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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...13 Hits 1 – 20 of 251 1 Why are linguistic features and PTSD symptoms related? An analysis of cognitive reappraisal and rumination NC DOCKS at The University of North Carolina at Greensboro; Priest, Sophia E.. - 2022 BASE Show details 2 Deaf and hard of hearing college students’ cognitive strategies for equal sharing problems Adeoye, Sulaiman O.; NC DOCKS at The University of North Carolina at Greensboro. - 2021 BASE Show details 3 pass/codes: Code Switching for Survival Winn, Brian; NC DOCKS at The University of North Carolina at Greensboro. - 2021 BASE Show details 4 Examining production, dissemination, and consumption of misinformation: the case of COVID-19 pandemic Han, Yuzhang; NC DOCKS at The University of North Carolina at Greensboro. - 2021 BASE Show details 5 Descriptive analysis of a survey of sight-singing teaching methods and approaches by North Carolina high school choral music educators Earnhardt, Carol A.; NC DOCKS at The University of North Carolina at Greensboro. - 2021 BASE Show details 6 When Figurative Language Goes off the Rails and under the Bus: Fluid Intelligence, Openness to Experience, and the Production of Poor Metaphors NC DOCKS at The University of North Carolina at Greensboro; Silvia, Paul. - 2021 BASE Show details 7 The Whale, the Whaler, and the World: An Ecocritical Evaluation of Melville's Moby-Dick Davidson, Matthew; NC DOCKS at The University of North Carolina at Greensboro. - 2021 BASE Show details 8 “Listen up, I got a story to tell” : a qualitative study examining collegiate experiences and code-switching among Black male scholars at predominantly white Institutions Jackson, Jadarius Rashaun; NC DOCKS at The University of North Carolina at Greensboro. - 2021 BASE Show details 9 Situating positionality and power in CBPR conducted with a refugee community: Benefits of a co-learning reflective model Morrison, Sharon D.; NC DOCKS at The University of North Carolina at Greensboro; Nichols, Tracy R.. - 2020 BASE Show details 10 Enhancing conversations with English language learners in communication centers Ellis-Harrison, Erin; NC DOCKS at The University of North Carolina at Greensboro. - 2020 BASE Show details 11 Physical education for language acquisition in middle school ELLs NC DOCKS at The University of North Carolina at Greensboro; Winstead, Anna Arlart. - 2020 Abstract: English language learners (ELL) are a growing population in U.S. schools. ELL students are expected to meet the same learning standards as their native English-speaking peers. The progress of ELL students has been poor and evidence suggests that teachers are not prepared to help these students. Many best practices in teaching ELL students are similar to best practices for teaching physical education (PE). The purpose of this study was to determine the effectiveness of a four week “PE Plus” intervention designed to incorporate Greek and Latin stems into the PE classroom. A curriculum was designed including warm-up activities which incorporated Greek and Latin stems that were previously taught in the students’ English Language Arts (ELA) class. Students participated in three to four stem warm-up activities per week, for four weeks, as part of their regular PE instruction. Pre and post-tests on student knowledge of these stems were given in the ELA class and compared over time as well as with a control group who did not participate in the warm-up activities. After four weeks, the control group received the intervention, and the original experimental group served as the control. Following each “PE Plus” lesson, students were asked to complete a five-question survey about the effect of the warm-ups on their knowledge of stems and enjoyment of the activities. Although changes in stem test scores were not significant, the qualitative data analysis of the field notes, students responses, and reflections indicated that the “PE Plus” warm-ups were enjoyable, students were engaged in the activities, and students felt that participation helped them learn their Greek and Latin stems. Keyword: English language $x Study and teaching (Middle school) $x Foreign speakers; Movement education $x Study and teaching (Middle school); Physical education and training $x Study and teaching (Middle school) URL: http://libres.uncg.edu/ir/uncg/f/Winstead_uncg_0154D_13076.pdf BASE Hide details 12 Defining identities: acculturation experiences of college-educated, North Sudanese immigrant women in Greensboro, North Carolina Elobeid, Maha; NC DOCKS at The University of North Carolina at Greensboro. - 2020 BASE Show details 13 Educational interpreters for the deaf and hard of hearing: professional preparation, evaluation, and perceptions Hutter, Kimberly F.; NC DOCKS at The University of North Carolina at Greensboro. - 2020 BASE Show details 14 Arabic language knowledge among early elementary Saudi teachers of students with reading disabilities: a mixed method study Alqahtani, Rashed; NC DOCKS at The University of North Carolina at Greensboro. - 2020 BASE Show details 15 Operationalizing item difficulty modeling in a medical certification context Brucia, Robert Charles; NC DOCKS at The University of North Carolina at Greensboro. - 2020 BASE Show details 16 Whiteface as rhetorical metis in Sharmila Sen’s Not quite not white : and, Code meshing: practices for writing space in post-secondary education Raghunandan, Janie; NC DOCKS at The University of North Carolina at Greensboro. - 2020 BASE Show details 17 The one-step arithmetic story problem-solving of deaf/hard-of-hearing children who primarily use listening and spoken English Hallenbeck, Taylor; NC DOCKS at The University of North Carolina at Greensboro. - 2020 BASE Show details 18 They look like me: impactos y beneficios de la comunidad en los programas de español para hablantes de herencia Arango Callejas, Cristina; NC DOCKS at The University of North Carolina at Greensboro. - 2019 BASE Show details 19 Indonesian art song: an exploration of Indonesian vocal heritage, phonetics, and song lyrics Olson, Nathaniel; NC DOCKS at The University of North Carolina at Greensboro. - 2019 BASE Show details 20 Claiming a family brand identity: The role of website storytelling Canziani, Bonnie M.; NC DOCKS at The University of North Carolina at Greensboro; Welsh, Dianne H.B.. - 2019 BASE Show details Page: 1 2 3 4 5...13

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