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Relevant bibliographies by topics / Accent teaching

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Academic literature on the topic 'Accent teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Accent teaching"

1

Posten, Harry O. "Accent on Teaching Materials." American Statistician 39, no. 2 (1985): 126–27. http://dx.doi.org/10.1080/00031305.1985.10479412.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 39, no. 3 (1985): 208. http://dx.doi.org/10.1080/00031305.1985.10479432.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 40, no. 1 (1986): 45–46. http://dx.doi.org/10.1080/00031305.1986.10475354.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 41, no. 1 (1987): 58–59. http://dx.doi.org/10.1080/00031305.1987.10475445.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 41, no. 3 (1987): 220–21. http://dx.doi.org/10.1080/00031305.1987.10475486.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 43, no. 2 (1989): 121–22. http://dx.doi.org/10.1080/00031305.1989.10475634.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 43, no. 4 (1989): 244. http://dx.doi.org/10.1080/00031305.1989.10475668.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 45, no. 2 (1991): 141–45. http://dx.doi.org/10.1080/00031305.1991.10475789.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 46, no. 3 (1992): 226–27. http://dx.doi.org/10.1080/00031305.1992.10475890.

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Posten, Harry O. "Accent on Teaching Materials." American Statistician 46, no. 4 (1992): 304–6. http://dx.doi.org/10.1080/00031305.1992.10475914.

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Dissertations / Theses on the topic "Accent teaching"

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Umezawa, Kaoru. "Japanese pitch accent and the English speaking learner : a study of production, perception and teaching." Thesis, University College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251751.

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Meng, Kam-yiu, and 孟金瑤. "The influence of Cantonese tones on the learning of Japanese pitch accent." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26765354.

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Millar, Sharon. "Accent in the classroom : sociolinguistic perspectives on the teaching of elocution in some Belfast secondary-level schools." Thesis, Queen's University Belfast, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317132.

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Farina, Marcella. "The Effect of Input Modality on Pronunciation Accuracy of English Language Learners." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5734.

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The issues relative to foreign accent continue to puzzle second language researchers, educators, and learners today. Although once thought to be at the root, maturational constraints have fallen short of definitively accounting for the myriad levels and rates of phonological attainment (Bialystok & Miller, 1999, p. 128). This study, a Posttest-only Control Group Design, examined how the pronunciation accuracy of adult, English language learners, as demonstrated by utterance length, was related to two input stimuli: auditory-only input and auditory-orthographic input. Utterance length and input

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Ho, Yiu-shun, and 何耀舜. "Acquiring a better English accent by second language adolescence learners: what can passive exposure do?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36219526.

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Barros, Patricia Cristina Monteiro de. "“It’s easier to understand”: the effect of a speaker’s accent, visual cues, and background knowledge on listening comprehension." Thesis, Kansas State University, 2010. http://hdl.handle.net/2097/4492.

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Master of Science<br>Department of Psychology<br>Richard J. Harris<br>The increasing number of non-native English-speaking instructors in American universities constitutes an issue of controversial debate, concerning the interaction of native English- speaking students and non-native English speaking instructors. This study investigated the effects of native or non-native speakers and audiovisual or audio-only lecture mode on English native speakers’ comprehension and memory for information from a classroom lecture, measuring both factual memory and strength of pragmatic inferences drawn from

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Ney, Luanda Alvariza Gomes. "Acentuação gráfica na escrita de crianças das séries iniciais." Universidade Federal de Pelotas, 2012. http://repositorio.ufpel.edu.br/handle/ri/1642.

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Made available in DSpace on 2014-08-20T13:47:53Z (GMT). No. of bitstreams: 1 Luanda Alvariza Gomes Ney_Dissertacao.pdf: 1302951 bytes, checksum: 0084930b669bff09e5270f2e21767a98 (MD5) Previous issue date: 2012-04-13<br>This research describes and analyses, in data extracted from spontaneous texts, the use of acute accent marks by young primary students. It is debated the relations established, in initial writing, between acute accent marks and children s knowledge about the language prosody. The proposal for attribution of acute accent marks by Bisol (1992, 1994) is the basis of this study

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Radeef, Nada. "Brytning spelar ingen roll! : Elevernas syn på lärarens brytning och dess påverkan i matematikundervisning." Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2563.

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<p><em>The purpose</em> of this thesis is to examine whether the teacher's background affect students' approach to mathematics teaching. Characteristically, in Sweden today is that mathematics is perceived as difficult subject and that the number of foreign teachers has increased. <em>The study examines a phenomenon</em> which the relationship between the teacher's language accent and substance difficulties.</p><p><em>The method</em> used for data collection is questionnaires, in order to investigate the phenomenon as the relationship between the teacher's accent and substance difficulties.</p

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Silva, Ana Cristina Cunha da. "A produÃÃo e percepÃÃo do acento em pares mÃnimos de lÃngua inglesa por aprendizes brasileiros." Universidade Federal do CearÃ, 2005. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3559.

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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico<br>O estudo investigou a produÃÃo e a percepÃÃo do padrÃo acentual e a reduÃÃo vocÃlica em pares mÃnimos de lÃngua inglesa em aprendizes brasileiros de lÃngua inglesa, divididos igualmente em trÃs nÃveis diferentes de proficiÃncia, a fim de verificar que fatores lingÃÃsticos e sociais poderiam ser responsÃveis pela mÃ pronÃncia desses itens lexicais. A produÃÃo dos padrÃes acentuais foi avaliada atravÃs de tarefas de leitura e repetiÃÃo de sentenÃas. A percepÃÃo dos participantes foi mensurada atravÃs de atividades de iscriminaÃÃo a

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Silva, Ana Cristina Cunha da. "A produção e percepção do acento em pares mínimos de língua inglesa por aprendizes brasileiros." http://www.teses.ufc.br, 2005. http://www.repositorio.ufc.br/handle/riufc/2814.

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SILVA, Ana Cristina Cunha da. A produção e percepção do acento em pares mínimos de língua inglesa por aprendizes brasileiros. 2005. 118f. Dissertação (Mestrado em Linguistica) – Universidade Federal do Ceará, Departamento de Letras Vernaculas, Programa de Pós-Graduação em Linguística, Fortaleza-CE, 2005.<br>Submitted by nazareno mesquita (nazagon36@yahoo.com.br) on 2012-06-19T17:32:02Z No. of bitstreams: 1 2005_ diss_ACCunha.pdf: 821373 bytes, checksum: 60eb617c66c7fc5a00606d4f70191cc0 (MD5)<br>Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-06-21T15:46:08Z

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Books on the topic "Accent teaching"

1

Compton, Arthur J. Phonetic transcription of foreign accent. Carousel House, 2004.

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The Romanian accent in English. Romance Monographs, 2008.

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Shpakovskiĭ, V. F. Angliĭskiĭ bez akt͡senta =: Englislh without accent. T͡Sentrpoligraf, 2007.

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Edwards, Harold T. Accent modification manual: Materials and activities. Singular Pub. Group, 1996.

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Dato, Daniel P. Marketing and selling your accent reduction programs: How to find and contact accented speakers and sell your programs. Bilingual Communications Institute, 1992.

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Edwards, Harold T. Accent modification manual: Materials and activities : instructor's text. Singular Publishing Group, Inc., 1996.

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Accent and listening assessment: A validation study of the use of speakers with L2 accents on an academic English listening test. Peter Lang, 2011.

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Jerry, Bridges, ed. Sins we accept. Navpress, 2014.

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Weissberg, Robert. Pernicious tolerance: How teaching to "accept differences" undermines civil society. Transaction Pub., 2008.

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Waniek-Klimczak, Ewa, and Linda R. Shockey, eds. Teaching and Researching English Accents in Native and Non-native Speakers. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-24019-5.

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Book chapters on the topic "Accent teaching"

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Harding, Luke. "Chapter 7. Listening to an unfamiliar accent." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/lllt.50.07har.

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Rojczyk, Arkadiusz. "Using FL Accent Imitation in L1 in Foreign-Language Speech Research." In Second Language Learning and Teaching. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11092-9_14.

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Wrembel, Magdalena. "Foreign Accent Ratings in Third Language Acquisition: The Case of L3 French." In Second Language Learning and Teaching. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24019-5_3.

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Ockey, Gary J. "Chapter 6. Reliability and sources of score variance in a strength of accent measure." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/lllt.50.06ock.

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Miller, Jennifer. "Chapter 3. Teaching with an Accent: Linguistically Diverse Preservice Teachers in Australian Classrooms." In Culturally and Linguistically Diverse Classrooms, edited by Jennifer Miller, Alex Kostogriz, and Margaret Gearon. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692184-005.

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Uttl, Bob. "Lessons Learned from Research on Student Evaluation of Teaching in Higher Education." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_15.

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AbstractIn higher education, anonymous student evaluation of teaching (SET) ratings are used to measure faculty’s teaching effectiveness and to make high-stakes decisions about hiring, firing, promotion, merit pay, and teaching awards. SET have many desirable properties: SET are quick and cheap to collect, SET means and standard deviations give aura of precision and scientific validity, and SET provide tangible seemingly objective numbers for both high-stake decisions and public accountability purposes. Unfortunately, SET as a measure of teaching effectiveness are fatally flawed. First, experts cannot agree what effective teaching is. They only agree that effective teaching ought to result in learning. Second, SET do not measure faculty’s teaching effectiveness as students do not learn more from more highly rated professors. Third, SET depend on many teaching effectiveness irrelevant factors (TEIFs) not attributable to the professor (e.g., students’ intelligence, students’ prior knowledge, class size, subject). Fourth, SET are influenced by student preference factors (SPFs) whose consideration violates human rights legislation (e.g., ethnicity, accent). Fifth, SET are easily manipulated by chocolates, course easiness, and other incentives. However, student ratings of professors can be used for very limited purposes such as formative feedback and raising alarm about ineffective teaching practices.

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Shukla, Parul J., Sameer Sharma, and Abe Fingerhut. "Teaching Basic Laparoscopic Skills." In Training in Minimal Access Surgery. Springer London, 2015. http://dx.doi.org/10.1007/978-1-4471-6494-4_4.

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Chang, Tsung-Chou, Ya-Fen Tsai, and Fong-Gong Wu. "Interaction Design of Digital Teaching Improves Teaching and Learning Effectiveness." In Universal Access in Human-Computer Interaction. Access to Learning, Health and Well-Being. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20684-4_2.

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Ben, Johnson. "Willingness to Accept Critical Feedback." In Teaching Students to Dig Deeper. Routledge, 2017. http://dx.doi.org/10.4324/9781315165653-13.

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Thimbleby, Harold. "Teaching and Learning HCI." In Universal Access in Human-Computer Interaction. Addressing Diversity. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02707-9_71.

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Conference papers on the topic "Accent teaching"

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Aratusa, Zana Chobita. "Using Accent Reduction Software to Improve English Beginners’ Pronunciation." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.23.

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Penezic, Slobodan. "SPORT IN THE TRAP OF GLOBALIZATION: A MEDIA SPECTACLE, AN IDEOLOGICAL INSTRUMENT AND UNIVERSAL MEANS OF COMMUNICATION." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.381p.

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This text tends to shed light on the current position and role of sport, as a kind of contemporary phenomenon, which follows the outlines of dominant global trends, but which, therefore, causes various consequences for individuals, groups and entire societies. It is the result of the analysis of this phenomenon done during the preparation of the master thesis “Sport as a Phenomenon of Contemporary Culture” at the Faculty of Political Sciences, University of Belgrade, and therefore includes one part of it. In considering the phenomenon itself, it starts from the perspective of contemporary cult

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Nakamura, Ibuki, Nobuaki Minematsu, Masayuki Suzuki, et al. "Development of a web framework for teaching and learning Japanese prosody: OJAD (online Japanese accent dictionary)." In Interspeech 2013. ISCA, 2013. http://dx.doi.org/10.21437/interspeech.2013-575.

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Губанова, Е. В. "The Team Focus of Modern Educational Organisation." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.49.10.032.

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в статье рассматриваются подходы к командному фокусу современной образовательной организации, вопросы использования различных стратегий и методов обучения командной работе в образовательной организации по магистерским программам для подготовки управленческих кадров для системы образования. Выделены признаки (приверженность к успеху команды и общим целям, взаимозависимость, межличностные навыки, открытое общение и рефлексия, состав команды, приверженность командным процессам, лидерству и подотчетности), необходимые для успешной командной работы, и раскрыто их содержание. Сделан акцент на понима

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Igbineweka, Victor. "LEVEL OF QUOTA SYSTEM POLICY IMPLEMENTATION AND ACCESS TO FEDERAL UNIVERSITIES IN NIGERIA." In 7th Teaching & Education Conference, London. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.007.007.

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Bauer Mengelberg, John. "Teaching System Access Control." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2856.

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Many specialists believe that more emphasis on system infrastructure is needed, including the protection of the system’s data against unauthorized use or updates. This paper proposes a way to teach future information system specialists the main concepts involved, using a powerful yet very flexible method to implement access control. Constraints, widely known as context constraints, which depend on the value of a variable or data item, are included. We discovered it was extremely difficult for students to understand, let alone adopt, a model as general as the one we use to explain the necessary

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Beukes, Johannes Andreas Gerhardus. "4 TH IR – IMPLICATIONS FOR HIGHER EDUCATION BY LOOKING AT THE USE OF MOBILE TEACHING DEVICES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end074.

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Students and lecturers use mobile devices more and more and within a few years they will become indispensable tools in the classroom. Recent research clearly indicates that mobile devices such as smartphones, laptops and tablets are the tools of choice for students, scholars, teachers and lecturers. It will play a major role in teaching and learning, especially in higher education as the 4 th IR, the development of artificial intelligence and new ways of communication need to take their place in the classroom. The integration of these new technologies into the teaching and learning experience

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Škorić, Jovana, and Marko Škorić. "THE IMPORTANCE OF CRITICAL THINKING IN SOCIAL WORKERS` EDUCATION." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.255s.

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In this paper, the authors discuss about the importance of critical thinking in the education of social workers, as well as its implications in the practice of this profession. Namely, the authors start from the assumption that students largely uncritically accept knowledge as true, reliable and accurate. On the other hand, the paper shows how critical thinking can be encouraged in the classroom. In the light of this, the authors analyze the components of critical thinking, a brief history of it (in context of social work practice), as well as various contemporary paradigms in this context. At

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Libusha, Azwidowi Emmanuel. "USING EVERYDAY LANGUAGE TO SUPPORT LEARNERS’ ACCESS TO MATHEMATICAL CONTENT KNOWLEDGE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end013.

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The language of mathematics can hinder the development of some learners’ conceptual understanding of mathematics. Language as a whole plays a crucial role in the teaching and learning of mathematics as it serves as the medium in which the teachers and learners think and communicate in the classroom. Ball, Thames and Phelps (2008) argue that the demands of teaching mathematics require specialized mathematical knowledge that only pertains to mathematics teaching and is not required in other mathematics professions. The role of the teacher is to use resources available to them to support learners

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Sekač, Vuk. "THE ANALYSIS OF QUALITY STANDARDS OF ELECTRONIC SERBIAN LANGUAGE TEXTBOOK FOR THE SECOND GRADE OF PRIMARY SCHOOL." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.311s.

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Electronic textbooks have a potential to combine the teaching values of digital technology with didactic-methodological requirements that a textbook should meet and thus become a means of teaching capable of meeting the needs of today’s students and achieving modern educational goals. In order for an electronic textbook to have its expected effect, it is necessary that its concept takes into account certain theoretical and practical knowledge synthesized in the so-called quality standards. Although the theoretical and empirical research of electronic textbooks is at its very beginning and t

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Reports on the topic "Accent teaching"

1

Jukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to together

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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access

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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and p

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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with

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