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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 Hits 1 – 9 of 9 1 Health and Wellness: Building Resilience in Deaf Bilingual Classrooms Woodford, Ashley. - : eScholarship, University of California, 2021 BASE Show details 2 Fostering Identity through Stories of Culture and Social Justice: Empowering Deaf Students to Embrace their Identities Fully and Authentically. Reynoso, Juan Angel. - : eScholarship, University of California, 2021 BASE Show details 3 An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data Jones, Gabrielle In: Dissertations (2021) BASE Show details 4 Let’s Plant a Seed: Improving Expressive American Sign Language Skills Through Science Videos Drost, Sara Auden. - : eScholarship, University of California, 2020 BASE Show details 5 Climate Change: Empowering Deaf Students to Think Critically and Take Action Wickman, Jennifer Ann. - : eScholarship, University of California, 2020 BASE Show details 6 Demonstrating Scientific Understanding through ASL and English Imagery Jaramillo, Moises. - : eScholarship, University of California, 2019 BASE Show details 7 Exploring History Through Literature Circles Jarashow, Adam Levis. - : eScholarship, University of California, 2017 BASE Show details 8 Learning Tools to Enhance Student Achievement in an ASL-English Flipped Classroom for Deaf Students Chung, Michelle. - : eScholarship, University of California, 2016 Abstract: With technology becoming more advanced and readily available in the classroom, an increasing number of teachers across the nation are seeking to flip their classrooms. That is, a flipped classroom moves lectures outside of the classroom via online videos, allowing more class time for student activities and projects. To be successful in a flipped classroom, students will need to be able to learn through instructional videos, to take notes while watching the videos, and to think aloud when working on problems with classmates. Thus, this curriculum was created as an attempt to provide teachers structured lessons to teach deaf and hard-of-hearing students how to take notes, to watch instructional videos, and to think aloud. Those three learning tools prepare students in hope to enhance their student achievement in a flipped classroom. With this curriculum, students learn three popular note-taking strategies and utilize them in taking notes while watching instructional videos. After the implementation, the data, collected through assessments, teacher observations, and students’ artifacts, showed that the students were able to take notes while watching instructional videos successfully. However, due to time constraints, they only learned one of the three note-taking strategies, and did not learn how to think aloud. Hence, the evaluation of this curriculum resulted in having three out of the four curriculum goals partially met. With more time allowed and more data collected, it was plausible that this curriculum as a whole would be effective. Keyword: bilingual; deaf; Education; flipped; note-taking; think-aloud; video URL: https://escholarship.org/uc/item/8zq0g61b BASE Hide details 9 A cross-cultural and cross-linguistic analysis of deaf reading practices in China: case studies using teacher interviews and classroom observations Jones, Gabrielle. - 2013 BASE Show details

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