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Developing Business Students' Intercultural Competence through Intercultural Virtual Collaboration: A Task Sequence Implementation
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Ferreira-Lopes, Luana; Elexpuru-Albizuri, Iciar; Bezanilla, María José – Journal of International Education in Business, 2021
Purpose: Allowing for interaction with foreign cultures without the need to travel, intercultural virtual collaboration represents a potential tool to develop business students' intercultural competence. This study aims to explore students' perceptions towards the implementation of a research-based task sequence in a project in which undergraduate…
Descriptors: Business Administration Education, Undergraduate Students, Positive Attitudes, Intercultural Communication
Teachers' Pass-On Practices in Whole-Class Discussions: How Teachers Return the Floor to Their Students
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Willemsen, Annerose; Gosen, Myrte N.; Koole, Tom; de Glopper, Kees – Classroom Discourse, 2020
This paper reports on a conversation analytic study into the pass-on turns that teachers produce to return the floor to the class following one student's contribution, in the context of whole-class discussions around texts in 4th grade history and geography lessons. These pass-on turns are remarkable, as the teachers take the turn in order to…
Descriptors: Discussion (Teaching Technique), Teacher Student Relationship, Classroom Communication, Nonverbal Communication
Statistical Learning in the Visuomotor Domain and Its Relation to Grammatical Proficiency in Children with and without Developmental Language Disorder: A Conceptual Replication and Meta-Analysis
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Lammertink, Imme; Boersma, Paul; Wijnen, Frank; Rispens, Judith – Language Learning and Development, 2020
Children with Developmental Language Disorder (DLD) have difficulties acquiring the grammatical rules of their native language. It has been proposed that children's detection of sequential statistical patterns correlates with grammatical proficiency and hence that a deficit in the detection of these regularities may underlie the difficulties with…
Descriptors: Grammar, Language Impairments, Language Acquisition, Native Language
Evaluating Bias of Sequential Mixed-Mode Designs against Benchmark Surveys
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Klausch, Thomas; Schouten, Barry; Hox, Joop J. – Sociological Methods & Research, 2017
This study evaluated three types of bias--total, measurement, and selection bias (SB)--in three sequential mixed-mode designs of the Dutch Crime Victimization Survey: telephone, mail, and web, where nonrespondents were followed up face-to-face (F2F). In the absence of true scores, all biases were estimated as mode effects against two different…
Descriptors: Evaluation Methods, Statistical Bias, Sequential Approach, Benchmarking
Small-Scale Curriculum Changes for Improving Pre-Service Teachers' Preparation for Family-School Partnerships
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Bruïne, Erica de; Willemse, T. Martijn; Franssens, Janneke; Eynde, Sofie van; Vloeberghs, Lijne; Vandermarliere, Leen – Journal of Education for Teaching: International Research and Pedagogy, 2018
Family-School Partnerships (FSP) are important for students' academic achievements and social-emotional development. Therefore, pre-service teachers need to learn how to establish this. However, in teacher education programmes this topic is insufficiently addressed partially attributed to already overloaded programmes. This study reports on a…
Descriptors: Foreign Countries, Curriculum Development, Educational Change, Preservice Teacher Education
Scaffolding the Communication of People with Congenital Deafblindness: An Analysis of Sequential Interaction Patterns
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Damen, Saskia; Janssen, Marleen J.; Ruijssenaars, Wied A. J. J. M.; Schuengel, Carlo – American Annals of the Deaf, 2017
The High Quality Communication intervention aims to stimulate interpersonal communication between individuals with congenital deaf-blindness (CDB) and their social partners. Found effective in multiple-case experiments, the intervention is based on Trevarthen's theory of intersubjective development (Bråten & Trevarthen, 2007), which describes…
Descriptors: Congenital Impairments, Deaf Blind, Scaffolding (Teaching Technique), Intervention