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Linguistically Responsive Teaching in pre-service teacher education: A review of the literature through the lens of cultural-historical activity theory
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In: Early Childhood and Elementary Education Faculty Publications (2020)
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The Innateness of Human Language: Viewing from Grammatical Errors of Second Language Learners
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Examining Dual-Language as a Tool for Equity Through an Adaptive Leadership Lens
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Multilingual Mindset: Using Cross-Functional Strategies Within the Texas Education Agency to Prioritize English Learners
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Teachers’ Experiences Incorporating English Language Learners Funds of Knowledge Within Classrooms
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In: National Youth Advocacy and Resilience Conference (2020)
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Foreign-born TESOL Instructors Assisting Adult Immigrant Learners to Develop Civic Literacy Skills: A Pen Pal Project
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In: International Journal of Education and Literacy Studies, 2020, Vol. 8, No. 2, pp. 1-9. (2020)
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English as a foreign language : vocabulary acquisition in very young learners
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Breaking silence: The voices of Syrian refugee children in the Canadian classroom
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In: Journal of Global Education and Research (2020)
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Literacy practices of Mexican and Ghanaian immigrant women with limited ESL literacy
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Bilingual Gifted and Talented Students’ Expository Writing: Exploring Academic Language Features in English and Spanish
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In: Communication Disorders Faculty Publications (2020)
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Assessing TAGteach Methodology to Improve Oral Reading Fluency in English Learners
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In: Thesis Projects (2020)
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THE LINGUISTIC AND READING SKILLS OF ENGLISH LANGUAGE LEARNERS AT-RISK FOR POOR READING COMPREHENSION: PROFILES AND PREDICTORS
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Discoursal Identity Construction in English Language Learners’ Graduate Personal Statements
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Integrating Visual Arts and Music to Help Adult Students Learn English in Canada
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In: Major Papers (2020)
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Effects of a mathematics word problems intervention for English learner students with mathematics difficulty
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Supporting English Language Learners in Secondary School Mathematics
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Abstract:
This qualitative case study of five grade nine and ten mathematics educators explores how teachers support English Language Learners in their math classrooms. The findings suggest that teachers getting to know their students and creating a positive community within their classroom form the foundation for supporting English Language Learners and should be a priority in mathematics classrooms. While teachers do not have access to resources they need, they manage with what they have and support students as best they can. A collective effort from the school staff creates a multi-level support system for ELL students and their teachers. Finally, there is a lack of formal professional development around ELL students in the mathematics classroom, but teachers pursue their own learning to improve their methods and strategies for this group. Overall, this study discovered that many of the strategies used for ELL students are, in fact, useful for all students. ; M.A.
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Keyword:
0280; Assessment; English Language Learners; Grade 9 and 10; Mathematics; Meeting Individual Needs; Professional Development
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URL: http://hdl.handle.net/1807/101320
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POST-PROGRAM ENGLISH LANGUAGE LEARNERS: SUCCESSFUL LEARNERS OR STRUGGLING LEARNERS?
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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Exploration of Lived Experiences of Science Teachers of English Language Learners: A Transcendental Phenomenological Study
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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