Michal Zellermayer
Datos Biográficos
| ID | 1127922 |
|---|---|
| NOMBRE | Michal Zellermayer |
| NOMBRES | Michal |
| APELLIDO | Zellermayer |
| FIRMA | ZELLERMAYER M |
| AFILIACIONES | Tel Aviv University |
| VERIFICADO | No |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAS | 10 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1990 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2005 |
| ÍNDICE H | 2 |
Activist professionalism
When We Talk About Collaborative Curriculum-Making, What Are We Talking About
The purpose of this study is to unpack the often taken-for-granted notion of collaborative curriculum-making within the context of writing instruction. The study focuses on a group of writing teachers, participants in a staff development program, who have transformed their view of writing instruction and have come to understand it as an activity of collaborative curriculum-making. From their stories, we gain a better understanding of the possible…
Enhancing Writing-Related Metacognitions Through a Computerized Writing Partner
The main purpose of this study was to test the general hypothesis that ongoing computerized procedural facilitation with strategies and writing-related metacognitions during writing improves learners’ writing while being helped, as well as leaves a cognitive residue in the form of subsequently improved writing, once that help is removed. Three groups of 20 ninth to eleventh graders participated in the study. One group wrote five essays while bein…
Intensifiers in Hebrew and in English
Teachers' development towards the reflective teaching of writing
Shifting along the oral/literate continuum
Enhancing Writing-Related Metacognitions Through a Computerized Writing Partner
The main purpose of this study was to test the general hypothesis that ongoing computerized procedural facilitation with strategies and writing-related metacognitions during writing improves learners’ writing while being helped, as well as leaves a cognitive residue in the form of subsequently improved writing, once that help is removed. Three groups of 20 ninth to eleventh graders participated in the study. One group wrote five essays while bein…
Intensifiers in Hebrew and in English
When We Talk About Collaborative Curriculum-Making, What Are We Talking About
The purpose of this study is to unpack the often taken-for-granted notion of collaborative curriculum-making within the context of writing instruction. The study focuses on a group of writing teachers, participants in a staff development program, who have transformed their view of writing instruction and have come to understand it as an activity of collaborative curriculum-making. From their stories, we gain a better understanding of the possible…
Teachers' development towards the reflective teaching of writing
Shifting along the oral/literate continuum
Teachers' development towards the reflective teaching of writing
Shifting along the oral/literate continuum
Enhancing Writing-Related Metacognitions Through a Computerized Writing Partner
The main purpose of this study was to test the general hypothesis that ongoing computerized procedural facilitation with strategies and writing-related metacognitions during writing improves learners’ writing while being helped, as well as leaves a cognitive residue in the form of subsequently improved writing, once that help is removed. Three groups of 20 ninth to eleventh graders participated in the study. One group wrote five essays while bein…
Intensifiers in Hebrew and in English
When We Talk About Collaborative Curriculum-Making, What Are We Talking About
The purpose of this study is to unpack the often taken-for-granted notion of collaborative curriculum-making within the context of writing instruction. The study focuses on a group of writing teachers, participants in a staff development program, who have transformed their view of writing instruction and have come to understand it as an activity of collaborative curriculum-making. From their stories, we gain a better understanding of the possible…
Activist professionalism
Psychology (5 obras) · Mathematics education (4 obras) · Pedagogy (4 obras) · Computer Science (3 obras) · Reflective Practices in Education (3 obras) · Teacher Education and Leadership Studies (3 obras) · Context (archaeology (2 obras) · Hebrew (2 obras) · History (2 obras) · Linguistics (2 obras)