Literaturnachweis - Detailanzeige
| Autor/inn/en | Athanases, Steven Z.; Wong, Joanna W. |
|---|---|
| Titel | Learning from Analyzing Linguistically Diverse Students' Work: A Contribution of Preservice Teacher Inquiry |
| Quelle | In: Educational Forum, 82 (2018) 2, S.191-207 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1725 |
| DOI | 10.1080/00131725.2018.1420860 |
| Schlagwörter | Student Diversity; Bilingual Students; Preservice Teachers; Preservice Teacher Education; Inquiry; Task Analysis; Educational Practices; Student Writing Models; Content Analysis; Beliefs; Knowledge Base for Teaching; Teaching Methods; Learning Strategies; California |
| Abstract | One task of Feiman-Nemser's teacher learning model--develop tools and dispositions to study teaching--frames how we organized learning opportunities during teacher preparation. We explored how and to what degree preservice teachers used teacher inquiry to analyze linguistically diverse students' work through an asset-based lens, beyond deficit perspectives, attending to student learning that was present. Preservice teachers reflected on practice and varied in how they integrated knowledge of students and linguistic diversity in inquiry. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
