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Bibliografie tematiche / Teachers of non-Linguistic disciplines

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Letteratura scientifica selezionata sul tema "Teachers of non-Linguistic disciplines"

Autore: Grafiati

Pubblicato: 14 dicembre 2024

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Tesi sul tema "Teachers of non-Linguistic disciplines"

1

Pegourie, Khellef Marjorie. "Les gestes professionnels des enseignants de disciplines dites non linguistiques dans trois établissements à dispositif d’enseignement bilingue français-arabe en Egypte." Thesis, Rennes 2, 2019. http://www.theses.fr/2019REN20028/document.

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De quelle manière un enseignant de discipline dite non linguistique (DdNL) prend-il en charge la situation exolingue de sa classe ? En d’autres termes, quelle place pour la L2 dans les pratiques des enseignants de DdNL ? Cette question de recherche a été posée à 60 acteurs éducatifs variés de trois écoles religieuses bilingues français-arabe en Egypte. Le corpus est constitué de séquences filmées de cours de sciences et de mathématiques en français, d’entretiens audios des différents acteurs et de matériel pédagogique. Cela a permis de procéder à une analyse quantitative et qualitative, contex

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2

Daafouz, Malika. "Analyse des ajustements dans l’activité enseignante en classe. Le cas des enseignants des disciplines nοn linguistiques au Μarοc". Electronic Thesis or Diss., Normandie, 2024. http://www.theses.fr/2024NORMC013.

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L’objectif de la thèse est d’identifier et de caractériser les ajustements dans l’activité enseignante en classe des enseignants débutants des disciplines non linguistiques (DNL) au Maroc, notamment à partir de la compréhension de leurs difficultés situées, avec une visée de formation. Comment ces enseignants débutants font-ils face au défi d’enseigner les sciences en langue française, alors que ce n’est pas leur langue maternelle ? Comment gèrent-ils leurs difficultés dans ce contexte ? Comment répondent-ils au caractère imprévisible des situations d’enseignement-apprentissage pour venir sati

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3

Abe, Daudi J. "Effects of non-traditional instruction on the classroom discipline of African American students /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7669.

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4

DeFrain, Erica, and Erica DeFrain. "An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621018.

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Abstract (sommario):

This dissertation looked at the relationship between students' evaluations of teaching (SET) at a large research university in the United States and a set of background variables comprised of nine course, instructor, and student characteristics. Data from over 130,000 course evaluations from over 4,000 courses from four distinct departments taught between 2007 and 2014 were analyzed. Student ratings have been used to formally evaluate effective teaching practices at all levels of education for nearly 100 years. The subsequent body of literature examining and challenging this practice is vast a

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5

Damonse, Selwyn. "Informal and non-formal learning amongst teachers in relation to the management of classroom discipline at a primary school." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1553_1360926110.

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<p>South Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as equal rights for all its citizens necessitated the banning of corporal punishment in all schools under the South African Schools Act 84 of 1996. Accordingly, this change in the education policy as well as a change in society regarding equal rights for all citizens required teachers to adjust and improve their practices related to classroom management and discipline. The abolition of corporal punishment in 1996 (South African School

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6

Billie, Sikelelwa khuthala. "Teachers' perceptions on the non- implementation of the alternatives to corporal punishment policy : a case study." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/${Handle}.

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Abstract (sommario):

This study aims to identify the perceptions that teachers have regarding the nonimplementation of the Alternatives to Corporal Punishment Policy (ATCP). Using a qualitative research approach, data was collected from teachers in a high school in Mdantsane that is still using corporal punishment. The main tools of data collection used were semi-structured interviews and document analysis. The findings from this study revealed a range of factors that influence teachers not to implement the alternatives to corporal punishment policy. These include: culture, religion, lack of parental involvement,

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7

Quail, Karen. "Non-violent discipline options for caregivers and teachers: a systematic overview of the evidence and exploration of the role of attunement." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/32939.

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Abstract (sommario):

Violence against children is a widespread problem with devastating consequences, and corporal punishment is a risk factor for more serious forms of physical abuse. One reason for the persistence of corporal punishment may be lack of awareness of positive disciplinary alternatives. At the other extreme, lack of awareness of positive options may lead to permissive parenting, which also has negative outcomes for children. The primary objective of this research was to find, and explore the state of the science on, individual non-violent interventions for challenging behavior, in so doing forming a

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8

Lansdale, Jackie Courntey. "NCR vs DRO: Evaluation of Effectiveness, Teacher Preference, and Fidelity of Implementation." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4355.

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Abstract (sommario):

Abstract Previous research has demonstrated that non-contingent reinforcement (NCR) and differential reinforcement of other behaviors (DRO) are effective procedures in reducing problem behavior of children both in and out of the classroom. However, few studies have assessed which procedure is most socially acceptable among teachers. In addition, studies have not recorded data on fidelity of implementation among teachers. A non-concurrent multiple baseline across teachers design was used to (a) demonstrate the effect of NCR and DRO on the problem behaviors of school aged children with no ide

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9

Bellini, Serge. "Insécurité linguistique et alternance codique : le cas des professeurs de biologie dans les classes bilingues franco-moldaves." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015PA030013.

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Abstract (sommario):

Notre recherche a été motivée par l’observation personnelle que nous avons pu faire des dispositifs d’enseignement bilingues scolaires en Europe centrale et orientale. Il nous ait paru justifié d’apporter notre réflexion à la problématique générale de l’enseignement bilingue. Nous avons choisi comme entrée la description, au sein du dispositif franco-moldave, des pratiques de classes des professeurs de biologie dispensant leur discipline en utilisant le français. Notre observation se focalise sur la gestion de leurs compétences langagières dans l’alternance entre le roumain et le français. Pou

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10

Fraczek, Margo. "Perpetuating a Culture of White Behavior: The Experiences of Non-Native Speaking Hispanic Students in a PBIS School." Thesis, Boston College, 2010. http://hdl.handle.net/2345/bc-ir:104465.

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Abstract (sommario):

Thesis advisor: Elizabeth Twomey<br>This phenomenological study investigated the effects of a Positive Behavior Intervention and Support (PBIS) Program on non-native speaking Hispanic students in a public middle school. The purpose of the study is to discover whether the PBIS program alleviates, intensifies or does not change the degree of bias towards minority students currently in existence through traditional discipline models. It also intends to discover whether the experience of the Hispanic students is similar to the intent of the program as determined by the implementing staff. Finally,

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