Gotowa bibliografia na temat „Classroom-based instruction”
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Artykuły w czasopismach na temat "Classroom-based instruction"
Visperas, Julie Christie G. "Effectiveness of Combined Flipped and Classroom-based Instruction in Teaching Pulmonary Ultrasound to First-year Medical Students". Journal of Medicine, University of Santo Tomas 6, S1 (7.12.2022): S90—S97. http://dx.doi.org/10.35460/2546-1621.2022-sp12.
Pełny tekst źródłaGiri, Putu Ayu Laras Pradnyani Nirmala. "Teachers’ Perception of HOTS-Based Learning in EFL Classroom". Art of Teaching English as a Foreign Language 2, nr 1 (2.11.2021): 27–32. http://dx.doi.org/10.36663/tatefl.v2i1.122.
Pełny tekst źródłaGiri, Putu Ayu Laras Pradnyani Nirmala. "Teachers’ Perception of HOTS-Based Learning in EFL Classroom". Art of Teaching English as a Foreign Language 2, nr 2 (30.11.2021): 103–8. http://dx.doi.org/10.36663/tatefl.v2i2.122.
Pełny tekst źródłaGoldberg, Harry R., Eileen Haase, Artin Shoukas i Lawrence Schramm. "Redefining classroom instruction". Advances in Physiology Education 30, nr 3 (wrzesień 2006): 124–27. http://dx.doi.org/10.1152/advan.00017.2006.
Pełny tekst źródłaParlindungan, Firman, i Willy Prasetya. "Literature Review on Trends of Comprehension Instruction for Elementary School Students". Education and Human Development Journal 7, nr 01 (30.04.2022): 42–54. http://dx.doi.org/10.33086/ehdj.v7i01.2589.
Pełny tekst źródłaFisk, Arthur D., i Joan K. Gallini. "Training Consistent Components of Tasks: Developing an Instructional System Based on Automatic/Controlled Processing Principles". Human Factors: The Journal of the Human Factors and Ergonomics Society 31, nr 4 (sierpień 1989): 453–63. http://dx.doi.org/10.1177/001872088903100408.
Pełny tekst źródłaWestby, Carol. "Classroom-Based Narrative and Vocabulary Instruction". Word of Mouth 26, nr 3 (9.12.2014): 10–12. http://dx.doi.org/10.1177/1048395014558406b.
Pełny tekst źródłaBajracharya, Jiwak Raj. "TPACK-integrated Worked Examples for Technology Integration". Journal of Training and Development 4 (24.12.2019): 46–63. http://dx.doi.org/10.3126/jtd.v4i0.26837.
Pełny tekst źródłaEzza, El-Sadig Yahya, Eman Abdulrahman Alhuqail i Summaya Wahab Elhussain. "Technology-based instructional intervention into an EFL writing classroom". Cypriot Journal of Educational Sciences 14, nr 4 (31.12.2019): 507–19. http://dx.doi.org/10.18844/cjes.v11i4.3904.
Pełny tekst źródłaKeengwe, Jared, i Farhan Hussein. "Computer-Assisted Instruction". International Journal of Information and Communication Technology Education 9, nr 1 (styczeń 2013): 70–79. http://dx.doi.org/10.4018/jicte.2013010107.
Pełny tekst źródłaRozprawy doktorskie na temat "Classroom-based instruction"
Corzine, Elizabeth. "Standards-based grading| Effects on classroom instruction". Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10190457.
Pełny tekst źródłaThe purpose of this study was to determine if the implementation of a standards-based grading system has an effect on classroom instruction. In particular, how does the implementation of a standards-based grading system impact the teaching methods, curriculum, differentiation, and formative assessments being used in classrooms? The researcher identified five schools in the Southern Illinois area that have adopted the standards-based grading system and chose eleven teachers to participate in this study through purposeful convenience sampling. This study used a phenomenological qualitative approach. There were two methods used in order to collect data including face to face interviews and document analysis. The findings of this study are significant to any district who is considering changing their grading system from a traditional grading system to a standards-based grading system. Through six major themes that emerged, this study shows that by switching to a standards-based grading system multiple parts of the classroom are impacted including the teaching methods, content, differentiation, and formative assessments. The six major themes included: teaching methods have been modified to better adjust to the standards-based grading system and include a larger variety of approaches, teaching methods are more of a response to student need than a pre-planned approach to teaching, the curriculum and content being taught in the classroom have better alignment to the standards, teachers have a greater awareness of both the curriculum and standards that are being taught at their grade level, as well as at other grade level, teachers have a better understanding of the individual needs of students and have used differentiation to meet these unique needs, and the use of formative assessments have increased in order to adjust for more fluid groupings being used in the classroom.
Baker, Jonathan Ramon. "Web-Based vs. Classroom Instruction of Statistics". The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250705851.
Pełny tekst źródłaZigrang, Barbara C. "Standards-based instruction what teachers do in the classroom /". Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r2721.
Pełny tekst źródłaCrawford, Kathleen Marie 1959. "Curriculum negotiation in an inquiry-based classroom". Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288716.
Pełny tekst źródłaHogan, Marsha Ranata. "Differentiated Instruction in a Standards-Based Middle School Science Classroom". ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/33.
Pełny tekst źródłaRiggs, Arthur Hughes. "Evaluating IT in ESP: action research comparing web-based and classroom-based instruction". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3194467X.
Pełny tekst źródłaMcVeigh, Matt. "Standards-based performance assessment in the comprehensive music classroom". Thesis, The University of Wisconsin - Milwaukee, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1546867.
Pełny tekst źródłaThe purpose of this study was to examine the effectiveness of standards-based assessment practices within a music performance curriculum. This pre-survey, post-survey experimental treatment included 169 students, 97 parents, and 3 teachers from 3 school districts across Wisconsin. The results from this study indicated that music teachers rely on a variety of assessment strategies to monitor student achievement regardless of if they are using standards-based assessment practices; however, teachers who used standards-based assessment were more likely to use formal assessments to determine student achievement and were more likely to assess students both formally and informally on a regular basis. Furthermore, when standards-based practices were implemented students' awareness of the learning target increased. Students also became less reliant on teacher feedback in determining their success but valued the feedback that was received at a higher level. Finally, parents relied on both online gradebooks, and conversations with their child regarding student achievement.
Chandler, Erol. "Increasing Evidence Based Reasoning in an 8th Grade Classroom Through Explicit Instruction". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1474.
Pełny tekst źródłaGrupe, John. "A comparison of student success in University of Wisconsin-Stout's computer-based and classroom-based instruction". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003grupej.pdf.
Pełny tekst źródłaColón, Elayne Proesel. "Utility of the Lindamood Phoneme Sequencing Program (LiPS) for classroom-based reading instruction". [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0013098.
Pełny tekst źródłaKsiążki na temat "Classroom-based instruction"
Classroom assessment: Supporting effective standards-based instruction. Wyd. 4. Boston: Pearson/Allyn & Bacon, 2007.
Znajdź pełny tekst źródłaMcMillan, James H. Classroom assessment: Principles for effective standards-based instruction. Wyd. 5. Boston: Pearson, 2011.
Znajdź pełny tekst źródłaRuday, Sean, i Katie Caprino. Inquiry-Based Literature Instruction in the 6–12 Classroom. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003099987.
Pełny tekst źródłaConcept-based curriculum and instruction for the thinking classroom. Thousand Oaks, Calif: Corwin Press, 2007.
Znajdź pełny tekst źródłaDebra, Pickering, i Pollock Jane E. 1956-, red. Classroom instruction that works: Research-based strategies for increasing student achievement. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2005.
Znajdź pełny tekst źródłaJ, Marzano Robert, red. Classroom instruction that works: Research-based strategies for increasing student achievement. Wyd. 2. Alexandria, Va: ASCD, 2012.
Znajdź pełny tekst źródłaC, Linn Marcia, red. WISE science: Web-based inquiry in the classroom. New York: Teachers College Press, 2009.
Znajdź pełny tekst źródłaBerman, Barry. Directory of classroom-based PC software for schools of business. Hempstead, NY: Hofstra University School of Business Press, 1994.
Znajdź pełny tekst źródłaLuppens, Valeaira. Making the grade: Creative standard-based lessons for the music classroom. Wyd. 3. Van Nuys, CA: Alfred Publishing Co., 2005.
Znajdź pełny tekst źródła1962-, Kwinn Ann, red. The new virtual classroom: Evidence-based guidelines for synchronous e-learning. San Francisco, CA: J. Wiley & Sons, 2007.
Znajdź pełny tekst źródłaCzęści książek na temat "Classroom-based instruction"
Han, Beom-Soo, Jeong-Yong Ahn i Kyung-Soo Han. "Web-Based Instruction Model for Interactive Classroom Learning". W Web and Communication Technologies and Internet-Related Social Issues — HSI 2003, 707–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/3-540-45036-x_79.
Pełny tekst źródłaPeart, Silvia M., Bradford S. Barrett i Sharika D. Crawford. "Content-Based Instruction in a Spanish Language Classroom". W Education for Sustainable Development in Foreign Language Learning, 179–96. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003080183-14.
Pełny tekst źródłaRuday, Sean, i Katie Caprino. "Supporting English Language Learners in Inquiry-Based Literature Instruction". W Inquiry-Based Literature Instruction in the 6–12 Classroom, 134–42. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003099987-11.
Pełny tekst źródłaEsser, Katie. "Task-based vlogs in an elementary Russian classroom". W Task-Based Instruction for Teaching Russian as a Foreign Language, 65–76. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003146346-5.
Pełny tekst źródłaRuday, Sean, i Katie Caprino. "Assessing Inquiry". W Inquiry-Based Literature Instruction in the 6–12 Classroom, 125–33. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003099987-10.
Pełny tekst źródłaRuday, Sean, i Katie Caprino. "Key Recommendations to Keep in Mind When Conducting Inquiry-Driven Units". W Inquiry-Based Literature Instruction in the 6–12 Classroom, 143–49. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003099987-12.
Pełny tekst źródłaRuday, Sean, i Katie Caprino. "Introduction". W Inquiry-Based Literature Instruction in the 6–12 Classroom, 3–9. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003099987-2.
Pełny tekst źródłaRuday, Sean, i Katie Caprino. "The Importance of Inquiry". W Inquiry-Based Literature Instruction in the 6–12 Classroom, 10–14. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003099987-3.
Pełny tekst źródłaRuday, Sean, i Katie Caprino. "Inquiry and Essential Questions". W Inquiry-Based Literature Instruction in the 6–12 Classroom, 15–21. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003099987-4.
Pełny tekst źródłaRuday, Sean, i Katie Caprino. "An Inquiry-Driven Unit on Social Action". W Inquiry-Based Literature Instruction in the 6–12 Classroom, 25–53. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003099987-6.
Pełny tekst źródłaStreszczenia konferencji na temat "Classroom-based instruction"
Dollar, Anna, Paul S. Steif i Ross Strader. "Enhancing traditional classroom instruction with web-based Statics course". W 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417892.
Pełny tekst źródłaSaravanan, Ramalingam. "Creating a browser-based virtual computer lab for classroom instruction". W Python in Science Conference. SciPy, 2014. http://dx.doi.org/10.25080/majora-14bd3278-00c.
Pełny tekst źródłaAnderson, Richard, Ruth Anderson, K. M. Davis, Natalie Linnell, Craig Prince i Valentin Razmov. "Supporting active learning and example based instruction with classroom technology". W Proceedinds of the 38th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1227310.1227338.
Pełny tekst źródłaWilson, Mark. "Keynote: Rethinking measurement for accountable assessment". W Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_13.
Pełny tekst źródłaZhang, Weiran, Rongxia Wang i Jinjun Chen. "Flipped Classroom Model Based Instruction of College English in ICT Environment". W 2015 International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icadce-15.2015.196.
Pełny tekst źródłaGuy, Retta, i Gerald Marquis. "Flipped Classroom: A Comparison Of Student Performance Using Instructional Videos And Podcasts Versus The Lecture-Based Model Of Instruction". W InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3458.
Pełny tekst źródłaStone, Jessica. "Integrated Cross-Curricular Instruction: Using Literacy-Based Approaches in a Mathematics Classroom". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442546.
Pełny tekst źródłaKustini, Siti, Didi Suherdi i Bachrudin Musthafa. "A Multimodal Based-Instruction in an EFL Classroom Context: Possibilities and Constraints". W 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008216102200227.
Pełny tekst źródłaShi, Yinghui, Huiyun Yang, Jingman Zhang, Qiuyu Pu i Harrison Hao Yang. "A Meta-Analysis of Students' Cognitive Learning Outcomes in Smart Classroom-Based Instruction". W 2020 International Symposium on Educational Technology (ISET). IEEE, 2020. http://dx.doi.org/10.1109/iset49818.2020.00012.
Pełny tekst źródłaGupta, Gopal, Pawan Saxena i Sanjay K. Singh. "Analogy-based Instruction for Effective Teaching of Abstract Concepts in Computer Science". W Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13115.
Pełny tekst źródłaRaporty organizacyjne na temat "Classroom-based instruction"
Chandler, Erol. Increasing Evidence Based Reasoning in an 8th Grade Classroom Through Explicit Instruction. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1473.
Pełny tekst źródłaCasey, Cheryl. Computer-Based Instruction as a Form of Differentiated Instruction in a Traditional, Teacher-led, Low-Income, High School Biology Classroom. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6321.
Pełny tekst źródłaArmas, Elvira, Gisela O'Brien, Magaly Lavadenz i Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.
Pełny tekst źródłaPiper, Benjamin, Yasmin Sitabkhan, Jessica Mejia i Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, maj 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.
Pełny tekst źródłaKolgatin, Oleksandr H., Larisa S. Kolgatina, Nadiia S. Ponomareva i Ekaterina O. Shmeltser. Systematicity of students’ independent work in cloud learning environment. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3247.
Pełny tekst źródłaMatera, 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.
Pełny tekst źródłaArmas, Elvira, i Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.
Pełny tekst źródłaRarasati, Niken, i Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), styczeń 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
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