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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Learning and Teaching</h1><div class="u-tcGrayDark">282,295 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Learning and Teaching</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Learning_and_Teaching/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Learning_and_Teaching/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Learning_and_Teaching/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Learning_and_Teaching">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_5541945 coauthored" data-work_id="5541945" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5541945/Barrios_et_al_2013_Implications_of_Emotional_Learning_Method_ELM_in_Adult_University_Education_Research_Trends_in_Safety_and_Confidence_in_Architecture">Barrios et al 2013. Implications of Emotional Learning Method (ELM) in Adult University Education. Research Trends in Safety and Confidence in Architecture.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Since the publication of Emotional Learning Method (ELM) in 2011, which was marked vertebral lines working in university teaching using emotional techniques, some data have been obtained and some interesting results that support the high... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_5541945" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Since the publication of Emotional Learning Method (ELM) in 2011, which was marked vertebral lines working in university teaching using emotional techniques, some data have been obtained and some interesting results that support the high<br />potential of this method, personal knowledge and academic results oriented. In this paper we have researched on emotional answer to ELM by an adult learner profile (between 25 and 55 years) in classes of Architectural workshop. Although this is part of a much larger study, it has been proven that stands a figure previously not targeted in the method, and corresponding to an expert teaching<br />emotional skills to guide students with specific blocks in developing lessons, and harmonizes their development, we will call this figure Emotion Manager Teacher (EMT). The analysis of the results points to a promising increased security and confidence in the students, and their academic results, after application of ELM.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5541945" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e3d62f9092fdc6abe404ae5667ae8c0e" rel="nofollow" data-download="{"attachment_id":39864266,"asset_id":5541945,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/39864266/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7855276" href="https://independent.academia.edu/DrLoretoBarrios">Dr. Loreto Barrios</a><script data-card-contents-for-user="7855276" type="text/json">{"id":7855276,"first_name":"Dr. Loreto","last_name":"Barrios","domain_name":"independent","page_name":"DrLoretoBarrios","display_name":"Dr. Loreto Barrios","profile_url":"https://independent.academia.edu/DrLoretoBarrios?f_ri=3457","photo":"https://0.academia-photos.com/7855276/10645368/135398929/s65_dr._loreto.barrios.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-5541945">+1</span><div class="hidden js-additional-users-5541945"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://masterdia.academia.edu/CarlosGonz%C3%A1lezBravo">Dr. Carlos González Bravo</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-5541945'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-5541945').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_5541945 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5541945"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5541945, container: ".js-paper-rank-work_5541945", }); });</script></li><li class="js-percentile-work_5541945 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5541945; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_5541945"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_5541945 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="5541945"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5541945; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5541945]").text(description); $(".js-view-count-work_5541945").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_5541945").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="5541945"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7615" href="https://www.academia.edu/Documents/in/Narcissism_Psychology_">Narcissism (Psychology)</a>, <script data-card-contents-for-ri="7615" type="text/json">{"id":7615,"name":"Narcissism (Psychology)","url":"https://www.academia.edu/Documents/in/Narcissism_Psychology_?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="79705" href="https://www.academia.edu/Documents/in/Brain_emotional_learning_based_intelligent_controller">Brain emotional learning based intelligent controller</a><script data-card-contents-for-ri="79705" type="text/json">{"id":79705,"name":"Brain emotional learning based intelligent controller","url":"https://www.academia.edu/Documents/in/Brain_emotional_learning_based_intelligent_controller?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=5541945]'), work: {"id":5541945,"title":"Barrios et al 2013. Implications of Emotional Learning Method (ELM) in Adult University Education. Research Trends in Safety and Confidence in Architecture.","created_at":"2013-12-27T19:03:49.541-08:00","url":"https://www.academia.edu/5541945/Barrios_et_al_2013_Implications_of_Emotional_Learning_Method_ELM_in_Adult_University_Education_Research_Trends_in_Safety_and_Confidence_in_Architecture?f_ri=3457","dom_id":"work_5541945","summary":"Since the publication of Emotional Learning Method (ELM) in 2011, which was marked vertebral lines working in university teaching using emotional techniques, some data have been obtained and some interesting results that support the high\npotential of this method, personal knowledge and academic results oriented. In this paper we have researched on emotional answer to ELM by an adult learner profile (between 25 and 55 years) in classes of Architectural workshop. Although this is part of a much larger study, it has been proven that stands a figure previously not targeted in the method, and corresponding to an expert teaching\nemotional skills to guide students with specific blocks in developing lessons, and harmonizes their development, we will call this figure Emotion Manager Teacher (EMT). The analysis of the results points to a promising increased security and confidence in the students, and their academic results, after application of ELM.","downloadable_attachments":[{"id":39864266,"asset_id":5541945,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7855276,"first_name":"Dr. Loreto","last_name":"Barrios","domain_name":"independent","page_name":"DrLoretoBarrios","display_name":"Dr. Loreto Barrios","profile_url":"https://independent.academia.edu/DrLoretoBarrios?f_ri=3457","photo":"https://0.academia-photos.com/7855276/10645368/135398929/s65_dr._loreto.barrios.png"},{"id":26723846,"first_name":"Dr. Carlos","last_name":"González Bravo","domain_name":"masterdia","page_name":"CarlosGonzálezBravo","display_name":"Dr. Carlos González Bravo","profile_url":"https://masterdia.academia.edu/CarlosGonz%C3%A1lezBravo?f_ri=3457","photo":"https://0.academia-photos.com/26723846/13582240/27875128/s65_dr._carlos.gonz_lez_bravo.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false},{"id":7615,"name":"Narcissism (Psychology)","url":"https://www.academia.edu/Documents/in/Narcissism_Psychology_?f_ri=3457","nofollow":false},{"id":79705,"name":"Brain emotional learning based intelligent controller","url":"https://www.academia.edu/Documents/in/Brain_emotional_learning_based_intelligent_controller?f_ri=3457","nofollow":false},{"id":101101,"name":"Narcissism","url":"https://www.academia.edu/Documents/in/Narcissism?f_ri=3457"},{"id":135267,"name":"Socio-Emotional Development of Students as Learning Objectives of College Education","url":"https://www.academia.edu/Documents/in/Socio-Emotional_Development_of_Students_as_Learning_Objectives_of_College_Education?f_ri=3457"},{"id":174040,"name":"Narcissists and their relationships","url":"https://www.academia.edu/Documents/in/Narcissists_and_their_relationships?f_ri=3457"},{"id":228094,"name":"Malignant Narcissism","url":"https://www.academia.edu/Documents/in/Malignant_Narcissism?f_ri=3457"},{"id":885845,"name":"Covert Narcissism","url":"https://www.academia.edu/Documents/in/Covert_Narcissism?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41250686" data-work_id="41250686" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41250686/Gestalttheorie_und_Didaktik_1977_">Gestalttheorie und Didaktik [1977]</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Summary in English (text is in German): The purpose of this contribution is firstly to say something about the relations between Gestalt theory and didactics and secondly to explain some assumptions and concepts of Gestalt theory which... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41250686" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Summary in English (text is in German):<br /><br />The purpose of this contribution is firstly to say something about the relations between Gestalt theory and didactics and secondly to explain some assumptions and concepts of Gestalt theory which appear to be particularly important in the context of didactic considerations.<br /><br />Zusammenfassung:<br /><br />Das Anliegen dieses Beitrags ist es, erstens etwas zu den Beziehungen zwischen Gestalttheorie und Didaktik zu sagen und zweitens einige Annahmen und Begriffe der Gestalttheorie zu erliiutern, die im Rahmen didaktischer tlberlegungen besonders bedeutsam erscheinen.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41250686" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="53b96977115a66b71205bc755a5c98e8" rel="nofollow" data-download="{"attachment_id":61474254,"asset_id":41250686,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61474254/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="66776601" href="https://hsbund.academia.edu/KurtGuss">Kurt Guss</a><script data-card-contents-for-user="66776601" type="text/json">{"id":66776601,"first_name":"Kurt","last_name":"Guss","domain_name":"hsbund","page_name":"KurtGuss","display_name":"Kurt Guss","profile_url":"https://hsbund.academia.edu/KurtGuss?f_ri=3457","photo":"https://0.academia-photos.com/66776601/17383682/17478509/s65_kurt.guss.jpg"}</script></span></span></li><li class="js-paper-rank-work_41250686 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41250686"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41250686, container: ".js-paper-rank-work_41250686", }); });</script></li><li class="js-percentile-work_41250686 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41250686; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_41250686"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_41250686 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="41250686"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41250686; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41250686]").text(description); $(".js-view-count-work_41250686").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41250686").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41250686"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2936" href="https://www.academia.edu/Documents/in/Didactics">Didactics</a>, <script data-card-contents-for-ri="2936" type="text/json">{"id":2936,"name":"Didactics","url":"https://www.academia.edu/Documents/in/Didactics?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="10735" href="https://www.academia.edu/Documents/in/Gestalt_Psychology">Gestalt Psychology</a><script data-card-contents-for-ri="10735" type="text/json">{"id":10735,"name":"Gestalt Psychology","url":"https://www.academia.edu/Documents/in/Gestalt_Psychology?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41250686]'), work: {"id":41250686,"title":"Gestalttheorie und Didaktik [1977]","created_at":"2019-12-10T05:15:41.743-08:00","url":"https://www.academia.edu/41250686/Gestalttheorie_und_Didaktik_1977_?f_ri=3457","dom_id":"work_41250686","summary":"Summary in English (text is in German):\n\nThe purpose of this contribution is firstly to say something about the relations between Gestalt theory and didactics and secondly to explain some assumptions and concepts of Gestalt theory which appear to be particularly important in the context of didactic considerations.\n\nZusammenfassung:\n\nDas Anliegen dieses Beitrags ist es, erstens etwas zu den Beziehungen zwischen Gestalttheorie und Didaktik zu sagen und zweitens einige Annahmen und Begriffe der Gestalttheorie zu erliiutern, die im Rahmen didaktischer tlberlegungen besonders bedeutsam erscheinen.","downloadable_attachments":[{"id":61474254,"asset_id":41250686,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":66776601,"first_name":"Kurt","last_name":"Guss","domain_name":"hsbund","page_name":"KurtGuss","display_name":"Kurt Guss","profile_url":"https://hsbund.academia.edu/KurtGuss?f_ri=3457","photo":"https://0.academia-photos.com/66776601/17383682/17478509/s65_kurt.guss.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false},{"id":2936,"name":"Didactics","url":"https://www.academia.edu/Documents/in/Didactics?f_ri=3457","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false},{"id":10735,"name":"Gestalt Psychology","url":"https://www.academia.edu/Documents/in/Gestalt_Psychology?f_ri=3457","nofollow":false},{"id":82280,"name":"Gestalt Theory","url":"https://www.academia.edu/Documents/in/Gestalt_Theory?f_ri=3457"},{"id":311431,"name":"Gestalt","url":"https://www.academia.edu/Documents/in/Gestalt?f_ri=3457"},{"id":2614960,"name":"Gestalttheorie","url":"https://www.academia.edu/Documents/in/Gestalttheorie?f_ri=3457"},{"id":2968996,"name":"Gestaltpsychologie","url":"https://www.academia.edu/Documents/in/Gestaltpsychologie?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39500440" data-work_id="39500440" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39500440/Enhancing_learners_professional_competence_via_Duolingo_classroom">Enhancing learners’ professional competence via Duolingo classroom</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Coventry University Institution Wide Language Programme (IWLP) offers beginners language learning modules to approximately 3,000 students. Each module is taught over 11 weeks for a total of one hour and 40 minutes and two of the weeks are... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39500440" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Coventry University Institution Wide Language Programme (IWLP) offers beginners language learning modules to approximately 3,000 students. Each module is taught over 11 weeks for a total of one hour and 40 minutes and two of the weeks are used for in class tests, so tutors generally agree that students need to practise their skills outside the classroom in order to pass the module. One way of doing this was to use the language learning app, Duolingo, which helps students to gradually broaden their linguistic, professional competence, and digital fluency through increased learner autonomy. How effective this approach is, however, has never been measured. The project ran from January to April 2018 and explored whether a correlation exists between regular use of the app by IWLP learners at Common European Framework of Reference (CEFR) level A1 of French, German, Italian, Portuguese, and Spanish, and achieving a high formal coursework assessment mark. The views of both learners and tutors of their experiences of using the software, and the tutor tools provided by Duolingo Schools, will also be canvassed. A virtual classroom was set up within Duolingo Schools for each participating cohort of students and they were encouraged to use the app on a regular basis. The tutor tools allowed the monitoring of how many days learners were active, how many lessons they completed, how many courses they completed, and how many points they were awarded while using Duolingo. These statistics were compared with</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39500440" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1f2d92f88ddd621efe1a41d06bc39d32" rel="nofollow" data-download="{"attachment_id":59648318,"asset_id":39500440,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59648318/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4866138" href="https://retired.academia.edu/BillyBrick">Billy Brick</a><script data-card-contents-for-user="4866138" type="text/json">{"id":4866138,"first_name":"Billy","last_name":"Brick","domain_name":"retired","page_name":"BillyBrick","display_name":"Billy Brick","profile_url":"https://retired.academia.edu/BillyBrick?f_ri=3457","photo":"https://0.academia-photos.com/4866138/2087292/2455092/s65_billy.brick.jpg"}</script></span></span></li><li class="js-paper-rank-work_39500440 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39500440"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39500440, container: ".js-paper-rank-work_39500440", }); 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Each module is taught over 11 weeks for a total of one hour and 40 minutes and two of the weeks are used for in class tests, so tutors generally agree that students need to practise their skills outside the classroom in order to pass the module. One way of doing this was to use the language learning app, Duolingo, which helps students to gradually broaden their linguistic, professional competence, and digital fluency through increased learner autonomy. How effective this approach is, however, has never been measured. The project ran from January to April 2018 and explored whether a correlation exists between regular use of the app by IWLP learners at Common European Framework of Reference (CEFR) level A1 of French, German, Italian, Portuguese, and Spanish, and achieving a high formal coursework assessment mark. The views of both learners and tutors of their experiences of using the software, and the tutor tools provided by Duolingo Schools, will also be canvassed. A virtual classroom was set up within Duolingo Schools for each participating cohort of students and they were encouraged to use the app on a regular basis. The tutor tools allowed the monitoring of how many days learners were active, how many lessons they completed, how many courses they completed, and how many points they were awarded while using Duolingo. 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I also declare that, as required by these rules and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4755103" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">_____________________ iii PLAGIARISM I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name, Last name : Koray KASAPOĞLU Signature : iv ABSTRACT RELATIONS BETWEEN CLASSROOM TEACHERS' ATTITUDES TOWARD</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4755103" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b952cfa2e042bcaba8c54e89cabdcf5c" rel="nofollow" data-download="{"attachment_id":32065489,"asset_id":4755103,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32065489/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6096216" href="https://independent.academia.edu/BrightMore">Bright More</a><script data-card-contents-for-user="6096216" type="text/json">{"id":6096216,"first_name":"Bright","last_name":"More","domain_name":"independent","page_name":"BrightMore","display_name":"Bright More","profile_url":"https://independent.academia.edu/BrightMore?f_ri=3457","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_4755103 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4755103"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4755103, container: ".js-paper-rank-work_4755103", }); 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I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name, Last name : Koray KASAPOĞLU Signature : iv ABSTRACT RELATIONS BETWEEN CLASSROOM TEACHERS' ATTITUDES TOWARD","downloadable_attachments":[{"id":32065489,"asset_id":4755103,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6096216,"first_name":"Bright","last_name":"More","domain_name":"independent","page_name":"BrightMore","display_name":"Bright More","profile_url":"https://independent.academia.edu/BrightMore?f_ri=3457","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37103174" data-work_id="37103174" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37103174/A_Letter_on_Teaching_to_the_Fordham_University_History_Department">A Letter on Teaching to the Fordham University History Department</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><a href="https://history.blog.fordham.edu/?p=2477" rel="nofollow">https://history.blog.fordham.edu/?p=2477</a></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37103174" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fd7734410b14222e8873afb7b9c5935e" rel="nofollow" data-download="{"attachment_id":57054576,"asset_id":37103174,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57054576/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="105938" href="https://independent.academia.edu/BrandonKGauthierPhD">Brandon K Gauthier</a><script data-card-contents-for-user="105938" type="text/json">{"id":105938,"first_name":"Brandon","last_name":"Gauthier","domain_name":"independent","page_name":"BrandonKGauthierPhD","display_name":"Brandon K Gauthier","profile_url":"https://independent.academia.edu/BrandonKGauthierPhD?f_ri=3457","photo":"https://0.academia-photos.com/105938/29149/57301308/s65_brandon.gauthier.jpg"}</script></span></span></li><li class="js-paper-rank-work_37103174 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37103174"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37103174, container: ".js-paper-rank-work_37103174", }); 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In, Palmer, C. (Ed.) Arts-Based Education in Outdoor Learning. Sport and Wellbeing Press, Preston, UK. [Topics: pedagogy, arts-based education, outdoor learning]</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Arts-based Education in Outdoor Learning is a compendium of artistic endeavour created for the purposes of learning. The contents stem mainly from teaching BA undergraduate Outdoor students at the University of Central Lancashire in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45570940" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Arts-based Education in Outdoor Learning is a compendium of artistic endeavour created for the purposes of learning. The contents stem mainly from teaching BA undergraduate Outdoor students at the University of Central Lancashire in Preston, UK, showcased here to promote critical discussion on Outdoor issues and foster pedagogical progress wherever that may be found. This introduction outlines the structure of the book, which also illuminates the plan of teaching that has brought about such a vibrant collection of chapters. The ethos of my educational mission has been for students to become philosophical about things, ‘having ideas’ with a view to making a comment about some state of affairs in the Outdoors. With a nugget of an idea latched on to, fuelled with some passion, the next step was to transform that idea into some physical presence through an artistic medium; shape it. Thereafter, the academic task was to polish and present the artwork with a supporting chapter, in order to communicate their idea to the world; share it. The creation of art in this context was always a means to an educational end, the artworks being an impressive by-product from this experience – but now the artworks are leading the show, representing the style of education we enjoyed. It seems worth mentioning at the outset, that all the Outdoor students I have taught are not artists, they are climbers, canoeists and mountaineers. They never came to university to do or study art and nor did I teach them as such. If I have done anything, it was to free up the possibility of thinking slightly differently about topics they chose, and then equip them with some basic artistic tools to play with those ideas. As a result, I discovered a huge increase in student confidence and a palpable increase in enjoyment of learning, as much for me as their teacher as for them. In effect, what I did was invite into my classroom a raft of untapped talent in thinking and learning that suddenly had a place in their university degrees.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45570940" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ff8607375190576630ef297be4cca320" rel="nofollow" data-download="{"attachment_id":69069860,"asset_id":45570940,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/69069860/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4131983" href="https://uclan.academia.edu/ClivePalmer">Clive Palmer (National Teaching Fellow)</a><script data-card-contents-for-user="4131983" type="text/json">{"id":4131983,"first_name":"Clive","last_name":"Palmer (National Teaching Fellow)","domain_name":"uclan","page_name":"ClivePalmer","display_name":"Clive Palmer (National Teaching Fellow)","profile_url":"https://uclan.academia.edu/ClivePalmer?f_ri=3457","photo":"https://0.academia-photos.com/4131983/1609764/34406840/s65_clive.palmer_national_teaching_fellow_.jpg"}</script></span></span></li><li class="js-paper-rank-work_45570940 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45570940"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45570940, container: ".js-paper-rank-work_45570940", }); 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This introduction outlines the structure of the book, which also illuminates the plan of teaching that has brought about such a vibrant collection of chapters. The ethos of my educational mission has been for students to become philosophical about things, ‘having ideas’ with a view to making a comment about some state of affairs in the Outdoors. With a nugget of an idea latched on to, fuelled with some passion, the next step was to transform that idea into some physical presence through an artistic medium; shape it. Thereafter, the academic task was to polish and present the artwork with a supporting chapter, in order to communicate their idea to the world; share it. The creation of art in this context was always a means to an educational end, the artworks being an impressive by-product from this experience – but now the artworks are leading the show, representing the style of education we enjoyed. It seems worth mentioning at the outset, that all the Outdoor students I have taught are not artists, they are climbers, canoeists and mountaineers. They never came to university to do or study art and nor did I teach them as such. If I have done anything, it was to free up the possibility of thinking slightly differently about topics they chose, and then equip them with some basic artistic tools to play with those ideas. As a result, I discovered a huge increase in student confidence and a palpable increase in enjoyment of learning, as much for me as their teacher as for them. In effect, what I did was invite into my classroom a raft of untapped talent in thinking and learning that suddenly had a place in their university degrees. ","downloadable_attachments":[{"id":69069860,"asset_id":45570940,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4131983,"first_name":"Clive","last_name":"Palmer (National Teaching Fellow)","domain_name":"uclan","page_name":"ClivePalmer","display_name":"Clive Palmer (National Teaching 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Vetenskaplig formalia för humanister (Lund: Studentlitteratur, 2015).</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Den här boken ger ovärderlig hjälp för alla som ska skriva en vetenskaplig artikel eller uppsats. Att kunna hantera formalia är en viktig del av det professionella vetenskapliga hantverket och förtjänar samma uppmärksamhet som andra delar... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12574689" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Den här boken ger ovärderlig hjälp för alla som ska skriva en vetenskaplig artikel eller uppsats. Att kunna hantera formalia är en viktig del av det professionella vetenskapliga hantverket och förtjänar samma uppmärksamhet som andra delar av forskningsprocessen. <br /> <br />I Konsten att skriva en fotnot diskuteras detaljfrågor kring formalia, såsom citat- och referatteknik samt hantering av illustrationer och fotnoter, men framför allt tar författarna ett helhetsgrepp på vetenskaplig formalia. Boken är tänkt att vara ett hjälpmedel att användas under själva skrivandet och ger exempel på en mängd frågeställningar som kan infinna sig för uppsatsskribenten. Hur ska egentligen referenser utformas i en vetenskaplig text? Ska en fotnot stå före eller efter punkten? Hur redovisas internetkällor i källförteckningen? <br /> <br />Boken vänder sig till nya studenter som behöver en bok i behändigt format att hålla hårt i under uppsatsskrivandet, men också till den mer erfarna forskaren som kan behöva en uppslagsbok när det uppstår frågor kring hur hänvisningar ska utformas.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12574689" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4aa38e21160e49759970110937583b47" rel="nofollow" data-download="{"attachment_id":37864259,"asset_id":12574689,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37864259/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="24753809" href="https://su-se.academia.edu/MagnusLinnarsson">Magnus Linnarsson</a><script data-card-contents-for-user="24753809" type="text/json">{"id":24753809,"first_name":"Magnus","last_name":"Linnarsson","domain_name":"su-se","page_name":"MagnusLinnarsson","display_name":"Magnus Linnarsson","profile_url":"https://su-se.academia.edu/MagnusLinnarsson?f_ri=3457","photo":"https://0.academia-photos.com/24753809/6695096/17705261/s65_magnus.linnarsson.jpg"}</script></span></span></li><li class="js-paper-rank-work_12574689 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12574689"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12574689, container: ".js-paper-rank-work_12574689", }); 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$(".js-view-count[data-work-id=12574689]").text(description); $(".js-view-count-work_12574689").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12574689").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12574689"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1013" href="https://www.academia.edu/Documents/in/Reference">Reference</a>, <script data-card-contents-for-ri="1013" type="text/json">{"id":1013,"name":"Reference","url":"https://www.academia.edu/Documents/in/Reference?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="44236" href="https://www.academia.edu/Documents/in/Scientific_Writing">Scientific Writing</a>, <script data-card-contents-for-ri="44236" type="text/json">{"id":44236,"name":"Scientific Writing","url":"https://www.academia.edu/Documents/in/Scientific_Writing?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="167761" href="https://www.academia.edu/Documents/in/Interested_in_Writing_Research_Papers">Interested in Writing Research Papers</a><script data-card-contents-for-ri="167761" type="text/json">{"id":167761,"name":"Interested in Writing Research Papers","url":"https://www.academia.edu/Documents/in/Interested_in_Writing_Research_Papers?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12574689]'), work: {"id":12574689,"title":"Anna Götlind \u0026 Magnus Linnarsson, Konsten att skriva en fotnot. 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Boken är tänkt att vara ett hjälpmedel att användas under själva skrivandet och ger exempel på en mängd frågeställningar som kan infinna sig för uppsatsskribenten. Hur ska egentligen referenser utformas i en vetenskaplig text? Ska en fotnot stå före eller efter punkten? Hur redovisas internetkällor i källförteckningen?\r\n\r\nBoken vänder sig till nya studenter som behöver en bok i behändigt format att hålla hårt i under uppsatsskrivandet, men också till den mer erfarna forskaren som kan behöva en uppslagsbok när det uppstår frågor kring hur hänvisningar ska utformas. ","downloadable_attachments":[{"id":37864259,"asset_id":12574689,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":24753809,"first_name":"Magnus","last_name":"Linnarsson","domain_name":"su-se","page_name":"MagnusLinnarsson","display_name":"Magnus Linnarsson","profile_url":"https://su-se.academia.edu/MagnusLinnarsson?f_ri=3457","photo":"https://0.academia-photos.com/24753809/6695096/17705261/s65_magnus.linnarsson.jpg"}],"research_interests":[{"id":1013,"name":"Reference","url":"https://www.academia.edu/Documents/in/Reference?f_ri=3457","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false},{"id":44236,"name":"Scientific Writing","url":"https://www.academia.edu/Documents/in/Scientific_Writing?f_ri=3457","nofollow":false},{"id":167761,"name":"Interested in Writing Research Papers","url":"https://www.academia.edu/Documents/in/Interested_in_Writing_Research_Papers?f_ri=3457","nofollow":false},{"id":971800,"name":"Footnotes","url":"https://www.academia.edu/Documents/in/Footnotes?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1906525" data-work_id="1906525" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1906525/Navigating_Human_Service_Organizations_3rd_edition_">Navigating Human Service Organizations (3rd. edition)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">"Since its very inception, social work has been considered an organizationally based profession, with the majority of its workforce employed within formal organizations. Whether in nonprofit, for-profit, or governmental agencies, the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1906525" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">"Since its very inception, social work has been considered an organizationally based profession, with the majority of its workforce employed within formal organizations. Whether in nonprofit, for-profit, or governmental agencies, the practical realities of human service organizations are a central element of professional social work. This book explores the climate and culture of these agencies and provides essential information for surviving and thriving in this setting. It prepares students for their future careers so that they will feel empowered in their work and be able to fulfill their responsibilities toward organizational, community, and social change. Using real-life examples, the authors examine the internal structures of management, financing, and supervision and discuss common conflicts between agencies and professionals. The book’s straightforward tone and practical advice make it an asset to anyone entering human service organizations. <br /> <br />This new edition contains updated examples, case studies, and references. It also contains valuable information on the effects of the recent financial crisis on human service organizations. Agencies now face increased caseloads and more complex social problems with fewer resources and less money. Understanding how these events have changed the nature of human service organizations will allow students to be better prepared for the work ahead of them. <br /> <br />Features <br /> <br />• <br />Expanded content on the practical aspects of organizational theory and suggestions for developing leadership skills <br />• <br />Updated examples, case studies, and references throughout the book <br />• <br />Key points and discussion questions following each chapter <br />• <br />Updated instructor’s manual available online as a PDF or Word document"</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1906525" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="78ac6c690f2fd34c6b5afc4a00ee95d1" rel="nofollow" data-download="{"attachment_id":32624927,"asset_id":1906525,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32624927/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1808674" href="https://tacoma-washington.academia.edu/RichFurman">Rich Furman</a><script data-card-contents-for-user="1808674" type="text/json">{"id":1808674,"first_name":"Rich","last_name":"Furman","domain_name":"tacoma-washington","page_name":"RichFurman","display_name":"Rich Furman","profile_url":"https://tacoma-washington.academia.edu/RichFurman?f_ri=3457","photo":"https://0.academia-photos.com/1808674/760335/7279738/s65_rich.furman.jpg"}</script></span></span></li><li class="js-paper-rank-work_1906525 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1906525"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1906525, container: ".js-paper-rank-work_1906525", }); 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class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49877636/Advancing_the_Science_of_Teaching_Reading_Equitably">Advancing the Science of Teaching Reading Equitably</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Teaching reading is more complex than reading, especially when teaching students from minoritized communities. Teaching reading equitably requires educators to integrate their knowledge of skills involved in reading, assisting students to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49877636" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Teaching reading is more complex than reading, especially when teaching students from minoritized communities. Teaching reading equitably requires educators to integrate their knowledge of skills involved in reading, assisting students to learn to read, and everyday sociocultural practices and identities of readers. In this article, I examine what research has found across methodological traditions regarding teaching reading equitably, as well as what still needs to be explored. For the “science of reading” community, I frame equitable teaching as effective in assisting student reading performance and meaningful in terms of integrating values and practices from minoritized students’ everyday lives. Drawing largely on interpretive research, I identify sociocultural processes in teaching reading that connect with minoritized students’ everyday identities and experiences, support student initiative and expression, and foster collaborative relationships in the classroom to assist student participation and performance in reading. To advance the science of teaching reading equitably, I recommend that pluralistic research build generalizable evidence regarding effects of equitable teaching on reading and language gains for minoritized students, mechanisms in teaching reading equitably, and processes and materials to support teacher learning to sustain implementation of equitable practices to teach reading.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49877636" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8265c8a410ce75e41c54813d1d26e0f8" rel="nofollow" data-download="{"attachment_id":68071807,"asset_id":49877636,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68071807/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33862159" href="https://byu.academia.edu/BJensen">Bryant Jensen</a><script data-card-contents-for-user="33862159" type="text/json">{"id":33862159,"first_name":"Bryant","last_name":"Jensen","domain_name":"byu","page_name":"BJensen","display_name":"Bryant Jensen","profile_url":"https://byu.academia.edu/BJensen?f_ri=3457","photo":"https://0.academia-photos.com/33862159/9969091/11117200/s65_bryant.jensen.jpg"}</script></span></span></li><li class="js-paper-rank-work_49877636 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49877636"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49877636, container: ".js-paper-rank-work_49877636", }); 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Teaching reading equitably requires educators to integrate their knowledge of skills involved in reading, assisting students to learn to read, and everyday sociocultural practices and identities of readers. In this article, I examine what research has found across methodological traditions regarding teaching reading equitably, as well as what still needs to be explored. For the “science of reading” community, I frame equitable teaching as effective in assisting student reading performance and meaningful in terms of integrating values and practices from minoritized students’ everyday lives. Drawing largely on interpretive research, I identify sociocultural processes in teaching reading that connect with minoritized students’ everyday identities and experiences, support student initiative and expression, and foster collaborative relationships in the classroom to assist student participation and performance in reading. To advance the science of teaching reading equitably, I recommend that pluralistic research build generalizable evidence regarding effects of equitable teaching on reading and language gains for minoritized students, mechanisms in teaching reading equitably, and processes and materials to support teacher learning to sustain implementation of equitable practices to teach reading.","downloadable_attachments":[{"id":68071807,"asset_id":49877636,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33862159,"first_name":"Bryant","last_name":"Jensen","domain_name":"byu","page_name":"BJensen","display_name":"Bryant Jensen","profile_url":"https://byu.academia.edu/BJensen?f_ri=3457","photo":"https://0.academia-photos.com/33862159/9969091/11117200/s65_bryant.jensen.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457","nofollow":false},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=3457","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=3457","nofollow":false},{"id":110333,"name":"Teacher Learning","url":"https://www.academia.edu/Documents/in/Teacher_Learning?f_ri=3457"},{"id":115681,"name":"Teaching Reading and Writing Skills","url":"https://www.academia.edu/Documents/in/Teaching_Reading_and_Writing_Skills?f_ri=3457"},{"id":192536,"name":"Reading Instruction","url":"https://www.academia.edu/Documents/in/Reading_Instruction?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29512270" data-work_id="29512270" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29512270/THE_EFFECT_OF_THE_SUCCESS_IN_TEACHING_GEOMETRY_OF_BASIC_LEVEL_EDUCATION_MATHEMATICS">THE EFFECT OF THE SUCCESS IN TEACHING GEOMETRY OF BASIC LEVEL EDUCATION MATHEMATICS</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this study was to investigate primary and secondary mathematics teachers' candidates' effect of the success in geometry education. The sample of the study consists of students first and last class preservice primary... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29512270" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this study was to investigate primary and secondary mathematics teachers' candidates' effect of the success in geometry education. The sample of the study consists of students first and last class preservice primary mathematics teachers which are enrolled program education at department of mathematics and students first and last class in preservice secondary mathematics teachers enrolled to Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education. As data collection tool, the 2016 Transition to Higher Education Examination questions asked in geometry was used. Data obtained were analyzed using Mann Whitney U test. Based on the findings, investigated that in first and last class of primary classroom teacher candidates and in first and last class of secondary mathematics teacher candidates were revealed in that whether there were statistically significant differences in terms of their success.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29512270" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1343a24f1a39d7d8c5ca801f9a8a1c2c" rel="nofollow" data-download="{"attachment_id":50038012,"asset_id":29512270,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50038012/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a><script data-card-contents-for-user="29518315" type="text/json">{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=3457","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}</script></span></span></li><li class="js-paper-rank-work_29512270 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29512270"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29512270, container: ".js-paper-rank-work_29512270", }); 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$(".js-view-count[data-work-id=29512270]").text(description); $(".js-view-count-work_29512270").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29512270").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29512270"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">22</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a><script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29512270]'), work: {"id":29512270,"title":"THE EFFECT OF THE SUCCESS IN TEACHING GEOMETRY OF BASIC LEVEL EDUCATION MATHEMATICS","created_at":"2016-10-28T19:02:56.716-07:00","url":"https://www.academia.edu/29512270/THE_EFFECT_OF_THE_SUCCESS_IN_TEACHING_GEOMETRY_OF_BASIC_LEVEL_EDUCATION_MATHEMATICS?f_ri=3457","dom_id":"work_29512270","summary":"The purpose of this study was to investigate primary and secondary mathematics teachers' candidates' effect of the success in geometry education. The sample of the study consists of students first and last class preservice primary mathematics teachers which are enrolled program education at department of mathematics and students first and last class in preservice secondary mathematics teachers enrolled to Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education. As data collection tool, the 2016 Transition to Higher Education Examination questions asked in geometry was used. Data obtained were analyzed using Mann Whitney U test. Based on the findings, investigated that in first and last class of primary classroom teacher candidates and in first and last class of secondary mathematics teacher candidates were revealed in that whether there were statistically significant differences in terms of their success.","downloadable_attachments":[{"id":50038012,"asset_id":29512270,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=3457","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}],"research_interests":[{"id":887,"name":"Teaching and 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itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/15311974/Ng%C4%81_Ara_Ako_M%C4%81ori_children_s_everyday_learning_over_the_summer_holidays">Ngā Ara Ako: Māori children’s everyday learning over the summer holidays</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15311974" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a880ceb018ce109d926fc6f9a99ea4bf" rel="nofollow" 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itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29935504/European_Centre_for_the_Development_of_Vocational_Training_Application_of_learning_outcomes_approaches_across_Europe_A_COMPARATIVE_STUDY">European Centre for the Development of Vocational Training Application of learning outcomes approaches across Europe A COMPARATIVE STUDY</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This Cedefop reference publication maps and analyses the shift to learning outcomes in education and training policies and practices across Europe. Bringing evidence on the development of national policies from 33 countries, the study... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29935504" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This Cedefop reference publication maps and analyses the shift to learning outcomes in education and training policies and practices across Europe. Bringing evidence on the development of national policies from 33 countries, the study examines progress made in recent years (2009 onwards) and attempts to capture the character of political reform at national, institution and local levels. Ten case studies in nine countries produce new empirical evidence on the presence of learning outcomes approaches in the design and delivery of programmes and curricula for teacher education programmes. Based on extensive literature review, interviews conducted with various stakeholders in curriculum policy-making and practice, focus groups and on-site visits, findings show how learning outcomes approaches increasingly feature as catalysts for policy and practical reform, influencing education and training practice. This publication also reveals the diversity of uses of the learning outcomes approaches being applied and highlights the complexity of implementing learning-outcomes centred policies and developing appropriate strategies at both systemic and subsystemic levels.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29935504" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="527e2cee8ae08a04f89d0cde4ee8b06f" rel="nofollow" data-download="{"attachment_id":50394449,"asset_id":29935504,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50394449/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34744443" href="https://unibuc.academia.edu/ULRICH">CATALINA ULRICH HYGUM</a><script data-card-contents-for-user="34744443" type="text/json">{"id":34744443,"first_name":"CATALINA","last_name":"ULRICH HYGUM","domain_name":"unibuc","page_name":"ULRICH","display_name":"CATALINA ULRICH HYGUM","profile_url":"https://unibuc.academia.edu/ULRICH?f_ri=3457","photo":"https://0.academia-photos.com/34744443/26358358/95791854/s65_catalina.ulrich_hygum.jpg"}</script></span></span></li><li class="js-paper-rank-work_29935504 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29935504"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29935504, container: ".js-paper-rank-work_29935504", }); });</script></li><li class="js-percentile-work_29935504 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29935504; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_29935504"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_29935504 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="29935504"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29935504; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29935504]").text(description); $(".js-view-count-work_29935504").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29935504").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29935504"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a><script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29935504]'), work: {"id":29935504,"title":"European Centre for the Development of Vocational Training Application of learning outcomes approaches across Europe A COMPARATIVE STUDY","created_at":"2016-11-18T03:44:44.016-08:00","url":"https://www.academia.edu/29935504/European_Centre_for_the_Development_of_Vocational_Training_Application_of_learning_outcomes_approaches_across_Europe_A_COMPARATIVE_STUDY?f_ri=3457","dom_id":"work_29935504","summary":"This Cedefop reference publication maps and analyses the shift to learning outcomes in education and training policies and practices across Europe. Bringing evidence on the development of national policies from 33 countries, the study examines progress made in recent years (2009 onwards) and attempts to capture the character of political reform at national, institution and local levels. Ten case studies in nine countries produce new empirical evidence on the presence of learning outcomes approaches in the design and delivery of programmes and curricula for teacher education programmes. Based on extensive literature review, interviews conducted with various stakeholders in curriculum policy-making and practice, focus groups and on-site visits, findings show how learning outcomes approaches increasingly feature as catalysts for policy and practical reform, influencing education and training practice. This publication also reveals the diversity of uses of the learning outcomes approaches being applied and highlights the complexity of implementing learning-outcomes centred policies and developing appropriate strategies at both systemic and subsystemic levels.","downloadable_attachments":[{"id":50394449,"asset_id":29935504,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34744443,"first_name":"CATALINA","last_name":"ULRICH HYGUM","domain_name":"unibuc","page_name":"ULRICH","display_name":"CATALINA ULRICH HYGUM","profile_url":"https://unibuc.academia.edu/ULRICH?f_ri=3457","photo":"https://0.academia-photos.com/34744443/26358358/95791854/s65_catalina.ulrich_hygum.jpg"}],"research_interests":[{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_50946269" data-work_id="50946269" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/50946269/Mario_Polito_2021_Memoria_e_mnemotecniche_applicate_allo_studio_Quarta_edizione">Mario Polito (2021), Memoria e mnemotecniche applicate allo studio. Quarta edizione.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Strategie antiche e moderne  per ricordare e assimilare tutto ciò che si è studiato.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/50946269" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b4ab2cd88c3172a882795ad4b854db4d" rel="nofollow" data-download="{"attachment_id":68823057,"asset_id":50946269,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68823057/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="9414009" href="https://independent.academia.edu/Polito">Mario Polito Psicologo</a><script data-card-contents-for-user="9414009" type="text/json">{"id":9414009,"first_name":"Mario","last_name":"Polito Psicologo","domain_name":"independent","page_name":"Polito","display_name":"Mario Polito Psicologo","profile_url":"https://independent.academia.edu/Polito?f_ri=3457","photo":"https://0.academia-photos.com/9414009/2998900/49692002/s65_mario.polito.jpg"}</script></span></span></li><li class="js-paper-rank-work_50946269 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="50946269"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 50946269, container: ".js-paper-rank-work_50946269", }); 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$(".js-view-count[data-work-id=50946269]").text(description); $(".js-view-count-work_50946269").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_50946269").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="50946269"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3518" href="https://www.academia.edu/Documents/in/Mnemonics">Mnemonics</a>, <script data-card-contents-for-ri="3518" type="text/json">{"id":3518,"name":"Mnemonics","url":"https://www.academia.edu/Documents/in/Mnemonics?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="12932" href="https://www.academia.edu/Documents/in/Teaching_Methodology">Teaching Methodology</a>, <script data-card-contents-for-ri="12932" type="text/json">{"id":12932,"name":"Teaching Methodology","url":"https://www.academia.edu/Documents/in/Teaching_Methodology?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="58513" href="https://www.academia.edu/Documents/in/Learning_and_Memory-1">Learning and Memory</a><script data-card-contents-for-ri="58513" type="text/json">{"id":58513,"name":"Learning and Memory","url":"https://www.academia.edu/Documents/in/Learning_and_Memory-1?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=50946269]'), work: {"id":50946269,"title":"Mario Polito (2021), Memoria e mnemotecniche applicate allo studio. Quarta edizione.","created_at":"2021-08-20T08:46:21.252-07:00","url":"https://www.academia.edu/50946269/Mario_Polito_2021_Memoria_e_mnemotecniche_applicate_allo_studio_Quarta_edizione?f_ri=3457","dom_id":"work_50946269","summary":"Strategie antiche e moderne per ricordare e assimilare tutto ciò che si è studiato.\n","downloadable_attachments":[{"id":68823057,"asset_id":50946269,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":9414009,"first_name":"Mario","last_name":"Polito Psicologo","domain_name":"independent","page_name":"Polito","display_name":"Mario Polito Psicologo","profile_url":"https://independent.academia.edu/Polito?f_ri=3457","photo":"https://0.academia-photos.com/9414009/2998900/49692002/s65_mario.polito.jpg"}],"research_interests":[{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false},{"id":3518,"name":"Mnemonics","url":"https://www.academia.edu/Documents/in/Mnemonics?f_ri=3457","nofollow":false},{"id":12932,"name":"Teaching Methodology","url":"https://www.academia.edu/Documents/in/Teaching_Methodology?f_ri=3457","nofollow":false},{"id":58513,"name":"Learning and Memory","url":"https://www.academia.edu/Documents/in/Learning_and_Memory-1?f_ri=3457","nofollow":false},{"id":475361,"name":"Mnemotechnics","url":"https://www.academia.edu/Documents/in/Mnemotechnics?f_ri=3457"},{"id":641246,"name":"Medieval Mnemonics","url":"https://www.academia.edu/Documents/in/Medieval_Mnemonics?f_ri=3457"},{"id":665346,"name":"Visual Imagery Mnemonics","url":"https://www.academia.edu/Documents/in/Visual_Imagery_Mnemonics?f_ri=3457"},{"id":962569,"name":"Mnemosine","url":"https://www.academia.edu/Documents/in/Mnemosine?f_ri=3457"},{"id":1194747,"name":"Mnemonic Processes","url":"https://www.academia.edu/Documents/in/Mnemonic_Processes?f_ri=3457"},{"id":2265327,"name":"Mnemosophy","url":"https://www.academia.edu/Documents/in/Mnemosophy?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37007935" data-work_id="37007935" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37007935/Inhaltsverzeichnis_zum_Lexikon_Lagerlogistik_pdf">Inhaltsverzeichnis zum Lexikon Lagerlogistik.pdf</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">bei AMAZON runterladen unter: <a href="https://www.amazon.de/exec/obidos/ASIN/B07BGW2DZ7" rel="nofollow">https://www.amazon.de/exec/obidos/ASIN/B07BGW2DZ7</a> EBOOK: ASIN: B07BGW2DZ7 Neuerscheinung im März 2018: Warehouse Logistics Expert: german glossary + german-english dictionary logistics + abbreviations... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37007935" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">bei AMAZON runterladen unter:<br /><a href="https://www.amazon.de/exec/obidos/ASIN/B07BGW2DZ7" rel="nofollow">https://www.amazon.de/exec/obidos/ASIN/B07BGW2DZ7</a><br /><br /><br />EBOOK:<br />ASIN: B07BGW2DZ7<br />Neuerscheinung im März 2018:<br />Warehouse Logistics Expert:<br />german glossary <br />+ <br />german-english dictionary logistics <br />+ <br />abbreviations<br />(transport and distribution technology, logistics (inbound logistics, manufacturing logistics, outbound logistics, logistics of disposal), warehousing, supply chain, logistics management, controlling, foreign trade, traffic engineering, materials handling technology, packaging technique, information technology, business english)<br /><br /> <br />bzw.<br />ebook<br />Neuerscheinung im Maerz 2018:<br />Fachkraft fuer Lagerlogistik: Grundlagen-Begriffe (Lexikon) + Woerterbuch (deutsch-englisch/ en-de) + Abkuerzungen<br /><br />Leseprobe zum Woerterbuch<br /> ein mangelhafter Zustand der Ware <br />a defective condition of the goods<br /><br />Ersatzteillager {Logistik} <br />spare parts warehouse<br /><br />Transportlogistik {Transport} <br />transport logistics<br /><br />Warensendung {Logistik} <br />consignment<br /><br /> Warenversand mit der Post <br />dispatch of goods<br /><br />INHALTSVERZEICHNIS<br />1. Lexikon und Woerterbuch fuer Lagerlogistik-Fachkraft <br />1.1 Logistik-Lexikon<br />A<br />ABC-Analyse {LEXIKON-Logistik}<br />Abholtransport der Ware {LEXIKON-Logistik}<br />Abladestelle der Ware {LEXIKON-Logistik}<br />Abnehmer {LEXIKON-Logistik}<br />Abnutzung (wear and tear) {LEXIKON-Logistik}<br />Abrollcontainer-Transportsystem (ACTS) {LEXIKON-Logistik}<br />Absatz bzw. Artikel-Absatz {LEXIKON-Logistik}<br />Absatzplan (distribution plan) {LEXIKON-Logistik}<br />Absenkbarer Palettenplatz (lowerable pallet slot) {LEXIKON-Logistik}<br />Activity Based Costing (ABC) {LEXIKON-Logistik}<br />ACTS (Abrollcontainer-Transportsystem) {LEXIKON-Logistik}<br />Advanced Tracking and Tracing (ATT) {LEXIKON-Logistik}<br />airway bill (Luftfrachtbrief) {LEXIKON-Logistik}<br />AKL (Automatisches Kleinteilelager) {LEXIKON-Logistik}<br />Aktenförderanlage (document conveyor) {LEXIKON-Logistik}<br />Akustische Kommissionierung (pick by voice) {LEXIKON-Logistik}<br />ALF (Autonomes Lagerfahrzeug) {LEXIKON-Logistik}<br />Ameise {LEXIKON-Logistik}<br />Anbruch {LEXIKON-Logistik}<br />Andockstelle {LEXIKON-Logistik}<br />Anfahrdichte (approach frequency) {LEXIKON-Logistik}<br />Anpassrampe (dock leveler) {LEXIKON-Logistik}<br />Anschlagmittel (slinging means) {LEXIKON-Logistik}<br />APS {LEXIKON-Logistik}<br />Arbeitsablaufplan {LEXIKON-Logistik}<br />Auftragszeit (Arbeitsablaufplanung) {LEXIKON-Logistik}<br />Arbeitsvorbereitung {LEXIKON-Logistik}<br />Arten der Güter {LEXIKON-Logistik}<br />Article-based Order-picking {LEXIKON-Logistik}<br />Artikel {LEXIKON-Logistik}<br />Assemble-to-Order (Zusammenbau bei Auftrag) {LEXIKON-Logistik}<br />ATA (Datenverarbeitung) {LEXIKON-Logistik}<br />ATD {LEXIKON-Logistik}<br />ATLAS (Automatisiertes Tarif- und Lokales Zoll-Abwicklungs-System) {LEXIKON-Logistik}<br />ATT (Advanced Tracking and Tracing) {LEXIKON-Logistik}<br />Aufgaben der Logistik {LEXIKON-Logistik}<br />Aufgaben vom Wareneingang {LEXIKON-Logistik}<br />Auftrag/ Kundenauftrag {LEXIKON-Logistik}<br />Auftraggeber {LEXIKON-Logistik}<br />Auftragsart {LEXIKON-Logistik}<br />Auftrags-Batch {LEXIKON-Logistik}<br />Auftragsfertigung {LEXIKON-Logistik}<br />Auftragsmanagement {LEXIKON-Logistik}<br />Auftragsorientierte Kommissionierung {LEXIKON-Logistik}<br />Auftragsparallele Kommissionierung {LEXIKON-Logistik}<br />Auftragsposition {LEXIKON-Logistik}<br />Auftragszeile {LEXIKON-Logistik}<br />Auftragszeit (Arbeitsablaufplanung) {LEXIKON-Logistik}<br />Ausfuhr {LEXIKON-Logistik}<br />Ausschleusstation {LEXIKON-Logistik}<br />Ausschuss (fehlerhafte Teile) {LEXIKON-Logistik}<br />Automatische Identifikation {LEXIKON-Logistik}<br />Automatische Rampe {LEXIKON-Logistik}<br />Automatisches Behälterlager {LEXIKON-Logistik}<br />Automatisches Kleinteilelager (AKL) {LEXIKON-Logistik}<br />Automatisiertes Tarif- und Lokales Zoll-Abwicklungs-System (ATLAS) {LEXIKON-Logistik}<br />Autonomes Lagerfahrzeug (ALF) {LEXIKON-Logistik}<br />available stocks (Verfügbarer Bestand) {LEXIKON-Logistik}<br />B<br />Bahnfrachtbrief (railway bill, bill of loading) {LEXIKON-Logistik}<br />Barcode {LEXIKON-Logistik}<br />Barcode-Lesegerät {LEXIKON-Logistik}<br />Batch-Kommissionierung (Multi-Order-Picking) {LEXIKON-Logistik}<br />Baukastenstückliste {LEXIKON-Logistik}<br />BDE (Betriebsdatenerfassung) {LEXIKON-Logistik}<br />Bedarfsermittlung {LEXIKON-Logistik}<br />Bedarfsplan (Zusammensetzung) {LEXIKON-Logistik}<br />Bedarfsplanung (requirements planning) {LEXIKON-Logistik}</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37007935" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="39da4f5f1174f6a28c6b59a2442820d4" rel="nofollow" data-download="{"attachment_id":56957308,"asset_id":37007935,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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Wagner","profile_url":"https://h-da.academia.edu/MarkusWagner?f_ri=3457","photo":"https://0.academia-photos.com/30140294/8713493/26369165/s65_markus.wagner.jpg"}</script></span></span></li><li class="js-paper-rank-work_37007935 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37007935"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37007935, container: ".js-paper-rank-work_37007935", }); });</script></li><li class="js-percentile-work_37007935 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37007935; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = 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style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37007935"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2953" href="https://www.academia.edu/Documents/in/Transport_Logistics">Transport Logistics</a>, <script data-card-contents-for-ri="2953" type="text/json">{"id":2953,"name":"Transport Logistics","url":"https://www.academia.edu/Documents/in/Transport_Logistics?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a><script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37007935]'), work: {"id":37007935,"title":"Inhaltsverzeichnis zum Lexikon Lagerlogistik.pdf","created_at":"2018-07-09T00:33:27.577-07:00","url":"https://www.academia.edu/37007935/Inhaltsverzeichnis_zum_Lexikon_Lagerlogistik_pdf?f_ri=3457","dom_id":"work_37007935","summary":"bei AMAZON runterladen unter:\nhttps://www.amazon.de/exec/obidos/ASIN/B07BGW2DZ7\n\n\nEBOOK:\nASIN: B07BGW2DZ7\nNeuerscheinung im März 2018:\nWarehouse Logistics Expert:\ngerman glossary \n+ \ngerman-english dictionary logistics \n+ \nabbreviations\n(transport and distribution technology, logistics (inbound logistics, manufacturing logistics, outbound logistics, logistics of disposal), warehousing, supply chain, logistics management, controlling, foreign trade, traffic engineering, materials handling technology, packaging technique, information technology, business english)\n\n \nbzw.\nebook\nNeuerscheinung im Maerz 2018:\nFachkraft fuer Lagerlogistik: Grundlagen-Begriffe (Lexikon) + Woerterbuch (deutsch-englisch/ en-de) + Abkuerzungen\n\nLeseprobe zum Woerterbuch\n ein mangelhafter Zustand der Ware\t\na defective condition of the goods\n\nErsatzteillager {Logistik} \nspare parts warehouse\n\nTransportlogistik {Transport} \ntransport logistics\n\nWarensendung {Logistik} \nconsignment\n\n Warenversand mit der Post \ndispatch of goods\n\nINHALTSVERZEICHNIS\n1. Lexikon und Woerterbuch fuer Lagerlogistik-Fachkraft \n1.1 Logistik-Lexikon\nA\nABC-Analyse {LEXIKON-Logistik}\nAbholtransport der Ware {LEXIKON-Logistik}\nAbladestelle der Ware {LEXIKON-Logistik}\nAbnehmer {LEXIKON-Logistik}\nAbnutzung (wear and tear) {LEXIKON-Logistik}\nAbrollcontainer-Transportsystem (ACTS) {LEXIKON-Logistik}\nAbsatz bzw. Artikel-Absatz {LEXIKON-Logistik}\nAbsatzplan (distribution plan) {LEXIKON-Logistik}\nAbsenkbarer Palettenplatz (lowerable pallet slot) {LEXIKON-Logistik}\nActivity Based Costing (ABC) {LEXIKON-Logistik}\nACTS (Abrollcontainer-Transportsystem) {LEXIKON-Logistik}\nAdvanced Tracking and Tracing (ATT) {LEXIKON-Logistik}\nairway bill (Luftfrachtbrief) {LEXIKON-Logistik}\nAKL (Automatisches Kleinteilelager) {LEXIKON-Logistik}\nAktenförderanlage (document conveyor) {LEXIKON-Logistik}\nAkustische Kommissionierung (pick by voice) {LEXIKON-Logistik}\nALF (Autonomes Lagerfahrzeug) {LEXIKON-Logistik}\nAmeise {LEXIKON-Logistik}\nAnbruch {LEXIKON-Logistik}\nAndockstelle {LEXIKON-Logistik}\nAnfahrdichte (approach frequency) {LEXIKON-Logistik}\nAnpassrampe (dock leveler) {LEXIKON-Logistik}\nAnschlagmittel (slinging means) {LEXIKON-Logistik}\nAPS {LEXIKON-Logistik}\nArbeitsablaufplan {LEXIKON-Logistik}\nAuftragszeit (Arbeitsablaufplanung) {LEXIKON-Logistik}\nArbeitsvorbereitung {LEXIKON-Logistik}\nArten der Güter {LEXIKON-Logistik}\nArticle-based Order-picking {LEXIKON-Logistik}\nArtikel {LEXIKON-Logistik}\nAssemble-to-Order (Zusammenbau bei Auftrag) {LEXIKON-Logistik}\nATA (Datenverarbeitung) {LEXIKON-Logistik}\nATD {LEXIKON-Logistik}\nATLAS (Automatisiertes Tarif- und Lokales Zoll-Abwicklungs-System) {LEXIKON-Logistik}\nATT (Advanced Tracking and Tracing) {LEXIKON-Logistik}\nAufgaben der Logistik {LEXIKON-Logistik}\nAufgaben vom Wareneingang {LEXIKON-Logistik}\nAuftrag/ Kundenauftrag {LEXIKON-Logistik}\nAuftraggeber {LEXIKON-Logistik}\nAuftragsart {LEXIKON-Logistik}\nAuftrags-Batch {LEXIKON-Logistik}\nAuftragsfertigung {LEXIKON-Logistik}\nAuftragsmanagement {LEXIKON-Logistik}\nAuftragsorientierte Kommissionierung {LEXIKON-Logistik}\nAuftragsparallele Kommissionierung {LEXIKON-Logistik}\nAuftragsposition {LEXIKON-Logistik}\nAuftragszeile {LEXIKON-Logistik}\nAuftragszeit (Arbeitsablaufplanung) {LEXIKON-Logistik}\nAusfuhr {LEXIKON-Logistik}\nAusschleusstation {LEXIKON-Logistik}\nAusschuss (fehlerhafte Teile) {LEXIKON-Logistik}\nAutomatische Identifikation {LEXIKON-Logistik}\nAutomatische Rampe {LEXIKON-Logistik}\nAutomatisches Behälterlager {LEXIKON-Logistik}\nAutomatisches Kleinteilelager (AKL) {LEXIKON-Logistik}\nAutomatisiertes Tarif- und Lokales Zoll-Abwicklungs-System (ATLAS) {LEXIKON-Logistik}\nAutonomes Lagerfahrzeug (ALF) {LEXIKON-Logistik}\navailable stocks (Verfügbarer Bestand) {LEXIKON-Logistik}\nB\nBahnfrachtbrief (railway bill, bill of loading) {LEXIKON-Logistik}\nBarcode {LEXIKON-Logistik}\nBarcode-Lesegerät {LEXIKON-Logistik}\nBatch-Kommissionierung (Multi-Order-Picking) {LEXIKON-Logistik}\nBaukastenstückliste {LEXIKON-Logistik}\nBDE (Betriebsdatenerfassung) {LEXIKON-Logistik}\nBedarfsermittlung {LEXIKON-Logistik}\nBedarfsplan (Zusammensetzung) {LEXIKON-Logistik}\nBedarfsplanung (requirements planning) {LEXIKON-Logistik}","downloadable_attachments":[{"id":56957308,"asset_id":37007935,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":30140294,"first_name":"Markus","last_name":"Wagner","domain_name":"h-da","page_name":"MarkusWagner","display_name":"Markus Wagner","profile_url":"https://h-da.academia.edu/MarkusWagner?f_ri=3457","photo":"https://0.academia-photos.com/30140294/8713493/26369165/s65_markus.wagner.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457","nofollow":false},{"id":2953,"name":"Transport Logistics","url":"https://www.academia.edu/Documents/in/Transport_Logistics?f_ri=3457","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false},{"id":4974,"name":"Logistics","url":"https://www.academia.edu/Documents/in/Logistics?f_ri=3457"},{"id":6148,"name":"German Language","url":"https://www.academia.edu/Documents/in/German_Language?f_ri=3457"},{"id":74810,"name":"Dictionary","url":"https://www.academia.edu/Documents/in/Dictionary?f_ri=3457"},{"id":249466,"name":"Dictionaries","url":"https://www.academia.edu/Documents/in/Dictionaries?f_ri=3457"},{"id":546638,"name":"Glossary","url":"https://www.academia.edu/Documents/in/Glossary?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7396664" data-work_id="7396664" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7396664/Learning_How_the_Brain_Learns">Learning: How the Brain Learns</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The world is changing at an unprecedented rate and the ability to learn is the single most important capacity we can gift to someone. This resource presents a model of how the human brain learns, based on the latest neuroscientific... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7396664" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The world is changing at an unprecedented rate and the ability to learn is the single most important capacity we can gift to someone. This resource presents a model of how the human brain learns, based on the latest neuroscientific research, and this has been leveraged to create a universal, optimised Learning Process. Research suggests the brain has four integrated learning systems that make use of the interaction between the brain's dominant cell type, astrocytes (75%), and neurons (7%) to create the most extraordinary learning instrument on the planet -the human brain. ! i! Mark Treadwell Consultancy <a href="mailto:mark@work.co.nzwww.MarkTreadwell.com" rel="nofollow">mark@work.co.nzwww.MarkTreadwell.com</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7396664" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="17283fa74892c8c89683f33f8857debe" rel="nofollow" data-download="{"attachment_id":33987386,"asset_id":7396664,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33987386/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6188770" href="https://independent.academia.edu/MarkTreadwell">Mark Treadwell</a><script data-card-contents-for-user="6188770" type="text/json">{"id":6188770,"first_name":"Mark","last_name":"Treadwell","domain_name":"independent","page_name":"MarkTreadwell","display_name":"Mark Treadwell","profile_url":"https://independent.academia.edu/MarkTreadwell?f_ri=3457","photo":"https://gravatar.com/avatar/b84f7a48ca0999c2508fad336a095373?s=65"}</script></span></span></li><li class="js-paper-rank-work_7396664 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7396664"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7396664, container: ".js-paper-rank-work_7396664", }); 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$(".js-view-count[data-work-id=7396664]").text(description); $(".js-view-count-work_7396664").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_7396664").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="7396664"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1609" href="https://www.academia.edu/Documents/in/E-learning">E-learning</a>, <script data-card-contents-for-ri="1609" type="text/json">{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1763" href="https://www.academia.edu/Documents/in/Mobile_Learning">Mobile Learning</a><script data-card-contents-for-ri="1763" type="text/json">{"id":1763,"name":"Mobile Learning","url":"https://www.academia.edu/Documents/in/Mobile_Learning?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=7396664]'), work: {"id":7396664,"title":"Learning: How the Brain Learns","created_at":"2014-06-19T01:11:01.406-07:00","url":"https://www.academia.edu/7396664/Learning_How_the_Brain_Learns?f_ri=3457","dom_id":"work_7396664","summary":"The world is changing at an unprecedented rate and the ability to learn is the single most important capacity we can gift to someone. This resource presents a model of how the human brain learns, based on the latest neuroscientific research, and this has been leveraged to create a universal, optimised Learning Process. Research suggests the brain has four integrated learning systems that make use of the interaction between the brain's dominant cell type, astrocytes (75%), and neurons (7%) to create the most extraordinary learning instrument on the planet -the human brain. ! i! Mark Treadwell Consultancy mark@work.co.nzwww.MarkTreadwell.com","downloadable_attachments":[{"id":33987386,"asset_id":7396664,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6188770,"first_name":"Mark","last_name":"Treadwell","domain_name":"independent","page_name":"MarkTreadwell","display_name":"Mark Treadwell","profile_url":"https://independent.academia.edu/MarkTreadwell?f_ri=3457","photo":"https://gravatar.com/avatar/b84f7a48ca0999c2508fad336a095373?s=65"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false},{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning?f_ri=3457","nofollow":false},{"id":1763,"name":"Mobile Learning","url":"https://www.academia.edu/Documents/in/Mobile_Learning?f_ri=3457","nofollow":false},{"id":2469,"name":"Lifelong Learning","url":"https://www.academia.edu/Documents/in/Lifelong_Learning?f_ri=3457"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=3457"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3457"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=3457"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457"},{"id":7255,"name":"Learning Styles","url":"https://www.academia.edu/Documents/in/Learning_Styles?f_ri=3457"},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=3457"},{"id":7874,"name":"Educational Neuroscience","url":"https://www.academia.edu/Documents/in/Educational_Neuroscience?f_ri=3457"},{"id":10102,"name":"Social Neuroscience","url":"https://www.academia.edu/Documents/in/Social_Neuroscience?f_ri=3457"},{"id":11632,"name":"Executive Functions (Cognitive Neuroscience)","url":"https://www.academia.edu/Documents/in/Executive_Functions_Cognitive_Neuroscience_?f_ri=3457"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=3457"},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=3457"},{"id":21548,"name":"Cognitive Neuroscience","url":"https://www.academia.edu/Documents/in/Cognitive_Neuroscience?f_ri=3457"},{"id":24943,"name":"Distance Learning","url":"https://www.academia.edu/Documents/in/Distance_Learning?f_ri=3457"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=3457"},{"id":108301,"name":"Brain Based Learning","url":"https://www.academia.edu/Documents/in/Brain_Based_Learning?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44515813" data-work_id="44515813" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44515813/A_Phenomenological_Study_of_Graduate_Students_Experiences_on_Flipped_Learning_in_Curriculum_Development_Course">A Phenomenological Study of Graduate Students' Experiences on Flipped Learning in Curriculum Development Course</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Flipped learning is one of the practices brought about by in the field of technology and pedagogy developments. It is referred to by this name since it reverses the conventional understanding of education. Flipped learning offers students... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44515813" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Flipped learning is one of the practices brought about by in the field of technology and pedagogy developments. It is referred to by this name since it reverses the conventional understanding of education. Flipped learning offers students a flexible learning environment and access to information on their request. Also, teachers have the opportunity to get to know their students in a better way and to observe their progress rather than focusing on theoretical information during the course. In this study, it was aimed to investigate experiences and views of the graduates on flipped learning in the course of Curriculum Development. For this purpose, the study was designed in accordance with the phenomenological design which is one of the qualitative research methods. The participants of this study were consisted of nine graduate students. The data were collected through a semi-structured interview form and analyzed through content analysis based on coding. Codes were collected under the themes of "contribution to learning", "contribution to the learner", "contribution to the learning environment" and "limitations". Participants generally considered flipped learning positively, however, they stated that it had some limitations such as feeling of being lonely during learning process and technical problems.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44515813" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3c456acdb4254f237f578ec8158efee5" rel="nofollow" data-download="{"attachment_id":64957232,"asset_id":44515813,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64957232/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6872795" href="https://idu-tr.academia.edu/IlkeEvinGencel">Ilke Evin Gencel</a><script data-card-contents-for-user="6872795" type="text/json">{"id":6872795,"first_name":"Ilke","last_name":"Evin Gencel","domain_name":"idu-tr","page_name":"IlkeEvinGencel","display_name":"Ilke Evin Gencel","profile_url":"https://idu-tr.academia.edu/IlkeEvinGencel?f_ri=3457","photo":"https://0.academia-photos.com/6872795/7950026/149895712/s65_ilke.evin_gencel.jpeg"}</script></span></span></li><li class="js-paper-rank-work_44515813 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44515813"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44515813, container: ".js-paper-rank-work_44515813", }); 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$(".js-view-count[data-work-id=44515813]").text(description); $(".js-view-count-work_44515813").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44515813").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44515813"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3489" href="https://www.academia.edu/Documents/in/Curriculum_Studies">Curriculum Studies</a>, <script data-card-contents-for-ri="3489" type="text/json">{"id":3489,"name":"Curriculum Studies","url":"https://www.academia.edu/Documents/in/Curriculum_Studies?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="18911" href="https://www.academia.edu/Documents/in/Curriculum_Development">Curriculum Development</a><script data-card-contents-for-ri="18911" type="text/json">{"id":18911,"name":"Curriculum Development","url":"https://www.academia.edu/Documents/in/Curriculum_Development?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44515813]'), work: {"id":44515813,"title":"A Phenomenological Study of Graduate Students' Experiences on Flipped Learning in Curriculum Development Course","created_at":"2020-11-16T23:45:14.458-08:00","url":"https://www.academia.edu/44515813/A_Phenomenological_Study_of_Graduate_Students_Experiences_on_Flipped_Learning_in_Curriculum_Development_Course?f_ri=3457","dom_id":"work_44515813","summary":"Flipped learning is one of the practices brought about by in the field of technology and pedagogy developments. It is referred to by this name since it reverses the conventional understanding of education. Flipped learning offers students a flexible learning environment and access to information on their request. Also, teachers have the opportunity to get to know their students in a better way and to observe their progress rather than focusing on theoretical information during the course. In this study, it was aimed to investigate experiences and views of the graduates on flipped learning in the course of Curriculum Development. For this purpose, the study was designed in accordance with the phenomenological design which is one of the qualitative research methods. The participants of this study were consisted of nine graduate students. The data were collected through a semi-structured interview form and analyzed through content analysis based on coding. Codes were collected under the themes of \"contribution to learning\", \"contribution to the learner\", \"contribution to the learning environment\" and \"limitations\". Participants generally considered flipped learning positively, however, they stated that it had some limitations such as feeling of being lonely during learning process and technical problems.","downloadable_attachments":[{"id":64957232,"asset_id":44515813,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6872795,"first_name":"Ilke","last_name":"Evin Gencel","domain_name":"idu-tr","page_name":"IlkeEvinGencel","display_name":"Ilke Evin Gencel","profile_url":"https://idu-tr.academia.edu/IlkeEvinGencel?f_ri=3457","photo":"https://0.academia-photos.com/6872795/7950026/149895712/s65_ilke.evin_gencel.jpeg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false},{"id":3489,"name":"Curriculum Studies","url":"https://www.academia.edu/Documents/in/Curriculum_Studies?f_ri=3457","nofollow":false},{"id":18911,"name":"Curriculum Development","url":"https://www.academia.edu/Documents/in/Curriculum_Development?f_ri=3457","nofollow":false},{"id":31686,"name":"Curriculum and Instruction","url":"https://www.academia.edu/Documents/in/Curriculum_and_Instruction?f_ri=3457"},{"id":186226,"name":"Phenomenological Research","url":"https://www.academia.edu/Documents/in/Phenomenological_Research?f_ri=3457"},{"id":295014,"name":"Flipped Classroom","url":"https://www.academia.edu/Documents/in/Flipped_Classroom?f_ri=3457"},{"id":352069,"name":"Eğitim Programları Ve öğretim","url":"https://www.academia.edu/Documents/in/Egitim_Programlari_Ve_ogretim?f_ri=3457"},{"id":1206092,"name":"Yapılandırmacı Yaklaşım","url":"https://www.academia.edu/Documents/in/Yapilandirmaci_Yaklasim?f_ri=3457"},{"id":1268479,"name":"Flipped Curriculum","url":"https://www.academia.edu/Documents/in/Flipped_Curriculum?f_ri=3457"},{"id":1361597,"name":"Flipped Teaching","url":"https://www.academia.edu/Documents/in/Flipped_Teaching?f_ri=3457"},{"id":1582876,"name":"Flipped Classroom Approaach","url":"https://www.academia.edu/Documents/in/Flipped_Classroom_Approaach?f_ri=3457"},{"id":2313999,"name":"Ters Yüz öğrenme","url":"https://www.academia.edu/Documents/in/Ters_Y%C3%BCz_%C3%B6%C4%9Frenme?f_ri=3457"},{"id":2447039,"name":"Ters Yüz Edilmiş Sınıf Modeli","url":"https://www.academia.edu/Documents/in/Ters_Y%C3%BCz_Edilmi%C5%9F_S%C4%B1n%C4%B1f_Modeli?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30983897" data-work_id="30983897" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30983897/USING_ICT_IN_SECONDARY_SCHOOL_SCIENCE_TEACHING_WHAT_STUDENTS_AND_TEACHERS_IN_TRINIDAD_AND_TOBAGO_SAY">USING ICT IN SECONDARY SCHOOL SCIENCE TEACHING – WHAT STUDENTS AND TEACHERS IN TRINIDAD AND TOBAGO SAY?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Over the last decade and a half, classrooms have become swamped with a range of electronic devices. Technology will continue to be more efficient, more versatile and indeed more abundant in schools and in classrooms. This study explores... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30983897" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Over the last decade and a half, classrooms have become swamped with a range of electronic devices. Technology will continue to be more efficient, more versatile and indeed more abundant in schools and in classrooms. This study explores the views of students and teachers on the effectiveness of ICT in science teaching in terms of (i) levels of enjoyment derived by students, and (ii) usefulness of ICTs to teachers for their teaching. A questionnaire was used to elicit the views of students and teachers in respect of a range of ICT-based classroom activities. Qualitative and quantitative data collected through the questionnaires from 12 teachers and 100 students involved in science teaching and learning at a selected secondary school in Trinidad were analyzed. The results show that students enjoy ICT interventions in their lessons and teachers rank it high in many respects but, both students and teachers agree that ICT loses its appeal when its use is arbitrary and ill-planned.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30983897" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b1023d626bb761d578ce988f68671300" rel="nofollow" data-download="{"attachment_id":51500087,"asset_id":30983897,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51500087/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a><script data-card-contents-for-user="29518315" type="text/json">{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=3457","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}</script></span></span></li><li class="js-paper-rank-work_30983897 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30983897"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30983897, container: ".js-paper-rank-work_30983897", }); 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$(".js-view-count[data-work-id=30983897]").text(description); $(".js-view-count-work_30983897").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_30983897").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="30983897"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">26</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a><script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=30983897]'), work: {"id":30983897,"title":"USING ICT IN SECONDARY SCHOOL SCIENCE TEACHING – WHAT STUDENTS AND TEACHERS IN TRINIDAD AND TOBAGO SAY?","created_at":"2017-01-18T13:38:09.417-08:00","url":"https://www.academia.edu/30983897/USING_ICT_IN_SECONDARY_SCHOOL_SCIENCE_TEACHING_WHAT_STUDENTS_AND_TEACHERS_IN_TRINIDAD_AND_TOBAGO_SAY?f_ri=3457","dom_id":"work_30983897","summary":"Over the last decade and a half, classrooms have become swamped with a range of electronic devices. Technology will continue to be more efficient, more versatile and indeed more abundant in schools and in classrooms. This study explores the views of students and teachers on the effectiveness of ICT in science teaching in terms of (i) levels of enjoyment derived by students, and (ii) usefulness of ICTs to teachers for their teaching. A questionnaire was used to elicit the views of students and teachers in respect of a range of ICT-based classroom activities. Qualitative and quantitative data collected through the questionnaires from 12 teachers and 100 students involved in science teaching and learning at a selected secondary school in Trinidad were analyzed. The results show that students enjoy ICT interventions in their lessons and teachers rank it high in many respects but, both students and teachers agree that ICT loses its appeal when its use is arbitrary and ill-planned.","downloadable_attachments":[{"id":51500087,"asset_id":30983897,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=3457","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=3457","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457","nofollow":false},{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=3457"},{"id":2936,"name":"Didactics","url":"https://www.academia.edu/Documents/in/Didactics?f_ri=3457"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=3457"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457"},{"id":4394,"name":"ICT Educational design","url":"https://www.academia.edu/Documents/in/ICT_Educational_design?f_ri=3457"},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=3457"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=3457"},{"id":27885,"name":"ICT innovation","url":"https://www.academia.edu/Documents/in/ICT_innovation?f_ri=3457"},{"id":33784,"name":"ICT in Teachers Education","url":"https://www.academia.edu/Documents/in/ICT_in_Teachers_Education?f_ri=3457"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n?f_ri=3457"},{"id":51694,"name":"Pedagogía","url":"https://www.academia.edu/Documents/in/Pedagog%C3%ADa?f_ri=3457"},{"id":54727,"name":"Educational Sciences","url":"https://www.academia.edu/Documents/in/Educational_Sciences?f_ri=3457"},{"id":54819,"name":"Educational science","url":"https://www.academia.edu/Documents/in/Educational_science?f_ri=3457"},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=3457"},{"id":84578,"name":"Educational","url":"https://www.academia.edu/Documents/in/Educational?f_ri=3457"},{"id":90732,"name":"Pendidikan","url":"https://www.academia.edu/Documents/in/Pendidikan?f_ri=3457"},{"id":93811,"name":"Educação","url":"https://www.academia.edu/Documents/in/Educa%C3%A7%C3%A3o?f_ri=3457"},{"id":130005,"name":"Educazione","url":"https://www.academia.edu/Documents/in/Educazione?f_ri=3457"},{"id":147412,"name":"Pedagogia","url":"https://www.academia.edu/Documents/in/Pedagogia?f_ri=3457"},{"id":172264,"name":"Educational studies","url":"https://www.academia.edu/Documents/in/Educational_studies?f_ri=3457"},{"id":211072,"name":"Pedagogie","url":"https://www.academia.edu/Documents/in/Pedagogie?f_ri=3457"},{"id":327582,"name":"Eğitim Bilimleri","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim_Bilimleri?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69802060 coauthored" data-work_id="69802060" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69802060/Responsive_Relational_Pandemic_Pedagogies_A_Collaborative_Critical_Self_Study">Responsive, Relational Pandemic Pedagogies: A Collaborative, Critical Self-Study</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this self-study, we, an instructional team of four teacher educators, inquired into the experience of teacher candidates as we adapted our work at the beginning of the COVID-19 pandemic. The transition to remote learning led us to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69802060" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this self-study, we, an instructional team of four teacher educators, inquired into the experience of teacher candidates as we adapted our work at the beginning of the COVID-19 pandemic. The transition to remote learning led us to arrive at the inquiry question: How did the approaches we privileged prior to the pandemic influence our teaching and teacher candidate learning at the beginning of the pandemic? Teacher candidates from the 2019-2020 cohort offered several insights into what made a difference for them when the program abruptly shifted online just as they were beginning their practicum. These themes included consistent gatherings of the cohort for collegial support, professional learning and well-being; the benefits of explicit and embedded social and emotional learning (SEL); and opportunities to apply SEL and selfregulated learning approaches during their online practicum. This self-study offered us insight into the practices we value (e.g., relational, equity-oriented pedagogy in the middle years) and how we can take these up online. Interestingly, we found relational, synchronous, SEL-infused pedagogy to be central to teacher candidates' learning, well-being, and success. Barriers encountered had to be addressed with immediacy, particularly in light of the call for antiracist education.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69802060" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="84b75cde8d4ea6f6ab84fb51056fec9b" rel="nofollow" data-download="{"attachment_id":82201820,"asset_id":69802060,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82201820/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="27320866" href="https://ubc.academia.edu/LeytonSchnellert">Leyton Schnellert</a><script data-card-contents-for-user="27320866" type="text/json">{"id":27320866,"first_name":"Leyton","last_name":"Schnellert","domain_name":"ubc","page_name":"LeytonSchnellert","display_name":"Leyton Schnellert","profile_url":"https://ubc.academia.edu/LeytonSchnellert?f_ri=3457","photo":"https://0.academia-photos.com/27320866/8263471/19872962/s65_leyton.schnellert.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-69802060">+1</span><div class="hidden js-additional-users-69802060"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://wix.academia.edu/MiriamMiller">Miriam Miller</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-69802060'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-69802060').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_69802060 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69802060"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69802060, container: ".js-paper-rank-work_69802060", }); });</script></li><li class="js-percentile-work_69802060 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69802060; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_69802060"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_69802060 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="69802060"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69802060; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69802060]").text(description); $(".js-view-count-work_69802060").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_69802060").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="69802060"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4874" href="https://www.academia.edu/Documents/in/Middle_School_Level_Education">Middle School/Level Education</a>, <script data-card-contents-for-ri="4874" type="text/json">{"id":4874,"name":"Middle School/Level Education","url":"https://www.academia.edu/Documents/in/Middle_School_Level_Education?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6292" href="https://www.academia.edu/Documents/in/Self-regulated_Learning">Self-regulated Learning</a><script data-card-contents-for-ri="6292" type="text/json">{"id":6292,"name":"Self-regulated Learning","url":"https://www.academia.edu/Documents/in/Self-regulated_Learning?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69802060]'), work: {"id":69802060,"title":"Responsive, Relational Pandemic Pedagogies: A Collaborative, Critical Self-Study","created_at":"2022-01-28T08:55:43.737-08:00","url":"https://www.academia.edu/69802060/Responsive_Relational_Pandemic_Pedagogies_A_Collaborative_Critical_Self_Study?f_ri=3457","dom_id":"work_69802060","summary":"In this self-study, we, an instructional team of four teacher educators, inquired into the experience of teacher candidates as we adapted our work at the beginning of the COVID-19 pandemic. The transition to remote learning led us to arrive at the inquiry question: How did the approaches we privileged prior to the pandemic influence our teaching and teacher candidate learning at the beginning of the pandemic? Teacher candidates from the 2019-2020 cohort offered several insights into what made a difference for them when the program abruptly shifted online just as they were beginning their practicum. These themes included consistent gatherings of the cohort for collegial support, professional learning and well-being; the benefits of explicit and embedded social and emotional learning (SEL); and opportunities to apply SEL and selfregulated learning approaches during their online practicum. This self-study offered us insight into the practices we value (e.g., relational, equity-oriented pedagogy in the middle years) and how we can take these up online. Interestingly, we found relational, synchronous, SEL-infused pedagogy to be central to teacher candidates' learning, well-being, and success. Barriers encountered had to be addressed with immediacy, particularly in light of the call for antiracist education.","downloadable_attachments":[{"id":82201820,"asset_id":69802060,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":27320866,"first_name":"Leyton","last_name":"Schnellert","domain_name":"ubc","page_name":"LeytonSchnellert","display_name":"Leyton Schnellert","profile_url":"https://ubc.academia.edu/LeytonSchnellert?f_ri=3457","photo":"https://0.academia-photos.com/27320866/8263471/19872962/s65_leyton.schnellert.jpg"},{"id":42955001,"first_name":"Miriam","last_name":"Miller","domain_name":"wix","page_name":"MiriamMiller","display_name":"Miriam Miller","profile_url":"https://wix.academia.edu/MiriamMiller?f_ri=3457","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false},{"id":4874,"name":"Middle School/Level Education","url":"https://www.academia.edu/Documents/in/Middle_School_Level_Education?f_ri=3457","nofollow":false},{"id":6292,"name":"Self-regulated Learning","url":"https://www.academia.edu/Documents/in/Self-regulated_Learning?f_ri=3457","nofollow":false},{"id":11105,"name":"Self Regulation","url":"https://www.academia.edu/Documents/in/Self_Regulation?f_ri=3457"},{"id":12415,"name":"Self-Regulated Learning (Education)","url":"https://www.academia.edu/Documents/in/Self-Regulated_Learning_Education_?f_ri=3457"},{"id":30036,"name":"Relationality","url":"https://www.academia.edu/Documents/in/Relationality?f_ri=3457"},{"id":45909,"name":"Self-regulation","url":"https://www.academia.edu/Documents/in/Self-regulation?f_ri=3457"},{"id":303601,"name":"Social Emotional Learning","url":"https://www.academia.edu/Documents/in/Social_Emotional_Learning?f_ri=3457"},{"id":328390,"name":"Practicum","url":"https://www.academia.edu/Documents/in/Practicum?f_ri=3457"},{"id":365107,"name":"Teacher Candidates","url":"https://www.academia.edu/Documents/in/Teacher_Candidates?f_ri=3457"},{"id":378047,"name":"Teaching Practicum","url":"https://www.academia.edu/Documents/in/Teaching_Practicum?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29878356 coauthored" data-work_id="29878356" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29878356/E_Learning_Grenzen_im_Kopf_und_am_Papier_praktisch_%C3%BCberwinden_in_Pauschenwein_Jutta_Weinz%C3%B6dl_Julia_Hg_E_Learning_Warum_nicht_Eine_kritische_Auseinandersetzung_mit_Methoden_und_Werkzeugen_Tagungsband_zum_15_E_Learning_Tag_der_FH_JOANNEUM_am_15_9_2016_Graz_2016">E-Learning. Grenzen im Kopf und am Papier praktisch überwinden. in: Pauschenwein, Jutta, Weinzödl, Julia (Hg.), E-Learning: Warum nicht? Eine kritische Auseinandersetzung mit Methoden und Werkzeugen. Tagungsband zum 15. E-Learning Tag der FH JOANNEUM am 15.9.2016. Graz 2016.</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29878356" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c2cb25dd23ba4a65887c3a25a95503e7" rel="nofollow" data-download="{"attachment_id":50345047,"asset_id":29878356,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50345047/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8646955" href="https://univie.academia.edu/WolfgangGruber">Wolfgang Gruber</a><script data-card-contents-for-user="8646955" type="text/json">{"id":8646955,"first_name":"Wolfgang","last_name":"Gruber","domain_name":"univie","page_name":"WolfgangGruber","display_name":"Wolfgang Gruber","profile_url":"https://univie.academia.edu/WolfgangGruber?f_ri=3457","photo":"https://0.academia-photos.com/8646955/2878214/4605058/s65_wolfgang.gruber.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-29878356">+1</span><div class="hidden js-additional-users-29878356"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://fh-stp.academia.edu/ChristianFFreislebenTeutscher">Christian F. 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Centralizing counterstories from people of color becomes essential for decentralizing white normative discourse-a process we refer to as realities within the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_15019182" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counterstories from people of color becomes essential for decentralizing white normative discourse-a process we refer to as realities within the Black imagination. Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS) to support CRT to aid in deconstructing the dimensions of white imaginations. Our findings describe how the white imagination operates inside the minds of white teacher candidates, namely through their (a) emotional disinvestment, (b) lack of critical understanding of race, (c) resurgence of white guilt, and (d) recycling of hegemonic whiteness, all of which negatively impact their role in anti-racist teaching in urban schools.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15019182" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7e6be08cbb3fa54f232b214e9db9e4ac" rel="nofollow" data-download="{"attachment_id":43652254,"asset_id":15019182,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43652254/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34022691" href="https://ucdenver.academia.edu/KaraViesca">Kara Viesca</a><script data-card-contents-for-user="34022691" type="text/json">{"id":34022691,"first_name":"Kara","last_name":"Viesca","domain_name":"ucdenver","page_name":"KaraViesca","display_name":"Kara Viesca","profile_url":"https://ucdenver.academia.edu/KaraViesca?f_ri=3457","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_15019182 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="15019182"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 15019182, container: ".js-paper-rank-work_15019182", }); 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Centralizing counterstories from people of color becomes essential for decentralizing white normative discourse-a process we refer to as realities within the Black imagination. Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS) to support CRT to aid in deconstructing the dimensions of white imaginations. Our findings describe how the white imagination operates inside the minds of white teacher candidates, namely through their (a) emotional disinvestment, (b) lack of critical understanding of race, (c) resurgence of white guilt, and (d) recycling of hegemonic whiteness, all of which negatively impact their role in anti-racist teaching in urban schools.","downloadable_attachments":[{"id":43652254,"asset_id":15019182,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34022691,"first_name":"Kara","last_name":"Viesca","domain_name":"ucdenver","page_name":"KaraViesca","display_name":"Kara Viesca","profile_url":"https://ucdenver.academia.edu/KaraViesca?f_ri=3457","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":8,"name":"Critical 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There is a rise of a new generation that is "location-aware" and speaks a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43865181" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Incredible technology changes are defining our current reality, impacting on our approach to society, to planning and to breaking new ground in terms of education. There is a rise of a new generation that is "location-aware" and speaks a “technological-language”. This has a great impacts on the teaching-learning environment within the current university  structures, as students (the new Generation Z learners) are more equipped with technology, than typical Generation X (lecturers), which increase complexity of education processes involving instruction, guidance, and supervision. This study investigated the preferences of the new Generation Z student, in terms of technology usage within formal educational systems, based on the surveys conducted among the Urban Planning students on the Potchefstroom campus of the<br />North-West University, South Africa, over a 7 year period. It also tested perspectives and technology usage and preferences of current lecturers (of the same group of students), in order to reveal some of the complex realities and challenges faced when teaching Generation Z. The<br />research concluded with the viewpoints of both groups and presented some solutions to bridge the gaps and enhance teaching-learning strategies.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43865181" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b8ef9dbec968b46b8482a469c52a122d" rel="nofollow" data-download="{"attachment_id":64188633,"asset_id":43865181,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64188633/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4401017" href="https://nwu.academia.edu/JuaneeCilliers">Juanee Cilliers</a><script data-card-contents-for-user="4401017" type="text/json">{"id":4401017,"first_name":"Juanee","last_name":"Cilliers","domain_name":"nwu","page_name":"JuaneeCilliers","display_name":"Juanee Cilliers","profile_url":"https://nwu.academia.edu/JuaneeCilliers?f_ri=3457","photo":"https://0.academia-photos.com/4401017/1785656/35989478/s65_juanee.cilliers.jpeg"}</script></span></span></li><li class="js-paper-rank-work_43865181 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43865181"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43865181, container: ".js-paper-rank-work_43865181", }); 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There is a rise of a new generation that is \"location-aware\" and speaks a “technological-language”. This has a great impacts on the teaching-learning environment within the current university structures, as students (the new Generation Z learners) are more equipped with technology, than typical Generation X (lecturers), which increase complexity of education processes involving instruction, guidance, and supervision. This study investigated the preferences of the new Generation Z student, in terms of technology usage within formal educational systems, based on the surveys conducted among the Urban Planning students on the Potchefstroom campus of the\nNorth-West University, South Africa, over a 7 year period. It also tested perspectives and technology usage and preferences of current lecturers (of the same group of students), in order to reveal some of the complex realities and challenges faced when teaching Generation Z. 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The poem is a concise, technical list of the ten essentials aspects of any science. It is intended to help students... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_25045808" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This is a short poem by Muḥammad ibn ʿAlī al-Ṣabbān (d. 1206/1791) translated from the original Arabic into English verse. The poem is a concise, technical list of the ten essentials aspects of any science. It is intended to help students memorize the outline of the topic, while a teacher's additional commentary would be needed to really understand the content and meaning of the ten essentials.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/25045808" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1db8e926b311b931bedc8037d835ea3f" rel="nofollow" data-download="{"attachment_id":54236128,"asset_id":25045808,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54236128/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7140248" href="https://ucsb.academia.edu/BrendanNewlon">Brendan Newlon</a><script data-card-contents-for-user="7140248" type="text/json">{"id":7140248,"first_name":"Brendan","last_name":"Newlon","domain_name":"ucsb","page_name":"BrendanNewlon","display_name":"Brendan Newlon","profile_url":"https://ucsb.academia.edu/BrendanNewlon?f_ri=3457","photo":"https://0.academia-photos.com/7140248/6862267/7744077/s65_brendan.newlon.jpg"}</script></span></span></li><li class="js-paper-rank-work_25045808 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="25045808"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 25045808, container: ".js-paper-rank-work_25045808", }); 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","downloadable_attachments":[{"id":54236128,"asset_id":25045808,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7140248,"first_name":"Brendan","last_name":"Newlon","domain_name":"ucsb","page_name":"BrendanNewlon","display_name":"Brendan Newlon","profile_url":"https://ucsb.academia.edu/BrendanNewlon?f_ri=3457","photo":"https://0.academia-photos.com/7140248/6862267/7744077/s65_brendan.newlon.jpg"}],"research_interests":[{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=3457","nofollow":false},{"id":815,"name":"Epistemology","url":"https://www.academia.edu/Documents/in/Epistemology?f_ri=3457","nofollow":false},{"id":821,"name":"Philosophy of Science","url":"https://www.academia.edu/Documents/in/Philosophy_of_Science?f_ri=3457","nofollow":false},{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457"},{"id":1186,"name":"Translation Studies","url":"https://www.academia.edu/Documents/in/Translation_Studies?f_ri=3457"},{"id":1270,"name":"Arabic Literature","url":"https://www.academia.edu/Documents/in/Arabic_Literature?f_ri=3457"},{"id":1386,"name":"Art Theory","url":"https://www.academia.edu/Documents/in/Art_Theory?f_ri=3457"},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457"},{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=3457"},{"id":2722,"name":"Arabic Language and Linguistics","url":"https://www.academia.edu/Documents/in/Arabic_Language_and_Linguistics?f_ri=3457"},{"id":3324,"name":"Arabic","url":"https://www.academia.edu/Documents/in/Arabic?f_ri=3457"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3457"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457"},{"id":3581,"name":"Poetry","url":"https://www.academia.edu/Documents/in/Poetry?f_ri=3457"},{"id":4954,"name":"Translation theory","url":"https://www.academia.edu/Documents/in/Translation_theory?f_ri=3457"},{"id":5674,"name":"Islamic Philosophy","url":"https://www.academia.edu/Documents/in/Islamic_Philosophy?f_ri=3457"},{"id":6544,"name":"Islamic Education","url":"https://www.academia.edu/Documents/in/Islamic_Education?f_ri=3457"},{"id":9792,"name":"Translation of Poetry","url":"https://www.academia.edu/Documents/in/Translation_of_Poetry?f_ri=3457"},{"id":11150,"name":"Islamic Studies","url":"https://www.academia.edu/Documents/in/Islamic_Studies?f_ri=3457"},{"id":15800,"name":"Islamic History","url":"https://www.academia.edu/Documents/in/Islamic_History?f_ri=3457"},{"id":15866,"name":"Islam","url":"https://www.academia.edu/Documents/in/Islam?f_ri=3457"},{"id":24344,"name":"Translation and Interpretation","url":"https://www.academia.edu/Documents/in/Translation_and_Interpretation?f_ri=3457"},{"id":30347,"name":"Translation","url":"https://www.academia.edu/Documents/in/Translation?f_ri=3457"},{"id":45018,"name":"Islamic History and Muslim Civilization","url":"https://www.academia.edu/Documents/in/Islamic_History_and_Muslim_Civilization?f_ri=3457"},{"id":50804,"name":"Literary translation","url":"https://www.academia.edu/Documents/in/Literary_translation?f_ri=3457"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n?f_ri=3457"},{"id":73367,"name":"Poems","url":"https://www.academia.edu/Documents/in/Poems?f_ri=3457"},{"id":330018,"name":"Arabic-English translation","url":"https://www.academia.edu/Documents/in/Arabic-English_translation?f_ri=3457"},{"id":735672,"name":"Arabic Language and Literature","url":"https://www.academia.edu/Documents/in/Arabic_Language_and_Literature?f_ri=3457"},{"id":1223710,"name":"Muslim philosophy and thought","url":"https://www.academia.edu/Documents/in/Muslim_philosophy_and_thought?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_18968956 coauthored" data-work_id="18968956" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/18968956/Conference_Proceedings_The_Future_of_Education">Conference Proceedings. The Future of Education</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Lecturers, teachers, researchers and experts in the field of education as well as coordinators of education and training projects from all over the world came together in the fifth edition of the International Conference “The Future of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_18968956" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Lecturers, teachers, researchers and experts in the field of education as well as coordinators of education and training projects from all over the world came together in the fifth edition of the International Conference “The Future of Education” which took place in Florence, Italy, on 11 - 12 June 2015 to share findings, expertise and experience about innovative teaching and learning methodologies.<br />This volume is a collection of the papers presented at the Conference, whose aim is to promote transnational cooperation and share good practice in the field of innovation for education.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/18968956" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="92cf087ec91408d1bda7673068a88408" rel="nofollow" data-download="{"attachment_id":40357618,"asset_id":18968956,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40357618/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8647215" href="https://independent.academia.edu/libreriauniversitariaitedizioni">Libreriauniversitaria.it Edizioni</a><script data-card-contents-for-user="8647215" type="text/json">{"id":8647215,"first_name":"Libreriauniversitaria.it","last_name":"Edizioni","domain_name":"independent","page_name":"libreriauniversitariaitedizioni","display_name":"Libreriauniversitaria.it Edizioni","profile_url":"https://independent.academia.edu/libreriauniversitariaitedizioni?f_ri=3457","photo":"https://0.academia-photos.com/8647215/2879491/135517054/s65_libreriauniversitaria.it.edizioni.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-18968956">+5</span><div class="hidden js-additional-users-18968956"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://hacettepe.academia.edu/HakMan">Hakan Tüzün</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uji.academia.edu/Mar%C3%ADaLuisaRenau">María Luisa Renau</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://iscte-iul.academia.edu/ASerr%C3%A3o">Anabela Serrão</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/TheFutureEducation">The Future Education</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/ChewHoe">Chew Hoe</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-18968956'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-18968956').html(); 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style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="2764201"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="696" href="https://www.academia.edu/Documents/in/Gender_Studies">Gender Studies</a>, <script data-card-contents-for-ri="696" type="text/json">{"id":696,"name":"Gender Studies","url":"https://www.academia.edu/Documents/in/Gender_Studies?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7024" href="https://www.academia.edu/Documents/in/Gender">Gender</a><script data-card-contents-for-ri="7024" type="text/json">{"id":7024,"name":"Gender","url":"https://www.academia.edu/Documents/in/Gender?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=2764201]'), work: {"id":2764201,"title":"Teacher Training Modules that address gender issues and promote Gender 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class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/6923504" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="96ff81f3dff04bf9eece3886a1b5a8d1" rel="nofollow" data-download="{"attachment_id":33598824,"asset_id":6923504,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33598824/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6630342" href="https://uniud.academia.edu/AndreaTilatti">Andrea Tilatti</a><script data-card-contents-for-user="6630342" type="text/json">{"id":6630342,"first_name":"Andrea","last_name":"Tilatti","domain_name":"uniud","page_name":"AndreaTilatti","display_name":"Andrea Tilatti","profile_url":"https://uniud.academia.edu/AndreaTilatti?f_ri=3457","photo":"https://0.academia-photos.com/6630342/3039326/3929530/s65_andrea.tilatti.jpg"}</script></span></span></li><li class="js-paper-rank-work_6923504 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" 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hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="6923504"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6923504; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6923504]").text(description); $(".js-view-count-work_6923504").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_6923504").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="6923504"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="128" href="https://www.academia.edu/Documents/in/History">History</a>, <script data-card-contents-for-ri="128" type="text/json">{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1446" href="https://www.academia.edu/Documents/in/Medieval_History">Medieval History</a>, <script data-card-contents-for-ri="1446" type="text/json">{"id":1446,"name":"Medieval History","url":"https://www.academia.edu/Documents/in/Medieval_History?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="63026" href="https://www.academia.edu/Documents/in/Historical_Sources">Historical Sources</a><script data-card-contents-for-ri="63026" type="text/json">{"id":63026,"name":"Historical Sources","url":"https://www.academia.edu/Documents/in/Historical_Sources?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=6923504]'), work: {"id":6923504,"title":"Scuola medioevale","created_at":"2014-04-30T15:37:05.699-07:00","url":"https://www.academia.edu/6923504/Scuola_medioevale?f_ri=3457","dom_id":"work_6923504","summary":null,"downloadable_attachments":[{"id":33598824,"asset_id":6923504,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6630342,"first_name":"Andrea","last_name":"Tilatti","domain_name":"uniud","page_name":"AndreaTilatti","display_name":"Andrea 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class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37218403" data-work_id="37218403" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37218403/INSEGNARE_ITALIANO_A_STRANIERI_DALLA_DIDATTIZZAZIONE_DI_MATERIALE_AUTENTICO_ALLANALISI_DEI_MANUALI_IN_COMMERCIO">INSEGNARE ITALIANO A STRANIERI: DALLA DIDATTIZZAZIONE DI MATERIALE AUTENTICO ALL'ANALISI DEI MANUALI IN COMMERCIO</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Didattizzazione materiale autentico</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37218403" 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class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="58212191" href="https://unive.academia.edu/PaolaBegotti">Paola Begotti</a><script data-card-contents-for-user="58212191" type="text/json">{"id":58212191,"first_name":"Paola","last_name":"Begotti","domain_name":"unive","page_name":"PaolaBegotti","display_name":"Paola Begotti","profile_url":"https://unive.academia.edu/PaolaBegotti?f_ri=3457","photo":"https://0.academia-photos.com/58212191/15246878/15917488/s65_paola.begotti.jpg"}</script></span></span></li><li class="js-paper-rank-work_37218403 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37218403"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37218403, container: ".js-paper-rank-work_37218403", 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37218403]").text(description); $(".js-view-count-work_37218403").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37218403").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37218403"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">19</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1590" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a>, <script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a><script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37218403]'), work: {"id":37218403,"title":"INSEGNARE ITALIANO A STRANIERI: DALLA DIDATTIZZAZIONE DI MATERIALE AUTENTICO ALL'ANALISI DEI MANUALI IN COMMERCIO","created_at":"2018-08-11T06:16:36.225-07:00","url":"https://www.academia.edu/37218403/INSEGNARE_ITALIANO_A_STRANIERI_DALLA_DIDATTIZZAZIONE_DI_MATERIALE_AUTENTICO_ALLANALISI_DEI_MANUALI_IN_COMMERCIO?f_ri=3457","dom_id":"work_37218403","summary":"Didattizzazione materiale 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Education","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning_In_Adult_and_Higher_Education?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41287713" data-work_id="41287713" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41287713/SINIF_Y%C3%96NET%C4%B0M%C4%B0_DERS_K%C4%B0TAPLARINDA_YER_ALAN_SINIF_YERLE%C5%9E%C4%B0M_D%C3%9CZENLER%C4%B0N%C4%B0N_%C4%B0NCELENMES%C4%B0">SINIF YÖNETİMİ DERS KİTAPLARINDA YER ALAN SINIF YERLEŞİM DÜZENLERİNİN İNCELENMESİ</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">ÖZET Okul binalarında yer alan dersliklerin fiziksel yapısının eğitim-öğretim faaliyetlerini belirgin bir biçimde etkilediği bilinen bir olgudur. Dersliklerin genişliği, aydınlatma, ısıtma, akustik yapı vb. etmenlerde ders planlamaya... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41287713" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">ÖZET Okul binalarında yer alan dersliklerin fiziksel yapısının eğitim-öğretim faaliyetlerini belirgin bir biçimde etkilediği bilinen bir olgudur. Dersliklerin genişliği, aydınlatma, ısıtma, akustik yapı vb. etmenlerde ders planlamaya dahil edilen unsurlardan bazılarıdır. Derse giren öğretmenler öğrencilerine en etkili ve verimli bir öğrenme ortamı sağlayabilmek için değişik sınıf yerleşim düzenleri uygulamaya gitmektedirler. Öğretmenlerin bu oturma düzeni tercihlerinin sınıf yönetiminde fiziksel boyutlardan biri olan sınıf yerleşim düzeninin önemli bir parçası olmuştur. Bu çalışmada Türkiye'de yayımlanmış olan Sınıf Yönetimi kitapları incelenerek sınıf yönetimin fiziki boyutlarından biri olan sınıf yerleşim düzenlerini nasıl ele alındığının ortaya çıkarılması amaçlanmıştır. Bu amaç doğrultusunda sınıf yönetimi kitaplarında kaç farklı sınıf yerleşim düzeni olduğu ve kitaplarda bu konuya ne ölçüde yer verildiği ortaya konulmuştur. Araştırmada tarama yöntemi kullanılmıştır. Araştırmada 38 "Sınıf Yönetimi" kitabı incelenmiştir. Araştırma temel olarak bir meta-özet çalışmasıdır. Kitapların incelenmesinde frekans etki büyüklüğü ve yaygınlık etki büyüklükleri hesaplanmıştır. Bu araştırmanın sonucunda, "sınıf yönetimi" adıyla yayımlanan kitaplarda birbirlerinden farklı 8 değişik sınıf yerleşim düzeni yer aldığı belirlenmiştir. Anahtar Sözcükler: Sınıf yönetimi, yerleşim düzeni, öğretim. ABSTRACT Investigation of Class Settlement Regulations in Classroom Management It is known that the physical structure of the classrooms in school buildings has a significant impact on education and training activities. Width of classrooms, lighting, heating, acoustic structure, etc. are some of the factors included in the course planning. In order to provide the 1 Sinif Öğretmeni, Milli Eğitim Bakanliği. <a href="mailto:Mustafa.Atas06@Gmail.Com" rel="nofollow">Mustafa.Atas06@Gmail.Com</a> 2 Mersin Üniversitesi, Eğitim Fakültesi, Temel Eğitim Bölümü Öğretim Üyesi. Eğitim Bilimci. <a href="mailto:Serdarhan@Gmail.Com" rel="nofollow">Serdarhan@Gmail.Com</a> Adres: Mersin Üniversitesi, Eğitim Fakültesi, Temel Eğitim Bölümü, Çiftlikköy Kampusu, 33343-Mersin / Türkiye,</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41287713" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="47a32068a24fb272422c06a645e25b14" rel="nofollow" data-download="{"attachment_id":61506587,"asset_id":41287713,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61506587/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="36837031" href="https://boun.academia.edu/MustafaATA%C5%9E">Mustafa ATAŞ</a><script data-card-contents-for-user="36837031" type="text/json">{"id":36837031,"first_name":"Mustafa","last_name":"ATAŞ","domain_name":"boun","page_name":"MustafaATAŞ","display_name":"Mustafa ATAŞ","profile_url":"https://boun.academia.edu/MustafaATA%C5%9E?f_ri=3457","photo":"https://0.academia-photos.com/36837031/12798278/16033219/s65_mustafa.ata_.jpg"}</script></span></span></li><li class="js-paper-rank-work_41287713 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41287713"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41287713, container: ".js-paper-rank-work_41287713", }); 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$(".js-view-count[data-work-id=41287713]").text(description); $(".js-view-count-work_41287713").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41287713").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41287713"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="23875" href="https://www.academia.edu/Documents/in/Classroom_Management">Classroom Management</a>, <script data-card-contents-for-ri="23875" type="text/json">{"id":23875,"name":"Classroom Management","url":"https://www.academia.edu/Documents/in/Classroom_Management?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="302692" href="https://www.academia.edu/Documents/in/Layout">Layout</a><script data-card-contents-for-ri="302692" type="text/json">{"id":302692,"name":"Layout","url":"https://www.academia.edu/Documents/in/Layout?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41287713]'), work: {"id":41287713,"title":"SINIF YÖNETİMİ DERS KİTAPLARINDA YER ALAN SINIF YERLEŞİM DÜZENLERİNİN İNCELENMESİ","created_at":"2019-12-13T10:14:42.004-08:00","url":"https://www.academia.edu/41287713/SINIF_Y%C3%96NET%C4%B0M%C4%B0_DERS_K%C4%B0TAPLARINDA_YER_ALAN_SINIF_YERLE%C5%9E%C4%B0M_D%C3%9CZENLER%C4%B0N%C4%B0N_%C4%B0NCELENMES%C4%B0?f_ri=3457","dom_id":"work_41287713","summary":"ÖZET Okul binalarında yer alan dersliklerin fiziksel yapısının eğitim-öğretim faaliyetlerini belirgin bir biçimde etkilediği bilinen bir olgudur. Dersliklerin genişliği, aydınlatma, ısıtma, akustik yapı vb. etmenlerde ders planlamaya dahil edilen unsurlardan bazılarıdır. Derse giren öğretmenler öğrencilerine en etkili ve verimli bir öğrenme ortamı sağlayabilmek için değişik sınıf yerleşim düzenleri uygulamaya gitmektedirler. Öğretmenlerin bu oturma düzeni tercihlerinin sınıf yönetiminde fiziksel boyutlardan biri olan sınıf yerleşim düzeninin önemli bir parçası olmuştur. Bu çalışmada Türkiye'de yayımlanmış olan Sınıf Yönetimi kitapları incelenerek sınıf yönetimin fiziki boyutlarından biri olan sınıf yerleşim düzenlerini nasıl ele alındığının ortaya çıkarılması amaçlanmıştır. Bu amaç doğrultusunda sınıf yönetimi kitaplarında kaç farklı sınıf yerleşim düzeni olduğu ve kitaplarda bu konuya ne ölçüde yer verildiği ortaya konulmuştur. Araştırmada tarama yöntemi kullanılmıştır. Araştırmada 38 \"Sınıf Yönetimi\" kitabı incelenmiştir. Araştırma temel olarak bir meta-özet çalışmasıdır. Kitapların incelenmesinde frekans etki büyüklüğü ve yaygınlık etki büyüklükleri hesaplanmıştır. Bu araştırmanın sonucunda, \"sınıf yönetimi\" adıyla yayımlanan kitaplarda birbirlerinden farklı 8 değişik sınıf yerleşim düzeni yer aldığı belirlenmiştir. Anahtar Sözcükler: Sınıf yönetimi, yerleşim düzeni, öğretim. ABSTRACT Investigation of Class Settlement Regulations in Classroom Management It is known that the physical structure of the classrooms in school buildings has a significant impact on education and training activities. Width of classrooms, lighting, heating, acoustic structure, etc. are some of the factors included in the course planning. In order to provide the 1 Sinif Öğretmeni, Milli Eğitim Bakanliği. Mustafa.Atas06@Gmail.Com 2 Mersin Üniversitesi, Eğitim Fakültesi, Temel Eğitim Bölümü Öğretim Üyesi. Eğitim Bilimci. Serdarhan@Gmail.Com Adres: Mersin Üniversitesi, Eğitim Fakültesi, Temel Eğitim Bölümü, Çiftlikköy Kampusu, 33343-Mersin / Türkiye, ","downloadable_attachments":[{"id":61506587,"asset_id":41287713,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":36837031,"first_name":"Mustafa","last_name":"ATAŞ","domain_name":"boun","page_name":"MustafaATAŞ","display_name":"Mustafa ATAŞ","profile_url":"https://boun.academia.edu/MustafaATA%C5%9E?f_ri=3457","photo":"https://0.academia-photos.com/36837031/12798278/16033219/s65_mustafa.ata_.jpg"}],"research_interests":[{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false},{"id":23875,"name":"Classroom Management","url":"https://www.academia.edu/Documents/in/Classroom_Management?f_ri=3457","nofollow":false},{"id":302692,"name":"Layout","url":"https://www.academia.edu/Documents/in/Layout?f_ri=3457","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40711384" data-work_id="40711384" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40711384/Explorations_in_developmental_spelling_Foundations_for_learning_and_teaching_phonics_spelling_and_vocabulary">Explorations in developmental spelling: Foundations for learning and teaching phonics, spelling, and vocabulary</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Bear and Templeton address two broad questions in this article: What is our understanding of spelling development and how does this understanding fit within a broader model of literacy development? And what are the implications of the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40711384" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bear and Templeton address two broad questions in this article: What is our understanding of spelling development and how does this understanding fit within a broader model of literacy development? And what are the implications of the developmental model for spelling instruction and word study?</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40711384" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="95db190ec04c7fe4a6d8e0c045b77ad8" rel="nofollow" data-download="{"attachment_id":60996448,"asset_id":40711384,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60996448/download_file?st=MTczNDUwNTgwMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="56322712" href="https://independent.academia.edu/ShaneTempleton">Shane Templeton</a><script data-card-contents-for-user="56322712" type="text/json">{"id":56322712,"first_name":"Shane","last_name":"Templeton","domain_name":"independent","page_name":"ShaneTempleton","display_name":"Shane Templeton","profile_url":"https://independent.academia.edu/ShaneTempleton?f_ri=3457","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_40711384 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40711384"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40711384, container: ".js-paper-rank-work_40711384", }); 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$(".js-view-count[data-work-id=40711384]").text(description); $(".js-view-count-work_40711384").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40711384").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40711384"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a><script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40711384]'), work: {"id":40711384,"title":"Explorations in developmental spelling: Foundations for learning and teaching phonics, spelling, and vocabulary","created_at":"2019-10-23T09:31:42.993-07:00","url":"https://www.academia.edu/40711384/Explorations_in_developmental_spelling_Foundations_for_learning_and_teaching_phonics_spelling_and_vocabulary?f_ri=3457","dom_id":"work_40711384","summary":"Bear and Templeton address two broad questions in this article: What is our understanding of spelling development and how does this understanding fit within a broader model of literacy development? And what are the implications of the developmental model for spelling instruction and word study?","downloadable_attachments":[{"id":60996448,"asset_id":40711384,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":56322712,"first_name":"Shane","last_name":"Templeton","domain_name":"independent","page_name":"ShaneTempleton","display_name":"Shane Templeton","profile_url":"https://independent.academia.edu/ShaneTempleton?f_ri=3457","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_21557671 coauthored" data-work_id="21557671" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/21557671/Blocking_CRT_How_the_Emotionality_of_Whiteness_Blocks_CRT_in_Urban_Teacher_Education">Blocking CRT: How the Emotionality of Whiteness Blocks CRT in Urban Teacher Education</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Although Critical Race Theory (CRT) has been applied to teacher education, it has yet to be meaningfully integrated into the core of urban teacher education programs. The reticence to embrace CRT is largely due to the overwhelming... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_21557671" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Although Critical Race Theory (CRT) has been applied to teacher education, it has yet to be meaningfully<br />integrated into the core of urban teacher education programs. The reticence to embrace CRT is<br />largely due to the overwhelming presence ofWhiteness, despite Sleeter’s (2001) demand for diversification.<br />This theoretically interpretative article employs CRT’s methodology of counterstorytelling to<br />interrogate how Whiteness manifests itself in emotional ways, like fetishism and sentimentalization,<br />and how such emotions are the root of resistance toward CRT in teacher education. Drawing from<br />Black feminism and Critical Whiteness Studies, we utilize emotionally-based theories to illustrate the<br />importance of CRT in teacher education, to identify barriers to CRT, and to recommend how teacher<br />education can more genuinely reinvest in antiracism.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/21557671" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="423cb998f2450b310ee8ffd68783b890" rel="nofollow" data-download="{"attachment_id":42060995,"asset_id":21557671,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42060995/download_file?st=MTczNDUwNTgwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="41493464" href="https://ucdenver.academia.edu/CherylMatias">Cheryl E Matias</a><script data-card-contents-for-user="41493464" type="text/json">{"id":41493464,"first_name":"Cheryl","last_name":"Matias","domain_name":"ucdenver","page_name":"CherylMatias","display_name":"Cheryl E Matias","profile_url":"https://ucdenver.academia.edu/CherylMatias?f_ri=3457","photo":"https://0.academia-photos.com/41493464/11244871/12546570/s65_cheryl.matias.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-21557671">+1</span><div class="hidden js-additional-users-21557671"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ucdenver.academia.edu/NaomiNishi">Naomi Nishi</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-21557671'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-21557671').html(); 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The reticence to embrace CRT is\nlargely due to the overwhelming presence ofWhiteness, despite Sleeter’s (2001) demand for diversification.\nThis theoretically interpretative article employs CRT’s methodology of counterstorytelling to\ninterrogate how Whiteness manifests itself in emotional ways, like fetishism and sentimentalization,\nand how such emotions are the root of resistance toward CRT in teacher education. Drawing from\nBlack feminism and Critical Whiteness Studies, we utilize emotionally-based theories to illustrate the\nimportance of CRT in teacher education, to identify barriers to CRT, and to recommend how teacher\neducation can more genuinely reinvest in antiracism.","downloadable_attachments":[{"id":42060995,"asset_id":21557671,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":41493464,"first_name":"Cheryl","last_name":"Matias","domain_name":"ucdenver","page_name":"CherylMatias","display_name":"Cheryl E Matias","profile_url":"https://ucdenver.academia.edu/CherylMatias?f_ri=3457","photo":"https://0.academia-photos.com/41493464/11244871/12546570/s65_cheryl.matias.jpg"},{"id":3270512,"first_name":"Naomi","last_name":"Nishi","domain_name":"ucdenver","page_name":"NaomiNishi","display_name":"Naomi Nishi","profile_url":"https://ucdenver.academia.edu/NaomiNishi?f_ri=3457","photo":"https://0.academia-photos.com/3270512/1082969/12798937/s65_naomi.nishi.jpg"}],"research_interests":[{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies?f_ri=3457","nofollow":false},{"id":254,"name":"Emotion","url":"https://www.academia.edu/Documents/in/Emotion?f_ri=3457","nofollow":false},{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=3457","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=3457"},{"id":2794,"name":"Sociology of Emotion","url":"https://www.academia.edu/Documents/in/Sociology_of_Emotion?f_ri=3457"},{"id":3277,"name":"Race and Racism","url":"https://www.academia.edu/Documents/in/Race_and_Racism?f_ri=3457"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457"},{"id":5247,"name":"Critical Race Theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory?f_ri=3457"},{"id":5453,"name":"Race and Ethnicity","url":"https://www.academia.edu/Documents/in/Race_and_Ethnicity?f_ri=3457"},{"id":7125,"name":"Culture","url":"https://www.academia.edu/Documents/in/Culture?f_ri=3457"},{"id":9456,"name":"Emotions (Social Psychology)","url":"https://www.academia.edu/Documents/in/Emotions_Social_Psychology_?f_ri=3457"},{"id":10006,"name":"Ethnic and Racial Studies","url":"https://www.academia.edu/Documents/in/Ethnic_and_Racial_Studies?f_ri=3457"},{"id":10469,"name":"Whiteness Studies","url":"https://www.academia.edu/Documents/in/Whiteness_Studies?f_ri=3457"},{"id":11639,"name":"Racism","url":"https://www.academia.edu/Documents/in/Racism?f_ri=3457"},{"id":16069,"name":"Critical Race Theory and Whiteness theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory_and_Whiteness_theory?f_ri=3457"},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=3457"},{"id":18004,"name":"Equity and Social Justice in Higher Education","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education?f_ri=3457"},{"id":21498,"name":"Affect/Emotion","url":"https://www.academia.edu/Documents/in/Affect_Emotion?f_ri=3457"},{"id":30439,"name":"Critical Whiteness Studies","url":"https://www.academia.edu/Documents/in/Critical_Whiteness_Studies?f_ri=3457"},{"id":42162,"name":"Emotions","url":"https://www.academia.edu/Documents/in/Emotions?f_ri=3457"},{"id":60843,"name":"Reflective Teaching","url":"https://www.academia.edu/Documents/in/Reflective_Teaching?f_ri=3457"},{"id":81911,"name":"Preservice Teacher Education","url":"https://www.academia.edu/Documents/in/Preservice_Teacher_Education?f_ri=3457"},{"id":125925,"name":"Whiteness","url":"https://www.academia.edu/Documents/in/Whiteness?f_ri=3457"},{"id":199421,"name":"Tecaher Education","url":"https://www.academia.edu/Documents/in/Tecaher_Education?f_ri=3457"},{"id":539318,"name":"Antiracism","url":"https://www.academia.edu/Documents/in/Antiracism?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1259107" data-work_id="1259107" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1259107/Maladjusted_Schooling_Revisited_a_time_to_re_imagine_21st_Century_Education">Maladjusted Schooling Revisited - a time to re-imagine 21st Century Education?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">"Re-imagining 21st century education is ambitious, an ambition born of a sadness as I reflect on a book written 30 years ago. And I shall of course fall far short of the ambition. Just to reiterate again the question raised in the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1259107" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">"Re-imagining 21st century education is ambitious, an ambition born of a sadness as I reflect on a book written 30 years ago.  And I shall of course fall far short of the ambition.  Just to reiterate again the question raised in the invitation to this talk. <br /> <br />What sort of educational vision and practice may be fostered to underpin a new world where people matter? <br /> <br />This is an age-old question.  Its origins is in the idea of the good society that has long been the object of philosophical and political debate. So, specifically we can ask, what sort of education does a vision of the good society demand?  And how should schools be organised to lay a foundation for the realisation of this vision? <br />"</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1259107" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="15ff5116f108b79216b69d91e333b0ef" rel="nofollow" data-download="{"attachment_id":20881532,"asset_id":1259107,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/20881532/download_file?st=MTczNDUwNTgwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1172933" href="https://mmu.academia.edu/JohnSchostak">John Schostak</a><script data-card-contents-for-user="1172933" type="text/json">{"id":1172933,"first_name":"John","last_name":"Schostak","domain_name":"mmu","page_name":"JohnSchostak","display_name":"John Schostak","profile_url":"https://mmu.academia.edu/JohnSchostak?f_ri=3457","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_1259107 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1259107"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1259107, container: ".js-paper-rank-work_1259107", }); 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$(".js-view-count[data-work-id=1259107]").text(description); $(".js-view-count-work_1259107").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1259107").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1259107"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">46</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="8" href="https://www.academia.edu/Documents/in/Critical_Theory">Critical Theory</a>, <script data-card-contents-for-ri="8" type="text/json">{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="188" href="https://www.academia.edu/Documents/in/Cultural_Studies">Cultural Studies</a>, <script data-card-contents-for-ri="188" type="text/json">{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="201" href="https://www.academia.edu/Documents/in/Political_Sociology">Political Sociology</a>, <script data-card-contents-for-ri="201" type="text/json">{"id":201,"name":"Political Sociology","url":"https://www.academia.edu/Documents/in/Political_Sociology?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="206" href="https://www.academia.edu/Documents/in/Social_Change">Social Change</a><script data-card-contents-for-ri="206" type="text/json">{"id":206,"name":"Social Change","url":"https://www.academia.edu/Documents/in/Social_Change?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1259107]'), work: {"id":1259107,"title":"Maladjusted Schooling Revisited - a time to re-imagine 21st Century Education?","created_at":"2012-06-26T05:32:14.253-07:00","url":"https://www.academia.edu/1259107/Maladjusted_Schooling_Revisited_a_time_to_re_imagine_21st_Century_Education?f_ri=3457","dom_id":"work_1259107","summary":"\"Re-imagining 21st century education is ambitious, an ambition born of a sadness as I reflect on a book written 30 years ago. And I shall of course fall far short of the ambition. Just to reiterate again the question raised in the invitation to this talk.\r\n\r\nWhat sort of educational vision and practice may be fostered to underpin a new world where people matter?\r\n \r\nThis is an age-old question. Its origins is in the idea of the good society that has long been the object of philosophical and political debate. So, specifically we can ask, what sort of education does a vision of the good society demand? And how should schools be organised to lay a foundation for the realisation of this vision?\r\n\"","downloadable_attachments":[{"id":20881532,"asset_id":1259107,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1172933,"first_name":"John","last_name":"Schostak","domain_name":"mmu","page_name":"JohnSchostak","display_name":"John Schostak","profile_url":"https://mmu.academia.edu/JohnSchostak?f_ri=3457","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=3457","nofollow":false},{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies?f_ri=3457","nofollow":false},{"id":201,"name":"Political Sociology","url":"https://www.academia.edu/Documents/in/Political_Sociology?f_ri=3457","nofollow":false},{"id":206,"name":"Social Change","url":"https://www.academia.edu/Documents/in/Social_Change?f_ri=3457","nofollow":false},{"id":208,"name":"Social Movements","url":"https://www.academia.edu/Documents/in/Social_Movements?f_ri=3457"},{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457"},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457"},{"id":938,"name":"Critical Discourse Studies","url":"https://www.academia.edu/Documents/in/Critical_Discourse_Studies?f_ri=3457"},{"id":974,"name":"Sociology of Education","url":"https://www.academia.edu/Documents/in/Sociology_of_Education?f_ri=3457"},{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=3457"},{"id":1297,"name":"Democratic Education","url":"https://www.academia.edu/Documents/in/Democratic_Education?f_ri=3457"},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457"},{"id":2170,"name":"Ethnography","url":"https://www.academia.edu/Documents/in/Ethnography?f_ri=3457"},{"id":2212,"name":"Qualitative studies (Psychology)","url":"https://www.academia.edu/Documents/in/Qualitative_studies_Psychology_?f_ri=3457"},{"id":2965,"name":"Sociology of Crime and Deviance","url":"https://www.academia.edu/Documents/in/Sociology_of_Crime_and_Deviance?f_ri=3457"},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=3457"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3457"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=3457"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457"},{"id":3512,"name":"Educational Inequalities (class; 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Inclusion of socially just philosophies in the curriculum is indeed essential, yet it can mask the recycling of normalized,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_20272808" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Teacher educators are constantly trying to improve the field to meet the needs of a growing urban populace. Inclusion of socially just philosophies in the curriculum is indeed essential, yet it can mask the recycling of normalized, oppressive Whiteness. This reflective and theoretical paper employs critical race theory and critical Whiteness studies to deconstruct Whiteness, abuse, and love in teacher education. Using an interdisciplinary and emotion-based approach to understanding Whiteness, this paper examines how denying race during white childhood via a color-blind ideology leaves lasting emotional scars, impressions that perpetuate the institutional silencing of race in teacher education. This "abuse" is projected onto urban students of color and, more broadly, people of color. This paper asserts that until teacher education programs make confronting and exploring Whiteness a priority, they cannot truly love their urban students of color as complete beings and so deny humanity full and just consideration.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20272808" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9ee43b6349b51a3487420d945292ba65" rel="nofollow" data-download="{"attachment_id":41142136,"asset_id":20272808,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41142136/download_file?st=MTczNDUwNTgwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="41493464" href="https://ucdenver.academia.edu/CherylMatias">Cheryl E Matias</a><script data-card-contents-for-user="41493464" type="text/json">{"id":41493464,"first_name":"Cheryl","last_name":"Matias","domain_name":"ucdenver","page_name":"CherylMatias","display_name":"Cheryl E Matias","profile_url":"https://ucdenver.academia.edu/CherylMatias?f_ri=3457","photo":"https://0.academia-photos.com/41493464/11244871/12546570/s65_cheryl.matias.jpg"}</script></span></span></li><li class="js-paper-rank-work_20272808 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="20272808"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 20272808, container: ".js-paper-rank-work_20272808", }); });</script></li><li class="js-percentile-work_20272808 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 20272808; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_20272808"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_20272808 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="20272808"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 20272808; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=20272808]").text(description); $(".js-view-count-work_20272808").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_20272808").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="20272808"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">21</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="244" href="https://www.academia.edu/Documents/in/Psychoanalysis">Psychoanalysis</a>, <script data-card-contents-for-ri="244" type="text/json">{"id":244,"name":"Psychoanalysis","url":"https://www.academia.edu/Documents/in/Psychoanalysis?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a><script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=20272808]'), work: {"id":20272808,"title":"“Why do you make me hate myself?”: Re-teaching Whiteness, abuse, and love in urban teacher education","created_at":"2016-01-14T13:26:00.397-08:00","url":"https://www.academia.edu/20272808/_Why_do_you_make_me_hate_myself_Re_teaching_Whiteness_abuse_and_love_in_urban_teacher_education?f_ri=3457","dom_id":"work_20272808","summary":"Teacher educators are constantly trying to improve the field to meet the needs of a growing urban populace. Inclusion of socially just philosophies in the curriculum is indeed essential, yet it can mask the recycling of normalized, oppressive Whiteness. This reflective and theoretical paper employs critical race theory and critical Whiteness studies to deconstruct Whiteness, abuse, and love in teacher education. Using an interdisciplinary and emotion-based approach to understanding Whiteness, this paper examines how denying race during white childhood via a color-blind ideology leaves lasting emotional scars, impressions that perpetuate the institutional silencing of race in teacher education. This \"abuse\" is projected onto urban students of color and, more broadly, people of color. This paper asserts that until teacher education programs make confronting and exploring Whiteness a priority, they cannot truly love their urban students of color as complete beings and so deny humanity full and just consideration.","downloadable_attachments":[{"id":41142136,"asset_id":20272808,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":41493464,"first_name":"Cheryl","last_name":"Matias","domain_name":"ucdenver","page_name":"CherylMatias","display_name":"Cheryl E Matias","profile_url":"https://ucdenver.academia.edu/CherylMatias?f_ri=3457","photo":"https://0.academia-photos.com/41493464/11244871/12546570/s65_cheryl.matias.jpg"}],"research_interests":[{"id":244,"name":"Psychoanalysis","url":"https://www.academia.edu/Documents/in/Psychoanalysis?f_ri=3457","nofollow":false},{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457","nofollow":false},{"id":2613,"name":"Diversity","url":"https://www.academia.edu/Documents/in/Diversity?f_ri=3457"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=3457"},{"id":3277,"name":"Race and Racism","url":"https://www.academia.edu/Documents/in/Race_and_Racism?f_ri=3457"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=3457"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457"},{"id":5247,"name":"Critical Race Theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory?f_ri=3457"},{"id":5453,"name":"Race and Ethnicity","url":"https://www.academia.edu/Documents/in/Race_and_Ethnicity?f_ri=3457"},{"id":7125,"name":"Culture","url":"https://www.academia.edu/Documents/in/Culture?f_ri=3457"},{"id":10469,"name":"Whiteness Studies","url":"https://www.academia.edu/Documents/in/Whiteness_Studies?f_ri=3457"},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=3457"},{"id":16069,"name":"Critical Race Theory and Whiteness theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory_and_Whiteness_theory?f_ri=3457"},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=3457"},{"id":30439,"name":"Critical Whiteness Studies","url":"https://www.academia.edu/Documents/in/Critical_Whiteness_Studies?f_ri=3457"},{"id":31048,"name":"White Privilege","url":"https://www.academia.edu/Documents/in/White_Privilege?f_ri=3457"},{"id":37607,"name":"Culturally Responsive Teaching and Learning","url":"https://www.academia.edu/Documents/in/Culturally_Responsive_Teaching_and_Learning?f_ri=3457"},{"id":40502,"name":"Teacher","url":"https://www.academia.edu/Documents/in/Teacher?f_ri=3457"},{"id":125925,"name":"Whiteness","url":"https://www.academia.edu/Documents/in/Whiteness?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_60673066" data-work_id="60673066" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/60673066/Teachers_assessment_of_students_research_skills">Teachers' assessment of students' research skills</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Today, teachers are expected to develop complex skills, such as research skills, in their students while implementing new views on learning and teaching and using authentic assessment strategies. About these new assessment strategies... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_60673066" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Today, teachers are expected to develop complex skills, such as research skills, in their students while implementing new views on learning and teaching and using authentic assessment strategies. About these new assessment strategies there is much debate and teachers are vulnerable in using them. We studied upper secondary education natural and social science teachers' practices using two surveys and two rounds of expert panel judgement on teacher-submitted assessment-related material and information. Our study shows that there are grounds for concern regarding the clarity of teachers' assessment criteria, the consistency between teachers' goals, assignments, and criteria, and the validity and acceptability of teachers' assessment practices. The extent to which it is justifiable to judge teachers' assessment practice by professional quality criteria is discussed, and suggestions are given as to the main quality criteria for formative and summative assessment and as to ways in which teachers could improve their assessment practices.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/60673066" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1845a28420edb9f3f9be754a14d0eb89" rel="nofollow" data-download="{"attachment_id":74010924,"asset_id":60673066,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/74010924/download_file?st=MTczNDUwNTgwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="286220" href="https://uu.academia.edu/GijsbertErkens">Gijsbert Erkens</a><script data-card-contents-for-user="286220" type="text/json">{"id":286220,"first_name":"Gijsbert","last_name":"Erkens","domain_name":"uu","page_name":"GijsbertErkens","display_name":"Gijsbert Erkens","profile_url":"https://uu.academia.edu/GijsbertErkens?f_ri=3457","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_60673066 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="60673066"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 60673066, container: ".js-paper-rank-work_60673066", }); 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$(".js-view-count[data-work-id=60673066]").text(description); $(".js-view-count-work_60673066").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_60673066").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="60673066"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="22198" href="https://www.academia.edu/Documents/in/Secondary_Education">Secondary Education</a>, <script data-card-contents-for-ri="22198" type="text/json">{"id":22198,"name":"Secondary Education","url":"https://www.academia.edu/Documents/in/Secondary_Education?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="207181" href="https://www.academia.edu/Documents/in/Quality_Criteria">Quality Criteria</a><script data-card-contents-for-ri="207181" type="text/json">{"id":207181,"name":"Quality Criteria","url":"https://www.academia.edu/Documents/in/Quality_Criteria?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=60673066]'), work: {"id":60673066,"title":"Teachers' assessment of students' research skills","created_at":"2021-11-01T03:16:39.776-07:00","url":"https://www.academia.edu/60673066/Teachers_assessment_of_students_research_skills?f_ri=3457","dom_id":"work_60673066","summary":"Today, teachers are expected to develop complex skills, such as research skills, in their students while implementing new views on learning and teaching and using authentic assessment strategies. About these new assessment strategies there is much debate and teachers are vulnerable in using them. We studied upper secondary education natural and social science teachers' practices using two surveys and two rounds of expert panel judgement on teacher-submitted assessment-related material and information. Our study shows that there are grounds for concern regarding the clarity of teachers' assessment criteria, the consistency between teachers' goals, assignments, and criteria, and the validity and acceptability of teachers' assessment practices. The extent to which it is justifiable to judge teachers' assessment practice by professional quality criteria is discussed, and suggestions are given as to the main quality criteria for formative and summative assessment and as to ways in which teachers could improve their assessment practices.","downloadable_attachments":[{"id":74010924,"asset_id":60673066,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":286220,"first_name":"Gijsbert","last_name":"Erkens","domain_name":"uu","page_name":"GijsbertErkens","display_name":"Gijsbert Erkens","profile_url":"https://uu.academia.edu/GijsbertErkens?f_ri=3457","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false},{"id":22198,"name":"Secondary Education","url":"https://www.academia.edu/Documents/in/Secondary_Education?f_ri=3457","nofollow":false},{"id":207181,"name":"Quality Criteria","url":"https://www.academia.edu/Documents/in/Quality_Criteria?f_ri=3457","nofollow":false},{"id":1197942,"name":"Social Science","url":"https://www.academia.edu/Documents/in/Social_Science?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8238258" data-work_id="8238258" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8238258/%C3%87ocuk_ve_Ergenlerde_Duygusal_ve_Davran%C4%B1%C5%9Fsal_Bozukluklar">Çocuk ve Ergenlerde Duygusal ve Davranışsal Bozukluklar</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Bu kitap; duygusal ve davranışsal bozukluklara sahip öğrenciler hakkında bilgi sahibi olmak isteyen sınıf öğretmenleri, özel eğitim öğretmenleri ve alanda çalışan uzmanlar için hazırlanmış giriş niteliğinde bir uygulama kitabıdır. Her bir... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8238258" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bu kitap; duygusal ve davranışsal bozukluklara sahip öğrenciler hakkında bilgi sahibi olmak isteyen sınıf öğretmenleri, özel eğitim öğretmenleri ve alanda çalışan uzmanlar için hazırlanmış giriş niteliğinde bir uygulama kitabıdır. Her bir bozukluğun nedeni, tanımlanması, güncel araştırmalar ışığında verilmeye çalışılmış ve okul ortamındaki pratik uygulamalarla da anlatım zenginleştirilmiştir. Bunlara ek olarak belirli bir bozukluğun tüm yönlerine ilişkin temel yaklaşımla birlikte bilimsel olarak geliştirilmiş müdahele yöntemleri de verilmeye çalışılmıştır. <br /> <br />Bu kitabın alanda yeni çalışmaya başlayan öğretmenler kadar güncel verilerle desteklenen tanı koyma ve müdahele stratejilrine önem vermesi nedeniyle alanda uzun süredir çalışmakta olan öğretmenlere ve uzmanlara da yararlı olacağını düşünmekteyiz.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8238258" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="184d9548bf8ce4bd541ccda6b8366800" rel="nofollow" data-download="{"attachment_id":40737294,"asset_id":8238258,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40737294/download_file?st=MTczNDUwNTgwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5350040" href="https://istanbulc.academia.edu/GamzeSart">Gamze Sart</a><script data-card-contents-for-user="5350040" type="text/json">{"id":5350040,"first_name":"Gamze","last_name":"Sart","domain_name":"istanbulc","page_name":"GamzeSart","display_name":"Gamze Sart","profile_url":"https://istanbulc.academia.edu/GamzeSart?f_ri=3457","photo":"https://0.academia-photos.com/5350040/3697412/4333558/s65_gamze.sart.jpg"}</script></span></span></li><li class="js-paper-rank-work_8238258 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8238258"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8238258, container: ".js-paper-rank-work_8238258", }); });</script></li><li class="js-percentile-work_8238258 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8238258; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_8238258"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_8238258 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="8238258"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8238258; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8238258]").text(description); $(".js-view-count-work_8238258").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8238258").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8238258"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">255</a>  </div><span class="InlineList-item-text u-textTruncate u-pl11x"><a class="InlineList-item-text" data-has-card-for-ri="1" href="https://www.academia.edu/Documents/in/Creative_Writing">Creative Writing</a>, <script data-card-contents-for-ri="1" type="text/json">{"id":1,"name":"Creative Writing","url":"https://www.academia.edu/Documents/in/Creative_Writing?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8" href="https://www.academia.edu/Documents/in/Critical_Theory">Critical Theory</a>, <script data-card-contents-for-ri="8" type="text/json">{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="491" href="https://www.academia.edu/Documents/in/Information_Technology">Information Technology</a>, <script data-card-contents-for-ri="491" type="text/json">{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="755" href="https://www.academia.edu/Documents/in/Entrepreneurial_Economics">Entrepreneurial Economics</a><script data-card-contents-for-ri="755" type="text/json">{"id":755,"name":"Entrepreneurial Economics","url":"https://www.academia.edu/Documents/in/Entrepreneurial_Economics?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8238258]'), work: {"id":8238258,"title":"Çocuk ve Ergenlerde Duygusal ve Davranışsal Bozukluklar","created_at":"2014-09-07T23:46:34.953-07:00","url":"https://www.academia.edu/8238258/%C3%87ocuk_ve_Ergenlerde_Duygusal_ve_Davran%C4%B1%C5%9Fsal_Bozukluklar?f_ri=3457","dom_id":"work_8238258","summary":"Bu kitap; duygusal ve davranışsal bozukluklara sahip öğrenciler hakkında bilgi sahibi olmak isteyen sınıf öğretmenleri, özel eğitim öğretmenleri ve alanda çalışan uzmanlar için hazırlanmış giriş niteliğinde bir uygulama kitabıdır. Her bir bozukluğun nedeni, tanımlanması, güncel araştırmalar ışığında verilmeye çalışılmış ve okul ortamındaki pratik uygulamalarla da anlatım zenginleştirilmiştir. Bunlara ek olarak belirli bir bozukluğun tüm yönlerine ilişkin temel yaklaşımla birlikte bilimsel olarak geliştirilmiş müdahele yöntemleri de verilmeye çalışılmıştır.\r\n \r\nBu kitabın alanda yeni çalışmaya başlayan öğretmenler kadar güncel verilerle desteklenen tanı koyma ve müdahele stratejilrine önem vermesi nedeniyle alanda uzun süredir çalışmakta olan öğretmenlere ve uzmanlara da yararlı olacağını düşünmekteyiz.","downloadable_attachments":[{"id":40737294,"asset_id":8238258,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5350040,"first_name":"Gamze","last_name":"Sart","domain_name":"istanbulc","page_name":"GamzeSart","display_name":"Gamze Sart","profile_url":"https://istanbulc.academia.edu/GamzeSart?f_ri=3457","photo":"https://0.academia-photos.com/5350040/3697412/4333558/s65_gamze.sart.jpg"}],"research_interests":[{"id":1,"name":"Creative Writing","url":"https://www.academia.edu/Documents/in/Creative_Writing?f_ri=3457","nofollow":false},{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=3457","nofollow":false},{"id":491,"name":"Information Technology","url":"https://www.academia.edu/Documents/in/Information_Technology?f_ri=3457","nofollow":false},{"id":755,"name":"Entrepreneurial Economics","url":"https://www.academia.edu/Documents/in/Entrepreneurial_Economics?f_ri=3457","nofollow":false},{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457"},{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology?f_ri=3457"},{"id":967,"name":"Intellectual Property","url":"https://www.academia.edu/Documents/in/Intellectual_Property?f_ri=3457"},{"id":988,"name":"Design","url":"https://www.academia.edu/Documents/in/Design?f_ri=3457"},{"id":1003,"name":"Educational 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intervention for classroom teachers: Helping struggling readers in early elementary school</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">With the advent of “Response to Intervention” there has been emphasis on preventing reading disabilities. This study examined the effectiveness of a classroom teacher Tier II intervention for struggling readers in kindergarten and first... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10133846" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">With the advent of “Response to Intervention” there has been emphasis on preventing reading disabilities. This study examined the effectiveness of a classroom teacher Tier II intervention for struggling readers in kindergarten and first grade called the Targeted Reading Intervention. Three rural schools were randomly assigned to experimental and control conditions, with 8 experimental and 12 control classrooms. Five struggling and five non-struggling readers were randomly selected from each classroom. With the support of biweekly coaching, experimental teachers instructed struggling readers in one-on-one sessions in the classroom. Intent-to-treat analyses revealed significant kindergarten gains for initial word identification but no significant gains in first grade. 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Quelle place pour les TIC dans l'éducation ?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Dans l'introduction des nouvelles technologies pour l'information et la communication, la méthode pédagogique ou le dispositif dans lequel l'outil va prendre place sont essentiels. S'inscrivant dans la suite logique du précédent volume de... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8395722" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Dans l'introduction des nouvelles technologies pour l'information et la communication, la méthode pédagogique ou le dispositif dans lequel l'outil va prendre place sont essentiels. S'inscrivant dans la suite logique du précédent volume de l'auteur Des technologies pour enseigner et apprendre, cet ouvrage propose un ensemble de pistes permettant au lecteur de construire le dispositif pédagogique en fonction de ses propres objectifs. Ces méthodes pédagogiques sont simplement celles qui sont postulées actuellement dans l'optique de la rénovation de l'enseignement et de l'apprentissage. Ce livre intéressera donc tous ceux qui souhaitent rendre leurs enseignements plus dynamiques, les apprentissages plus motivants et actifs : enseignants du secondaire, conseillers pédagogiques, formateurs, étudiants de l'agrégation, CAPES, concepteurs d'outils pédagogiques.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8395722" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2302d8126894a96d405d49879440c507" rel="nofollow" data-download="{"attachment_id":34792683,"asset_id":8395722,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34792683/download_file?st=MTczNDUwNTgwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12328910" href="https://uclouvain.academia.edu/MarcelLebrun">Marcel Lebrun</a><script data-card-contents-for-user="12328910" type="text/json">{"id":12328910,"first_name":"Marcel","last_name":"Lebrun","domain_name":"uclouvain","page_name":"MarcelLebrun","display_name":"Marcel Lebrun","profile_url":"https://uclouvain.academia.edu/MarcelLebrun?f_ri=3457","photo":"https://0.academia-photos.com/12328910/4652629/5373245/s65_marcel.lebrun.png"}</script></span></span></li><li class="js-paper-rank-work_8395722 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8395722"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8395722, container: ".js-paper-rank-work_8395722", }); 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Quelle place pour les TIC dans l'éducation ?","created_at":"2014-09-19T00:40:24.970-07:00","url":"https://www.academia.edu/8395722/Th%C3%A9ories_et_m%C3%A9thodes_p%C3%A9dagogiques_pour_enseigner_et_apprendre_Quelle_place_pour_les_TIC_dans_l%C3%A9ducation_?f_ri=3457","dom_id":"work_8395722","summary":"Dans l'introduction des nouvelles technologies pour l'information et la communication, la méthode pédagogique ou le dispositif dans lequel l'outil va prendre place sont essentiels. S'inscrivant dans la suite logique du précédent volume de l'auteur Des technologies pour enseigner et apprendre, cet ouvrage propose un ensemble de pistes permettant au lecteur de construire le dispositif pédagogique en fonction de ses propres objectifs. Ces méthodes pédagogiques sont simplement celles qui sont postulées actuellement dans l'optique de la rénovation de l'enseignement et de l'apprentissage. Ce livre intéressera donc tous ceux qui souhaitent rendre leurs enseignements plus dynamiques, les apprentissages plus motivants et actifs : enseignants du secondaire, conseillers pédagogiques, formateurs, étudiants de l'agrégation, CAPES, concepteurs d'outils pédagogiques.","downloadable_attachments":[{"id":34792683,"asset_id":8395722,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":12328910,"first_name":"Marcel","last_name":"Lebrun","domain_name":"uclouvain","page_name":"MarcelLebrun","display_name":"Marcel Lebrun","profile_url":"https://uclouvain.academia.edu/MarcelLebrun?f_ri=3457","photo":"https://0.academia-photos.com/12328910/4652629/5373245/s65_marcel.lebrun.png"}],"research_interests":[{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=3457","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=3457","nofollow":false},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=3457","nofollow":false},{"id":211072,"name":"Pedagogie","url":"https://www.academia.edu/Documents/in/Pedagogie?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35647302" data-work_id="35647302" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35647302/Arts_Based_Methods_in_Education_Around_the_World">Arts-Based Methods in Education Around the World</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This book contributes to the field of arts-based methods in education with general theoretical perspectives and original cases, reviewing the journey of learning in connection to the arts, and the contribution of the arts to societies... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35647302" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This book contributes to the field of arts-based methods in education with general theoretical perspectives and original cases, reviewing the journey of learning in connection to the arts, and the contribution of the arts to societies from an educational perspective.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div 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","downloadable_attachments":[{"id":55516786,"asset_id":35647302,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2617434,"first_name":"Tatiana","last_name":"Chemi","domain_name":"aalborg","page_name":"TatianaChemi","display_name":"Tatiana Chemi","profile_url":"https://aalborg.academia.edu/TatianaChemi?f_ri=3457","photo":"https://0.academia-photos.com/2617434/828583/20816451/s65_tatiana.chemi.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false},{"id":4052,"name":"Arts Education","url":"https://www.academia.edu/Documents/in/Arts_Education?f_ri=3457","nofollow":false},{"id":26618,"name":"Arts-based methodologies","url":"https://www.academia.edu/Documents/in/Arts-based_methodologies?f_ri=3457"},{"id":29747,"name":"Arts-Based Research","url":"https://www.academia.edu/Documents/in/Arts-Based_Research?f_ri=3457"},{"id":49677,"name":"Arts-Based Educational Research","url":"https://www.academia.edu/Documents/in/Arts-Based_Educational_Research?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_25350233" data-work_id="25350233" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/25350233/Lezioni_on_line_in_una_classe_CLIL_per_fondere_teoria_e_pratica">Lezioni on line in una classe CLIL per fondere teoria e pratica</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Nell’articolo, l’autore, alla sua prima esperienza di docente CLIL/DNL, descrive i caratteri, le fasi e lo svolgimento delle attività e fornisce esempi di lezioni in presenza e on line del modulo “Cybercrime and security measures”... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_25350233" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Nell’articolo, l’autore, alla sua prima esperienza di docente CLIL/DNL, descrive i caratteri, le fasi e lo svolgimento delle attività e fornisce esempi di lezioni in presenza e on line del modulo “Cybercrime and security measures” recentemente erogato agli alunni di una classe quinta di un Istituto Tecnico Economico ad articolazione SIA (Sistemi Informativi Aziendali). Durante un cospicuo periodo di assenza dal servizio, l’autore si è visto costretto a ripianificare e riprogettare una parte del percorso formativo, in corso d’opera  e, coinvolgendo gli altri colleghi del CLIL team, ha disegnato e allestito tre webinar sulla piattaforma wiziq.com per compensare alcune lezioni in presenza. Questa volta, il docente CLIL/DNL, nella veste di elearning researcher, investiga e si sofferma su alcuni rilevanti aspetti che emergono  nel corso delle tre lezioni on line perché nota che la quantità e qualità delle interazioni on line migliora quando il classroom discourse si basa sull’uso delle funzioni comunicative del linguaggio riuscendo a fondere teoria e pratica in modo naturale ed efficace. Questo contributo infine mostra come sia stata condotta e realizzata la Ricerca-Azione, nel rispetto dei canoni scientifici,  evidenziando quali sono stati i punti di debolezza e prospettando i possibili sviluppi .</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/25350233" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e1728984770210e4b830816720a81880" rel="nofollow" data-download="{"attachment_id":45649194,"asset_id":25350233,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45649194/download_file?st=MTczNDUwNTgwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8645861" href="https://independent.academia.edu/AntonioNazzaro">Antonio Nazzaro</a><script data-card-contents-for-user="8645861" type="text/json">{"id":8645861,"first_name":"Antonio","last_name":"Nazzaro","domain_name":"independent","page_name":"AntonioNazzaro","display_name":"Antonio Nazzaro","profile_url":"https://independent.academia.edu/AntonioNazzaro?f_ri=3457","photo":"https://0.academia-photos.com/8645861/2878018/3362104/s65_antonio.nazzaro.jpg"}</script></span></span></li><li class="js-paper-rank-work_25350233 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="25350233"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 25350233, container: ".js-paper-rank-work_25350233", }); });</script></li><li class="js-percentile-work_25350233 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 25350233; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_25350233"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_25350233 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="25350233"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 25350233; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=25350233]").text(description); $(".js-view-count-work_25350233").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_25350233").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="25350233"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">22</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a><script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=25350233]'), work: {"id":25350233,"title":"Lezioni on line in una classe CLIL per fondere teoria e pratica","created_at":"2016-05-15T14:03:46.035-07:00","url":"https://www.academia.edu/25350233/Lezioni_on_line_in_una_classe_CLIL_per_fondere_teoria_e_pratica?f_ri=3457","dom_id":"work_25350233","summary":"Nell’articolo, l’autore, alla sua prima esperienza di docente CLIL/DNL, descrive i caratteri, le fasi e lo svolgimento delle attività e fornisce esempi di lezioni in presenza e on line del modulo “Cybercrime and security measures” recentemente erogato agli alunni di una classe quinta di un Istituto Tecnico Economico ad articolazione SIA (Sistemi Informativi Aziendali). Durante un cospicuo periodo di assenza dal servizio, l’autore si è visto costretto a ripianificare e riprogettare una parte del percorso formativo, in corso d’opera e, coinvolgendo gli altri colleghi del CLIL team, ha disegnato e allestito tre webinar sulla piattaforma wiziq.com per compensare alcune lezioni in presenza. Questa volta, il docente CLIL/DNL, nella veste di elearning researcher, investiga e si sofferma su alcuni rilevanti aspetti che emergono nel corso delle tre lezioni on line perché nota che la quantità e qualità delle interazioni on line migliora quando il classroom discourse si basa sull’uso delle funzioni comunicative del linguaggio riuscendo a fondere teoria e pratica in modo naturale ed efficace. Questo contributo infine mostra come sia stata condotta e realizzata la Ricerca-Azione, nel rispetto dei canoni scientifici, evidenziando quali sono stati i punti di debolezza e prospettando i possibili sviluppi .","downloadable_attachments":[{"id":45649194,"asset_id":25350233,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":8645861,"first_name":"Antonio","last_name":"Nazzaro","domain_name":"independent","page_name":"AntonioNazzaro","display_name":"Antonio Nazzaro","profile_url":"https://independent.academia.edu/AntonioNazzaro?f_ri=3457","photo":"https://0.academia-photos.com/8645861/2878018/3362104/s65_antonio.nazzaro.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=3457","nofollow":false},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=3457","nofollow":false},{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=3457"},{"id":2065,"name":"Research Methodology","url":"https://www.academia.edu/Documents/in/Research_Methodology?f_ri=3457"},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=3457"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457"},{"id":5978,"name":"Web Technologies","url":"https://www.academia.edu/Documents/in/Web_Technologies?f_ri=3457"},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=3457"},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=3457"},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=3457"},{"id":37430,"name":"CLIL","url":"https://www.academia.edu/Documents/in/CLIL?f_ri=3457"},{"id":40502,"name":"Teacher","url":"https://www.academia.edu/Documents/in/Teacher?f_ri=3457"},{"id":60843,"name":"Reflective Teaching","url":"https://www.academia.edu/Documents/in/Reflective_Teaching?f_ri=3457"},{"id":96106,"name":"Teacher education for CLIL","url":"https://www.academia.edu/Documents/in/Teacher_education_for_CLIL?f_ri=3457"},{"id":178082,"name":"Formação de professores e prática pedagógica","url":"https://www.academia.edu/Documents/in/Formacao_de_professores_e_pratica_pedagogica?f_ri=3457"},{"id":210798,"name":"Content and Language Integrated Learning (CLIL)","url":"https://www.academia.edu/Documents/in/Content_and_Language_Integrated_Learning_CLIL_?f_ri=3457"},{"id":251043,"name":"Concept and mind mapping, CLIL, assessment","url":"https://www.academia.edu/Documents/in/Concept_and_mind_mapping_CLIL_assessment?f_ri=3457"},{"id":314794,"name":"CLIL-based Methodology","url":"https://www.academia.edu/Documents/in/CLIL-based_Methodology?f_ri=3457"},{"id":592862,"name":"Designing Course Clil","url":"https://www.academia.edu/Documents/in/Designing_Course_Clil?f_ri=3457"},{"id":1193280,"name":"Elearning","url":"https://www.academia.edu/Documents/in/Elearning?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10894522" data-work_id="10894522" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10894522/Current_Trends_in_Translation_Teaching_and_Learning_E">Current Trends in Translation Teaching and Learning E</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Current Trends in Translation Teaching and Learning E is a double-blind refereed journal that explores a variety of issues related to translation teaching and learning. We seek qualitative and quantitative research articles that are... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10894522" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Current Trends in Translation Teaching and Learning E is a double-blind refereed journal that explores a variety of issues related to translation teaching and learning. We seek qualitative and quantitative research articles that are relevant to this subject. The publications will be available free online via our website. The length of papers should be around 2500 to 6000 words. <a href="http://www.cttl.org/" rel="nofollow">http://www.cttl.org/</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10894522" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7c8d411da32b9be1dabbcb67445ad269" rel="nofollow" data-download="{"attachment_id":36680717,"asset_id":10894522,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36680717/download_file?st=MTczNDUwNTgwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26384129" href="https://bit.academia.edu/MikeGarant">Mike Garant</a><script data-card-contents-for-user="26384129" type="text/json">{"id":26384129,"first_name":"Mike","last_name":"Garant","domain_name":"bit","page_name":"MikeGarant","display_name":"Mike Garant","profile_url":"https://bit.academia.edu/MikeGarant?f_ri=3457","photo":"https://0.academia-photos.com/26384129/7302599/14461850/s65_mike.garant.jpg"}</script></span></span></li><li class="js-paper-rank-work_10894522 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10894522"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10894522, container: ".js-paper-rank-work_10894522", }); });</script></li><li class="js-percentile-work_10894522 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10894522; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_10894522"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_10894522 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="10894522"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10894522; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10894522]").text(description); $(".js-view-count-work_10894522").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_10894522").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10894522"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">15</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1014" href="https://www.academia.edu/Documents/in/Scholarship_of_Teaching_and_Learning">Scholarship of Teaching and Learning</a>, <script data-card-contents-for-ri="1014" type="text/json">{"id":1014,"name":"Scholarship of Teaching and Learning","url":"https://www.academia.edu/Documents/in/Scholarship_of_Teaching_and_Learning?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1186" href="https://www.academia.edu/Documents/in/Translation_Studies">Translation Studies</a><script data-card-contents-for-ri="1186" type="text/json">{"id":1186,"name":"Translation Studies","url":"https://www.academia.edu/Documents/in/Translation_Studies?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10894522]'), work: {"id":10894522,"title":"Current Trends in Translation Teaching and Learning E","created_at":"2015-02-18T05:32:30.143-08:00","url":"https://www.academia.edu/10894522/Current_Trends_in_Translation_Teaching_and_Learning_E?f_ri=3457","dom_id":"work_10894522","summary":"Current Trends in Translation Teaching and Learning E is a double-blind refereed journal that explores a variety of issues related to translation teaching and learning. We seek qualitative and quantitative research articles that are relevant to this subject. The publications will be available free online via our website. The length of papers should be around 2500 to 6000 words. http://www.cttl.org/","downloadable_attachments":[{"id":36680717,"asset_id":10894522,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26384129,"first_name":"Mike","last_name":"Garant","domain_name":"bit","page_name":"MikeGarant","display_name":"Mike Garant","profile_url":"https://bit.academia.edu/MikeGarant?f_ri=3457","photo":"https://0.academia-photos.com/26384129/7302599/14461850/s65_mike.garant.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=3457","nofollow":false},{"id":1014,"name":"Scholarship of Teaching and Learning","url":"https://www.academia.edu/Documents/in/Scholarship_of_Teaching_and_Learning?f_ri=3457","nofollow":false},{"id":1186,"name":"Translation Studies","url":"https://www.academia.edu/Documents/in/Translation_Studies?f_ri=3457","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457"},{"id":4954,"name":"Translation theory","url":"https://www.academia.edu/Documents/in/Translation_theory?f_ri=3457"},{"id":9918,"name":"Teaching of Foreign Languages","url":"https://www.academia.edu/Documents/in/Teaching_of_Foreign_Languages?f_ri=3457"},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=3457"},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=3457"},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=3457"},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education?f_ri=3457"},{"id":30347,"name":"Translation","url":"https://www.academia.edu/Documents/in/Translation?f_ri=3457"},{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=3457"},{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_53828169" data-work_id="53828169" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/53828169/Exploring_Academics_Work_Life_Balance_and_Stress_Levels_Using_Flexible_Working_Arrangements">Exploring Academics’ Work-Life Balance and Stress Levels Using Flexible Working Arrangements</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Flexible working arrangements (FWAs) provide academics a degree of freedom to control their working time, location and method. Academics need to be agile in managing their multiple work roles, but many universities are still not... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_53828169" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Flexible working arrangements (FWAs) provide academics a degree of freedom to control their working time, location and method. Academics need to be agile in managing their multiple work roles, but many universities are still not supportive. This research explores whether FWAs can affect academics’ work-life balance (WLB) and stress levels. Using a focus group discussion, eight academics were interviewed. Findings reveal that FWAs have a positive impact on WLB and reduce stress levels amongst Malaysian academics. Considering the COVID-19 pandemic, working from home (WFH) has become a new normal, paving the way for similar policies to be put in place. Keywords: Flexible working arrangements; academics; work-life balance; stress eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (<a href="http://creativecommons.org/licenses/by-nc-nd/4.0/" rel="nofollow">http://creativecommons.org/licenses/by-nc-nd/4.0/</a>). Peer–review under responsibility o...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/53828169" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="df18347153c7c323ede76e947fa963b7" rel="nofollow" data-download="{"attachment_id":70487032,"asset_id":53828169,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/70487032/download_file?st=MTczNDUwNTgwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="172004242" href="https://uitmshahalam.academia.edu/DRLENNORAPUTIT">DR. LENNORA PUTIT</a><script data-card-contents-for-user="172004242" type="text/json">{"id":172004242,"first_name":"DR. LENNORA","last_name":"PUTIT","domain_name":"uitmshahalam","page_name":"DRLENNORAPUTIT","display_name":"DR. LENNORA PUTIT","profile_url":"https://uitmshahalam.academia.edu/DRLENNORAPUTIT?f_ri=3457","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_53828169 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="53828169"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 53828169, container: ".js-paper-rank-work_53828169", }); });</script></li><li class="js-percentile-work_53828169 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 53828169; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_53828169"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_53828169 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="53828169"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53828169; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=53828169]").text(description); $(".js-view-count-work_53828169").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_53828169").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="53828169"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4738" href="https://www.academia.edu/Documents/in/Academic_Writing">Academic Writing</a>, <script data-card-contents-for-ri="4738" type="text/json">{"id":4738,"name":"Academic Writing","url":"https://www.academia.edu/Documents/in/Academic_Writing?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="26939" href="https://www.academia.edu/Documents/in/Women_and_Work">Women and Work</a>, <script data-card-contents-for-ri="26939" type="text/json">{"id":26939,"name":"Women and Work","url":"https://www.academia.edu/Documents/in/Women_and_Work?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="64283" href="https://www.academia.edu/Documents/in/Elderly">Elderly</a><script data-card-contents-for-ri="64283" type="text/json">{"id":64283,"name":"Elderly","url":"https://www.academia.edu/Documents/in/Elderly?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=53828169]'), work: {"id":53828169,"title":"Exploring Academics’ Work-Life Balance and Stress Levels Using Flexible Working Arrangements","created_at":"2021-09-28T19:48:32.966-07:00","url":"https://www.academia.edu/53828169/Exploring_Academics_Work_Life_Balance_and_Stress_Levels_Using_Flexible_Working_Arrangements?f_ri=3457","dom_id":"work_53828169","summary":"Flexible working arrangements (FWAs) provide academics a degree of freedom to control their working time, location and method. Academics need to be agile in managing their multiple work roles, but many universities are still not supportive. This research explores whether FWAs can affect academics’ work-life balance (WLB) and stress levels. Using a focus group discussion, eight academics were interviewed. Findings reveal that FWAs have a positive impact on WLB and reduce stress levels amongst Malaysian academics. Considering the COVID-19 pandemic, working from home (WFH) has become a new normal, paving the way for similar policies to be put in place. Keywords: Flexible working arrangements; academics; work-life balance; stress eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility o...","downloadable_attachments":[{"id":70487032,"asset_id":53828169,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":172004242,"first_name":"DR. LENNORA","last_name":"PUTIT","domain_name":"uitmshahalam","page_name":"DRLENNORAPUTIT","display_name":"DR. LENNORA PUTIT","profile_url":"https://uitmshahalam.academia.edu/DRLENNORAPUTIT?f_ri=3457","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false},{"id":4738,"name":"Academic Writing","url":"https://www.academia.edu/Documents/in/Academic_Writing?f_ri=3457","nofollow":false},{"id":26939,"name":"Women and Work","url":"https://www.academia.edu/Documents/in/Women_and_Work?f_ri=3457","nofollow":false},{"id":64283,"name":"Elderly","url":"https://www.academia.edu/Documents/in/Elderly?f_ri=3457","nofollow":false},{"id":76832,"name":"Millennials","url":"https://www.academia.edu/Documents/in/Millennials?f_ri=3457"},{"id":111516,"name":"Work Life Balance","url":"https://www.academia.edu/Documents/in/Work_Life_Balance-2?f_ri=3457"},{"id":542588,"name":"Women Entrepreneurs","url":"https://www.academia.edu/Documents/in/Women_Entrepreneurs?f_ri=3457"},{"id":589428,"name":"Flexible working arrangements","url":"https://www.academia.edu/Documents/in/Flexible_working_arrangements?f_ri=3457"},{"id":819049,"name":"Flexible Working Arrangement","url":"https://www.academia.edu/Documents/in/Flexible_Working_Arrangement?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12440703" data-work_id="12440703" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12440703/VYGOTSKYS_THEORY_OF_COGNITIVE_DEVELOPMENT">VYGOTSKY'S THEORY OF COGNITIVE DEVELOPMENT</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">This chapter excerpt describes the basic elements of Vygotsky's theory of cognitive development.  Related video mini-lectures are included.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12440703" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ddb604942c3e8923bc7b79623a3b25e3" rel="nofollow" data-download="{"attachment_id":37666705,"asset_id":12440703,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37666705/download_file?st=MTczNDUwNTgwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="15900569" href="https://mnsu.academia.edu/AndrewJohnson">Andrew Johnson</a><script data-card-contents-for-user="15900569" type="text/json">{"id":15900569,"first_name":"Andrew","last_name":"Johnson","domain_name":"mnsu","page_name":"AndrewJohnson","display_name":"Andrew Johnson","profile_url":"https://mnsu.academia.edu/AndrewJohnson?f_ri=3457","photo":"https://0.academia-photos.com/15900569/4301231/36129999/s65_andrew.johnson.jpg"}</script></span></span></li><li class="js-paper-rank-work_12440703 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12440703"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12440703, container: ".js-paper-rank-work_12440703", }); });</script></li><li class="js-percentile-work_12440703 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12440703; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_12440703"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_12440703 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="12440703"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12440703; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12440703]").text(description); $(".js-view-count-work_12440703").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12440703").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12440703"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="236" href="https://www.academia.edu/Documents/in/Cognitive_Psychology">Cognitive Psychology</a>, <script data-card-contents-for-ri="236" type="text/json">{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1000" href="https://www.academia.edu/Documents/in/Instructional_Design">Instructional Design</a><script data-card-contents-for-ri="1000" type="text/json">{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12440703]'), work: {"id":12440703,"title":"VYGOTSKY'S THEORY OF COGNITIVE DEVELOPMENT","created_at":"2015-05-18T05:27:31.548-07:00","url":"https://www.academia.edu/12440703/VYGOTSKYS_THEORY_OF_COGNITIVE_DEVELOPMENT?f_ri=3457","dom_id":"work_12440703","summary":"This chapter excerpt describes the basic elements of Vygotsky's theory of cognitive development. Related video mini-lectures are included.","downloadable_attachments":[{"id":37666705,"asset_id":12440703,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":15900569,"first_name":"Andrew","last_name":"Johnson","domain_name":"mnsu","page_name":"AndrewJohnson","display_name":"Andrew Johnson","profile_url":"https://mnsu.academia.edu/AndrewJohnson?f_ri=3457","photo":"https://0.academia-photos.com/15900569/4301231/36129999/s65_andrew.johnson.jpg"}],"research_interests":[{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=3457","nofollow":false},{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false},{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design?f_ri=3457","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3457"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457"},{"id":7466,"name":"Human Development","url":"https://www.academia.edu/Documents/in/Human_Development?f_ri=3457"},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=3457"},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=3457"},{"id":44439,"name":"Vygotsky's Sociocultural Theory","url":"https://www.academia.edu/Documents/in/Vygotskys_Sociocultural_Theory?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40327587" data-work_id="40327587" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40327587/Lesson_plan_Meaning_Concept_format_template_examples_principles_concept">Lesson plan | Meaning, Concept, format, template, examples, principles, concept</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized"><a href="https://www.learningclassesonline.com/2019/09/lesson-plan.html" rel="nofollow">https://www.learningclassesonline.com/2019/09/lesson-plan.html</a> Lesson Plan: Meaning, Definition, Concept, Introduction, Components, Importance, Principles, Characteristics, Steps, Types, Format, Template, Examples ------ With special... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40327587" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden"><a href="https://www.learningclassesonline.com/2019/09/lesson-plan.html" rel="nofollow">https://www.learningclassesonline.com/2019/09/lesson-plan.html</a> <br />Lesson Plan: Meaning, Definition, Concept, Introduction, Components, Importance, Principles, Characteristics, Steps, Types, Format, Template, Examples<br />------<br />With special reference to Herbartian approach A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron. Horace Mann Teaching is a complex activity. it needs proper preparation and planning. lesson plan is the blue print of those teaching activities that are to be done in the classroom. Every teacher tries to plan the content in his own style so that he can teach systematically and effectively at the right moment. MEANING AND IMPORTANCE OF LESSON PLANNING Teaching is a process which involves those teaching activities which a teacher performs in the classroom. It is based on planning and specifically lesson planning. Thus, a lesson plan is a detailed plan prepared by the teacher in advance for the daily teaching. It helps the teacher in systematic, and effective teaching. Lesson plan is a teaching outline of the important point of a lesson arranged in order in which they are to be presented; It may include objectives, points to be made, questions to be asked, reference to materials, assignments etc.. Lesson planning is a special skill that is learned in much the same way as other skills.. When the teacher is able to create his own lesson plans, it means he has taken a giant step toward "owning" the content the teach and the methods he use, and that is a good thing. Acquiring this skill is far more valuable than being able to use lesson plans developed by others. It takes thinking and practice to hone this skill, and it won't happen overnight, but it is a skill that will help to define one as a teacher. Knowing "how to" is far more important than knowing "about" when it comes to lesson plans, and is one of the important markers along the way to becoming a professional teacher. It is also in keeping with a central theme of this site that one should learn to plan lessons in more than one way. The corollary is, of course, that there is no one "best way" to plan lessons. Regardless of the form or template, there are fundamental components of all lesson plans that one should learn to write, revise, and improve. The old adage, "Practice doesn't make perfect; perfect practice makes perfect" is at the core of learning this skill.. The teacher regularly achieves the teaching objectives and processes in the form of lesson planning.. It develops the possibilities of adjustment in the classroom situations which makes the teaching effective.It helps in recalling every step of curriculum unit</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40327587" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="55cc90a83730fe5a1f409780a5aa4e9d" rel="nofollow" data-download="{"attachment_id":60570653,"asset_id":40327587,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60570653/download_file?st=MTczNDUwNTgwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="109897638" href="https://du-in.academia.edu/NishaDahiya">Nisha Dahiya</a><script data-card-contents-for-user="109897638" type="text/json">{"id":109897638,"first_name":"Nisha","last_name":"Dahiya","domain_name":"du-in","page_name":"NishaDahiya","display_name":"Nisha Dahiya","profile_url":"https://du-in.academia.edu/NishaDahiya?f_ri=3457","photo":"https://0.academia-photos.com/109897638/25799556/24474072/s65_nisha.dahiya.jpg"}</script></span></span></li><li class="js-paper-rank-work_40327587 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40327587"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40327587, container: ".js-paper-rank-work_40327587", }); 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$(".js-view-count[data-work-id=40327587]").text(description); $(".js-view-count-work_40327587").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40327587").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40327587"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a><script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40327587]'), work: {"id":40327587,"title":"Lesson plan | Meaning, Concept, format, template, examples, principles, concept","created_at":"2019-09-12T06:19:13.401-07:00","url":"https://www.academia.edu/40327587/Lesson_plan_Meaning_Concept_format_template_examples_principles_concept?f_ri=3457","dom_id":"work_40327587","summary":"https://www.learningclassesonline.com/2019/09/lesson-plan.html \nLesson Plan: Meaning, Definition, Concept, Introduction, Components, Importance, Principles, Characteristics, Steps, Types, Format, Template, Examples\n------\nWith special reference to Herbartian approach A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron. Horace Mann Teaching is a complex activity. it needs proper preparation and planning. lesson plan is the blue print of those teaching activities that are to be done in the classroom. Every teacher tries to plan the content in his own style so that he can teach systematically and effectively at the right moment. MEANING AND IMPORTANCE OF LESSON PLANNING Teaching is a process which involves those teaching activities which a teacher performs in the classroom. It is based on planning and specifically lesson planning. Thus, a lesson plan is a detailed plan prepared by the teacher in advance for the daily teaching. It helps the teacher in systematic, and effective teaching. Lesson plan is a teaching outline of the important point of a lesson arranged in order in which they are to be presented; It may include objectives, points to be made, questions to be asked, reference to materials, assignments etc.. Lesson planning is a special skill that is learned in much the same way as other skills.. When the teacher is able to create his own lesson plans, it means he has taken a giant step toward \"owning\" the content the teach and the methods he use, and that is a good thing. Acquiring this skill is far more valuable than being able to use lesson plans developed by others. It takes thinking and practice to hone this skill, and it won't happen overnight, but it is a skill that will help to define one as a teacher. Knowing \"how to\" is far more important than knowing \"about\" when it comes to lesson plans, and is one of the important markers along the way to becoming a professional teacher. It is also in keeping with a central theme of this site that one should learn to plan lessons in more than one way. The corollary is, of course, that there is no one \"best way\" to plan lessons. Regardless of the form or template, there are fundamental components of all lesson plans that one should learn to write, revise, and improve. The old adage, \"Practice doesn't make perfect; perfect practice makes perfect\" is at the core of learning this skill.. The teacher regularly achieves the teaching objectives and processes in the form of lesson planning.. It develops the possibilities of adjustment in the classroom situations which makes the teaching effective.It helps in recalling every step of curriculum unit","downloadable_attachments":[{"id":60570653,"asset_id":40327587,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":109897638,"first_name":"Nisha","last_name":"Dahiya","domain_name":"du-in","page_name":"NishaDahiya","display_name":"Nisha Dahiya","profile_url":"https://du-in.academia.edu/NishaDahiya?f_ri=3457","photo":"https://0.academia-photos.com/109897638/25799556/24474072/s65_nisha.dahiya.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3457","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=3457"},{"id":37753,"name":"Teaching","url":"https://www.academia.edu/Documents/in/Teaching?f_ri=3457"},{"id":40502,"name":"Teacher","url":"https://www.academia.edu/Documents/in/Teacher?f_ri=3457"},{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching?f_ri=3457"},{"id":54626,"name":"Lesson Plans","url":"https://www.academia.edu/Documents/in/Lesson_Plans?f_ri=3457"},{"id":193030,"name":"Teaching resources","url":"https://www.academia.edu/Documents/in/Teaching_resources?f_ri=3457"},{"id":232363,"name":"Lesson Plan","url":"https://www.academia.edu/Documents/in/Lesson_Plan?f_ri=3457"},{"id":398535,"name":"Esl Lesson Plans","url":"https://www.academia.edu/Documents/in/Esl_Lesson_Plans?f_ri=3457"},{"id":489248,"name":"Lesson Planning","url":"https://www.academia.edu/Documents/in/Lesson_Planning?f_ri=3457"},{"id":694661,"name":"Lesson planning for English language teaching","url":"https://www.academia.edu/Documents/in/Lesson_planning_for_English_language_teaching?f_ri=3457"},{"id":784341,"name":"Lesson Planning for Student Teachers","url":"https://www.academia.edu/Documents/in/Lesson_Planning_for_Student_Teachers?f_ri=3457"},{"id":1256625,"name":"History Lesson Plan","url":"https://www.academia.edu/Documents/in/History_Lesson_Plan?f_ri=3457"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49261454 coauthored" data-work_id="49261454" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49261454/Atgriezenisk%C4%81s_saites_noz%C4%ABme_m%C4%81c%C4%AB%C5%A1anas_un_m%C4%81c%C4%AB%C5%A1an%C4%81s_proces%C4%81">Atgriezeniskās saites nozīme mācīšanas un mācīšanās procesā</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Atgriezeniskās saites nodrošināšana ir neatņemama mācību procesa sastāvdaļa, kas nodrošina efektīvu mācīšanas un mācīšanās procesu. Lai arī skolēni galvenokārt ir orientēti uz atzīmes iegūšanu, ir vairākas stratēģijas, ko var izmantot,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49261454" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Atgriezeniskās saites nodrošināšana ir neatņemama mācību procesa sastāvdaļa, kas nodrošina efektīvu mācīšanas un mācīšanās procesu. Lai arī skolēni galvenokārt ir orientēti uz atzīmes iegūšanu, ir vairākas stratēģijas, ko var izmantot, lai maksimāli palielinātu skolēnu iesaistīšanos procesā, tai skaitā, nodrošināt efektīvu atgriezeniskās saites lietošanu. Raksta mērķis ir aktualizēt atgriezeniskās saites nozīmi mācību procesā, identificējot teorētiskās likumsakarības atgriezeniskās saites jēdziena skaidrojumā, kā arī veikt empīrisko izpēti, lai noskaidrotu skolēnu viedokli par atgriezenisko saiti un tās pielietošanas efektivitāti mācību procesā.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49261454" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="69a6041fc2a28acb26880c464d10e079" rel="nofollow" data-download="{"attachment_id":67645197,"asset_id":49261454,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67645197/download_file?st=MTczNDUwNTgwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4966873" href="https://rtu-lv.academia.edu/P%C4%81velsJurs">Pāvels Jurs</a><script data-card-contents-for-user="4966873" type="text/json">{"id":4966873,"first_name":"Pāvels","last_name":"Jurs","domain_name":"rtu-lv","page_name":"PāvelsJurs","display_name":"Pāvels Jurs","profile_url":"https://rtu-lv.academia.edu/P%C4%81velsJurs?f_ri=3457","photo":"https://0.academia-photos.com/4966873/2149801/90099958/s65_p_vels.jurs.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-49261454">+1</span><div class="hidden js-additional-users-49261454"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/ElitaSpehte">Elita Špehte</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-49261454'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-49261454').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_49261454 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49261454"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49261454, container: ".js-paper-rank-work_49261454", }); });</script></li><li class="js-percentile-work_49261454 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49261454; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_49261454"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_49261454 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="49261454"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49261454; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49261454]").text(description); $(".js-view-count-work_49261454").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49261454").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49261454"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a><script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49261454]'), work: {"id":49261454,"title":"Atgriezeniskās saites nozīme mācīšanas un mācīšanās procesā","created_at":"2021-06-16T06:12:19.634-07:00","url":"https://www.academia.edu/49261454/Atgriezenisk%C4%81s_saites_noz%C4%ABme_m%C4%81c%C4%AB%C5%A1anas_un_m%C4%81c%C4%AB%C5%A1an%C4%81s_proces%C4%81?f_ri=3457","dom_id":"work_49261454","summary":"Atgriezeniskās saites nodrošināšana ir neatņemama mācību procesa sastāvdaļa, kas nodrošina efektīvu mācīšanas un mācīšanās procesu. Lai arī skolēni galvenokārt ir orientēti uz atzīmes iegūšanu, ir vairākas stratēģijas, ko var izmantot, lai maksimāli palielinātu skolēnu iesaistīšanos procesā, tai skaitā, nodrošināt efektīvu atgriezeniskās saites lietošanu. Raksta mērķis ir aktualizēt atgriezeniskās saites nozīmi mācību procesā, identificējot teorētiskās likumsakarības atgriezeniskās saites jēdziena skaidrojumā, kā arī veikt empīrisko izpēti, lai noskaidrotu skolēnu viedokli par atgriezenisko saiti un tās pielietošanas efektivitāti mācību procesā.","downloadable_attachments":[{"id":67645197,"asset_id":49261454,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4966873,"first_name":"Pāvels","last_name":"Jurs","domain_name":"rtu-lv","page_name":"PāvelsJurs","display_name":"Pāvels Jurs","profile_url":"https://rtu-lv.academia.edu/P%C4%81velsJurs?f_ri=3457","photo":"https://0.academia-photos.com/4966873/2149801/90099958/s65_p_vels.jurs.jpg"},{"id":167288886,"first_name":"Elita","last_name":"Špehte","domain_name":"independent","page_name":"ElitaSpehte","display_name":"Elita Špehte","profile_url":"https://independent.academia.edu/ElitaSpehte?f_ri=3457","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_19010175" data-work_id="19010175" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/19010175/ANORMAL_PS%C4%B0KOLOJ%C4%B0S%C4%B0_PS%C4%B0KOPATOLOJ%C4%B0_Abnormal_Psychology">ANORMAL PSİKOLOJİSİ/PSİKOPATOLOJİ - Abnormal Psychology</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_19010175" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır. <br />2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır. <br />Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.<br />Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19010175" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d9b3780db70c1a5dba1c1b65869608d2" rel="nofollow" data-download="{"attachment_id":40737176,"asset_id":19010175,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40737176/download_file?st=MTczNDUwNTgwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5350040" href="https://istanbulc.academia.edu/GamzeSart">Gamze Sart</a><script data-card-contents-for-user="5350040" type="text/json">{"id":5350040,"first_name":"Gamze","last_name":"Sart","domain_name":"istanbulc","page_name":"GamzeSart","display_name":"Gamze Sart","profile_url":"https://istanbulc.academia.edu/GamzeSart?f_ri=3457","photo":"https://0.academia-photos.com/5350040/3697412/4333558/s65_gamze.sart.jpg"}</script></span></span></li><li class="js-paper-rank-work_19010175 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="19010175"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 19010175, container: ".js-paper-rank-work_19010175", }); 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href="https://www.academia.edu/8639281/FOUR_BLOCKS_APPROACH_TO_TEACHING_LITERACY">FOUR-BLOCKS APPROACH TO TEACHING LITERACY</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This 8-minute mini-lecture describes the basic elements of the Four-Blocks approach to teaching reading and writing. This is one of the best approach for helping students of varying levels because it recognizes that one size does not fit... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8639281" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This 8-minute mini-lecture describes the basic elements of the Four-Blocks approach to teaching reading and writing.  This is one of the best approach for helping students of varying levels because it recognizes that one size does not fit all.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8639281" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b5bac56c5c9cc286a5f6b474b5565b20" rel="nofollow" data-download="{"attachment_id":35896458,"asset_id":8639281,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35896458/download_file?st=MTczNDUwNTgwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="15900569" href="https://mnsu.academia.edu/AndrewJohnson">Andrew Johnson</a><script data-card-contents-for-user="15900569" type="text/json">{"id":15900569,"first_name":"Andrew","last_name":"Johnson","domain_name":"mnsu","page_name":"AndrewJohnson","display_name":"Andrew Johnson","profile_url":"https://mnsu.academia.edu/AndrewJohnson?f_ri=3457","photo":"https://0.academia-photos.com/15900569/4301231/36129999/s65_andrew.johnson.jpg"}</script></span></span></li><li class="js-paper-rank-work_8639281 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8639281"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8639281, container: ".js-paper-rank-work_8639281", }); 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$(".js-view-count[data-work-id=8639281]").text(description); $(".js-view-count-work_8639281").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8639281").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8639281"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="858" href="https://www.academia.edu/Documents/in/Literacy">Literacy</a>, <script data-card-contents-for-ri="858" type="text/json">{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a><script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8639281]'), work: {"id":8639281,"title":"FOUR-BLOCKS APPROACH TO TEACHING LITERACY","created_at":"2014-10-05T00:03:34.741-07:00","url":"https://www.academia.edu/8639281/FOUR_BLOCKS_APPROACH_TO_TEACHING_LITERACY?f_ri=3457","dom_id":"work_8639281","summary":"This 8-minute mini-lecture describes the basic elements of the Four-Blocks approach to teaching reading and writing. 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Given that attention declines over time, we investigated when during lecture cellphones might impair learning. Across two experiments, participants watched a 20-min... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36816907" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Excessive cellphone use impacts attention and learning in classrooms. Given that attention declines over time, we investigated when during lecture cellphones might impair learning. Across two experiments, participants watched a 20-min lecture under different cellphone conditions (keep or remove). Groups who kept their cellphones received distracting text messages during the lecture. Participants were quizzed on the lecture. Quiz questions were divided into four segments depending on when the material was presented. Lastly, participants' nomophobiadthe fear of being without access to one's cellpho-nedwas assessed. Participants who kept their cellphone performed worse on the quiz for material presented in the 3rd quarter of the lecture than those without cellphones. Distracted participants performed worse on the test for the same material than those who were not distracted. Participants higher in nomophobia, especially on subscales having to do with losing connectedness and giving up convenience , performed worse on the quiz for material that occurred in the 3rd quarter of the lecture. Findings indicate that having cellphones in a short lecture has its largest impact on attention and learning 10 e15 min into the lecture. This study provides novel insights into the interactions between technology and learning to help educators and students optimize learning.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36816907" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2a75217c09796c4d56cc6674d87ebc37" rel="nofollow" data-download="{"attachment_id":56767863,"asset_id":36816907,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56767863/download_file?st=MTczNDUwNTgwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="150070" href="https://binghamton.academia.edu/IanMcDonough">Ian McDonough</a><script data-card-contents-for-user="150070" type="text/json">{"id":150070,"first_name":"Ian","last_name":"McDonough","domain_name":"binghamton","page_name":"IanMcDonough","display_name":"Ian McDonough","profile_url":"https://binghamton.academia.edu/IanMcDonough?f_ri=3457","photo":"https://0.academia-photos.com/150070/39609/64764332/s65_ian.mcdonough.jpg"}</script></span></span></li><li class="js-paper-rank-work_36816907 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36816907"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36816907, container: ".js-paper-rank-work_36816907", }); 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$(".js-view-count[data-work-id=36816907]").text(description); $(".js-view-count-work_36816907").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36816907").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36816907"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4198" href="https://www.academia.edu/Documents/in/Mobile_Technology">Mobile Technology</a>, <script data-card-contents-for-ri="4198" type="text/json">{"id":4198,"name":"Mobile Technology","url":"https://www.academia.edu/Documents/in/Mobile_Technology?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8202" href="https://www.academia.edu/Documents/in/Cell_Phones">Cell Phones</a>, <script data-card-contents-for-ri="8202" type="text/json">{"id":8202,"name":"Cell Phones","url":"https://www.academia.edu/Documents/in/Cell_Phones?f_ri=3457","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="18390" href="https://www.academia.edu/Documents/in/Mobile_Phones">Mobile Phones</a><script data-card-contents-for-ri="18390" type="text/json">{"id":18390,"name":"Mobile Phones","url":"https://www.academia.edu/Documents/in/Mobile_Phones?f_ri=3457","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36816907]'), work: {"id":36816907,"title":"The effect of cellphones on attention and learning: The influences of time, distraction, and nomophobia","created_at":"2018-06-10T12:47:44.618-07:00","url":"https://www.academia.edu/36816907/The_effect_of_cellphones_on_attention_and_learning_The_influences_of_time_distraction_and_nomophobia?f_ri=3457","dom_id":"work_36816907","summary":"Excessive cellphone use impacts attention and learning in classrooms. Given that attention declines over time, we investigated when during lecture cellphones might impair learning. Across two experiments, participants watched a 20-min lecture under different cellphone conditions (keep or remove). Groups who kept their cellphones received distracting text messages during the lecture. Participants were quizzed on the lecture. Quiz questions were divided into four segments depending on when the material was presented. Lastly, participants' nomophobiadthe fear of being without access to one's cellpho-nedwas assessed. Participants who kept their cellphone performed worse on the quiz for material presented in the 3rd quarter of the lecture than those without cellphones. Distracted participants performed worse on the test for the same material than those who were not distracted. Participants higher in nomophobia, especially on subscales having to do with losing connectedness and giving up convenience , performed worse on the quiz for material that occurred in the 3rd quarter of the lecture. Findings indicate that having cellphones in a short lecture has its largest impact on attention and learning 10 e15 min into the lecture. 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