n, auprès d'élèves bénévoles et des deux enseignants des groupes-classes expérimentaux. Nos résultats démontrent que les perceptions des élèves étaient généralement plus positives à la suite du traitement grammatical coordonné et simultané en anglais L1 et en français L2 chez les élèves du groupe expérimental que chez les élèves du groupe témoin
Contents contributed and discussions participated by Manuela Pasinato
UQAM | Archipel - 0 views
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urant leurs connaissances grammaticales déclaratives, qui étaient d'ailleurs corrélées à des
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plus, les élèves du groupe expérimental ont mieux réussi à la section des tests me
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Using Teacher Collaboration To Teach Algebra - 0 views
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Teacher collaboration, overview of teaching styles, result of planning together, etc.
teacher collaborative planning template - 2 views
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Includes many downloadable templates for different types of collaboration
ARNIA Theses & Other Publications | Faculty of Education - 0 views
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This Web site contains resources such as a practical guide to action research: Action Research as a Model to Guide Collaborative School Improvement (doc)
Action Research in Language Teaching1 - 0 views
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Although there is no one universally accepted set of processes that constitute conducting action research, it is generally agreed that it focuses on researching an issue of interest to the teacher and usually takes place inside the classroom to determine what is currently occurring. Action research involves the teacher systematically collecting information about this issue and then acting on the information to make improvements to the issue.
Action Research in the Classroom Part 2 (video) - 1 views
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This part of the video focuses in part on the last part of action research, action: reflecting, assessing, formulating solutions, share results, etc. The benefits for teachers and students, opportunities for the community
Action Research in the Classroom Part 1(video) - 1 views
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This video focuses on the difference between traditional research and action research; explanation of the 5 steps of methodology; difference between quantitative and qualitative research.
Action Research Guide for Alberta Teachers - 2 views
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This resource is intended to help you plan a self-guided action research project.
Online synchronous communication in the second-language classroom | Murphy | Canadian J... - 2 views
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The study reported on in this paper used a framework of benefits, challenges and solutions to categorize data from a design experiment using synchronous online communication for learning French as a second language
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Data collection relied on online observation, teachers’ use of blogs and an online discussion forum, face-to-face planning and reflection meetings for teachers as well as interviews with all participants.
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Benefits included independence and peer-learning; authenticity and motivation; anonymity and confidence; enhanced self-esteem.
Making Time for Teacher Collaboration Is Crucial | Edutopia - 1 views
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The leadership group comes together regularly
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Conversations continue online, too
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Such intensive, ongoing, and collaborative professional development is exactly what research shows to be most effective for improving both teachers' practice and student learning.
Collaboration, Change and Innovation in Teaching and Learning | Edutopia - 1 views
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Collaboration on its own doesn't guarantee results, but management research shows that when professionals work together in close partnership toward common goals and when decisions are made with the expertise of those closest to the point of impact, the conditions are right for progress. Collaboration will result in improvements "where it matters most -- in the classroom," says St. John Superintendent Kevin George. "Staff and students will benefit as the information shared will have long-lasting effects,"
The Benefits of Teacher Collaboration - 3 views
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Goddard and colleagues conducted a study in a large urban school district in the Midwest. First, the researchers surveyed 452 teachers in 47 elementary schools to determine the extent to which they worked collectively to infl uence decisions related to school improvement, curriculum and instruction, and professional development. To determine the relationship between teacher collaboration and student achievement, the researchers used reading and math achievement scores for 2,536 fourth-graders, controlling for school context and student characteristics such as prior achievement. They found a positive relationship between teacher collaboration and differences among schools in mathematics and reading achievement.
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Manuela Pasinato