Gotowe bibliografie tematyczne / Direct instruction

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  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Direct instruction”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 25 lipca 2025

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Artykuły w czasopismach na temat "Direct instruction"

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Bergstra, Jan A., and Cornelis Middelburg. "Indirect Jumps Improve Instruction Sequence Performance." Scientific Annals of Computer Science XXII, no. 2 (2012): 253–65. https://doi.org/10.7561/SACS.2012.2.253.

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Instruction sequences with direct and indirect jump instructions are as expressive as instruction sequences with direct jump instructions only. We show that, in the case where the number of instructions is not bounded, we are faced with increases of the maximal internal delays of instruction sequences on execution that are not bounded by a linear function if we strive for acceptable increases of the lengths of instruction sequences on elimination of indirect jump instructions.
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Stein, Marcy, Douglas Carnine, and Robert Dixon. "Direct Instruction." Intervention in School and Clinic 33, no. 4 (1998): 227–33. http://dx.doi.org/10.1177/105345129803300405.

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Lee Swanson, H. "Searching for the best cognitive model for instructing students with learning disabilities: A component and composite analysis." Educational and Child Psychology 17, no. 3 (2000): 101–21. http://dx.doi.org/10.53841/bpsecp.2000.17.3.101.

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The purpose of this paper is to identify the components of various cognitive instructional models that best predicted effect sizes for students with learning disabilities. Based on an exploratory analysis, eight models were identified: Direct instruction (sequencing & segmentation), explicit strategy training, monitoring, individualised remedial training, small interactive group instruction, teacher-indirect instruction, verbal questioning/attribution instruction, and technology mediated instruction. The models were tested in a hierarchical weighted least square regression analysis. The re
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Moore, Joseph. "Direct Instruction: a model of instructional design." Educational Psychology 6, no. 3 (1986): 201–29. http://dx.doi.org/10.1080/0144341860060301.

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Caballero, Mari, and Jerry Liss. "Universal Design for Learning and Direct Instruction in a Special Education Practicum." Journal of Technology-Integrated Lessons and Teaching 2, no. 1 (2023): 88–94. http://dx.doi.org/10.13001/jtilt.v2i1.7727.

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The Instructional Planning Project (IPP) assignment is set in an online practicum course for graduate students in a high incidence special education teacher preparation program. The IPP assignment is the culminating assignment in a sixteen-week long course. The course provides students with a lesson plan template, for a reading or math lesson, that integrates direct instruction and Universal Design for Learning. The template is used for the major IPP assignment as well as for prior lesson plan assignments. Detailed instructions and a rubric are provided on Canvas, the learning management syste
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Zendler, Andreas, and Manuel Gohl. "Direct Instruction vs. Computer Simulation and their Learning Outcome in Engineering Education." International Journal of Engineering Education 1, no. 2 (2019): 91–98. http://dx.doi.org/10.14710/ijee.1.2.91-98.

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Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This study focuses on the empirical examination of learning outcome in engineering educationwith respect to two instructional methods: direct instruction and computer simulation. A CRF 2x2 design is used to control instructional method and class context. Learning outcome on bridge construction is assess
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Dichanz, Horst, and John A. Zahorik. "Zauberformel „Direct Instruction“." Bildung und Erziehung 39, no. 3 (1986): 295–310. http://dx.doi.org/10.7788/bue.1986.39.3.295.

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Gersten, Russell, Douglas Carnine, and John Woodward. "Direct Instruction Research." Remedial and Special Education 8, no. 6 (1987): 48–56. http://dx.doi.org/10.1177/074193258700800610.

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Taggart, Andrew. "Fitness—Direct Instruction." Journal of Teaching in Physical Education 4, no. 2 (1985): 143–50. http://dx.doi.org/10.1123/jtpe.4.2.143.

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Young students who train intensively for competition reach much the same level of physiologic development as do adult athletes who undergo an equivalent program of conditioning. Failure to find a training response in more average children cannot therefore be attributed to a preexistent adequate level of habitual activity. Presumably blame for any absence of response must be attributed to an inadequate program of physical education (too low an intensity relative to normal daily activity, and/or too little involvement of the individual class members, V. Seliger, 1968). Given a vigorous program t
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Winter, Sam, Elizabeth Glenville, and Ann Lendrumc. "Direct Instruction Spelling." School Psychology International 11, no. 1 (1990): 45–54. http://dx.doi.org/10.1177/0143034390111007.

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Rozprawy doktorskie na temat "Direct instruction"

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Fahrner, Helke. "Direct instruction: A whole school longitudinal evaluation." Thesis, Fahrner, Helke (1996) Direct instruction: A whole school longitudinal evaluation. Professional Doctorate thesis, Murdoch University, 1996. https://researchrepository.murdoch.edu.au/id/eprint/51394/.

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Longitudinal school evaluations which investigate outcome and process variables are rare. When a West Australian primary school became the first regular school in Australia to adopt Direct Instruction (DI) reading and spelling programmes across the school in 1986, the opportunity arose to evaluate the implementation of this teaching method on a long-term basis. The effectiveness of DI reading and spelling has been researched extensively and over considerable periods of time, but rarely in a natural setting without the direction and involvement of a research team. Also, most research has centre
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Hands, Beth P. "Measurement of teacher attitude to direct instruction." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1140.

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This study investigates teacher attitude towards a teaching innovation, Direct Instruction. In particular, it is concerned with what aspects of this teaching strategy affect a teacher's decision to implement the method and the relationship between experience with Direct Instruction and teacher attitude. A repeated measures, pretest-posttest design was employed to assess participants' attitude before and after viewing a video demonstrating the teaching method, Direct Instruction. The 40 item Attitude towards Direct Instruction (AD I) scale comprised 30 items derived from a questionnaire designe
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Hope, Amy D. "Bridges between direct instruction and inquiry-based mathematics /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3342544.

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Thesis (Ed. D.)--University of Nevada, Reno, 2008.<br>"December 2008." Includes bibliographical references (leaves 146-157). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.
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Akers, John W. "A comparison of guided exploration and direct instruction computer tutors." Thesis, Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/30996.

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Michielsen, Hans M. "Using Direct Instruction To Teach Compliance To Seriously Noncompliant Students." DigitalCommons@USU, 1991. https://digitalcommons.usu.edu/etd/6030.

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This research study investigated the effectiveness of a direct instruction program (Treatment 2) for increasing compliance with teachers' instructions in students for whom manipulation of conventional antecedent stimuli and consequences {Treatment 1) had not resulted in adequate compliance. Five students participated in this study. A multiple baseline design across participants was used to evaluate treatment effectiveness. Introduction of Treatment 2 was followed by an increase in compliance by all five participants. The relationship between compliance and other appropriate classroom behaviors
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Wilson, Kristine Elizabeth. "Developmental Readers, New Literacies, and the Impact of Direct Instruction." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/2075.

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Many students enter college underprepared for the rigors of college-level reading, and these students are often placed in developmental courses. Furthermore, many students, with and without the developmental label, face challenges when reading online and in print, and research shows that these reading processes are not exactly the same. Research into new literacies finds that online reading comprehension gaps exist that are different from print reading. Varying reading strategies as well as metacognitive strategies can help assist students in successfully comprehending texts at the college lev
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Graham, Day Kristall J. "Traditional Instruction Versus Direct Instruction: Teaching Content Area Vocabulary Words to High School Students with Reading Disabilities." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281026667.

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Vander, Wiede Jamie. "Direct, hands-on or inquiry instruction a study of instructional sequencing and motivation in the science classroom." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5073.

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Currently, a debate exists between the strengths and weaknesses of direct and inquiry instruction. Inquiry instruction is related to positive effect on learner motivation whereas supporters of direct instruction point to its ability to adequately support learners' working memories (Hmelo-Silver, Duncan, & Chinn, 2007; Kirschner, Sweller, & Clark, 2006; Kuhn, 2007; Sweller, 1988). This study examined the possibility of combining the best features of both inquiry and direct instruction by sequencing them together. A two-part lesson on electrical circuits was presented in three separate sequences
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Andorfer, Kenya. "A Mixed-Methods Problem-Based Approach to Mathematics Versus Direct Instruction." Wittenberg University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=witt1438788985.

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Comeaux, Brian. "A Comparison of Instructional Strategies: Does How You Teach Mathematics Matter?" ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/honors_theses/123.

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For most of the twentieth and all the twenty-first century, there has been a great debate over educational reform for teaching mathematics. From these debates have come a critical look at how to properly instruct students so they can actively learn in the classroom, yet still retain the information for use in their later life. These questions are rooted in the larger debate between philosophical and psychological dimensions of human growth and development. Some educators, therefore, believe structuring their instruction around some philosophies such as idealism, realism, pragmatism, or existen
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Książki na temat "Direct instruction"

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Jerry, Silbert, and Kameenui Edward J, eds. Direct instruction reading. 2nd ed. Merrill Pub. Co., 1990.

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Jerry, Silbert, and Kameenui Edward J, eds. Direct instruction reading. 3rd ed. Merrill, 1997.

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Silbert, Jerry. Direct instruction mathematics. 2nd ed. Merrill Pub. Co., 1990.

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Silbert, Jerry. Direct instruction mathematics. 2nd ed. Merrill Pub. Co., 1991.

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Douglas, Carnine, ed. Direct instruction reading. 5th ed. Merill Prentice Hall, 2010.

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Douglas, Carnine, and Carnine Douglas, eds. Direct instruction reading. 4th ed. Pearson Prentice Hall, 2004.

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E, Marchand-Martella Nancy, Slocum Timothy A, and Martella Ronald C, eds. Introduction to direct instruction. Pearson/A and B, 2004.

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Engelmann, Siegfried. Journeys: Direct instruction reading. SRA/McGraw-Hill, 2000.

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Engelmann, Siegfried. Journeys: Direct instruction reading. SRA/McGraw-Hill, 2000.

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Stein, Marcy. Designing effective mathematics instruction: A direct instruction approach. 3rd ed. Merrill, 1997.

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Części książek na temat "Direct instruction"

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Stabel, Aaron, Kimberly Kroeger-Geoppinger, Jennifer McCullagh, et al. "Direct Instruction." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1025.

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Matsuda, Kozue. "Direct Instruction." In Springer Texts in Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-35825-8_10.

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Kirschner, Paul A., and Carl Hendrick. "Direct instruction." In How Learning Happens, 2nd ed. Routledge, 2024. http://dx.doi.org/10.4324/9781003395713-28.

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Joyce, Bruce, and Emily Calhoun. "Direct Instruction." In Models of Teaching, 10th ed. Routledge, 2024. http://dx.doi.org/10.4324/9781003455370-23.

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Kirschner, Paul A., and Carl Hendrick. "Direct instruction." In How Learning Happens. Routledge, 2020. http://dx.doi.org/10.4324/9780429061523-18.

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Weik, Martin H. "direct instruction." In Computer Science and Communications Dictionary. Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_5144.

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Hornby, Garry, and Deborah Greaves. "Direct Instruction." In Essential Evidence-Based Teaching Strategies. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96229-6_4.

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DeAquair, Rebecca. "Direct Instruction." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1025.

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Volz, Austin, Julia Higdon, and William Lidwell. "Direct Instruction." In The Elements of Education for Teachers. Routledge, 2019. http://dx.doi.org/10.4324/9781315101002-14.

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Lightbody, Bradley. "Dynamic direct instruction." In Advancing Learning Within and Beyond the Classroom. Routledge, 2021. http://dx.doi.org/10.4324/9781003132783-10.

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Streszczenia konferencji na temat "Direct instruction"

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Johnson, Lisa Rose. "Increasing Pragmatic Competence Through Direct Instruction and STEAM Approaches." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1583430.

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Ruutmann, Tiia, and Hants Kipper. "Teaching strategies for direct and indirect instruction in teaching engineering." In 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059556.

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Smith, Julie M. "The Role of Direct Instruction in Computer Science Education Research." In ITiCSE 2022: Innovation and Technology in Computer Science Education. ACM, 2022. http://dx.doi.org/10.1145/3502717.3532151.

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Richardson, Jennifer, and Patrick Lowenthal. "INSTRCUTOR SOCIAL PRESENCE: A NEGLECTED COMPONENT OF THE COMMUNITY OF INQUIRY." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-160.

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The Community of Inquiry framework posits that a meaningful educational experience consists of teaching presence, social presence, and cognitive presence. Garrison, Anderson, and Archer intentionally labeled the act of direct instruction, facilitating discourse, and designing instruction as teaching presence instead of teacher presence. This was largely due to the fact that teachers are not the only one’s who engage in “teaching” activities in online courses. This nomenclature also supports the belief that ideal educational experiences are centered on learners and not teachers. As ideal as thi
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Firmansyah, Firmansyah, E. Gradini, B. Yustinanningrum, and N. Lubis. "Comparison of The Implementation of Direct Instruction, Problem-Based Instruction, and Cooperative Learning using Cabri 3D on Geometry." In Proceedings of The 5th Annual International Seminar on Trends in Science and Science Education, AISTSSE 2018, 18-19 October 2018, Medan, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.18-10-2018.2287192.

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Winarsih, Sri, Khresna Bayu Sangka, and Dini Octoria. "The effect of direct instruction and problem based learning on millennial." In THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5139873.

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Zhang, Chuanjun. "An efficient direct mapped instruction cache for application-specific embedded systems." In the 3rd IEEE/ACM/IFIP international conference. ACM Press, 2005. http://dx.doi.org/10.1145/1084834.1084850.

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Subandi, Muhammad Farhan Masrur, Cicik Arista, and Rendy Aditya. "Implementing Direct Instruction in the Teaching and Learning Instrument Development Course." In Proceedings of the Social Sciences, Humanities and Education Conference (SoSHEC 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/soshec-19.2019.40.

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Yudani, Julian, M. Arifuddin, Misbah, and Dewi Dewantara. "Implementing Direct Instruction Model with Mind Mapping Method on Static Fluids." In 2nd International Conference on Learning Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008409701930196.

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Baco, Christophe. "Direct Observation to Assess the Evolution of a Teacher's Explicit Instruction Strategies." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2101825.

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Raporty organizacyjne na temat "Direct instruction"

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Pleban, Robert J., Paul N. Blankenbeckler, Richard L. Wampler, Michael D. Dlubac, and Brian Perdomo. Comparison of Direct Instruction and Problem Centered Instruction for Army Institutional Training. Defense Technical Information Center, 2013. http://dx.doi.org/10.21236/ada578566.

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Love, Bradley C. Maximizing the Benefits of Training by Example and Direct Instruction. Defense Technical Information Center, 2008. http://dx.doi.org/10.21236/ada475528.

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Tucker, Jennifer S., Robert P. Semmens, Jason Sidman, Alexandra Geyer, and E. D. Vaughn. Training Tactical-Level Planning Skills: An Investigation of Problem-Centered and Direct Instruction Approaches. Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada545362.

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Lee, Ngan Hoe. Translating productive failure in the Singapore A-level statistics curriculum. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22626.

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In the recommendations made to the revised Singapore-Cambridge General Certificate of Education Advanced Level (A-level) Mathematics curriculum (Ministry of Education (MOE): Curriculum Planning and Development Division (CPDD), 2015a, 2015b), an emphasis was placed on the use of constructivist pedagogy to deepen students’ understanding of concepts and appreciation of the disciplinarity of the subject, and the development of students’ critical and inventive thinking capacities that are relevant to the 21st century. Current practices in the Junior Colleges (JCs), with its lecture and tutorial sys
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Silver, Rita, Jessie Lay Hoon Png, Galyna Kogut, Thi Canh Dien Huynh, and Raslinda Ahmad Rasidir. Comprehending reading comprehension: An intervention in P4 reading. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22651.

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The purpose of this project was to follow-up on a prior project1 which investigated the use of Questioning-the-Author (QtA) (e.g. Beck &amp; McKeown, 2002; Beck, McKeown, Sandora, Kucan, &amp; Worthy, 1996) with negotiation for meaning (NfM) (e.g. Pica, 1994) in Singapore Primary 4 (P4) reading lessons (OER 29/08 RS). A 2-year collaborative project was undertaken to assist teachers in understanding and using QtA and negotiated discussions. The intervention also intended to lead to sustainable, school-based teacher development through introducing different ‘generations’ of teachers to join the
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Author, Unknown. PR-138-907-R01 Test Kit Manual Field Sampling and Analysis of Contaminant Ions on Pipe Surfaces. Pipeline Research Council International, Inc. (PRCI), 1995. http://dx.doi.org/10.55274/r0012142.

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This document contains instructions for the sampling of steel pipe surfaces for contaminant ions using electrolytic limpet cell extraction or direct contact extraction with chromatographic papers, and analytical test methods for chloride, sulfate, nitrate/nitrite, and ferrous iron ions. The electrolytic limpet cell sampling method is the preferred technique for the recovery of ion contaminants from all pipe surfaces. Contact paper sampling may be used when operating conditions make the use of electrolytic limpet cell sampling impractical or inconvenient. Examples of sampling and analysis data
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Feltovich, Paul J., and Richard L. Coulson. Conceptual Knowledge Foundations for Naval Medical Training: A Scheme for Directed Curricular Planning and Instructional Design. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada249987.

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Cruickshank, Garry, and Don Mardle. Wetback Research: Thermodynamic Flow Characteristics of Passive Thermosyphon Energy Transfer from Independent Heat Source to Remote Storage Using Both Direct and Indirect Systems. Unitec ePress, 2022. http://dx.doi.org/10.34074/rsrp.094.

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The method of heating water by means of a water jacket installed in the firebox of a solid-fuel burner, connected by pipes to a hot-water cylinder (HWC), was once commonplace in New Zealand, but has become less so in recent years. These systems, known as wetbacks, are covered by Building Code Clause G12, but considerable confusion has been caused by conflicting rules specified in the two main compliance documents, G12/AS1 and AS/NZS 3500.4 (hot water). In both compliance documents, wetback systems are defined as ‘uncontrolled heat sources’ with specific rules and limitations that stipulate how
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Regalia, Ferdinando, and Arianna Legovini. Targeted Human Development Programs: Investing in the Next Generation. Inter-American Development Bank, 2001. http://dx.doi.org/10.18235/0008940.

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Targeted Human Development Programs (THDPs) are integrated poverty reduction programs designed to increase the capacity of the poor to accumulate human capital. The programs are directed primarily to poor and vulnerable families with pre-school and school-age children. Their main long-term objective is to eradicate the structural causes of poverty by fostering investment in the next generation's human capital. A secondary objective is to alleviate poverty in the short term, mainly through monetary transfers. This report sets out the motivation for implementing THDPs and step-by-step instructio
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Glewwe, Paul, and Kenn Chua. Learning Environments under COVID-Induced School Closures: Evidence from Vietnam. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/056.

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The COVID-19 pandemic has disrupted the education of over 1.5 billion students globally. A majority of students live in countries where schools were either fully closed or were operational only through remote access. As school disruptions are likely to have lasting impacts on children’s human capital accumulation, data documenting how schools and households have adapted to this new learning environment have the potential to provide information on how to curb the adverse effects of school closures on children’s educational progress. Using a telephone survey, the RISE Vietnam country research te
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Artykuły w czasopismach Rozprawy doktorskie Książki
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