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Artykuły w czasopismach na temat "Classroom Experiences"
RAJARATNAM, MONO. "Primary classroom experiences". Journal of Computer Assisted Learning 4, nr 1 (marzec 1988): 44–47. http://dx.doi.org/10.1111/j.1365-2729.1988.tb00092.x.
Pełny tekst źródłaMarsden, J. "Some Classroom Experiences". Aboriginal Child at School 15, nr 1 (marzec 1987): 22–23. http://dx.doi.org/10.1017/s0310582200014735.
Pełny tekst źródłaMcSpadden, Emalinda L. "An Educational Paradigm in the Midst of Shifting: Students’ and Professors’ Attitudes toward Classroom Technology". Journal of Teaching and Learning with Technology 7, nr 1 (6.06.2018): 59–69. http://dx.doi.org/10.14434//jotlt.v7n1.23368.
Pełny tekst źródłaMcSpadden, Emalinda L. "An Educational Paradigm in the Midst of Shifting: Students’ and Professors’ Attitudes toward Classroom Technology". Journal of Teaching and Learning with Technology 7, nr 1 (6.06.2018): 59–69. http://dx.doi.org/10.14434/jotlt.v7i1.23368.
Pełny tekst źródłaSchoonmaker, Frances. "Only those who See Take off Their Shoes: Seeing the Classroom as a Spiritual Space". Teachers College Record: The Voice of Scholarship in Education 111, nr 12 (grudzień 2009): 2713–31. http://dx.doi.org/10.1177/016146810911101203.
Pełny tekst źródłaPurtell, Kelly M., i Arya Ansari. "Classroom Age Composition and Preschoolers’ School Readiness: The Implications of Classroom Quality and Teacher Qualifications". AERA Open 4, nr 1 (luty 2018): 233285841875830. http://dx.doi.org/10.1177/2332858418758300.
Pełny tekst źródłaMARCHANT, MARGARET. "Further primary classroom experiences". Journal of Computer Assisted Learning 4, nr 4 (grudzień 1988): 244–47. http://dx.doi.org/10.1111/j.1365-2729.1988.tb00187.x.
Pełny tekst źródłaLa Torre Castillo, Carlos Celso. "Virtual Classroom Usage and User Perception for English Learning as a Second Language at Universities in Lima, Peru". International Journal of Emerging Technologies in Learning (iJET) 16, nr 08 (23.04.2021): 261. http://dx.doi.org/10.3991/ijet.v16i08.19221.
Pełny tekst źródłaRoss, Andrew S., i Damian J. Rivers. "Emotional experiences beyond the classroom: Interactions with the social world". Studies in Second Language Learning and Teaching 8, nr 1 (27.03.2018): 103–26. http://dx.doi.org/10.14746/ssllt.2018.8.1.5.
Pełny tekst źródłaKeengwe, Jared, i Biljana Belamaric Wilsey. "Online Graduate Students’ Perceptions of Face-to-Face Classroom Instruction". International Journal of Information and Communication Technology Education 8, nr 3 (lipiec 2012): 45–54. http://dx.doi.org/10.4018/jicte.2012070106.
Pełny tekst źródłaRozprawy doktorskie na temat "Classroom Experiences"
Brown, Glenda Maria. "College Instructors' Experiences Transitioning to Inverted Classroom Instruction". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3433.
Pełny tekst źródłaPeddle, Anthony M. "Teachers' Positive ACE Scores and Their Informed Classroom Practices". Ashland University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland158869472069221.
Pełny tekst źródłaRobinson, Heather A. "Faculty Experiences with Collaborative Learning in the Online Classroom". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862814/.
Pełny tekst źródłaMohapi, Soane Joyce. "The influence of educators' life experiences on classroom discipline practices". Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-05192008-184034.
Pełny tekst źródłaBiscotte, Stephen Michael. "Exploring Aesthetic Experiences in the Undergraduate General Education Science Classroom". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73413.
Pełny tekst źródłaPh. D.
Tawakoul, Alaa Jamal. "Saudi Students’ Communication Experiences in the American College Classroom Context". University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1545389393941488.
Pełny tekst źródłaDesoto-Strickland, Kathleen. "Kindergarten Teachers' Lived Experiences Regarding Classroom Assessment| A Phenomenological Study". Thesis, New Mexico State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=11009982.
Pełny tekst źródłaThis qualitative, phenomenological study explored the lived experiences of four state licensed kindergarten teachers with regard to classroom assessment. The purpose of the inquiry was to gain understanding of classroom assessment and its intersection with teacher's practices. The study question was, "What are the lived experiences of state licensed kindergarten teachers with regard to classroom assessment?" A critical theory theoretical framework structured and guided the study.
• Using the reduction methods as suggested by Van Manen (2014) allowed the researcher to enter a space of openness and understand the teachers' lived experiences with classroom assessment practices. The use of this phenomenological process resulted in the unveiling of four major themes teacher agency, the absence of developmentally appropriate practice, teachers feelings/knowing of assessment and the damage from early childhood assessment.
Research on early childhood education assessment and teacher practice is a timely endeavor as more children enter schools, daycares, or other means of childcare. Policy makers just like early childhood "creators" of assessment tools need to be mindful of the children first; and acknowledge and understand the place that children and teachers hold when they are making decisions of such importance.
Malz, Regina. "Special Education Teachers' Experiences Integrating Mobile Devices in their Classroom". ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7695.
Pełny tekst źródłaSanusi, Jumoke O. "An exploratory study of undergraduate classroom experiences and occupational attainment in alumni satisfaction with university experiences". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4739.
Pełny tekst źródłaThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 28, 2008) Vita. Includes bibliographical references.
Jones, Thomas L. "Middle School Teachers' and Administrators' Experiences When Students Transition". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7020.
Pełny tekst źródłaKsiążki na temat "Classroom Experiences"
Anderson, Beverly. Learning with Logo: Some classroom experiences. Loughborough: Tecmedia Limited forthe Microelectronics education programme, 1986.
Znajdź pełny tekst źródłaFlanagan, Kristin Denton. Reading: Young children's achievement and classroom experiences. Washington, D.C.]: U.S. Dept. of Education, Institute of Education Sciences, 2003.
Znajdź pełny tekst źródłaGeography in secondary schools: Researching pupils' classroom experiences. London: Continuum Internatioanl Pub. Group, 2012.
Znajdź pełny tekst źródłaH, Meyer Charlotte, i Meyer D. Eugene, red. Elementary field experiences: A handbook with resources. Albany, N.Y: Delmar Publishers, 1994.
Znajdź pełny tekst źródłaMaking learning come alive: Interactive experiences for the secondary classroom. San Diego, Calif: Brain Store, 2005.
Znajdź pełny tekst źródłaHalverson, Delia Touchton. Teaching prayer in the classroom: Experiences for children and youth. Nashville: Abingdon Press, 1989.
Znajdź pełny tekst źródłaLarrivee, Barbara. Strategies for effective classroom management: Creating a collaborative climate : leader's guide to facilitate learning experiences. Boston: Allyn and Bacon, 1992.
Znajdź pełny tekst źródłaCoach sez: Real life experiences in and out of the classroom. Fresno, Calif: Western Trade Printing, 2008.
Znajdź pełny tekst źródłaSerious players in the primary classroom: Empowering children through active learning experiences. New York: Teachers College Press, 1990.
Znajdź pełny tekst źródłaSerious players in the primary classroom: Empowering children through active learning experiences. Wyd. 2. New York: Teachers College Press, 2000.
Znajdź pełny tekst źródłaCzęści książek na temat "Classroom Experiences"
Lindeman, Carolynn A., Patricia Hackett i James M. Harris. "Music-Making Experiences". W The Musical Classroom, 21–47. Ninth edition. | New York ; London: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315210933-4.
Pełny tekst źródłaWaters, Johanna, i Rachel Brooks. "Learning and Classroom Experiences". W Student Migrants and Contemporary Educational Mobilities, 167–203. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78295-5_6.
Pełny tekst źródłaLindeman, Carolynn A., Patricia Hackett i James M. Harris. "Introduction to Model Experiences for Teaching Music". W The Musical Classroom, 101–9. Ninth edition. | New York ; London: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315210933-10.
Pełny tekst źródłaClark, Renee M., William W. Clark i Mary Besterfield-Sacre. "Experiences with “Flipping” an Introductory Mechanical Design Course". W The Flipped Classroom, 131–49. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3413-8_8.
Pełny tekst źródłaRoehling, Patricia V. "Creating and Implementing Effective Active Learning Experiences". W Flipping the College Classroom, 45–78. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69392-7_3.
Pełny tekst źródłaAlmarode, John T., Katy Campbell i Cheryl Lamb. "Implementing Daily Learning Experiences". W Inclusive Teaching in the Early Childhood Science Classroom, 134–50. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429243295-7.
Pełny tekst źródłaAlmarode, John T., Katy Campbell i Cheryl Lamb. "Implementing Daily Learning Experiences". W Inclusive Teaching in the Early Childhood Science Classroom, 166–83. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429243295-9.
Pełny tekst źródłaAlmarode, John T., Katy Campbell i Cheryl Lamb. "Implementing Daily Learning Experiences". W Inclusive Teaching in the Early Childhood Science Classroom, 151–65. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429243295-8.
Pełny tekst źródłaAlmarode, John T., Katy Campbell i Cheryl Lamb. "Implementing Daily Learning Experiences". W Inclusive Teaching in the Early Childhood Science Classroom, 99–115. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429243295-5.
Pełny tekst źródłaAlmarode, John T., Katy Campbell i Cheryl Lamb. "Implementing Daily Learning Experiences". W Inclusive Teaching in the Early Childhood Science Classroom, 116–33. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429243295-6.
Pełny tekst źródłaStreszczenia konferencji na temat "Classroom Experiences"
Georgiev, Mihail, i Ina Vladova. "EMOTIONS, FEELINGS, AND EXPERIENCES IN A MULTICULTURAL CLASSROOM". W INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/61.
Pełny tekst źródłaLeón, Raúl, Raúl Igual Catalán, Jorge I. Laguna Andrés, César L. Guerrero Luchtenberg, Iván García-Magariño García i Rafael González Val. "USING SMARTPHONES IN CLASSROOM LEARNING EXPERIENCES". W International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1302.
Pełny tekst źródłaCarda-Broch, Samuel, Maria Jose Ruiz-Angel, Juan Peris-Vicente, Jaume Albiol-Chiva, Mar Esteve-Amorós i Josep Esteve-Romero. "EXPERIENCES FROM THE VIRTUAL CLASSROOM APPLICATION". W International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0295.
Pełny tekst źródłaLu, Monica. "Classroom Hierarchy: Variability in Social Experiences Within Early Childhood Classrooms (Poster 25)". W AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1889538.
Pełny tekst źródłaLu, Monica. "Classroom Hierarchy: Variability in Social Experiences Within Early Childhood Classrooms (Poster 25)". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1889538.
Pełny tekst źródłaDickson, Paul E., W. Richards Adrion, Allen R. Hanson i David T. Arbour. "First experiences with a classroom recording system". W the 14th annual ACM SIGCSE conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1562877.1562968.
Pełny tekst źródłaMaia-Lima, Cláudia, Armando Silva, Alexandre Pinto i António Barbot. "SMARTPHONES IN THE CLASSROOM: TWO DIDACTICS EXPERIENCES". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1484.
Pełny tekst źródłaHsing, Courtney, i Vanessa Gennarelli. "Using GitHub in the Classroom Predicts Student Learning Outcomes and Classroom Experiences". W SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287460.
Pełny tekst źródłaBlackman, Galicia. "Vignettes on Student Experiences of Classroom Talk in the Language Arts Classroom". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1441178.
Pełny tekst źródłaMouw, Jolien, Marjon Fokkens-Bruinsma i Gert-Jan Verheij. "Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation". W Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.
Pełny tekst źródłaRaporty organizacyjne na temat "Classroom Experiences"
Diddi, Sonali, Hui-Siang Tan i Elena Karpova. Exploring International Teaching Assistants Experiences in the U.S. Classroom: Implications for Educational Practices and Training. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-758.
Pełny tekst źródłaMcGregor, John D., Felix Bachmann, Len Bass, Philip Bianco i Mark Klein. Using ArchE in the Classroom: One Experience. Fort Belvoir, VA: Defense Technical Information Center, wrzesień 2007. http://dx.doi.org/10.21236/ada472934.
Pełny tekst źródłaFrisancho, Verónica, Alejandro Herrera i Eduardo Nakasone. Does Gender and Sexual Diversity Lead to Greater Conflict in the School? Inter-American Development Bank, wrzesień 2022. http://dx.doi.org/10.18235/0004451.
Pełny tekst źródłaDeJaeghere, Joan, Bich-Hang Duong i Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), styczeń 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
Pełny tekst źródłaPeters, Vanessa. Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/52.
Pełny tekst źródłaIstook, Cynthia, i Siming Guo. Connecting the Dots: Incorporating Mass Customization into the Classroom Experience. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1919.
Pełny tekst źródłaFilmer, Deon, Ezequiel Molina i Waly Wane. Identifying Effective Teachers: Highlights from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), luty 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/038.
Pełny tekst źródłaAnderson, Barbara. A comparison of two methods of instruction in office skills: classroom-laboratory and classroom-laboratory with cooperative work experience. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2179.
Pełny tekst źródłaБондаренко, Ольга Володимирівна, Світлана Вікторівна Мантуленко i Андрій Валерійович Пікільняк. Google Classroom as a Tool of Support of Blended Learning for Geography Students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/2655.
Pełny tekst źródłaJai, Tun-Min (Catherine). Bring the Real-World Digital Marketing Experience to Classroom: Google Online Marketing Challenge. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-392.
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