UB Paderborn / Katalog / Suche / in CDI

Sortiert nach

Einfacher Volltextzugriff von (fast) überall

Installieren Sie die LibKey Nomad-Browsererweiterung und erhalten Sie von vielen Webseiten einfachen Zugriff auf lizenzierte Volltexte oder Open Access Publikationen. Mehr erfahren...

The effect of an instructional intervention on middle school english learners' science and english reading achievement

Journal of research in science teaching, 2012-10, Vol.49 (8), p.987-1011

2012

Volltextzugriff (PDF)

The Influence of University Principal Preparation Program Policies on the Program Internship

SAGE Open, 2022-07, Vol.12 (3)

2022

Volltextzugriff (PDF)

The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners’ Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis

SAGE open, 2021-11, Vol.11 (4)

2021

Volltextzugriff (PDF)

Teachers’ Perceptions of Instructional Coaches’ Practices in Professional Learning Communities

SAGE Open, 2022-07, Vol.12 (3)

2022

Volltextzugriff (PDF)

Data-based student learning objectives for teacher evaluation

Cogent education, 2020-01, Vol.7 (1)

2020

Volltextzugriff (PDF)

The effect of a structured story reading intervention, story retelling and higher order thinking for English language and literacy acquisition

Journal of research in reading, 2012-02, Vol.35 (1), p.87-113

2012

Volltextzugriff (PDF)

The Mutual Symbiosis Between Inclusive Bi-lingual Education and Multicultural Education

Multicultural perspectives (Mahwah, N.J.), 2011-07, Vol.13 (3), p.130-137

2011

Volltextzugriff (PDF)

Bilingual teachers' application of cooperative, collaborative, and peer-tutoring strategies in teaching cognitive content in a randomized control study

International journal of bilingual education and bilingualism, 2022-09, Vol.25 (8), p.2788-2804

2022

Volltextzugriff (PDF)

Integrating Literacy and Science for English Language Learners: From Learning-to-Read to Reading-to-Learn

The Journal of educational research (Washington, D.C.), 2014-01, Vol.107 (5), p.410-426

2014

Volltextzugriff (PDF)

Teachers of English learners: perceived motivators to becoming principals of high-needs schools

Journal of educational administration, 2022-10, Vol.60 (6), p.597-613

2022

Volltextzugriff (PDF)

Pedagogical differences during a science and language intervention for English language learners

The Journal of educational research (Washington, D.C.), 2018-07, Vol.111 (4), p.487-496

2018

Volltextzugriff (PDF)

Pre-Service Principals in a Principal Preparation Program: Leadership Practices as a Response to COVID-19

Journal of school leadership, 2023-11, Vol.33 (6), p.557-578

2023

Volltextzugriff (PDF)

A survival analysis of a language-infused science inquiry intervention for English learners

The Journal of educational research (Washington, D.C.), 2019-05, Vol.112 (3), p.377-384

2019

Volltextzugriff (PDF)

The effects of developing English language and literacy on Spanish reading comprehension

The Journal of educational research (Washington, D.C.), 2018-09, Vol.111 (5), p.517-529

2018

Volltextzugriff (PDF)

Investigating the impact of professional development on teachers' instructional time and English learners' language development: a multilevel cross-classified approach

International journal of bilingual education and bilingualism, 2017-04, Vol.20 (3), p.292-313

2017

Volltextzugriff (PDF)

Training design in mediating the relationship of participants’ motivation, work environment, and transfer of learning

European journal of training and development, 2023-01, Vol.47 (10), p.112-132

2023

Volltextzugriff (PDF)

Measuring and comparing academic language development and conceptual understanding via science notebooks

The Journal of educational research (Washington, D.C.), 2016-09, Vol.109 (5), p.503-517

2016

Volltextzugriff (PDF)

Fidelity of implementation in a randomized controlled trial study: The effect of virtual professional development on bilingual teachers

Bilingual research journal, 2020-01, Vol.43 (1), p.111-124

2020

Volltextzugriff (PDF)

Virtual Mentoring and Coaching for School Leaders Participating in Virtual Professional Learning Communities

International journal of mentoring and coaching in education, 2022-08, Vol.11 (3), p.274-292

2022

Volltextzugriff (PDF)

Virtual mentoring and coaching through virtual professional leadership learning communities for school leaders: a mixed-methods study

Mentoring & tutoring, 2023-01, Vol.31 (1), p.6-38

2023

Volltextzugriff (PDF)

Windows into Thinking: Scaffolding Scientific Explanations Helps Overcome Barriers to Writing

Science and children, 2022, Vol.59 (6), p.20

2022

Volltextzugriff (PDF)

A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-economic Status Middle School Students: Findings from first-year implementation

International journal of science education, 2014-01, Vol.36 (12), p.2083-2109

2014

Volltextzugriff (PDF)

The impact of professional learning on in-service teachers' pedagogical delivery of literacy-infused science with middle school English learners: a randomised controlled trial study in the U.S

Educational studies, 2019-09, Vol.45 (5), p.533-553

2019

Volltextzugriff (PDF)

Developing and Validating a Science Notebook Rubric for Fifth-Grade Non-Mainstream Students

International journal of science education, 2014-07, Vol.36 (11), p.1849-1870

2014

Volltextzugriff (PDF)

Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs

American educational research journal, 2008-12, Vol.45 (4), p.1011-1044

2008

Volltextzugriff (PDF)

1 – 25 von 47

Suche als RSS-Feed

Aktive Filter

KollektionERIC

Suchergebnisse filtern

Filter anzeigen

Nur zeigen

Geprüft (Peer-Review)
(41)
Mit Volltextzugriff
(39)

Publikationsform

Artikel
(42)
Berichte
(5)

Sprache

Englisch
(46)
Spanisch
(2)

Erscheinungsjahr

n.n

Thema

15 weitere anzeigen...

Weniger anzeigen...

Menü

Weitere Dienste

Einstellungen

The effect of an instructional intervention on middle school english learners' science and english reading achievement

The Influence of University Principal Preparation Program Policies on the Program Internship

The Effects of Cooperative, Collaborative, and Peer-Tutoring Strategies on English Learners’ Reading and Speaking Proficiencies in an English-Medium Context: A Research Synthesis

Teachers’ Perceptions of Instructional Coaches’ Practices in Professional Learning Communities

Data-based student learning objectives for teacher evaluation

The effect of a structured story reading intervention, story retelling and higher order thinking for English language and literacy acquisition

The Mutual Symbiosis Between Inclusive Bi-lingual Education and Multicultural Education

Bilingual teachers' application of cooperative, collaborative, and peer-tutoring strategies in teaching cognitive content in a randomized control study

Integrating Literacy and Science for English Language Learners: From Learning-to-Read to Reading-to-Learn

Teachers of English learners: perceived motivators to becoming principals of high-needs schools

Pedagogical differences during a science and language intervention for English language learners

Pre-Service Principals in a Principal Preparation Program: Leadership Practices as a Response to COVID-19

A survival analysis of a language-infused science inquiry intervention for English learners

The effects of developing English language and literacy on Spanish reading comprehension

Investigating the impact of professional development on teachers' instructional time and English learners' language development: a multilevel cross-classified approach

Training design in mediating the relationship of participants’ motivation, work environment, and transfer of learning

Measuring and comparing academic language development and conceptual understanding via science notebooks

Fidelity of implementation in a randomized controlled trial study: The effect of virtual professional development on bilingual teachers

Virtual Mentoring and Coaching for School Leaders Participating in Virtual Professional Learning Communities

Virtual mentoring and coaching through virtual professional leadership learning communities for school leaders: a mixed-methods study

Windows into Thinking: Scaffolding Scientific Explanations Helps Overcome Barriers to Writing

A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-economic Status Middle School Students: Findings from first-year implementation

The impact of professional learning on in-service teachers' pedagogical delivery of literacy-infused science with middle school English learners: a randomised controlled trial study in the U.S

Developing and Validating a Science Notebook Rubric for Fifth-Grade Non-Mainstream Students

Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs

Aktive Filter

Suchergebnisse filtern