Page: 1 2 3 4 5 6 7 8 9... 656
81 |
Skraban-Deardorff syndrome: six new cases of WDR26-related disease and expansion of the clinical phenotype
|
|
|
|
In: ISSN: 0009-9163 ; EISSN: 1399-0004 ; Clinical Genetics ; https://hal.archives-ouvertes.fr/hal-03134882 ; Clinical Genetics, Wiley, 2021, 99 (5), pp.732-739. ⟨10.1111/cge.13933⟩ (2021)
|
|
BASE
|
|
Show details
|
|
82 |
The Acquisition of Verbal Epistemic Stance Marking during Study Abroad: The Case of je pense in L2 French
|
|
|
|
In: EISSN: 2226-471X ; Languages ; https://hal.archives-ouvertes.fr/hal-03476036 ; Languages, MDPI, 2021, 6 (4), pp.196. ⟨10.3390/languages6040196⟩ (2021)
|
|
BASE
|
|
Show details
|
|
83 |
Familiar words can serve as a semantic seed for syntactic bootstrapping
|
|
|
|
In: ISSN: 1363-755X ; EISSN: 1467-7687 ; Developmental Science ; https://hal.archives-ouvertes.fr/hal-03098829 ; Developmental Science, Wiley, 2021, 24 (1), pp.e13010. ⟨10.1111/desc.13010⟩ (2021)
|
|
BASE
|
|
Show details
|
|
84 |
Toddlers exploit referential and syntactic cues to flexibly adapt their interpretation of novel verb meanings
|
|
|
|
In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal.archives-ouvertes.fr/hal-03468213 ; Journal of Experimental Child Psychology, Elsevier, 2021, 203, pp.105017. ⟨10.1016/j.jecp.2020.105017⟩ (2021)
|
|
BASE
|
|
Show details
|
|
85 |
Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner
|
|
|
|
BASE
|
|
Show details
|
|
86 |
Hierarchical Temporal Structure and Convergence in Development, Performance, and Bilingualism
|
|
|
|
BASE
|
|
Show details
|
|
87 |
Eighteen-month-old infants represent nonlocal syntactic dependencies.
|
|
|
|
In: Proceedings of the National Academy of Sciences of the United States of America, vol 118, iss 41 (2021)
|
|
BASE
|
|
Show details
|
|
88 |
Stem similarity modulates infants' acquisition of phonological alternations.
|
|
|
|
BASE
|
|
Show details
|
|
89 |
Exploring Vocabulary Knowledge and Home Language Experiences on Aspects of Young Children’s Oral Explanatory Discourse Skills
|
|
|
|
BASE
|
|
Show details
|
|
90 |
“Vamos Juntos en Esto”: Peer Interaction and Affordances for Language Development among Adolescent Newcomers in Language and Content Classrooms
|
|
Lang, Nora W. - : eScholarship, University of California, 2021
|
|
BASE
|
|
Show details
|
|
91 |
Arbitrary but predictive cues support attention to overlooked features
|
|
|
|
BASE
|
|
Show details
|
|
92 |
The Development of Early Emotion Understanding: Investigating the Role of Language
|
|
|
|
BASE
|
|
Show details
|
|
93 |
Effect of a performing arts program on the oral language skills of young English learners
|
|
|
|
BASE
|
|
Show details
|
|
94 |
Parent Language Input Prior to School Forecasts Change in Children's Language-Related Cortical Structures During Mid-Adolescence.
|
|
|
|
BASE
|
|
Show details
|
|
95 |
How Arts Integration Has Helped K–2 Teachers to Boost the Language Development of English-Language Learners
|
|
|
|
BASE
|
|
Show details
|
|
97 |
The Reflective Journal: A Transnational Networking Instrument for (TESOL) Teachers
|
|
|
|
In: Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education: Implications for Transnational Contexts ; https://hal.archives-ouvertes.fr/hal-03579986 ; Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education: Implications for Transnational Contexts, Palgrave Macmillan, pp.287-309, 2021, 978-3-030-64139-9 ; https://link.springer.com/book/10.1007/978-3-030-64140-5#editorsandaffiliations (2021)
|
|
BASE
|
|
Show details
|
|
98 |
Teaching and Learning Multiple Varieties of a Foreign Language for Sustainable Multilingual Education
|
|
|
|
In: ISSN: 2071-1050 ; Sustainability ; https://hal.sorbonne-universite.fr/hal-03335951 ; Sustainability, MDPI, 2021, 13 (14), pp.8004. ⟨10.3390/su13148004⟩ (2021)
|
|
BASE
|
|
Show details
|
|
99 |
Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
|
|
|
|
In: All Antioch University Dissertations & Theses (2021)
|
|
Abstract:
Capacity building for globally competent educators is a 21st Century imperative to address contemporary complex and constantly changing challenges. This action research project is grounded in positive psychology, positive organizational scholarship, relational cultural theory, and relational leadership practices. It sought to identify adaptive challenges educators face as they try to integrate globally competent teaching practices into their curricula, demonstrate learning and growth experienced by the educators in this project, and provide guidance and solutions to the challenges globally competent educators face. Six educators participated in this three-phase project, which included focus groups, reflective journal entries, and an exit interview. Data were collected, grouped into emergent themes, and organized into cohesive categories. The data from this project supported the creation of two foundational models for educating for global competence. The first is pedagogical and the other, coaching. Both models are in developing stages and are grounded in key theoretical frameworks and the data shared by the participants. Globally competent and globally responsive pedagogy tasks educators with examining their practice through a global and cultural prism to gain clarity of perspective, build social capital, improve relationships, and meet ever-changing local and global challenges. The approaches honor and respect diversity so as to dismantle systems of oppression and fight policies and social norms rooted in cognitive biases. The model integrates theory and key findings from this study to support educators to integrate and implement global competence. This dissertation is available in open access at AURA, https://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/etd.
|
|
Keyword:
action research; adaptive challenges; Adult and Continuing Education; African American Studies; and Multicultural Education; and Sexuality Studies; Bilingual; coaching; Curriculum and Instruction; Curriculum and Social Inquiry; education; Educational Leadership; Educational Methods; Educational Psychology; English Language and Literature; Ethnic Studies; Feminist; Gender; Global competence; globally responsive pedagogy; Higher Education; Indigenous Studies; Language and Literacy Education; learning; Multilingual; Other Education; positive deviance; Reading and Language; Social and Philosophical Foundations of Education; Teacher Education and Professional Development; teaching; technical challenges
|
|
URL: https://aura.antioch.edu/etds/719 https://aura.antioch.edu/cgi/viewcontent.cgi?article=1731&context=etds
|
|
BASE
|
|
Hide details
|
|
Page: 1 2 3 4 5 6 7 8 9... 656
|
|