Cici Malik Leffell
Biographic Data
| ID | 5435158 |
|---|---|
| NAME | Cici Malik Leffell |
| GIVEN NAMES | Cici Malik |
| FAMILY NAME | Leffell |
| SIGNATURE | LEFFELL C M |
| AFFILIATIONS | Stanford University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
Oral proficiency levels of first‐year entering college students with and without Advanced Placement scores
Though considerable professional discussion has focused on the integration of K–16 curricula, the level of oral proficiency with which students enter college and how that the entry level relates to college programs remains untested. The entry landscape is varied, complexified by the diverse curricula that students experience, in particular within Advanced Placement (AP) programs. The present study probes the oral proficiency levels of 2071 Spanis…
Exploring Blended Learning in a Postsecondary Spanish Language Program
Despite the foreign language community's historical interest in employing technology to support language learning, few research studies have linked its use to instructional outcomes and most have failed to address whether technology enhancements lead to increased proficiency gains. This article examines the relationship between technology use and student performance in a Spanish language program at a research university. Through classroom observa…
Exploring Blended Learning in a Postsecondary Spanish Language Program
Despite the foreign language community's historical interest in employing technology to support language learning, few research studies have linked its use to instructional outcomes and most have failed to address whether technology enhancements lead to increased proficiency gains. This article examines the relationship between technology use and student performance in a Spanish language program at a research university. Through classroom observa…
Oral proficiency levels of first‐year entering college students with and without Advanced Placement scores
Though considerable professional discussion has focused on the integration of K–16 curricula, the level of oral proficiency with which students enter college and how that the entry level relates to college programs remains untested. The entry landscape is varied, complexified by the diverse curricula that students experience, in particular within Advanced Placement (AP) programs. The present study probes the oral proficiency levels of 2071 Spanis…
Exploring Blended Learning in a Postsecondary Spanish Language Program
Despite the foreign language community's historical interest in employing technology to support language learning, few research studies have linked its use to instructional outcomes and most have failed to address whether technology enhancements lead to increased proficiency gains. This article examines the relationship between technology use and student performance in a Spanish language program at a research university. Through classroom observa…
Oral proficiency levels of first‐year entering college students with and without Advanced Placement scores
Though considerable professional discussion has focused on the integration of K–16 curricula, the level of oral proficiency with which students enter college and how that the entry level relates to college programs remains untested. The entry landscape is varied, complexified by the diverse curricula that students experience, in particular within Advanced Placement (AP) programs. The present study probes the oral proficiency levels of 2071 Spanis…
Foreign language (2 works) · Language proficiency (2 works) · Mathematics education (2 works) · Medical education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Advanced Placement (1 works) · Blended Learning (1 works) · Curriculum (1 works) · Educational Assessment and Improvement (1 works)