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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...8 Hits 1 – 20 of 148 1 Breaking it down: a study of morphological awareness in the English reading processes of linguistically diverse middle school students LaBelle, Melissa Tobey. - 2019 BASE Show details 2 Medium of instruction ideologies: accommodation of multilingualism in the bilingual regime of Navarre Erdocia, Iker In: Erdocia, Iker orcid:0000-0003-2459-1346 (2019) Medium of instruction ideologies: accommodation of multilingualism in the bilingual regime of Navarre. Current Issues in Language Planning, 20 (3). pp. 284-308. ISSN 1466-4208 (2019) BASE Show details 3 My quest to understand learning and teaching Fanselow, John. - 2019 BASE Show details 4 Real-and-Imagined Spaces: Productive Play in a Multimodal Youth Writing Program Song, Ah-Young. - 2019 BASE Show details 5 Teaching SLIFE in Public Schools Morgenegg, Katherine. - 2019 BASE Show details 6 Suggestions for teacher educators from a gentle iconoclast and a fellow explorer Fanselow, John; Hiratsuka, Takaaki. - 2019 BASE Show details 7 A Cross-Comparison Case Study Analyzing the Nature of the Discourse of First-Year Composition Courses of one Community College Dual Enrollment Program Keane, Kelly Alanna. - 2019 BASE Show details 8 Demonstrating Scientific Understanding through ASL and English Imagery Jaramillo, Moises. - : eScholarship, University of California, 2019 BASE Show details 9 The Trilingual Ideal in Quintana Roo, Mexico: The Metapragmatics and Embodiments of Yucatec Maya, Spanish, and English Feeney-Kleinfeldt, Aurora. - : eScholarship, University of California, 2019 BASE Show details 10 The Importance of Professional Development: A Critical Discourse Analysis Surrounding the Teaching of California’s Multilingual Students Macias, Heather Christina. - : eScholarship, University of California, 2019 BASE Show details 11 Classification Accuracy of Spanish CBMs for Students in a Dual Immersion Program Suchilt, Luisana. - : eScholarship, University of California, 2019 BASE Show details 12 Challenges and adaptations in implementing an English-medium medical program:a case study in China. Yang, Miao; O'Sullivan, Patricia S; Irby, David M... In: BMC medical education, vol 19, iss 1 (2019) BASE Show details 13 Formative Assessment during Online Collaborative Writing in Middle Schools Krishnan, Jenell. - : eScholarship, University of California, 2019 Abstract: Research suggests that teachers' and students' engagement in formative assessment contributes to students’ writing development by influencing both what and how students learn. However, while research exists on how teachers and students engage in formative assessment in traditional classroom settings, little work has examined the nature of formative assessment when students write together online. This three-study dissertation aims to fill this gap in the literature through a longitudinal examination of two middle school English language arts (ELA) classrooms. This dissertation explored teachers’ and students’ formative assessment process when the same groups of three students engaged in online collaborative writing to compose source-based argumentative essays. In the Study 1, I employ a multiple-case study approach to investigate (1) the common and unique contextual factors that shape ELA teachers’ formative assessment beliefs and practice, and (2) the challenges they face when engaging in ongoing assessment while students write together online in their classrooms. Primary data sources include pre- and post-study semi-structured teacher interviews and post-instruction debriefs. Secondary data sources include field notes from 100 hours of classroom observations. Findings suggest that district-level and classroom-level factors shape teachers’ perceptions of formative assessment and how they adjust their approach over time. In the Study 2, I take a multiple-case study approach to investigate (1) two teachers’ use of formative assessment strategies and (2) two student focal groups’ use of formative assessment strategies during one week-long collaborative writing activity. Primary data sources include field notes from one week of classroom observations in each school context and screencast data that capture group talk and synchronous online collaborative writing in real time. Secondary data sources include portions of pre- and post-study semi-structured teacher interviews. I find that teachers with different approaches to writing instruction focus on different aspects of online collaborative writing during their formative assessment process. What teachers prioritize in their formative assessments, in turn, shape student groups’ own assessments of writing. Student writing groups take up cues from their teachers about what to prioritize when working together, using tools to support source-based argumentative writing or to support their in-group collaboration. In Study 3, I employ a multiple-case study approach to examine (1) four student writing groups’ strategies for formative assessment, (2) the changes they make to their use of strategies for formative assessment over time, and (2) the strategies that support writing improvements to their source-based argumentative writing. Data sources include 33 hours of screencast data and genre-specific rubric scores for each groups’ essay written at two time points. Findings suggest that groups’ talk focused on setting goals, using classroom tools, evaluating their writing and group dynamics, and making informed changes to their texts through revision. Also, groups that prioritized writing effectiveness, rather than writing efficiency, spent more time on revising, using their own assessments of writing for those revisions, and demonstrated improvements in their source-based argument writing. Together, these studies provide a nuanced understanding of the factors that shape formative assessment during collaborative writing activities in middle school classrooms. Keyword: Education; educational technology; English language arts; formative assessment; online collaborative writing; secondary school URL: https://escholarship.org/uc/item/4sf0s233 BASE Hide details 14 Three Studies Exploring the Influence of the Pathway Project on Teacher and Student Learning Godfrey, Lauren. - : eScholarship, University of California, 2019 BASE Show details 15 Reporting Fine-grained Feedback from a Summative Language Proficiency Assessment Using Diagnostic Classification Modeling (DCM): A Feasibility Study Setoguchi, Eric. - : eScholarship, University of California, 2019 BASE Show details 16 “Our Beautiful Family”: A study of English Language Learners’ dual language identity texts and linguistic identity in a family literacy program ... Bajt, Allison. - : Arts, 2019 BASE Show details 17 Sprachsensible Bildungsräume gestalten – Eine Professionalisierungsaufgabe der Lehrer/-innenbildung ... Decker, Lena; Siebert-Ott, Gesa. - : Philipps-Universität Marburg, 2019 BASE Show details 18 CULTURAL RESPONSIVENESS IN THE CONTEXT OF A LARGE URBAN SCHOOL DISTRICT: AN ANALYSIS OF MATH & ELA TEACHER PERCEPTIONS OF CULTURALLY RESPONSIVE PRACTICES IN TEACHING LATINA/O ELLs ... Beato, Carlos Manuel. - : Digital Repository at the University of Maryland, 2019 BASE Show details 19 The Effectiveness of Corpus-Aided Instruction Using Lexical Bundles to Improve Academic Writing in Instructed Second Language Acquisition: A Multimethod Research Design Park, Eun Jeong In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1556003595087828 (2019) BASE Show details 20 African American Vernacular English and the Achievement Gap: How Teacher Perception Impacts Instruction and Student Motivation Salih, Suweeyah S. In: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564758333725021 (2019) BASE Show details Page: 1 2 3 4 5...8

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