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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...17 Hits 61 – 80 of 331 61 Enacting Rhetorical Listening: A Process to Support Students’ Engagement with Challenging Course Readings Rivera-Mueller, Jessica In: Journal on Empowering Teaching Excellence (2020) BASE Show details 62 The Importance of Professional Development: A Critical Discourse Analysis Surrounding the Teaching of California’s Multilingual Students Macias, Heather Christina. - : eScholarship, University of California, 2019 BASE Show details 63 Posing for the Camera: An Analysis of Pre-service Teachers’ Discursive Practices During a Video Analysis Session Barnes, Meghan; Falter, Michelle In: i.e.: inquiry in education (2019) BASE Show details 64 Differentiated homework: Impact on student engagement Keane, Gearóid; Heinz, Manuela. - : Scholar Commons, University of South Florida, 2019 BASE Show details 65 Les savoirs à la base de la formation à l’enseignement au Québec, en Ontario et en Suisse Morales-Perlaza, Adriana; Buser, Melanie; Tardif, Maurice. - : Revue des sciences de l’éducation, 2019. : Érudit, 2019 BASE Show details 66 Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception Cosme-Jesús Gómez-Carrasco; José Monteagudo-Fernández; Juan-Ramón Moreno-Vera... In: Education Sciences ; Volume 9 ; Issue 4 (2019) BASE Show details 67 Analysis of academic procrastination in professional students of a tertiary training programme Han, Binglan; Li, F.; Parsons, David. - 2019 BASE Show details 68 Exploring Preservice Teachers’ Perspectives on Dual Language Education Ross, Kylie. - : Digital Commons @ University of South Florida, 2019 In: Graduate Theses and Dissertations (2019) BASE Show details 69 Analysis of academic procrastination in professional students of a tertiary training programme Han, Binglan; Li, F.; Parsons, David. - 2019 BASE Show details 70 Analysis of academic procrastination in professional students of a tertiary training programme Han, Binglan; Li, F.; Parsons, David. - 2019 BASE Show details 71 Reclaiming student voice(s): Constituted through process, or embedded in practice? Hall, Valerie In: 50 ; 1 ; 125 ; 144 (2019) BASE Show details 72 What and Whom Are We Teaching? Ideologies, Practices, and Preparation of First-Year Composition Teachers He-Weatherford, Zhenzhen. - 2019 BASE Show details 73 Discourse markers and lecture structure: their role in listening Comprehension and EMI lecturer training Martín del Pozo, María Ángeles. - 2019 BASE Show details 74 Building Pathways: Nurturing a Female Generation of School Leaders in China Qin, Lixia; Torres, Mario; Madsen, Jean In: Journal of Women in Educational Leadership (2019) BASE Show details 75 “I Felt Valued”: Multilingual Microteachings and the Development of Teacher Agency in a Teacher Education Classroom Catalano, Theresa; Moundiba, Hanihani C. Traore; Pir, Hadi In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2019) BASE Show details 76 Alignment of curricula, pedagogies, assessments, outcomes, and standards in Vietnamese English language teacher education Nguyen Thi Phuong, Lan. - 2019 BASE Show details 77 Learning Linguistics, Teaching for Change: Preparing Secondary Educators to More Equitably Teach Disciplinary Literacies Accurso, Kathryn In: Doctoral Dissertations (2019) Abstract: This dissertation explores ways to better prepare secondary teachers in the United States for more equitably teaching disciplinary literacies to English language learners (ELLs), a current goal of many teacher educators, literacy researchers, and applied linguists that is echoed in federal and state-level education policy. Specifically, it investigates the affordances and constraints of using a critical social semiotic approach to secondary teacher education for this purpose. The dissertation is structured as a set of three research papers, each of which addresses a different aspect of this topic. The first paper draws on existing literature to explore how a critical social semiotic approach has been used in recent K-12 teacher education and professional development efforts across the United States and to what effect. The second and third papers are empirical studies that seek to build on and add to this body of literature. Data for these papers was collected in the context of a mandated one-semester course designed to prepare secondary pre-service teachers across content areas to better support the disciplinary literacy development of students designated as ELLs. The second paper draws on pre- and post-course survey data to explore changes in 55 secondary pre-service teachers’ literacy teaching practices after they were introduced to a critical social semiotic perspective, specifically how they gave feedback on disciplinary writing. The third paper takes a more longitudinal approach to studying professional development in this same group of pre-service teachers. It combines qualitative case study and quantitative survey methods to more holistically explore what kinds of knowledge, beliefs, and practices these teachers developed over two years as they experienced multiple and, at times, contradictory discourses about language, language learners, and literacy teaching and learning during their pre-service programming, student teaching experiences, and first year of in-service teaching. Cumulatively, this dissertation contributes to existing research in teacher education, literacy studies, and applied linguistics by offering a comprehensive literature review and additional empirical information regarding the opportunities and challenges of using a critical social semiotic approach to supporting secondary pre-service teachers’ development as disciplinary literacy teachers and, possibly, change agents. Keyword: critical social semiotics; disciplinary literacies; Language and Literacy Education; mixed methods; Secondary Education and Teaching; Systemic functional linguistics; teacher education; teacher professional development URL: https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=2604&context=dissertations_2 https://scholarworks.umass.edu/dissertations_2/1555 BASE Hide details 78 Recursos digitales y metodología didáctica en la formación inicial de docentes de Historia Miralles Martínez, Pedro; Gómez Carrasco, Cosme Jesús; Arias, Víctor B.... In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 61, 2019, pags. 45-56 (2019) BASE Show details 79 Efectividad de los MOOC para docentes en el uso seguro de las TIC Gordillo Méndez, Aldo; López, Sonsoles; Barra, Enrique In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 61, 2019, pags. 103-112 (2019) BASE Show details 80 Competencia de futuros docentes en el área de seguridad digital Gallego Arrufat, María Jesús; Torres Hernández, Norma Helena; Pessoa, Teresa In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 61, 2019, pags. 57-67 (2019) BASE Show details Page: 1 2 3 4 5 6 7 8...17

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