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Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts
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In: Iiskala, T., Volet, S. <https://researchrepository.murdoch.edu.au/view/author/Volet, Simone.html>orcid:0000-0001-8450-6663 , Jones, C. <https://researchrepository.murdoch.edu.au/view/author/Jones, Cheryl.html>, Koretsky, M. and Vauras, M. (2021) Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts. Instructional Science, 49 . pp. 687-718. (2021)
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Attitude-, group- and activity-related differences in the quality of preservice teacher students' engagement in collaborative science learning
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In: Volet, S. <https://researchrepository.murdoch.edu.au/view/author/Volet, Simone.html>orcid:0000-0001-8450-6663 , Jones, C. <https://researchrepository.murdoch.edu.au/view/author/Jones, Cheryl.html> and Vauras, M. (2019) Attitude-, group- and activity-related differences in the quality of preservice teacher students' engagement in collaborative science learning. Learning and Individual Differences, 73 . pp. 79-91. (2019)
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Book Review: Louis Mendola, trans., Frederick, Conrad & Manfred of Hohenstaufen, Kings of Sicily: The Chronicle of “Nicholas of Jamsilla”, 1210–1258 (New York, NY: Trinacria Editions, 2016)
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Jones C. - : University of Chicago Press, 2019
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The importance of leisure and the psychological mechanisms involved in living a good life: a content analysis of best-possible-selves texts
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Feeling alienated – teachers using immersive digital games in classrooms
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Explicit instruction of spoken requests: an examination of pre-departure instruction and the study abroad environment.
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The Effect of Input Enhancement on Vocabulary Learning: Is There An Impact upon Receptive And Productive Knowledge?
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Teaching spoken stance markers: A comparison of receptive and productive practice
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Teaching Hans Christian Andersen's Tales: A Linguistic Approach
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In: New Approaches to Teaching Folk and Fairy Tales, pp. 159-171 (2016)
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Educators who believe: understanding the enthusiasm of teachers who use digital games in the classroom
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The Teaching and Learning of Lexical Chunks: A Comparison of Observe Hypothesise Experiment and Presentation Practice Production.
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Gaming well: links between videogames and flourishing mental health
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Discriminating disorder from difference using dynamic assessment with bilingual children
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Abstract:
The DAPPLE (Dynamic Assessment of Preschoolers’ Proficiency in Learning English) is currently being developed in response to a clinical need. Children exposed to English as an additional language may be referred to speech and language therapy because their proficiency in English is not the same as their monolingual peers. Some, but not all, of these children are likely to have a core language learning difficulty. Clinicians need to be able to distinguish disorder from difference due to a child’s language learning context. The assessment used a test–teach–test format to examine children’s ability to learn vocabulary, sentence structure and phonology. The assessment, which takes less than 60 minutes to administer, was given to 26 children who were bilingual: 12 currently on a speech and language therapy caseload and 14 children matched for age and socio-economic status who had never been referred to speech and language therapy. The DAPPLE data clearly discriminated the two groups. The caseload group required a greater amount of prompting to identify targeted words in the receptive vocabulary assessment and performed less well in the post-teaching expressive component. For sentence structure, the caseload group required more cues to acquire the targeted clause elements in the teaching phase. The caseload group made more phoneme errors at the initial and final assessments than the controls, and the type of errors made differed. Teaching resulted in greater positive change in percent phonemes correct for the caseload participants. Qualitative analyses of individual children’s performance on the DAPPLE suggested that it has the potential to discriminate core language deficits from difference due to a bilingual language learning context. Future directions for development of the test are considered.
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Keyword:
P Philology. Linguistics
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URL: https://doi.org/10.1177/0265659012459526 http://clt.sagepub.com/ https://openaccess.city.ac.uk/id/eprint/3330/1/Discriminating%20disorder%20from%20difference%20using%20dynamic%20assessment%20with%20bilingual%20children.pdf https://openaccess.city.ac.uk/id/eprint/3330/
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Teaching spoken discourse markers explicitly: A comparison of III and PPP
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Basal insulin and cardiovascular and other outcomes in dysglycemia.
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In: New England Journal of Medicine, vol. 367, no. 4, pp. 319-328 (2012)
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