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Digital Portfolio: An Assessment Tool to Foster Motivation Towards Speaking Spanish as a Foreign Language
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2018)
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| 82 |
The Turn to Artificial Intelligence in Governing Communication Online
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In: 21 (2018)
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| 83 |
Using Twitter and Network Analysis to Assess the Sophistication of Learners' Thinking In Studio Physics: An Exploratory Mixed Methods Study
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In: Doctoral Dissertations (2018)
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| 84 |
Tongues Tide: Translingual Directions for Technologically-Mediated Composing Platforms
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| 85 |
Teaching how to program using automated assessment and functional glossy games (Experience Report)
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| 86 |
Testing: A Mixed Methods Study of Pedagogy and Technology Game Simulation-Based Assessment in Geography Education
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| 87 |
Branched-chain amino acid database integrated in MEDIPAD software as a tool for nutritional investigation of mediterranean populations
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| 88 |
Processing of positive-causal and negative-causal coherence relations in primary school children and adults. A test of the cumulative cognitive complexity approach in German ...
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| 89 |
Educating Incarcerated Youth In Illinois: A Blended Learning Model
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In: Dissertations (2017)
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Abstract:
The purpose of this case study was to better understand the reasons behind the apparent continued success of a blended learning educational model in place since 2012 in the Illinois Department of Juvenile Justice (IDJJ). Using a mixed methods approach, data were gathered and analyzed from a variety of records, reports, and other documentation that included: diplomas awarded, courses taken, course completion, enrollment trends, student mobility rates, GED testing information, and special education student enrollment and performance. Data were also gathered through classroom observations and individual and group interviews with the IDJJ district superintendent, principals, and teachers at six different IDJJ facilities. Findings were that implementation of a blended delivery model in the IDJJ sites corresponded with significantly increased traditional diploma and GED graduation rates, as well as perceptions of teachers and administrators of their increased efficacy, satisfaction, and ability to meet the unique needs of incarcerated youth. These findings are particularly important given the correlation between educational achievement and recidivism. Findings also indicated great promise for using blended learning to address the challenges related to transience, special education needs, and a student’s history of school difficulties and failure that pose potential roadblocks for so many incarcerated youth. It was concluded that the success of the IDJJ Blended Learning Model is due to a uniquely designed student-centric approach to learning that is characterized by four personal practices: perceptions, pathways, partnerships, and progress. Recommendations flow from these findings.
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Keyword:
Accessibility; Adult and Continuing Education; Adult and Continuing Education Administration; and Multicultural Education; and Research; At Risk; Bilingual; Civil Rights and Discrimination; Curriculum and Instruction; Curriculum and Social Inquiry; Education Law; Education Policy; Educational Assessment; Educational Leadership; Educational Methods; educational technology; Elementary and Middle and Secondary Education Administration; Evaluation; Gender Equity in Education; Instructional Media Design; Intermediate; Junior High; juvenile; Juvenile Law; Middle School Education and Teaching; Multilingual; Online and Distance Education; online learning; Other Educational Administration and Supervision; Other Teacher Education and Professional Development; personalized learning; recidivism; Secondary Education and Teaching; Special Education Administration; Vocational Education
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URL: https://digitalcommons.nl.edu/cgi/viewcontent.cgi?article=1242&context=diss
https://digitalcommons.nl.edu/diss/233
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| 90 |
Processing of positive-causal and negative-causal coherence relations in primary school children and adults. A test of the cumulative cognitive complexity approach in German
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In: Journal of child language 44 (2017) 2, S. 297-328 (2017)
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| 91 |
The Impact of 1:1 Laptop Environments on the English Language Arts Achievement of Fifth Grade Students from Diverse Socio-Economic Backgrounds
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In: Doctoral Dissertations and Projects (2017)
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| 92 |
High Schools Implementing Bring Your Own Technology: A Phenomenological Study of Classroom Teachers' Perspectives
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In: Doctoral Dissertations and Projects (2017)
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| 93 |
The Application of Just-In-Time (JIT) Formative Assessment in Organic Chemistry Lecture
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In: Georgia Educational Research Association Conference (2017)
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| 94 |
英語教育と英語学習におけるテクノロジー及び教材の評価について ; A Review and Assessment of Technology and Materials For English Language Teaching and Learning
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| 95 |
Playful Assessment: A Game-Based Approach to Assessing Teachers’ Competency for the Wise Integration of Technology in the Classroom
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In: Doctoral Dissertations (2017)
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| 96 |
Formative assessment to develop oral communication competency using YouTube: self- and peer assessment in engineering
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In: Faculty of Engineering and Information Sciences - Papers: Part A (2017)
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| 97 |
Maximizing feedback for language learning: English language learners' attention, affect, cognition and usage of computer-delivered feedback from an English language reading proficiency assessment
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| 98 |
CATALISE: a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children
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| 99 |
Examining first year students' discussion forum participation does SES matter?
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In: Dargusch, J & Harris, L 2016, 'Examining first year students' discussion forum participation: does SES matter?', paper presented to the Australian Association of Research in Education Conference, 27 November-1 December 2016, Melbourne, Australia, http://www.aareconference.com.au/ (2016)
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Designing a working model for authentic assessment in a digital media program
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In: John Luan, R, Cowling, MA, (2016). Designing a working model for authentic assessment in a digital media program. 27-01 December 2016, Baguley, M (Ed.), Australian Association for Research in Education (AARE) Conference, Melbourne, Victoria, AARE, Online, p. 1-1, https://www.aare.edu.au/publications/aare-conference-papers/show/10984/designing-a-working-model-for-authentic-assessment-in-a-digital-media-program (2016)
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