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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 Hits 1 – 20 of 54 1 Sprache und Kommunikation in der beruflichen Bildung : Modellierung - Anforderungen - Förderung Efing, Christian (Herausgeber). - Wien : Peter Lang Edition, 2015 BLLDB UB Frankfurt Linguistik Show details 2 Use of emotional cues for lexical learning: a comparison of autism spectrum disorder and fragile X syndrome. Thurman, Angela John; McDuffie, Andrea; Kover, Sara T... In: Journal of autism and developmental disorders, vol 45, iss 4 (2015) BASE Show details 3 Integrated Education and Training: Making Sense of a New Form of Vocationalism Impacting Adult ESL Learners Vafai, Maliheh Mansuripur. - : eScholarship, University of California, 2015 In: Vafai, Maliheh Mansuripur. (2015). Integrated Education and Training: Making Sense of a New Form of Vocationalism Impacting Adult ESL Learners. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/86j1b6n4 (2015) BASE Show details 4 Cost effectiveness of a mail-delivered individually tailored physical activity intervention for Latinas vs. a mailed contact control. Larsen, Britta; Gilmer, Todd; Pekmezi, Dori... In: The international journal of behavioral nutrition and physical activity, vol 12, iss 1 (2015) BASE Show details 5 Integrated Education and Training: Making Sense of a New Form of Vocationalism Impacting Adult ESL Learners Vafai, Maliheh Mansuripur. - : eScholarship, University of California, 2015 Abstract: Discussions of English language access and instruction continue to be framed by human capital perspectives that view English as a set of linguistic skills tied to employment opportunities. Integrated Education and Training (IET) is an example of the latest curricular approach to the ‘mainstream' English as a second Language instruction at Adult Education agencies. It strives to complement the English curriculum with the so-called ‘employability’ skills to help learners adapt to the new language and culture of work in the United States. This dissertation examines IET’s underpinning assumptions and its implications for adult immigrants of color from marginalized backgrounds, who comprise the majority of learners at these agencies.First, it situates the IET development as an example of a vocational approach within the broader context of school-to-work reform efforts and explores its connections to the neoliberal ideological thinking. With close attention to the new job categories and the 21st century skills landscape, and drawing on historical parallels, it then examines the rise of IET in light of the realities of class, race, and the asymmetrical power relations that characterize the modern nation state. The analysis is based on an intersectional approach centering the way both race and class relations manifest in the educational experiences of people of color. Second, using a mixed method approach, the study analyzes data to illuminate students’ uptake of the vocational discourse. While limited research on IET and similar models of curriculum and instruction has focused on the assessment of outcomes and effectiveness, there has been little scrutiny about the relevance to students’ aspirations and pre-established goals. Specifically, research has not addressed the possibility of constraining impacts on students’ aspirations. Findings indicate that the learning module, implemented within an experimental framework, impacted IET participants differently and that the practices of ‘realistic goal setting’ along with the phenomena of ‘social mirroring’ were central to students’ sense making. Analysis reveals that learners with greater educational capital in their country of origin seemed to have higher aspirations but were more readily influenced by the promise of IET. For these learners, IET succeeded in promoting minimal training and subsequent lower- grade employment options. Data further suggest that concepts such as ‘stress and time management’, ‘prioritizing’ and ‘multi-tasking’ took center stage, and once invoked by the teacher, were reified by students through engagement in typical classroom practices. This is consequential for learning, in that the deployment of such narratives in social interaction frames students’ opportunities to build identities as neoliberal subjects. It highlights critical issues that need to be taken into account in the design of ESL learning environments, especially for students of color from persistently marginalized backgrounds. Keyword: Adult education; Education policy; educational policies; English as a second language; govermentality; immigrants; neoliberal subjectivities; post-secondary; vocationalism URL: https://escholarship.org/uc/item/86j1b6n4 BASE Hide details 6 Arterial Pulse Wave Velocity and Cognition With Advancing Age Elias, Merrill F; Robbins, Michael A; Budge, Marc... In: Hypertension (2015) BASE Show details 7 Feedback on feedback – does it work? ... Speicher, Oranna; Stollhans, Sascha. - : Research-publishing.net, 2015 BASE Show details 8 Transnational migration, gender relations, and learning processes: Mexican adults constructing lives in California ... Monkman, Karen L.. - : University of Southern California Digital Library (USC.DL), 2015 BASE Show details 9 Systems approach to the value of education in the Republic of South Africa ... Gilbert, Richard Keith. - : University of Southern California Digital Library (USC.DL), 2015 BASE Show details 10 La survie du breton en France par l'education, The Survival of Breton in France through Education Carson, Kristina In: http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1418232061 (2015) BASE Show details 11 Implementing the Sociocultural Theory While Teaching ESL Lee, Michele S In: SPACE: Student Perspectives About Civic Engagement (2015) BASE Show details 12 Feedback on feedback – does it work? Speicher, Oranna; Stollhans, Sascha In: Helm, Francesca [Hrsg.]; Bradley, Linda [Hrsg.]; Guarda, Marta [Hrsg.]; Thouësny, Sylvie [Hrsg.]: Critical CALL. Proceedings of the 2015 EUROCALL conference, Padova, Italy. Dublin : Research-publishing.net 2015, S. 507-511 (2015) BASE Show details 13 (De) constructing students of concern : how Chief Student Affairs Officers make meaning regarding concerning student behavior Tucker, Melanie V.. - : Northern Illinois University, 2015 BASE Show details 14 Multi-lingual Research in Minority-majority Communities Bolton, Debra In: Adult Education Research Conference (2015) BASE Show details 15 Imagined Destinations: The Role of Subjectivity and the Generative Potential of Lived Experiences in Adult English Learners' Paths to Fluency Palumbo, Christine. - : The University of Arizona, 2015 BASE Show details 16 Feedback 2.0 in online writing instruction: Combining audio-visual and text-based commentary to enhance student revision and writing competency Grigoryan, Anna. - : Pepperdine University, 2015 BASE Show details 17 Design or detour? The non-native English-speaking (NNS) student in the community college developmental writing classroom Anderson-Manrique, Julie F.. - : Capella University, 2015 BASE Show details 18 Research on reading strategies: Results from high and low readers, native and non-native English speakers, and male and female students Abdelmalek, Mamdouh Nathan. - : California State University, Los Angeles, 2015 BASE Show details 19 Using small talk cards to help lower the affective filter and increase language acqusition in adult English learners La Spisa, Luisa. - : The William Paterson University of New Jersey, 2015 BASE Show details 20 “Warming up” in the developmental sequence? ... : Upward transfer conditional on dependency status ... Davidson, Cody; Wilson, Kristin B.. - : University of Kentucky, 2015 BASE Show details Page: 1 2 3

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