Profil penulis
JUD
133 karya publik ditemukan.
2026: 12020: 22018: 352017: 662016: 26
Program community development perusahaan industri dan dampaknya pada masyarakat sekitar
Community development program of industry company and its influences toward surrounding community; case study on PT Riau Andalan Pulp and Paper, Indonesia.
The Second Language Learning Processes of Students with Specific Learning Difficulties
The Second Language Learning Processes of Students with Specific Learning Difficulties is the only recent book available to offer a detailed and in-depth discussion of the second language learning processes of students with specific learning difficulties (SpLDs). It summarizes research advances in the fields of cognitive and educational psychology and integrates them with recent studies in the area of second language acquisition (SLA). Thus the book is relevant not only to readers who are particularly interested in the role of specific learning difficulties in learning additional languages, but also to those who would like to understand how individual differences in cognitive functioning influence SLA. The book focuses on four important areas that are particularly relevant for language learners with SpLDs: the processes of SLA in general and the development of reading skills in particular, the effectiveness of pedagogical programs, the assessment of the language competence of students with SpLDs and identifying SpLDs in another language. The book also views learners with SpLDs in their social and educational contexts and elaborates how the barriers in these contexts can affect their language learning processes. This is an excellent resource for language teachers, students, and researchers in the areas of second language acquisition and applied linguistics.
Relationships of school climate and congruence of administrator, teacher, and student perceptions regarding discipline to the degree of severity of discipline techniques used in schools
Student Perceptions in the Classroom
This book's two primary objectives are to present theory and research on the role of learners' achievement-related perceptions in educational contexts and to discuss the implications of this research for educational practices. Although contributors share the view that students' perceptions exert important effects in achievement settings, they differ in diverse ways including their theoretical orientation, their choice of research methodology, the perceptions they believe are of primary importance, and the antecedents and consequences of these perceptions. They discuss the current status of their ideas and provide a forward look at research and practice.
Teaching Languages to Students with Specific Learning Differences
"This book is intended to help language teachers to work effectively and successfully with students who have specific learning difficulties (SpLD) such as dyslexia. The book takes an inclusive and practical approach to language teaching and encourages teachers to consider the effects that SpLD could have on a language learner. It suggests strategies that can be implemented to enable learners to succeed both in the classroom and in formal assessment"--Publisher.
New Zealand Year 10 Students' Out-of-school Reading and Its Recognition, Support and Use for Engagement Within English Classrooms
Four issues in reading in New Zealand (NZ) secondary schools are inequitable achievement, a decline in adolescent book reading for pleasure, a lag in boys' performance and, in international comparisons, NZ 15 year-olds are less confident using digital text. Out-of-school book reading is strongly related to academic achievement with motivation crucial. But, reading motivation declines in adolescence. Research suggests adolescents can exhibit literacy capabilities with digital text beyond their traditional text capabilities. This, plus the demand for "new literacies," has led to calls to reconceptualise school literacy. Studies demonstrated NZ 15 year-olds lacking information processing skills, but integrating digital technologies into pedagogy had barriers. NZ research gaps include exploring adolescents' reading motivations, out-of-school reading including digital text, and group differences. Whether English teachers embrace broad text definitions, which texts they value, and whether they know what students read to give them profitable visibilities, are under-researched areas. Using a broad text definition, this thesis asked, "What do NZ Year 10 students read out-of-school and is this reading recognised, supported and used for engaging students in learning within English classrooms? " Sub-questions explored gender and socio-economic differences and students' reading motivation. Questions concerning teacher knowledge of students' out-of-school reading, the value placed on different texts and which were visible in programmes, guided the English programmes' investigation. Data were collected in three large central-urban co-educational schools representing different socio-economic communities, from 190 Year 10 students and 24 English teachers. Students completed a survey including a motivation questionnaire. In each school, frequent readers and high digital-text-users completed a 14-day diary activity and a focus group conversation. Teachers completed a survey and three were interviewed. Results showed 81% of students reading books "recently" but 41% reading infrequently, with socio-economic and gender differences. Curiosity and recognition motivated reading, showing a teacher role. Social-networking and researching were central digital activities but students required information literacy assistance. Extensive-reading programmes needed improvements and teachers chose timehonoured texts with digital text featuring minimally. Implications include time investments to connect with and motivate students' out-of-school page and digital reading, professional learning around motivational knowledge and digital texts, and text access within schools.
Pengantar ilmu tafsir
A Lot Happened Today
A learn-to-read story about journal writing.
Back & Forth
Partner up for these 32 fun and reproducible activities! Each exercise provides a stimulating interchange to help students improve their listening and speaking skills. Working in pairs or small groups, students use specific information to carry out highly focused communicative tasks. The valuable exercises promote language development and interaction through four types of activities: pronunciation and aural discrimination, describing a picture, asking and answering questions about a picture, and constructing meaningful dialogs. This resource is ideal for conversation, listening-speaking, and pronunciation classes. It'll get conversation going "back and forth" and beyond!
Research-based Strategies to Ignite Student Learning
Drawing on her neurology expertise and classroom experience, author Judy Willis examined decades of learning-centered brain research to determine what information was most valid and relevant for educators. The result is a comprehensive and accessible guide for improving student learning based on the best the research world has to offer. Willis takes a reader-friendly approach to neuroscience, describing how the brain processes, stores, and retrieves material and which instructional strategies help students learn most effectively and joyfully. You will discover how to captivate and hold the attention of your students and how to enhance their memory and test-taking success. You will learn how to know when students are ready for learning and when their brains need a rest. You will also learn how stress and emotion affect learning and how to improve student engagement. And you will find innovative techniques for designing assessments and adjusting teaching practices to ensure that all students reach their potential. No matter what grade or subject you teach, Research-Based Strategies to Ignite Student Learning will enrich your repertoire of teaching strategies so you can help students reach their full academic potential.
Research-Based Strategies to Ignite Student Learning
Drawing on her neurology expertise and classroom experience, author Judy Willis examined decades of learning-centered brain research to determine what information was most valid and relevant for educators. The result is a comprehensive and accessible guide for improving student learning based on the best the research world has to offer. Willis takes a reader-friendly approach to neuroscience, describing how the brain processes, stores, and retrieves material and which instructional strategies help students learn most effectively and joyfully. You will discover how to captivate and hold the attention of your students and how to enhance their memory and test-taking success. You will learn how to know when students are ready for learning and when their brains need a rest. You will also learn how stress and emotion affect learning and how to improve student engagement. And you will find innovative techniques for designing assessments and adjusting teaching practices to ensure that all students reach their potential. No matter what grade or subject you teach, Research-Based Strategies to Ignite Student Learning will enrich your repertoire of teaching strategies so you can help students reach their full academic potential.
Dasar-dasar Hukum Tata Negara Indonesia
The Survival Kit for the Elementary School Principal
Packed with essential forms, letters, charts, and checklists, this easy-to-use kit offers solutions for virtually any leadership or administrative challenge that elementary school principals commonly face.
The syntax and semantics of complex nominals
Master the American Accent
A comprehensive accent reduction guide for self-study, including a book, an interactive CD-ROM, and 4 audio CDs. With a hard plastic media case.
Lose Your Accent in 28 Days
Lose Your Accent in 28 Days is the powerful, proven system that will help the learner master American English pronunciation in weeks not months or years. This system features an interactive CD-ROM that shows you exactly how to pronounce EVERY vowel and consonant through hundreds of video clips. The Audio CD includes over 70 minutes of material on rhythm, stress, and everyday speech patterns. The book offers 80 techniques for better pronunciation. In all, the system offers 956 guided examples. Written by world-renowned accent reduction expert, Judy Ravin.