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Honorable Firsts: The Experience of First-Generation Students in Honors Programs
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In: Public Access Theses, Dissertations, and Student Research from the College of Education and Human Sciences (2021)
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| 82 |
The DISC® Personal Profiles of Emerging Sign Language Interpreters
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In: Journal of Interpretation (2021)
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| 83 |
Caught between Spaces: Korean Adult EFL/ESL Female Speakers’ Negotiating Social Identities in Online English Study Groups
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In: Doctoral Dissertations (2021)
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| 84 |
“Mama, Let’s Read!”: Critical Race Perspectives and the Centrality of Language in Everyday Literacies
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In: Korina Jocson (2021)
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| 85 |
Using Technology-Enhanced Language Learning Environments to Influence the Communicative Potential of Adult Learners of English as a Foreign Language in Vietnam
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| 86 |
Meeting the Needs of Adult Language Learners: A Focus on Communication and Literacy
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In: All Graduate Plan B and other Reports (2021)
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| 87 |
Fossilization of English as an L2 non-native constructions at the syntax-discourse interface in Romance L1 speakers
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 15, Iss 30 (2021) (2021)
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| 88 |
Associations between cognitive performance and the rehabilitation, medical care and social support provided to French children with Prader-Willi syndrome
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In: ISSN: 1769-7212 ; European Journal of Medical Genetics ; https://hal.umontpellier.fr/hal-03338019 ; European Journal of Medical Genetics, Elsevier, 2020, 63 (12), pp.104064. ⟨10.1016/j.ejmg.2020.104064⟩ (2020)
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| 89 |
Understanding Teacher Experience with Instructional Coaching to Inform Program Improvement Reflecting the Principles of Adult Learning Theory: A Mixed Method Case Study
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In: Graduate Theses & Dissertations (2020)
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| 91 |
Leaders Respond to the Workforce Implications Associated With the Rise of Artificial Intelligence in Financial Services During the Fourth Industrial Revolution: a Case Study
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| 92 |
Dancing With Feedback: Inquiry-based Feedback and Teacher Learning
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Abstract:
The challenges of giving and receiving feedback are regular topics in the popular and business press. This widespread interest in and use of feedback is based upon an assumption that receiving feedback will result in improved performance. A review of the literature indicates that the reality is more complex and that while some feedback does improve performance, much does not. This study explored the use of a feedback protocol, adapted from the world of dance, used by students and faculty in a Master of Arts in Teaching program to provide feedback on student practice teaching sessions. Through focus groups, document review and in-depth interviews with ten of the faculty and students involved, this study sought to understand how participants experienced learning the protocol, in what ways they perceived it to be different from previous experiences of feedback, and how they described the impact of this feedback process on their teaching practice. In analyzing the data resulted in three prominent themes emerged: well qualified and experienced teacher-educators underwent significant learning through engaging with the inquiry-based protocol, the teachers and students in this study found the protocol to be fundamentally different from even the most well-intentioned approaches they had experienced in the past, and the protocol alleviated many of the problems of unequal power present in other feedback experiences described by the participants.
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Keyword:
Adult education; Dance--Study and teaching; Educational leadership; Feedback (Psychology); Teachers--Training of
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URL: https://doi.org/10.7916/d8-hyk6-8789
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| 93 |
Característiques de l’alumnat de català L2 fora del domini lingüístic ; Characteristics of L2 Catalan students outside the Catalan-speaking regions
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In: ISSN: 0211-0784 ; EISSN: 2013-9136 ; Treballs de Sociolingüistica Catalana ; https://hal.archives-ouvertes.fr/hal-03483869 ; Treballs de Sociolingüistica Catalana, Societat Catalana de Sociolingüística, 2020, Trajectòries sociolingüístiques: nous i vells parlants, pp.39-55. ⟨10.2436/20.2504.01.159⟩ (2020)
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| 94 |
Noticing for Equity to Sustain Multilingual Literacies
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In: Journal of Adolescent and Adult Literacy, vol 63, iss 4 (2020)
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| 95 |
Propositions didactiques pour la formation linguistique à visée professionnelle : approches réflexive et inclusive
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In: ISSN: 0765-1635 ; Travaux de didactique du français langue étrangère ; https://hal.archives-ouvertes.fr/hal-02934281 ; Travaux de didactique du français langue étrangère, Université Paul Valéry, Montpellier III,, 2020, Didactique du français pour les adultes natifs : de l'illettrisme aux compétences clés, ⟨10.34745/numerev_1310⟩ ; http://revue-tdfle.fr/revue-75-37-didactique-du-francais-pour-les-adultes-natifs-de-l-illettrisme-aux-competences-cles (2020)
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| 96 |
Présentation du numéro 75 "Didactique du français pour les adultes natifs : de l'illettrisme aux compétences clés"
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In: ISSN: 0765-1635 ; Travaux de didactique du français langue étrangère ; https://hal.archives-ouvertes.fr/hal-03095553 ; Travaux de didactique du français langue étrangère, Université Paul Valéry, Montpellier III,, 2020, 75 ; https://revue-tdfle.fr/revue-75-37/1506-la-laquo-lutte-contre-l-rsquo-illettrisme-raquo-est-elle-bien-outill-eacute-e-quelles-ressources-pour-les-formateurs-et-les-apprenants- (2020)
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| 97 |
Interconnected literacy practices. Exploring classroom work with literature in adult second language education ...
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| 99 |
Continuity and change. Migrants' experiences of adult language education in Sweden ...
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| 100 |
Making Gallery Groups at a Public Art Museum Accessible to People with Aphasia
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In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586515207124486 (2020)
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