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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 Hits 1 – 20 of 104 1 High-performing English learners’ limited access to four-year college Kanno, Yasuko. - : Columbia University, Teachers College, 2018 BASE Show details 2 The practices of exemplary teachers of poetry in the secondary English-language arts classroom Harris, Karen Lee. - 2018 BASE Show details 3 What Influences the Effect of Texting-Based Instruction on Vocabulary Acquisition?: Learners’ Behavior and Perception Li, Jia; Deng, Qizhen In: Literacy, Language, and Culture Faculty Publications and Presentations (2018) BASE Show details 4 English Transition Courses in Context: Preparing Students for College Success Griffin, Sarah. - : Community College Research Center, Teachers College, Columbia University, 2018 BASE Show details 5 “It’s Dangerous to Go Alone”: An Autoethnography of College English Students Reading Video Games as Texts Villarreal, Benjamin. - 2018 BASE Show details 6 Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos de los Ríos, CV In: Reading Research Quarterly, vol 53, iss 4 (2018) BASE Show details 7 Active Learning for International Student Users of English as a Second Language in Higher Education: Help or Hindrance? Stillwell, Christopher. - : eScholarship, University of California, 2018 In: Stillwell, Christopher. (2018). Active Learning for International Student Users of English as a Second Language in Higher Education: Help or Hindrance?. UC Irvine: Education. Retrieved from: http://www.escholarship.org/uc/item/4tp5s6pk (2018) Abstract: In STEM fields of higher education, complex content and low rates of student persistence have led to the use of active learning practices to help students engage with and understand course material. Although research indicates that these practices are generally effective, there is cause for concern that they may be ill-suited to second language users of English who are international students (ISs), particularly if these students prefer traditional instruction or lack confidence in their speaking skills. To investigate this concern, this mixed-methods, classroom-based study examines the case of a large undergraduate introductory biology course characterized by the use of such active learning components as open discussion, clickers, peer instruction, small group work, and collaborative quizzes, all supported by a highly structured course design and multiple online and face-to-face supplementary resources. Course enrollment included dozens of first-year ISs, many of whom were from China. Drawing on institutional data, grades, survey responses, interviews with students and instructional staff, field notes, and other data, this study investigates the impact of active learning on ISs’ content and language development. Comparison of grades reveals that ISs performed approximately as well as their non-IS peers in this context, but multiple linear regression analysis shows that ISs’ grades were low relative to their non-linguistic academic ability as represented by their SAT math scores. Language skill appeared to have had an impact on their achievement, as there was a significant positive relationship between IS’s TOEFL scores and their grades. Constructivist analysis of open-ended data suggests that ISs generally found active learning beneficial, but that reluctance to speak could impact their participation. They reported that the greatest language challenges were related to vocabulary, speaking, and reading, and that such course components as pre-lecture lists of key terms, supplementary reading guides, peer instruction, and collaborative quizzes helped them learn the content and develop language skills. In addition, Chinese students accessed valuable extra-curricular support within their L1 community by communicating via the social media app WeChat. Taken together, the analysis suggests that active learning practices hold potential benefits for ISs, but that adaptations may be necessary to maximize their effectiveness. Keyword: active learning; classroom-based research; Education; English as a Second Language; higher education; international students; STEM URL: http://www.escholarship.org/uc/item/4tp5s6pk BASE Hide details 8 Reading under the Common Core: Latinx Students’ Agency and Meaning-Making Practices in Peer Discussions about Text Aragon, Maria Jose. - : eScholarship, University of California, 2018 In: Aragon, Maria Jose. (2018). Reading under the Common Core: Latinx Students’ Agency and Meaning-Making Practices in Peer Discussions about Text. 0035: Education. Retrieved from: http://www.escholarship.org/uc/item/79g2d3t7 (2018) BASE Show details 9 Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity Canillas, Jennifer. - : eScholarship, University of California, 2018 In: Canillas, Jennifer. (2018). Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/8219c776 (2018) BASE Show details 10 Acquisition of Second Language Prosody and the Role of Prosody in Discourse: A Study of English Speakers’ Korean and Korean Speakers’ English Lee, Heeju. - : eScholarship, University of California, 2018 In: Lee, Heeju. (2018). Acquisition of Second Language Prosody and the Role of Prosody in Discourse: A Study of English Speakers’ Korean and Korean Speakers’ English. UCLA: Asian Languages & Cultures 00A9. Retrieved from: http://www.escholarship.org/uc/item/0mz329t3 (2018) BASE Show details 11 Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough Estrada, Peggy In: Estrada, Peggy. (2018). Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough. American Educational Research Journal, 55(2). UC Santa Cruz: Retrieved from: http://www.escholarship.org/uc/item/6wh423bk (2018) BASE Show details 12 The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma Cano, Sandra E. - : eScholarship, University of California, 2018 In: Cano, Sandra E. (2018). The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma. UCLA: Education. Retrieved from: http://www.escholarship.org/uc/item/2k53b8nd (2018) BASE Show details 13 Long Term English Learners: Success for Some Casillas, Jacqueline. - : eScholarship, University of California, 2018 In: Casillas, Jacqueline. (2018). Long Term English Learners: Success for Some. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/1vd9p1v6 (2018) BASE Show details 14 Exploring Charter High School English Teachers’ Perceptions of College-Ready Literacy Her, Yer Kathy. - : eScholarship, University of California, 2018 In: Her, Yer Kathy. (2018). Exploring Charter High School English Teachers’ Perceptions of College-Ready Literacy. UCLA: Education. Retrieved from: http://www.escholarship.org/uc/item/5mk283jn (2018) BASE Show details 15 Adolescent Newcomer Programming in Superdiverse Contexts: Continua, Trajectories, Ideologies, and Outcomes Seilstad, Brian, Seilstad In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1528875322142932 (2018) BASE Show details 16 Shades of Deeper Meaning: A Phenomenological Study of Dialect Variance among 21st Century Rural Midwestern High School Students Nelson, Rebecca M In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1524672085289361 (2018) BASE Show details 17 An Exploratory Sequential Study of Chinese EFL Teachers' Beliefs and Practices in Reading and Teaching Reading Gao, Yang In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1530466162080381 (2018) BASE Show details 18 Academic Writing of Multilingual Undergraduates: Identity and Knowledge Construction Across Five Disciplines Cheng, Chiuyee Dora In: http://rave.ohiolink.edu/etdc/view?acc_num=osu153187612119893 (2018) BASE Show details 19 Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study Mann, Nicole M In: http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588 (2018) BASE Show details 20 How Trustworthy is She? : Perception of International Students Toward International Peer Tutors in Writing Centers Rahman, Romaisha In: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525176509068285 (2018) BASE Show details Page: 1 2 3 4 5 6

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