Jeanne Sinclair

发表

‘Starving and suffocating’: evaluation policies and practices during the first 10 years of the U.S. Bilingual Education Act

Jeanne Sinclair, 2018 .

International Graduate Students’ Perspectives on High-Stakes English Tests and the Language Demands of Higher Education

Shakina Rajendram, Jeanne Sinclair, E. Larson, 2019, Language and Literacy.

Investigating Linguistically Diverse Adolescents’ Literacy Trajectories Using Latent Transition Modeling

E. Jang, Jeanne Sinclair, M. Vincett, 2018, Reading Research Quarterly.

Using machine learning to predict children’s reading comprehension from linguistic features extracted from speech and writing.

F. Rudzicz, E. Jang, Jeanne Sinclair, 2021, Journal of Educational Psychology.

Initial assessment for K-12 English language support in six countries: revisiting the validity–reliability paradox

Clarissa Lau, Jeanne Sinclair, 2018 .

Quantifying data sensitivity: precise demonstration of care when building student prediction models

Jeanne Sinclair, Charles Lang, Charlotte Woo, 2020, LAK.

Ontario’s educational assessment policy and practice: a double-edged sword?

E. Jang, Jeanne Sinclair, 2017 .

“Be a Machine”: International Graduate Students’ Narratives around High-Stakes English Tests

Shakina Rajendram, Jeanne Sinclair, E. Larson, 2019, Language Assessment Quarterly.

Transitioning self-regulated learning profiles in hypermedia-learning environments

Michelle Taub, Roger Azevedo, Eunice Eunhee Jang, 2017, LAK.

Change in home language environment and English literacy achievement over time: A multi-group latent growth curve modeling investigation

Hyunah Kim, C. Barron, Jeanne Sinclair, 2020 .