| 1 |
Implicit Instruction of Direct and Indirect Object Pronouns in Spanish through Technology-Mediated Task-Based Language Teaching
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
The Discourse on LGBTQ Coming Out Process in Academic Journals ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Neural pathways of phonological and semantic processing and its relations to children’s reading skills ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Does Speaking Improve Comprehension and Processing of Turkish as a Foreign Language? A Virtual Computer-Assisted Language Learning Study ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Assessing Cognitive Flexibility, Other Executive Functions, and Learning in Healthy Adolescents ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Cognitive Flexibility and Its Association with Linguistic Preferences, Decision-Making, Tolerance of Uncertainty and Perceived Social Support ...
|
|
Tong, Ke. - : Open Science Framework, 2022
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Vedantic Basis and Praxis of the Integral Advaita of Sri Aurobindo
|
|
|
|
In: Monsoon: South Asian Studies Association Journal (2022)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Tusha Hiti: The Origin and Significance of the Name
|
|
|
|
In: Monsoon: South Asian Studies Association Journal (2022)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Diversity, Equity, and Inclusion: Perspectives from Contemporary India and 6th Century Jain Yoga
|
|
|
|
In: Monsoon: South Asian Studies Association Journal (2022)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Ganges in Indian Sculpture and Literature: Mythology and Personification
|
|
|
|
In: Monsoon: South Asian Studies Association Journal (2022)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Digital and Spatial Humanities Mapping: Eurasia-Pacific Early Trade and Belief Linkages
|
|
|
|
In: Monsoon: South Asian Studies Association Journal (2022)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Study 1 - Fred and his dog (revised with author vs respondent conditions) ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Syntactic Complexity and Temporal Perspective in Children's Future Narratives ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Élaboration d’une liste pour l’enseignement du vocabulaire considérant la fréquence d’utilisation à l’oral et la polysémie ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
The Ideological Stance of Multilingualism in Education in Malaysia in the Press 2000-2020
|
|
|
|
In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 173-193 ; Multicultural Lingual and Multicultural Education (2022)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
The axis of access: a quantitative ethnography of presidential discourse on the construct of college access in the United States
|
|
|
|
In: Theses and Dissertations (2022)
|
|
Abstract:
Federal discourse pertaining to college access requires clarified definition. Use of the college access construct has become commonplace, yet no unified refinement of meaning exists. This study, which covered U.S. presidential communications from January 2009 to October 2021, addressed the abstraction of language as leaders presented ideas, policies, and opinions. Observable trends impacting social mobility for students from underserved populations were of central interest. The research methodology, Quantitative Ethnography (QE), used the tool of Epistemic Network Analysis (ENA). Eight codes were identified through grounded analysis: Affordability, Pathway Program, Underserved Populations, Class Systems, Upward Mobility, Career Readiness, Trajectory, and Career Technical Education (CTE) and assessed through postmodernism. The Code most commonly appearing in the data set was Upward Mobility. Two codes tied for second-most-common: Affordability and Pathway Programs. In terms of connections among the codes from a broad overview, the most dominant communication patterns among the three presidents included epistemic links from Pathway Programs to both Affordability and Underserved Populations. Overall congruence across administrations was notably lacking. Conclusions drawn included that presidential discourse pertaining to the U.S. college access dilemma may be accurately described as circular, as illustrated by an original figure demonstrating the researcher’s "Axis of Access" concept. Due to the churn of new administrations with differing definitions of college access coming into power every 4 to 8 years, a substantial hurdle for stakeholders in the U.S. Department of Education and related divisions was identified; therefore, a recommendation made was to create a new College Access Bridge Division in the U.S. Department of Education, to enable consistency of discourse and policy implementation. The incorporation of kin networks into pathway programs starting in middle school was recommended at the pathway program level, as was expanding criteria for such programs. Both national and global implications were discussed. Of note: this dissertation marks the first utilization of QE and ENA in the field of higher education in the United States. El discurso federal relacionado con el acceso a la universidad requiere una definición clara. El uso de la construcción de acceso a la universidad se ha convertido en un lugar común, pero no existe un refinamiento unificado del significado. Este estudio, que abarcó las comunicaciones presidenciales de EE. UU. desde enero de 2009 hasta octubre de 2021, abordó la abstracción del lenguaje cuando los líderes presentaron ideas, políticas y opiniones. Las tendencias observables que afectan la movilidad social de los estudiantes de poblaciones desatendidas fueron de interés central. La metodología de investigación, Etnografía Cuantitativa (QE), utilizó la herramienta de Análisis Epistémico de Redes (ENA). Se identificaron ocho códigos a través de un análisis fundamentado: asequibilidad, programa Pathway, poblaciones desatendidas, sistemas de clases, movilidad ascendente, preparación profesional, trayectoria y educación técnica profesional (CTE) y se evaluaron a través del posmodernismo. El código que aparecía con más frecuencia en el conjunto de datos era Movilidad ascendente. Dos códigos empatados en el segundo lugar más común: Asequibilidad y Pathway Programs. En términos de conexiones entre los códigos desde una perspectiva general, los patrones de comunicación más dominantes entre los tres presidentes incluyeron vínculos epistémicos de los Programas Pathway tanto para la Asequibilidad como para las Poblaciones Desfavorecidas. La congruencia general entre las administraciones fue notablemente deficiente. Las conclusiones extraídas incluyeron que el discurso presidencial relacionado con el dilema de acceso a la universidad de EE. UU. puede describirse con precisión como circular, como lo ilustra una figura original que demuestra el concepto de "Eje de acceso" del investigador. Debido a la rotación de nuevas administraciones con diferentes definiciones de acceso a la universidad que llegan al poder cada 4 a 8 años, se identificó un obstáculo sustancial para las partes interesadas en el Departamento de Educación de EE. UU. y divisiones relacionadas; por lo tanto, se hizo una recomendación para crear una nueva División Puente de Acceso a la Universidad en el Departamento de Educación de los EE. UU., para permitir la consistencia del discurso y la implementación de políticas. Se recomendó la incorporación de redes de parentesco en los programas de orientación a partir de la escuela intermedia a nivel de programa de orientación, al igual que la ampliación de los criterios para tales programas. Se discutieron las implicaciones tanto nacionales como globales. Importante: esta disertación marca la primera utilización de QE y ENA en el campo de la educación superior en los Estados Unidos.
|
|
Keyword:
College access; College attendance -- United States; Discourse analysis; Education; Education Policy; Educational equalization -- United States; Higher Education; Higher education and state -- United States; Language and education -- United States; Linguistics; Policy; Presidential rhetoric; Quantitative ethnography; Sociolinguistics
|
|
URL: https://digitalcommons.pepperdine.edu/etd/1230
https://digitalcommons.pepperdine.edu/cgi/viewcontent.cgi?article=2229&context=etd
|
|
BASE
|
|
Hide details
|
|
|
| 19 |
Translating translanguaging into our classrooms: Possibilities and challenges
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
The classroom as a bilingual space: An exploration of attitudes towards mono- and bi/multilingual practices in English language teaching contexts
|
|
Gallagher, Fiona. - : Dublin City University. School of Applied Language and Intercultural Studies, 2021
|
|
In: Gallagher, Fiona orcid:0000-0002-7865-1757 (2021) The classroom as a bilingual space: An exploration of attitudes towards mono- and bi/multilingual practices in English language teaching contexts. PhD thesis, Dublin City University. (2021)
|
|
BASE
|
|
Show details
|
|
|
|
|
