A large school district in the northeastern United States struggled with teaching middle school English Language Learners (ELLs) to succeed in reading and writing. The purpose of this qualitative study was to investigate teachers' perceptions regarding what they could do to increase academic achievement for ELLs. The conceptual framework emerged from Weimer's learning-centered teaching, which aligns with Dewey's social constructivism. Ten purposefully sampled teachers agreed to be interviewed in the attempt to answer the research questions about instructional strategies teachers believed were best to deliver culturally and linguistically appropriate instruction for ELLs and what teachers believed could be done to improve ELLs' classroom engagement and motivation for increased academic achievement. Analysis and open, thematic coding of semi-structured interviews, classroom observations, and teachers' lesson plans were used to create seven themes, including differentiated instruction, background knowledge, challenges and difficulties, home-school connection, technology for diverse learners, administration and faculty collaboration, and professional development. Findings included participants' desire for meaningful professional development where differentiated instruction is modeled to address the cultural and linguistic needs of ELLs. The project was created to deliver this training for all teachers at the site, focusing on culturally and linguistically differentiated instruction, sheltered instruction, and collaborative learning. The findings and project may promote positive social change by improving instruction for culturally and linguistically diverse learners at the local site and similar school districts. Higher academic achievement would provide better opportunities for ELL students.

The PhD thesis "Optimizing Language Teaching and Learning Materials: A Different Approach to Advanced Language Teaching and Learning" deals with the most recent advances in linguoculturology and pushes forward the idea of a new advanced level language-teaching material. The first chapter of the thesis serves as an overture to the importance of using linguoculturology in the creation of language-learning materials. It also puts forth the importance of language in the creation of the language persona, which is further explained in the following chapters. Chapter two presents the development stages of contemporary linguoculturology and the basic terminology used in the study of this linguistic study. Chapter number three explores the advances in foreign language learning, combining different methods and finally introducing the concept of polycontextuality in foreign language-learning, along with the basic theoretical structure the proposed e-textbook. The fourth chapter presents the e- textbook intended for foreign advanced level language-learning, along with descriptions on similar projects and textbooks that exist today. In conclusion, a topic example is presented with examples coming from the native language of the author (Macedonian) along with English translation. This topic example is presented...

Many researchers (e.g., Nation, 2001, 2015; Schmitt, 2000) have recognized the importance of vocabulary learning in second language (L2) or additional language (AL) acquisition. The strong effects of lexical and background knowledge on L2reading comprehension have similarly been found in various studies (e.g., Hu & Nation, 2000; Rokni & Hajilari, 2013). In the case of Japanese language, the opportunities for acquiring the lexical and background knowledge associated with Japanese history and culture, especially traditional culture, are scant, because only a small number of Japanese pedagogical materials deal minimally with these topics. Meanwhile, many learners are motivated to study Japanese because of their interest in Japanese history and culture, according to a survey conducted by the Japan Foundation in 2012. This project aimed to increase the opportunities for learning Japanese history and traditional culture through the development of new pedagogical materials based on kabuki, and then the empirical evaluation of the developed pedagogical materials. Nine Chinese-as-a-first-language Japanese learners at the upper-intermediate level participated in the nine-week online course, including the pre- and post-course tests in the first and last weeks. Employing a multi-method research approach, the study examined the changes in learners’ lexical and background knowledge related to Japanese history and culture, their reading comprehension, and their interest in kabuki. Four kinds of multiple-choice tests were administered to collect the quantitative data. In addition, the qualitative data were gathered through the pre- and post-course questionnaires and post-course individual interviews. Overall, the findings indicated that almost all participants increased their background knowledge of kabuki, as well as their vocabulary related to kabuki and general theatrical performances. The results in other areas, such as historical vocabulary, vocabulary depth, reading comprehension, and historical background knowledge were mixed. Further, concerning the depth of vocabulary knowledge, it was found that the learning of vocabulary depth was more difficult than learning of vocabulary breadth. Likewise, the knowledge of use, such as collocations and register constraints, was found to be more difficult to learn than other aspects of vocabulary depth. The participants’ reports in the post-course questionnaire and individual interviews showed that most participants seemed to have increased their interest in kabuki. Overall, the first-of-their-kind developed pedagogical materials contributed to the development of lexical and background knowledge, specifically knowledge associated with Japanese traditional culture and history. This study may provide a model for an evidence-based approach to the development of pedagogical materials that practitioners can adopt or adapt. / Graduate

[ES] El proceso de ciencia de datos es esencial para extraer valor de los datos. Sin embargo, la parte más tediosa del proceso, la preparación de los datos, implica una serie de formateos, limpieza e identificación de problemas que principalmente son tareas manuales. La preparación de datos todavía se resiste a la automatización en parte porque el problema depende en gran medida de la información del dominio, que se convierte en un cuello de botella para los sistemas de última generación a medida que aumenta la diversidad de dominios, formatos y estructuras de los datos. En esta tesis nos enfocamos en generar algoritmos que aprovechen el conocimiento del dominio para la automatización de partes del proceso de preparación de datos. Mostramos la forma en que las técnicas generales de inducción de programas, en lugar de los lenguajes específicos del dominio, se pueden aplicar de manera flexible a problemas donde el conocimiento es importante, mediante el uso dinámico de conocimiento específico del dominio. De manera más general, sostenemos que una combinación de enfoques de aprendizaje dinámicos y basados en conocimiento puede conducir a buenas soluciones. Proponemos varias estrategias para seleccionar o construir automáticamente el conocimiento previo apropiado en varios escenarios de preparación de datos. La idea principal se basa en elegir las mejores primitivas especializadas de acuerdo con el contexto del problema particular a resolver. Abordamos dos escenarios. En el primero, manejamos datos personales (nombres, fechas, teléfonos, etc.) que se presentan en formatos de cadena de texto muy diferentes y deben ser transformados a un formato unificado. El problema es cómo construir una transformación compositiva a partir de un gran conjunto de primitivas en el dominio (por ejemplo, manejar meses, años, días de la semana, etc.). Desarrollamos un sistema (BK-ADAPT) que guía la búsqueda a través del conocimiento previo extrayendo varias meta-características de los ejemplos que caracterizan el dominio de la columna. En el segundo escenario, nos enfrentamos a la transformación de matrices de datos en lenguajes de programación genéricos como R, utilizando como ejemplos una matriz de entrada y algunas celdas de la matriz de salida. También desarrollamos un sistema guiado por una búsqueda basada en árboles (AUTOMAT[R]IX) que usa varias restricciones, probabilidades previas para las primitivas y sugerencias textuales, para aprender eficientemente las transformaciones. Con estos sistemas, mostramos que la combinación de programación inductiva, con la selección dinámica de las primitivas apropiadas a partir del conocimiento previo, es capaz de mejorar los resultados de otras herramientas actuales específicas para la preparación de datos. / [CA] El procés de ciència de dades és essencial per extraure valor de les dades. No obstant això, la part més tediosa del procés, la preparació de les dades, implica una sèrie de transformacions, neteja i identificació de problemes que principalment són tasques manuals. La preparació de dades encara es resisteix a l'automatització en part perquè el problema depén en gran manera de la informació del domini, que es converteix en un coll de botella per als sistemes d'última generació a mesura que augmenta la diversitat de dominis, formats i estructures de les dades. En aquesta tesi ens enfoquem a generar algorismes que aprofiten el coneixement del domini per a l'automatització de parts del procés de preparació de dades. Mostrem la forma en què les tècniques generals d'inducció de programes, en lloc dels llenguatges específics del domini, es poden aplicar de manera flexible a problemes on el coneixement és important, mitjançant l'ús dinàmic de coneixement específic del domini. De manera més general, sostenim que una combinació d'enfocaments d'aprenentatge dinàmics i basats en coneixement pot conduir a les bones solucions. Proposem diverses estratègies per seleccionar o construir automàticament el coneixement previ apropiat en diversos escenaris de preparació de dades. La idea principal es basa a triar les millors primitives especialitzades d'acord amb el context del problema particular a resoldre. Abordem dos escenaris. En el primer, manegem dades personals (noms, dates, telèfons, etc.) que es presenten en formats de cadena de text molt diferents i han de ser transformats a un format unificat. El problema és com construir una transformació compositiva a partir d'un gran conjunt de primitives en el domini (per exemple, manejar mesos, anys, dies de la setmana, etc.). Desenvolupem un sistema (BK-ADAPT) que guia la cerca a través del coneixement previ extraient diverses meta-característiques dels exemples que caracteritzen el domini de la columna. En el segon escenari, ens enfrontem a la transformació de matrius de dades en llenguatges de programació genèrics com a R, utilitzant com a exemples una matriu d'entrada i algunes dades de la matriu d'eixida. També desenvolupem un sistema guiat per una cerca basada en arbres (AUTOMAT[R]IX) que usa diverses restriccions, probabilitats prèvies per a les primitives i suggeriments textuals, per aprendre eficientment les transformacions. Amb aquests sistemes, mostrem que la combinació de programació inductiva amb la selecció dinàmica de les primitives apropiades a partir del coneixement previ, és capaç de millorar els resultats d'altres enfocaments de preparació de dades d'última generació i més específics. / [EN] Data science is essential for the extraction of value from data. However, the most tedious part of the process, data wrangling, implies a range of mostly manual formatting, identification and cleansing manipulations. Data wrangling still resists automation partly because the problem strongly depends on domain information, which becomes a bottleneck for state-of-the-art systems as the diversity of domains, formats and structures of the data increases. In this thesis we focus on generating algorithms that take advantage of the domain knowledge for the automation of parts of the data wrangling process. We illustrate the way in which general program induction techniques, instead of domain-specific languages, can be applied flexibly to problems where knowledge is important, through the dynamic use of domain-specific knowledge. More generally, we argue that a combination of knowledge-based and dynamic learning approaches leads to successful solutions. We propose several strategies to automatically select or construct the appropriate background knowledge for several data wrangling scenarios. The key idea is based on choosing the best specialised background primitives according to the context of the particular problem to solve. We address two scenarios. In the first one, we handle personal data (names, dates, telephone numbers, etc.) that are presented in very different string formats and have to be transformed into a unified format. The problem is how to build a compositional transformation from a large set of primitives in the domain (e.g., handling months, years, days of the week, etc.). We develop a system (BK-ADAPT) that guides the search through the background knowledge by extracting several meta-features from the examples characterising the column domain. In the second scenario, we face the transformation of data matrices in generic programming languages such as R, using an input matrix and some cells of the output matrix as examples. We also develop a system guided by a tree-based search (AUTOMAT[R]IX) that uses several constraints, prior primitive probabilities and textual hints to efficiently learn the transformations. With these systems, we show that the combination of inductive programming with the dynamic selection of the appropriate primitives from the background knowledge is able to improve the results of other state-of-the-art and more specific data wrangling approaches. / This research was supported by the Spanish MECD Grant FPU15/03219;and partially by the Spanish MINECO TIN2015-69175-C4-1-R (Lobass) and RTI2018-094403-B-C32-AR (FreeTech) in Spain; and by the ERC Advanced Grant Synthesising Inductive Data Models (Synth) in Belgium. / Contreras Ochando, L. (2020). Towards Data Wrangling Automation through Dynamically-Selected Background Knowledge [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/160724 / TESIS

Whole-exome and genome sequencing are widely used to diagnose individual patients. However, despite its success, this approach leaves many patients undiagnosed. This could be due to the need to discover more disease genes and variants or because disease phenotypes are novel and arise from a combination of variants of multiple known genes related to the disease. Recent rapid increases in available genomic, biomedical, and phenotypic data enable computational analyses, reducing the search space for disease-causing genes or variants and facilitating the prediction of causal variants. Therefore, artificial intelligence, data mining, machine learning, and deep learning are essential tools that have been used to identify biological interactions, including protein-protein interactions, gene-disease predictions, and variant--disease associations. Predicting these biological associations is a critical step in diagnosing patients with rare or complex diseases. In recent years, computational methods have emerged to improve gene-disease prioritization by incorporating phenotype information. These methods evaluate a patient's phenotype against a database of gene-phenotype associations to identify the closest match. However, inadequate knowledge of phenotypes linked with specific genes in humans and model organisms limits the effectiveness of the prediction. Information about gene product functions and anatomical locations of gene expression is accessible for many genes and can be associated with phenotypes through ontologies and machine-learning models. Incorporating this information can enhance gene-disease prioritization methods and more accurately identify potential disease-causing genes. This dissertation aims to address key limitations in gene-disease prediction and variant prioritization by developing computational methods that systematically relate human phenotypes that arise as a consequence of the loss or change of gene function to gene functions and anatomical and cellular locations of activity. To achieve this objective, this work focuses on crucial problems in the causative variant prioritization pipeline and presents novel computational methods that significantly improve prediction performance by leveraging large background knowledge data and integrating multiple techniques. Therefore, this dissertation presents novel approaches that utilize graph-based machine-learning techniques to leverage biomedical ontologies and linked biological data as background knowledge graphs. The methods employ representation learning with knowledge graphs and introduce generic models that address computational problems in gene-disease associations and variant prioritization. I demonstrate that my approach is capable of compensating for incomplete information in public databases and efficiently integrating with other biomedical data for similar prediction tasks. Moreover, my methods outperform other relevant approaches that rely on manually crafted features and laborious pre-processing. I systematically evaluate our methods and illustrate their potential applications for data analytics in biomedicine. Finally, I demonstrate how our prediction tools can be used in the clinic to assist geneticists in decision-making. In summary, this dissertation contributes to the development of more effective methods for predicting disease-causing variants and advancing precision medicine.