5/30/2023 0 Comments Hyperresearch![]() ![]() You can install the latest QualCoder code using the green download button and doing a manual install. So some will appear in the browser itself, and some documents will make the browser open the document using Microsoft Word or LibreOffice Writer, depending on which of these you have installed. The documents are opened by your default browser. Now, with new projects, using the future 3.3 version, you will be able to open and view the original text document, from the Manage File and Code Text areas. PDF importing can often be a problem and require editing after importation, as the PDF format is for print display not for text editing. QualCoder imports plain text from Word, ODT, PDF documents. STEREOTYPY A IDENTIFIKACE V KONTEXTU BDSM (Stereotypes and identification in the context of BDSM). ![]() PhET-simulering som ett hjälpmedel för elevers förståelse av det fysikaliska begreppet fjäderkraft (PhET-simulation as a tool for student to help them understand the concept of Hooks law). KTH, School of Industrial Engineering and Management (ITM). Hållbar utveckling och miljöundervisningstraditioner i läromedel för kursen fysik 1 på gymnasiet (Sustainable Development and Traditions within Environmental Education Learning Materials concerning the Upper-secondary Physics 1 Course). VREDNOVANJE SLIKOVNOG SADRŽAJA U POVIJESNIM NOVINAMA NA PRIMJERU JASTREBARSKIH NOVINA (THE APPRAISAL OF VISUAL MATERIAL IN HISTORICAL NEWSPAPERS – A CASE STUDY OF JASTREBARSKE NOVINE). This research concluded that there are no significant differences between the beliefs of Title I teachers and Nontitle I teachers, however, they do have different stresses and successes due to the differences in the types of students they are teaching.Three theses published and one research article (In Swedish, Croatian and Czech): HyperRESEARCH was also used to make comparisons between Nontitle I and Title I data. The most repeated codes of each source were then loaded into HyperRESEARCH for triangulation and to determine the codes most frequently shared among sources. Each source of data was memoed and coded separately to determine the frequency of common codes in that source. Data analysis included memoing and coding, HyperRESEARCH and triangulation. Data collection methods were focused interviews, asynchronous discussions and online reflections. The participants in the study are all employed by the same school corporation. This qualitative research sought to answer the following questions: What do elementary teachers in Title I schools believe about themselves as teachers, compared to what elementary teachers in Nontitle I schools believe about themselves as teachers? What do elementary teachers in Title I schools believe about student learning, compared to what elementary teachers in Nontitle I schools believe about student learning? Ten teachers agreed to participate in the study, eight from a Title I school and two from a Nontitle I school. Together the two theories provided a framework for how adults think and form beliefs that influence their decisions and behaviors. ![]() ![]() Two theories guided this study, Kegan’s Constructive Development Theory (CDT) and Bandura’s Theory of Self-Efficacy. The purpose of this multiple case study was to discover and compare teacher beliefs of elementary teachers in Title I schools to elementary teachers in Non-title I schools. ![]()
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