Littérature scientifique sur le sujet « Multi-age teaching »
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Articles de revues sur le sujet "Multi-age teaching"
Park, Jisoon, et Chaerin Jang. « A Study on a Grammar Teaching Approach for School-Age Multi-Cultural Learners ». Jounal of Cultural Exchange 9, no 3 (30 juillet 2020) : 337–62. http://dx.doi.org/10.30974/kaice.2020.9.3.15.
Texte intégralAn, Zheng Yang. « Advantages and Disadvantages of Multimedia Teaching of Fire Combustion Science ». Applied Mechanics and Materials 239-240 (décembre 2012) : 1633–36. http://dx.doi.org/10.4028/www.scientific.net/amm.239-240.1633.
Texte intégralFu, Yi, Chunyan Liu, Shuangyan Guo, Jiayu Shen et Lulu Zhu. « Prospects for Research on New-Form International Chinese Language Textbooks ». Journal of Advanced Research in Education 2, no 3 (mai 2023) : 61–67. http://dx.doi.org/10.56397/jare.2023.05.10.
Texte intégralKrahn, Harvey, et Jeffrey W. Bowlby. « Good Teaching and Satisfied University Graduates ». Canadian Journal of Higher Education 27, no 2/3 (3 mai 2017) : 157–79. http://dx.doi.org/10.47678/cjhe.v27i2/3.183307.
Texte intégralHuang, Min, et Dandan Luo. « Research on the Application Strategy of Mixed Teaching Mode of Visual Communication Design Specialty in Colleges and Universities Based on Multidimensional Interaction ». E3S Web of Conferences 251 (2021) : 03083. http://dx.doi.org/10.1051/e3sconf/202125103083.
Texte intégralMatar, Ayad J., Thamer T. Al-Ali et Ali K. Al-Majidy. « The incidence of thyroid malignancy in multinodulargoiter in Alkindy teaching hospital. » Journal of the Faculty of Medicine Baghdad 58, no 1 (3 avril 2016) : 29–31. http://dx.doi.org/10.32007/jfacmedbagdad.581192.
Texte intégralImran, Muhammad Erwinto, Wahyu Sopandi, Bachruddin Mustafa et Cepi Riyana. « Improving primary school teachers’ competence in teaching multi-literacy through RADEC-based training programs ». Cypriot Journal of Educational Sciences 16, no 6 (31 décembre 2021) : 3033–47. http://dx.doi.org/10.18844/cjes.v16i6.6494.
Texte intégralCastillo-López, Javier, et Daniel Domínguez Figaredo. « Characterisation of flipped classroom teaching in multigrade rural schools ». South African Journal of Education 42, Supplement 1 (31 décembre 2022) : S1—S14. http://dx.doi.org/10.15700/saje.v42ns1a2211.
Texte intégralGuo, Jian Zhong, Li Liu et Yan Long Feng. « Analysis on the Application of Multimedia Technology in Basic Chemistry Teaching ». Advanced Materials Research 268-270 (juillet 2011) : 679–81. http://dx.doi.org/10.4028/www.scientific.net/amr.268-270.679.
Texte intégralWu, Pinhui Sandra. « Teaching Young Children Values in a Multi-religious Secular Society ». Korea Association for Public Value 5 (30 juin 2023) : 17–24. http://dx.doi.org/10.53581/jopv.2023.5.1.17.
Texte intégralThèses sur le sujet "Multi-age teaching"
Serebrennikov, L., et L. Baiborodova. « Teaching Technology In Multi-Age Groups In Russia ». 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2014. http://hdl.handle.net/2237/20877.
Texte intégralLynch, Dale P. « Teachers' Expressed Beliefs and Practices About Developmentally Appropriate Education of Multi-age and Single-age Classrooms ». Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2943.
Texte intégralStanden, Richard Phillip, et standen@hn ozemail com au. « The Interplay Between Teachers' Beliefs and Practices in a Multi-Age Primary School ». Griffith University. School of Curriculum, Teaching and Learning, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030730.102127.
Texte intégralStanden, Richard Phillip. « The Interplay Between Teachers' Beliefs and Practices in a Multi-Age Primary School ». Thesis, Griffith University, 2003. http://hdl.handle.net/10072/367294.
Texte intégralThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
Full Text
Stewart, Janice A. « The exploration of philosophical and pedagogical links between the multi-age and indigenous approaches to teaching and learning in Australian education / ». [St Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16177.pdf.
Texte intégralGillies, Ann Elizabeth. « A Multi-Perspective Exploration of a Cross-Age Tutoring Initiative : An Analysis of the Responses of All Students ». Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4324.
Texte intégralRamsey, Sandra G. « Teachers' Perceptions of the Multiage Program at Kingsley Elementary School in Sullivan County, Tennessee ». Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2966.
Texte intégralTsai, An-Ru, et 蔡安茹. « A Study of Teaching and Learing in Multi-age Mandarin Course:A Case Study ». Thesis, 2019. http://ndltd.ncl.edu.tw/handle/28dx6k.
Texte intégral國立政治大學
教育學系
107
The research topic is “A Case Study of Mixed-age Teaching and Learning Mandarin Language in Elementary School”, the researcher observed the implementation of the mixed-age teaching and learning of Mandarin language under the experimental education context, it is necessary to understand the changes in teachers and student learning situation after the implementation of mixed-age teaching. The study found that the implementation of mixed-age teaching promotes teachers’ teaching transformation. Teacher’s characteristics, team cohesiveness and flexible curriculum planning are the important factors in this transformation. The implementation of each grade is as follows: (a) the teaching of mixed age in the lower grades has obvious differentiated tasks, (b) the middle-aged class is difficult to implement mixed-age teaching because of the large differences in student levels, (c) the mode of operation of the mixed-age teaching in the upper grades is to integrate the fifth grade into the sixth-grade teaching situation. The study found that mixed-age teaching is benefits to a single student class student. Besides, mixed-age classes tend to form discussions and interactions between students even though students might not like the group discussions. The collected scale data shows that students have the tendency to become happier during the mixed-age learning. Finally, the dilemma of teachers is there is no suitable consultant for them to seek when they have difficulty which is the problem that needs to be solved.
王怡鈞. « The Impact of Job Characteristics on Transfer Intention:Teacher Work Stress as a Mediator,Multi-age Teaching as a Moderator ». Thesis, 2019. http://ndltd.ncl.edu.tw/handle/2757r6.
Texte intégral大葉大學
管理學院碩士在職專班
107
The study aims to explore the relationship among job characteristics, teacher work stress, and transfer intention. It further verifies the mediating effects of teacher work stress between job characteristics and transfer intention. In this study, teacheres who came from the school district of multi-age teaching were recruited as the research subjects. Through purposive sampling and snowball sampling, a total of 350 questionnaires were sent out, and 293 valid questionnaires were retrived. The valid response rate is 83.71%. The results showed that: (1) there is a significant positive relationship between skill variety and transfer intention; there is a significant negative relationship between feedback andransfer intention ; (2) there is a significant positive relationship between task Identity、task significance、autonomy、feedback and teacher work stress; (3) there is a significant negative relationship between teacher work stress and transfer intention; (4) teacher work stress has moderating effects between task Identity、task significance、autonomy、feedback and transfer intention. (5) multi-age teaching has no mediating effects between job characteristics andteacher work stress. In the end of this study, Research limitations and recommendations are proposed.
Msimanga, Mothofela Richard. « Managing teaching and learning in multi-graded classrooms in Thabo Mofutsanyana Education District, Free State ». Diss., 2014. http://hdl.handle.net/10500/18817.
Texte intégralCurriculum and Instructional Studies
M. Ed. (Didactics)
Livres sur le sujet "Multi-age teaching"
Kids, Lifeway. Vbs 2021 Multi-Age Starter Kit. Lifeway Christian Resources, 2020.
Trouver le texte intégralPalow, Sally. Teaching a multi-age group (A step-by-step series). Instructional Fair/TS Denison, 1996.
Trouver le texte intégralPolitano, Colleen. Multi-Age and More (Building Connections). Peguis Publishers, Limited, 1994.
Trouver le texte intégralCozza, Barbara. Inclusive World of Today's Classrooms : Integrating Multi-Age Teaching, Technology, and International Perspectives. Rowman & Littlefield Publishers, Incorporated, 2022.
Trouver le texte intégralCozza, Barbara. Inclusive World of Today's Classrooms : Integrating Multi-Age Teaching, Technology, and International Perspectives. Rowman & Littlefield Publishers, Incorporated, 2022.
Trouver le texte intégralChapitres de livres sur le sujet "Multi-age teaching"
Cozza, Barbara. « An Alternative Review of Multi-age (Multi-grade) Teaching and Learning in Global Communities ». Dans Global Perspectives on Education Research, Vol. II, 217–37. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003147145-13.
Texte intégralFeng, Xiangyuan, Michelle Helms-Lorenz et Ridwan Maulana. « Teachers’ Intrinsic Orientation, Self-Efficacy, Background Characteristics, and Effective Teaching : A Multilevel Moderated Mediation Modeling ». Dans Effective Teaching Around the World, 543–74. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_24.
Texte intégralLiu, Guofeng. « New Age MOOCS Teaching in Music Class of College ». Dans Application of Intelligent Systems in Multi-modal Information Analytics, 605–10. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51556-0_88.
Texte intégralTribukait, Maren, et Steven Stegers. « Historiana : An Online Resource Designed to Promote Multi-Perspective and Transnational History Teaching ». Dans History Education in the Digital Age, 65–83. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10743-6_4.
Texte intégralZhang, Lin, et Jianli Guo. « Methods of Making Courseware for College English Teaching in the Information Age ». Dans Application of Intelligent Systems in Multi-modal Information Analytics, 90–95. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51431-0_14.
Texte intégralRenó, Débora Liliane de Souza, Cátia dos Santos Espina, Ricardo Rodrigues dos Santos, William Nunes Ferreira, Lucas Santos Medina de Oliveira et Olivia Ines Alves Morales. « Chatbot as a multi-age teaching strategy ». Dans CONNECTING EXPERTISE MULTIDISCIPLINARY DEVELOPMENT FOR THE FUTURE. Seven Editora, 2023. http://dx.doi.org/10.56238/connexpemultidisdevolpfut-058.
Texte intégralYang, Xiaohong. « Teaching and Learning Fused through Digital Technologies ». Dans Academic Knowledge Construction and Multimodal Curriculum Development, 71–85. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4797-8.ch005.
Texte intégralPolonsky, Antony. « Jerzy Tomaszewski ». Dans Polin : Studies in Polish Jewry Volume 30, 475–76. Liverpool University Press, 2018. http://dx.doi.org/10.3828/liverpool/9781906764500.003.0027.
Texte intégralRudic, Gheorghe. « Education from the Enlightenment to the Globalization ». Dans Handbook of Research on Applied Learning Theory and Design in Modern Education, 1–20. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9634-1.ch001.
Texte intégralRoger, Kerstin. « The Older Adult as a Research Participant : Are Ethic Review Committees too Protectionistic ? » Dans Intergenerational Relations - Contemporary Theories, Studies and Policies [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.1001897.
Texte intégralActes de conférences sur le sujet "Multi-age teaching"
Boyazitova, I. V. « The development of subjectivity as a basic construct of personal identity formation at student age ». Dans INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.405.418.
Texte intégralRomero, Marc, Montse Guitert catasús, Albert Sangra et Mark Bullen. « DIGITAL LEARNERS AT THE OPEN UNIVERSITY OF CATALONIA : A SKEPTICAL VIEW OF THE PHENOMENON OF THE NET GENERATION ». Dans eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-047.
Texte intégralSharma, Shamneesh, Manoj Manuja, Purnima Bali, Sujata Bali et Chetan Sharma. « Online education system in the age of pandemics : A statistical analysis of current Covid-19 to the teaching and learning pedagogies in India ». Dans INTERNATIONAL CONFERENCE ON ADVANCES IN MULTI-DISCIPLINARY SCIENCES AND ENGINEERING RESEARCH : ICAMSER-2021. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0095195.
Texte intégralFrischemeier, Daniel, et Rolf Biehler. « Design of a teaching unit to develop primary school students ́ reasoning about uncertainty in multi-step chance experiments ». Dans Decision Making Based on Data. International Association for Statistical Education, 2019. http://dx.doi.org/10.52041/srap.19304.
Texte intégral(Lucian) Lu, Xin-An, et Hong Wang. « Panel on : The Problems and Prospects of Teaching in the Digital Age Personally Authenticating the Digital Divide ». Dans 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2732.
Texte intégralDragan, Emil, Alin Moldoveanu et Florica Moldoveanu. « AUGMENTED REALITY IN EDUCATION - A MULTI-PERSPECTIVE SURVEY ». Dans eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-089.
Texte intégralKultan, Jaroslav. « IT in education is a necessary condition for sustainable socio-economic development ». Dans Sustainable and Innovative Development in the Global Digital Age. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.ryhy3176.
Texte intégralBuicabelciu, Oana. « BLENDED LEARNING USING MULTITOUCH AND SENSORY RESPONSIVE TECHNOLOGIES IN KINDERGARTEN : THE FUNLAB PROJECT, BUCHAREST, 2014 ». Dans eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-106.
Texte intégralA. Buzzetto-Hollywood, Nicole, Austin J. Hill et Troy Banks. « Early Findings of a Study Exploring the Social Media, Political and Cultural Awareness, and Civic Activism of Gen Z Students in the Mid-Atlantic United States [Abstract] ». Dans InSITE 2021 : Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4762.
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