Promoting an ACTIVE START in disadvantaged preschool children: Influence of Project Skip

2010-06-23

Suggestions

Promoting an ACTIVE START in Preschoolers
Goodway, Jackie; Hürmeriç Altunsöz, Irmak; Titus, Shannon; Dunn, Robin (2009-12-11)
Promoting organ donation through mortality salience for different levels and orientations of religiosity
Derviş, Sıla; Sakallı Uğurlu, Nuray; Department of Psychology (2015)
The aim of the current thesis is to investigate the impact of mortality salience (MS) coupled with helping prime (HP) on the altruistic behavior of organ donation. For this purpose, individuals were randomly assigned to any of the four conditions: MS and HP, only MS, only HP, control. Besides, eight individual differences were controlled when testing this effect: altruism, religiosity, intrinsic and extrinsic religiosity, religious restrictions, death anxiety, belief in afterlife, and body unity. Moreover, ...
Promoting spontaneous speech in the EFL class
Norman, U (Wiley, 1996-12-01)
A common concern of teachers of English as a second or foreign language is how to stimulate their students to use English in spontaneous speech beyond the mechanical level of many textbooks. This article outlines a set of classroom activities to promote free oral interaction for EFL students at the intermediate level. Basically, an initial stage of individual preparation is recommended in order to give the students some confidence to use English freely in class. The responsibility of searching for topics an...
Promoting Interaction through Blogging in Language Classrooms
Gündüz, Müge (2016-07-01)
Promoting Conceptual Understanding with Explicit Epistemic Intervention in Metacognitive Instruction: Interaction Between the Treatment and Epistemic Cognition
Yerdelen Damar, Sevda; Eryılmaz, Ali (null; 2014-09-05)
This study investigated the effect of the metacognitive instruction in which students’ epistemic cognitions were explicitly addressed, on tenth-grade students’ conceptual understandings regarding force and motion. The participants of the study included 107 (49 female, 58 male) tenth-grade students at two public high schools. A quasi-experimental design was employed. Two intact classes of each school were randomly assigned to the experimental and control groups. The Force and Motion Conceptual Tests I and II...
Citation Formats
I. Hürmeriç Altunsöz, “Promoting an ACTIVE START in disadvantaged preschool children: Influence of Project Skip,” presented at the 15th ECSS, Antalya, Türkiye, 2010, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/94301.