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NC DOCKS at The University of North Carolina at Greensboro (251)
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Hits 81 – 100 of 251
81
Treatment of Metaphor Interpretation Deficits Subsequent to Traumatic Brain Injury
Lundgren, Kristine
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2013
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82
Developing the BIO Questionnaire: A Bilingual Parent Report Tool for Prekindergarten English Learners of Latino Heritage
Scott-Little, Catherine
;
Hardin, Belinda J
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2013
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83
“One Percenters”: Black Atheists, Secular Humanists, and Naturalists
Hart, William D.
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2013
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84
The relationships between multicultural counseling competence, cultural immersion, & cognitive/emotional developmental styles: implications for multicultural counseling training
NC DOCKS at The University of North Carolina at Greensboro
;
Shannonhouse, Laura R.
. - 2013
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85
The effects of professional practice of a systematic approach to the professional development of ESL teachers in the area of writing
Hales, Kelly Kristina
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2013
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86
Intergenerational Relations and Elder Care Preferences of Asian Indians in North Carolina
NC DOCKS at The University of North Carolina at Greensboro
;
Sudha, S.
. - 2013
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87
The Role of Persistence at Preschool Age in Academic Skills at Kindergarten
Calkins, Susan D.
;
Leerkes, Esther M.
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2013
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88
Children's sociolinguistic evaluations of nice foreigners and mean Americans
DeJesus, Jasmine M.
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2013
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89
Isang Yun's musical bilingualism: serial technique and Korean elements in Fünf Stücke für Klavier (1958) and his later piano works
Lee, Ko Eun
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2012
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90
Chaos, Poverty, and Parenting: Predictors of Early Language Development
Mills-Koonce, Roger
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2012
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91
Another Waste Land: Gabriela Mistral in 1922
Cabello-Hutt, Claudia
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2012
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92
The Internal Other: Exploring the Dialectical Relationship between Regional Exclusion and the Construction of National Identity
Johnson, Corey
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2012
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93
Using Relational Dialectics to Address Differences in Community-Campus Partnerships
Janke, Emily
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2012
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94
Your love is safe with me
NC DOCKS at The University of North Carolina at Greensboro
;
Wheeler, Anna Marie
. - 2012
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95
Are there two distinct types of hypocone in Eocene primates? The “pseudohypocone” of notharctines revisited
Anemone, Robert
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2012
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96
Toward a translingual composition: ancient rhetorics and language difference
Ray, Brian
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2012
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97
A prelearning manipulation falsifies a pure associational deficit account of retrieval shift during skill acquisition.
NC DOCKS at The University of North Carolina at Greensboro
;
Touron, Dayna R.
. - 2012
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98
The effective practices of culturally responsive English as a second language teachers in the high school setting: a case study
Brown, Deidra Annette
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2012
Abstract:
Little attention has been given to the voices of English as a Second Language (ESL) teachers at the secondary level in sharing effective strategies that are responsive in meeting the needs of culturally and/or linguistically diverse students; the purpose of this study is to reveal those practices. For many culturally and/or linguistically diverse learners, American public schools have not provided them with a high-quality, equitable education that will prepare them to compete in a global society. An urgent need in research is to identify effective instructional practices that can be used by all educators to address the academic and social challenges that culturally and/or linguistically diverse students encounter both inside and outside of the school community. The purpose of this study is to discover how the practices of ESL teachers have a positive impact on the academic and social development of diverse learners. This qualitative study involving two ESL teachers at the high school level will explore their effective practices and how those practices address the academic and social needs of culturally and/or linguistically diverse students. The findings of this study shed light on how the effective practices of culturally responsive ESL teachers lead to instruction that can result in academic achievement for all learners in any classroom setting. This research has the potential to lend valuable insight into policies and procedures educational leaders develop to create culturally competent learning environments in which all students, particularly culturally and/or linguistically diverse learners, can flourish.
Keyword:
Effective teaching $z North Carolina $v Case studies
;
English language $x Study and teaching (Secondary) $x Foreign speakers
;
English teachers $z North Carolina $v Case studies
;
Multicultural education $z North Carolina $v Case studies
;
Teacher effectiveness $z North Carolina $v Case studies
URL:
http://libres.uncg.edu/ir/uncg/f/Brown_uncg_0154D_11067.pdf
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99
We-Talk, Communal Coping, and Cessation Success in a Couple-Focused Intervention for Health Compromised Smokers
Jensen, Michaeline
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2012
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100
South African Rubber and Clay: Material Challenges to the Global Nomad
NC DOCKS at The University of North Carolina at Greensboro
;
Perrill, Elizabeth A.
. - 2012
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