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Autonomia indígena e tutela do Estado: o conhecimento oficial como possibilidade de emanciapação social e da garantia dos direitos indígenas

Costa, Ivys Medeiros da
Fonte: Repositório Científico Lusófona Publicador: Repositório Científico Lusófona
Tipo: Dissertação de Mestrado
POR
Relevância na Pesquisa
25.91%
O conhecimento oficial previsto nos parâmetros curriculares nacional e repassado nas escolas indígenas devem possibilitar a emancipação social da população tradicional, transmitindo os direitos indígenas aos alunos, ocasionando nas escolas uma educação indígena com diálogos entre os saberes científicos e tradicionais através de uma interdisciplinaridade, necessária para garantir aos povos indígenas a sua autonomia, sem depender da tutela do Estado. Para tanto, esta pesquisa tem o objetivo geral de analisar a realização do conhecimento oficial produzido pelas orientações dos parâmetros curriculares nacionais para educação indígena referente à compreensão da emancipação social e dos direitos indígenas. E como objetivos específicos tem-se: identificar os direitos indígenas na legislação brasileira; diferenciar autonomia indígena e a Tutela do Estado; conhecer os componentes curriculares do 9o ano do Ensino Fundamental de uma escola indígena; e identificar a contribuição dos conhecimentos científicos na educação escolar indígena. Diante disso, utilizou-se a pesquisa de cunho qualitativo, de caráter exploratório com viés descritivo. Com a metodologia da análise de conteúdo de Bardin (2004) e uma pesquisa de campo e de observação semiparticipativa...

Educação inclusiva : um estudo a partir de uma proposta inclusiva alemã

Maciel, Rosânsela Von Mühlen
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
26.2%
A pesquisa tem como objetivos reconhecer práticas inclusivas no dia-a-dia da sala de aula e da escola, baseadas nos princípios pedagógicos inclusivos alemães, e analisar as práticas educativas dos professores que atuam junto a alunos com necessidades educacionais especiais na sala de aula do ensino regular. O referencial teórico assenta-se nos princípios pedagógicos inclusivos dos educadores alemães Hans Wocken (2003), Andréas Hinz e Inês Boban (2005), incluindo uma retrospectiva histórica do movimento de integração/inclusão escolar e algumas práticas individualizadas de ensino no cenário europeu, além de uma análise de práticas inclusivas no cotidiano da sala de aula e da escola a partir da individualização do ensino e do sistema de bidocência. A investigação empírica volta-se para o trabalho desenvolvido por nove professores do Ensino Fundamental, nas séries de 5ª a 8ª, de uma escola regular. Através de entrevistas, reuniões de estudo, observações de aula, entrevistas semi-estruturadas e testemunhos, procura fazer uma análise de conteúdo, na perspectiva de três eixos norteadores: (1) alunos com necessidades educacionais especiais, em que se analisa a dimensão da nomenclatura, ou seja, o que é para o professor um aluno com necessidade educacional especial e qual a importância do diagnóstico no seu trabalho em sala de aula; (2) atendimento aos alunos em sala de aula...

Avaliação da qualidade do leite e de queijos produzidos pela agricultura familiar, em sistemas de produção ecológico e convencional, no leste do Rio Grande do Sul

Fernandez, Victoria Noel Vázquez
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
26.1%
A produção leiteira do Brasil vem crescendo anualmente desde a década de 1990. Em todo o país a agricultura familiar tem grande participação na produção de leite, sendo que no Rio Grande do Sul mais de 80% do volume de leite entregue à industria é oriundo de propriedades familiares, Essas propriedades adotam sistemas de produção diferenciados quanto à adoção de insumos, podendo ser convencionais ou ecológicas, e muitas vezes procura agregar valor à produção através do beneficiamento do leite a derivados lácteos. O presente trabalho teve como objetivo avaliar a qualidade do leite, produzido em sistema convencional e ecológico, e de queijos artesanais oriundos da agricultura familiar e verificar se a qualidade destes está adequada às respectivas legislações vigentes. O trabalho foi realizado entre outubro de 2008 e setembro de 2009, quando 10 UPL da agricultura familiar localizadas na região leste do Rio Grande do Sul eram visitadas mensalmente. Nessa ocasião foram coletadas amostras compostas de leite (do tanque de resfriamento) de cada uma das propriedades e encaminhadas à análise da composição química, contagem de células somáticas, contagem bacteriana total e análises físico-quimicas. Nos meses de fevereiro e julho de 2009 foram coletadas amostras dos alimentos ofertados aos animais em cada uma das propriedades...

Conceção de estratégias para o ensino coletivo de violino numa sala de aula diferenciada

Mikus, Ana Cristina Fernandes
Fonte: Universidade Católica Portuguesa Publicador: Universidade Católica Portuguesa
Tipo: Dissertação de Mestrado
Publicado em 26/07/2012 POR
Relevância na Pesquisa
26.15%
Este trabalho, intitulado “Conceção de estratégias para o ensino coletivo de violino numa sala de aula diferenciada”, é uma investigação de natureza qualitativa, assente numa estratégia metodológica de Investigação-Ação (I-A), realizada em dois ciclos de investigação, com a duração de três meses cada um. Com este estudo pretendeu-se aprofundar os conhecimentos sobre o ensino diferenciado e a sua aplicação no ensino vocacional de música - ensino coletivo de instrumento (violino). Esta pesquisa foi realizada no Centro de Cultura Musical (CCM), com quatro alunos do 2º grau, do ensino articulado de violino, em que se utilizou como técnicas de recolha de dados, entre outras, a observação direta e participante, as notas de campo registadas num diário de bordo, os questionários e os portefólios dos alunos. A análise e interpretação dos dados foram feitas através da análise de conteúdos de todos estes registos. Considera-se que o objetivo desta pesquisa foi atingido e os resultados confirmaram a tese de que os alunos aprendem mais com estratégias de ensino diferenciado, numa sala de ensino coletivo de instrumento.; This work, entitled "Conception strategies for collective violin teaching in a differentiated classroom...

Diferenciação curricular e educação multicultural : conceções e práticas em contexto de diversidade cultural

Portugal, António Miguel Ralha
Fonte: Universidade Católica Portuguesa Publicador: Universidade Católica Portuguesa
Tipo: Dissertação de Mestrado
Publicado em 28/03/2014 POR
Relevância na Pesquisa
26.36%
O currículo é um artefacto social e cultural, que envolve uma fase de conceção e outra de reconstrução, esta a cargo dos professores, que em contexto, o desenvolvem de modo que os alunos, na sua diversidade de necessidades, características e interesses possam aceder a um conjunto de conhecimentos sistemáticos e desejavelmente comuns a todos. Uma teorização do currículo, atento a todos os fatores, sociais, culturais, de hegemonização de poder e de desigualdades de acesso, deve estar atenta à identidade e à diferença, que se joga nesse percurso, nesse currículo entendido como currere, que molda a pessoa do aluno ao longo do caminho. A massificação do ensino trouxe para a escola uma ampla diversidade de alunos, o que contras-tou com uma organização – que sobrevive desde a constituição da escola moderna no séc. XVIII e XIX – centralizada em torno do padrão da classe e de uma pedagogia da transmissão, que tende a tratar a todos como se fossem um e que necessariamente deu origem a uma diferenciação curricular, porém estratificadora, que é necessário substituir por uma forma diferenciada, mas inclusiva, de fazer ascender ao currículo comum uma grande diversidade de alunos. Essa diversidade cresce hoje nas nossas escolas...

Currículo, práticas educativas e diferenciação pedagógica no pré-escolar e no 1º ciclo

Melo, Luísa Carla Leite Raposo e
Fonte: Universidade dos Açores Publicador: Universidade dos Açores
Tipo: Dissertação de Mestrado
Publicado em 07/07/2011 POR
Relevância na Pesquisa
26.15%
Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico (Relatório de Estágio).; Este relatório de estágio reflecte a experiência vivenciada pela formanda em dois diferentes contextos escolares: pré-escolar e 1.º ciclo. Desempenhando funções de docência, a mesma teve a possibilidade de verificar que aprendizagens as crianças conseguiam fazer no âmbito de desenvolvimento de competências, e se adoptando uma metodologia baseada num ensino diferenciado facilitava, por sua vez, a aprendizagem. Recorrendo a instrumentos de recolha de dados (observação participada e participante) a formanda pude apurar algumas inferências quanto às características das crianças assim como aos seus ritmos de aprendizagem. Desta forma, foram concebidas, com maior exactidão, estratégias de ensino/aprendizagem mais adequadas ao grupo alvo. Após o termo dos trabalhos, pôde-se concluir que os domínios predominantes no desenvolvimento de competências, tanto na educação pré-escolar como 1º ciclo, foram o cognitivo, a atitude, o psicomotor e o artístico. Destas dimensões, o mais vezes desenvolvido, em ambos contextos de estágio, acabou por ser o cognitivo, o que se traduz na capacidade das crianças quanto, por exemplo...

Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial

Al Otaiba, Stephanie; Connor, Carol M; Folsom, Jessica Sidler; Greulich, Luana; Meadows, Jane; Li, Zhi
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /06/2011 EN
Relevância na Pesquisa
26.56%
The purpose of this cluster-randomized control field trial was to was to examine the extent to which kindergarten teachers could learn a promising instructional strategy, wherein kindergarten reading instruction was differentiated based upon students’ ongoing assessments of language and literacy skills and documented child characteristic by instruction (CXI) interactions; and to test the efficacy of this differentiated reading instruction on the reading outcomes of students from culturally diverse backgrounds. The study involved 14 schools and included 23 treatment (n = 305 students) and 21 contrast teacher (n = 251 students). Teachers in the contrast condition received only a baseline professional development that included a researcher-delivered summer day-long workshop on individualized instruction. Data sources included parent surveys, individually administered child assessments of language, cognitive, and reading skills and videotapes of classroom instruction. Using Hierarchical Multivariate Linear Modeling (HMLM), we found students in treatment classrooms outperformed students in the contrast classrooms on a latent measure of reading skills, comprised of letter-word reading, decoding, alphabetic knowledge, and phonological awareness (ES = .52). Teachers in both conditions provided small group instruction...

Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders’ Word Reading Achievement

Connor, Carol McDonald; Morrison, Frederick J.; Schatschneider, Christopher; Toste, Jessica; Lundblom, Erin; Crowe, Elizabeth C; Fishman, Barry
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /07/2011 EN
Relevância na Pesquisa
26.39%
Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are child characteristic by instruction (CXI) interactions. Here we present efficacy results for a randomized control field trial of the Individualizing Student Instruction (ISI) intervention, which relies on dynamic system forecasting intervention models to recommend amounts of reading instruction for each student, taking into account CXI interactions that consider his or her vocabulary and reading skills. The study, conducted in seven schools with 25 teachers and 396 first graders, revealed that students in the ISI intervention classrooms demonstrated significantly greater reading skill gains by spring than did students in control classrooms. Plus, they were more likely to receive differentiated reading instruction based on CXI interaction guided recommended amounts than were students in control classrooms. The precision with which students received the recommended amounts of each type of literacy instruction, the distance from recommendation, also predicted reading outcomes.

Item Difficulty in the Evaluation of Computer-Based Instruction: An Example from Neuroanatomy

Chariker, Julia H.; Naaz, Farah; Pani, John R.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
26.2%
This article reports large item effects in a study of computer-based learning of neuroanatomy. Outcome measures of the efficiency of learning, transfer of learning, and generalization of knowledge diverged by a wide margin across test items, with certain sets of items emerging as particularly difficult to master. In addition, the outcomes of comparisons between instructional methods changed with the difficulty of the items to be learned. More challenging items better differentiated between instructional methods. This set of results is important for two reasons. First, it suggests that instruction may be more efficient if sets of consistently difficult items are the targets of instructional methods particularly suited to them. Second, there is wide variation in the published literature regarding the outcomes of empirical evaluations of computer-based instruction. As a consequence, many questions arise as to the factors that may affect such evaluations. The present paper demonstrates that the level of challenge in the material that is presented to learners is an important factor to consider in the evaluation of a computer-based instructional system.

The impact of professional development on classroom teachers’ use of differentiated instruction strategies

Stone, Lillie ; Mock, Martha
Fonte: University of Rochester Publicador: University of Rochester
Tipo: Tese de Doutorado Formato: Number of Pages:v, 139 leaves; Illustrations:col. ill.
ENG
Relevância na Pesquisa
66.68%
Thesis (Ed. D.)--University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2012.; A review of the literature revealed that urban teachers in a small school environment are rarely researched, and their experiences and perceptions of their workplace experiences with differentiated instruction have gone unnoticed and undocumented. The literature further revealed that increased numbers of students are being diagnosed with learning differences in virtually all classrooms. They come with a variety of needs. They represent cultures that vary in significant ways. Professional development providers in urban settings need to connect their delivery with the actual situations that exist in these classrooms so that teachers can begin to address the diversity that exists in their classrooms and narrow the achievement gap. The purpose of this research was to examine my own professional development delivery by facilitating action research on differentiated instruction, an instructional concept that maximizes learning for ALL students—regardless of skill level or background. The research method selected for this study was qualitative pre- and post-interviews, a questionnaire, ejournals, and transcriptions from professional development sessions. The analysis used a constant comparative approach. The researcher used open-ended interviewing...

Les pratiques d’enseignement de la littératie d’enseignants experts du premier cycle du primaire et la place accordée à la différenciation pédagogique

Saulnier-Beaupré, Karine
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
FR
Relevância na Pesquisa
46.49%
La présente recherche vise à décrire les pratiques d’enseignement de la littératie au premier cycle du primaire en contexte montréalais d’enseignants considérés experts. Plus précisément, les trois objectifs de recherche consistent à décrire les pratiques d’enseignement de la langue écrite au premier cycle du primaire en contexte montréalais privilégiées par certains enseignants considérés experts (N=6) (objectif 1); à décrire les différentes formes de différenciation pédagogique privilégiées pour l’enseignement de la lecture et de l’écriture en contexte montréalais de certains enseignants considérés experts afin de répondre aux besoins variés de tous leurs élèves (objectif 2) et à étudier les liens possibles entre les pratiques d’enseignement de la langue écrite d’enseignants considérés experts et la progression de leurs élèves (N=100) du premier cycle du primaire en contexte montréalais, au regard de leur connaissance des correspondances phonographiques et de la norme orthographique (objectif 3). Afin de répondre aux objectifs, deux entretiens ont été menés auprès des enseignantes, de même que deux observations en classe, une à l’automne et une au printemps. Pour leur part...

Universal Design for Learning and Differentiated Instruction: Resolving Competing Mandates of the Individuals with Disabilities Education Act and No Child Left Behind

Nevin, Ann; Falkenberg, Carol Ann; Nullman, Susan; Salazar, Liliana; Silió, Monica C.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
46.26%
Recent federal mandates require accountability for providing students with disabilities access to the general education curriculum. In this paper, the authors recommend that principles of Universal Design for Learning and Differentiated Instruction can help school personnel tailor their teaching to meet the various strengths and needs of individual students.

Alterity in Inclusive and Integrative Learning Programmes

Sagner-Tapia, Johanna Cristina
Fonte: Universidade de Tubinga Publicador: Universidade de Tubinga
Tipo: Dissertação
EN
Relevância na Pesquisa
26.26%
This qualitative and quantitative investigation was an exploratory case study that examined the alterity relation to the pupils with disability within four chosen school types in the region of Baden-Württemberg, Germany. It explored general patterns in the alterity relation between the members of the inclusive or integrative schools and the pupils with disability. The investigation analyzed whether the members of the school thematized difference and how the absence or presence of that thematization influenced the inclusive process. It also contrasted those four different types of inclusive and integrative learning programmes with the theoretical approaches of inclusion and integration. The investigation showed among others that the disability condition was an open differentiation factor recognized by a great part of the school community. However, recognizing the pupil with disability as different was not necessarily a reason for discrimination. The investigation also evidenced that teachers identified the consequences of the dilemma of difference regarding individual attention and differentiated instruction, but that most teachers in fact did not take measures to improve individual attention and differentiated instruction. Regarding the school institutions and their programmes...

Differentiation and Articulation in Tertiary Education Systems : A Study of Twelve African Countries; Differenciation et articulation dans les systemes d'enseignement superieur en Afrique : une etude de douze pays Africains

Ng'ethe, Njuguna; Subotzky, George; Afeti, George
Fonte: Washington, DC : World Bank Publicador: Washington, DC : World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH; EN_US
Relevância na Pesquisa
26.07%
This study strives to sketch an initial map of the extent and nature of institutional and program differentiation within African systems of tertiary education. In doing so, it also seeks to chart the patterns of articulation that have emerged or been consciously put in place between the different institutional types (such as public universities, private universities, polytechnics, training colleges). The analysis of tertiary education differentiation and articulation is based on field visits to a dozen selected African countries. Its purpose is to improve general understanding of this under-researched but strategically important technical aspect of African higher education at a time when it is becoming an important aspect of education policy. African countries display far more differentiation than articulation within their tertiary education systems. Their systems are quite diverse and can be classified as unitary, binary, trinary, semi-differentiated or fully differentiated, depending upon the number of different institutional types that comprise the tertiary system. In general...

Show me, help me, let me : supporting teachers' changing conceptions of reading assessment and reading instruction

Grierson, Arlene L.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
26.42%
This qualitative inquiry used case study methodology to explore the change processes of 3 primary-grade teachers throughout their participation in 7 -month professional learning initiative focused on reading assessment and instruction. Participants took part in semimonthly inquiry-based professional learning community sessions, as well as concurrent individualized classroom-based literacy coaching. Each participant's experiences were first analyzed as a single case study, followed by cross-case analyses. While their patterns of professional growth differed, findings documented how all participants altered their understandings of the roles and relevancy of individual components of reading instruction (e.g., comprehension, decoding) and instructional approaches to scaffold students' growth (e.g., levelled text, strategy instruction), and experienced some form of conceptual change. Factors identified as affecting their change processes included; motivation, professional knowledge, professional beliefs (self-efficacy and theoretical orientation), resources (e.g., time, support), differentiated professional learning with associated goal-setting, and uncontrollable influences, with the affect of each factor compounded by interaction with the others. Comparison of participants' experiences to the Cognitive-Affective Model of Conceptual Change (CAMCC) and the Interconnected Model of Teacher Professional Growth (IMTPG) demonstrated the applicability of using both conceptual models...

Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text

Martin, Andrea
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 1143466 bytes; application/pdf
EN; EN
Relevância na Pesquisa
46.42%
There are mounting concerns to ensure that children are prepared for the literacy demands of the 21st century. Reading inability at 9 years of age portends a lifetime of illiteracy for the majority of struggling readers. Given the greater weight placed on expository text from the junior grades onwards, children with reading disabilities become increasingly constrained by their reading deficits, putting them at risk of falling ever further behind their normally achieving peers. This ethnographic study, extending over an 8 month period and finishing on the last day of the school year, targeted older poor readers at the junior level. Less is known about their reading deficits, relative to younger struggling readers. Therefore, the first of three principal objectives aimed to extend understanding of the processes whereby older poor readers interact with expository text by providing a qualitative finer-grained assessment of their particular difficulties than presently exists. The second objective was focused on developing and implementing a cohesive program of research-based interventions that targeted critical requirements of successful interactions with expository text, including the ability to summarize, locate information, and attend to text structure. The third objective involved establishing and describing a collaborative...

How Effective Teachers Differentiate Instruction and Interact With Students Who Engage in Off-task Behaviours in the Classroom

BHANGU, Amrit
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
56.5%
The purpose of this study was to discover and describe how two teachers effectively interacted with and differentiated instruction for students who displayed off-task behaviors in the classroom. Through the use of observations and interviews, I described how two teachers interacted with students who display high-frequency, low-intensity off-task behaviors; identified strategies these effective teachers used in dealing with these behaviors; described where the teachers’ behaviours, attitudes, and practices lay on the Preventive-Restorative (P-R) continuum of beliefs of inclusion; and discovered how the teachers’ self-efficacy is related to P-R orientations and effective teaching behaviors. The teachers were chosen based on their principals’ belief in their effectiveness in dealing with off-task behaviours. The principal and the teacher collaboratively chose the students who displayed off-task behaviours on a consistent basis. The findings of this study confirm the existing research; the two teachers, whose beliefs lay on the preventive end of the continuum of beliefs of inclusion, tended to use effective teaching practices; these beliefs and practices were related to the teachers’ beliefs of their capability in being able to effectively help their students; these two teachers...

L'intégration et la mise en oeuvre de la pratique de différenciation pédagogique chez les enseignants québécois du premier cycle du secondaire

Kirouac, Marie-Josée
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
FR
Relevância na Pesquisa
46.62%
La présente recherche de type qualitatif veut décrire, analyser et comprendre la pratique de différenciation pédagogique chez des enseignants québécois du premier cycle du secondaire. Cette pratique s’insère au cœur des programmes de formation dont la principale visée est la réussite pour tous. Cependant, elle est constituée d’un flou théorique qui la rend parfois difficile à définir et à mettre en application, particulièrement chez les enseignants du secondaire. Ce travail dresse donc le portrait de trois enseignantes du premier cycle du secondaire qui choisissent tout de même de la comprendre et de la mettre en œuvre. À ce titre, l’étude des pratiques sous l’angle du travail tel que décrit par Tardif et Lessard (1999) permet de cerner la nature complexe et composite de leur travail et de tenir compte des facteurs personnels, internes et externes qui régissent leur travail d’adaptation des programmes, appelé travail curriculaire. Ainsi, une grille d’analyse inédite, construite au regard de ces facteurs et à partir des concepts inhérents à la différenciation pédagogique, permet d’étudier trois cas de manière complète et approfondie. De manière générale, l’analyse des facteurs personnels...

Pratiques d’individualisation en enseignement primaire au Québec visant à faciliter l’intégration des élèves handicapés ou des élèves en difficulté au programme de formation générale

Paré, Mélanie
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
FR
Relevância na Pesquisa
46.57%
Au Québec, des ressources considérables sont investies pour assurer la réussite scolaire des élèves handicapés et en difficulté, tant au plan des apprentissages, de la socialisation que de la qualification. Pour des raisons évoquées d’équité et d’accès à la formation générale, les politiques éducatives privilégient l’intégration de ces élèves en classe ordinaire (Ministère de l'Éducation, 2008; Ministère de l'Éducation du Québec, 1999, 2004a). Ces politiques appellent de profonds changements dans l’organisation scolaire et conduisent inévitablement les enseignants à adopter des pratiques d’individualisation de leur enseignement. En dépit de l’importance de l’individualisation de l’enseignement pour favoriser la réussite des élèves intégrés, les pratiques pédagogiques mises en œuvre par les enseignants québécois demeurent méconnues. Cette étude vise à obtenir un portrait de ces pratiques. Plus spécifiquement, cette étude vise à obtenir des données sur la fréquence d’utilisation de certaines pratiques, à étudier leur compréhension conceptuelle et appliquée par les enseignants, ainsi qu’à identifier des facteurs personnels et organisationnels pouvant expliquer les différences entre les enseignants. Sur la base de la littérature disponible...

READ180 Intervention for Struggling Adolescent Readers

Ferguson, Priscila
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
26.2%
Call for Posters, Action Research on READ180 program for Struggling Adolescent Readers