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Lista de candidatos sometidos a examen:
1) high school (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: high school


Is in goldstandard

1
paper CO_ColombianAppliedLinguisticsJournaltxt223 - : Fredricks, J., McColskey, W., Meli, J., Montrosse, B., Mordica, J., & Mooney, K. (2011). Measuring student engagement in upper elementary through high school: A description of 21 instruments . (Issues & Answers Report, REL 2011-No. 098). Washington, DC: U.S.: National Center for Education Evaluation and Regional Assistance. Retrieved from [39]http://ies.ed.gov/ncee/edlabs [ [40]Links ]

2
paper CO_ColombianAppliedLinguisticsJournaltxt303 - : Picón-Jácome, E. (2012). Promoting learner autonomy through teacher-student partnership assessment in an american high school: a cycle of action research . Profile: Issues in Teachers’ Professional Development, 14(2), 145-162. [133]https://revistas.unal.edu.co/index.php/profile/article/view/34070/34217 [ [134]Links ]

3
paper CO_ColombianAppliedLinguisticsJournaltxt87 - : This research took place at a prestigious private high school in Bogota where English language teaching is tracked into two levels: advanced and basic . Taking into account that my participants were in the English basic course, and only students who are able to express themselves using the English language were in the advanced course, I focused my attention on the literacy process.

4
paper CO_CuadernosdeLingüísticaHispánicatxt69 - : Critical Reading in Middle and High School: Teacher’s Voices

5
paper CO_Lenguajetxt189 - : High school teacher irony: Functions and perlocutionary effects . Analysis of a representative sample

6
paper CO_Íkalatxt42 - : Ten PSTs had their practicum placements in English classes in public high schools: three in grades 6 and 7, one in grades 8 and 9, and two in 10 . Most of them had 3 periods of English a week; one had a 3-hour class. Most PSTs taught large classes with students numbering between 10 and 48, with a mean of 41. Another PST was assigned to a grade 4 EFL class in a public primary school with 27 students who studied English 4 times a week. The other PST carried out her practicum in a French class at a private language institute with 22 high school graduates who attended a 3-hour class weekly.

7
paper CO_Íkalatxt202 - : "1st-6th grade: English; 6th-8th grade: Croatian, and 1st-4th class of high school: Croatian" (P9, 21 ).

8
paper VE_Letrastxt159 - : 58. Tanaka, H. y Stapleton, P. (2007). Increasing reading input in Japanese high school EFL classrooms: An empirical study exploring the efficacy of extensive reading . The Reading Matrix, 7(1), 111-128. Disponible: [93]http://www.readingmatrix.com/articles/tanaka_stapleton/article.pdf. [Consulta el 22 de enero de 2010] [ [94]Links ]

Evaluando al candidato high school:


3) grade: 3
5) reading: 3 (*)

high school
Lengua: eng
Frec: 306
Docs: 188
Nombre propio: 2 / 306 = 0%
Coocurrencias con glosario: 1
Puntaje: 1.411 = (1 + (1+2.8073549220576) / (1+8.26209484537018)));
Rechazado: muy disperso;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
high school
: 28. Pilgreen, J. & Krashen, S. (1993). Sustained silent reading with English as a second language high school students: Impact on reading comprehension, reading frequency, and reading enjoyment. School Library Media Quarterly, Fall, 21-23.
: 29. McDonald, J., Klein, E., & Riordan, M. (2009). Going to scale with new school desings: reinventing high school. New York, NY; London, England: Teachers College Press.
: 29. Picón, É. (2012). Promoting learner autonomy through teacher-student partnership assessment in an American high school: A cycle of action research. Profile Issues in Teachers Professional Development, 14(2), 145-162
: 30. Mayora, C. A. (2006). Integrating multimedia technology in a high school EFL program. English Teaching Forum. 44 (2), 14-22.
: 34. Picón, E. (2012). Promoting learner autonomy through teacher-student partnership assessment in an American high school: A cycle of action research. PROFILE, Issues in Teachers' Professional Development, 14(3), 145–162.
: 45. Pino-Silva, J. y Ruiz, S. (2006). Students’ attitudes towards High School extensive reading. Ponencia presentada en la XXIV Convención Anual de VENTESOL. Caracas, Venezuela.
: 45. Roblyer, M. (1999). Is choice important in distance learning? A study of student motives for taking internet- based courses at the high school and community college levels. Journal of Research on Computing in Education, 32, 157–171.
: 65. Wayman, J.C., Foster, A.M., Mantle-Bromley, C., & Wilson, C. (2003). A comparison of the professional concerns of traditionally prepared and alternatively licensed new teachers. The High School Journal, 86(3), 35-40.
: Aghazadeh, Z. (2015). An evaluation of high school English textbooks in Iranian EFL context : Teachers’ versus learners’ perceptions. Journal of Language Teaching and Research, 6(5), 1115-1124. [120]https://doi.org/10.17507/jltr.0605.26
: Alavi, K. (2005). Designing and implementation of task-based language teaching at high school level. Paper presented at the First Conference on Language Teaching, Hamadán, Irán.
: Banaruee, H., Khatin-Zadeh, O. & Ruegg, R. (2018). Recasts vs. direct corrective feedback on writing performance of High School EFL learners. Cogent Education, 5(1), 23.
: Biancarosa, G. & Snow, C. (2004). Reading next- A vision for action and research in middle and high school literacy: A report from Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
: Colom, R. & García-López, O. (2002). Sex differences in fluid intelligence among high school graduates. Personality and Individual Differences, 32, 445-451.
: Correa, R., Martínez, M., Molina, M., Silva, J. & Torres, M. (2013). The impact of explicit feedback on EFL High School students engaged in writing tasks. Profile. Issues in Teacher’s Professional development, 15(2), 149-163.
: DeWitt, K. C. (2010). Keyword mnemonic strategy: A study of SAT vocabulary in high school English (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3421702).
: Dias, R. & Vian, O. (2017). Systemic-functional multimodal discourse analysis of English language coursebooks for high school in public education. Signum: Studos da Linguagem, 3(20), 176-212
: Duncan, S. & Paran, A. (2017). The effectiveness of literature on acquisition of language skills and intercultural understanding in the high school context. London: Institute of Education. UCL.
: Esumi, S. y Shoji, I. (2016). Process of Modifying the Listening Behavior of Junior High School Students. The Japanese Journal of Educational Psychology, 64(2), 268-280. doi: doi.org/10.5926/jjep.64.268
: Fujiwara, T., y Hamaguchi, Y. (2013). Development of a revised version of listening skills scales for high school students. Shinrigaku kenkyu: The Japanese journal of psychology, 84(1), 47-56. doi: 10.4992/jjpsy.84.47
: Hamidavi, N., Amiz, M. S., & Gorjian, B. (2016). The Effect of Clil Method on Teaching Reading Comprehension to Junior High School Students. Bulletin de la Société Royale des Sciences de Liège, 85, 1642-1652.
: How to reference this article: Ortega, Yecid. (2020). Using Collaborative Action Research to Address Bullying and Violence in a Colombian High School EFL Classroom. Íkala, Revista de Lenguaje y Cultura, 25(1), 35-54. [294]http://doi.org/10.17533/udea.ikala.v25n01a04
: Jimenez-Aleixandre, M. P., Rodríguez, A. B., & Duschl, R. A. (2000). "Doing the lesson" or "doing science": Argument in high school genetics. Science Education, 84(6), 757-792.
: Kirkpatrick, L. C. & Klein, P. D. (2016). High-achieving High School students' strategies for writing from Internet-based sources of information.Journal of Writing Research ,8(1).
: Lawrence-Lightfoot, S. (1983). The good high school: Portraits of character and culture. Nueva York: Basic Books.
: Liu, H., & Chen, C. (2015). A comparative study of foreign language anxiety and motivation of academic- and vocational-track high school students. English Language Teaching, 8(3), 193-204. Retrieved from [69]http://files.eric.ed.gov/fulltext/EJ1075211.pdf
: Lu, D., Ahn, G.S., Bake, K.S., & Han, N.O. (2004). South Korean high school English teachers' codeswitching: Questions and challenges in the drive for maximal use of English in teaching. TESOL Quarterly 38(4), 605-638.
: MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52(3), 537-564.
: McLaughlin, M. W., & Talbert, J. E. (2001). Professional communities and the work of high school teachers. Chicago, IL: The University of Chicago Press.
: Nooshin, F., Behjat, F., and Rostampour, M. (2014). The relationship between L1 grammar and L2 writing for Iranian male students at high school level. International Journal of Language Learning and Applied Linguistics World, 6(3), 230-246.
: Rahemi, J. (2001). Self-efficacy in English & and Iranian senior high school students majoring in humanities. Novitas-royal, 1(2), 98-111.
: Randolph, L. Jr. (2017). Heritage language learners in mixed Spanish classes: subtractive practices and perceptions of high school Spanish teachers. Hispania, 100(2), 274-288. [146]https://doi.org/10.1353/hpn.2017.0040
: Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing high school students' engagement by increasing their teachers' autonomy support. Motivation and Emotion, 28, 147-169.
: Robinson, N. S., Garber, J., & Hilsman, R. (1995). "Cognitions and stress: Direct and moderating effects on depressive versus externalizing symptoms during the junior high school transition". Journal of Abnormal Psychology, 104 (3), 453-463.
: Russell, B. D. & Kuriscak, L. M. (2015). High school Spanish teachers' attitudes and practices toward Spanish heritage language learners. Eoreign Language Annals, 48(3), 413-33. [150]https://doi.org/10.1111/flan.12145
: Rymes, B. (2001). Conversational borderlands: Language and identity in an alternative urban high school. New York: Teachers College Press.
: Sepahvand, Hanieh. (1914). The Effect of Oral Reproduction of Short Stories on Speaking Skill in Iranian High School Students. International Journal of Science and Research, 3(7), 1847-1851. (IJSR). Retrieved: [103]http://www.ijsr.net/archive/v3i7/MDIwMTQxMzAxMQ==.pdf
: Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18, 158-176.
: Swartz, R. (2003). Infusing critical and creative thinking into instruction in high school classrooms. In D. Fasko (Ed.), Critical Thinking and Reasoning (pp. 293-310). Cresskill, NJ: Hampton Press.
: Takase, A. (2007). Japanese high school students' motivation for extensive L2 reading. Reading in a Foreign Language, 19 (1), 1-18.
: Teixera Dos Santos, F. M. & Mortimer, E. (2003). How emotions shape the relationship between a chemistry teacher and her high school students. International Journal of Science Education, 25(9), 1095-1110.
: Temple, J. (2005). "People who are different from you": heterosexism in Quebec high school textbooks. Canadian Journal of Education, 28, 4, 271-294.
: Torres-Rocha, J. C. (2017). High school EFL teachers’ identity and their emotions towards language requirements. Profile: Issues in Teachers’ Professional Development , 19(2), 41-55.
: Uccelli, P. Dobbs, C. L. & Scott, J. (2013). Mastering academic language: Organization and stance in the persuasive writing of high school students. Written Communication, 30(1), 36-62. DOI: 10.1177/0741088312469013
: Yang S. C., & Huang Y.F. (2008). A study of high school English teachers' behavior, concerns and beliefs in integrating information technology into English instruction. Computers in Human Behavior, 24, 1085-1103.
: Zhang, L. y Wu, A. (2009). Chinese senior high school EFL students' metacognitive awareness and reading-strategy use. Reading in a Foreign Language, 21(1), 37-59.