Relevant bibliographies by topics / Lesson planning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Lesson planning'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Lesson planning"

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Angaiz, Dil, Zahra Jabeen, and Nazia Karim. "PERCEPTIONS OF EXPERIENCED AND NOVICE TEACHERS ABOUT THE IMPORTANCE OF LESSON PLANNING FOR EFFECTIVE LEARNING IN PRIVATE ELEMENTARY SCHOOLS OF GILGIT CITY." Pakistan Journal of Social Research 03, no. 03 (2021): 446–57. http://dx.doi.org/10.52567/pjsr.v3i3.268.

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This study intended to explore the perceptions of novice and experienced teachers about the importance of lesson planning for effective learning in selected private elementary schools in Gilgit city. A qualitative approach focusing on case study was used to conduct this study. The researchers collected data by using in-depth semi-structured interviews. The study revealed that novice and experienced teachers both realized the importance to lesson planning. It was revealed that lesson planning contributes to students learning. Although teachers use different formats to plan their lessons. Moreov
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Pham, Hien Thu Thi, Nguyet Minh Thi Le, Huyen Thanh Thi Doan, and Hien Thi Luong. "Examining Philology Teachers’ Lesson Planning Competencies in Vietnam." International Journal of Learning, Teaching and Educational Research 22, no. 6 (2023): 121–36. http://dx.doi.org/10.26803/ijlter.22.6.7.

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Planning lessons is an essential responsibility for any competent teacher. This study focuses on examining Vietnamese Philology teachers’ competencies in developing lesson plans. We employ a quantitative research approach by surveying 1,001 primary, lower secondary and upper secondary teachers in different provinces and cities in Vietnam. The results show that teachers spend a significant amount of time developing their lesson plans and they normally prepare their lesson plans one to two weeks before teaching in the classroom. They usually collaborate with their colleagues to develop lesson pl
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Norinboeva, Durdonakhon Janobiddin qizi G'ulomjonov Abdurasul G'ofurjon o'g'li. "THE IMPORTANCE OF LESSON PLANNING IN TEACHING FOREIGN LANGUAGE." CENTRAL ASIAN JOURNAL OF EDUCATION AND INNOVATION 2, no. 7 (2023): 112–16. https://doi.org/10.5281/zenodo.8164123.

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Effective lesson planning is a crucial element in successful teaching, especially when it comes to teaching a foreign language. Lesson planning is the process of outlining the goals, instructional strategies, and assessment methods for each lesson. It is a road map that guides teachers in delivering effective and engaging lessons that meet the needs of their students. In the context of teaching a foreign language, lesson planning plays a critical role in providing structure, ensuring clarity, maximizing learning opportunities, and promoting student engagement.
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Alghamdy, Rashed Zannan. "English Teachers’ Perceptions of the Role of Lesson Planning in Classroom Management." International Journal of Linguistics 15, no. 4 (2023): 67. http://dx.doi.org/10.5296/ijl.v15i4.21260.

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In the present article, the researcher aims to identify the relationship between lesson plans and classroom management and attempt to determine the effect of English teachers’ lesson preparation on the implementation of those lessons. Further, we seek to explore English teachers’ perceptions toward the role of lesson planning in classroom management in Saudi English as a first language (EFL) classroom. We collect data from 87 English teachers in secondary schools in Al-Baha City via electronic questionnaire, and our findings demonstrate the importance of lesson planning in classroom management
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Karki, Hemlata, Sonam Jamtsho, and Mon Bahadur Basnet. "Block Time Lesson Planning in Managing Teachers’ Workload." Journal of the International Society for Teacher Education 28, no. 1 (2024): 9–25. http://dx.doi.org/10.26522/jiste.v28i1.4411.

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The purpose of this action research was to study the potential of block time lesson planning (BTLP) as a viable alternative to detailed daily lesson planning in managing teachers’ workloads. The study delved into primary responsibilities of a teacher such as resourcing lessons, carrying out assessments and daily lesson planning as workloads. A combination of qualitative and quantitative methods was carried out with 40 teachers of Dagapela Middle Secondary School, in Dagana district of Bhutan. Quantitative data was gathered through online survey questionnaires while qualitative data was obtaine
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FaqeAbdulla, Baraat Ismael. "ANALYZING THE STRUCTURE AND EFFECTIVENESS OF LESSON PLANS FOR PRE-SERVICE ENGLISH LANGUAGE TEACHERS." International Journal of English Learning and Applied Linguistics (IJELAL) 4, no. 2 (2024): 143–62. http://dx.doi.org/10.21111/ijelal.v4i2.11633.

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Planning is required for a successful teaching-learning process. It is like a series of related activitiesthat scaffold the learner because each step depends on the one before it. Therefore, it is believed thatraising effective teachers requires developing their planning skills. The goal of this study is to assessthe effectiveness of lesson plans developed by English language student-teachers at SalahaddinUniversity's College of Education. The written lesson plans that the preservice teachers submittedwere assessed using a checklist made up of the essential elements of good lesson planning. Th
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Pratiwi, Dwiyani. "Pedagogical decisions in lesson planning and making use of the planning: Perspective of both experienced and novice teachers." Journal of Educational Management and Instruction (JEMIN) 4, no. 2 (2024): 213–24. http://dx.doi.org/10.22515/jemin.v4i2.9497.

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The differences between experienced and novice teachers can be observed in how they plan and implement lesson plans in the classroom. Understanding these strategies can aid teacher education programs in refining their curricula to better develop teachers' competencies. This research explores the perspectives and practices of both experienced and novice teachers regarding lesson planning and its actual use. A qualitative case study was conducted, involving two rounds of interviews with one experienced teacher and two novice teachers. Using qualitative data analysis techniques, the data were cat
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qizi, Mahkamova Dilshoda Shuhrat. "UNDERSTANDING THE PERCEPTION OF EFFECTIVE LESSON PLANNING." Frontline Social Sciences and History Journal 4, no. 4 (2024): 21–24. http://dx.doi.org/10.37547/social-fsshj-04-04-04.

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Education and training activities have an important role in the development of countries. Based on these activities, teachers are the key players. For this reason, quality teachers must be prepared to promote quality education and instructional activities.This article discusses the qualities of highly effective teachers and provides some useful tips based on some recent researches.
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Schmidt, Margaret. "Preservice String Teachers' Lesson-Planning Processes." Journal of Research in Music Education 53, no. 1 (2005): 6–25. http://dx.doi.org/10.1177/002242940505300102.

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This yearlong qualitative study is an examination of 10 undergraduate preservice teachers' lesson planning for the classes and/or individual lessons they taught in a university string project. Data analysis revealed that these preservice teachers held differing views of lesson planning from each other and from their supervisor. Five themes emerged: (a) concerns about knowing how to begin to plan, (b) difficulty identifying what the children needed to learn, (c) the prominence of decisions made on the fly, (d) comparisons of thinking about teaching and planning with actual written plans, and (e
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Eilam, Billie. "Probing Teachers’ Lesson Planning: Promoting Metacognition." Teachers College Record: The Voice of Scholarship in Education 119, no. 13 (2017): 1–28. http://dx.doi.org/10.1177/016146811711901309.

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Classrooms are complex systems, with dynamic interactions of different kinds among their composing varied elements. Such complex interactions lead to the system's unpredictable emergent learning behaviors. To support teachers’ lesson planning and monitoring in the complex environment of classrooms, the present article examines the core metacognitive skills of goal-directed lesson planning and monitoring and presents a novel tool for scaffolding teachers’ self-regulated instruction by increasing their awareness of goals, activities, discrepancy cues, and instructional time management. The chapt
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Dissertations / Theses on the topic "Lesson planning"

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Sharp, L. Kathryn. "Lesson Planning Without Tears for COE." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4292.

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Malovana, N. V. "The effective and balanced English lesson planning." Thesis, Сумський державний університет, 2014. http://essuir.sumdu.edu.ua/handle/123456789/34685.

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Essentially, planning is only effective if it actually works for the individual teacher within his or her classroom. The most vital component of a good plan is that it leads to a high-quality lesson, in which effective learning takes place. It could be that the children do not actually learn what was originally intended by the teacher in his or her plan, but that the learning outcomes are nevertheless very good. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/34685
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Wild, Martyn. "Developing performance support systems for complex tasks: Lessons from a lesson planning system." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1556.

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There lacks coherent and persuasive rationales for the further development of computer-based, interactive educational materials, for tertiary settings. Indeed, educational software arising out of what might be coined the “multimedia era”, namely the mid and later 19902, has been marked by lacklustre products with an emphasis in development and evaluation placed largely on technological issues (such as the use of video, sound and animations). As such, the rapid increase in commercially available (usually CD based) products has generally met a cool adoption from academics and educationalists, wi
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Ляшенко, Ірина Володимирівна, Ирина Владимировна Ляшенко, and Iryna Volodymyrivna Liashenko. "Making the Aims Smart in Lesson Planning." Thesis, Одеський національний університет імені І. І. Мечникова, 2019. http://essuir.sumdu.edu.ua/handle/123456789/72675.

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Ця стаття містить обговорення встановлення цілей у розробці курсу як підходу SMART. У ньому розглядаються фактори, які є важливими у виборі правильних цілей при формуванні програми чи набору уроків, таких як підхід; навчальний план або підручник; розмір класу; рівень, час. Він також пояснює абревіатуру SMART і визначає практичне використання цілей у плануванні уроків.<br>В этой статье обсуждается постановка целей при разработке курса как SMART-подхода. В нем рассматриваются факторы, которые важны при выборе правильных целей при составлении учебного плана или набора уроков, таких как подход; уч
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Chang, Tony Hong-Jee. "A Study of the Influences Upon Pre-Service Teachers' Pre-Planning, Lesson Planning, and Bases for Interactive Decision Making During Lesson Implementation." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc330946/.

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The primary objective of this study was to describe the influences upon pre-service elementary teachers' preplanning, lesson planning, and bases for interactive decision making during their lesson implementation. Six female volunteer pre-service elementary teachers from the teacher preparation program at the University of North Texas planned and taught three separate lessons in one of the following content areas-social studies, language arts, mathematics, science, and safety, at six different schools in the north Texas area. Each element of the lesson plans (18 total) was classified for analys
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Straessle, Jessica Miller Wunderle. "Teachers' perspectives of effective lesson planning: A comparative analysis." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1550154173.

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Gendron, Marie-Josée. "An investigation of pedagogical expertise in the planning practices of professors with varying degrees of teaching experience /." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68093.

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The role of teaching experience has been acknowledged in the development of pedagogical expertise, however, past research has failed to specify the relationship between experience and expertise. The ill-defined nature of the teaching task has led researchers to inadequately define pedagogical expertise directly in terms of years of teaching experience. Moreover, the literature on pedagogical expertise is primarily based on data from school teachers, who typically are not subject matter experts in the topics they teach. This study attempted to establish the differences and similarities between
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So, Wing-mui Winnie. "Teacher thinking : a comparison of science elective and non-science elective primary school teachers /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595927.

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Friedman, Ruth E. "An Examination of Lesson Study as a Teaching Tool in U.S Public Schools." Ashland University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1116871771.

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Joly, Michelle. "Reflections on the course design process in distance education by practitioners with varying levels of experience." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35211.

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Instruction at a distance is rapidly becoming one of the most widely used modes for teaching post-secondary learners. One of the distinctive characteristics of distance education is the emphasis on course development and the models of course development which have evolved. To date, however, the literature offers little understanding of the knowledge bases upon which current practice in distance education course development is based. Expertise in course development has not been characterized in any systematic way, and it is not known how novice and expert DE course developers differ in the way
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Books on the topic "Lesson planning"

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Pang, K. C. Lesson planning. Longman Group (Far East) Ltd, 1992.

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Tim, Carrigan, Robinson Toni, and Sunburst Visual Media, eds. Lesson planning. Sunburst Visual Media, 2004.

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Woodward, Tessa. Planning from lesson to lesson: A way of making lesson planning easier. Pilgrims, 1995.

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Louis, Murray, ed. Lesson planning in geography. LDJ Educational, 1994.

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C, EdScope L. L. LessonPlansPage.com. EdScope, L.L.C., 1996.

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Irlanda, Dalila Rodríguez. Orientando al maestro. s.n., 1985.

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Lesson Planning. Critical Publishing, 2017.

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Savage, Jonathan. Lesson Planning. Routledge, 2014. http://dx.doi.org/10.4324/9781315765181.

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Lesson planning. Continuum, 2003.

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Lesson Planning. TESOL International Association, 2014.

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Book chapters on the topic "Lesson planning"

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Hewett, Victoria. "Lesson planning." In Making it as a Teacher. Routledge, 2019. http://dx.doi.org/10.4324/9780429489341-8.

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Farrell, Thomas S. C. "Lesson Planning." In Doing Reflective Practice in English Language Teaching. Routledge, 2021. http://dx.doi.org/10.4324/9781003178729-7.

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Ulrich, Immanuel. "Lesson Planning." In Good Teaching in Higher Education. Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-39137-9_4.

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Ayliffe, Paula, and Rachel Lofthouse. "Lesson Planning." In Learning to Teach in the Primary School, 5th ed. Routledge, 2025. https://doi.org/10.4324/9781032691794-12.

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Krall, Geoff. "Planning the Lesson." In Necessary Conditions. Routledge, 2023. http://dx.doi.org/10.4324/9781032681795-12.

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Moreton, Jane. "Developing Lesson Planning." In Mentoring Mathematics Teachers in the Secondary School. Routledge, 2023. http://dx.doi.org/10.4324/9780429344091-17.

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Murray, Denise E., and MaryAnn Christison. "Planning Lesson Content." In What English Language Teachers Need To Know Volume II. Routledge, 2020. http://dx.doi.org/10.4324/9780429275739-3.

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Mackay, Cheryl. "Lesson planning process." In Learning to Plan Modern Languages Lessons. Routledge, 2019. http://dx.doi.org/10.4324/9780203729731-7.

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Cerbin, Bill. "Designing and Planning the Research Lesson." In Lesson Study. Routledge, 2023. http://dx.doi.org/10.4324/9781003445722-4.

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Kerr-Gilbert, Nicky-Jane, and Eleanor Power. "Lesson as narrative." In Purposeful Planning for Learning. Routledge, 2020. http://dx.doi.org/10.4324/9780429489266-11.

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Conference papers on the topic "Lesson planning"

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Ramos, Ronel F., Roman M. De Angel, Aira P. Ruetas, et al. "Effective Lesson Planning and Assessment Design Using Leveraging Microsoft Copilot Implementation." In 2024 IEEE 15th Control and System Graduate Research Colloquium (ICSGRC). IEEE, 2024. http://dx.doi.org/10.1109/icsgrc62081.2024.10691289.

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Kulkarni, Abhishek, Shaina Murphy, Cecelia Albright, and Sharon Lynn Chu. "Towards Lesson Planning Interfaces for Integration of Students’ Out-of-Classroom Experiences." In 2024 IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2024. http://dx.doi.org/10.1109/icalt61570.2024.00012.

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Marco Antonio, Mendoza Sandoval, Flores Sánchez Carlos Alberto, and Martínez Ríos Oscar. "AI-Driven Innovations in Higher Education: Improving Lesson Planning and Teaching Quality at UABC." In 2024 IEEE 42nd Central America and Panama Convention (CONCAPAN XLII). IEEE, 2024. https://doi.org/10.1109/concapan63470.2024.10933906.

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Hong, Shu, and Min Feng. "Utilizing an Aigc-Supported Lesson Planning Approach to Enhance Teacher Education Students’ Performance in Educational Practice Course." In 2025 14th International Conference on Educational and Information Technology (ICEIT). IEEE, 2025. https://doi.org/10.1109/iceit64364.2025.10975987.

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Vasileva, Maya, and Kliment Naydenov. "THE SELECTION OF DIDACTIC RESOURCES IN THE GEOGRAPHY LESSON - AN EXPRESSION OF THE TEACHER'S DESIGN THINKING." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024/5.1/s22.91.

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From a scientific point of view, the origins of design thinking can be traced back to the late 1960s. The very concept of "design thinking" appeared in the late 1980s and 1990s, when Rolf Faste began teaching design thinking as a "method of creative action" at Stanford University. Since then, various definitions of this concept have been added to the literature. Although design thinking is a business methodology, today it is widely used in the public, non-governmental, health and education sectors. With a view to stimulating efficiency in training, today more and more educational institutions
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Roxburgh, Allison, and Cory Bennett. "THE INTERSECTION OF AI TOOLS AND PEDAGOGY: PRESERVICE TEACHERS’ PEDAGOGICAL KNOWLEDGE AS A KEYSTONE FOR LEVERAGING EDUCATIONAL AI TOOLS IN LESSON PLANNING." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1656.

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Pratt, Sarah. "Lesson Study Protocol: Planning, Implementing, and Debriefing a Research Lesson." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1441295.

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Queiros, Leandro Marques, Nicolau Calado Jofilsan, Amadeu S. Campos Filho, Alex Sandro Gomes, Francisco Kelsen de Oliveira, and Carlos Jose Pereira da Silva. "Usability Testing for Teachers’ Lesson Planning Services." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658583.

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Herniwati and Mochamad Arief Komarudin. "The Japanese Teachers’ Ability in Lesson Planning." In 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200325.061.

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Holberga, Anna. "Lesson Planning and Organising Strategies for Maintaining Students’ Focus During Computer Science Lessons." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.45.

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The first part of the research was conducted in November and December of 2020 as described in the author’s Term Paper “LESSON PLANNING AND ORGANISING STRATEGIES FOR MAINTAINING STUDENTS’ FOCUS DURING COMPUTER SCIENCE LESSONS IN FORM 4”. The aim of this Paper is to expand upon the scope of the research, to evaluate and discuss the developed recommendations on how various lesson planning and organising strategies can help to maintain students’ focus. The second part of the empirical study described in this Paper included a questionnaire, an interview with two Computer Science teachers from gener
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Reports on the topic "Lesson planning"

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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at e
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Lobaccaro, Gabriele, Carmel Lindkvist, and Maria Wall, eds. Lesson Learned from Case Studies of Solar Energy in Urban Planning. IEA SHC Task 51, 2018. http://dx.doi.org/10.18777/ieashc-task51-2018-0003.

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Tazaz, Amanda, Lance King, Melissa Dyehouse, et al. Planning for a Rainy Day: A Lesson Study Model Eliciting Activity Toolkit. Florida State University Libraries, 2013. http://dx.doi.org/10.17125/fsu.1517867082.

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Lewin, Alex, Karla Diaz-Ordaz, Chris Bonell, James Hargreaves, and Edoardo Masset. Machine learning for impact evaluation in CEDIL-funded studies: an ex ante lesson learning paper. Centre for Excellence and Development Impact and Learning (CEDIL), 2023. http://dx.doi.org/10.51744/llp3.

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The Centre of Excellence for Development Impact and Learning (CEDIL) has recently funded several studies that use machine learning methods to enhance the inferences made from impact evaluations. These studies focus on assessing the impact of complex development interventions, which can be expected to have impacts in different domains, possibly over an extended period of time. These studiestherefore involve study participants being followed up at multiple time-points after the intervention, and typically collect large numbers of variables at each follow-up. The hope is that machine learning app
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Cruz Grünebaum, Ana Aidé, Kevin Renato Rojas Sandoval, Sophia Verónica Maldonado Bode, Amber Gove, and Jennifer Elizabeth Johnson Oliva. Teacher Researchers in Guatemala: Lessons From an Action Research Experience to Address Educational Gaps in the Classroom. RTI Press, 2025. https://doi.org/10.3768/rtipress.2025.op.0094.2501.

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The purpose of this article is to describe the learnings of primary school teachers in rural Guatemala as a result of an action research experience. This experience took place in the context of the “Basic Education Quality and Transitions” activity, or BEQT, funded by the United States Agency for International Development (USAID) and implemented by RTI International and its partners Funcafé, Funsepa, Wayfree, and the Universidad del Valle de Guatemala (UVG). UVG’s Centro de Investigaciones Educativas (CIE), as an RTI partner, developed and implements the “Teacher Researchers” program. The acti
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Бакум, З. П., and В. О. Лапіна. Educational Dialogue in the Process of Foreign Language Training of Future Miners. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/395.

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On the basis of scientific analysis the article authors develop a scheme that allows planning and organizing the process of learning foreign languages with the use of dialogic didactic means during foreign language training of future miners. The article gives a definition of „educational dialogue‟, observes its structure, and defines its stages: modeling (a future educational dialogue model designing and ways of its implementation at a lesson); motivational (identifying problem, task for solving which encourage further active learnsearch activity of educational dialogue participants); searchin
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Felix, Juri, and Laura Webb. Use of artificial intelligence in education delivery and assessment. Parliamentary Office of Science and Technology, 2024. http://dx.doi.org/10.58248/pn712.

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This POSTnote considers how artificial intelligence (AI) technologies can be used by educators and learners in schools, colleges and universities. Artificial intelligence technologies that can be used in education have developed rapidly in recent years. This has been driven in part by advancements of generative AI, which is now capable of performing a wide range of tasks including the production of realistic content such as text, images, audio and video. Artificial intelligence tools have the potential to provide different ways of learning and to help educators with lesson planning, marking an
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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

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Abstract:
This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with li
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in Reproductive Health, Frontiers. Revitalizing family planning: Lessons learned on strengthening contraceptive provision. Population Council, 2009. http://dx.doi.org/10.31899/rh10.1028.

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Phillips, James, Wendy Greene, and Elizabeth Jackson. Lessons from community-based distribution of family planning in Africa. Population Council, 1999. http://dx.doi.org/10.31899/pgy6.1022.

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