Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Kristin Liu"'
Publikováno v:
Journal of Disability Policy Studies. 30:244-252
Providing accessibility features and accommodations to students with disabilities has been recognized as an important way to improve access to instruction and to assessments. This recognition was in large part a result of a paradigm shift that saw st
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::824727e7b03cd38022faaea86f6e9e3a
https://doi.org/10.1177/1044207319848071
https://doi.org/10.1177/1044207319848071
Publikováno v:
Educational Policy. 31:551-583
This article highlights a set of principles and guidelines, developed by a diverse group of specialists in the field, for appropriately including English language learners (ELLs) with disabilities in large-scale assessments. ELLs with disabilities ma
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e330e12f429fd15879cf128cb7d1a58a
https://doi.org/10.1177/0895904815613443
https://doi.org/10.1177/0895904815613443
Autor:
Kristin Liu
Publikováno v:
Journal of Immersion and Content-Based Language Education. 3:127-147
The case study summarized in this article relies primarily on activity theory (e.g., Engestrom, 1987), and incorporates complexity, accuracy, and fluency analyses (see Ellis & Barkhuizen, 2005) to describe real-time oral language production by four f
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6a69815a035ab28b6c4aebf167bd8947
https://doi.org/10.1075/jicb.3.1.06liu
https://doi.org/10.1075/jicb.3.1.06liu
Autor:
Kristin Liu, Manuel Barrera
Publikováno v:
Theory Into Practice. 49:273-280
The assessment for accurate identification and appropriate instruction of English language learners (ELLs) with learning-related disabilities has remained a chronic source of concern. One source of concern that has gone relatively unchallenged is the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::524aaf900d4b0a29f3663bd7d8c87b83
https://doi.org/10.1080/00405841.2010.510713
https://doi.org/10.1080/00405841.2010.510713
Autor:
Kristin Liu, Michael P. Anderson
Publikováno v:
Assessment for Effective Intervention. 33:167-176
This article studies accessible assessment design to large-scale English language proficiency assessments that are now mandatory for elementary and secondary English language learners in public schools. Using a modified Delphi approach, a panel of 33
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c845be4cc52d3279235a19d2e9350aa6
https://doi.org/10.1177/1534508407313242
https://doi.org/10.1177/1534508407313242
Publikováno v:
Assessment for Effective Intervention. 33:145-155
Effective reading, mathematics, and science instructional strategies for English language learners with disabilities participating in state accountability assessments are identified by educators of these students. Hmong students with disabilities ind
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bf16f63417af0d0b8abcf382129a0c0e
https://doi.org/10.1177/1534508407313239
https://doi.org/10.1177/1534508407313239
Publikováno v:
The Journal of Educational Research. 98:245-256
The authors examined the effects of a simplified English dictionary accommodation on the reading-test performance of Hmong English-language learners (ELLs). Participants included a control group of 69 non-ELL students and an experimental group of 133
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c8d9af77cfbd71d2661f7a1aea14abfa
https://doi.org/10.3200/joer.98.4.245-256
https://doi.org/10.3200/joer.98.4.245-256
Publikováno v:
The Journal of Educational Research. 92:312-319
Two focus-group interviews with 23 Minnesota educators were conducted by the Minnesota Assessment Project to obtain in-depth information on the participation of limited English-proficient (LEP) students in the first round of the Minnesota Basic Stand
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ef20c009d63ec289877210491af1ee42
https://doi.org/10.1080/00220679909597612
https://doi.org/10.1080/00220679909597612