Titlebook: Nonequilibrium Carrier Dynamics in Semiconductors; Proceedings of the 1 M. Saraniti,U. Ravaioli Conference proceedings 20061st edition Spri

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I. Kudyk,L. Wischmeier,T. Voss,I. Rückmann,J. Gutowskirds of 8 to 11-year-old boys could be classified as nail biters, (Malone and Master, 1952). Although the habit is very common Smith (1975) found that 90 per cent of nail biters are willing to be helped to break the habit. Concern about the habit is generally related to the resulting ugly appearance

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M. Yamaguchi,H. Tanaka,M. Yokoi,H. Takagi,N. Sawakistoral care. At its simplest level, this latter involvement means the teacher is concerned with helping the child solve his personal problems and take decisions about how to lead his life. These problems and decisions will hinge on such issues as friendships with other children, relationships with p

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S. Trumm,M. Wesseli,H. Krenner,D. Schuh,M. Bichler,J. J. Finley,M. Betz be argued that they have more expertise and experience in rating test-takers’ performances than most test developers. Therefore, it seems only logical to include them in the development of rating scales. This applies to both scenarios in which teachers are only responsible for preparing students fo

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T. Kuhn,B. Krummheuer,V. M. Axtlthough the literature shows that the reliability of oral assessments is often threatened by rater variability, to date the role of teacher beliefs in teacher-rater judgements has received little attention. This exploratory qualitative study conducted in Singapore identified teachers’ beliefs about

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P. Machnikowski,V. M. Axt,T. Kuhn,L. Jacakver, for individuals who have a disability affecting language and its development. This chapter explores the implication of this issue for educational practice, specifically key issues to consider for teachers who are involved (or potentially involved) in educational assessment of this varied popula

SAGE

L. Bonci,M. Macucci,G. Iannaccone,M. G. Palaver, for individuals who have a disability affecting language and its development. This chapter explores the implication of this issue for educational practice, specifically key issues to consider for teachers who are involved (or potentially involved) in educational assessment of this varied popula

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Gustatory

S. Winnerl,A. Dreyhaupt,F. Peter,D. Stehr,M. Helm,T. Dekorsyzed by increasing levels of complexity and uncertainty. Our approach takes the school as the unit of analysis and a valid alternative from which to promote sustainable improvement processes. We are interested in considering the possibilities of distributed forms of leadership in promoting and sustai

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J. Lloyd-Hughes,E. Castro-Camus,M. D. Fraser,H. H. Tan,C. Jagadish,M. B. Johnstoner of teacher leaders: Their roles, influence, and impact. Kappa Delta Pi and Routledge, 2015; Frost, International teacher leadership project: Phase 1. University of Cambridge, 2011; Lambert, Leadership capacity for lasting school improvement. Association for Supervision and Curriculum Development,