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Observation protocol
https://www.educ.cam.ac.uk/research/programmes/episteme/epiSTEMeObservationProtocol.pdf20 Oct 2020: S2. Student gives a reason. 11. S3. Student suggests a new idea / response to a task / discussion. ... The idea proposed by a student may be new because the student is the first to respond:. -
WP032
https://www.educ.cam.ac.uk/research/programmes/istl/WP032.pdf20 Oct 2020: 1. Pupil Perspectives on the Contribution ofInformation and Communication Technology toTeaching and Learning in the Secondary School. Rosemary Deaney, Kenneth Ruthven and Sara Hennessy. Research Papers in Education, 2003, 18 (2), 141-165. Abstract: -
1Drewery 210610 Restorative Practices in New Zealand Schools
https://www.educ.cam.ac.uk/research/programmes/restorativeapproaches/seminartwo/1Drewery%20210610%20Restorative%20Practices%20in%20New%20Zealand%20Schools.pdf20 Oct 2020: invested in classroom meetings instead). The New New Zealand Curriculum. In 2007, the Ministry of Education published the new New Zealand Curriculum. ... She relates these results with the key competencies set out in the new New Zealand. -
flash mobs and swimming pools
https://www.educ.cam.ac.uk/research/programmes/restorativeapproaches/seminarfour/G%20McCluskey.pdf20 Oct 2020: introduced, which aims to move away from prescription to a new recognition of the. ... some important similarities in policy directions between New Zealand and Scotland and further. -
Students' perspectives on the use of ICT in subject teaching and…
https://www.educ.cam.ac.uk/research/programmes/istl/WP032.doc20 Oct 2020: Pupil Perspectives on the Contribution of. Information and Communication Technology to. Teaching and Learning in the Secondary School. Rosemary Deaney, Kenneth Ruthven and Sara Hennessy. Research Papers in Education, 2003, 18 (2), 141-165. Abstract: -
1 Even in schools which are highly regarded professionally for their…
https://www.educ.cam.ac.uk/research/programmes/istl/Set-itSummary.doc20 Oct 2020: This has enabled us to understand how practitioners adapt their expertise when new technologies are introduced into school settings. -
Language development and school achievement Opportunities and…
https://www.educ.cam.ac.uk/research/programmes/ealead/Executive_Summary.pdf20 Oct 2020: She has had no exposure to English and is struggling to understand lessons and to fit in and be accepted in her new environment. ... Students credited this enhanced feeling of being ‘at home’ in their new community to their improved communicative -
For those working in higher education wishing to do research with…
https://www.educ.cam.ac.uk/research/programmes/cindle/ICET_04.rtf20 Oct 2020: IMPACT questionnaire). Some Cohort 1 members commented they had to work hard to include new educators. ... The video research groups formed within the home groups became arenas for exploration and analysis of practice and through it a new language of -
Conceptual integration and science learners - do we expect too much
https://www.educ.cam.ac.uk/research/programmes/eclipse/CSSME2005.doc20 Oct 2020: assimilation, and sometimes accommodating new ‘input’ by modifying existing structure to give a better fit for new information). ... These new directions should (on the Lakatosian model) be suggested by the programme so far. -
Taber (CSSME, Leeds, 2005) 1 Conceptual integration and science ...
https://www.educ.cam.ac.uk/research/programmes/eclipse/CSSME2005.pdf20 Oct 2020: interest, then the new direction for the research programme offer even more fascinatingphenomena to study. ... due to the mismatch between the way the teacher expects new material to be related to.
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