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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 4 5...33 Hits 1 – 20 of 654 1 Talking about torment : agency assignment and grammatical metaphor in pain communication ... Wang, Yiwei Ph. D. In Communication Studies; 0000-0003-3633-7951. - : The University of Texas at Austin, 2020 BASE Show details 2 Algorithms for learning to induce programs Ellis, Kevin,Ph. D.(Kevin M.)Massachusetts Institute of Technology.. - : Massachusetts Institute of Technology, 2020 BASE Show details 3 An experimental approach to recomplementation : evidence from monolingual and bilingual Spanish Frank, Joshua, Ph. D.. - 2020 BASE Show details 4 Noun incorporation and resultative verb compounding in Mandarin Chinese Gu, Qianping, Ph. D.. - 2020 BASE Show details 5 How do Mandarin-speaking children learn shape classifiers? Hao, Ying, Ph. D.. - 2019 BASE Show details 6 Teachers’ and center leaders’ sensemaking of inquiry-based professional learning in early childhood education and care programs : a multiple case study Englehardt, Joanna Sue. - 2019 Abstract: Professional development (PD) in early childhood education and care (ECEC) is at a critical juncture within the current accountability and standards movement. Various stakeholders position PD as a necessity to ready children within a neoliberal framing of the education process and posit universal training/PD as a solution. Conversely, many scholars continue to call for more critical approaches such as inquiry-based professional learning (IBPL) to better support the linguistically and culturally diverse early childhood landscape and address larger social-justice inequities. Yet, little is known about the mechanisms responsible for sustaining such IBPL practices. This research, therefore explores how center leaders and teachers of three ECEC programs made sense of enacting and engaging in varying forms of IBPL. Specifically guided by two research questions: 1) How do school leaders and teachers make sense of PL and their experiences within them and their school community? 2) How do school leaders and teachers make sense of IBPL and their experiences within them and their school community? Chapter 1 introduces my research questions and framing of this study. Chapter 2 reviews four stands of the literature pertinent to this study. First, it explores how PD has been defined and understood by identifying current best practices as well as exploring critical understandings within ECEC. Next, the chapter synthesizes relevant literature in the areas of teacher development research and highlights how teachers learn. Then, the chapter explores IBPL specifically by first defining then illuminating the differences between PL and IBPL as well as the varying ways IBPL has been enacted in ECEC programs. Chapter 2 then closes with a review of the theoretical framework that informs this study, sensemaking. Chapter 3 details the methodology that guided this instrumental multiple case study including data collection and analysis. Chapters 4 and 5 present the findings from this research. Chapter 4 looks at how teachers and center leaders made sense of PL and Chapter 5 looks at how they made sense of IBPL specifically. Chapter 6 addresses the significance of these findings and concludes with a discussion of implications and suggestions for future research ; Curriculum and Instruction Keyword: Inquiry-based professional learning; Multiple case-study; Professional development; Professional learning; Qualitative research URL: https://hdl.handle.net/2152/75767 https://doi.org/10.26153/tsw/2869 BASE Hide details 7 Marketing of Library Services for Enhanced Accessibility in National Open University of Nigeria: Challenges and Strategies for Intervention Ekwueme, Loveth Ogoegbunam, Ph. D; Ilo, Promise Ifeoma, Ph.D In: Library Philosophy and Practice (e-journal) (2019) BASE Show details 8 Presuppositions in context Aravind, Athulya, Ph. D. Massachusetts Institute of Technology. - : Massachusetts Institute of Technology, 2018 BASE Show details 9 Unsupervised learning of lexical subclasses from phonotactics Morita, Takashi, Ph. D. Massachusetts Institute of Technology. - : Massachusetts Institute of Technology, 2018 BASE Show details 10 Unsupervised learning of disentangled representations for speech with neural variational inference models Hsu, Wei-Ning, Ph. D. Massachusetts Institute of Technology. - : Massachusetts Institute of Technology, 2018 BASE Show details 11 Knowing and doing, well and good Jaques, Abby Everett, Ph. D. Massachusetts Institute of Technology. - : Massachusetts Institute of Technology, 2018 BASE Show details 12 Ethics for artificial agents Gray, David Michael, Ph. D. Massachusetts Institute of Technology. - : Massachusetts Institute of Technology, 2018 BASE Show details 13 Beliefs about grammar instruction among post-secondary second-language learners and teachers Lorenz, Alexander, Ph. D.. - 2018 BASE Show details 14 The effects of a text structure and paraphrasing intervention on the main idea generation and reading comprehension of struggling readers in grades 4 and 5 Stevens, Elizabeth Ann, Ph. D.. - 2018 BASE Show details 15 Literacies of surveillance : transfronterizo children translanguaging identity across borders, inspectors and surveillance Nuñez, Idalia, Ph. D.. - 2018 BASE Show details 16 Why belonging matters for college students’ academic engagement : antecedents and consequences of sense of classroom belonging Lee, Jeonghyun, Ph. D.. - 2018 BASE Show details 17 The morphosemantics and morphosyntax of the Malayalam verb Swenson, Amanda, Ph. D. Massachusetts Institute of Technology. - : Massachusetts Institute of Technology, 2017 BASE Show details 18 Transfer learning for low-resource natural language analysis Zhang, Yuan, Ph. D. Massachusetts Institute of Technology. - : Massachusetts Institute of Technology, 2017 BASE Show details 19 An inflexible semantics for cross-categorial operators Hirsch, Aron, Ph. D. Massachusetts Institute of Technology. - : Massachusetts Institute of Technology, 2017 BASE Show details 20 Multi-modal and deep learning for robust speech recognition Feng, Xue, Ph. D. Massachusetts Institute of Technology. - : Massachusetts Institute of Technology, 2017 BASE Show details Page: 1 2 3 4 5...33

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