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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...11 Hits 1 – 20 of 204 1 The Culture Beyond the Content: Does an “Overcoming Testimony” Empower Effective Urban Mathematics Teachers to Reach their Students? Smith, John Franklin. - 2021 BASE Show details 2 Rethinking analogical reasoning: The power of stimuli and task framework in understanding biomedical science, technological advancements, and social interactions Catanzarite, Nicole Crystal. - 2021 BASE Show details 3 Reading Analyses with Chilean Children Cubillos Guzman, Montserrat. - 2021 BASE Show details 4 From Academic English to School Discourses: Reconceptualizing Academic Language Sewall, Ethan McDermott. - 2021 BASE Show details 5 The Association Between Parental Executive Function and Children’s Language Skills at 18 Months McKee, Kelsey. - 2021 BASE Show details 6 Invisible Identities: The Selective Racialization of Iranian Students Sabihi, Samantha Sama. - 2020 BASE Show details 7 THE EXPERIENCES OF KOREAN IMMIGRANT PARENTS OF CHILDREN WITH SPECIAL NEEDS IN THE AMERICAN SPECIAL EDUCATION SYSTEM Joo, Riah. - 2020 BASE Show details 8 De Facto Bilingual Education: The Role of Home Language Support in the Academic Achievement of Dual Language Learners Guzman, Natalia. - 2020 BASE Show details 9 AN EVALUATION OF YOUTH MENTAL HEALTH FIRST AID TRAINING FOR AMERICORPS CLASSROOM EDUCATORS Ross, Ana-Sophia. - 2020 BASE Show details 10 CROSS-LINGUISTIC DIFFERENCES IN THE LEARNING OF INFLECTIONAL MORPHOLOGY: EFFECTS OF TARGET LANGUAGE PARADIGM COMPLEXITY Solovyeva, Ekaterina. - 2020 Abstract: Inflectional morphology poses significant difficulty to learners of foreign languages. Multiple approaches have attempted to explain it through one of two lenses. First, inflection has been viewed as one manifestation of syntactic knowledge; its learning has been related to the learning of syntactic structures. Second, the perceptual and semantic properties of the morphemes themselves have been invoked as a cause of difficulty. These groups of accounts presuppose different amounts of abstract knowledge and quite different learning mechanisms. On syntactic accounts, learners possess elaborate architectures of syntactic projections that they use to analyze linguistic input. They do not simply learn morphemes as discrete units in a list—instead, they learn the configurations of feature settings that these morphemes express. On general-cognitive accounts, learners do learn morphemes as units—each with non-zero difficulty and more or less independent of the others. The “more” there is to learn, the worse off the learner. This dissertation paves the way towards integrating the two types of accounts by testing them on cross-linguistic data. This study compares learning rates for languages whose inflectional systems vary in complexity (as reflected in the number of distinct inflectional endings)—German (lowest), Italian (high), and Czech (high, coupled with morpholexical variation). Written learner productions were examined for the accuracy of verbal inflection on dimensions ranging from morphosyntactic (uninflected forms, non-finite forms, use of finite instead of non-finite forms) to morpholexical (errors in root processes, application of wrong verb class templates, or wrong phonemic composition of the root or ending). Error frequencies were modeled using Poisson regression. Complexity affected accuracy differently in different domains of inflection production. Inflectional paradigm complexity was facilitative for learning to supply inflection, and learners of Italian and Czech were not disadvantaged compared to learners of German, despite their paradigms having more distinct elements. However, the complexity of verb class systems and the opacity of morphophonological alternations did result in disadvantages. Learners of Czech misapplied inflectional patterns associated with verb classes more than learners of German; they also failed to recall the correct segments associated with inflections, which resulted in more frequent use of inexistent forms. Keyword: Adult education; Cognitive psychology; inflection; language learning; Linguistics; morphology; morphosyntax; psycholinguistics URL: http://hdl.handle.net/1903/26135 https://doi.org/10.13016/ejly-vbct BASE Hide details 11 How Pre-K Teachers Support the Language and Literacy Development of Young Dual Language Learners: A Multi-Case Study of Four Exemplary Teachers Budde, Christina Marie. - 2020 BASE Show details 12 "We just learned from each other": ESOL pre-service teachers learning to use digital tools across coursework and student teaching Durham, Carmen. - 2020 BASE Show details 13 Bilingual in a Monolingual District: Stakeholder Perspectives on Equitable Access to Dual Language Programs Marcus, Margaret Sullivan. - 2020 BASE Show details 14 I Think I Can, I Think I Can: Exploring Predictors of College Student Resilience & Hope Tobin, Leah Kreimer. - 2020 BASE Show details 15 Points of Learning Instead of States of Being: Reimagining the Role of Emotions in Teacher Development through Compassionate and Developmental Supports Stump , Megan. - 2020 BASE Show details 16 AN ANALYSIS OF CODE SWITCHING EVENTS IN TYPICALLY DEVELOPING SPANISH-ENGLISH BILINGUAL CHILDREN Guevara, Sandra Stephanie. - 2020 BASE Show details 17 EFFECTS OF DIFFERENT TYPES OF AUDITORY INPUT ON INCIDENTAL VOCABULARY LEARNING BY L2 JAPANESE SPEAKERS Hillman, Kyoko Kobayashi. - 2020 BASE Show details 18 Exploring the Use of Cognitive Apprenticeship for Teachers and Students in Science Classrooms Lee, Yewon. - 2019 BASE Show details 19 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. - 2019 BASE Show details 20 Environmental Advocacy Messages: Relationships Between the Messages that Constituents Send to Decision Makers and Organizational Engagement Choy, David F. - 2019 BASE Show details Page: 1 2 3 4 5...11

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