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1
Language learning through interaction: Online and in the classroom
In: The Coastal Review: An Online Peer-reviewed Journal (2022)
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2
In-Game Social Interactions to Facilitate ESL Students' Morphological Awareness, Language and Literacy Skills
In: Computer Science Faculty Publications and Presentations (2021)
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3
Commonplace and Mirroring for Self-Reflexivity in Secondary Language Arts: A Value-Creative Approach in a Virtual Learning Space
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Commonplace and Mirroring for Self-Reflexivity in Secondary Language Arts: A Value-Creative Approach in a Virtual Learning Space ...
Coggins, Iain M.. - : Columbia University, 2021
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5
Comparing Instructional Methods for Address Pronouns in Second Language German ...
Ryan, Caitlin. - : Arts, 2021
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6
Collaborative Digital Problem-Solving: Power, Relationships, and Participation
In: Applied Linguistics Faculty Publications and Presentations (2021)
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7
Rogers' Diffusion of Innovation Used to Explore Special Education Administrators' Self-Reported Technology Skills and Attitudes Regarding Speech Language Pathology Telepractice ...
Muller, Carolyn Wheeler. - : Drexel University, 2021
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8
The opinion of Slovene (mother tongue) teachers on distance learning in primary schools ; Mnenje učiteljev slovenščine (mater inščine) o poučevanju na daljavo v osnovni šoli
In: CEPS Journal 11 (2021) Special Issue, S. 383-406 (2021)
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9
Competing voices: Dialogic perspectives on Chinese children’s use of touch screen devices in a New Zealand early childhood education setting
Cao, Dandan. - : The University of Waikato, 2021
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10
The effectiveness of Duolingo on Spanish learners' spelling ability ; The effectiveness of Duolingo on Spanish leaners' language learning : learners' spelling ability
Ghulam, Muzhda. - 2020
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11
Effective practices for building an online French immersion program ...
Berube, Helene M.. - : Electronic version published by Vancouver Island University, 2020
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12
Un Nuevo Acercamiento a la Enseñanza del Español como Segunda Lengua: El Modelo Neurocognitivo ; A New Approach to Teaching Spanish as a Second Language: The Neurocognitive Model
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13
Implementation and Evaluation of Computer-Assisted Science Vocabulary Modules With Students With an Intellectual Disability and Autism: An Action Research Study
In: Theses and Dissertations (2020)
Abstract: Students with disabilities are struggling to meet expectations in science at the national and local level. Many studies have linked difficulties with science content to difficult and technical vocabulary, and this has been evident at the local level, too. To try to improve science instruction for students with disabilities, the purpose of this study was to evaluate the implementation of computer-assisted science vocabulary modules with students with an intellectual disability and autism in an adapted environmental science class. This study aimed to answer how the implementation of computer-assisted vocabulary modules, which adhere to evidence-based practices of special education vocabulary instruction, affected the acquisition and application of science vocabulary terms with students with an intellectual disability and autism in an adapted environmental science class, as well as how the students were engaged in the computer-assisted instruction activities. This study implemented an action research design. The participants in this study included three students (n = 3) who were diagnosed with a moderate intellectual disability, autism, and a speech/language impairment who attended a weekly adapted environmental science class at their self-contained school. The students participated in computer-assisted vocabulary modules which included computer-assisted instruction features, vocabulary strategies including keyword mnemonics and graphic organizers, and the special education evidence-based practice of explicit instruction. The modules were developed surrounding the topic of photosynthesis, using Gagne’s nine events of instruction, psycholinguistic/schema theory, and dual coding theory, as well as South Carolina-Alt performance level descriptors. The effectiveness of the computer-assisted vocabulary modules was measured through data collection which included a pre- and posttest, formative assessments in each module, the Classroom Measurement of Achievement Engagement, and a researcher’s journal. The data collected were analyzed using a convergent parallel mixed methods design. The findings of this study suggested the use of computer-assisted instruction and evidence-based explicit vocabulary instruction could improve science vocabulary acquisition and active engagement in instruction for students with an intellectual disability and autism.
Keyword: computer-assisted instruction; Curriculum and Instruction; engagement; intellectual disability and autism; science vocabulary; vocabulary acquisition
URL: https://scholarcommons.sc.edu/etd/6165
https://scholarcommons.sc.edu/cgi/viewcontent.cgi?article=6988&context=etd
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14
Digital Immigrant Teachers and Their Implementation of Technology
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15
Examining the impact of technology-mediated oral communicative tasks on students’ willingness to communicate and communicative performance
In: Graduate Theses and Dissertations (2019)
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16
The effects of using blended learning approach on EFL students' essay writing at Shaqra University, Saudi Arabia
Alrouji, Omar Obaid. - : Sydney, Australia : Macquarie University, 2019
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17
Survey of L2 English CMC activities ...
Moffat, Andrew. - : The University of Nottingham, 2019
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18
The effect of digital apps on Vietnamese EFL learners’ receptive vocabulary acquisition : a case study of quizlet and paper flashcards
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19
Post-French Immersion Student Perceptions of Parallel Concordancing: A Mixed Methods Study
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20
Indiana high school students' outcomes and ubiquitous technology ; Student outcomes ubiquitous technology
Hall, Mark J. (Mark Jeffery). - 2018
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