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Showing 46 to 49 of 49 results Save | Export
The Inclusion of Online Education Data in the MLDS Inventory: A Review with Recommendations
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Croninger, Robert G.; Mao, Lillian Xiulin; Stapleton, Laura M.; Woolley, Michael E. – Grantee Submission, 2015
The rapid growth in "digital connectivity" has dramatically altered how we interact with each other as citizens, students and educators. Along with this change has been the creation of new ways to deliver educational content to students at all levels of education, including online courses, programs, and even virtual schools. The…
Descriptors: Electronic Learning, Elementary Secondary Education, Postsecondary Education, Educational Trends
An Examination of the Association between Observed and Self-Reported Culturally Responsive Teaching Practices
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Katrina J. Debnam; Elise T. Pas; Jessika Bottiani; Anne H. Cash; Catherine P. Bradshaw – Grantee Submission, 2015
A critical next step in advancing our understanding of teacher practices that can equitably engage and support learning in diverse classrooms is determining the effectiveness of culturally responsive interventions. Yet, quantitative measurement indicators of the effectiveness of culturally responsive teaching interventions are scarce. Most…
Descriptors: Culturally Relevant Education, Educational Practices, Teacher Attitudes, Middle School Teachers
Comparing Reading Profiles of Biliterate Latino/a Children in Elementary School: Evidence from the Simple View of Reading
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C. Patrick Proctor; Jeffrey R. Harring; Rebecca D. Silverman – Grantee Submission, 2014
In this correlational study, we analyzed data from 71 Spanish-English biliterate students in grades 3 (n=21), 4 (n=23), and 5 (n=27) with the goal of investigating the applicability of the Simple View of Reading (Gough & Tunmer, 1986; Hoover & Gough, 1990) in English and in Spanish for this population. The simple view posits that decoding…
Descriptors: Hispanic American Students, Elementary School Students, Reading Skills, Decoding (Reading)
The Biliteracy Translation Measure: Using Written Translations to Index Bilingualism and Biliteracy in Spanish and English
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Christine M. Leider; C. Patrick Proctor; Rebecca D. Silverman – Grantee Submission, 2014
The goal of this study was to examine written translation as a means to: a) build on the theoretical notion that a bilingual individual's languages are shared; b) operationalize biliterate ability; and c) propose a new method of assessment for culturally and linguistically diverse students. Drawing from the fields of cognitive psychology and…
Descriptors: Bilingualism, Translation, Written Language, Spanish
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