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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...19 20 21 22 23 Hits 441 – 460 of 460 441 Using CAI to Teach Vocabulary Concepts. Block,Karen K; McCaslin,Ellen S In: DTIC AND NTIS (1978) BASE Show details 442 Instructional Strategies for Vocabulary Development in the Context of a Prescriptive Model Block, Karen K; Frezza, Dan; Greeno, John... In: DTIC AND NTIS (1978) BASE Show details 443 Survey of Technical Manual Readability and Comprehensibility Curran,Thomas E In: DTIC AND NTIS (1977) BASE Show details 444 Teaching a Large Russian Language Vocabulary by the Mnemonic Keyword Method. Raugh,Michael R.; Schupbach,Richard D.; Atkinson,Richard C. In: DTIC AND NTIS (1975) BASE Show details 445 A Mnemonic Method for the Acquisition of a Second-Language Vocabulary. Raugh,Michael R.; Atkinson,Richard C. In: DTIC AND NTIS (1974) BASE Show details 446 An Application of the Mnemonic Keyword Method to the Acquisition of a Russian Vocabulary Atkinson, Richard C; Raugh, Michael R In: DTIC AND NTIS (1974) BASE Show details 447 Research in Computer-Assisted Explanation Applied to Navy Training Manuals. Berkeley,Edmund C. In: DTIC AND NTIS (1972) BASE Show details 448 Towards the Automatic Generation of Programmed Foreign-Language Instructional Materials. Van Campen,Joseph A. In: DTIC AND NTIS (1971) BASE Show details 449 Space Programming Language/Mark II (SPL/MK II) Programmer's Manual. In: DTIC AND NTIS (1970) BASE Show details 450 SUPPLEMENTARY EXERCISES FOR BASIC COURSE. UNITS 1-15 Salazar, Robert J. In: DTIC AND NTIS (1967) BASE Show details 451 COMPUTER-ASSISTED EXPLANATION: A GUIDE TO EXPLAINING: AND SOME WAYS OF USING A COMPUTER TO ASSIST IN CLEAR EXPLANATION Berkeley, Edmund C. In: DTIC AND NTIS (1967) BASE Show details 452 Word Frequencies in Technical Instruction. In: DTIC AND NTIS (1964) BASE Show details 453 Referenzrahmen zur altersspezifischen Sprachaneignung Knopp, Matthias; Bredel, Ursula (Hrsg.); Mihaylov, Vesselin. - Berlin [u.a.] : BMBF, Referat Bildungsforschung BLLDB UB Frankfurt Linguistik Show details 454 Contextual Vocabulary Acquisition: From Algorithm to Curriculum William J. Rapaport; Michael W. Kibby In: http://philpapers.org/archive/RAPCVA-2/ BASE Show details 455 Contextual Vocabulary Acquisition: From Algorithm to Curriculum William J. Rapaport; Michael W. Kibby In: http://www.cse.buffalo.edu/~rapaport/CVA/reading4CgSJnl.pdf BASE Show details 456 Teaching Semantic Prosody of English Verbs through the DDL Approach and its Effect on Learners ' Vocabulary Choice Appropriateness in a Persian EFL Context Niloofar Mansoory In: http://www.journals.aiac.org.au/index.php/alls/article/download/327/324/ BASE Show details 457 Word consciousness and individual application of academic vocabulary through written, oral, and visual response to historical fiction and nonfiction literature in fifth-grade social studies. Jack, Ashlie R.. - : Kansas State University, August BASE Show details 458 Knowledge banks: using technology to enhance vocabulary development Guy, Denise M.. - : Kansas State University, December BASE Show details 459 Taking instructional coaching up a notch: The impact of BDI on vocabulary teaching and learning Intriago-Palacios, Eder A.. - May Abstract: Doctor of Philosophy ; Curriculum and Instruction Programs ; Socorro G. Herrera ; This quantitative study was designed to examine Biography-Driven Instruction Coaching’s effect on increasing English vocabulary by third grade emergent bilinguals in Ecuador. The review of the literature on instructional coaching as a form of teacher professional development shows it has not been extensively researched; less so used in combination with the Biography-Driven Instruction method, as an EFL method with emergent bilinguals. One of the main purposes of this study was to accelerate language proficiency in emergent bilinguals by coaching EFL teachers by using Biography-Driven Instruction Method. This research and its experiment were meant to create a precedent study that would be followed by researchers and teaching professionals to examine, explore, and manage teacher professional development processes aimed at impacting student achievement. The research question and the hypotheses were examined through a quantitative research study, which followed a non-randomized control trial design. The study participants were on the one hand, EFL teachers form public schools located on the west coast of Ecuador, and their emergent bilinguals. Emergent bilinguals in experimental and control groups were assessed at two points to determine whether there was a difference in the gained scores on the posttest. Six lesson plans based on the principles of the Biography Driven Instruction method were designed and applied by EFL teachers in partnership with an instructional coach, to increase the level of performance measured by the Pre-A1 Starters. A control group was used to measure the effectiveness of the intervention. Vocabulary learning is an important part of learning to read and learning to communicate appropriately. Its teaching requires research-based and theory-driven strategies which the Biography-Driven Instruction method, is argued here, may help accelerate. Through quantitative data collection, organization and statistical analysis, it was discovered that there was no statistically significant effect of BDI coaching on the vocabulary scores obtained by the emergent bilinguals in the experimental group. The findings of this study, despite this unexpected result, might render an additional support to the theory of instructional coaching as an effective way of providing teacher professional development when used in combination with a method of instruction that attends to the biographies of the EFL teachers. Finally, this study raises awareness among EFL professional developers of the use of instructional coaching, in combination with tenets from the Biography Instruction Method, as more robust way of providing quality instruction. Both EFL teachers and the coach partner up towards a common goal: helping emergent bilinguals succeed. Through this study, teachers’ professional developers might continue their search of effective ways to aid EFL teachers in providing quality instruction. In turn, EFL teachers may see in the assistance from a coach and in the BDI method a new avenue for meeting their aspirations to produce higher student achievement. And emergent bilinguals from all primary school grades may find in this powerful coach-teacher combination a possible long-term solution to advancing their pluricultural and plurilingual competence. Keyword: biography driven instruction; EFL; emergent bilinguals; instructional coaching; vocabulary URL: https://hdl.handle.net/2097/41438 BASE Hide details 460 A classroom research study on strategies to promote vocabulary retention in the LOTE classroom Scafidi-Iannone, Rosalia. - : The Graduate School, Stony Brook University: Stony Brook, NY., 1-Dec-12 BASE Show details Page: 1...19 20 21 22 23

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