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An Intervention Using LEGO® SERIOUS PLAY® on Fostering Narrative Identity Among Economically Disadvantaged College Students in Taiwan

Journal of college student development, 2017-03, Vol.58 (2), p.264-282

Tseng, Wen-Chih

2017

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Emerging Multilingual Awareness in Educational Contexts: From Theory to Practice

Canadian modern language review, 2016-05, Vol.72 (2), p.157-182

2016

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Theory, Research, and Practice for Students Who Are Deaf and Hard of Hearing With Disabilities: Addressing the Challenges From Birth to Postsecondary Education

American annals of the deaf (Washington, D.C. 1886), 2015, Vol.160 (4), p.347-355

2015

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Emerging Multilingual Awareness in Educational Contexts: From Theory to Practice

Canadian modern language review, 2015-08, Vol.71 (3), p.157-182

2015

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Towards a Sociolinguistically Responsive Pedagogy: Teaching Second-Person Address Forms in French

Canadian modern language review, 2010-03, Vol.66 (3), p.445-463

van Compernolle, Rémi A

2010

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Valuing and Evaluating Teaching in Academic Hiring: A Multidisciplinary, Cross-Institutional Study

The Journal of higher education (Columbus), 2008-09, Vol.79 (5), p.489-512

2008

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Breaking Out from the Shadow: The Question of Criteria in Qualitative Research

Journal of college student development, 2002-07, Vol.43 (4), p.446

2002

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Promoting Vocabulary Learning in Young Children Who Are d/Deaf and Hard of Hearing: Translating Research into Practice

American annals of the deaf (Washington, D.C. 1886), 2011, Vol.156 (5), p.501

Williams, Cheri

2011

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Introduction: Toward an Understanding of Epistemology and Deafness

American annals of the deaf (Washington, D.C. 1886), 2010, Vol.154 (5), p.421-427

2010

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The Evolving Role of the Researcher in Constructivist Longitudinal Studies

Journal of college student development, 2002-07, Vol.43 (4), p.474

2002

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Preventing Students from Becoming "Low-Functioning Deaf" as Adults

American annals of the deaf (Washington, D.C. 1886), 2002, Vol.147 (5), p.22

Bowe, Frank G

2002

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Literacy Publications: American Annals of the Deaf 1996 to 2000

American annals of the deaf (Washington, D.C. 1886), 2001-04, Vol.146 (2), p.77-80, Article 77

2001

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A Movement-Based Approach to Language Development in Children Who are Deaf-Blind

American annals of the deaf (Washington, D.C. 1886), 1997-12, Vol.142 (5), p.387-390

1997

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Research-Based Language Intervention Strategies Adapted for Deaf and Hard of Hearing Children

American annals of the deaf (Washington, D.C. 1886), 1993-12, Vol.138 (5), p.404-410

Luetke-Stahlman, Barbara

1993

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Error Evaluation, Interlanguage Analysis, and the Preterit in the Spanish L2 Classroom

Canadian modern language review, 1991-04, Vol.47 (3), p.497-511

Wieczorek, Joseph A

1991

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An Intervention Using LEGO® SERIOUS PLAY® on Fostering Narrative Identity Among Economically Disadvantaged College Students in Taiwan

Emerging Multilingual Awareness in Educational Contexts: From Theory to Practice

Theory, Research, and Practice for Students Who Are Deaf and Hard of Hearing With Disabilities: Addressing the Challenges From Birth to Postsecondary Education

Emerging Multilingual Awareness in Educational Contexts: From Theory to Practice

Towards a Sociolinguistically Responsive Pedagogy: Teaching Second-Person Address Forms in French

Valuing and Evaluating Teaching in Academic Hiring: A Multidisciplinary, Cross-Institutional Study

Breaking Out from the Shadow: The Question of Criteria in Qualitative Research

Promoting Vocabulary Learning in Young Children Who Are d/Deaf and Hard of Hearing: Translating Research into Practice

Introduction: Toward an Understanding of Epistemology and Deafness

The Evolving Role of the Researcher in Constructivist Longitudinal Studies

Preventing Students from Becoming "Low-Functioning Deaf" as Adults

Literacy Publications: American Annals of the Deaf 1996 to 2000

A Movement-Based Approach to Language Development in Children Who are Deaf-Blind

Research-Based Language Intervention Strategies Adapted for Deaf and Hard of Hearing Children

Error Evaluation, Interlanguage Analysis, and the Preterit in the Spanish L2 Classroom

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