Literaturnachweis - Detailanzeige
Sonst. Personen | Wood, Robert W. (Hrsg.); Hoag, Constance L. (Hrsg.); Zalud, Garreth G. (Hrsg.) |
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Institution | South Dakota Univ., Vermillion. |
Titel | Research, Issues, and Practices. Proceedings of the Annual Curriculum and Instruction Research Symposium Conference. (5th, Vermillion, South Dakota, April 25, 1997). |
Quelle | (1997), (96 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Tagungsbericht; Adolescents; Attention Deficit Disorders; Beginning Teachers; Childrens Literature; Classroom Environment; College School Cooperation; Computer Assisted Instruction; Elementary Secondary Education; Geometry; Higher Education; Homework; Inclusive Schools; Internet; Learning Disabilities; Listening Skills; Mainstreaming; Mentors; Minority Group Children; Partnerships in Education; Preservice Teacher Education; Professional Development Schools; Regular and Special Education Relationship; Rural Schools; Student Behavior; Teacher Attitudes Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Junior teacher; Junglehrer; 'Children''s literature'; Kinderliteratur; Klassenklima; Unterrichtsklima; Computer based training; Computerunterstützter Unterricht; Geometrie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hausaufgabe; Inclusive school; Integrative Schule; Learning handicap; Lernbehinderung; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Student behaviour; Schülerverhalten; Lehrerverhalten |
Abstract | This symposium report contains 10 papers on educational issues related to research and practice: "Collaborative Research: Using Adolescent Literature to Develop Student Pride in Rural Living" (Lisa A. Spiegel); "Perceptions of Mentoring Practices by Interns and Mentors in a Professional Development Center" (Sharon Ross and Lana Danielson); "Perceptions of Listening Practices: Professional Developmental Needs and Curricular Emphasis" (Constance L. Hoag and Julie Krogh); "Elementary Teachers' Perceptions Toward Use of Internet Components and Instructional Applications" (Robert W. Wood, Lynne Roach, and Robert Reinke); "Project-Based Learning in a University Physical Science Class" (Paul B. Otto); "An In-Depth Study of the Caldecott and Newbery Award Winners, Continued" (Maurine V. Richardson and Margaret B. Miller); "Successful Inclusion: Teachers' Perceptions" (Geralyn M. Jacobs, Joanne Wounded Head, Kristy Spencer, Dorothy Stoll, and Gui-Ping Zhang); "Comparing the Effects of Teacher-Directed Homework and Student-Centered Homework on Return Rate and Homework Attitudes of Minority Students with Learning Disabilities" (Susan Kogan); "The Effects of Classroom Environment on Children's Attention" (Marilyn K. Urqhart and Hee-sook Choi); and "LOGO-Based Instruction: Increasing Geometric Content Knowledge of Preservice Elementary Teachers" (Roger Ray Parsons). (Papers contain references.) (SM) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |