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1 - 50 of 120 search results for Economics lesson |u:www.educ.cam.ac.uk where 28 match all words and 92 match some words.
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  2. WP032

    https://www.educ.cam.ac.uk/research/programmes/istl/WP032.pdf
    20 Oct 2020: VC/8]. 10. In summary, pupils perceived lessons where technology was in use as havingdistinctive features. ... Pupils suggested that the collective interactions that normally characterised classroomexperience were largely absent from lessons using
  3. The Parliamentary Office of Science and Technology, Westminster,…

    https://www.educ.cam.ac.uk/people/staff/demetriou/all_publications/POST-PN-0583.pdf
    27 May 2020: development of children as part of the overall effectiveness of education within the school.52 Personal Social Health, and Economic (PSHE) lessons aim to build young people’s ‘essential skills’ in ... A Life-Course Model of. WellBeing. The Economic
  4. epiSTEMe_TISME_12

    https://www.educ.cam.ac.uk/research/programmes/episteme/epiSTEMeTISME12.pdf
    20 Oct 2020: improvement. This model emphasises the importance of “lessons hav[ing] clear objectives and [being] suitably paced” and of “a high proportion of each lesson [being] spent on direct teaching” (DfEE, 2001, ... In many lessons, teachers simply
  5. VAGUE LANGUAGE: TRIVIALISING THE SEMANTICS

    https://www.educ.cam.ac.uk/research/programmes/istl/M_DGS1.doc
    20 Oct 2020: quite good progress on that and we didn’t waste a lesson, as it were, learning. ... Indeed, in his lesson, this teacher explicitly introduced the idea of choosing at random:.
  6. VAGUE LANGUAGE: TRIVIALISING THE SEMANTICS

    https://www.educ.cam.ac.uk/research/programmes/istl/M_DGS1.pdf
    20 Oct 2020: quite good progress on that and we didn’t waste a lesson, as it were, learning. ... Indeed, in his lesson, this teacher explicitly introduced the idea of choosing at random:.
  7. Technology-integrated science teaching:

    https://www.educ.cam.ac.uk/research/programmes/istl/ScT2.doc
    20 Oct 2020: Using technology to support and consolidate sequential knowledge building. In some lessons teachers used technology to relate lesson content to prior learning and to reinforce that prior learning. ... Teachers' strategies for making effective use of data
  8. Technology-integrated science teaching:

    https://www.educ.cam.ac.uk/research/programmes/istl/ScT2.pdf
    20 Oct 2020: Using technology to support and consolidate sequential knowledge building. In some lessons teachers used technology to relate lesson content to prior learning and to reinforce that prior learning. ... Teachers' strategies for making effective. use of
  9. Pedagogical strategies for using the interactive whiteboard to foster …

    https://www.educ.cam.ac.uk/research/programmes/istl/LMT_IWB.doc
    20 Oct 2020: Transcripts were analysed through an iterative process of constant comparison, starting with open coding of a teacher’s ideas about a particular lesson, proceeding to coding across lessons, resulting in the ... Melbourne, Australia. Table 1: Aims and
  10. Exploring teacher mediation of subject learning with ICT: A…

    https://www.educ.cam.ac.uk/research/programmes/researchdevelopment/25_08hennessy.doc
    20 Oct 2020: A specific departure from previous studies of researcher-practitioner collaboration was evaluation of our individual and joint theorising about lesson events at a micro-analytic level. ... Thousand Oaks, CA, Sage. The T-MEDIA project was funded over 30
  11. 442D465A-4CC2-280540

    https://www.educ.cam.ac.uk/research/programmes/iwb/AERA2006.pdf
    20 Oct 2020: information: The lesson is a literacy lesson, in which the learning goal is to write a recipe. ... In this lesson such potential challenges were managed through changes of pace and variation of activities.
  12. Pedagogical Approaches for Technology-Integrated Science Teaching

    https://www.educ.cam.ac.uk/research/programmes/istl/PedScT.pdf
    20 Oct 2020: They were then. monitored throughout the design, implementation and review of these lessons. ... the kids, work out where they are, and build the lesson around them.
  13. Students' perspectives on the use of ICT in subject teaching and…

    https://www.educ.cam.ac.uk/research/programmes/istl/WP032.doc
    20 Oct 2020: Typically lessons using computers took place in specific resource areas or computer suites. ... VC/8]. In summary, pupils perceived lessons where technology was in use as having distinctive features.
  14. Final_Report_to_NCETM2b_clean

    https://www.educ.cam.ac.uk/research/programmes/istl/NCETMreport.pdf
    20 Oct 2020: SUMMARY OF THE DISCUSSION -----------------------------------------------------------------------------------------15 LESSON PLANNING -------------------------------------------------------------------------------------------------------15 LESSONS---
  15. most frequently cited type of successful DGS concerned with…

    https://www.educ.cam.ac.uk/research/programmes/istl/BERA04_DGS.doc
    20 Oct 2020: In some lessons very effective use is made of interactive whiteboards in delivering the taught part of the lesson before students move on to individual work. ... teacher’s ideas about a particular lesson, proceeding to axial coding across lessons and
  16. epiSTEMeFinalReport

    https://www.educ.cam.ac.uk/research/programmes/episteme/epiSTEMeFinalReport.pdf
    20 Oct 2020: To provide support, the intervention involves a two-day training programme. This introduces teachers to the approach, including lesson materials designed for use with their classes to cover science topics (Forces, ... Broadly, there was no moderation of
  17. Language development and school achievement Opportunities and…

    https://www.educ.cam.ac.uk/research/programmes/ealead/Executive_Summary.pdf
    20 Oct 2020: She attends additional English language lessons at the weekends and has a high degree of fluency in English. ... She has had no exposure to English and is struggling to understand lessons and to fit in and be accepted in her new environment.
  18. Teacher perspectives on integrating ICT into subject teaching:

    https://www.educ.cam.ac.uk/research/programmes/istl/WP042.doc
    20 Oct 2020: This again results in a lack of confidence to use ICT in lessons:. ... control over the direction and the content and the substance of a lesson.
  19. Language development, social integration and achievement School…

    https://www.educ.cam.ac.uk/research/programmes/ealead/Fullreport.pdf
    20 Oct 2020: as possible’, and that class teachers ‘have responsibility for ensuring that pupils can participate in lessons’ (ibid., p.1 ). Bill Bolloten (2012) recently highlighted the failing of schools with regard to ... 142 – 149). The recently published
  20. WP042

    https://www.educ.cam.ac.uk/research/programmes/istl/WP042.pdf
    20 Oct 2020: 2000: 239,Mullis et al. 2000: 218) found that at least 10 per cent of students reported frequent use ofcomputers in their lessons in both subjects in only two countries – Israel ... In the US, combined data from three. - 6 -. surveys showed that only
  21. Funded by Language development and school achievement Opportunities…

    https://www.educ.cam.ac.uk/research/programmes/ealead/Full_Report.pdf
    20 Oct 2020: She attends additional English language lessons at the weekends and has a high degree of fluency in English. ... The majority of schools (37) reported employing a dedicated EAL co-ordinator and providing dedicated EAL lessons for their students (22
  22. JLS final manuscript

    https://www.educ.cam.ac.uk/people/staff/hennessy/Howe_et_al_JLS_accepted_manuscript.pdf
    15 Sep 2020: some rebalancing. The study revolves around the two lessons (covering two of mathematics,. ... of teacher-student dialogue during routine lessons, while also supplementing data relating to.
  23. ESRCFinalReportWhitemiddleclasses

    https://www.educ.cam.ac.uk/research/programmes/downloads/ESRCFinalReportWhitemiddleclasses.pdf
    20 Oct 2020: their middle-class sense of self: hence lessons in dance, drama, music; trips to. ... Blanden, J and Machin, S (2007) Recent Changes in Intergenerational Mobility in Britain London School of Economics and The Sutton Trust.
  24. VAGUE LANGUAGE: TRIVIALISING THE SEMANTICS

    https://www.educ.cam.ac.uk/research/programmes/istl/M_DGS2.doc
    20 Oct 2020: standard static figure for the angles-in-the-same-segment property (see Figure 3; variants of this idea were seen in lessons observed in the earlier study); when they are positioned ... Acknowledgements. Thanks to the Economic and Social Research Council
  25. JLS final manuscript

    https://www.educ.cam.ac.uk/research/groups/cedir/publications/Howe_et_al_JLS_accepted_manuscript.pdf
    15 Sep 2020: some rebalancing. The study revolves around the two lessons (covering two of mathematics,. ... of teacher-student dialogue during routine lessons, while also supplementing data relating to.
  26. VAGUE LANGUAGE: TRIVIALISING THE SEMANTICS

    https://www.educ.cam.ac.uk/research/programmes/istl/M_DGS2.pdf
    20 Oct 2020: positioned in the same segment, they create the standard static figure for the angles-in-the-same-segment property (see Figure 3; variants of this idea were seen in lessons observed ... Acknowledgements Thanks to the Economic and Social Research Council
  27. Pedagogical Approaches for Technology-Integrated Science Teaching

    https://www.educ.cam.ac.uk/research/programmes/istl/PedScT.doc
    20 Oct 2020: They were then monitored throughout the design, implementation and review of these lessons. ... I like to come into lessons with different activities ready to pull in; then you've got to talk to the kids, work out where they are, and build the lesson
  28. UBUNTU: THE MISSING CULTURAL LINK IN RA

    https://www.educ.cam.ac.uk/research/programmes/restorativeapproaches/seminartwo/LEPHALALA%20%20UBUNTU-RA%20-%20PAST%20PRESENT.pdf
    20 Oct 2020: economic sectors. Some of the government and the judiciary policies informed by. ... and as such can offer valuable lessons to youth and school communities.
  29. Participation and Re-presentation in ‘Start-ups’ as Epistemological…

    https://www.educ.cam.ac.uk/research/groups/artsandcreativities/projects/reports/WISE_Report_Final_revised22May19.pdf
    14 Sep 2020: WHAT IS AN ENTREPRENEURSHIP ECOSYSTEM? Entrepreneurship ecosystems are a conceptual framework designed to foster economic development via entrepreneurship, innovation and small business growth (Mazzarol, 2014). ... 8. RECOMMENDATIONS. When supported,
  30. Results that match 1 of 2 words

  31. TiPS031Table

    https://www.educ.cam.ac.uk/research/programmes/istl/TiPS031Table.pdf
    20 Oct 2020: TABLE 1: TiPS Research Projects. Teacher SubjectYr/abilitygroup/set. Focus of lesson series Focus of pupil activity during observed lessons. ... LL’s lessons offered a rare opportunity to observe lessons without and with ICT.
  32. TiPs Research Projects:

    https://www.educ.cam.ac.uk/research/programmes/istl/TiPS031Table.doc
    20 Oct 2020: TABLE 1: TiPS Research Projects. Teacher. Subject. Yr/ability group/set. Focus of lesson series. ... LL’s lessons offered a rare opportunity to observe lessons without and with ICT.
  33. Presentation at the annual conference of the British Educational…

    https://www.educ.cam.ac.uk/research/programmes/istl/TiPS053.doc
    20 Oct 2020: We observed two lessons at the start of coursework. In the earlier lesson, the teacher restricted students to using the book stock; in the later lesson, to using the Internet. ... Adopting this form of lesson organisation was seen as promoting more
  34. 1 Even in schools which are highly regarded professionally for their…

    https://www.educ.cam.ac.uk/research/programmes/istl/Set-itSummary.doc
    20 Oct 2020: iv. We documented each case, typically through observing two lessons involving different classes, on each occasion conducting post-lesson interviews with the teacher and with a group of pupils, using structured ... For example, through use of data
  35. 1 Even in schools which are highly regarded professionally for their…

    https://www.educ.cam.ac.uk/research/programmes/istl/Set-itSummary.pdf
    20 Oct 2020: iv. We documented each case, typically through observing two lessons involving different classes, on each occasion conducting post-lesson interviews with the teacher and with a group of pupils, using structured ... For example, through use of data
  36. Presentation at the annual conference of the British Educational…

    https://www.educ.cam.ac.uk/research/programmes/istl/TiPS053.pdf
    20 Oct 2020: We observed two lessons at the start of coursework. In the earlier lesson, the teacher restricted students to using the book stock; in the later lesson, to using the Internet. ... Adopting this form of lesson organisation was seen as promoting more
  37. Forces_Opinion_Sheet

    https://www.educ.cam.ac.uk/research/programmes/episteme/epiSTEMeForcesOpinionSheet.pdf
    20 Oct 2020:        06: These lessons have made me think a lot. ...        07: I have found the lessons on this topic boring.
  38. Fractions_Opinion_Sheet

    https://www.educ.cam.ac.uk/research/programmes/episteme/epiSTEMeRatiosOpinionSheet.pdf
    20 Oct 2020:        06: These lessons have made me think a lot. ...        07: I have found the lessons on this topic boring.
  39. Probability_TeachingNotes_Finalised

    https://www.educ.cam.ac.uk/research/programmes/episteme/epiSTEMeProbabilityTNappweb.pdf
    20 Oct 2020: PART 3: Rate the chance of dice events 25. LESSON 2: The game of ‘Fives’ 50. ... LESSON 3: Tools for thinking about probability 50. PART 1: Summarise key ideas 15.
  40. Annexe 1

    https://www.educ.cam.ac.uk/research/programmes/istl/041Annexes.doc
    20 Oct 2020: P. LE; MA. V. Triangle trigonometry. [two non-cons-ecutive lessons]. 11. middle. ... Each case comprised two lesson observations and interviews, i.e. 22 in total.
  41. Toolkit NCETM_final

    https://www.educ.cam.ac.uk/research/programmes/istl/TMEDIA_Toolkit.pdf
    20 Oct 2020: This includes data about the school; the class profile; the module background; the class layout; the sequence of lessons; and the lesson aims and outlines. ... Lesson planning Each teacher works individually to prepare lessons incorporating ideas arising
  42. Annexe 1

    https://www.educ.cam.ac.uk/research/programmes/istl/041Annexes.pdf
    20 Oct 2020: Each case comprised two lesson observations and interviews, i.e. 22 in total. ... In most cases, lessons involved two different classes from the same year group.
  43. Electricity_Opinion_Sheet

    https://www.educ.cam.ac.uk/research/programmes/episteme/epiSTEMeElectricityOpinionSheet.pdf
    20 Oct 2020:        06: These lessons have made me think a lot. ...        07: I have found the lessons on this topic boring.
  44. Probability_Opinion_Sheet

    https://www.educ.cam.ac.uk/research/programmes/episteme/epiSTEMeProbabilityOpinionSheet.pdf
    20 Oct 2020:        06: These lessons have made me think a lot. ...        07: I have found the lessons on this topic boring.
  45. 1 Exploring teacher mediation of subject learning with ICT: ...

    https://www.educ.cam.ac.uk/research/programmes/istl/T-MEDIA_Execsum.pdf
    20 Oct 2020: Teachers were observed and videoed over six lessons each and interviewed four times. ... Copies of student work and lesson materials were collected, screen displays were captured, and teachers kept unstructured diaries.
  46. Oracy Assessment – AfL Task

    https://www.educ.cam.ac.uk/research/programmes/oracytoolkit/tasks/afl/Drama.pdf
    20 Oct 2020: 1. Select the students on whom you want to focus for assessment in this lesson. ... 4. At the end of the lesson, allow all the students the opportunity to use the self-.
  47. RES-000-23-00825 T-MEDIA Project End of Award Report to ESRC ...

    https://www.educ.cam.ac.uk/research/programmes/istl/T-MEDIA_Fin_Rep_Figs.pdf
    20 Oct 2020: The Interactive Whiteboard. was used in every lesson -. most often to support whole. ... 28% of lesson time. There was some whole class. teaching without the IWB too.
  48. Pigs, sheep and scientific futures: enthusing young people through…

    https://www.educ.cam.ac.uk/research/programmes/apecs/Pigs_sheep.ppt
    20 Oct 2020: Valuable Lessons. House of Commons S&T sub committee 2002. Supports reflection on the Nature of Science (Zeidler et al). ... http://www.sycd.co.uk/can_we_should_we/startfil/home.htm. Immunisation. Energy resources. Re-thinking science lessons. Science
  49. i. Focus

    https://www.educ.cam.ac.uk/research/programmes/apecs/Scott2004.ppt
    20 Oct 2020: many science lessons don’t begin to challenge the pupils intellectually…. one way to challenge pupils is through encouraging different kinds of talk in the classroom. ... Lesson: as taught.as planned. Lesson 2 as taught. Approach. T. AI.
  50. Oracy Assessment – AfL Task

    https://www.educ.cam.ac.uk/research/programmes/oracytoolkit/tasks/afl/RolePlay.pdf
    20 Oct 2020: Select the students on whom you want to focus for assessment in this lesson. ... 4. At the end of the lesson, allow all the students the opportunity to use the self-.
  51. WP031

    https://www.educ.cam.ac.uk/research/programmes/istl/WP031.pdf
    20 Oct 2020: and it can take them the whole lesson to draw a bar chart. ... It does get boring, lesson after lesson going through the [multiplication] tables in the same way, so Iset up, on the spreadsheet, part of a multiplication grid and they had to
  52. enhancing 'variety' [MC/En; VC/Ma; CC/Ma;TC/Ma; CC/Sc] and…

    https://www.educ.cam.ac.uk/research/programmes/istl/WP031.doc
    20 Oct 2020: I’ve got the bottom set. and it can take them the whole lesson to draw a bar chart. ... aspect”, and to “draw twenty graphs in a lesson and actually see connections”:.

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