Relevant bibliographies by topics / Co-instructing

Academic literature on the topic 'Co-instructing'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Co-instructing"

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Rice, Nancy, Elizabeth Drame, Laura Owens, and Elise M. Frattura. "Co-Instructing at the Secondary Level." TEACHING Exceptional Children 39, no. 6 (July 2007): 12–18. http://dx.doi.org/10.1177/004005990703900602.

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Vernon, Franklin, and Jayson Seaman. "Co-instructing on extended wilderness expeditions: A phenomenological inquiry." Journal of Outdoor Recreation, Education, and Leadership 4, no. 3 (October 24, 2012): 140–56. http://dx.doi.org/10.7768/1948-5123.1127.

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Vernon, Franklin. "The Experience of Co-Instructing on Extended Wilderness Trips." Journal of Experiential Education 33, no. 4 (May 2011): 374–78. http://dx.doi.org/10.1177/105382591003300410.

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Vernon, Franklin. "SEER 2010 ABSTRACT: The Experience of Co-instructing on Extended Wilderness Trips." Journal of Experiential Education 33, no. 4 (January 1, 2011): 374–78. http://dx.doi.org/10.5193/jee33.4.374.

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Suprihatiningrum, Jamil, Carolyn Palmer, and Carol Aldous. "Science and special education teachers create inclusive classroom practice in science." Jurnal Kependidikan Penelitian Inovasi Pembelajaran 6, no. 2 (November 6, 2022): 129–42. http://dx.doi.org/10.21831/jk.v6i2.49858.

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The purpose of this research was to examine how co-teachers collaborate interdependently to make the science classroom inclusive for all students. Seven participants; two science teachers of School Smart; two science teachers of School Brainy; support teachers of School Smart and Brainy respectively; and Lily, the head of the inclusion program of School Brainy were selected purposively. As a qualitative description study, data were collected through semi-structured interviews, classroom observations, and instructional document analysis. Data collected were analyzed through a deductive approach using co-teaching as a predetermined framework. The findings indicate that the co-teachers in two schools were teaching collaboratively through co-planning, co-instructing, and co-assessing. Co-teachers from both schools claimed that most of the time spent collaborating was on co-instruction rather than co-planning and co-assessment. In School Smart, the co-teaching between science and the support teacher, called an alternative teaching model, is operating more effectively in terms of planning, scheduled meetings to discuss instructional planning and its implementation compared to School Brainy. Co-teachers in School Smart work more interdependently and collaboratively than the co-teachers in School Brainy
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Liu-Lastres, Bingjie, Hany Kim, and Tianyu Ying. "Learning from past crises: Evaluating hotels’ online crisis responses to health crises." Tourism and Hospitality Research 20, no. 3 (June 20, 2019): 372–78. http://dx.doi.org/10.1177/1467358419857779.

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Organizational learning is an important function of tourism crisis management. By examining and evaluating hotels’ responses to the 2010 bed bug crisis on social media, the purpose of this study was to provide insights into how to establish effective crisis responses. Situational crisis communication theory was used as the theoretical framework and a total of 136 management responses were included in the sample. Content analysis and co-occurrence analysis were conducted. The results revealed a learning curve of crisis management for hotels. Enhancing and Bolstering were the most commonly used strategies within the sample. Further analysis showed the inconsistencies between hotels’ crisis response strategies and the situational crisis communication theory guidelines, where instructing information were seldom included. Based on the findings, this study discussed the importance of creating effective crisis responses and future research directions.
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Krug, Maximilian. "Erzählen inszenieren:." Linguistik Online 104, no. 4 (November 15, 2020): 59–81. http://dx.doi.org/10.13092/lo.104.7303.

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Narrating is a crucial activity in theatre rehearsals. Through this activity, narratives are performed, expanded, reinterpreted, or even completely improvised. The communicative practices used by theatre professionals to develop a play as a theatrical narrative have rarely been researched, both in linguistics and theatre studies. Therefore, this paper addresses how actors, directors, and other members of a theatre production collectively develop monologues as self-contained narratives within a play. The research focuses on how narrators and listeners, as an interactional ensemble, use multimodal actions to realize such monologues. Surprisingly, the co-narrators don’t appear to imagine their future audience but construct the narrations in situ with and for the present members. This observation especially becomes evident when mobile eye-tracking glasses measure the co-narrators’ gaze behavior. It shows that members of a theatre rehearsal perform different activities (e. g., improvising, reading, prompting, instructing, discussing, monitoring) with regard to local interactional requirements. This paper illustrates the procedures with which theatre-makers produce monologues as multimodal narratives and highlights the differences that distinguish such narratives in theatre from spontaneous everyday storytellings.
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Rahmawati, Robert Sibarani, and Tasnim Lubis. "The Performance of Ruwatan in Javanese Community: An Anthropolinguistic Approach." Tradition and Modernity of Humanity 2, no. 1 (January 9, 2022): 1–7. http://dx.doi.org/10.32734/tmh.v2i1.8508.

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This study focused on the Ruwatan (cleaning the village) Performance of the Javanese community. The objective of the research was to find out the pattern of Ruwatan performance in the Ruwatan activity (cleaning the village) of the Javanese community through the concept of an anthropolinguistic approach that includes text, co-text, and context. further, it is used to describe the structure, stages, performance components, and functions of Ruwatan speech. The research data were video recordings, in-depth interviews and participatory observations. The method in this study using ethnography proposed by Spradley (1979, 1980) was applied in this study from data collection to analysis. The results showed that the Ruwatan performance contained in the Ruwatan process of the Javanese community was the performance of religion, tranquillity, order and comfort. The puppeteer's performance is the performance of acting as an intermediary between the human realm and the supernatural or supernatural realm by using offerings and spells containing supernatural powers in instructing, informing, and pleading with the Almighty.
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Wu, Tony James. "Identifying mechanisms of macrophage-induced metastasis in pancreatic ductal adenocarcinoma." Journal of Clinical Oncology 37, no. 15_suppl (May 20, 2019): e15705-e15705. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.e15705.

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e15705 Background: Pancreatic ductal adenocarcinoma (PDAC) is a lethal, incurable disease. Macrophages are one of the most abundant, multifunctional immune cell populations in the tumor microenvironment and a major component of the immune infiltrate in many solid tumors. Methods: Employing a multi-omics approach, PDAC cell lines and primary macrophages were CTAP (cell-type specific labelling using amino acid precursors)-labelled and admixed together for a prolonged period of time. To identify cell-of-origin of novel RNA and proteins, these mixed co-cultures were FACS sorted for downstream RNA-sequencing analysis or harvested in bulk for downstream proteome and secretome analysis. Results: Here, we provide new insight into the dichotomous relationship between epithelial and mesenchymal phenotypes of PDAC cells in 3D culture. We report the ability of PDAC mesenchymal cells to form vascular mimicry-like structures in a 3D in vitro assay of invasion. Additionally, we demonstrate that macrophages have the ability to impart a pro-invasive phenotype to PDAC cells when co-cultured in 3D, regardless of EMT (epithelial-to-mesenchymal transition) status. Preliminary integration of cell culture transcriptomes with CTAP-TMT proteomes and secretomes implicates several key epithelial- and macrophage-derived signalling molecules as principal instructing signals for mediating the observed pro-invasive phenotype. Conclusions: Blockade of these signalling molecules or their receptors disrupted the crosstalk between PDAC cells and macrophages within the tumor microenvironment and impaired the ability of macrophages to induce a pro-invasive phenotype to PDAC cells.
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Fernández-Delgado, Irene, Diego Calzada-Fraile, and Francisco Sánchez-Madrid. "Immune Regulation by Dendritic Cell Extracellular Vesicles in Cancer Immunotherapy and Vaccines." Cancers 12, no. 12 (November 28, 2020): 3558. http://dx.doi.org/10.3390/cancers12123558.

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Extracellular vesicles (EVs) play a crucial role in intercellular communication as vehicles for the transport of membrane and cytosolic proteins, lipids, and nucleic acids including different RNAs. Dendritic cells (DCs)-derived EVs (DEVs), albeit variably, express major histocompatibility complex (MHC)-peptide complexes and co-stimulatory molecules on their surface that enable the interaction with other immune cells such as CD8+ T cells, and other ligands that stimulate natural killer (NK) cells, thereby instructing tumor rejection, and counteracting immune-suppressive tumor microenvironment. Malignant cells oppose this effect by secreting EVs bearing a variety of molecules that block DCs function. For instance, tumor-derived EVs (TDEVs) can impair myeloid cell differentiation resulting in myeloid-derived suppressor cells (MDSCs) generation. Hence, the unique composition of EVs makes them suitable candidates for the development of new cancer treatment approaches including prophylactic vaccine targeting oncogenic pathogens, cancer vaccines, and cancer immunotherapeutics. We offer a perspective from both cell sides, DCs, and tumor cells, on how EVs regulate the antitumor immune response, and how this translates into promising therapeutic options by reviewing the latest advancement in DEV-based cancer therapeutics.
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Book chapters on the topic "Co-instructing"

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Eteokleous, Nikleia, and Rita Panaoura. "Education Faculty Lived Experiences of Student Interaction and Engagement in Online Courses." In Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model, 60–83. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7760-8.ch004.

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In this chapter, the two authors co-construct meaning of their individual lived experiences as education faculty engaging in online teaching and learning. It highlights each faculty unique experiences facilitating graduate student learning in an online environment. Co-construction of meaning centers on pedagogical approaches, program design and focus, reflection of faculty-self experiences, employment of digital learning tools, and utilization of best practices of each faculty experience with teaching and learning in an online environment. This narrative is co-constructed following a collaborative autoethnographic approach by two faculty, whereby the central descriptions of each faculty member is situated in one's lived experiences and rich story of facilitating and instructing courses in an online learning environment. The faculty experiences are mainly derived from teaching graduate courses offered by a department of education. The research method in presenting two self-reflective narratives in online teaching and learning extends to doing “collaborative autoethnography.”
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Waage, Helene. "Co-singing in Families Living with Dementia1." In Samsang gjennom livsløpet, 327–53. Cappelen Damm Akademisk/NOASP, 2022. http://dx.doi.org/10.23865/noasp.162.ch12.

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The incidence of dementia is increasing rapidly, and a growing number of persons with dementia live in their private homes, even in stages of severe dementia. Therefore, persons with dementia and their relatives could benefit from supportive strategies to maintain communication and meaningful activities as their daily lives change due to the condition. Many people have had considerable singing experiences throughout their lives. Thus, low-threshold, flexible daily life singing activities for persons with dementia and their relatives could be based on their own singing competences and background. However, most existing research on singing and music for this target group, outside institutionalised healthcare settings, involves music therapists instructing relatives on how to apply individualised music programmes. This article suggests a supplemental approach, and the term “co-singing” is proposed to describe such a practice. Singing in the context of families affected by dementia is seen in relation to different, though overlapping theoretical perspectives: health musicking, communicative musicality, dementia and memory, and the polyvagal theory. Within this context, the concept of co-singing highlights the relational aspects of singing, also outside a professional therapeutic or institutionalised context of music and dementia. Thus, “co-singing” provides a supplement and fills a gap between “singing” in general and “caregiver singing” or “care-singing”. Co-singing in families – even when facing severe dementia – can enhance communication and interaction through an entangled process of neuropsychological co-regulation and implicit memories and skills.
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