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1	Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule ...
	Leßmann, Beate. - : Waxmann, 2020
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2	Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
	Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
	In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
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3	Универсальные квант-технологии формирования смыслового аудирования у младших школьников ... : Universal quantum technologies of semantic comprehension skills formation in junior schoolchildren ...
	Горлова, Наталья Алексеевна. - : Уральский государственный педагогический университет, 2020
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4	Beziehungen in pädagogischen Arbeitsfeldern und ihren Transitionen über die Lebensalter
	Fasching, Helga Hrsg.; Ableidinger, Lena Mitarb.. - : Verlag Julius Klinkhardt, 2019. : Bad Heilbrunn, 2019. : pedocs-Dokumentenserver/DIPF, 2019
	In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 333 S. (2019)
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5	Turkish-language ability of children of immigrants in Germany: which contexts of exposure influence preschool children's acquisition of their heritage language?
	Becker, Birgit; Klein, Oliver; Biedinger, Nicole
	In: Ethnic and Racial Studies ; 38 ; 9 ; 1520-1538 (2018)
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6	Deaf learners' experiences in Malaysian schools: access, equality and communication
	Miles, Susie; Khairuddin, Khairul Farhah; McCracken, Wendy
	In: Social Inclusion ; 6 ; 2 ; 46-55 ; Global perspectives on disability (2018)
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7	Wechselwirkungen vorschulischer Erfahrungen in Kindergarten und Familie und ihre Bedeutung für das Lesen im Grundschulalter
	Kuger, Susanne; Lehrl, Simone
	In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 8 ; 4 ; 399-415 ; Spracherwerb in Kindheit und Jugend (2016)
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8	Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 11 of 12
	Place-based WAC/WID Hui. - 2015
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9	Student interview for Place-Based WAC/WID writing instruction in Geography, clip 8 of 11
	Place-based WAC/WID Hui. - 2015
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10	Student interview for Place-Based WAC/WID writing instruction in English, clip 8 of 15
	Place-based WAC/WID Hui. - 2015
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11	Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 7 of 12
	Place-based WAC/WID Hui. - 2015
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12	Instructor interview for Place-Based WAC/WID writing instruction in Indo-Pacific Languages, clip 9 of 16
	Place-based WAC/WID Hui. - 2015
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13	Instructor interview for Place-Based WAC/WID writing instruction in Indo-Pacific Languages, clip 1 of 16
	Place-based WAC/WID Hui. - 2015
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14	Instructor interview for Place-Based WAC/WID writing instruction in Indo-Pacific Languages, clip 5 of 16
	Place-based WAC/WID Hui. - 2015
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15	Instructor interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 3 of 17
	Place-based WAC/WID Hui. - 2015
	Abstract: This item includes a segment of an instructor interview in a Writing Intensive course in Food Sciences, Health, and Nutrition at the University of Hawaiʻi at Mānoa. The interview was conducted in 2013, and in this clip the interviewee is responding to the question 'When you designed [a designated writing assignment], what goal(s) did you have for student writing performances and class dynamics related to them?' ; Brief excerpt from interview: We expect a gold standard journal. This can be a problem, especially for non-English speaking students. If they are going to be in a profession that requires good writing skills, they need to find a way to compensate, to show that they do have good writing skills. So the first thing we do is to share where they can go to get help, like the Writing Center. We have, on Laulima, resources they can access to write a good paper. We also have a rubric, with characteristics corresponding to grades. We give sample journals and sample field reports to the students, and say rewrite this section so that's it's concise. We use Dr. Charles Darling's guide to grammar website. We have the Purdue OWL. We submit comments via Laulima. [Journals figure into class dynamics because] we often have writing activities in class. We also discuss plagiarism in class, and we review our expectations for all writing assignments in class.We have a guest speaker come in when we do resumes.
	Keyword: challenge/solution; fieldwork; general education requirements; identity; journal; kind of learning; place-based writing; plagiarism; resume writing; rubrics; sample writing; scholarship of teaching and learning; second-language students; sense of place; writing across the curriculum; writing in the disciplines; Writing Intensive courses; writing pedagogy; writing resources; writing standards
	URL: http://hdl.handle.net/10125/38034
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16	Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 12 of 12
	Place-based WAC/WID Hui. - 2015
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17	Instructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 4 of 15
	Place-based WAC/WID Hui. - 2015
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18	Instructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 13 of 15
	Place-based WAC/WID Hui. - 2015
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19	Student interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 12 of 15
	Place-based WAC/WID Hui. - 2015
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20	Student interview for Place-Based WAC/WID writing instruction in Communicology, clip 6 of 13
	Place-based WAC/WID Hui. - 2015
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