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Adapting the Process Writing Approach to English Language Learners with Special Needs: Using Visuals
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In: Master’s Theses and Projects (2015)
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Audacious Translation: On Being Haunted and Getting Lost on the Way to Translating Spivak. A Reflection on Spivak’s “Translating into English”
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In: Scholarship and Professional Work – Education (2015)
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Using Applied Theatre toward Culturally Responsive Teaching
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In: Scholarship and Professional Work – Education (2015)
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Eve Odiorne Sullivan, '62 (BardCorps)
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In: All Oral Histories (2015)
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"Doing" Close Reading: Investigating Text Complexity and Text Difficulty in the Secondary English Language Arts Context
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Examining the math attitudes, math self-efficacy, and STEM outcomes among native and non-native English speakers using a latent class analysis
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Dang, Myley. - : eScholarship, University of California, 2015
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In: Dang, Myley. (2015). Examining the math attitudes, math self-efficacy, and STEM outcomes among native and non-native English speakers using a latent class analysis. 0035: Education. Retrieved from: http://www.escholarship.org/uc/item/4fs1p24w (2015)
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Multimodal Tasks to Support Science Learning in Linguistically Diverse Classrooms: Three Complementary Perspectives
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In: Menon, Preetha Krishnan. (2015). Multimodal Tasks to Support Science Learning in Linguistically Diverse Classrooms: Three Complementary Perspectives. UC Santa Cruz: Education. Retrieved from: http://www.escholarship.org/uc/item/7mt6d3fr (2015)
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Addressing the Challenge of Family Involvement in the Schooling of English Language Learners in Elementary and Secondary School Settings
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Examining the Accuracy of Teachers’ Ratings of Working Memory in English Learners: A Validation Study
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In: Uppal, Harpreet Kaur. (2015). Examining the Accuracy of Teachers’ Ratings of Working Memory in English Learners: A Validation Study. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/4wk5x44m (2015)
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The Effects of English Language Learner Classification on Students’ Educational Experience and Later Academic Achievement
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Shin, Nami. - : eScholarship, University of California, 2015
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In: Shin, Nami. (2015). The Effects of English Language Learner Classification on Students’ Educational Experience and Later Academic Achievement. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/0s90j2h0 (2015)
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Social Studies Teachers and the Common Core: A Study of Instructional Practices, Teaching Conditions, and Professional Development
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In: Hipolito, Emma Delia. (2015). Social Studies Teachers and the Common Core: A Study of Instructional Practices, Teaching Conditions, and Professional Development. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/4sc173tm (2015)
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Abstract:
The Common Core State Standards in English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects lays out a role for history/social studies in the teaching of disciplinary literacy, writing, and speaking and listening. While the effects of the Standards on the teaching of English/Language Arts and Math has been a source of discussion, the impact on social studies instruction has not been studied. Through surveys (n= 217) and interviews (n=20), this explanatory sequential mixed methods study examines the practice of social studies teachers as it relates to the Standards approach to critical reading, historical inquiry, and argumentation. I also investigate the conditions that support or hinder these practices as well as access to professional development. Differences among schools in low-income communities and more affluent neighborhoods are considered as part of these lines of inquiry. My findings show that teachers in low- income schools are concerned about the academic preparedness of students to engage in Common Core activities. This is in spite of a finding that teachers in less affluent schools have a strong repertoire of literacy practices. Second, teachers are making changes to their practice. The most commonly cited change was a depth over breadth approach to the California History-Social Science Standards. Third, only a small percentage of teachers report that the Common Core Standards are integrated into the practices of teachers in their department. Thus, this study sheds light on the current practices of social studies teachers in California and the supports needed to enact the Common Core Standards.
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Keyword:
Common Core; Education; History; Social Studies; Teachers
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URL: http://www.escholarship.org/uc/item/4sc173tm http://n2t.net/ark:/13030/m51v88z6
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Comparing perceptions between dual language teachers and traditional public school teachers ...
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Weintraub, Daniel. - : University of Southern California Digital Library (USC.DL), 2015
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Math achievement and self-efficacy of linguistically and ethnically diverse high school students: their relationships with English reading and native language proficiency ...
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Son, Elena. - : University of Southern California Digital Library (USC.DL), 2015
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Form fluency in transactional discourse of college freshmen: An exploration toward a grounded theory. ...
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Cain, Betty Jean. - : University of Southern California Digital Library (USC.DL), 2015
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Factors contributing to the academic excellence of English language leaners: An analysis of the effectiveness of bilingual programs ...
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Duran, Fernando. - : University of Southern California Digital Library (USC.DL), 2015
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Methods to improve speech habits of fifth grade bilingual Spanish-speaking children. ...
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Furumura, Jack T.. - : University of Southern California Digital Library (USC.DL), 2015
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Exploring Reading and Writing Connections in the Synthesis Writing of Multilingual Students in a Second Language Writing Classroom
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1433507195 (2015)
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Worlds of words and pictures. Schmökern in englischsprachigen Bilderbüchern
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In: Dehn, Mechthild [Hrsg.]; Merklinger, Daniela [Hrsg.]: Erzählen - vorlesen - zum Schmökern anregen. Frankfurt am Main : Grundschulverband - Arbeitskreis Grundschule e.V. 2015, S. 223-232. - (Beiträge zur Reform der Grundschule; 139) (2015)
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The process and rate of acquisition by second language (L2) and bilingual first language (L1) child learners: A case study of Japanese morphology
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In: Research outputs 2014 to 2021 (2015)
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Predictors of attitudes toward the use of moodle for learning English in a blended learning environment in Cambodia
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