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1	Community Mapping 2.0: Using Technology to Raise Community Awareness
	Sclafani, Chris
	In: Networks: An Online Journal for Teacher Research (2022)
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2	Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
	Roesler, Molly K
	In: Culminating Experience Projects (2022)
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3	Engaging Disinterested Adolescent Readers in the Middle School Classroom
	Lezman, Elizabeth M
	In: Culminating Experience Projects (2022)
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4	The Critical Workshop: Writing Revision and Critical Pedagogy in the Middle School Classroom
	Griswold, Andrea R
	In: Doctoral Dissertations (2022)
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5	Stimulus Control for Making Math Verbal
	Sun, Yifei. - 2021
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6	English language learners learning strategies’ in the classroom : a multiple case study of adolescent newcomers in a middle school ...
	Steinbach, Elizabeth Marie; 0000-0002-8634-8141. - : The University of Texas at Austin, 2021
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7	Music, Our Human Superpower
	Lems, Kristin
	In: Faculty Publications (2021)
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8	Two for the Price of One! A Study of Persistence of Adult Education Students pursuing a High School Equivalency Credentiial and a Study of the Researcher's Experience Conducting that Study.
	Lynch, Jacqueline
	In: Dissertations (2021)
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9	The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice
	Adam, Helen; Hays, Anne-Maree; Urquhart, Yvonne
	In: Australian Journal of Teacher Education (2021)
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10	Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagement
	Monteiro, Vera; Carvalho, Carolina; Santos, Natalie Nóbrega. - : Frontiers Media S.A., 2021
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11	Ανάλυση αφηγηματικού λόγου στην πολύγλωσση και πολυπολιτισμική τάξη του δημοτικού σχολείου ... : Narrative discourse analysis in the multilingual and multicultural classroom of the primary school ...
	Tserkezidou, Georgia. - : Democritus University of Thrace, 2021
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12	SOCIAL JUSTICE WARRIORS: COACHING TEACHERS TO ENACT CULTURALLY RESPONSIVE PEDAGOGY
	Garcia, Marcos M. - : East Carolina University, 2021
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13	Perceptions of Math Teachers Working With Students Who Suffer From Math Anxiety: A Collective Case Study
	Calhoun, Wanda W.
	In: Doctoral Dissertations and Projects (2021)
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14	Assessment of Oral Skills in Adolescents
	Marta Gràcia; Jesús M. Alvarado; Silvia Nieva
	In: Children; Volume 8; Issue 12; Pages: 1136 (2021)
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15	The text of the "ABC of Aristotle" in the ‘Winchester Anthology’
	Cornelius, Ian
	In: English: Faculty Publications and Other Works (2021)
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16	Critical Storytelling: Multilingual Immigrants in the United States
	Pentón Herrera, Luis Javier; Trinh, Ethan
	In: Middle and Secondary Education Faculty Publications (2021)
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17	The Effects of Reading Strategies on EL Students while Transitioning into a Middle School Mainstream ELA Setting
	Melius-Polzin, Taylor
	In: Masters of Arts in Education Action Research Papers (2021)
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18	Student Perceptions of Formative Feedback in Mathematics
	Fialkiewicz, Derek E.
	In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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19	Vocabulário escrito de estudantes de escolas públicas do Rio Grande do Sul : um estudo léxico-estatístico
	Silva, Bruna Rodrigues da. - 2021
	Abstract: Este trabalho descreve resultados de uma pesquisa de mestrado inserida no âmbito dos estudos lexicológicos de enfoque estatístico, baseados em corpora. O objetivo principal é a descrição e a análise contrastiva do perfil de vocabulário escrito empregado por estudantes dos anos finais do Ensino Fundamental de duas escolas públicas do estado do Rio Grande do Sul – Brasil. O corpus de estudo é composto por um conjunto de 154 redações desidentificadas de alunos de 6ºano e de 8º ano de duas escolas, uma administrada pelo Governo do Estado e outra pelo Município de Porto Alegre. Ambas as escolas se localizam na Zona Norte da capital gaúcha, próximas entre si e na fronteira da região metropolitana. O corpus de estudo é heterogêneo quanto às propostas geradoras das redações, mas homogêneo quanto à quantidade de textos por escola e por ano escolar. O corpus foi examinado em dois grupos principais, de acordo com a procedência por escola. Parte-se da ideia de que o perfil vocabular seria diferente entre os dois grupos de textos, em função das diferentes condições de infraestrutura em cada uma das escolas e de relatos de alguns professores. Como contraste para o exame do seu vocabulário, são usados: os textos de apoio para as produções textuais – quando existentes – e as propostas que orientaram a escrita dos alunos. Como corpora de referência para um Português escrito fundamental ou básico, conforme utilizados por pessoas adultas, são utilizados: o CorPop, o Banco de Português, o Corpus Brasileiro e o Lácio Web. Os três últimos foram utilizados como referência somente para identificação de palavras-chave das redações do corpus de estudo. O CorPop, por sua vez, forneceu uma referência sobre simplicidade do vocabulário empregado. Com apoio de ferramentas computacionais, da estatística linguística e da Linguística de Corpus, as redações foram descritas, analisadas e comparadas entre si e com os materiais de contraste e com os corpora de referência. Os resultados indicam que a riqueza vocabular exibida nas redações não tende a variar entre as produções dos estudantes da escola municipal (16,5%) e as dos estudantes da escola estadual (16,5%). Do mesmo modo, não há muita diversidade de palavras empregadas entre os dois grupos quando se considera as mais frequentes de uma mesma proposta de tema. O grupo de palavras com frequência única – hapax legomenon – empregado nas redações mostrou-se como o principal fator de especificidade do vocabulário de cada grupo. Com relação ao aspecto de simplicidade do vocabulário, verificou-se uma coincidência de quase 70% com o CorPop, ainda que esse percentual possa ser ajustado para cobrir formas não lematizadas das palavras e itens não contemplados nesse corpus. Por fim, o trabalho refuta a ideia de que os dois grupos possuiriam perfis de vocabulário escrito diferentes e apresenta algumas sugestões de atividades para professores do Ensino Fundamental tratarem do tema do vocabulário em suas aulas. ; The aim of this thesis is to describe and present the findings of an investigation in the area of Lexicology using a statistical approach based on corpora. The main objective is the description and contrastive analysis of the written vocabulary of Middle School students from two public schools of the state of Rio Grande do Sul – Brazil. The study corpus comprises 154 writing samples of 6th and 8th year students from two public schools: one run by the Government of the State, and another run by the Municipal Government of Porto Alegre. Students’ identities have been concealed in all writings. Both schools are located in the Sarandi area, in the north side of Porto Alegre. The study corpus is heterogeneous in terms of the topics presented to the students, but homogeneous in terms of the number of writing samples per school and per school year. The corpus was divided into two main groups, one group per school. It was assumed that the vocabulary to be used would be different between the two groups because of the different infrastructure conditions in each school and due to reports from the teachers. The following items were used to contrast and analyze the vocabulary: the issue topic for the written production – whenever applicable – and the rubrics for the activity. As a reference for elementary-level Portuguese used by adults, the following corpora were selected: CorPop, Banco de Português, Corpus Brasileiro and Lácio Web. The last three corpora were used as reference for identifying keywords in the writing samples of the study corpus and CorPop provided a reference on the simplicity of the vocabulary used. The description, analysis and comparisons of the written productions with one another and against the contrast corpora were aided by computer tools, Statistical Linguistics and Corpus Linguistics. The data from the study corpus and reference corpus have been compared and contrasted. Results have shown that vocabulary richness in the students’ texts tends to show little to no variation in both schools (16.5%). Similarly, there is no diversity of words between the two groups when looking for the most frequent ones in a single topic. The only difference between the productions of both groups was on words or expressions used that occurred only once – hapax legomenon – in the writing samples. Regarding the level of simplicity of the vocabulary, there was a coincidence of almost 70% with CorPop vocabulary, although this percentage can be adjusted to cover non-lemmatized forms of words and items not included in this corpus. Therefore, this investigation refutes the claim that both groups would have different vocabularies. Lastly, suggestions of activities for Middle School teachers to work with vocabulary under a linguistic analysis perspective in class are presented based on the findings of this study.
	Keyword: Corpus Linguistics; Ensino fundamental; Estatistica : Linguistica; Lexical Statistics; Lexicologia; Lexicology; Língua portuguesa; Linguagem e línguas; Lingüística de corpus; Middle School; Portuguese Language; Redação escolar; School writing; Vocabulário; Vocabulary
	URL: http://hdl.handle.net/10183/225289
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20	Early Introduction of AI in Spanish Middle Schools. A Motivational Study
	Fern?ndez-Mart?nez, Carmen; Hern?n-Losada, Isidoro; Fern?ndez, Alberto. - : Springer, 2021
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