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Diagramas y notas sobre el texto de Wilhelm Reich: Materialismo dialéctico y psicoanálisis
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In: ISSN: 1605-4806 ; Razón y Palabra ; https://hal.archives-ouvertes.fr/hal-01302733 ; Razón y Palabra, Octavio Isla, 2015 (2015)
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Exploring a framework for classroom culture: A case study of the interaction patterns in mathematical whole-class discussions
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01289757 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.3065-3071 (2015)
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Vague language and politeness in whole-class mathematical conversation
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In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-01287662 ; CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1354-1360 (2015)
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| 4 |
The student-institution fit at university: interactive effects of academic competition and social class on achievement goals
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In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-01348974 ; Frontiers in Psychology, Frontiers, 2015, 6, pp.769. ⟨10.3389/fpsyg.2015.00769⟩ (2015)
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| 5 |
"Hearing what we cannot see" : contradictions and complications in a multimodal community-based writing project.
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| 6 |
Lexikvermittlung im ausländischen DaF-Unterricht: Neue Impulse durch den handlungsorientierten Ansatz?
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In: 3. Saarbrücker Fremdsprachentagung: Fremdsprachenvermittlung zwischen Anspruch und Wirklichkeit. ; https://halshs.archives-ouvertes.fr/halshs-01414828 ; 3. Saarbrücker Fremdsprachentagung: Fremdsprachenvermittlung zwischen Anspruch und Wirklichkeit. , Oct 2015, Sarrebruck, Germany (2015)
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| 7 |
The Malagasy language in the digital age ; The Malagasy language in the digital age: Challenges and perspectives
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In: Language and Technology Conference ; https://hal.archives-ouvertes.fr/hal-01237509 ; Language and Technology Conference, University Adam Mickiewicz, Nov 2015, Poznań, Poland. pp.299-303 ; http://www.ltc.amu.edu.pl/ (2015)
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| 8 |
Les particules modales en allemand au niveau débutant (A1-A2 du CECRL).
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In: Atelier de réflexion méthodologique et de formation à la recherche en Études germaniques ; https://halshs.archives-ouvertes.fr/halshs-01414846 ; Atelier de réflexion méthodologique et de formation à la recherche en Études germaniques, Apr 2015, Paris, France (2015)
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| 9 |
German modal particles at CEF-beginner level
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In: iMean4@Warwick ; https://halshs.archives-ouvertes.fr/halshs-01414857 ; iMean4@Warwick, Apr 2015, Warwick, United Kingdom (2015)
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| 10 |
Deutsche Modalpartikeln für Anfänger (Niveau A1-A2).
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In: Arbeitsgruppe Historische Linguistik ; https://halshs.archives-ouvertes.fr/halshs-01414837 ; Arbeitsgruppe Historische Linguistik, Apr 2015, Berlin, Germany (2015)
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| 11 |
Darwin, artificial selection, and poverty
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In: Politics and the Life Sciences (2015)
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| 12 |
ESL Students' Language Anxiety in In-Class Oral Presentations
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In: Theses, Dissertations and Capstones (2015)
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| 13 |
“Does Jesus Want us to be Poor?” Student Perspectives of the Religious Program at a Cristo Rey Network School
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In: Journal of Catholic Education (2015)
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Abstract:
The structure of Catholic schools improves achievement by providing multiple opportunities for face-to-face interaction, the development of meaningful relationships between students, teachers, and other members of the school community, and a shared set of beliefs among all school members (Bryk, Lee, & Holland, 1993). Despite a substantiating body of research for this assertion, few empirical studies exist on how the religious program might impact the intrapersonal and interpersonal development of students. The Cristo Rey Network (CRN) of schools was developed in response to the material realities of students and families living in Chicago (Kearney, 2006). The leaders of the network, motivated by Catholic social teachings that recognize and prioritize the poor, developed the corporate work-study Catholic school model to make the Catholic school experience accessible for low-income families. This ethnographic study explored the impact of the CRN on the religious program of St. Peter High School (pseudonym) and, in turn, how the religious program used the lived experiences of Latino and African American students. Findings point to a need for teachers at CRN schools to be aware of students’ cultural and social identity and to develop an appropriate pedagogical response in religious spaces to strengthen students’ academic, social, and spiritual identities.
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Keyword:
and Multicultural Education; Bilingual; Catholic schools; Cristo Rey Network; critical pedagogy; Culturally relevant pedagogy; Curriculum and Instruction; low-income youth; Multilingual; Other Education; religion; social class
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URL: https://digitalcommons.lmu.edu/ce/vol19/iss1/11
https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1906&context=ce
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| 16 |
Reducing Prejudice with Lecture vs. a Classroom Activity
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In: SoTL Commons Conference (2015)
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| 18 |
Review of Social Class in Applied Linguistics by David Block
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In: English Faculty Publications (2015)
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| 19 |
The student-institution fit at university: interactive effects of academic competition and social class on achievement goals
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In: ISSN: 1664-1078 ; Frontiers in Psychology, Vol. 6, No 769 (2015) (2015)
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| 20 |
Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 2 of 18
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