標題: Titlebook: Discourse Analytic Perspectives on STEM Education; Exploring Interactio Juliet Langman,Holly Hansen-Thomas Book 2017 Springer International [打印本頁] 作者: fathom 時間: 2025-3-21 19:12
書目名稱Discourse Analytic Perspectives on STEM Education影響因子(影響力)
書目名稱Discourse Analytic Perspectives on STEM Education影響因子(影響力)學科排名
書目名稱Discourse Analytic Perspectives on STEM Education網(wǎng)絡公開度
書目名稱Discourse Analytic Perspectives on STEM Education網(wǎng)絡公開度學科排名
書目名稱Discourse Analytic Perspectives on STEM Education被引頻次
書目名稱Discourse Analytic Perspectives on STEM Education被引頻次學科排名
書目名稱Discourse Analytic Perspectives on STEM Education年度引用
書目名稱Discourse Analytic Perspectives on STEM Education年度引用學科排名
書目名稱Discourse Analytic Perspectives on STEM Education讀者反饋
書目名稱Discourse Analytic Perspectives on STEM Education讀者反饋學科排名
作者: 發(fā)芽 時間: 2025-3-21 22:17 作者: 車床 時間: 2025-3-22 01:01
“,”: Translanguaging as a Vehicle for Appropriation of Mathematical Meanings: legitimate peripheral participation. Cambridge University Press, New York, 1991), and Discourse and discourse analysis (Gee JP, Social linguistics and literacies: ideology in discourses. Routledge, New York, 2008, Gee JP, An introduction to discourse analysis: theory and method. Routledge, New Yor作者: 牙齒 時間: 2025-3-22 08:22
Whose Mirror? Cultural Reproduction in Mathematics Word Problemsight manifestations of “normal” that represented a mismatch with their own lived experiences, which by extension, may represent a similar mismatch between the problems and the lived experiences of their students.作者: bacteria 時間: 2025-3-22 10:27
Adaptation and the Language of Learning Science in a Bilingual Classroomducation model on multiple-subject credential K-5 teacher candidates, including bilingual credential and non-bilingual credential teacher candidates. The analysis for this chapter, however, focuses on observational field notes and transcripts of audio-recorded lessons from novice teachers involved i作者: nominal 時間: 2025-3-22 15:01 作者: nominal 時間: 2025-3-22 19:10
Book 2017 learning from a range of perspectives, including an examination of key concepts such as intertextuality, interaction, mediation, scaffolding, appropriation, and adaptations.?This volume offers concrete suggestions on how teachers might benefit from a discourse approach to teaching in the areas of mathematics and science.?.作者: 小爭吵 時間: 2025-3-22 23:03
https://doi.org/10.1007/978-3-663-13010-9es, and oral discussions). We describe how four pairs of eighth-grade bilingual students interpreted horizontal segments on a distance versus time graph as they answered questions using a story about a bicycle trip. While students shifted between two interpretations (. and .) of the three horizontal作者: grudging 時間: 2025-3-23 02:27 作者: Flu表流動 時間: 2025-3-23 05:55 作者: extinguish 時間: 2025-3-23 13:11
Deep Space Composition and Stagingight manifestations of “normal” that represented a mismatch with their own lived experiences, which by extension, may represent a similar mismatch between the problems and the lived experiences of their students.作者: 無能的人 時間: 2025-3-23 15:43 作者: Nonporous 時間: 2025-3-23 19:27 作者: cataract 時間: 2025-3-23 22:54
Book 2017upport or hinder teachers and students, in particular language learners, in employing language as a tool for learning. The volume provides rich oral and written language examples from a range of classroom contexts to illustrate how linguistic practices affect students’ appropriation and display of d作者: ALIAS 時間: 2025-3-24 03:16 作者: 暴行 時間: 2025-3-24 09:58
Fundamentals of Classical Narrationunfolding intertextual processes through which the two students make sense of the word problem, come up with a solution and write out their solution, and demonstrate how, in the process, the word problem text mediates the prevailing language tensions.作者: 勛章 時間: 2025-3-24 10:59 作者: 包租車船 時間: 2025-3-24 15:04 作者: Ostrich 時間: 2025-3-24 22:50 作者: 蟄伏 時間: 2025-3-24 23:42
https://doi.org/10.1007/978-3-8350-9460-4 recommendations related to language and practice in the 2012 National Research Council’s . These examples frame a discussion of how to shift classroom language norms to support science learning that emphasizes scientific inquiry and argumentation.作者: radiograph 時間: 2025-3-25 04:55 作者: 驚惶 時間: 2025-3-25 09:50 作者: 辮子帶來幫助 時間: 2025-3-25 15:09
Developing Oral Science Explanations: Secondary School ELs’ Experimentation with Intertextual Linkag explanations, a type of discourse practice that relies heavily on the ability to employ scientific discourse. Our findings suggest that a focus on teachers’ awareness of language in conjunction with their understanding of academic content are key to supporting the academic development of ELs in content area classrooms.作者: 面包屑 時間: 2025-3-25 18:03 作者: 長矛 時間: 2025-3-25 20:28 作者: 惰性女人 時間: 2025-3-26 02:22 作者: 切割 時間: 2025-3-26 05:30
Educational Linguisticshttp://image.papertrans.cn/e/image/280940.jpg作者: defibrillator 時間: 2025-3-26 08:43
Discourse Analytic Perspectives on STEM Education978-3-319-55116-6Series ISSN 1572-0292 Series E-ISSN 2215-1656 作者: MAIM 時間: 2025-3-26 13:54
https://doi.org/10.1007/978-3-319-55116-6discourse and learning in mathematics education; texts on mathematical meaning of motion; appropriatio作者: 多骨 時間: 2025-3-26 20:38
978-3-319-85572-1Springer International Publishing AG 2017作者: Mirage 時間: 2025-3-26 22:12 作者: 浪費物質(zhì) 時間: 2025-3-27 05:00 作者: 圣人 時間: 2025-3-27 09:12
https://doi.org/10.1007/978-3-8350-9460-4particular conceptions of classroom science knowledge, and position students as learners and knowers in relation to classroom science knowledge. Our data indicate that prescribed lab activities resulted in prescribed and constrained language practices, very different from the language used to explor作者: Incisor 時間: 2025-3-27 10:08 作者: Wernickes-area 時間: 2025-3-27 17:22 作者: 外貌 時間: 2025-3-27 21:33 作者: Cerebrovascular 時間: 2025-3-27 23:17
Deep Space Composition and Staging education in the US. Drawing from the insights of 72 bilingual teacher candidates, this work illuminates the means by which the hidden curriculum is layered into mathematics word problems in ways that carry specific cultural messages. Invoking a strongly postmodern approach, wherein “text” may cons作者: 財政 時間: 2025-3-28 02:40
https://doi.org/10.1007/978-3-030-22464-6ity. The setting for the study is a Newcomer High School whose student body is made up of a range of English learners (ELs) from different countries, whose levels of English language proficiency range from low-beginner to intermediate. The aim of the case study is to examine the way in which the tea作者: critique 時間: 2025-3-28 06:45
M. Niamir-Fuller,E. Huber-Sannwaldnce can have critical consequences, as lack of proficiency of this discourse can limit their participation in science activities and consequently their appropriation of science concepts. This paper identifies some science discourse practices and utilizes the theory of Systemic Functional Linguistics作者: 富足女人 時間: 2025-3-28 13:56 作者: Progesterone 時間: 2025-3-28 14:47
Introduction,omplex phenomena. By examining authentic classroom data, the authors explore the intersection between discourse and learning defined broadly in theoretical connection to sociocultural theories of learning. A second focus of volume is the examination of the effects of discourse practices on the learn作者: antiandrogen 時間: 2025-3-28 19:04
Reading Graphs of Motion: How Multiple Textual Resources Mediate Student Interpretations of Horizont, and an oral description. The chapter uses a socio-cultural conceptual framework, complex views of language and academic literacy in mathematics, and assumes that mathematical discourse is multi-modal and multi-semiotic. Data from a bilingual classroom and transcript excerpts illustrate the multimo作者: Hectic 時間: 2025-3-29 01:24
When Procedure Limits Practice: Lab Versus Lecture in High School Science Classroomsparticular conceptions of classroom science knowledge, and position students as learners and knowers in relation to classroom science knowledge. Our data indicate that prescribed lab activities resulted in prescribed and constrained language practices, very different from the language used to explor作者: RAFF 時間: 2025-3-29 04:12 作者: 運動吧 時間: 2025-3-29 08:35
“,”: Translanguaging as a Vehicle for Appropriation of Mathematical Meaningst of . and examines its presence in the teaching and learning processes of a seventh-grade mathematics classroom. Recently, some scholars, who explore language as a tool for learning, have taken the concept of translanguaging as a positive pedagogical tool in bilingual and bicultural classrooms. By 作者: 擁擠前 時間: 2025-3-29 11:29
Mathematical Texts, Alterity and the Expropriation of Mathematical Discourse in Second Language Maths are of indigenous heritage and attend an English-medium public school. The interaction arose during their work with the researcher on a textbook word problem about time zones. The analysis draws on Bakthin’s theory of language, including his notion of centripetal and centrifugal language forces, d作者: 打火石 時間: 2025-3-29 18:12
Whose Mirror? Cultural Reproduction in Mathematics Word Problems education in the US. Drawing from the insights of 72 bilingual teacher candidates, this work illuminates the means by which the hidden curriculum is layered into mathematics word problems in ways that carry specific cultural messages. Invoking a strongly postmodern approach, wherein “text” may cons作者: overweight 時間: 2025-3-29 20:44
Developing Oral Science Explanations: Secondary School ELs’ Experimentation with Intertextual Linkagity. The setting for the study is a Newcomer High School whose student body is made up of a range of English learners (ELs) from different countries, whose levels of English language proficiency range from low-beginner to intermediate. The aim of the case study is to examine the way in which the tea作者: JOG 時間: 2025-3-30 03:32
Demystifying the Discourse of Science for Elementary Grade English Learnersnce can have critical consequences, as lack of proficiency of this discourse can limit their participation in science activities and consequently their appropriation of science concepts. This paper identifies some science discourse practices and utilizes the theory of Systemic Functional Linguistics作者: Genteel 時間: 2025-3-30 08:07
Adaptation and the Language of Learning Science in a Bilingual Classroom culturally and linguistically responsive approaches in the teaching of science. The chapter applies a theory and method for understanding learning in classroom interaction previously conceptualized as a process of . reflective of the hybrid and improvisational nature of the language of classroom le作者: SEVER 時間: 2025-3-30 11:14 作者: Flounder 時間: 2025-3-30 16:10 作者: FAST 時間: 2025-3-30 17:25
https://doi.org/10.1007/978-3-658-37298-9n des Systems Al.O.-SiO.-CaO-MgO zum Ziele hatte. Bei der Bestimmung der elektrischen Leitf?higkeit geschmolzener Silikate gelten im allgemeinen dieselben Grunds?tze wie bei der Bestimmung der elektrischen Leitf?higkeit geschmolzener Salze. In drei Punkten allerdings unterscheiden sich die Eigenscha
