標(biāo)題: Titlebook: Reflective Practice in ESL Teacher Development Groups; From Practices to Pr Thomas S. C. Farrell Book 2013 Palgrave Macmillan, a division o [打印本頁(yè)] 作者: 浮標(biāo) 時(shí)間: 2025-3-21 18:30
書(shū)目名稱(chēng)Reflective Practice in ESL Teacher Development Groups影響因子(影響力)
書(shū)目名稱(chēng)Reflective Practice in ESL Teacher Development Groups影響因子(影響力)學(xué)科排名
書(shū)目名稱(chēng)Reflective Practice in ESL Teacher Development Groups網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱(chēng)Reflective Practice in ESL Teacher Development Groups網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱(chēng)Reflective Practice in ESL Teacher Development Groups被引頻次
書(shū)目名稱(chēng)Reflective Practice in ESL Teacher Development Groups被引頻次學(xué)科排名
書(shū)目名稱(chēng)Reflective Practice in ESL Teacher Development Groups年度引用
書(shū)目名稱(chēng)Reflective Practice in ESL Teacher Development Groups年度引用學(xué)科排名
書(shū)目名稱(chēng)Reflective Practice in ESL Teacher Development Groups讀者反饋
書(shū)目名稱(chēng)Reflective Practice in ESL Teacher Development Groups讀者反饋學(xué)科排名
作者: 遵循的規(guī)范 時(shí)間: 2025-3-21 23:38 作者: 中子 時(shí)間: 2025-3-22 03:51 作者: Cuisine 時(shí)間: 2025-3-22 08:03 作者: Desert 時(shí)間: 2025-3-22 12:09
Overview: Reflective Practice in ESL Teacher Development Groups discusses the concept of reflective practice in ESL teachers using data from a 3-year collaborative partnership in which three ESL teachers in Canada explored their professional development through reflective practice.978-1-349-33232-8978-1-137-31719-3作者: Pessary 時(shí)間: 2025-3-22 16:20 作者: Indigence 時(shí)間: 2025-3-22 18:43
Professional Development,art of (the usually mandated) professional development they are required to do at certain point in their careers. One of the reasons for the negative feelings that teachers experience with some professional development courses is because they have usually been mandated by the administration and the 作者: adj憂郁的 時(shí)間: 2025-3-23 00:27 作者: 亞麻制品 時(shí)間: 2025-3-23 03:37 作者: muscle-fibers 時(shí)間: 2025-3-23 07:17
Reflection through Writing,w and can thus assist them in gaining a deeper understanding of their work (Farrell, 2004). In addition, teaching journals can be used as a way to explore the origins and implications of a teacher’s beliefs about language teaching (and learning), and as a way of documenting a teacher’s classroom pra作者: 攝取 時(shí)間: 2025-3-23 11:09
,Reflection on Teachers’ Beliefs,ave suggested that ESL teachers’ beliefs can originate from any of the following six possible sources: (1) teachers’ past experience as language learners. For example, if a teacher has learned a second language successfully and comfortably by memorizing vocabulary lists, then there is a good change 作者: 小官 時(shí)間: 2025-3-23 15:22 作者: deviate 時(shí)間: 2025-3-23 21:08 作者: Antagonism 時(shí)間: 2025-3-23 23:38 作者: 無(wú)彈性 時(shí)間: 2025-3-24 06:04 作者: 相互影響 時(shí)間: 2025-3-24 07:27
Final Reflections: Professional Self-Development, Also, most of these professional development programs involve some kind of intervention in the form of workshops, lectures, readings, demonstrations, and seminars; usually with some tangible reward at the end (a degree, a promotion, more money, or all three). Additionally, this type of intervention作者: 強(qiáng)制性 時(shí)間: 2025-3-24 13:41
the receiver are equipped with a single antenna. After a review of the capacity of finite state and Rayleigh fading channel, we have studied the adaptive transmission over time and frequency where rate and power are adapted in order to maximize the spectral efficiency. We have shown that depending 作者: Anticlimax 時(shí)間: 2025-3-24 16:35 作者: 開(kāi)始從未 時(shí)間: 2025-3-24 19:07
Thomas S. C. Farrell receiver antennas. Firstly, we analyze the capacity of the multiuser MIMO system with single receive antenna for uplink and downlink by assuming that the full channel state information (CSI) is available at the transmitter. Secondly, we examine the precoding and user selection algorithms for MIMO m作者: 用不完 時(shí)間: 2025-3-25 02:16
Thomas S. C. Farrelld in engineering and science. Through a series of examples that are regularly revisited from different perspectives, the book explores both the theory and the practice of control."Feedback and Control for Everyone" is indeed intended for everyone, but more specifically everyone interested in getting作者: Minutes 時(shí)間: 2025-3-25 06:16
Thomas S. C. Farrelld in engineering and science. Through a series of examples that are regularly revisited from different perspectives, the book explores both the theory and the practice of control."Feedback and Control for Everyone" is indeed intended for everyone, but more specifically everyone interested in getting作者: 得意牛 時(shí)間: 2025-3-25 07:32
Thomas S. C. Farrelld in engineering and science. Through a series of examples that are regularly revisited from different perspectives, the book explores both the theory and the practice of control."Feedback and Control for Everyone" is indeed intended for everyone, but more specifically everyone interested in getting作者: 修剪過(guò)的樹(shù)籬 時(shí)間: 2025-3-25 14:12 作者: 多節(jié) 時(shí)間: 2025-3-25 19:47
Thomas S. C. Farrelld in engineering and science. Through a series of examples that are regularly revisited from different perspectives, the book explores both the theory and the practice of control."Feedback and Control for Everyone" is indeed intended for everyone, but more specifically everyone interested in getting作者: 自然環(huán)境 時(shí)間: 2025-3-25 21:14
Thomas S. C. Farrelld in engineering and science. Through a series of examples that are regularly revisited from different perspectives, the book explores both the theory and the practice of control."Feedback and Control for Everyone" is indeed intended for everyone, but more specifically everyone interested in getting作者: 傲慢物 時(shí)間: 2025-3-26 01:42
Thomas S. C. Farrelld in engineering and science. Through a series of examples that are regularly revisited from different perspectives, the book explores both the theory and the practice of control."Feedback and Control for Everyone" is indeed intended for everyone, but more specifically everyone interested in getting作者: 絕緣 時(shí)間: 2025-3-26 07:41 作者: prostate-gland 時(shí)間: 2025-3-26 10:57
Thomas S. C. Farrelld in engineering and science. Through a series of examples that are regularly revisited from different perspectives, the book explores both the theory and the practice of control."Feedback and Control for Everyone" is indeed intended for everyone, but more specifically everyone interested in getting作者: GLOSS 時(shí)間: 2025-3-26 12:38
ng of control, signals and systems.Opens the scientific mind.This well structured, intriguing and motivating book presents the basic ideas and understanding of control, signals and systems for readers interested in engineering and science. Through a series of examples that are regularly revisited fr作者: pellagra 時(shí)間: 2025-3-26 17:53
o maximize the spectral efficiency. The adaptive modulation and coding where a joint optimization of the coding rate and modulation is a practical scheme to approach capacity. We then study channel prediction at the transmitter to compensate the delay due to feedback link. While average spectral eff作者: 龍卷風(fēng) 時(shí)間: 2025-3-26 21:48 作者: vascular 時(shí)間: 2025-3-27 03:57
Thomas S. C. Farrellemes, such as zero forcing beamforming (ZF-BF) or minimum mean square error criterion. Multiuser MIMO wireless communication with ZF-BF requires a brute-force exhaustive search over all possible user sets and the complexity of an exhaustive search is prohibitive when the number of users is large. In作者: 徹底檢查 時(shí)間: 2025-3-27 05:20
Thomas S. C. Farrelling to examples and intuition, the authors guide the reader to the essential ingredients todescribe, analyze and synthesize successfully feedback. Each chapter ends with comments and references that enable the interested reader to explore the exposed subject material in a deeper manner. .."Feedback 作者: 充氣球 時(shí)間: 2025-3-27 11:25
Thomas S. C. Farrelling to examples and intuition, the authors guide the reader to the essential ingredients todescribe, analyze and synthesize successfully feedback. Each chapter ends with comments and references that enable the interested reader to explore the exposed subject material in a deeper manner. .."Feedback 作者: 確定 時(shí)間: 2025-3-27 15:33 作者: Gleason-score 時(shí)間: 2025-3-27 21:21
Thomas S. C. Farrelling to examples and intuition, the authors guide the reader to the essential ingredients todescribe, analyze and synthesize successfully feedback. Each chapter ends with comments and references that enable the interested reader to explore the exposed subject material in a deeper manner. .."Feedback 作者: Coronary 時(shí)間: 2025-3-27 22:08
Thomas S. C. Farrelling to examples and intuition, the authors guide the reader to the essential ingredients todescribe, analyze and synthesize successfully feedback. Each chapter ends with comments and references that enable the interested reader to explore the exposed subject material in a deeper manner. .."Feedback 作者: 自制 時(shí)間: 2025-3-28 03:29 作者: Volatile-Oils 時(shí)間: 2025-3-28 07:58 作者: 幾何學(xué)家 時(shí)間: 2025-3-28 13:18 作者: 災(zāi)難 時(shí)間: 2025-3-28 18:30 作者: Sigmoidoscopy 時(shí)間: 2025-3-28 21:08
Professional Development,rofessional development comes from below in that teachers are consulted and many times decide how and what they want to develop (Richards and Farrell, 2005). This bottom-up approach sees teachers are voluntary attendees and engage in professional development because they want to reflect on their pra作者: condone 時(shí)間: 2025-3-29 01:55
Reflective Practice,ers to take more responsibility for their actions. It is especially important for experienced teachers to be able to give accounts about their existing beliefs, assumptions, values, and knowledge concerning their work so that they can be acknowledged as professionals similar to other fields such a m作者: Diastole 時(shí)間: 2025-3-29 06:58
Reflection through Discussion,te dialogue, sharing, and collaboration and the exchange of resources, information, and expertise while also offering “hope to others wishing to break out of the shells of isolation separating teachers from their colleagues as well as from teacher educators” (Oprandy, Golden, and Shiomi, 1999: 152).作者: 增強(qiáng) 時(shí)間: 2025-3-29 08:24
Reflection through Writing,s existence. They agreed at the beginning that they could write about anything, whenever they wanted, but they also agreed to write at least one entry after an “event” was experienced; an “event” was to include a class observation and/or discussion, and a group meeting. All three teachers wrote many作者: 敘述 時(shí)間: 2025-3-29 13:41 作者: MELON 時(shí)間: 2025-3-29 19:07 作者: 運(yùn)動(dòng)的我 時(shí)間: 2025-3-29 19:46
Reflection on Critical Incidents,, teachers can make better sense of seemingly random experiences because they hold the inside knowledge, especially personal intuitive knowledge, expertise, and experience that is based on their accumulated years as language educators teaching in schools and classrooms. These self-reflective stories作者: IVORY 時(shí)間: 2025-3-30 03:39
Resisting Plateauing through Teacher Reflection Groups,s a real possibility for some teachers, it also may be that these teachers have reached that plateau where they cannot see their future as language teachers and note as one of the teachers in the teacher reflection group reported at the beginning of their period of reflection: “gone a little stale.”
