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Artykuły w czasopismach na temat "Teacher-researcher"
Dann, Ruth. "Teacher‐mentor to Teacher‐researcher". Mentoring & Tutoring: Partnership in Learning 3, nr 3 (marzec 1996): 33–37. http://dx.doi.org/10.1080/0968465960030305.
Pełny tekst źródłaSanta, Carol M., i John L. Santa. "Teacher as Researcher". Journal of Reading Behavior 27, nr 3 (wrzesień 1995): 439–51. http://dx.doi.org/10.1080/10862969509547891.
Pełny tekst źródłaLee, Eun-Joo. "Perception of a Teacher-Researcher about the Reality of Teacher Research and Teacher-Researcher". Journal of Anthropology of Education 21, nr 3 (wrzesień 2018): 1–46. http://dx.doi.org/10.17318/jae.2018.21.3.001.
Pełny tekst źródłaThe Lancet. "Researcher, clinician, or teacher?" Lancet 357, nr 9268 (maj 2001): 1543. http://dx.doi.org/10.1016/s0140-6736(00)04742-5.
Pełny tekst źródłaBanatvala, JE. "Researcher, clinician, or teacher?" Lancet 358, nr 9285 (wrzesień 2001): 921. http://dx.doi.org/10.1016/s0140-6736(01)06043-3.
Pełny tekst źródłaFraser, Robert B. "Researcher, clinician, or teacher?" Lancet 358, nr 9285 (wrzesień 2001): 921. http://dx.doi.org/10.1016/s0140-6736(01)06044-5.
Pełny tekst źródłaBawaskar, HS. "Researcher, clinician, or teacher?" Lancet 358, nr 9285 (wrzesień 2001): 921–22. http://dx.doi.org/10.1016/s0140-6736(01)06045-7.
Pełny tekst źródłaDugdale, Alan. "Researcher, clinician, or teacher?" Lancet 358, nr 9285 (wrzesień 2001): 922. http://dx.doi.org/10.1016/s0140-6736(01)06046-9.
Pełny tekst źródłaNanivadekar, Arun. "Researcher, clinician, or teacher?" Lancet 358, nr 9285 (wrzesień 2001): 922. http://dx.doi.org/10.1016/s0140-6736(01)06047-0.
Pełny tekst źródłaShiwach, Raj. "Researcher, clinician, or teacher?" Lancet 358, nr 9285 (wrzesień 2001): 922. http://dx.doi.org/10.1016/s0140-6736(01)06048-2.
Pełny tekst źródłaRozprawy doktorskie na temat "Teacher-researcher"
Stanzioni, Adriana Regina Baiocco. "A teacher becoming a researcher". Florianópolis, SC, 2006. http://repositorio.ufsc.br/xmlui/handle/123456789/88354.
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O objetivo desta investigação é mostrar a maneira com que os professores concebem seus próprios conceitos de leitura e se os mesmos influenciam sua prática em sala de aula e também discutir o conteúdo metafórico da fala de uma professora se tornando pesquisadora, enquanto implementa materiais novos em uma turma avançada de inglês da primeira série do ensino médio em um colégio público em Florianópolis, refletindo sobre seus conceitos de leitura e conflitos na presença de novos paradigmas. A coleta de dados se deu através de câmera de vídeo e gravadores e foi feita em três fases: durante reuniões prévias à intervenção em sala de aula, bem como durante as aulas e em reuniões posteriores à implementação da prática em sala de aula. Para a coleta de dados, além das gravações, a pesquisadora fez uso de diários de campo que foram transcritos e analisados e um mapa explanatório sobre metáforas conceituais sobre leitura foi construído. À partir desse mapa, estabeleceu-se uma comparação/contraste entre a fala da professora e a maneira implícita que estas concepções influenciavam sua prática pedagógica. As metáforas encontradas foram 1)LEITURA É UM JOGO 2)O PROFESSOR É UM TREINADOR/ DIRETOR E MAESTRO 3) ALUNOS SÃO JOGADORES E ATORES, refletindo assim a maneira pela qual esta professora concebe respectivamente a leitura, a prática em sala de aula e seus alunos. Este estudo fornece um método de pesquisa de análise de crenças dos professores através destas metáforas conceituais, levando professores a uma reflexão sobre seus conceitos, no caso específico sobre leitura, e como estes influenciam sua prática implicitamente. The objective of this research is to show in which way teachers conceive their own reading concepts and if they influence these teachers' practice in the classroom. This study intends to discuss the metaphorical content in the speech of a teacher becoming a researcher reflecting on her reading concepts and conflicts in the presence of new paradigms while implemented new materials in one advanced English group from high school in a public school in Florianópolis. The data collection was based on video camera and tape recorders and it was made in three phases: during pre counseling meetings before classroom intervention as well as pos-counseling meetings after classroom practice implementation. Besides video and tape recorders, the researcher also made use of research diaries which were transcribed and analyzed and an explanatory map about conceptual metaphors on reading was built. From this map, a comparison was established between the teacher's speech and the implicit way these conceptions influenced her pedagogical practice. The metaphors found were: 1) READING IS A GAME 2) THE TEACHER IS A TRAINER/DIRECTOR AND ORCHESTRA CONDUCTOR 3) STUDENTS ARE PLAYERS AND ACTORS reflecting the way this teacher conceives respectively reading, her classroom practice and her students. This study provides an analysis of teachers' beliefs research method through these conceptual metaphors, fostering teachers to reflect about their concepts, in this specific case about reading and how these concepts influence implicitly their practice.
Ebenezer, Jazlin Vasanthakumari. "Students' conceptions of solubility : a teacher-researcher collaborative study". Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/32245.
Pełny tekst źródłaEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Mesher, Pauline. "Documentation in an elementary classroom : a teacher-researcher study". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103151.
Pełny tekst źródłaThe purpose of this study is to research the role of documentation in a cycle-two, year one classroom (Grade 3) in a suburban community in Quebec. As the teacher-researcher, my overarching question is to come to a better understanding of how documentation is carried out in the classroom. There are several questions that guide this research: (1) What kinds of documentation are used and what purposes do they serve? (2) What role(s) does the teacher play in the documentation process? (3) What role(s) do the children play in documentation? For the purpose of this study documentation is any recording of or about classroom activities, students, or events influencing learning (Dahlberg, Moss, & Pence, 1999). Data forms included fieldnotes, video tapes, and classroom artifacts. I used complementary categorizing (Maykut & Morehouse, 1994) and contextualizing (Erickson, 1986, 1992; Merryfield, 1990) approaches for analysis, aided by the computer software program Atlas.ti (Muhr, 1997).
Three main categories of documentation were uncovered in the data. These are interactive documentation, reflective documentation, and process-oriented documentation. The activities that supported and sustained the creation of this documentation are explored in detail. The consequences of the documentation process resulted in what is described as an interactive classroom. The major conclusions concern the importance of communication cycles, flexible teacher roles, and the space provided for student participation.
Zilberman, Victoria. "Implementing a positive behavior support program: a teacher-researcher study". Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114178.
Pełny tekst źródłaLe succès académique des étudiants dépend de nombreux facteurs tels que l'environnement d'apprentissage et l'aptitude du professeur à contrôler le comportement des étudiants de sa classe. Depuis quelques années plusieurs solutions créatives ont été mises de l'avant par la profession pour établir une bonne discipline de classe. Le présent sujet de recherche fut choisi pour favoriser un comportement étudiant adéquat en établissant et en promouvant un environnement d'apprentissage productif à l'aide du modèle appelé Support Positif du Comportement. Cette recherche comme professeur fut réalisée sur une période d'un an (2010-2011) dans une classe de secondaire deux de 25 étudiants. La collecte de données réalisée à l'aide d'observations journalières de la classe et de trois étudiants avait pour but d'examiner l'efficacité des méthodes de contrôle du comportement utilisées dans le domaine et par le professeur. Les résultats de la recherche démontre que le modèle de l'approche du Support Positif a contribué à une réduction du nombre d'incidents de comportements inappropriés et il permet une amélioration générale de l'environnement d'apprentissage dans la classe. De plus, l'étude permit un développement personnel dans la philosophie d'enseigner, dans le style et l'enrichissement des méthodes et techniques pédagogiques par un procédé de réflexions, d'analyse et d'ajustements.
McCartney, Laura Lee. "Unpacking Self in Clutter and Cloth: Curator as Artist/Researcher/Teacher". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849713/.
Pełny tekst źródłaClark, Lynn V. "Teacher professional development as a third space researcher and practitioner dialogues /". [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330782.
Pełny tekst źródłaTitle from PDF t.p. (viewed on Jul 22, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3842. Adviser: David J. Flinders.
Calder, Mary E. "Understanding ESL writing, a teacher-researcher case study of two university writers". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30455.pdf.
Pełny tekst źródłaHolm, Daniel Thomas. "The influences of a literature discussion group: "Remedial" readers and teacher-researcher". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186559.
Pełny tekst źródłaMagalhaes, Maria Cecilia Camargo. "A study of teacher-researcher collaboration on reading instruction for Chapter one students". Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39989.
Pełny tekst źródłaEd. D.
Rodgers, Adrian R. "Teacher and Teacher-Researcher Classroom Collaboration: Planning and Teaching in a Secondary English Classroom using Process-Oriented Drama Approaches". Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1216227342.
Pełny tekst źródłaAdvisors: Kenneth Howey and George Newell, College of Education. Includes bibliographical references (leaves 221-228). Available online via OhioLINK's ETD Center
Książki na temat "Teacher-researcher"
Alexakos, Konstantinos. Being a Teacher | Researcher. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-295-0.
Pełny tekst źródłaJeff, Northfield, red. Opening the classroom door: Teacher, researcher, learner. London [England]: Falmer Press, 1996.
Znajdź pełny tekst źródłaS, Brown Kimberlee, red. Teacher as reflective practitioner and action researcher. Belmont, CA: Wadsworth/Thomson Learning, 2002.
Znajdź pełny tekst źródłaParsons, Richard D. Teacher as reflective practitioner and action researcher. Belmont, CA: Wadsworth/Thomson Learning, 2002.
Znajdź pełny tekst źródłaMills, Geoffrey E. Action research: A guide for the teacher researcher. Wyd. 4. Upper Saddle River, N.J: Allyn & Bacon, 2010.
Znajdź pełny tekst źródłaMills, Geoffrey E. Action research: A guide for the teacher researcher. Wyd. 2. Upper Saddle River, N.J: Merrill/Prentice Hall, 2003.
Znajdź pełny tekst źródłaAction research: A guide for the teacher researcher. Wyd. 3. Upper Saddle River, N.J: Pearson Merrill Prentice Hall, 2007.
Znajdź pełny tekst źródłaMills, Geoffrey E. Action research: A guide for the teacher researcher. Wyd. 4. Boston: Pearson, 2011.
Znajdź pełny tekst źródłaChildren learning through literature: A teacher researcher study. Portsmouth, N.H: Heinemann, 1990.
Znajdź pełny tekst źródłaOommen, T. K. Y.B. Damle: The teacher, the researcher, and the scholar. Pune: Dept. of Sociology, University of Pune, 2007.
Znajdź pełny tekst źródłaCzęści książek na temat "Teacher-researcher"
Martinez, Jaime E. "Teacher – Researcher". W A Performatory Approach to Teaching, Learning and Technology, 97–111. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-666-3_9.
Pełny tekst źródłaFrance, Ann. "Teacher Researcher". W Quality Learning, 105–15. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-914-0_10.
Pełny tekst źródłaBicknell, Brenda, i Jenny Young-Loveridge. "Teacher-Researcher Partnerships". W Realising Innovative Partnerships in Educational Research, 67–75. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-062-2_8.
Pełny tekst źródłaFiore, Lisa B. "Teacher as Researcher". W Assessment of Young Children, 194–211. Second edition. | New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367808709-9.
Pełny tekst źródłaCraig, Cheryl J. "Teacher Research and Teacher as Researcher". W International Handbook of Research on Teachers and Teaching, 61–70. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_4.
Pełny tekst źródłaLoughran, John. "Student Teacher as Researcher". W Encyclopedia of Science Education, 1–3. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_252-4.
Pełny tekst źródłaLoughran, John. "Student Teacher as Researcher". W Encyclopedia of Science Education, 1008–10. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_252.
Pełny tekst źródłaMacPhail, Ann. "Teacher educator as researcher". W Being a Teacher Educator, 142–54. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003055457-11.
Pełny tekst źródłaAlexakos, Konstantinos. "Introduction". W Being a Teacher | Researcher, 1–10. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-295-0_1.
Pełny tekst źródłaAlexakos, Konstantinos. "My Beginnings as a Teacher | Researcher". W Being a Teacher | Researcher, 93–97. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-295-0_10.
Pełny tekst źródłaStreszczenia konferencji na temat "Teacher-researcher"
Esposito, Salvatore. "E. Majorana researcher and teacher: the latest achievements". W Ettore Majorana's legacy and the Physics of the XXI century. Trieste, Italy: Sissa Medialab, 2007. http://dx.doi.org/10.22323/1.037.0006.
Pełny tekst źródłaGuerra, Monica, i Federica Valeria Villa. "CREATIVE RESEARCH IN SCHOOLS: A METHODOLOGY FOR TEACHER-RESEARCHER". W International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1750.
Pełny tekst źródłaMäeots, Mario. "TEACHER AS A RESEARCHER: TO BE OR NOT TO BE?" W International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2459.
Pełny tekst źródłaRebello, N. Sanjay. "Teacher-Researcher Professional Development: Case Study at Kansas State University". W 2005 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2006. http://dx.doi.org/10.1063/1.2177040.
Pełny tekst źródłaBulatova, Nadezhda Y. "TAMARA EGOROVNA ANDREEVA - RESEARCHER EVENK LANGUAGE, TEACHER, ORGANIZER OF SCIENCE". W Обучение иностранному языку студентов высших и средних образовательных учреждений на современном этапе; Сохранение и ревитализация языков и культур эвенков, эвенов России и орочонов Китая. Благовещенск: Амурский государственный университет, 2022. http://dx.doi.org/10.22250/9785934933815_261.
Pełny tekst źródłaChampion, Joe, Angela R. Crawford i Michele Carney. "Articulating effective middle grades instructional practices in a teacher-researcher alliance". W 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-292.
Pełny tekst źródłaPenner-Williams, Janet. "Thinking Like a Researcher: What Novice Teacher-Researchers Can Learn From Surveys About Teacher Professional Development". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573156.
Pełny tekst źródłaNaff, David. "Teacher Exit Survey Development Through a Researcher-Practitioner Partnership: A Collaborative Approach". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573253.
Pełny tekst źródłaChaw, Ei Phyu, i Erika Kopp. "Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar". W ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/08.
Pełny tekst źródłaPotyrała, Katarzyna, Karolina Czerwiec, Emanuel Studnicki i Wioletta Skrzypek. "TEACHER AS RESEARCHER – FROM THE TRANSFERER OF KNOWLEDGE TO THE LEADER OF SCIENTIFIC RESEARCH". W NEW TRENDS AND RESEARCH CHALLENGES IN PEDAGOGY AND ANDRAGOGY. Uniwersytet Pedagogiczny w Krakowie, 2018. http://dx.doi.org/10.24917/9788394156893.2.
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