1 resultado para methodic-didactic considerations on the work with TV news
em DigitalCommons@University of Nebraska - Lincoln
Filtro por publicador
- JISC Information Environment Repository (2)
- Repository Napier (1)
- Aberdeen University (1)
- Abertay Research Collections - Abertay University’s repository (1)
- Academic Archive On-line (Jönköping University; Sweden) (1)
- Academic Research Repository at Institute of Developing Economies (1)
- Acceda, el repositorio institucional de la Universidad de Las Palmas de Gran Canaria. España (1)
- Adam Mickiewicz University Repository (1)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (1)
- AMS Tesi di Laurea - Alm@DL - Università di Bologna (3)
- Andina Digital - Repositorio UASB-Digital - Universidade Andina Simón Bolívar (2)
- Aquatic Commons (39)
- ArchiMeD - Elektronische Publikationen der Universität Mainz - Alemanha (2)
- Archive of European Integration (21)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (11)
- Aston University Research Archive (7)
- Biblioteca Digital da Câmara dos Deputados (1)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (12)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (BDPI/USP) (4)
- Biblioteca Digital de la Universidad Católica Argentina (1)
- Biblioteca Valenciana Digital - Ministerio de Educación, Cultura y Deporte - Valencia - Espanha (1)
- Biodiversity Heritage Library, United States (3)
- Blue Tiger Commons - Lincoln University - USA (1)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (10)
- Boston University Digital Common (2)
- Brock University, Canada (5)
- Bucknell University Digital Commons - Pensilvania - USA (1)
- Bulgarian Digital Mathematics Library at IMI-BAS (2)
- CaltechTHESIS (11)
- Cambridge University Engineering Department Publications Database (25)
- CentAUR: Central Archive University of Reading - UK (13)
- Center for Jewish History Digital Collections (17)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (39)
- Cochin University of Science & Technology (CUSAT), India (5)
- Comissão Econômica para a América Latina e o Caribe (CEPAL) (18)
- CORA - Cork Open Research Archive - University College Cork - Ireland (2)
- Cornell: DigitalCommons@ILR (2)
- Corvinus Research Archive - The institutional repository for the Corvinus University of Budapest (2)
- CUNY Academic Works (1)
- Dalarna University College Electronic Archive (4)
- Deakin Research Online - Australia (33)
- DI-fusion - The institutional repository of Université Libre de Bruxelles (2)
- Digital Commons at Florida International University (3)
- Digital Peer Publishing (4)
- DigitalCommons@The Texas Medical Center (3)
- DigitalCommons@University of Nebraska - Lincoln (1)
- DRUM (Digital Repository at the University of Maryland) (1)
- Duke University (1)
- eResearch Archive - Queensland Department of Agriculture; Fisheries and Forestry (7)
- Greenwich Academic Literature Archive - UK (1)
- Harvard University (2)
- Helda - Digital Repository of University of Helsinki (39)
- Indian Institute of Science - Bangalore - Índia (147)
- INSTITUTO DE PESQUISAS ENERGÉTICAS E NUCLEARES (IPEN) - Repositório Digital da Produção Técnico Científica - BibliotecaTerezine Arantes Ferra (1)
- Instituto Politécnico de Bragança (1)
- Instituto Politécnico de Viseu (4)
- Instituto Politécnico do Porto, Portugal (1)
- Iowa Publications Online (IPO) - State Library, State of Iowa (Iowa), United States (1)
- National Center for Biotechnology Information - NCBI (1)
- Plymouth Marine Science Electronic Archive (PlyMSEA) (2)
- Portal de Revistas Científicas Complutenses - Espanha (3)
- Publishing Network for Geoscientific & Environmental Data (1)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (21)
- Queensland University of Technology - ePrints Archive (223)
- Repositorio Académico de la Universidad Nacional de Costa Rica (1)
- Repositório Científico da Universidade de Évora - Portugal (1)
- Repositório digital da Fundação Getúlio Vargas - FGV (3)
- Repositório Institucional da Universidade de Aveiro - Portugal (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (40)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (1)
- SAPIENTIA - Universidade do Algarve - Portugal (2)
- Universidad de Alicante (6)
- Universidad Politécnica de Madrid (9)
- Universidade Federal do Rio Grande do Norte (UFRN) (1)
- Universitätsbibliothek Kassel, Universität Kassel, Germany (1)
- Université de Lausanne, Switzerland (1)
- Université de Montréal, Canada (1)
- Université Laval Mémoires et thèses électroniques (1)
- University of Michigan (92)
- University of Queensland eSpace - Australia (5)
- University of Southampton, United Kingdom (1)
- University of Washington (2)
- Worcester Research and Publications - Worcester Research and Publications - UK (1)
Resumo:
Caring teachers have been identified as a critical component of successful interventions with at-risk students, however just what constitutes a caring teacher is less well understood. Specifically, what are the behaviors, characteristics, and beliefs of caring teachers, and how are they impacted by the contexts within which they work? The purpose of this multiple case study was to understand more about caring teachers who work with at-risk students in secondary schools located in a Midwestern city and thereby to add complexity to the literature. Two middle school teachers and two high school teachers were recruited to participate. They were observed on multiple occasions and interviewed twice. The data from these observations and interviews were initially analyzed case by case; the cross case analysis based on the results from the individual case resulted in 6 themes that were present across the four cases. The following themes were identified: the role of relationships, perspective on at-risk students, providing opportunities for students to develop a positive sense of themselves, the value of a positive classroom experience for both students and teacher, negotiating power, and flexibility. Implications of this research for psychologists, educators, and policy makers, as well as future research are also discussed.