REBECCA JACOBSON
Biographic Data
| ID | 9285748 |
|---|---|
| NAME | REBECCA JACOBSON |
| GIVEN NAMES | REBECCA |
| FAMILY NAME | JACOBSON |
| SIGNATURE | JACOBSON R |
| AFFILIATIONS | Villanova University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Identifying factors that promote or inhibit disability-related discussion in secondary English language arts classrooms
Although disabled people encounter discrimination in almost every facet of life – such as employment, housing, education, healthcare, and transportation – disability is often missing from conversations regarding social justice. Disability-related discussion (DRD) in English Language Arts (ELA) offers an inroad to having students view disability through a social justice lens. This exploratory, qualitative study examines the factors that influence …
Differences in how monolingual and bilingual children learn second labels for familiar objects
Monolingual children sometimes resist learning second labels for familiar objects. One explanation is that they are guided by word learning constraints that lead to the assumption that objects have only one name. It is less clear whether bilingual children observe this constraint. In the current study, we test the hypothesis that bilingual children might be more willing to accept second labels for objects and ask how they are affected by differen…
No prominent works on this page.
Differences in how monolingual and bilingual children learn second labels for familiar objects
Monolingual children sometimes resist learning second labels for familiar objects. One explanation is that they are guided by word learning constraints that lead to the assumption that objects have only one name. It is less clear whether bilingual children observe this constraint. In the current study, we test the hypothesis that bilingual children might be more willing to accept second labels for objects and ask how they are affected by differen…
Identifying factors that promote or inhibit disability-related discussion in secondary English language arts classrooms
Although disabled people encounter discrimination in almost every facet of life – such as employment, housing, education, healthcare, and transportation – disability is often missing from conversations regarding social justice. Disability-related discussion (DRD) in English Language Arts (ELA) offers an inroad to having students view disability through a social justice lens. This exploratory, qualitative study examines the factors that influence …
Hearing Impairment and Communication (2 works) · Psychology (2 works) · Big Five personality traits (1 work) · Child and Animal Learning Development (1 work) · Cognitive psychology (1 work) · Communication (1 work) · Curriculum (1 work) · Developmental psychology (1 work) · Disability Education and Employment (1 work) · Disability studies (1 work)