Zobrazeno 1 - 10
of 12
pro vyhledávání: '"Daisy Sharrock"'
Autor:
Daisy Sharrock
Publikováno v:
Proceedings of the 2021 AERA Annual Meeting.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::16c1d6149f8e4471771f0b8983a2d110
https://doi.org/10.3102/1682870
https://doi.org/10.3102/1682870
Autor:
Jamie Amemiya, James J. Appleton, Isabelle Archambault, Scott P. Ardoin, Robert Balfanz, Arthur Baraf, Andrew Beaton, Anne M. Beaton, Chantal Blanchard, Scott Brauer, Denise M. Bressler, Vaughan Byrnes, Hedy Chang, Sung Hyeon Cheon, Sandra L. Christenson, Veronique Dupéré, Sharlyn Ferguson, Jennifer A. Fredricks, Michael J. Furlong, Benoit Galand, Ophelie Gilbert-Blanchard, Melissa Goulet, Jennifer Greif Green, Anne Gregory, Tristan M.Z. Hann, Tara L. Hofkens, Melissa K. Holt, Virginie Hospel, Ta-yang Hsieh, Hye-Ryen Jang, Michel Janosz, Jeffrey N. Jones, Sue C. Larson, Yangyang Liu, Douglas J. Mac Iver, Frederic Nault-Brière, Elizabeth A. North, Rachel Oblath, David Osher, Lindsey M. O’Brennan, Janise S. Parker, Sophie Pascal, Nicolás Pino-James, Johnmarshall Reeve, Amy L. Reschly, Robin Rubenstein, Erik Ruzek, Allison M. Ryan, Julie Ann Sauve, Kristin L. Sayeski, Mara Schanfield, Kimberly A. Schonert-Reichl, Daisy Sharrock, Elizabeth Shaunessy-Dedrick, David J. Shernoff, Benjamin Silberglitt, Sandra D. Simpkins, Suparna Sinha, Russell J. Skiba, Shannon M. Suldo, Ming-Te Wang, Feifei Ye
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6e91ae0d79bab49e073e44388ea598dd
https://doi.org/10.1016/b978-0-12-813413-9.00031-0
https://doi.org/10.1016/b978-0-12-813413-9.00031-0
Autor:
Daisy Sharrock
Publikováno v:
Proceedings of the 2019 AERA Annual Meeting.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::50d709430decfbf18a6f70c9cd2050c7
https://doi.org/10.3102/1438253
https://doi.org/10.3102/1438253
Autor:
Robin Rubenstein, Daisy Sharrock
A number of school and societal-related barriers cause students to disengage in the math classroom. These include teacher beliefs and biases, the type of mathematical task assigned, the lesson format, the classroom culture, and students’ perception
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::48e3df4e7759e354f0b0c9c1af828631
https://doi.org/10.1016/b978-0-12-813413-9.00011-5
https://doi.org/10.1016/b978-0-12-813413-9.00011-5
Autor:
Li, Jiajia
Publikováno v:
International Journal for Lesson & Learning Studies; 2024, Vol. 13 Issue 2, p143-148, 6p
Autor:
Sarah Strong, Gigi Butterfield
Este libro destaca la importancia de escuchar las inquietudes y expectativas del alumnado con respecto al aprendizaje de las Matemáticas a través de la escritura de cartas destinadas a ellas, como si se tratara de alguien con quien se sinceran. A p
This insightful volume offers an overview of the fundamentals of lesson student practice in US teacher education as well as examples from math and science teacher educators using lesson study in their local contexts.The number of teacher educators us
Offering a rich, critical investigation of how technology can be used to strengthen and promote lesson study in both virtual and hybrid environments, this edited book presents insights into the numerous challenges as well as opportunities for support
This book examines identity theory's centrality within social psychology and its foundations within structural symbolic interaction, highlighting its links not only to other prominent sociological subfields, but also to other theoretical perspectives