Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.

• The Use of Question Modification Strategies to Differentiate Instruction in Eritrean Mathematics and Science Classrooms 

  Zerai, Desalegn; Eskelä-Haapanen, Sirpa; Posti-Ahokas, Hanna; Vehkakoski, Tanja (MDPI AG, 2023)

  This qualitative study aimed at examining the question modification strategies Eritrean elementary and middle school teachers used to differentiate their instruction and meet the diversity in the classroom as well as the ...

• Teacher orchestration of classroom interaction in science : exploring dialogic and authoritative passages in whole-class discussions 

  Lehesvuori, Sami; Hähkiöniemi, Markus; Viiri, Jouni; Nieminen, Pasi; Jokiranta, Kaisa; Hiltunen, Jenna (Taylor & Francis, 2019)

  Whereas science is fundamentally a result of a dialogic debate, the authoritative approach has been conceived of as a fundamental part of school science. Dialogic interactions encompass the mutual appreciation of different ...

• The teacher as a source of educational support : exploring teacher-child interactions and teachers' pedagogical practices in Finnish preschool classrooms 

  Salminen, Jenni (University of Jyväskylä, 2014)

• Alakoulun laaja-alaisten erityisopettajien näkemyksiä työrauhasta pienryhmäopetuksessa 

  Marttinen, Merja (2018)

  Marttinen, Merja. 2018. Alakoulun laaja-alaisten erityisopettajien näkemyksiä työrauhasta pienryhmäopetuksessa. Erityispedagogiikan pro gradu -tutkielma. Jyväskylän yliopisto. Kasvatustieteen ja psykologian laitos. 46 ...

• “Can do!” Teacher Promotion of Optimism in Response to Student Failure Expectation Expressions in Classroom Discourse 

  Vehkakoski, Tanja (Routledge, 2020)

  This study offers detailed observational analyses of how teachers use optimism as an instructional resource when responding to students’ failure expectation displays in classroom situations. The results were based on ...