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Music Training Positively Influences the Preattentive Perception of Voice Onset Time in Children with Dyslexia: A Longitudinal Study
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In: Brain Sciences ; Volume 9 ; Issue 4 (2019)
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Literalität in erzählenden Texten : Indikatoren zur Beurteilung der Literalität ...
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Literalität in erzählenden Texten : Indikatoren zur Beurteilung der Literalität
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In: DaF-/DaZ-/DaM-Bildungsräume: Sprech- & Textformen im Fokus (2019)
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Disparitäten im Wortschatzerwerb : Zum Einfluss des Arbeitsgedächtnisses und der Anregungsqualität in Kindergarten und Familie auf den Erwerb lexikalischen Wissens
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Motivación temprana hacia el aprendizaje y rendimiento lector: estudio longitudinal ; Early motivation toward learning and performance reader: longitudinal study
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Funcionamiento ejecutivo conductual y acceso al léxico: un estudio longitudinal ; Neuropsychological and behavioural executive functioning and lexical access: a longitudinal study
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Caminhos dinâmicos em inteligibilidade e compreensibilidade de línguas adicionais : um estudo longitudinal com dados de fala de haitianos aprendizes de português brasileiro
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Differences in work injury between immigrants and natives: changes since the economic recession in Italy
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| 49 |
Five years of collaborative inquiry in a high school professional learning community for improving science instruction
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Abstract:
Thesis (Ph.D.)--University of Washington, 2019 ; Few studies have examined how professional learning communities (PLCs) engage in collaborative inquiry over multiple years. This dissertation describes how a PLC with high school science teachers, district-based coaches, and university researchers conducted collective inquiries over five years to improve science instruction. The PLC was situated in a culturally and linguistically diverse school that experienced high teacher and administrator turnover. This study aimed to explore 1) how the PLC developed multiple lines of inquiry to support students’ scientific modeling over the first four years and 2) how five participant teachers’ collaboration and classroom teaching to support students’ construction of evidence-based explanations co-evolved during the last year of this study. This study was conducted as part of a larger research-practice partnership project. I joined the project in the third year and participated in the focal PLC as a participant observer. To explore how the PLC developed lines of inquiry over four years, I qualitatively analyzed video recordings of the participants’ interactions on twelve job-embedded professional development (PD) days (about 96 hours) where the participants engaged in cycles of collective planning, teaching, and debriefing of lessons. I also analyzed artifacts and interview data. Data suggest that, despite the turnover, the participants developed three lines of inquiry to improve sets of instructional practices to support students’ scientific modeling, specifically aimed at facilitating 1) students' epistemic work, 2) students' productive collaboration, and 3) students’—especially emergent bilinguals’— academic language learning. To explore how the teachers’ collaboration and teaching co-evolved in the last year, I qualitatively analyzed the video/audio recordings of teachers’ interactions on one job-embedded PD day and in eight after-school meetings (about 19 hours) as well as their classroom teaching (34 lessons). I also analyzed artifacts and interview data. Data suggest that the teachers’ collaboration in the PLC and their work in classrooms co-evolved over time, as the teachers actively negotiated their goals and expectations about student learning, identified problems of practice, and developed and tested a suite of instructional practices for supporting students’ construction of evidence-based explanations. This study suggests implications about how to study and support teachers’ collective inquiry over time.
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Keyword:
Collaborative inquiry; Education - Seattle; Longitudinal case study; Professional learning community; Research-practice partnership; Science education; Scientific explanation; Scientific modeling; Teacher education
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URL: http://hdl.handle.net/1773/44181
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Motivación temprana hacia el aprendizaje y rendimiento lector: estudio longitudinal
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| 51 |
Perfil motivacional temprano de estudiantes con dificultades de acceso al léxico y comprensión lectora en educación primaria
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AN EXAMINED LIFE OF A LANGUAGE TEACHER OF CHINESE: AN AUTOETHNOGRAPHIC INVESTIGATION INTO AGENCY
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In: Doctoral Dissertations (2019)
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| 53 |
Activity types and child-directed speech: a comparison between French, Tunisian Arabic and English.
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In: ISSN: 0008-4131 ; EISSN: 1710-1115 ; Canadian Journal of Linguistics / Revue canadienne de linguistique ; https://halshs.archives-ouvertes.fr/halshs-01740841 ; Canadian Journal of Linguistics / Revue canadienne de linguistique, Cambridge University Press, 2018 (2018)
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| 54 |
Development of working memory from grade 3 to 5. Differences between children with and without mathematical learning difficulties
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In: International journal of disability, development and education 65 (2018) 5, S. 509-525 (2018)
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Development of working memory from grade 3 to 5. Differences between children with and without mathematical learning difficulties ...
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| 56 |
The influence of L1 Dutch and L2 English on L3 French: A longitudinal study
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In: Journal of the European Second Language Association; Vol 2, No 1 (2018); 63-71 ; 2399-9101 (2018)
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“Partnering to Understand Undergraduate Research and Writing Longitudinally”
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In: Georgia International Conference on Information Literacy (2018)
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Language and social-emotional and behavioural wellbeing from 4 to 7 years: a community-based study
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Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills
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Constructing L3 selves: A study of undergraduate learners' motivation to learn a third language in China
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Wang, Tianyi. - : University of Cambridge, 2018. : Faculty of Education, 2018. : Clare Hall College, 2018
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