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Specialized writing instruction for deaf students: A randomized controlled trial
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In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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The Critical Workshop: Writing Revision and Critical Pedagogy in the Middle School Classroom
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In: Doctoral Dissertations (2022)
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Textproduktion von schwach schreibenden Jugendlichen. Eine empirische Studie zum Schreibprozess im Kontext des persuasiven Argumentierens
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Lindauer, Nadja. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 306 S. - (Sprachliche Bildung – Studien; 9) (2021)
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Completing the first assignment: A case study of the writing processes of a successful and an unsuccessful student
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In: Research outputs 2014 to 2021 (2021)
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Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves and Self-Efficacy for Scientific Purposes
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In: Mathematics ; Volume 9 ; Issue 17 (2021)
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Teachers’ Experiences Incorporating English Language Learners Funds of Knowledge Into Scripted Curricula
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In: Middle and Secondary Education Dissertations (2021)
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Technologies for Learning Writing in L1 and L2 for the 21st Century: effects on writing metacognition, self-efficacy and argumentative structuring
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Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes
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Critical Pedagogy and Accountability: An Autoethnographic Analysis of Race and Embodiment in Tennessee's Teacher Evaluations
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In: Masters Theses (2021)
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Online and face-to-face peer review in academic writing: Frequency and preferences
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 169-201 (2021) (2021)
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English language requirements in the current international scientific publishing world: A content analysis of submission guidelines in chemical engineering
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In: Ibérica, Vol 40, Iss 1, Pp 59-74 (2021) (2021)
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Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 61-76 (2021)
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A SYSTEMATIC REVIEW OF COLLABORATIVE WRITING IMPLEMENTATION IN K-12 SECOND LANGUAGE CLASSROOMS
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In: TEFLIN Journal, Vol 32, Iss 1, Pp 50-71 (2021) (2021)
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Designing Student Participation in Synchronous Writing Instruction
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Abstract:
Although various e-learning technologies have been in use for decades, the rapid worldwide spread of COVID-19 has made online teaching and learning 'the new normal'. Many academic units, such as our team of Learning Advisors at Auckland University of Technology, have had to make quick decisions about the design of online learning experiences for students. This study reports on the creation of online writing workshops for postgraduate research students. In our context, research students can self-enrol in 'one-off' workshops where they typically do not know each other. As teaching staff, we also had little prior knowledge of how best to design student participation in synchronous writing activities. An initial challenge was thus to identify different means through which students can participate online, and then use these findings to inform workshop design. Our findings centre on an online participation matrix with two sets of simultaneous options: whether participants are identified or not; and whether their participation occurs as a series of discrete actions by individuals, or as simultaneous actions by multiple participants. In Blackboard Collaborate Ultra, we found that these combinations give rise to observant, anonymous, episodic, concealed, or discursive participation. We define and illustrate each of these participation types, discuss their sequencing across an entire workshop, and reflect on specific adaptations from face to face settings. These findings are of particular relevance to teachers who are exploring a variety of software features and want to make principled choices for the design of activities in online writing workshops.
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Keyword:
Guided practice; Learning design; Research writing; Synchronous e-learning; Writing instruction
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URL: https://doi.org/10.46451/ijts.2020.09.08 http://hdl.handle.net/10292/14931
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Writing Centers and Students’ Experiences with Writing in College
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Chen, Vicky. - : eScholarship, University of California, 2020
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Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule ...
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Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
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Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
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