Artykuły w czasopismach na temat „Teachers from migratory backgrounds”
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Fiorentino, Alice. "C’ERA UNA VOLTA L’ALUNNO STRANIERO: INDAGINE SULLE PRATICHE DI INSEGNAMENTO DELL’ITALIANO LINGUA SECONDA NELLE SCUOLE DEL VENETO". Italiano LinguaDue 13, nr 2 (26.01.2022): 133–51. http://dx.doi.org/10.54103/2037-3597/17133.
Pełny tekst źródłaPeppoloni, Diana. "Which Terminology for Multilingual Communication in Language Pedagogy?" International Journal of Linguistics 9, nr 6 (28.12.2017): 87. http://dx.doi.org/10.5296/ijl.v9i6.12380.
Pełny tekst źródłaCarter-Thuillier, Bastian, Víctor López-Pastor, Francisco Gallardo-Fuentes, Rodrigo Ojeda-Nahuelcura i Juan Carter-Beltran. "Incorporar la competencia intercultural en la formación docente: examinando posibilidades para Educación Física en la macrozona sur de Chile (Incorporating intercultural competence in pre-service teacher education: examining possibilities for Physical Ed". Retos 43 (1.07.2021): 36–45. http://dx.doi.org/10.47197/retos.v43i0.88416.
Pełny tekst źródłaErling, Elizabeth J., Anouschka Foltz, Felicitas Siwik i Michael Brummer. "Teaching English to Linguistically Diverse Students from Migration Backgrounds: From Deficit Perspectives to Pockets of Possibility". Languages 7, nr 3 (20.07.2022): 186. http://dx.doi.org/10.3390/languages7030186.
Pełny tekst źródłaMaula, Nihlah Ni’matul, i Nalim. "Pengaruh Latar Belakang Pendidikan Guru terhadap Kompetensi Pedagogik dan Hasil Belajar Matematika Siswa". Circle: Jurnal Pendidikan Matematika 4, nr 1 (26.03.2024): 78–87. http://dx.doi.org/10.28918/circle.v4i1.6906.
Pełny tekst źródłaBazemore-Bertrand, Shamaine. "Using Photovoice as a Teaching Tool to Explore Pre-service Teachers' Perceptions of Students from Impoverished Backgrounds". Journal of Urban Learning, Teaching, and Research 16, nr 1 (9.03.2021): 43–57. http://dx.doi.org/10.51830/jultr.18.
Pełny tekst źródłaSingh, Pratika, i Kaili C. Zhang. "Parents’ Perspective on Early Childhood Education in New Zealand: Voices from Pacifika Families". Australasian Journal of Early Childhood 43, nr 1 (marzec 2018): 52–58. http://dx.doi.org/10.23965/ajec.43.1.06.
Pełny tekst źródłaStrole, Nicholas A. "Destabilising myths of origin: Collaborative storytelling and biopolitical communities in Wajdi Mouawad's Le Sang des promesses". French Cultural Studies 33, nr 2 (26.10.2021): 135–46. http://dx.doi.org/10.1177/09571558211048404.
Pełny tekst źródłaKelcey, Ben. "Assessing the Effects of Teachers’ Reading Knowledge on Students’ Achievement Using Multilevel Propensity Score Stratification". Educational Evaluation and Policy Analysis 33, nr 4 (grudzień 2011): 458–82. http://dx.doi.org/10.3102/0162373711415262.
Pełny tekst źródłaLee, Soojin. "General Music Teachers’ Backgrounds and Multicultural Repertoire Selection". Update: Applications of Research in Music Education 36, nr 2 (22.06.2017): 38–44. http://dx.doi.org/10.1177/8755123317717052.
Pełny tekst źródłaElvisa, Martina, Ikhsanudin Ikhsanudin i Clary Sada. "THE TEACHERS’ EFFICACY IN DESIGNING LESSON PLAN FOR PRIMARY SCHOOL AND THE TEACHERS’ BACKGROUNDS". Jurnal Pendidikan Sosiologi dan Humaniora 14, nr 1 (1.04.2023): 25. http://dx.doi.org/10.26418/j-psh.v14i1.55156.
Pełny tekst źródłavan Laren, Linda, i Deborah Moore-Russo. "Exploring teachers’ beliefs about algebra: a study of South African teachers from historically disadvantaged backgrounds". Reflective Practice 15, nr 2 (20.12.2013): 160–75. http://dx.doi.org/10.1080/14623943.2013.868789.
Pełny tekst źródłaMazzei, Sara. "The relationships between schools and the families of pupils coming from Arab countries in Europe. Focus on Italy, Germany, and Sweden". MONDI MIGRANTI, nr 3 (listopad 2023): 99–114. http://dx.doi.org/10.3280/mm2023-003006.
Pełny tekst źródłaKhawaja, Nigar G., i Glenn Howard. "Assessing educational difficulties of students from refugee backgrounds: a case study approach". Journal of Psychologists and Counsellors in Schools 30, nr 2 (16.06.2020): 97–111. http://dx.doi.org/10.1017/jgc.2020.2.
Pełny tekst źródłaCabanová, Mariana, i Zuzana Lynch. "Slovak Teachers' Perception of Professional Self-Efficacy and Education of Pupils From Other Languages and Cultural Backgrounds". Pedagogika 152, nr 4 (28.12.2023): 63–78. http://dx.doi.org/10.15823/p.2023.152.4.
Pełny tekst źródłaCallens, Marie-Sophie, Bart Meuleman i Valentová Marie. "Contact, Perceived Threat, and Attitudes Toward Assimilation and Multiculturalism: Evidence From a Majority and Minority Perspective in Luxembourg". Journal of Cross-Cultural Psychology 50, nr 2 (13.12.2018): 285–310. http://dx.doi.org/10.1177/0022022118817656.
Pełny tekst źródłaNisola, Erwin Jay, i Daryl I. Quinito. "Social Identity and Human Diversity in Increasing Cross – Cultural Learning". International Journal of Research and Scientific Innovation XI, nr VI (2024): 584–604. http://dx.doi.org/10.51244/ijrsi.2024.1106045.
Pełny tekst źródłaEllis, Liz. "Teaching from experience". Australian Review of Applied Linguistics 25, nr 1 (1.01.2002): 71–107. http://dx.doi.org/10.1075/aral.25.1.05ell.
Pełny tekst źródłaMiccichi, Kimberly. "Facilitating Culturally Responsive Classroom Management Professional Development for Novice Teachers in a High-Needs School With a Majority Black Population". Florida Journal of Educational Research 58, nr 1 (3.03.2020): 1–11. http://dx.doi.org/10.62798/vlob3169.
Pełny tekst źródłaFradd, Sandra H., i Okhee Lee. "Teachers' Roles in Promoting Science Inquiry with Students from Diverse Language Backgrounds". Educational Researcher 28, nr 6 (sierpień 1999): 14. http://dx.doi.org/10.2307/1177292.
Pełny tekst źródłaPamuła-Behrens, Małgorzata. "Polish Teacher Competencies in Teaching Students from Migrant Backgrounds in Preparatory Classes". Studia Migracyjne – Przegląd Polonijny 47, nr 4 (182) (31.12.2021): 161–82. http://dx.doi.org/10.4467/25444972smpp.21.057.14810.
Pełny tekst źródłaRosen, Lisa, i Marita Jacob. "Diversity in the teachers’ lounge in Germany – casting doubt on the statistical category of ‘migration background’". European Educational Research Journal 21, nr 2 (27.11.2021): 312–29. http://dx.doi.org/10.1177/14749041211054949.
Pełny tekst źródłaRahmat, Anggi Datiatur, Heru Kuswanto i Insih Wilujeng. "Integrating Technology into Science Learning in Junior High School: Perspective of Teachers". Jurnal Penelitian Pendidikan IPA 9, nr 5 (31.05.2023): 2391–96. http://dx.doi.org/10.29303/jppipa.v9i5.2922.
Pełny tekst źródłaOZBILGEHAN, Mehmet, i Suleyman CELENK. "A Review of Multicultural Education in Northern Cyprus and Turkish Learning Levels of Students from Different Cultural Backgrounds". Revista de Cercetare si Interventie Sociala 73 (15.06.2021): 114–32. http://dx.doi.org/10.33788/rcis.73.8.
Pełny tekst źródłaCruz, MaryCarmen E. "From the Secondary Section: Preparing Ourselves for a Millennium of Diversity, or Enjoying the Whole Enchilada, Collard Greens, Fry Bread, and Apple Pie". English Journal 88, nr 6 (1.07.1999): 16–18. http://dx.doi.org/10.58680/ej1999473.
Pełny tekst źródłaPuzio, Kelly, Sarah Newcomer, Kristen Pratt, Kate McNeely, Michelle Jacobs i Samantha Hooker. "Creative Failures in Culturally Sustaining Pedagogy". Language Arts 94, nr 4 (1.03.2017): 223–33. http://dx.doi.org/10.58680/la201728949.
Pełny tekst źródłaRahmat, Anggi Datiatur, Heru Kuswanto, Insih Wilujeng, Arina Zaida Ilma i Himawan Putranta. "Teachers' perspectives toward using augmented reality technology in science learning". Cypriot Journal of Educational Sciences 18, nr 1 (25.01.2023): 215–27. http://dx.doi.org/10.18844/cjes.v18i1.8191.
Pełny tekst źródłaDonnelly, Hayoung Kim, V. Scott H. Solberg, Efe I. Shavers, Kimberly A. S. Howard, Bushra Ismail i Hector Nieves. "Support and Perceptions of Teachers Working with Students with Special Needs during the COVID-19 Pandemic". Education Sciences 12, nr 8 (5.08.2022): 531. http://dx.doi.org/10.3390/educsci12080531.
Pełny tekst źródłaAnuas, Salehuddin Al As, Nurfaradilla Mohamad Nasri i Aliza Alias. "The challenges of implementing cultural-based teaching in remedial education: analyses and recommendations". International Journal of Evaluation and Research in Education (IJERE) 13, nr 3 (1.06.2024): 1840. http://dx.doi.org/10.11591/ijere.v13i3.27255.
Pełny tekst źródłaGonzález-Doğan, Shyla, Adnan Turan, Setrag Hovsepian i Dilraba Anayatova. "Credentials, Perpetual “Foreignness”, and Feeling out of Place: Three Stories of Resilience from Teachers of Refugee Background". Social Sciences 13, nr 7 (9.07.2024): 363. http://dx.doi.org/10.3390/socsci13070363.
Pełny tekst źródłaIrwandani, Irwandani, Agus Suyatna, Een Yayah Haenilah i Dina Maulina. "Readiness of Indonesian pre-service science teachers for society 5.0". Journal of Education and Learning (EduLearn) 18, nr 2 (1.05.2024): 391–402. http://dx.doi.org/10.11591/edulearn.v18i2.21343.
Pełny tekst źródłaKennedy, Brianna L., i Suzanne N. Melfor. "Experiences of (Not) Belonging among Higher Education Students from Nondominant Ethnic Backgrounds". Education and Society 39, nr 2 (1.12.2021): 69–91. http://dx.doi.org/10.7459/es/39.2.05.
Pełny tekst źródłaGere, Anne Ruggles, i Daniel Berebitsky. "Standpoints: Perspectives on Highly Qualified English Teachers". Research in the Teaching of English 43, nr 3 (1.02.2009): 247–62. http://dx.doi.org/10.58680/rte20096959.
Pełny tekst źródłaSyarifuddin, Muhammad, Muhammad Muhlisin i Vu Tien Thinh. "Suggestopedia-Based Language Learning to Enhance Students’ Speaking Skills Viewed from Teachers’ Educational Background". Journal of Language and Literature Studies 2, nr 1 (25.05.2022): 12–22. http://dx.doi.org/10.36312/jolls.v2i1.709.
Pełny tekst źródłaRanieri, Maria, Andrea Nardi i Francesco Fabbro. "Teachers’ Professional Development on Media and Intercultural Education. Results from some participatory research in Europe". Research on Education and Media 11, nr 1 (1.06.2019): 110–20. http://dx.doi.org/10.2478/rem-2019-0015.
Pełny tekst źródłaHansen-Thomas, Holly, i SriPadmini Chennapragada. "Culture Clash in the Multicultural Classroom: A Case Study From a Newcomer School". English Language Teaching 11, nr 4 (20.03.2018): 82. http://dx.doi.org/10.5539/elt.v11n4p82.
Pełny tekst źródłaMorris, Edward W. "From “Middle Class” to “Trailer Trash:” Teachers' Perceptions of White Students in a Predominately Minority School". Sociology of Education 78, nr 2 (kwiecień 2005): 99–121. http://dx.doi.org/10.1177/003804070507800201.
Pełny tekst źródłaKlein, Jørgen. "The receiving end: Namibian educators’ perceptions of international student exchange from the Global North". International Journal of Development Education and Global Learning 12, nr 1 (30.06.2020): 37–51. http://dx.doi.org/10.14324/ijdegl.12.1.04.
Pełny tekst źródłaAtasoy, Ercan, Selami Yangın i Hüseyin Tolu. "Relationship between Math Teachers’ Instructional Styles and Their Educational Philosophical Backgrounds". Journal of Education and Training Studies 6, nr 10 (3.08.2018): 54. http://dx.doi.org/10.11114/jets.v6i10.3510.
Pełny tekst źródłaDandy, Justine, Kevin Durkin, Bonnie L. Barber i Stephen Houghton. "Academic Expectations of Australian Students from Aboriginal, Asian and Anglo Backgrounds: Perspectives of Teachers, Trainee-teachers and Students". International Journal of Disability, Development and Education 62, nr 1 (2.01.2015): 60–82. http://dx.doi.org/10.1080/1034912x.2014.984591.
Pełny tekst źródłaKismiati, Dyah Aniza, i Leonard R. Hutasoit. "Teacher Misconceptions: A Phenomenon of the Lack of Knowledge in Science Subjects". Jurnal Penelitian Pendidikan IPA 10, nr 6 (25.06.2024): 3493–500. http://dx.doi.org/10.29303/jppipa.v10i6.7226.
Pełny tekst źródłaDewi, Isna Rafika, Rahayu Puji Haryanti i Abdurrachman Faridi. "Comparing pedagogical competence performances of English and non-English educational background teachers in teaching English at an elementary school". EduLite: Journal of English Education, Literature and Culture 8, nr 2 (28.08.2023): 295. http://dx.doi.org/10.30659/e.8.2.295-311.
Pełny tekst źródłaElanthiraiyan, R., i H. M. S. Priyanath. "The Impact of Socioeconomic Status on the Self-Efficacy and English Language Proficiency of English Language Teachers in the Rural Area: A Case of Passara Education Zone in Sri Lanka". Sri Lanka Journal of Social Sciences and Humanities 3, nr 2 (21.08.2023): 203–14. http://dx.doi.org/10.4038/sljssh.v3i2.112.
Pełny tekst źródłaJeppsson, Cecilia. "Music teachers’ perspectives on their chances to disrupt cultural and social reproduction in the Swedish Community Schools of Music and Arts". Nordic Research in Music Education 1, nr 1 (17.11.2020): 58–80. http://dx.doi.org/10.23865/nrme.v1.2638.
Pełny tekst źródłaAboh, Romanus, i Chuka Fred Ononye. "The Discursive Mechanisms of Nigerianisms and “Trancultured” Identities in Mary Specht’s Migratory Animals". International Journal of Applied Linguistics and English Literature 8, nr 5 (30.09.2019): 1. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.5p.1.
Pełny tekst źródłaZhu, Xiaohui, Yong Yue i Surong Chen. "Impact of Major Backgrounds on Student Learning Achievement: A Case Study for Java Programming Course". Education Sciences 13, nr 2 (26.01.2023): 127. http://dx.doi.org/10.3390/educsci13020127.
Pełny tekst źródłaGrujicic-Alatriste, Lubie, i Gabrielle Kahn. "Teachers and researchers negotiating data-sharing sessions". Journal of Applied Linguistics and Professional Practice 17, nr 3 (17.11.2023): 294–313. http://dx.doi.org/10.1558/jalpp.21704.
Pełny tekst źródłaVakil, Shernavaz, Lynn Atkinson Smolen, Jennifer Campbell i Melina Alexander. "Culturally Responsive Practices in a Diverse Elementary Classroom: A Case Study". Journal of the International Society for Teacher Education 25, nr 2 (31.12.2021): 76–92. http://dx.doi.org/10.26522/jiste.v25i2.3670.
Pełny tekst źródłaBranch-Mueller, Jennifer, Jerine Pegg, Mijung Kim i Trudy Cardinal. "Being and becoming online teachers". Brock Education Journal 30, nr 1 (10.03.2021): 30. http://dx.doi.org/10.26522/brocked.v30i1.819.
Pełny tekst źródłaSoni, Niyati. "Designing Neighbourhoods to Facilitate Intercultural Encounters: Negotiating Between Self, Society and Place". Asylum 1 (22.11.2023): 43–46. http://dx.doi.org/10.34074/aslm.2023107.
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