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Hope, Rage and Inequality: A Critical Humanist Inclusive Education
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In: Literacy, Language, and Culture Faculty Publications and Presentations (2015)
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102 |
Undocumented: Stories of One and a Half Generation Mexican Migrant Students in the Pacific Northwest
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In: Boise State University Theses and Dissertations (2015)
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103 |
Intercultural Ambassadors: Foreign Students’ Conflict and Expectations Revisited
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In: College of Social Sciences and Public Affairs Presentations (2015)
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104 |
The Foibles of Greed
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In: Literacy, Language, and Culture Faculty Publications and Presentations (2015)
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106 |
The lived experience of teaching mindfully in tertiary education. A hermeneutic phenomenological study
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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
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108 |
Immersive learning, multiliteracies and reflective practice through scrum
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Abstract:
Access to thesis permanently restricted to Ball State community only. ; This dissertation examines how students in an interdisciplinary, immersive learning studio course applied writing, multiliteracies, and reflective practice to achieve complex individual and group objectives. The project is based on a semesterlong qualitative case study exploring the team’s lived experience and literacy practices, and it applies activity theory and writing, activity, and genre research as a theoretical and analytic frame to trace the complex interplays of the team’s writing, communication, collaborative activity, and use of genres. The study findings indicate that navigating through interdisciplinary multiliteracies and activity system contradictions, framed by Scrum, students gained valuable learning experiences made possible by immersive learning—which ultimately expands the field’s understanding of multiliteracy practices, interdisciplinarity, and collaborative learning. ; Department of English ; Thesis (Ph. D.)
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Keyword:
Active learning -- Case studies; English language -- Rhetoric -- Study and teaching (Higher) -- Case studies; Group work in education -- Case studies; Scrum (Computer software development) -- Case studies
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URL: http://cardinalscholar.bsu.edu/handle/123456789/199822
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109 |
The Impact of Communication Methods on the Reading Development of Children with Cochlear Implants
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110 |
Eve Odiorne Sullivan, '62 (BardCorps)
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In: All Oral Histories (2015)
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111 |
Ninth grade students' understanding of diffusion and osmosis after participation in direct or inquiry-based lessons : a mixed methods study.
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112 |
Estimated effects of Breakfast in the Classroom on academic performance and human capital outcomes.
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113 |
Linguistic complexity and the relationship to student achievement
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114 |
Science Based Education for Students Who Are Deaf and/or Hard of Hearing
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In: Graduate Theses & Dissertations (2015)
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115 |
Influences of Intensive Professional Development in Writing Instruction on Teachers' Dispositions and Self-Efficacy: It's a Matter of Practice
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In: Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations (2015)
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116 |
Transforming the Legal Studies Classroom: Clickers and Engagement
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In: Management Faculty Publications and Presentations (2015)
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117 |
Flipping the Classroom and Student Performance in Advanced Statistics: Evidence from a Quasi-Experiment
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In: Political Science Faculty Publications and Presentations (2015)
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118 |
A Glimpse into Secondary Students’ Understanding of Functions
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In: Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations (2015)
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119 |
The Effect of Order Between Direct Instruction and Exploration on Connection to and Transfer of Variability
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In: Boise State University Theses and Dissertations (2015)
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120 |
Du décalage entre prescription et acquisition des élèves en fin de scolarité obligatoire en France : quels enseignements tirer de 98 dictées de 3e ?
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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)
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