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Being a Teacher in Online Instruction Being a Teacher in Online Instruction Новинка

Being a Teacher in Online Instruction

7204 руб.
Educators face an exciting and engaging challenge in exploring ways to apply technology to improve instructional outcomes. The task is particularly challenging because of the complexity of the instructional process and the multiple layers of potential outcomes. The concept of teaching presence has become one useful lens for untangling this complexity. This book examines the impact of short video announcements on students' perceptions of teaching presence. More importantly it explores how teaching presence, engendered by the technology, translates to student engagement and performance. A model is developed, empirically tested, and further explored through qualitative data. The book provides useful insights on the use of video targeted at the procedural aspects of an online course and raises new and interesting questions about ways to enhance instruction with this relatively low cost technology. It should be of particular interest to individuals looking for ways to improve online instruction and wishing to understand more about how media might be used to enhance teaching presence. ~ Reviewed by Dr. Allen Steckelberg
Differentiated Instruction in a Teacher Preparation Program Differentiated Instruction in a Teacher Preparation Program Новинка

Differentiated Instruction in a Teacher Preparation Program

6426 руб.
This mixed method study analyzes the use of differentiated instruction in a university teacher preparation program containing Native American students in a Montana university. The study investigated the understanding American Indian teacher candidates had about differentiating instruction and if or how they saw their instructors modeling this strategy. It analyzed if pre-service teachers had increased success in their own coursework as well as continuing a rippling effect carrying into the classrooms of these future teachers as they work with at risk students, in particular, those of American Indian descent.
DELTA Teacher Development Series: Teaching Online DELTA Teacher Development Series: Teaching Online Новинка

DELTA Teacher Development Series: Teaching Online

1369 руб.
Teaching Online has been shortlisted for the 2011 ELTons UK Award for Innovation. The winners will be announced in London on 23 February 2011. Teaching Online is essential reading for any teacher interested in online teaching and course delivery. It deals comprehensively with both the tools and the techniques necessary for online language instruction. It is a clear, accessible and reassuringly practical book in which the authors share their wealth of experience in teaching both fully online and blended courses. Teaching Online contains three distinctive parts A, B and C which focus in turn on theory, practice and development: A: Getting started and building your own online course The essentials of successful teaching, from course sites to course behaviour A comprehensive list of tools to teach online, from blogs to word clouds B: A bank of practical activities that cover the four skills, language work and evaluation Special sections for activities to begin and finish an online course Comments on how to make your online teaching more effective C: Avenues and references for online teacher development Web 2.0 tools that connect with a worldwide community of teachers The concept of the PLN (personal learning network) for teachers
Multimedia Instruction in Physical Science Education Multimedia Instruction in Physical Science Education Новинка

Multimedia Instruction in Physical Science Education

5380 руб.
This book provides an essential resource for the better knowledge about the use of Multimedia Instruction in Physical Science Education through VideoConferencing. Student teachers use technology in the development of strategies in the real world. It gives an essential resource for the researcher to provide interactive multimedia learning environment. Videoconferencing creates a live connection among student teachers and teacher educators in various geographical sites. This pace of development of technological media to deliver Physical Science Instruction created a demand for teacher educators. There are different kinds of delivery of instruction i. Teaching through Videoconferencing ii. Teaching through videoconferencing and discussion with the student teachers iii. CD-ROM SIM iv. Printed SIM fulfilled different needs of the learners. CONTENTS CHAPTER I – Overview, Education, Instruction, Teaching, Learning, Teacher Education, College of Education, Teaching Profession Perception, Physical Science Education, Instructional Technology, Multimedia, The Internet, e-Learning, Video Conferencing-Online user interaction, One-to-One Video Conferencing
Teacher and Student Perception of the use of media in instruction Teacher and Student Perception of the use of media in instruction Новинка

Teacher and Student Perception of the use of media in instruction

4468 руб.
The Media is fast becoming part and parcel of Instruction. it plays a very crucial role in aiding instruction for the teacher and at the same time making understanding easy for the student. This book provides a comprehensive coverage of the views of teachers and students on the use of media in instruction which is helpful to all education stakeholders in the society. It covers the divergent views of teachers and students on the use of media such as Television, Video, Radio, Tape Recorders, and Computers in instructions. it is useful to teachers in that it gives them a hint of what students feel about the different media for instruction. It is also useful to students as it will give them a hint of what teachers feel about the use of media for instruction. This book is written for teacher trainers, teacher trainees, and students at large at the university, college, and secondary level and is also a resource book for curriculum developers, quality assurance and standards officers, and education policy makers.
Teacher Trainees Perception towards Computer Use in Math Instruction Teacher Trainees Perception towards Computer Use in Math Instruction Новинка

Teacher Trainees Perception towards Computer Use in Math Instruction

3393 руб.
The need to use computers in the teaching and learning process in order to improve performance in mathematics is critical and needs urgent address. The traditional use of chalk and chalk board in the classroom is outdated. This book provides an investigation of the perception of teacher trainees towards the use of computers in mathematics instruction in secondary schools in Kenya. Specifically, the trainees attitude towards use of computers, their competencies in computer use, and other factors hindering use of computers in mathematics instruction are highlighted. A descriptive survey was adopted for this work. The target population was teacher trainees of mathematics at Kenyan universities. The instruments for data collection were the questionnaire, and face to face interview schedule. The data collected were analyzed using descriptive and inferential statistics. The analysis sheds some light on the quality of training offered by teacher trainers to teacher trainees. This book is therefore useful to teacher trainees, teacher trainers, ministry of education, curriculum developers and other education stakeholders who embrace adoption of new technology in the classroom.
Interaction in FFi and TBI Interaction in FFi and TBI Новинка

Interaction in FFi and TBI

4468 руб.
Task-based instruction(TBI) and form-focused instruction(FFI) are believed to be different in the interaction they lead to.In TBI and FFI the occurrence of interaction process characteristics ( Display questions, form-based feedback, teacher-regulated turn taking, and explicit error correction) were analyzed among thirty eight learners being taught by two different methods of instruction. the aim was to find the effect of these two pedagogies on teacher-student interaction. The data was collected and analyzed by descriptive and referential statistics. It was found out that teacher-student interaction was more more in TBI. Meanwhile, the occurrence of the interaction process characteristics were more frequent in FFI. The findings are considered to have certain implications for EFL pedagogies.
Teacher Efficacy: Overcoming Barriers to Computer Instruction Teacher Efficacy: Overcoming Barriers to Computer Instruction Новинка

Teacher Efficacy: Overcoming Barriers to Computer Instruction

6426 руб.
Since the beginning of the twentieth century, various types of technology began to greatly affect the U.S. workforce, giving rise to several new types of occupations. The U.S. Department of Labor (2010) projected that the increase in computer-related occupations will continue. But are US schools providing adequate training for their students? Are universities and training centers providing appropriate training for those who teach computer instruction? The evidence has shown that a key to effective student education is how successfully teachers implement computers for instruction in the classroom so that students will find meaning and real-life application. The purpose of this study was to examine perceptions of school teachers about computer instruction. The study found that there was a statistically significant relationship between teacher efficacy and teachers’ perceptions about their ability to implement computers for instruction. Recommendations for practice provide simple tips training programs and universities can use to enhance a teacher's ability for computer instruction.
Computer Assisted Instruction: An Innovative Learning Strategy Computer Assisted Instruction: An Innovative Learning Strategy Новинка

Computer Assisted Instruction: An Innovative Learning Strategy

6133 руб.
Computer Assisted Instruction is an approach developed to match the various learning styles of the learner. It helps the teacher to improve his capability to reach more children and create a richer and more diverse environment for their learning. Computer Assisted Instruction can make learning more active. The learner’s intelligence, creativity, motivation and personality characteristics are more important determinants, than the teacher and the curriculum in the learning situation. Teaching is a process by which the teacher and the students create a shared environment. The learning environment is therefore created out of the interaction between the teacher and the students. Moreover, a subject like science needs more understanding about the concept and the principles. So it is very much needed to find out a new way of teaching science, so that, the learning process could be made easier. Computer Assisted Instruction as an innovative learning strategy can improve the quality of instruction in schools. In addition to self pace, the computer assisted instruction can facilitate self study, self evaluation, self corrections and remedial instruction.
Joan  D'Amico Differentiated Instruction for the Middle School Science Teacher. Activities and Strategies for an Inclusive Classroom Joan  D'Amico Differentiated Instruction for the Middle School Science Teacher. Activities and Strategies for an Inclusive Classroom Новинка

Joan D'Amico Differentiated Instruction for the Middle School Science Teacher. Activities and Strategies for an Inclusive Classroom

1687.84 руб.
An indispensable guide for middle school science teachers who have inclusive classrooms The third volume in the Differentiated Instruction series, Differentiated Instruction for the Middle School Science Teacher offers teachers proven techniques for designing and delivering effective science instruction, measuring success, getting students to work together, and collaborating with other professionals. The ready-to-use activities are tied to core curriculum standards for middle school students and each lesson incorporates adaptations for students with different learning needs. Includes strategies for teaching a standards-based science curriculum Contains a wealth of activities that can be adapted for learners of all abilities Offers information for delivering effective instruction, measuring success, and student collaboration The authors, both experienced teachers, offer a range of techniques, such as station/group activities, enrichment activities, and modifications for students with specific disabilities.
Online Teacher Beliefs: Intelligence, Confidence, and Student Outcomes Online Teacher Beliefs: Intelligence, Confidence, and Student Outcomes Новинка

Online Teacher Beliefs: Intelligence, Confidence, and Student Outcomes

5283 руб.
The vigorous expansion of online learning in K-12 education is a recent change to the conceptualization of schooling that has been occurring for more than 10 years. However, methods used for recruiting, hiring, and preparing online teachers have not been altered beyond the current federal standard defined by No Child Left Behind of Highly Qualified Teachers in order to provide students with teachers demonstrating an orientation toward learning. Historically, educational theory and research suggest that teachers who are learners make a difference for student learning. Recently, social cognitive psychology and neuroscience research has demonstrated a key finding that beliefs about intelligence influence learning success. This empirical inferential study examined teacher belief about intelligence, teacher confidence in one’s intelligence, and the relationship with teacher-student interactions and student outcomes through the administration of a 9-item online questionnaire. Findings suggest teacher belief in the malleability of intelligence positively affects student learning.
Teacher Absenteeism Teacher Absenteeism Новинка

Teacher Absenteeism

7466 руб.
Teacher absenteeism is a substantial and growing problem in developing countries. The benefits from the growing success in getting children in school are thus undermined as learning time is reduced. The issue of teacher absenteeism is rapidly becoming an important topic area of educational policy analysis largely because of its direct impact on the quality of instruction and its association with poor participation in school reform efforts. According to the World Bank Report 2004 – An average 19 percent of teachers were absent from schools in Bangladesh, Ecuador, India, Indonesia, Peru, and Uganda. Of the present, not all were actually ‘working’. In India 1 in 4 schools teachers in government schools were absent and only about half were teaching, during unannounced visits to a nationally representative sample of government primary schools in India. Absence rates varied from 15% in Maharashtra to 42% in Jharkhand, with higher rates concentrated in the poorer states. Instruction suffers when teachers are absent from their classes. A substitute teacher generally cannot maintain the continuity and quality of instruction that the regular classroom teacher can.
Trent  Kaufman The Transparent Teacher. Taking Charge of Your Instruction with Peer-Collected Classroom Data Trent  Kaufman The Transparent Teacher. Taking Charge of Your Instruction with Peer-Collected Classroom Data Новинка

Trent Kaufman The Transparent Teacher. Taking Charge of Your Instruction with Peer-Collected Classroom Data

1687.84 руб.
A new paradigm for teachers to open their classrooms and cultivate deep professional learning Teaching is an isolating profession. Most educators receive minimal feedback on their craft, typically limited to one or two short visits from the administrator each year. While some schools do encourage their teachers to observe peers, the usual protocol is for new teachers to watch the veteran, exemplary educators, but those less experienced educators could benefit immensely from having peers observe them in action. Teacher-Driven Observation is unique in that it places the observed teacher as leader of the work, the one who identifies a personal area for development, engages her colleagues in the collection of classroom data, and utilizes the data collected to inform her ongoing instruction. Offers a new model for collecting data to inform and improve individual instruction Includes a step-by-step process for implementing Teacher-Driven Observations Contains a comprehensive case study that clearly demonstrates the value of the Teacher-Driven Observation model This book outlines and illustrates a step-by-step process for breaking down professional isolation and cultivating opportunities for meaningful learning through the Teacher-Driven Observation process.
Online Communities in the Professional Learning of Teacher Librarians Online Communities in the Professional Learning of Teacher Librarians Новинка

Online Communities in the Professional Learning of Teacher Librarians

7466 руб.
This study had its origins in a concern that teacher librarians in Australia were disadvantaged in the development of their professional learning due to their professional and often geographical isolation. Specifically, the study sought to determine whether usage of an online discussion group (listserv), OZTL_NET, was associated with the enhancement of teacher librarians’ professional learning. The study concluded that online learning communities may provide appropriate contexts for teacher professional learning and that, in relation to the case of OZTL_NET, various aspects of the concept of online learning communities and, to a lesser extent, communities of practice, were portrayed in the listerv.
Science Education: Practices of a Science Teacher Science Education: Practices of a Science Teacher Новинка

Science Education: Practices of a Science Teacher

4716 руб.
The purpose of this research was to investigate the instructional practices of a Science teacher at a secondary school in Educational District Four in St. Lucia. The research attempted to find out the teacher’s perceptions of the teaching of science: the instructional practices of the teaching during science instruction with reference to planning, instruction and assessment: and the teacher’s perceptions of the factors which influence the choice of strategies used in the classroom. The investigation was conducted using a case study design. Via the use of interviews and observational checklists, the researcher gathered data from the participant at the selected secondary school. Findings from the study revealed that the teacher had positive perceptions of the teaching of science although it was not always reflected in her instruction or assessment practices. The teacher indicated that factors such as time pressures, lack of resources, timetabling, teacher skill-set, student demographics and personal issues accounted for the choice of instructional strategies used in the classroom.
Next Generation Grammar 2: MyEnglishLab: Access Code Next Generation Grammar 2: MyEnglishLab: Access Code Новинка

Next Generation Grammar 2: MyEnglishLab: Access Code

1801 руб.
Next Generation Grammar seamlessly blends course work and online content to optimize instruction and provide a 21st century learning experience that will engage and motivate learners. In class = Teacher directed Thematic lessons, concise presentations and meaningful communicative activities integrate skills with grammar. Online = Student directed Dynamic practice activities and rich feedback support instruction…whenever, wherever. Also includes a Grammar Coach for quick, engaging review in a student-friendly video format. Ongoing assessment allows teachers to track progress and students to monitor their learning.
Next Generation Grammar 3: MyEnglishLab: Access Code Next Generation Grammar 3: MyEnglishLab: Access Code Новинка

Next Generation Grammar 3: MyEnglishLab: Access Code

1801 руб.
Next Generation Grammar seamlessly blends course work and online content to optimize instruction and provide a 21st century learning experience that will engage and motivate learners. In class = Teacher directed Thematic lessons, concise presentations and meaningful communicative activities integrate skills with grammar. Online = Student directed Dynamic practice activities and rich feedback support instruction…whenever, wherever. Also includes a Grammar Coach for quick, engaging review in a student-friendly video format. Ongoing assessment allows teachers to track progress and students to monitor their learning.
Using Student Written Weblogs in ESL Classes to Improve Composition Using Student Written Weblogs in ESL Classes to Improve Composition Новинка

Using Student Written Weblogs in ESL Classes to Improve Composition

2731 руб.
With an increasing amount of technology being incorporated into teachers’ lessons, there is need for research to be done so teachers can include technology in a way that most benefits students. Previous research has found that, in the university setting, implementing student written weblogs into ESL writing instruction and practice has shown improvement in the quality of student composition. The present study took place over six weeks, and included five intermediate level English language learners in a middle school setting. After receiving lecture-based instruction from the classroom teacher, each participant completed a writing assignment. The experimental group completed five assignments using a weblog created on EDUblogs.org for this study while the control group completed five writing assignments using a word processor or pen and paper. Each assignment was scored using an ESL composition profile by the classroom teacher. The results showed that the participants in the control group showed the most improvement in their writing scores.
Form-Focused Instruction: Teachers' Beliefs and Practices Form-Focused Instruction: Teachers' Beliefs and Practices Новинка

Form-Focused Instruction: Teachers' Beliefs and Practices

7204 руб.
The book reports a case study which is designed to uncover the beliefs and practices regarding form-focused instruction held by a group of Vietnamese high school teachers. Although research on second language teacher cognition has burgeoned in the last two decades, very few in-depth case studies have ever been reported and none has ever been conducted in the Vietnamese context. Thus, the study reported here is a ground-breaking attempt. Findings of this study show how the beliefs of English-as-a-foreign-language teachers are constructed and shape their practices in an under-resourced environment.
University EFL Teacher Professional Development In Online Environment University EFL Teacher Professional Development In Online Environment Новинка

University EFL Teacher Professional Development In Online Environment

4468 руб.
In the developmental process of foreign language teaching and learning, the teacher is always the significant figure. In recent years, many Chinese experts and educators are placing increasingly more emphasis on EFL teacher professional development, and making fruitful academic achievements. In the meantime, recent years also witness the rapid advancement of network technology which is represented by the development of Web 2.0 framework.As applied in higher education, Web 2.0 framework creates a favorable platform for university EFL teacher professional development in the sense of knowledge acquisition, communication and innovation. Therefore, as the overlapping area of teacher professional development and network technology, university EFL teacher professional development in an online environment is definitely worthy of further academic exploration.
Developing Online Resources To Engage Students In Carpentry Theory Developing Online Resources To Engage Students In Carpentry Theory Новинка

Developing Online Resources To Engage Students In Carpentry Theory

6133 руб.
This case study investigates the impact of a blended learning environment on student engagement and achievement in two Year 11 secondary school Carpentry classes. The use of video, computer animation and interactive online resources is discussed and compared to previous classes where a more traditional teaching approach was taken. The use of interactive online resources was found to influence the learning patterns of the students with a positive impact on the amount of time available in the workshops for practical projects by allowing the students access to the theory components of the course out of class. The use of technology in the classroom was shown to make classroom management easier for the teacher during instruction, reducing delivery times and eliminating the need for unnecessary repetition. The study shows that the targeted use of technology can have a positive effect on student engagement and is a useful tool but the focus must remain on the pedagogy behind student learning.
Teacher-Training Courses and Learning Comprehension Instruction Teacher-Training Courses and Learning Comprehension Instruction Новинка

Teacher-Training Courses and Learning Comprehension Instruction

5283 руб.
Over recent years, educational systems in many countries required some changes. One important aspect that has been affected by this change is quality of teaching and teachers. The importance of educational system has promoted the professionalism of those engaged in training and development. Therefore, movement towards competence-based qualifications is needed. Massive need for better educational system was the birthplace of establishing teacher training courses.
Distance education and a Realistic Teacher Education Pedagogy in Uganda Distance education and a Realistic Teacher Education Pedagogy in Uganda Новинка

Distance education and a Realistic Teacher Education Pedagogy in Uganda

7204 руб.
ICT is hardly used in Uganda to develop distance education and this despite political goodwill, the positive experiences reflected in some of the showcases and the limited but available infrastructure. Key enabling factors have been identified:government commitment, planning, availability of resources, technology,private sector partnership and commitment. The major challenges:lack of adequate resources, standards, a negative attitude and the lack of an ICT policy to guide implementations. A central element in this research was an RTEP oriented learning approach to counter the technical rationality that is observed in teacher education. The ICT-based learning environment was to promote the quality of education. The ICT-based environment was also considered to be helpful to meet the growing need for teacher education in Uganda and to promote more flexible access to teacher education. Student teachers studied in an RTEP-oriented and ICT- based learning environment. The impact on the level of student interaction and the level of cognitive processing metacognitive variables, the student teacher perceptions, instruction and flexibility of
Teacher Collaboration, Efficacy & the Opportunity Gap in Urban Schools Teacher Collaboration, Efficacy & the Opportunity Gap in Urban Schools Новинка

Teacher Collaboration, Efficacy & the Opportunity Gap in Urban Schools

4716 руб.
Teacher collaboration is essential to strengthen teaching and learning among teachers. There is a plethora of data that states the importance of collaboration in schools. In education today, nearly every school deems it is creating a community of learners utilizing a professional learning community (PLC) structure. This descriptive case study examines the professional development tool of professional learning community (PLC) as a means of teacher collaboration. This descriptive case study examines teacher collaboration among elementary teachers as they strengthen their teaching practices of mathematics in an elementary school in Northern California. This descriptive case study highlights the distinction of teacher collaboration being collaborative and a means for teacher growth and learning and not just another professional development meeting in which teachers are sharing with no real change in teaching and learning amongst themselves. The findings of this case study illustrates the significance of authentic collaboration built on a reciprocal relationship among teachers who make time for collaboration, value each other’s and students' expertise, and hold each other accountable.
A Study of Secondary School Teacher Turnover in SNNP Regional State A Study of Secondary School Teacher Turnover in SNNP Regional State Новинка

A Study of Secondary School Teacher Turnover in SNNP Regional State

4631 руб.
The present study aimed at investigating the pressing issue of the reasons why teachers leave government secondary schools of SNNPRS and the factors that contributed to the high teacher turnover. It was also intended to identify strategies for reducing turnover and increasing retention. To this end, answers to basic questions pertaining to trend and cost of turnover, initial commitment, major causes of turnover, and future intention of practicing and former teachers were sought. The study revealed that average teacher turnover in secondary schools per annum (20002/3- 2006/7) for the region was 13.7%; the highest (26.1%) being in Amaro special woreda and the lowest (6.9%) in Yirgalem. Out of the total leavers, (81.8. %) were male teachers. Finally the study has identified the consequences of teacher turnover and suggestions have been forwarded to reduce turnover, enhance retention and attract the best recruits to teacher education programs.
Teacher Certification Effects on Student Achievement in Mathematics Teacher Certification Effects on Student Achievement in Mathematics Новинка

Teacher Certification Effects on Student Achievement in Mathematics

3109 руб.
This study involves identifying the value added to student achievement by a teachers’ certification pathway. States have control in critical aspects of teacher education including licensing, accreditation, advanced certification, and on-the-job evaluation, all which play into making substantial differences in the policies and practices employed by the states. In reviewing the research on teacher knowledge from the elementary education certification avenue, there have been some conflicting results pertaining to the level of content knowledge required to maximize student achievement. The elementary pathway to obtain a license to teach middle school mathematics involves a distinctly different amount and level of content coursework than a secondary pathway. This book provides insight into understanding how to support middle school mathematics teachers in the preparation for the certification process so they have the competence and skill to deliver quality instruction to their students. The analysis should help inform hiring practices, preparation programs, and teacher licensing requirements in an effort to maximize achievement potential for all students preparing for algebra.
Computer-Assisted Instruction in Mathematics Education Computer-Assisted Instruction in Mathematics Education Новинка

Computer-Assisted Instruction in Mathematics Education

6426 руб.
The advent of the computer has revolutionized the way we do things on a daily basis, in industry, business or education. Juxtaposing these successes with persistent student's poor academic achievement and negative attitudes towards Mathematics at all educational levels and in practice beats the logic of 'computer revolution' in education. Consequently, the integration of computer into Mathematics instruction is a concern to educators and researchers in Mathematics education and educational technology. Computer-Assisted instruction (CAI) has the capacity to catalyze a paradigm shift from the traditional teacher-centered to a constructivist approach. To promote the change, there is need to investigate the effectiveness of CAI in Mathematics education.This book reports findings of a study conducted towards this end. The book is therefore important to policy makers in Education, classroom teachers of Mathematics and researchers in Mathematics education and Educational Technology.
The Effects of Teacher Collaboration on Student Understanding The Effects of Teacher Collaboration on Student Understanding Новинка

The Effects of Teacher Collaboration on Student Understanding

4468 руб.
Teacher collaboration has been widely implemented in the secondary school setting as an integral component within a professional learning community in an effort to increase student achievement and to foster a better working environment for teachers. The effects of teacher collaboration on both students and teachers of Earth science in a high school environment were investigated in this project. Particularly, the project examined the effects of collaboration of Earth science teachers on student understanding, student motivation, and teacher motivation. Results indicated that student understanding and teacher motivation increased, while the results on student motivation were mixed. The data showed a large gain in student understanding as a result of collaboration on instruction, whereas the level of student motivation was deemed negligible. Teachers in the collaborative group were observed to have increased levels of motivation as a result of the group’s collaborative efforts. The project was an enhancement of my own level of motivation as well.
Curious Collocations Curious Collocations Новинка

Curious Collocations

5576 руб.
Collocations are an indispensable part in language learning. Congruent collocations are those with L1 direct and word by word equivalent, on the other hand, non-congruent collocations do not have a direct equivalent in learners'' mother tongue (so harder to acquire). In this book the effect of two methods, Task-based Instruction (TBI) versus Teacher-fronted Instruction (TFI), on intermediate and advanced learners is analyzed. The main idea is whether Task-based Instruction or Teacher-fronted Instruction has any significant effect on improving intermediate and advanced learners'' knowledge of congruent and non-congruent collocations. Furthermore, the interaction of the two methods on improving knowledge of collocations in general is investigated. Knowledge of words and collocations is an indispensable part of learning any language and this book shows that although both methods were useful, advanced learners preferred TBI over TFI; on the other hand, intermediate learners had a great predilection towards Teacher-fronted Instruction.
Factors Influencing School-Based-Teacher-Evaluation in Kenya Factors Influencing School-Based-Teacher-Evaluation in Kenya Новинка

Factors Influencing School-Based-Teacher-Evaluation in Kenya

5576 руб.
This book analyses school-based-teacher-evaluation practice in secondary schools in Western Kenya. Teachers are evaluated by management and peers through class observation during instruction and analysis of their professional tools such as schemes of work, lesson guides, records of work covered, lesson notes, learners’ exercise books and their portfolios. In this context, the author argues that other than analysis of professional tools, the other modes of teacher evaluation are hardly conducted. Therefore, it is difficult to establish if there is proper curriculum implementation. Consequently, she recommends that head-teachers should enforce observation of teachers during instruction and the government should ensure that all schools are adequately staffed with teachers. This book is a must-read for teachers, teacher educators, education policy makers and student teachers in Kenya and beyond.
An Alternative to Teacher Evaluation – Peer Coaching An Alternative to Teacher Evaluation – Peer Coaching Новинка

An Alternative to Teacher Evaluation – Peer Coaching

8198 руб.
Teacher evaluation has continued to be problematic in its approach, implementation, and overall usefulness. These problems are due to lack of understanding, championing, controversy and perceived threat. This study will examine a model of peer coaching to evaluate teachers in an elementary school district as an alternative to the traditional evaluation method administered by a Certified Supervisor. The general purpose of teacher evaluation is to safeguard and improve the quality of instruction received by students (Kremer, 1988) so boards must provide a process that allows and encourages supervisors and teachers to work together to improve and enhance classroom instructional practices.
Diagnostic Testing Diagnostic Testing Новинка

Diagnostic Testing

4631 руб.
The testing in the field of Education is not an easy job.It is a very complex phenomenon and diagnostic testing in this regard is a very uncommon tool in the hands of the teachers to find out the specific learning difficulties of an individual.The diagnosis done through this will go a long way in nurturing the individual at various levels. Diagnostic testing will also cater to the need of typical remedial instructions and that would again help the individual in overcoming his/her difficulty in learning. In this research the author had suggested remedial instruction through a flow chart and certainly that helps any teacher to take an effective remedial instruction and also a followup to that remedy.I hope this book will create an insight into the construction of diagnostic test and remedial instruction at the elementary level. 'Educator in the faith'
Comparing on Teacher Education in England and Pakistan Comparing on Teacher Education in England and Pakistan Новинка

Comparing on Teacher Education in England and Pakistan

7929 руб.
The book provides a comparative analysis of the development of Initial Teacher Education (ITE) and Training in England and Pakistan, while utilising a six-dimensional framework for ITE. The research examines to what extent the initial teacher education and training programmes provide an adequate preparation for all the needs of the primary school teachers in England and Pakistan. An integral part of this exploration was the identification of particular aspects of an ITE programme which had a significant impact in enhancing: a) the effectiveness of the programme; and b) the overall quality.The second notable feature is that this study is a comparative one. The researcher chose two countries where initial teacher training programmes were being implemented, albeit in different ways. England and Pakistan are two contrasting countries from different global regions and having different cultural and social contexts. This is not a problem for comparison because the issue is whether they provide an adequate and enriching professional preparation for beginning teachers in their respective contexts.
Developing a Multicultural Teacher Education Curriculum Developing a Multicultural Teacher Education Curriculum Новинка

Developing a Multicultural Teacher Education Curriculum

7466 руб.
Through a collaborative participatory process, in addition to the expected voices of administrators as curriculum developers, other important stakeholders including teachers, students, members of the community and the researcher were actively involved in making curriculum decisions. The innovative process of curriculum development reported in this book entailed reversing the usual approach, from top down to bottom up; an approach consistent with decentralization initiatives and programs presently being implemented in Philippine education, particularly the localization and indigenization of curricular programs.
Teaching Reading in Rural and Urban Elementary Schools Teaching Reading in Rural and Urban Elementary Schools Новинка

Teaching Reading in Rural and Urban Elementary Schools

6201 руб.
Revision with unchanged content. How does geography play a role in student learning and teacher instruction? Limited research efforts reveal that the needs of students in rural and urban areas are quite distinct from other settings. It is not until exclusive qualities are determined in each environment that instructional plans can be geared to their student bodies. Addressing these sociocultural issues is crucial with an increasingly diverse population of students nationwide. Ten weeks of daily, 90-minute observations and ethnographic interviews of four classroom teachers in rural and urban elementary schools are the primary methods utilized throughout this inquiry. Participatory teachers are selected based on their school-wide reputation for being highly regarded literacy teachers. Findings are categorized into themes as several unique instructional techniques are revealed in each geographical area. Researchers, administrators, specialists, classroom teachers, and teacher candidates will find the results of this investigation intriguing and useful within their own curricular planning and practice. Implications reach across grade levels as models of effective literacy instruction can be developed.
Hossein  Nassaji Form-Focused Instruction and Teacher Education Hossein  Nassaji Form-Focused Instruction and Teacher Education Новинка

Hossein Nassaji Form-Focused Instruction and Teacher Education

2354.67 руб.
An overview of form-focused instruction as an option for second language grammar teaching. It combines theoretical concerns, classroom practices, and teacher education.
Teacher Development Policy and Practice  in Tanzania-Zanzibar Teacher Development Policy and Practice  in Tanzania-Zanzibar Новинка

Teacher Development Policy and Practice in Tanzania-Zanzibar

4716 руб.
The book reflects a study conducted on Teachers' professional Development Policy and practice in Tanzania -Zanzibar, July, 2011. This book presents the key findings from the area studied , the book is however rich at innumerable recommendations in the form of models and techniques that can be used to develop teachers professionally, many of which being school-based.These include but not limited to; teaching research group, lesson study, and peer observation . The book was designed to give maximum help and great knowledge to both Novice and experienced Teachers in Tanzania and elsewhere through the entire of the Globe on matters pertaining to Teachers professional Development
Enhancing Teaching and Learning Enhancing Teaching and Learning Новинка

Enhancing Teaching and Learning

4905 руб.
The increased availability of tablets presents new opportunities for educators. With new opportunities available, there is a need to understand how instruction and learning are influenced, as well as how those who utilize such technologies are influenced as technology, pedagogy, and content (TPACK) come together. A re-conceptualized clinic-based literacy methods course offered the opportunity to engage participants with digital media as a part of their elementary literacy instruction. Framed through a new literacies perspective and TPACK framework, this study describes and explains the experiences of two course instructors, 18 teacher candidates, and 18 tutees as they employed iPads with their literacy instruction, their learning experiences, and the ways in which TPACK was influenced. Course instructors and teacher candidates integrated technological, pedagogical, and content knowledge as they learned about and with iPads in a supportive environment that encouraged their learning. Teacher candidates utilized digital media with their literacy instruction as they provided tutees opportunities to engage with a variety of literacies. This study also explored issues of domestication.
Developing a Competency-Based Curriculum for Online Instruction Developing a Competency-Based Curriculum for Online Instruction Новинка

Developing a Competency-Based Curriculum for Online Instruction

8198 руб.
Increasing interest in online education raises the question of how to design an effective program to train clergy. This mixed-methods study provides a foundation for a validated, competency based undergraduate curriculum. Designing a competency-based curriculum for a specific major requires an understanding of how knowledge, skills, abilities, values, and other characteristics (KSAOs) are integrated by practitioners to successfully perform specific tasks or functions. Survey data were gathered from 169 Protestant practitioners in northern California, analyzed, and provided to a panel of subject matter experts who provided qualitative input. The survey results and panel input next were used to produce an online curriculum that will encourage excellence in ministry and equip graduates with the KSAOs needed for entry-level positions as clergy. The model curriculum includes components to facilitate self-assessment (reflective learner portfolios) by students, validation of outcomes, and critical reflection by faculty to foster improvements in the learning program. The study will interest faculty and administrators of Christian colleges and universities.
Challenges of Teacher Education in Jharkhand Challenges of Teacher Education in Jharkhand Новинка

Challenges of Teacher Education in Jharkhand

6426 руб.
The current B.Ed. programme in Jharkhand seems to be deviated from the reality of school life largely due to inadequacy in practical and field work experience aspect of the programme, paucacity of time period for operation of different aspects of the curriculum, conventional transactional approaches and quantitative evaluation process being practiced as well as lack of link between theory and practice in the programme. This book reveals that the secondary teacher education programme in Jharkhand is more or less a knowledge transmission model inefficient to foster prospective teachers as a facilitator of pupil’s learning in varied socio-cultural context. It may serve as a useful reference for teacher- educators, MHRD and head of governmental and non-governmental organisations dealing with teacher education to evolve a quality teacher education programme capable of meeting the emerging challenges of secondary education in Jharkhand.
Teacher Demand in Secondary Schools in Boroma District, Somaliland Teacher Demand in Secondary Schools in Boroma District, Somaliland Новинка

Teacher Demand in Secondary Schools in Boroma District, Somaliland

3274 руб.
Education is the cornerstone of all economies, and without which, or with poor education, all other sectors fail. Of the 4Ms of production, the other three remain docile unless manipulated by man. Education being what it is, the task of making available sufficient numbers of properly qualified teachers for the attainment of the objectives of the education need not be overemphasized. But despite this understanding, teacher planning in secondary schools in Somaliland has been poor and disorganized with basic parameters generally lacking. While there should be not less than 250 teachers for the 12 secondary schools in Boroma District, there are only 157, and 46.03% of these are found in only 3 schools. The total enrollment in secondary schools in Boroma is 1601, 1518, 1357 and 1316 students in Grade 1, Grade 2, Grade 3 and Grade 4 respectively with dropout rates of 5.18%, 10.60% and 3.02%, and a gross dropout rate of 6.26%, and an average audience of 399.03. There is a general under staffing by at least 93 teachers. There is need to recruit new staff, train and develop, and institute retention programs.
Using Low Interactive Animated Pedagogical Agents in Online Learning Using Low Interactive Animated Pedagogical Agents in Online Learning Новинка

Using Low Interactive Animated Pedagogical Agents in Online Learning

7466 руб.
Many online learning providers use Animated Pedagogical Agents (APAs) to enhance interactions with learners because APAs possess lifelike characteristics which make them behave intelligently and therefore humanly. But the technology behind APAs is complex and costly; its design is also not easily customizable by ordinary instructional designers, teachers, and the like. This imposes a limit to the scope of using APAs in education. This book explores the possibility of an alternative way of rendering APAs for instruction by using low interactivity. It establishes its design based on an interaction framework that is derived from related pedagogy rather than from sophisticated technology. But because using low interactive APAs is relatively a new idea, there could be drawbacks and other implications that may impact learning. This book employs both experimental approaches and surveys to understand those impacts including the effectiveness and learners’ perceptions of the instruction. Anyone who is interested in APA-based instruction or who has always wanted to design your own instruction using APAs but does not have the means to do so may find this book useful and meaningful.
The Effects and Feasibility of Tiered Instruction The Effects and Feasibility of Tiered Instruction Новинка

The Effects and Feasibility of Tiered Instruction

8496 руб.
This study examined the effectiveness and feasibility of using tiered instruction to increase the frequency of conversational turn taking (CTT) among preschoolers with and without disabilities in an inclusive setting. Three CTT interventions (Universal Design for Learning, Peer Mediated Instruction, and Milieu Teaching) were organized on a hierarchy of intensity and implemented in an additive manner. Using an increasing intensity across participants with a reversal design, child progress was monitored over time and children were moved through tiers based on level of need. A functional relationship between tiered instruction and CTT was found for nine of 13 child participants and the strongest intervention effects were observed at tier one. Teacher fidelity of implementation averaged at 90% across tiers; the highest fidelity occurring in tier one. Resulting contributions include a better understanding of the feasibility of tiered instruction in inclusive settings, the effectiveness of tiered instruction for increasing CTT, and practical implications for the implementation of tiered instruction across tiers and phase change decisions.
Enhancing Curriculum, Instruction & Learning Using The Arts Enhancing Curriculum, Instruction & Learning Using The Arts Новинка

Enhancing Curriculum, Instruction & Learning Using The Arts

5097 руб.
Indiana’s declining SAT scores prompted the publisher of a statewide magazine covering the literary, performing, and visual arts to take action and create a program to use the magazine as a supplemental resource for students. It was believed that such a supplemental resource could enhance critical thinking and writing skills and help raise SAT scores. Arts Indiana, Inc., a not-for-profit organization, provided the organizational structure that launched the Arts Indiana Magazine in the Classroom program and sought sponsors to cover its costs. It was believed that by integrating arts—in a multi-disciplinary approach—directly into Indiana classrooms, the program could enhance critical thinking and writing skills. This study showed the ways in which a supplemental resource is used affects teachers’ perceptions of curriculum integration, instructional materials development, classroom learning activity selections, and student critical thinking improvement. It revealed similarities and differences among use between grade levels and subject areas. It revealed the similarities and differences of use among teachers who used an accompanying teacher/student guide and those who did not.
Teacher Credential Programs and the Effect on Hiring: Does It Matter? Teacher Credential Programs and the Effect on Hiring: Does It Matter? Новинка

Teacher Credential Programs and the Effect on Hiring: Does It Matter?

5006 руб.
The number of proprietary (for-profit) colleges and traditional universities who offer online teacher credential programs is increasing, yet there is skepticism regarding the quality of such schools and credentialing programs. This study sought to understand the perceptions that school principals have, and whether or not it affects their decision to hire a teacher candidate from a for-profit school or online credential program. The research includes a survey of over 100 school principals and 20 in-depth interviews. This study is crucial for anyone considering a career in teaching, and their choice of colleges and credential programs.
Introducing a “Resident as Teacher” Module to Residency Training Introducing a “Resident as Teacher” Module to Residency Training Новинка

Introducing a “Resident as Teacher” Module to Residency Training

3393 руб.
Residents are often involved in teaching of medical students, interns and their peers. Even with their considerable teaching responsibilities, the majority of residents do not receive any formal instruction on how to teach. To fill this gap in the curricula, empower residents in their role as teachers and to establish a culture of “residents as teachers” within the organization, change to the basic curricular design and local culture of medical education can be introduced. Evaluation of this curricular change showed that residents enjoyed such a module and positive change was identified across a wide range of measures including increase in their confidence to teach, decrease in their anxiety levels, increased awareness of what is expected of them in their role as teachers. This book is an example of curricular change involving the introduction of a “resident as teacher” module to residency training. The book will help the reader understand and implement a similar module through a step-by-step approach to change. Also included in the book is the course design, classroom management, power point presentations, role-plays and pre and post workshop questionnaires.
Literature Circles in the Primary Grade Classroom Literature Circles in the Primary Grade Classroom Новинка

Literature Circles in the Primary Grade Classroom

5918 руб.
The purpose of this study was to examine the effectiveness of Transactional Strategies Instruction such as Literature Circles in teaching reading comprehension to a diverse group of second graders. The diversity included various levels of readiness in reading, language status such as English learners and native speakers of English, and various levels of participation by children in a whole-class setting. The findings suggested that TSI was effective with students in the primary grades such as second grade, in teaching comprehension and in increasing autonomy in children as learners and as members of Literature Circles. In addition, there were unexpected findings of increased motivation and enjoyment in children, increased teacher-like facilitating and helping behaviors, and evidence of children informing instruction for the teacher.The study concluded with the suggestion that there was interaction among various factors found as the result of Literature Circles such as reading comprehension, autonomy, motivation and enjoyment, children helping each other, and children informing instruction for the teacher.
Major Causes of Teacher Turnover in Addis Ababa Major Causes of Teacher Turnover in Addis Ababa Новинка

Major Causes of Teacher Turnover in Addis Ababa

4468 руб.
In Ethiopia turnover of teachers at secondary levels is one of the major challenges that the education system has been facing.The departure of one teacher from a school may be considered to have minimal impact However,when substantial numbers of teachers leave a school,the cumulative impact on the school grows to be devastating. It is a fact that teachers being one of the major quality inputs,high teacher turnover rate negatively affects the delivery of quality education. In this study, the major causes that affect teacher turnover are identified. And the study has also explored the relationship of teachers'' demographic variables (sex, age, and work experience, level of qualification and field of specialization) and their turnover intention.In addition possible strategies that should be taken to minimize problem of teacher turnover are discussed.
Cluster Teacher Training Cluster Teacher Training Новинка

Cluster Teacher Training

4468 руб.
Quality education is a fundamental base to the development of any society. It mainly depends on the quality of teacher. This is particularly true of primary education, when children are not yet at the stage of learning on their own. To improve the teachers'' teaching performance, several changes have been made in the Ethiopian teacher training system. Despite all of the efforts made, the concern for quality teacher training is still prevailing in the country. Therefore, this research work investigate the efforts being made and the major challenges faced in implementing the cluster Teacher Training program. on top of this,it provides valuable information to the different concerned bodies and researchers about the new cluster teacher training program of Ethiopia.
Moving from the Classroom to Online Teaching: Moving from the Classroom to Online Teaching: Новинка

Moving from the Classroom to Online Teaching:

7204 руб.
Despite the explosion of online instruction, there few comparable studies of adaptation by higher education faculty to online instruction. The intent of this study is to better understand the complex faculty adaptation experiences that many faculty go through. Such information in turn will help institutions of higher education to understand the new roles and responsibilities they ask faculty to assume. With a better understanding of faculty perceptions of online instruction, those who provide training to faculty will be able to communicate more adequately to faculty what to expect of teaching online in relation to: changes in their roles; the time needed for course planning and course management; psychological and social support of students; appropriate teaching strategies; and the rhythms, flows and anticipated cycles for assignments. The audience for this study includes university personnel interested in establishing similar programs to support their faculty in teaching online. In addition, persons who want to establish or expand professional development programs for on-campus faculty may find this study of interest.
Enhancing Teacher Development Through Self-Direction Enhancing Teacher Development Through Self-Direction Новинка

Enhancing Teacher Development Through Self-Direction

7286 руб.
The changing paradigms consider education as a continual process of gaining information whereby learning is perceived not as a passive acquisition of knowledge, but as a largely active and individual process of deriving personal meaning from what is learned. Teaching in the new paradigm is consequently perceived, not as the transmission of knowledge, but as developing in the individual the ability to learn how to acquire the ability to be a self-directed learner. Since self-directed learning is perceived to be essentially individual in nature, it is evident that learning must emanate from the learner, and the learners should be allowed to take decisions about the goals, organization and evaluation of their learning. The role of the teacher of the self-directed learner therefore changes from being a disseminator of knowledge to a facilitator of learning. The motives of the professional developers have been to encourage the teachers to take the initiative in identifying and acting on their own individual needs and hence self-directedness. Therefore, this book provides a lot of inputs on how a teacher can be a self-directed professional.
The effect of feedback and instruction on writing quality The effect of feedback and instruction on writing quality Новинка

The effect of feedback and instruction on writing quality

7204 руб.
This dissertation presents the results of two studies that examined the relationship between teacher feedback and the quality of writing produced by advanced second language (L2) learners studying law in the U.S. Two groups of students were compared: (1) a feedback group that received semester-long individualized feedback on both the form (e.g., grammar and lexical choice)and content (e.g., legal argumentation) of their writing, and (2) a second group that received only one set of written comments on the quality of their legal argumentation. Results indicated that both groups made significant improvements to the quality of their memoranda. However, the extra feedback and instruction the feedback group received allowed them to make greater gains in organization and argumentation, as well as in the linguistic accuracy and complexity of their writing. In addition, the extra feedback and instruction appeared to give the feedback group a greater awareness of their audience and the genre-specific conventions of the U.S. legal discourse community within which they were writing.
Computer-Assisted EFL Teacher Evaluation Computer-Assisted EFL Teacher Evaluation Новинка

Computer-Assisted EFL Teacher Evaluation

4550 руб.
This study was an attempt to find an innovative way of evaluating English language teachers, called Computer-Assisted Teacher Evaluation or CATE. Encountering abundant problems in English teacher evaluation area motivated the researchers to do this study and to investigate its impact on teachers’ professional development.CATE users recognized it as an innovative and promising approach in improving instruction and gaining teacher support. Also, they found it compatible with the ongoing development trend in educational technology.The book is highly recommended for teacher educators, educational managers, and researchers in teacher assessment and applied linguistics.
A Strategy for Managing Teacher Migration in Southern Africa A Strategy for Managing Teacher Migration in Southern Africa Новинка

A Strategy for Managing Teacher Migration in Southern Africa

6133 руб.
International teacher migration has emerged as one of the key policy challenges confronting many countries in the world today. The aim of this research was to develop a strategy for managing teacher migration in Southern Africa. In this study, the author analysed the statistical scope of teacher migration in Southern Africa, its causes, effects, and management. The results of the study revealed that teacher migration statistics and data were generally patchy and incomplete in Southern Africa; that international teacher migration in the region was driven by three main structural causes; and that teacher migration had both positive and negative effects on the education systems of Southern African countries, migrant teachers and their families. The findings further revealed that improving the management of teacher migration in Southern Africa required a systematic and coordinated approach involving sending and receiving countries. In this regard, the author proffers key principles, guidelines and a model for managing teacher migration in the region. This publication is an important resource for policy makers, practitioners, scholars and ordinary readers.
Student-Centred Grammar Learning and Teaching Student-Centred Grammar Learning and Teaching Новинка

Student-Centred Grammar Learning and Teaching

7204 руб.
This book will inspire any teacher, because this is the evidence that inside of every reflective teacher researcher, there is a pedagogical secret to better learning waiting to be unlocked. It narrates the long journey of a teacher researcher, being vulnerable, being risky, being innovative, being equal, being stubborn, being reflective, searching for answers and travelling with her fellow students and colleagues into teaching and learning spaces where grammar teachers and students have never been before. Beyond that, her journey relates to one more state of ‘being'', being wrong. It is one of the very best ways to learn. This book provides a theoretical and methodological framework for anyone wishing to investigate grammar teaching and learning in a systematic way.
Balance in language teaching and learning Balance in language teaching and learning Новинка

Balance in language teaching and learning

4468 руб.
This book presents a study aimed at finding a flexible approach to teaching that is responsive to learner needs and preferences whilst at the same time utilizing communicative language teaching and form-focused instruction. In other words, the author aims to find a balance between CLT (learner centered approaches) advocated by many trainers and teachers in Uzbekistan and the Grammar Translation method (teacher centered approaches) that has been widely practiced as well. The author’s primary purpose is to find an approach which is centered principally on learning rather than on the teacher or the learner. The author maintains that teaching is a complex process which is neither imposed by the teacher the way things were handled by the Grammar Translation approach nor fully left to learners as in CLT. Teaching should be based primarily on learners’ needs and should involve continuous assessment of how it serves learning. The author also advocates judicious use of teacher talk, often dismissed by CLT supporters. She considers it as a valuable source of linguistic input, particularly in EFL situations.
Attitude of Teacher Educators Towards ICT Attitude of Teacher Educators Towards ICT Новинка

Attitude of Teacher Educators Towards ICT

4631 руб.
The versatility of human ability to reduce a complex problem to a simple logically connected problem and then apply a computer to solve them has made their use widespread. UNESCO considered Information and Communication Technology (ICT) as “scientific, technological and engineering disciplines and the management techniques used in information handling and processing, their application, computers and their interaction with men and machines, and associated social, economical and cultural matters”. Realizing the importance of Information Technology, the ICT education in India is being incorporated as a part of the academic curriculum in schools, colleges and universities. At the school level, basics of IT are focused with the aim of making its students computer literate. At the college and University levels, the study of applications of ICT in their disciplines is focused. The knowledge of ICT and its applications in the educational scene is an essential competency for today and future teachers. This makes us think about the input given to teacher trainees in the process of their preparation to work in actual situations. If something has to happen towards improving the situation.
Strategy Research in ELT: The Benefits for the Teacher Strategy Research in ELT: The Benefits for the Teacher Новинка

Strategy Research in ELT: The Benefits for the Teacher

4550 руб.
This book Strategy research in ELT: the benefits for the teacher is the result of struggling with issues of language learning and teaching. In my school and university experience, most of the foreign language instruction and teaching was in the grammar-translation mode, consisting of memorized word lists and fill-in the gaps exercises and no real interaction in the language. The communication and speaking skills were rarely practiced. Those teachers who did care about communication knew little or nothing about how to help their students to communicate and use the language in both written and spoken form. By the time I became a language teacher, R. Oxford (1990) and A. D. Cohen (1998) brought language learning strategies on stage. Based on the idea of learner self-direction, LLS are beginning to command attention around language classrooms in all levels. Having this in mind, this study aims to explore language learning strategy research in the Serbian university classroom in addition to investigating the students’ perception of the frequency usage of these strategies. The aim is also to examine what learning strategies students mostly use in this teaching context.
An Integrated Approach to CPD in Uzbekistan  via Trainer Training An Integrated Approach to CPD in Uzbekistan  via Trainer Training Новинка

An Integrated Approach to CPD in Uzbekistan via Trainer Training

4468 руб.
The purpose of this dissertation is to outline the Professional Development Programme in Uzbekistan which is designed to address problems and needs of the current INSET system. The main goal of the suggested programme is to build a professional cadre of teacher trainers able to implement a new decentralised, regionally adapted programme of teacher training. The profile of a teacher trainer, officially recognised and supported throughout the education system, highlights an integrated approach to a two-level training programme: trainer training and teacher training. The approach employed in the trainer training programme is used as an example of the methodology being suggested to the trainees for their future work. The main aim of the trainer training programme is to shift the approach to training and teaching from a 'traditional' approach to one that is active, exploratory and learner centred. Possibilities for going beyond language subject area and see whether teacher educators can become masters of education development in the broader context, to ensure a uniform approach in education across the different subject areas are examined.
Joel  Elad Starting an Online Business All-in-One For Dummies Joel  Elad Starting an Online Business All-in-One For Dummies Новинка

Joel Elad Starting an Online Business All-in-One For Dummies

1971.88 руб.
Start a successful online business—and be your own boss! Being an online entrepreneur means more than just building a website—and this book breaks down everything you need to know to be successful. Inside, you'll get plain-English explanations and easy-to-follow instruction on online business basics, legal and accounting issues, website design, Internet security, boosting sales, e-commerce, and so much more. While the ideas and concepts behind starting an online business are tried and true, the tools available to entrepreneurs change and evolve quickly—and often. Starting an Online Business All-in-One For Dummies gets you up to speed on the best new tools, resources, and communities, and shows you how to best leverage them to up your chances of success. Discover your niche and create a business plan Design your website and storefront Increase your reach and market with social media Choose the best web host for your needs If you're a budding entrepreneur with dreams of running your own online business, this book has everything you need to get started and grow your company to extraordinary heights!

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A new paradigm for teachers to open their classrooms and cultivate deep professional learning Teaching is an isolating profession. Most educators receive minimal feedback on their craft, typically limited to one or two short visits from the administrator each year. While some schools do encourage their teachers to observe peers, the usual protocol is for new teachers to watch the veteran, exemplary educators, but those less experienced educators could benefit immensely from having peers observe them in action. Teacher-Driven Observation is unique in that it places the observed teacher as leader of the work, the one who identifies a personal area for development, engages her colleagues in the collection of classroom data, and utilizes the data collected to inform her ongoing instruction. Offers a new model for collecting data to inform and improve individual instruction Includes a step-by-step process for implementing Teacher-Driven Observations Contains a comprehensive case study that clearly demonstrates the value of the Teacher-Driven Observation model This book outlines and illustrates a step-by-step process for breaking down professional isolation and cultivating opportunities for meaningful learning through the Teacher-Driven Observation process.
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