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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7 8 9 10...189 Hits 101 – 120 of 3.778 101 Hope, Rage and Inequality: A Critical Humanist Inclusive Education Magill, Kevin; Rodriguez, Arturo In: Literacy, Language, and Culture Faculty Publications and Presentations (2015) BASE Show details 102 Undocumented: Stories of One and a Half Generation Mexican Migrant Students in the Pacific Northwest Boyer, Dennis Michael In: Boise State University Theses and Dissertations (2015) BASE Show details 103 Intercultural Ambassadors: Foreign Students’ Conflict and Expectations Revisited Cortes, Luz Elena In: College of Social Sciences and Public Affairs Presentations (2015) BASE Show details 104 The Foibles of Greed Bahruth, R. In: Literacy, Language, and Culture Faculty Publications and Presentations (2015) BASE Show details 105 Symbolic policy and the educational myth of biculturalism Lourie, Megan. - : Addleton Academic Publishers, 2015 BASE Show details 106 The lived experience of teaching mindfully in tertiary education. A hermeneutic phenomenological study Dorrestein, Marlies. - : Auckland University of Technology, 2015 BASE Show details 107 Student perceptions of academic advising and influence on retention : a study of first-semester, first-generation and continuing-generation college students at a liberal arts college Davis, Deborah A.. - 2015 BASE Show details 108 Immersive learning, multiliteracies and reflective practice through scrum Hashimov, Elmar. - 2015 BASE Show details 109 The Impact of Communication Methods on the Reading Development of Children with Cochlear Implants Groves, Alexandra "Ali". - 2015 BASE Show details 110 Eve Odiorne Sullivan, '62 (BardCorps) Odiorne Sullivan, Eve In: All Oral Histories (2015) BASE Show details 111 Ninth grade students' understanding of diffusion and osmosis after participation in direct or inquiry-based lessons : a mixed methods study. Dixon, Erin M., 1981-. - 2015 BASE Show details 112 Estimated effects of Breakfast in the Classroom on academic performance and human capital outcomes. Gutierrez, Emily K., 1989-. - 2015 BASE Show details 113 Linguistic complexity and the relationship to student achievement Flores, Charity Ann. - 2015 BASE Show details 114 Science Based Education for Students Who Are Deaf and/or Hard of Hearing Patalano, Francine In: Graduate Theses & Dissertations (2015) Abstract: Research studies have shown that if science is taught through inquiry using both hands-on and minds-on instruction, the theory of science-based learning would be the best method to teach students with disabilities (Luckner & Carter, 2001). In the field of Deaf education, it is well known that for a majority of students who are Deaf and/or Hard of Hearing (D/HH), American Sign Language (ASL) is their primary language with its own syntax and grammar. The English language is, in actuality, a Deaf student’s second language. With this in mind, students who are Deaf are functionally English-language learners (ELLs) or limited English proficient learners. Looking at students who are D/HH as actual ELLs, it would seem logical to research what has been used as best practices in teaching Hearing ELL students. Sutman (1993), Barrera, Shyyan, & Liu (2008), Echevarria (2005), and McCargo (1999) all came to the conclusion that exposure to hands-on, inquiry based science helped facilitate the acquisition of language and the development of cognitive skills to hearing English-language learners. If ELLs are successful in learning English through a science-based curriculum, can students who are D/HH do the same? This mixed methods research study gathered data to validate the need to use a science-centered curriculum to support reading comprehension with 4th and 5th grade students at a school for the Deaf in a northeastern, urban region of the United States. Findings from this action based phenomenological research study included an increase in vocabulary retention in science, as well as an increased trend line of correct responses during English Language Arts (ELA) classes. Along with this quantitative data, qualitative data was collected supporting the perspectives of both teachers and students in this mixed methods study. Six teachers and four students were interviewed that met the criteria of this study and concluded that motivation and experiential learning through the lens of science increased students’ ability to retain information, as well as word identification, compared to an English-centered curriculum. Keyword: Constructivism; Deaf; Deaf Education; Education; ELL; Hard of Hearing; Reading Comprehension URL: https://scholarworks.arcadia.edu/grad_etd/1 https://scholarworks.arcadia.edu/cgi/viewcontent.cgi?article=1000&context=grad_etd BASE Hide details 115 Influences of Intensive Professional Development in Writing Instruction on Teachers' Dispositions and Self-Efficacy: It's a Matter of Practice Dismuke, Sherry In: Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations (2015) BASE Show details 116 Transforming the Legal Studies Classroom: Clickers and Engagement Park, Susan; Farag, Denise In: Management Faculty Publications and Presentations (2015) BASE Show details 117 Flipping the Classroom and Student Performance in Advanced Statistics: Evidence from a Quasi-Experiment Touchton, Michael In: Political Science Faculty Publications and Presentations (2015) BASE Show details 118 A Glimpse into Secondary Students’ Understanding of Functions Brendefur, Jonathan L.; Hughes, Gwyneth; Ely, Robert In: Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations (2015) BASE Show details 119 The Effect of Order Between Direct Instruction and Exploration on Connection to and Transfer of Variability Koch, Kathleen J. In: Boise State University Theses and Dissertations (2015) BASE Show details 120 Du décalage entre prescription et acquisition des élèves en fin de scolarité obligatoire en France : quels enseignements tirer de 98 dictées de 3e ? BRISSAUD, Catherine In: ISSN: 0184-7732 ; EISSN: 2107-0857 ; Le Français Aujourd'hui ; https://hal.univ-grenoble-alpes.fr/hal-01865944 ; Le Français Aujourd'hui, Armand Colin / Dunod ; Association française des professeurs de français ; Association française des enseignants de français (AFEF), 2015, 190, pp.61-70. ⟨10.3917/lfa.190.0061⟩ (2015) BASE Show details Page: 1 2 3 4 5 6 7 8 9 10...189

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