"
Cravens, Xiu, Timothy A. Drake, Ellen Goldring und Patrick Schuermann. „Teacher peer excellence groups (TPEGs)“. Journal of Educational Administration 55, Nr. 5 (07.08.2017): 526–51. http://dx.doi.org/10.1108/jea-08-2016-0095.
Der volle Inhalt der QuelleOliphant, Katrina. „Teacher Development Groups: Growth Through Cooperation“. Íkala, Revista de Lenguaje y Cultura 1, Nr. 1-2 (17.03.1996): 67–86. http://dx.doi.org/10.17533/udea.ikala.8035.
Der volle Inhalt der QuelleBrinia, Vasiliki, Georgia Papadopoulou und Paraskevi Psoni. „The creation and the dynamics of informal groups“. International Journal of Educational Management 34, Nr. 4 (13.12.2019): 750–66. http://dx.doi.org/10.1108/ijem-09-2019-0340.
Der volle Inhalt der QuelleVan den Beemt, Antoine, und Emmy Vrieling. „Dimensions of social learning in teacher education“. Proceedings of the International Conference on Networked Learning 10 (09.05.2016): 376–84. http://dx.doi.org/10.54337/nlc.v10.8895.
Der volle Inhalt der QuelleJenlink, P. M. „TEACHER LEARNING IN STUDY GROUPS“. Pedagogicheskiy Zhurnal Bashkortostana, Nr. 5 (2018): 42–60. http://dx.doi.org/10.21510/1817-3292-2018-5-42-60.
Der volle Inhalt der QuelleFerguson, Dianne L. „Magic for Teacher Work Groups“. TEACHING Exceptional Children 27, Nr. 1 (September 1994): 42–47. http://dx.doi.org/10.1177/004005999402700106.
Der volle Inhalt der QuelleAlam, Syah Khalif. „Efforts to increase the group of teacher competency through the teacher work groups in central bakung cimahi“. P2M STKIP Siliwangi 5, Nr. 2 (30.11.2018): 106. http://dx.doi.org/10.22460/p2m.v5i2p106-113.1061.
Der volle Inhalt der QuellePost, Gina, und Stephanie Varoz. „Supporting Teacher Learning: Lesson-Study Groups with Prospective and Practicing Teachers“. Teaching Children Mathematics 14, Nr. 8 (April 2008): 472–78. http://dx.doi.org/10.5951/tcm.14.8.0472.
Der volle Inhalt der QuelleArfiandhani, Puput. „Utilizing Facebook Groups in Teaching English as Foreign Language: Indonesian EFL Teachers’ Voices“. International Journal of Language Teaching and Education 4, Nr. 1 (31.07.2020): 53–60. http://dx.doi.org/10.22437/ijolte.v4i1.10197.
Der volle Inhalt der QuelleLi, Shuang, Zhong Sun und Liming Luo. „Differences in Learning Effects among Teachers Who Participate in Individual and in Groups in a MOOC“. International Journal of Information and Education Technology 11, Nr. 4 (2021): 184–88. http://dx.doi.org/10.18178/ijiet.2021.11.4.1509.
Der volle Inhalt der QuelleDissertationen zum Thema "Teacher groups"
Rowland, Elizabeth Fraser. „Teacher Study Groups: A Case Study“. Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc277909/.
Der volle Inhalt der QuelleSaavedra, Elizabeth Rose Marie Martinez. „Teacher transformation: Creating texts and contexts in study groups“. Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187100.
Der volle Inhalt der QuelleSimon, Flora Ann. „Efficacy Development in New Teacher Study Groups“. Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145392.
Der volle Inhalt der QuelleHavelock, Bruce Geoffrey. „Using the internet to support teacher learning : technology, collaboration, and science in teacher practice /“. Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7879.
Der volle Inhalt der QuelleCoady, Kim Street. „No writer left behind examining the reading-writing connection in the reading first classroom through a teacher study group /“. unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11272007-122548/.
Der volle Inhalt der QuelleTitle from file title page. Dana Fox, committee chair; Steven Whatley, Joyce Many, Amy Flint, committee members. Electronic text (145 p.) : digital, PDF file. Description based on contents viewed August 8, 2008. Includes bibliographical references (p. 133-140).
Calcasola, Kimberly Straite. „The relationship between collective teacher efficacy and professional learning communities /“. Abstract Full Text (HTML) Full Text (PDF), 2009. http://eprints.ccsu.edu/archive/00000580/02/Diss43FT.htm.
Der volle Inhalt der QuelleDissertation advisor: Anthony Rigazio-Digilio. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 108-122). Also available via the World Wide Web.
Pangallo, Roxanne Garris. „The relationship between collective teacher efficacy and professional learning community /“. Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000581/02/Diss44FT.htm.
Der volle Inhalt der QuelleDissertation advisor: Penelope Lisi. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 125-141). Also available via the World Wide Web.
Singleton, Brandon Kyle. „Mathematical Telling in the Context of Teacher Interventions with Collaborative Groups“. BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4137.
Der volle Inhalt der QuellePendergraft, Elizabeth Murray. „Teacher Inquiry in a Professional Development School Environment“. Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/26.
Der volle Inhalt der QuelleMyles, David. „Teacher bias towards visible ethnic groups in special education referrals“. Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26889.
Der volle Inhalt der QuelleEducation, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
Bücher zum Thema "Teacher groups"
Farrell, Thomas S. C. Reflective Practice in ESL Teacher Development Groups. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137317193.
Der volle Inhalt der QuelleSturgess, D. A. Working together: Facilitating professional growth in teacher groups. Derby: Association of Teachers of Mathematics, 1988.
Den vollen Inhalt der Quelle findenLeask, Marilyn. Recruiting science teachers from ethnic minority groups: A selection for initial teacher education. [Oxford]: Carfax Publishing, 1996.
Den vollen Inhalt der Quelle finden1942-, Birchak Barb, und National Council of Teachers of English., Hrsg. Teacher study groups: Building community through dialogue and reflection. Urbana, Ill: National Council of Teachers of English, 1998.
Den vollen Inhalt der Quelle findenShellard, Elizabeth. Using professional learning communities to support teaching and learning. Arlington, Va: Educational Research Service, 2003.
Den vollen Inhalt der Quelle findenDörger, Ursula. Projekt Lehrerkooperation: Eine pädagogische Konzeption zur Weiterentwicklung von Gesamtschulen. Weinheim: Juventa, 1992.
Den vollen Inhalt der Quelle findenEducational Research Service (Arlington, Va.), Hrsg. Implementing and sustaining professional learning communities in support of student learning. Alexandria, VA: Educational Research Service, 2008.
Den vollen Inhalt der Quelle findenPuurula, Arja. Study orientations as indicators of ideologies: A study of five student teacher groups. Helsinki: Dept. of Teacher Education, University of Helsinki, 1986.
Den vollen Inhalt der Quelle findenStott, John R. W. Jesus Christ: Teacher, servant & savior : 13 studies with commentary for individuals or groups. Downers Grove, Ill: InterVarsity Press, 1998.
Den vollen Inhalt der Quelle findenStott, John R. W. Jesus Christ: Teacher, servant & savior : 13 studies with commentary for individuals or groups. Downers Grove, Ill: InterVarsity Press, 1998.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Teacher groups"
Gould, Cherry. „Religious Groups“. In Teacher Information Pack 3: Parent and Home, 101–16. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-09001-3_12.
Der volle Inhalt der QuelleGladman, Andrew, und Donald Freeman. „3. Focus Groups“. In Researching Language Teacher Cognition and Practice, herausgegeben von Roger Barnard und Anne Burns, 68–89. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697912-006.
Der volle Inhalt der QuelleFarrell, Thomas S. C. „Developing Teacher Expertise“. In Reflective Practice in ESL Teacher Development Groups, 135–50. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137317193_10.
Der volle Inhalt der QuelleFarrell, Thomas S. C. „Resisting Plateauing through Teacher Reflection Groups“. In Reflective Practice in ESL Teacher Development Groups, 119–34. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137317193_9.
Der volle Inhalt der QuelleSawyer, Wayne. „Expert English teachers as/in groups“. In International Perspectives on English Teacher Development, 257–67. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003168140-24.
Der volle Inhalt der QuelleKorthagen, Fred, und Ellen Nuijten. „Reflection in peer groups“. In The Power of Reflection in Teacher Education and Professional Development, 67–88. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003221470-4.
Der volle Inhalt der QuelleAhtiainen, Raisa, und Lauri Heikonen. „The Leadership Group as a Means for Teacher Participation and Leadership Distribution“. In Leadership in Educational Contexts in Finland, 323–38. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37604-7_16.
Der volle Inhalt der QuelleBullough, Robert V., und Leigh K. Smith. „Being a Student of Teaching: Practitioner Research and Study Groups“. In International Handbook of Teacher Education, 305–51. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0369-1_9.
Der volle Inhalt der QuelleFarrell, Thomas S. C. „Reflection on Teachers’ Beliefs“. In Reflective Practice in ESL Teacher Development Groups, 77–90. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137317193_6.
Der volle Inhalt der QuelleFarrell, Thomas S. C. „Reflection on Teachers’ Roles“. In Reflective Practice in ESL Teacher Development Groups, 91–107. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137317193_7.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Teacher groups"
Levterova-Gadjalova, Dora, und Krasimira Ivanova. „Teachers‘ Reflection on Personalized Learning“. In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.14.
Der volle Inhalt der QuelleChristensen, Dr Amy, und Dr Michele Barron-Albers. „Perceptions of Teacher Retention Problems and Practices in Minnesota“. In 6th World Conference on Arts, Humanities, Social Sciences and Education, 51. Eurasia Conferences, 2024. https://doi.org/10.62422/978-81-970328-4-4-029.
Der volle Inhalt der QuelleWigham, Ciara R., und Kristi Jauregi-Ondarra. „Teacher training perspectives for virtual exchange: Initial actions from the E-LIVE European project“. In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia: Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16969.
Der volle Inhalt der QuelleO'Regan, Patricia. „Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education“. In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12908.
Der volle Inhalt der QuelleWu, Shengjian, Li Sun und Qingli Li. „OD-DETR: Online Distillation for Stabilizing Training of Detection Transformer“. In Thirty-Third International Joint Conference on Artificial Intelligence {IJCAI-24}. California: International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/ijcai.2024/160.
Der volle Inhalt der QuelleZejnilagić-Hajrić, Meliha, ,. Adel Polutak und Ines Nuić. „GROUP WORK IN EVALUATION OF PRIMARY SCHOOL STUDENTS’ KNOWLEDGE ABOUT CARBOHYDRATES“. In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.141.
Der volle Inhalt der QuelleWang, Lu. „Research on Different Teacher Groups' Levels of Reflection in Teachers' Online Community of Practice“. In 2014 International Conference of Educational Innovation through Technology (EITT). IEEE, 2014. http://dx.doi.org/10.1109/eitt.2014.34.
Der volle Inhalt der QuelleYuniyati, Winahyu, Leo Sutimin und Mr Warto. „PBL Implementation In History Study Groups Integrated With Javanese Culture“. In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.84.
Der volle Inhalt der QuelleTsai, Kuei-Ju. „EXPLORING THE IMPACT OF PECHAKUCHA PRESENTATIONS IN THE EFL CLASSROOM“. In Teacher 2024 – International Teaching Conference, 17-18 June, Singapore. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.213214.
Der volle Inhalt der QuelleBerzina, Sabine, und Baiba Martinsone. „Changes in Teachers and Students’ Perceived School Climate Through the Implementation of the Social Emotional Learning Program: A Longitudinal Study“. In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.03.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Teacher groups"
Gaponenko, Artiom, und Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, November 2018. http://dx.doi.org/10.12731/er0158.09112018.
Der volle Inhalt der QuelleKibler, Amanda, René Pyatt, Jason Greenberg Motamedi und Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, Mai 2021. http://dx.doi.org/10.5399/osu/1147.
Der volle Inhalt der QuelleKhemani, Shreya, Jharna Sahu, Maya Yadav und Triveni Sahu. Interrogating What Reproduces a Teacher: A Study of the Working Lives of Teachers in Birgaon, Raipur. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1307.2023.
Der volle Inhalt der QuelleSharpe, Pamela, Susan Wright, Sirene May Yin Lim, Phyllis Lim, Kendy Siew, Nurlieja Onnawaty Mas'at, Yong Ming Lee und Anderson Robyn. Early intervention of Malay preschool teachers in promoting children’s mathematics learning. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22766.
Der volle Inhalt der QuelleMatera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.
Der volle Inhalt der QuelleTeo, Chua Tee, und Khiok Seng Quek. Pedagogical change for training teachers: Adapted flipped classroom approach. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/23256.
Der volle Inhalt der QuelleWhitby, Jessica. Ditch the Doubt: Headline Project Evaluation Report 2022/23 (HeppSY). Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/steer/ditch_doubt.
Der volle Inhalt der QuelleBando, Rosangela, und Xia Li. The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, Juli 2014. http://dx.doi.org/10.18235/0011651.
Der volle Inhalt der QuelleMahat, Marian, und Vivienne Awad. The 2022 Sophia Program. University of Melbourne, Februar 2023. http://dx.doi.org/10.46580/124373.
Der volle Inhalt der QuelleYusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana und Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.
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