標(biāo)題: Titlebook: Classroom Management in Language Education; Tony Wright Book 2005 Palgrave Macmillan, a division of Macmillan Publishers Limited 2005 educ [打印本頁] 作者: risky-drinking 時(shí)間: 2025-3-21 16:55
書目名稱Classroom Management in Language Education影響因子(影響力)
書目名稱Classroom Management in Language Education影響因子(影響力)學(xué)科排名
書目名稱Classroom Management in Language Education網(wǎng)絡(luò)公開度
書目名稱Classroom Management in Language Education網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Classroom Management in Language Education被引頻次
書目名稱Classroom Management in Language Education被引頻次學(xué)科排名
書目名稱Classroom Management in Language Education年度引用
書目名稱Classroom Management in Language Education年度引用學(xué)科排名
書目名稱Classroom Management in Language Education讀者反饋
書目名稱Classroom Management in Language Education讀者反饋學(xué)科排名
作者: 異教徒 時(shí)間: 2025-3-21 23:24
Research and Practice in Applied Linguisticshttp://image.papertrans.cn/c/image/227242.jpg作者: Extemporize 時(shí)間: 2025-3-22 04:25 作者: 分解 時(shí)間: 2025-3-22 07:27
Meeting Material and Physical Needs,Classrooms are complex contexts for learning. This is an outcome of their designed and institutionalised character, and because of the minute-by-minute dynamics of classroom encounters. Complexity is their most definitive quality, reflected in well-known descriptions of classrooms (Quote 4.1).作者: 假裝是我 時(shí)間: 2025-3-22 08:43
The Monastic Tradition and Community Care,Chapter 3 identified the following issues arising from a discussion of the management of classroom time and space:作者: Paleontology 時(shí)間: 2025-3-22 13:15 作者: Paleontology 時(shí)間: 2025-3-22 17:31
Institutional Aspects of Classroom ManagementA consequence of formal learning is that classrooms are invariably located in institutions, and their fundamental characteristics flow from this fact:作者: cutlery 時(shí)間: 2025-3-22 23:36
Classrooms as Multidimensional ContextsClassrooms are complex contexts for learning. This is an outcome of their designed and institutionalised character, and because of the minute-by-minute dynamics of classroom encounters. Complexity is their most definitive quality, reflected in well-known descriptions of classrooms (Quote 4.1).作者: 暗語 時(shí)間: 2025-3-23 04:51 作者: tariff 時(shí)間: 2025-3-23 07:13 作者: deadlock 時(shí)間: 2025-3-23 10:11 作者: 使顯得不重要 時(shí)間: 2025-3-23 17:44
978-1-4039-4089-6Palgrave Macmillan, a division of Macmillan Publishers Limited 2005作者: BOOM 時(shí)間: 2025-3-23 19:18
J. D. Hunt,J. E. Abraham,T. J. Weidnertion. Its relative unimportance in Applied Linguistics literature is far outweighed by its significance for teachers and students in classrooms. As a consequence, there has been a tendency to reduce classroom management to a series of procedures and techniques teachers use for ‘managing’ their class作者: Fermentation 時(shí)間: 2025-3-23 23:15 作者: adjacent 時(shí)間: 2025-3-24 04:35 作者: 開花期女 時(shí)間: 2025-3-24 07:24 作者: Lacunar-Stroke 時(shí)間: 2025-3-24 10:55 作者: Ingredient 時(shí)間: 2025-3-24 17:28 作者: dura-mater 時(shí)間: 2025-3-24 22:55
Mentally Retarded Children and Adolescentsom management — order, opportunity and care — have strong discoursal characteristics. The patterns of participation revealed by analysis of how the main activities of teaching are realised in classroom talk provide insights into classroom management practice. By examining what learners and teachers 作者: 漫不經(jīng)心 時(shí)間: 2025-3-25 02:35 作者: 眼界 時(shí)間: 2025-3-25 05:58
Raymond Jack (Reader in Social Work)t the macro level of classroom management — for example, conscious decisions to implement particular ‘humanistic’ values or a ‘philosophy’ of care. Others relate to the planning of activity in long-term schemes of work or more immediately in lessons. Most, however, are improvised spontaneously durin作者: Fracture 時(shí)間: 2025-3-25 07:32
https://doi.org/10.1007/978-3-319-24190-6n classroom management activity. Studies of classroom talk have rarely concerned themselves directly with classroom management practices. Rather they have highlighted and accounted for processes which are integral to classroom management, such as turn-taking. The lack of studies of the role of talk 作者: 暴行 時(shí)間: 2025-3-25 15:10
History of QI and Safety in the USA and participation in classroom management. This chapter examines a series of studies in and out of the classroom which, either through their methodological stance, or through their direct relevance for classroom management, point us in new directions in researching the area.作者: Spina-Bifida 時(shí)間: 2025-3-25 16:41
https://doi.org/10.1007/978-3-319-24190-6n part, due to the relatively narrow definition accorded classroom management, and also the preoccupation of many language teaching professionals with matters such as instructional techniques. In general education, however, particularly in the United States, interest in issues of classroom control a作者: Vital-Signs 時(shí)間: 2025-3-25 20:02
Classroom Management in Language Education978-0-230-51418-8Series ISSN 2946-2258 Series E-ISSN 2946-2266 作者: defile 時(shí)間: 2025-3-26 00:09 作者: 原諒 時(shí)間: 2025-3-26 07:57
Book 2005acking the complexity of classroom life. In Part 2 existing research and practice are examined through a series of research case studies. Part 3 provides a template for research activity and suggestions for projects and methodologies, and Part 4 collects resources for readers keen to follow up the themes developed in the book.作者: Freeze 時(shí)間: 2025-3-26 11:23 作者: 是突襲 時(shí)間: 2025-3-26 16:35 作者: 的是兄弟 時(shí)間: 2025-3-26 19:20 作者: Bureaucracy 時(shí)間: 2025-3-26 21:06 作者: 不規(guī)則的跳動(dòng) 時(shí)間: 2025-3-27 03:08 作者: EPT 時(shí)間: 2025-3-27 06:39
https://doi.org/10.1007/978-3-319-24190-6nd discipline is strong, and major research publications reflect this interest. In language teaching, research which implicates or touches upon classroom management issues is generally (and probably rightly) enmeshed in discussions of other aspects of classroom life, especially spoken interaction.作者: fidelity 時(shí)間: 2025-3-27 13:21
Classrooms as Formal Contexts for Learningties. However, as we have seen in Chapter 1, teachers are major players in classrooms learning contexts, and the full picture will also include teachers’ contributions. The relationships between learners, teachers and learning opportunities together constitute the basis of classroom management practices.作者: Invigorate 時(shí)間: 2025-3-27 15:55 作者: BIDE 時(shí)間: 2025-3-27 18:28 作者: 類似思想 時(shí)間: 2025-3-27 23:25 作者: transplantation 時(shí)間: 2025-3-28 05:10
Managing Engagementg real time classroom activity. Research and practice in the affective domain naturally begins at the classroom level and will be enhanced by the incorporation of data from the meso and macro levels to understand practices.作者: 廣告 時(shí)間: 2025-3-28 09:40 作者: cumber 時(shí)間: 2025-3-28 13:51
2946-2258 rt 3 provides a template for research activity and suggestions for projects and methodologies, and Part 4 collects resources for readers keen to follow up the themes developed in the book.978-1-4039-4089-6978-0-230-51418-8Series ISSN 2946-2258 Series E-ISSN 2946-2266 作者: 社團(tuán) 時(shí)間: 2025-3-28 18:07
Mentally Retarded Children and Adolescents1; Edwards and Mercer 1987) work sees classroom talk contributing to and as an outcome of the formation of unique social contexts, created for the purposes of learning. Classroom talk is thus a form of social action managed with the aim of enhancing learning and a window on classroom participation.作者: Inertia 時(shí)間: 2025-3-28 22:12
https://doi.org/10.1007/978-3-319-24190-6lassroom life. The studies examined in this chapter are therefore ‘edited’ to isolate those aspects which have a bearing on classroom management. They also suggest new studies focusing on the discourses of opportunity, order and care.作者: Dissonance 時(shí)間: 2025-3-28 23:58 作者: Abutment 時(shí)間: 2025-3-29 04:33
Managing Classroom Participationlassroom life. The studies examined in this chapter are therefore ‘edited’ to isolate those aspects which have a bearing on classroom management. They also suggest new studies focusing on the discourses of opportunity, order and care.作者: 全部逛商店 時(shí)間: 2025-3-29 10:37 作者: 職業(yè) 時(shí)間: 2025-3-29 12:54
Introductionh possible and necessary. Recent research in language education, accompanied by shifts in thinking about language teaching practice, have made it possible; the intense contemporary debate and speculation about the purposes and role of education in all societies have made it necessary.作者: Lacunar-Stroke 時(shí)間: 2025-3-29 16:16 作者: 單獨(dú) 時(shí)間: 2025-3-29 21:28 作者: jettison 時(shí)間: 2025-3-30 01:02 作者: Employee 時(shí)間: 2025-3-30 08:01 作者: HAIRY 時(shí)間: 2025-3-30 09:24 作者: 微不足道 時(shí)間: 2025-3-30 15:31 作者: 背信 時(shí)間: 2025-3-30 20:33
Introductiontion. Its relative unimportance in Applied Linguistics literature is far outweighed by its significance for teachers and students in classrooms. As a consequence, there has been a tendency to reduce classroom management to a series of procedures and techniques teachers use for ‘managing’ their class作者: esthetician 時(shí)間: 2025-3-30 22:00
Towards an Agenda for Understanding Classroom Managementms, as a teacher and as a student, and the classroom has become my natural habitat. One consequence of this is that much of my knowledge — both active and stored — about classrooms is tacit. This accumulated knowledge enables me to manage my classroom without too much conscious thought. A lot of my 作者: 情愛 時(shí)間: 2025-3-31 02:53 作者: 沉積物 時(shí)間: 2025-3-31 07:25
Concerns and Practices in Classroom Managementure. Classrooms are, as we have seen, complex and multi-dimensional, open to many external influences as well as having a ‘life’ of their own, in real time. Classroom management is thus concerned with managing both internal and external events and influences. The characteristics and nature of classr作者: 專橫 時(shí)間: 2025-3-31 09:41 作者: Consensus 時(shí)間: 2025-3-31 13:36 作者: nascent 時(shí)間: 2025-3-31 20:45
Patterns of Participation: Managing Classroom Talkom management — order, opportunity and care — have strong discoursal characteristics. The patterns of participation revealed by analysis of how the main activities of teaching are realised in classroom talk provide insights into classroom management practice. By examining what learners and teachers 作者: 不要不誠(chéng)實(shí) 時(shí)間: 2025-3-31 23:06
Teachers’ Knowledge and Classroom Managementassrooms are complex contexts for learning, the sheer range of expertise that a teacher requires in order to do this work adequately is enormous. This is complicated by the fact that managing classrooms is also a social activity, and learners too are involved in managing the context. One of the most
