Results 221 to 230 of about 2,020,611 (350)

Strategies teachers use to support students' self‐regulation skill development in mainstream primary schools: A scoping review

British Educational Research Journal, EarlyView.
Abstract This scoping review has explored the interventions and approaches used by teachers in mainstream (general education) primary schools (students aged 4–11) to support self‐regulation skill development in the classroom. The review followed the PRISMA Extension for Scoping Reviews (PRISMA‐ScR) guidelines for reporting and was guided by the Joanna ...
Kim Griffin, Kate Wilmut, Carol Brown, Tanya Rihtman   +3 more
wiley   +1 more source

The relationship of syntactic complexity and rhetorical move-steps in research article discussions: A comparative analysis of Chinese and native English writers. [PDF]

PLoS One
Zhang Y, Wang Z.
europepmc   +1 more source

Re‐thinking teachers' professional development: An analysis of National Professional Qualifications for school leaders in England

British Educational Research Journal, EarlyView.
Abstract This article considers how teachers' professional development could be redeveloped to help address the current crisis in teacher recruitment and retention by offering greater intellectual rigour and more opportunities for intellectual growth. Our analysis is focused on the UK government's current policy for leadership development in schools in
Mark Innes, Elizabeth Gregory, Louisa Dawes   +2 more
wiley   +1 more source

A curated global dataset of social contact between diverse language communities. [PDF]

Sci Data
Kashima E, Di Garbo F, Raatikainen O, Forkel R, Avelino R, Beck S, Berge A, Blanco Pena A, Bowden R, Brid N, Brincat JM, Carpio MB, Cobbinah A, Cúneo P, Deginet Wotango Doyiso, Fehn AM, Gholami S, Ghosh A, Gibson H, Hall E, Hannß K, Haynie H, Jacka JJ, Jenny M, Kowalik R, Kulkarni-Joshi S, Mous M, Mendoza M, Messineo C, Moro FR, Nater H, Ocasio M, Olsson B, Ospina Bozzi AM, Paredes A, Phiri A, Quint N, Sandman E, Schokkin D, Singer R, Smith-Dennis E, Souag L, Sulistyono Y, Treis Y, Urban M, Vaughan J, Ziegelmeyer G, Zikmundová V, Napoleão de Souza R, Sinnemäki K.   +49 more
europepmc   +1 more source

Cognitive Linguistics and Information Technology [PDF]

, 2017
Victoria V. Dobrova, V. Savitskiy, А. В. Журавлев, Valentin Tkachev, Lilia R. Nurtdinova   +4 more
openalex   +1 more source

Turning back to experience in Cognitive Linguistics via phenomenology

, 2016
J. Zlatev
semanticscholar   +1 more source

Does education policy affect teachers' learning needs? An international comparison of trends in teachers' continuing professional learning needs in secondary schools in Australia, England, Japan and the Netherlands

British Educational Research Journal, EarlyView.
Abstract Education policy changes are believed to influence teachers' continuing professional learning (CPL) needs, but there is limited empirical evidence to support these claims. This lack of deep understanding has significant practical implications. This study used a new circular conceptual framework to analyse teachers' CPL needs. Leveraging public
Rikkert M. van der Lans, Remmert Daas, Joost Jansen in de Wal, Elaine Wilson, Noriyuki Inoue, Tracy L. Durksen, Frank Cornelissen   +6 more
wiley   +1 more source

Editorial: Community series: Spanish Psycholinguistics, volume II. [PDF]

Front Psychol
Santesteban M, Fraga I, Duñabeitia JA, Ferré P.   +3 more
europepmc   +1 more source

Cognitive Science and “EXPERIMENTAL LINGUISTICS” [PDF]

, 1994
Joo Hakutaro, 城生 佰太郎
core  

Learning to ‘be’ an activist: Exploring the relationship between activism and informal education in a youth activism group case study

British Educational Research Journal, EarlyView.
Abstract Young people in the United States (and beyond) access spaces for activism in varied ways, including the out‐of‐school time sector, where youth activism (YA) groups draw on informal learning pedagogies to engage young people in collective action.
Laura Weiner
wiley   +1 more source