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Artykuły w czasopismach na temat "Community of learners"
Natrah Aziz, Noor Hida, Haryani Haron i Afdallyna Fathiyah Harun. "Components of Participatory Engagement within E-Learning Community". Indonesian Journal of Electrical Engineering and Computer Science 12, nr 2 (1.11.2018): 556. http://dx.doi.org/10.11591/ijeecs.v12.i2.pp556-561.
Pełny tekst źródłaRutz, Fredrik. "Recording Mobile Learning". International Journal of Mobile and Blended Learning 4, nr 3 (lipiec 2012): 68–82. http://dx.doi.org/10.4018/jmbl.2012070105.
Pełny tekst źródłaKeiny, Shoshana. "A Community of Learners: promoting teachers to become learners". Teachers and Teaching 2, nr 2 (październik 1996): 243–72. http://dx.doi.org/10.1080/1354060960020206.
Pełny tekst źródłaHoward, Martin. "The effects of study abroad on the L2 learner’s structural skills". EUROSLA Yearbook 1 (1.01.2001): 123–41. http://dx.doi.org/10.1075/eurosla.1.11how.
Pełny tekst źródłaNatrah Aziz, Noor Hida, Haryani Haron i Afdallyna Fathiyah Harun. "ICT-supported for participatory engagement within E-learning community". Indonesian Journal of Electrical Engineering and Computer Science 20, nr 1 (1.10.2020): 492. http://dx.doi.org/10.11591/ijeecs.v20.i1.pp492-499.
Pełny tekst źródłaPetersen, Sobah Abbas, Monica Divitini i George Chabert. "Identity, sense of community and connectedness in a community of mobile language learners". ReCALL 20, nr 3 (21.08.2008): 361–79. http://dx.doi.org/10.1017/s0958344008000839.
Pełny tekst źródłaStarratt, Robert J. "Leading a Community of Learners". Educational Management Administration & Leadership 35, nr 2 (kwiecień 2007): 165–83. http://dx.doi.org/10.1177/1741143207075387.
Pełny tekst źródłaHoneychurch, Sarah, Aras Bozkurt, Lenandlar Singh i Apostolos Koutropoulos. "Learners on the Periphery: Lurkers as Invisible Learners". European Journal of Open, Distance and E-Learning 20, nr 1 (27.06.2017): 192–212. http://dx.doi.org/10.1515/eurodl-2017-0012.
Pełny tekst źródłaHeller, Monica L., i Jerrell C. Cassady. "Predicting Community College and University Student Success". Journal of College Student Retention: Research, Theory & Practice 18, nr 4 (24.07.2016): 431–56. http://dx.doi.org/10.1177/1521025115611130.
Pełny tekst źródłaHodge, Diane M. "Creating a Virtual Community of Learners Using WebCT: Lessons Learned". Journal of Technology in Human Services 22, nr 3 (7.06.2004): 69–78. http://dx.doi.org/10.1300/j017v22n03_04.
Pełny tekst źródłaRozprawy doktorskie na temat "Community of learners"
Keith, Karin. "Creating a Community of Learners: Connecting Learners in the Classroom". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1029.
Pełny tekst źródłaCountryman, Kemba Chambers Witte Maria Margarita. "A comparison of adult learners' academic, social, and environmental needs as perceived by adult learners and faculty". Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/COUNTRYMAN_KEMBA_41.pdf.
Pełny tekst źródłaRice, Cheryl. "Perspectives among Successful Adult Learners in Two Diploma Completion Programs". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6099.
Pełny tekst źródłaFerguson, Dennis Edward. "A community of learners in an elementary school recorder collegium". Thesis, Boston University, 2014. https://hdl.handle.net/2144/10990.
Pełny tekst źródłaThe purpose of this study was to explore how students learned in an elementary school Collegium that consisted of SATB recorders. Using Rogoffs Theory of Community of Learners, an examination ofthe experiences of the students, the researcher, parents, classroom teachers, and the principal ofthe school occurred during one academic semester of instruction. The primary question that guided this study was: How did the students, instructor, teachers, and parents work together as a Community of Learners? The research questions for this study included: 1) What were the background conditions that led the students to audition for and take an active role in the Collegium ensemble?; How do the students engage with members ofthe community?; 3) How do the students engage in shared endeavors? Data collection included individual interviews, focus group interviews, journals, observations, and artifacts. Data was coded during the analysis process and revealed the following themes: Foundations ofthe Community uncovered influences from family members, as well as early pre-Collegium experiences; Entry points into the Collegium explored the initial interest by the participants, as they voiced their intentions to be a part ofthe ensemble and spoke oftheir attitudes regarding practice and learning processes; Experiences in the Collegium demonstrated perspectives on rehearsing together, self-preparedness, work attitudes, listening and concentration issues, group awareness, interdependence, learning together, and various issues ofmanaging the ensemble work with other academic commitments. Findings from this study indicated that close interactive behavior developed among the participants within the constructed environment, influenced by several factors, including foundational and educational backgrounds, exposure to the recorders, and an encouragement of a collaborative Community of Learners approach. The study concludes with a consideration ofthe author's role in the community, implications, and need for further study. Implications for the profession include establishing a learning environment that promotes collaborative learning, providing opportunities for students to engage with each other, and using the surrounding community of parents and teachers to assist with teaching students, which can lead to an improvement in the level of performance skills in an ensemble.
Ban, Ruth. "Community of practice as community of learners : how foreign language teachers understand professional and language identities". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001637.
Pełny tekst źródłaRaza, Nadia. "Pedagogies of Repair: Community College and Carceral Education for Adult Learners". Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24178.
Pełny tekst źródłaSokenu, Julius Oluwasola. "Motivations among at risk students in rural community colleges". Thesis, Boston University, 2004. https://hdl.handle.net/2144/32834.
Pełny tekst źródłaPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Is it possible for at-risk students attending a rural community college to succeed in attaining their stated academic goals if exposed to a retention program customized to suit the needs of students attending their type of institution? What role does a student's motivation to succeed play in his or her decision to pursue achievement behavior in college? Are academically at-risk learners aware of behaviors that limit their success in the classroom? If so, what affective and cognitive variables determine individual success and to what extent can these variables be screened for on entrance? To address the above questions, the LASSI and Trice Locus of Control inventory were administered to 45 students enrolled in the Opportunity For Success program, a retention effort for at-risk 17-21 years old students at Quinebaug Valley Community College in Connecticut. Using SPSS, a multiple regression analysis was performed by entering the 10 variables of the LASS I and the GP A for the subjects. Also, two 90- minute, in-depth interviews were conducted of 26 of the 45 students. Faculty and advisors of these students were asked to rate their performance. The findings support the literature on student success and college student attrition. At-risk learners are aware of behaviors that limit their success. Successful at-risk students possess a variety of strategies to cope with academic challenge while low achieving students often do not. Instead, the low achieving students develop theories to explain their failure to succeed. Similarly, this research illustrates that failure, like success, is a habit learned over time and context dependent; the high school experiences of underachieving subjects demonstrate that they are often unmotivated to succeed in the classroom because they lack the interest to invest in academic endeavors. Low achieving students in this study continued this pattern in college, while those who became high and moderately achieving adopted multiple strategies to ensure success. Participants were motivated to perform in classes they considered "fun" and relevant to their future goals. The findings also show that educators should assist at-risk students to overcome their fear of failure by increasing their ability to self-regulate learning, set goals, and evolve healthy self concept. This study concludes that the desire to persist, information processing, and attitude towards learning play a major role in the learner's decision to pursue achievement behavior.
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Shelton, Andrea D. "Adult learners' level of satisfaction with campus services at a community college district /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924923.
Pełny tekst źródłaFarnsworth, Megan. "Exploring the Changing Identities of English Language Learners in a Kindergarten Classroom Community". Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195766.
Pełny tekst źródłaSmith, Melissa L. "Creating classroom community with diverse learners : ELL+SPED+TAG+ADD+"Average"=A class /". Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,304.
Pełny tekst źródłaKsiążki na temat "Community of learners"
Penrose, Marion. A community of active learners. Scarborough, ON: Nelson Canada, 1990.
Znajdź pełny tekst źródłaShulman, Lee S. Communities of learners & communities of teachers. Jerusalem: Mandel Institute, 1997.
Znajdź pełny tekst źródłaUnited States. Department of Housing and Urban Development. Campus of learners: Designation kit. Washington, D.C: U.S. Dept. of Housing and Urban Development, 1996.
Znajdź pełny tekst źródłaCampus of learners: Designation kit. Washington, D.C: U.S. Dept. of Housing and Urban Development, 1996.
Znajdź pełny tekst źródłaDevelopment, United States Department of Housing and Urban. Campus of learners: Designation kit. Washington, D.C: U.S. Dept. of Housing and Urban Development, 1996.
Znajdź pełny tekst źródła1966-, Whaley Suzanne, red. Becoming one community: Reading & writing with English language learners. Portland , Me: Stenhouse Publishers, 2004.
Znajdź pełny tekst źródłaShort, Kathy Gnagey. Creating curriculum: Teachers and students as a community of learners. Portsmouth, NH: Heinemann, 1991.
Znajdź pełny tekst źródłaPaths to partnership: University and community as learners in interprofessional education. Lanham, Md: Rowman & Littlefield Publishers, 1998.
Znajdź pełny tekst źródłaVasquez, Olga A. La clase mágica: Imagining optimal possibilities in a bilingual community of learners. Mahwah, N.J: Lawrence Erlbaum Associates, Publishers, 2003.
Znajdź pełny tekst źródłaMaedo, Bev. The multi-age classroom: An inside look at one community of learners. Cypress, CA: Creative Teaching Press, 1994.
Znajdź pełny tekst źródłaCzęści książek na temat "Community of learners"
Fischer, Christopher, i Shana Pribesh. "Community of Learners". W Encyclopedia of the Sciences of Learning, 658. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1207.
Pełny tekst źródłaCampione, Joseph C., Ann L. Brown i Michael Jay. "Computers in a Community of Learners". W Computer-Based Learning Environments and Problem Solving, 163–88. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77228-3_8.
Pełny tekst źródłaKwo, Ora. "From SET to STELT: Seeking the Meaning of Learning as a Community for Curriculum Development". W Teachers as Learners, 153–76. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9676-0_8.
Pełny tekst źródłaGorinski, Ruth, Cath Fraser i Lyn Ayo. "Mentoring as a Key Strategy in the Development of a Community of Reflective Practitioners in Tertiary Education". W Teachers as Learners, 217–41. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9676-0_11.
Pełny tekst źródłaTagarelli, Andrea, i Roberto Interdonato. "Ranking Vicarious Learners in Research Collaboration Networks". W Digital Libraries: Social Media and Community Networks, 93–102. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03599-4_11.
Pełny tekst źródłaTitus, Julia. "Russian Heritage Learners’ Goals and Motivation". W Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38893-9_35-1.
Pełny tekst źródłaMurray, Garold. "Older Language Learners, Social Learning Spaces and Community". W Beyond the Language Classroom, 132–45. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230306790_11.
Pełny tekst źródłaHill, Mary F. "Assessment for Learning Community: Learners, Teachers and Policymakers". W The SAGE Handbook of Curriculum, Pedagogy and Assessment: Two Volume Set, 772–89. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473921405.n48.
Pełny tekst źródłaFragoso, António. "Older Adults as Active Learners in the Community". W Learning across Generations in Europe, 59–69. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-902-9_6.
Pełny tekst źródłaChik, Alice, i Stephan Breidbach. "‘Facebook Me’ within a Global Community of Learners of English: Technologizing Learner Autonomy". W Social Dimensions of Autonomy in Language Learning, 100–118. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137290243_6.
Pełny tekst źródłaStreszczenia konferencji na temat "Community of learners"
Sun, Na, Mary Beth Rosson i John M. Carroll. "Where is Community Among Online Learners?" W CHI '18: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3173574.3173866.
Pełny tekst źródłaLundby, Knut, Ole Smørdal, Anniken Larsen i Annita Fjuk. "Networked PDAs in a community of learners". W the Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1658616.1658714.
Pełny tekst źródłaWu, Greg Chung-Hsien, i Yu-Chuan Joni Chao. "Learners’ agency in a Facebook-mediated community". W EUROCALL 2015. Research-publishing.net, 2015. http://dx.doi.org/10.14705/rpnet.2015.000393.
Pełny tekst źródłaDarihastining, Susi, Heny Sulistyowati, Aang Fatihul Islam i Q. Umi Nur. "Writing Descriptive Text to Activate Learners’ Language and Cultural Schema". W International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.157.
Pełny tekst źródłaSun, Na. "Enhancing Visibility of Distance Learners To Promote Community". W CSCW '17: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3022198.3024943.
Pełny tekst źródłaProkop, Jiří, i Joanna M. Łukasik. "TEACHERS' TRAINING FOR BUILDING THE COMMUNITY OF LEARNERS". W 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0099.
Pełny tekst źródłaLuckner, Naemi, Peter Purgathofer i Geraldine Fitzpatrick. "Learning about Deadlines from a Community of Learners". W C&T 2019: The 9th International Conference on Communities & Technologies - Transforming Communities. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3328320.3328379.
Pełny tekst źródłaSiswanto, Agus. "eaching English to Young Leaners: A Reflection Form Englaoshi Community". W The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.04.
Pełny tekst źródłade Boer, Remco C., Rik Farenhorst i Hans van Vliet. "A Community of Learners Approach to Software Architecture Education". W 2009 22nd Conference on Software Engineering Education and Training. IEEE, 2009. http://dx.doi.org/10.1109/cseet.2009.10.
Pełny tekst źródłaSpitulnik, Jeff, Scott Studer, Elizabeth Finkel, Edwin Gustafson, Jason Laczko i Elliot Soloway. "Toward supporting learners participating in scientifically-informed community discourse". W The first international conference. Morristown, NJ, USA: Association for Computational Linguistics, 1995. http://dx.doi.org/10.3115/222020.222815.
Pełny tekst źródłaRaporty organizacyjne na temat "Community of learners"
DeTurk, Patricia. Lighting the Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest in STEM Careers: A Case Study at the Community College Level. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1095.
Pełny tekst źródłaDell'Olio, Franca, i Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.
Pełny tekst źródłaWoods, Mel, Saskia Coulson, Raquel Ajates, Angelos Amditis, Andy Cobley, Dahlia Domian, Gerid Hager i in. Citizen Science Projects: How to make a difference. WeObserve, 2020. http://dx.doi.org/10.20933/100001193.
Pełny tekst źródłaSchmidt, Michele. The local agricultural community exchange: outcomes and lessons learned from a public-private initiative to revitalize a downtown community. University of New Hampshire Libraries, 2012. http://dx.doi.org/10.34051/p/2020.160.
Pełny tekst źródłaEstrada, Fernando, Magaly Lavadenz, Meghan Paynter i Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.
Pełny tekst źródłaRichard, Patrick, Sara Siebert, Junior Ovince, Alexandra Blackwell i Manuel Contreras-Urbina. A Community-Based Intervention to Prevent Violence against Women and Girls in Haiti: Lessons Learned. Redaktorzy Robert Pantzer, Eric L. Olson i Jacquelyn Dolezal. Inter-American Development Bank, sierpień 2018. http://dx.doi.org/10.18235/0001249.
Pełny tekst źródłaSchuberth, Moritz. Approaching Community-Based Armed Groups in Sub-Saharan Africa: Lessons Learned & Measures of Success. RESOLVE Network, październik 2019. http://dx.doi.org/10.37805/cbags2019.1.
Pełny tekst źródłaChoi, Yoojin, Nathan M. Stall, Antonina Maltsev, Chaim M. Bell, Isaac I. Bogoch, Tal Brosh, Gerald A. Evans i in. Lessons Learned from Israel’s Vaccine Rollout. Ontario COVID-19 Science Advisory Table, luty 2021. http://dx.doi.org/10.47326/ocsat.2021.02.09.1.0.
Pełny tekst źródłaBuckland, Sandra Stansbery, i Teena Jennings Rentenaar. Creating Community Connections through a Joint Venture with a Trade Association: A Six-Year Retrospective of What We’ve Learned. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-782.
Pełny tekst źródłaQuail, Stephanie, i Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, październik 2020. http://dx.doi.org/10.25071/10315/38016.
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