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81	Pratiques d’individualisation en enseignement primaire au Québec visant à faciliter l’intégration des élèves handicapés ou des élèves en difficulté au programme de formation générale Paré, Mélanie 10 1900 (has links) No description available. Intégration scolaire Individualisation de l’enseignement Élèves handicapés Élèves en difficulté Primaire Accès au programme Différenciation pédagogique Accommodation Enseignement stratégique Modification Inclusion Individualization options Students with disabilities Primary or elementary schools Curriculum access Differentiated instruction Accommodation Strategic instruction Modification
82	Quality of Life of People with Disabilities: Stories of Successful Adults Davis, Phyllis A. 21 May 2009 (has links) No description available. Academic Guidance Counseling Adult Education Behaviorial Sciences Continuing Education Curricula Education Educational Evaluation Educational Psychology Educational Sociology Educational Theory Elementary Education Higher Education Multicultural Education Quality of life disabilities education teachers inclusion self-efficacy purpose in life transition social networks social skills universal design self-advocate parent advocate parental support parental influence differentiated instruction
83	Differentiated Instruction: An Exploratory Study in a Secondary Mathematics Classroom Ariss, Laila Diane 18 October 2017 (has links) No description available. Curriculum Development Educational Theory Higher Education Instructional Design Mathematics Mathematics Education Curricula Education Differentiated Instruction Mathematics Classroom Learning style Learning Profile Content Assessment Process Product ATLAS-ti Quantitative Research Qualitative Research Mixed Method Approach Data Frequency Table Median Data Analysis Instructional Strategy
84	Výuka angličtiny na českých středních školách z pohledu bilingvních žáků, kteří mají anglofonního rodiče či žili v anglofonní zemi / Teaching bilingual adolescents for whom English is a heritage language or who have lived in an Anglophone country, and who are studying in Czech secondary school English classrooms: the students' perspective Jirásková, Anna January 2015 (has links) (in English) The present thesis explores the issue of teaching heritage language learners and returnee students in English as a foreign language (EFL) classes in Czech secondary schools. The aim of the thesis is to examine the experiences of heritage language learners and returnees in the EFL classroom, their strengths and weaknesses in English, their attitude towards English language learning in terms of potential anxiety and motivation, as well as heritage language learners' wishes in relation to language instruction. These issues are investigated from the perspective of the students themselves. The theoretical part reviews the relevant literature on heritage language acquisition and teaching, and on the effects of experience abroad on language acquisition. Moreover, it is complemented by discussions of differentiated instruction and language education for the gifted, two areas which can prove helpful in terms of finding suitable solutions to the problems encountered by the target population in foreign language classes. The empirical part is qualitative and consists of the analysis of in-depth semi-structured interviews with three participants, gymnázium students from Prague. Insights are provided about the interconnectedness of the students' life experiences, their general beliefs about language...
85	Teacher Perceptions of Blended Learning to Support 21st Century Learners Hensley, Nikki 01 December 2020 (has links) The purpose of this qualitative study was to understand teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners. The researcher explored the perceptions of teachers who were participating in an ongoing professional development program within their school district. This program focused on improving teaching and learning through the implementation of a blended learning approach. The researcher examined the experiences of teachers as they learned to adapt pedagogical practices to address the learning needs of 21st century students through blended learning. The researcher sought to gain a better understanding of how teachers perceived that utilizing a blended learning methodology impacted pedagogical beliefs, practices, and student learning. Based on the research questions guiding this study, data was collected from individual, in-depth interviews with fifteen educators. Twelve participants were classroom teachers and three participants were school administrators. The analysis of this data identified the following commonalities regarding teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners: knowledge and understanding of effective instructional practices, enhancing instruction with the strategic use of technology, personalizing learning, technology-enabled assessments to support instruction, engaging and empowering learners, and relevant professional development and support. These results can benefit educators in adapting effective instructional practices to reach all learners. blended learning differentiated instruction strategic use of technology innovative change professional development K-12 education Curriculum and Instruction Disability and Equity in Education Educational Leadership Educational Methods Educational Technology Elementary Education and Teaching Instructional Media Design Online and Distance Education Secondary Education and Teaching

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