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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 2 3 Hits 1 – 20 of 55 1 Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts Iiskala, T.; Volet, S.; Jones, C.... 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) BASE Show details 2 Attitude-, group- and activity-related differences in the quality of preservice teacher students' engagement in collaborative science learning Volet, S.; Jones, C.; Vauras, M. 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) BASE Show details 3 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) Jones C. - : University of Chicago Press, 2019 BASE Show details 4 The realism of conversation in literature Byrne, Shelley; Jones, C.. - : Cambridge University Press., 2019 BASE Show details 5 The importance of leisure and the psychological mechanisms involved in living a good life: a content analysis of best-possible-selves texts Loveday, Paula M; Lovell, G; Jones, C M. - : Routledge, 2018 BASE Show details 6 Feeling alienated – teachers using immersive digital games in classrooms Stieler-Hunt, Colleen; Jones, C M. - : Routledge, 2017 BASE Show details 7 Explicit instruction of spoken requests: an examination of pre-departure instruction and the study abroad environment. Halenko, N; Jones, C. - 2017 BASE Show details 8 The Effect of Input Enhancement on Vocabulary Learning: Is There An Impact upon Receptive And Productive Knowledge? Waller, D; Jones, C. - 2017 BASE Show details 9 Teaching spoken stance markers: A comparison of receptive and productive practice Jones, C. - 2016 BASE Show details 10 Teaching Hans Christian Andersen's Tales: A Linguistic Approach François, Cyrille In: New Approaches to Teaching Folk and Fairy Tales, pp. 159-171 (2016) BASE Show details 11 Corpus Linguistics for Grammar; A guide for research Jones, C; Waller, D. - : Routledge, 2015 BASE Show details 12 Educators who believe: understanding the enthusiasm of teachers who use digital games in the classroom Stieler-Hunt, Colleen; Jones, C M. - : Co-Action Publishing, 2015 BASE Show details 13 English Pronunciation in the Eighteenth and Nineteenth Centuries Jones, C. [Verfasser]. - London : Palgrave Macmillan UK, 2014 DNB Subject Category Language Show details 14 Phonological Weakness in English : From Old to Present-Day English Jones, C. [Herausgeber]; Minkova, Donka [Herausgeber]. - London : Palgrave Macmillan UK, 2014 DNB Subject Category Language Show details 15 Learning from a deceptively spacious policy discourse Hayes, Sarah. - : Lancaster University, 2014 BASE Show details 16 The Teaching and Learning of Lexical Chunks: A Comparison of Observe Hypothesise Experiment and Presentation Practice Production. Jones, C; Golebiewska, Patrycja. - : Saarland University of Applied Sciences, 2014 BASE Show details 17 Gaming well: links between videogames and flourishing mental health Jones, C M; Scholes, L; Johnson, Daniel. - : Frontiers Research Foundation, 2014 BASE Show details 18 Discriminating disorder from difference using dynamic assessment with bilingual children Smith, J.; Dodd, B.; Hasson, N.; Camilleri, B.; Jones, C.. - : SAGE, 2013 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. Keyword: P Philology. Linguistics 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/ BASE Hide details 19 Teaching spoken discourse markers explicitly: A comparison of III and PPP Jones, C; Carter, R. - : University of Murcia Press, 2013 BASE Show details 20 Basal insulin and cardiovascular and other outcomes in dysglycemia. Gerstein, H.C.; Bosch, J.; Dagenais, G.R.... In: New England Journal of Medicine, vol. 367, no. 4, pp. 319-328 (2012) BASE Show details Page: 1 2 3

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