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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 115 1 Patterns of Literacy Among Young ELLS: Transitioning From Early to Academic Literacy ... Browning, Adam. - : Werklund School of Education, 2021 BASE Show details 2 Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ... Kunnel, Johnson. - : Werklund School of Education, 2021 BASE Show details 3 Exploring Trajectories of Language Development in Children with Autism Spectrum Disorder Across Multiple Measures ... Hart, Chelsie Miko. - : Arts, 2020 BASE Show details 4 Student engagement using multiple-attempt 'Weekly Participation Task' quizzes with undergraduate nursing students Hughes, Mitch (R18800); Salamonson, Yenna (R8521); Metcalfe, Lauren-Leigh (R17426). - : U.K., Elsevier, 2020 BASE Show details 5 Acculturation Experiences of Asian Indian Immigrant Math and Science Teachers in a K-12 Urban School District in Ohio Sharma-Chopra, Loveleen In: ETD Archive (2019) BASE Show details 6 African American Vernacular English and the Achievement Gap: How Teacher Perception Impacts Instruction and Student Motivation Salih, Suweeyah S. In: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564758333725021 (2019) BASE Show details 7 ACCULTURATION EXPERIENCES OF ASIAN INDIAN IMMIGRANT MATH AND SCIENCE TEACHERS IN A K-12 URBAN SCHOOL DISTRICT IN OHIO SHARMA-CHOPRA, LOVELEEN, PhD In: http://rave.ohiolink.edu/etdc/view?acc_num=csu1560815677597794 (2019) BASE Show details 8 Pedagogy, curriculum and assessment : multimodal practices that engage students with and in learning Zammit, Katina (R8893). - : U.S., Routledge, 2019 Abstract: In classrooms, where students are taught to understand and create multimodal texts, a shift is required in the discourse through which curriculum, pedagogy and assessment are realised (Bernstein, 1990, 1996). In such classrooms, students perceive themselves as knowledgeable and capable learners who view themselves positively as literate participants contributing to knowledge-building in the classroom. Written, spoken or multimodal texts, including print and digital texts, feature in the language, literacy and literature strands of the Australian Curriculum: English (Australian Curriculum Assessment and Reporting Authority (ACARA), 2012, p. 5). Across the three strands literacy and being literate are related to representing and understanding meaning in a range of modes and contexts, a perspective that can be understood as socio-cultural (Street, 1998). If, in response to recent pressure, the narrowing of the English curriculum restricts literacy learning to the decontextualised learning of phonics and language-based skills associated with rote learning, drill and repetitive practice (Luke, 2010), the result may be further disadvantage, or disengagement from learning for students who live in poverty or come from culturally and linguistically diverse backgrounds. Students strive and thrive when teachers challenge the pedagogy of indifference and create classrooms where instructional practices assist students to think hard (high cognitive), get actively involved (high operative) and connect emotionally (high affective) with content and classroom practices (Zammit & Sawyer, 2018). In such classrooms students perceive themselves as participants in learning, school and education. While achievement of curriculum outcomes is important in tracking the progress of individual students and attending to their different needs, it is not the only consideration that should drive pedagogic decision-making. This chapter draws on research undertaken in two Year 3 classes and one Year 5 class where multimodal and new literacies practices were embedded in the classroom. This included explicit teaching about the design of multimodal texts, with Year 3 focusing on radio commercials, advertising brochures and mini-documentaries about animals and Year 5 focusing on picture book key modal resources such as shots, oral expression, selection of mood in sentences, as well as the technological affordances of different apps. It describes the instructional practices that provided opportunities in the Year 3 and Year 5 classrooms for students to develop semiotic understandings in association with the use of tablets and the ways these practices reinforced engaging messages for students. Keyword: blended learning; curriculum planning; education; educational tests and measurements; study and teaching (elementary); XXXXXX - Unknown URL: http://handle.westernsydney.edu.au:8081/1959.7/uws:52542 https://ebookcentral.proquest.com/lib/uwsau/reader.action?docID=5502806&ppg=62 BASE Hide details 9 Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy Stabler-Havener, Michelle L.. - 2018 BASE Show details 10 Comparative Use of the Ages and Stages Questionnaires in Low‐ and Middle‐Income Countries Small, Jason W.; Hix-Small, Hollie; Vargas-Baron, Emily... In: Special Education Faculty Publications and Presentations (2018) BASE Show details 11 Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy ... Stabler-Havener, Michelle L.. - : Columbia University, 2018 BASE Show details 12 Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy Michelle L. Stabler-Havener In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 1-22 (2018) (2018) BASE Show details 13 Vocabulary Use in Academic-Track High-School English Literature Diploma Exam Essay Writing and its Relationship to Academic Achievement ... Pinchbeck, Geoffrey George. - : Graduate Studies, 2017 BASE Show details 14 Ignoring Disadvantaged Students: Caveats of the ELA Regents Exam Beltran, Jorge Luis. - 2016 BASE Show details 15 "That's the test?" Washback Effects of an Alternative Assessment in a Culturally Heterogeneous EAP University Class Carrigan, Abigail Bennett In: Dissertations and Theses (2016) BASE Show details 16 An Investigation of Productive Vocabulary in Upper Elementary: Corpus-Based Lexical Analysis of Grade 4 Learners' Expository Writing ... Wojtalewicz, Brock James. - : Graduate Studies, 2016 BASE Show details 17 Ignoring Disadvantaged Students: Caveats of the ELA Regents Exam ... Beltran, Jorge Luis. - : Columbia University, 2016 BASE Show details 18 Assessing Meaning ... Purpura, James Enos. - : Columbia University, 2016 BASE Show details 19 Development and initial validation of a questionnaire to assess the reading beliefs of undergraduate students: The Cuestionario de Creencias sobre la Lectura Lordán Arias, Eva; Solé, Isabel; Salvador Beltrán, Francesc. - : Wiley, 2016 BASE Show details 20 Examination of primary school teachers' analysis of literacy assessment data Zevenbergen, Mary-Anne In: Theses (2016) BASE Show details Page: 1 2 3 4 5 6

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