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AMBIENTUM BIOETHICA BIOLOGIA CHEMIA DIGITALIA DRAMATICA EDUCATIO ARTIS GYMNAST. ENGINEERING EPHEMERIDES EUROPAEA GEOGRAPHIA GEOLOGIA HISTORIA HISTORIA ARTIUM INFORMATICA IURISPRUDENTIA MATHEMATICA MUSICA NEGOTIA OECONOMICA PHILOLOGIA PHILOSOPHIA PHYSICA POLITICA PSYCHOLOGIA-PAEDAGOGIA SOCIOLOGIA THEOLOGIA CATHOLICA THEOLOGIA CATHOLICA LATIN THEOLOGIA GR.-CATH. VARAD THEOLOGIA ORTHODOXA THEOLOGIA REF. TRANSYLVAN
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The STUDIA UNIVERSITATIS BABEŞ-BOLYAI issue article summary The summary of the selected article appears at the bottom of the page. In order to get back to the contents of the issue this article belongs to you have to access the link from the title. In order to see all the articles of the archive which have as author/co-author one of the authors mentioned below, you have to access the link from the author's name. |
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STUDIA PSYCHOLOGIA-PAEDAGOGIA - Issue no. 2 / 2017 | |||||||
Article: |
THE ROLE OF STUDENT LEARNING PROFILES IN SUSTAINING FOREIGN LANGUAGE DIFFERENTIATED TEACHING / DIE ROLLE DER STUDENTEN LERNPROFILE IN NACHHALTIGER FREMDSPRACHE DIFFERENZIERTER LEHREN. Authors: RALUCA POP. |
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Abstract: Chapman, C., King, R., (2005). Differentiated Assessment Strategies: One Tool Doesn’t Fit All. UK, USA, India: Corwin Press Inc. Dörnyei, Z., Ushioda, E. (2009). Motivation, language identity and the L2 self. Multilingual Matters: Bristol. European Commission, Strengthening teaching in Europe: New evidence from teachers compiled by Eurydice and CRELL, June 2015, Office for Official Publications of the European Communities, Luxembourg, 2015. Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. USA: Basic Books. Garnett, S., (2005). Using Brainpower in the Classroom: Five Steps to Accelerate Learning. USA, Canada: Routledge. Gregory, G.H., Chapman, C. (2002). Differentiated Instructional Strategies. One Size Doesn’t Fit All. California, London, New Delhi: Corwin Press Inc. Heacox, D. (2002). Differentiating Instruction in the Regular Classroom. How to Reach and Teach all Learners, grades 3-12. USA: Free Spirit Publishing Inc. Lightbrown, P.M., Spada, N. (2001). Factors Affecting Second Language Learning. In Candlin C., Mercer N., English Language Teaching in Its Social Context: A Reader (pp 28-43). London, New York: Routledge. Petruș, R. (2013). A reader – The Didactics of the English Language (Ghid de bune practici - Didactica limbii engleze). București: Editura Matrix Rom. Ryan, K., Cooper, J., Tauer, S. (2011). Teaching for Student Learning: Becoming a Master Teacher. USA, UK, Australia: Wadsworth Cengage Learning. Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14. Sternberg, R.J., Zhang, L. (2011). Perspectives on Thinking, Learning, and Cognitive Styles. New York: Routledge. Tomlinson, C.A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms, Third edition. USA: ASCD. Websites: https://www.schooleducationgateway.eu/en/pub/resources/toolkitsforschools/subarea.cfm?sa=20. |
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