The document discusses expository text structure and its importance for students' comprehension. It provides research findings that show expository text is more difficult than narrative text for comprehension and recall. The document also presents a matrix that describes five common types of expository text structures (description, sequence, comparison/contrast, cause/effect, problem/solution), including their defining attributes, example signal words used, and potential graphic organizers to represent each structure. Finally, the document discusses strategies teachers can use to help students identify different expository text structures.
The spread and abundance of electronic documents requires automatic techniques for extracting useful information from the text they contain. The availability of conceptual taxonomies can be of great help, but manually building them is a complex and costly task. Building on previous work, we propose a technique to automatically extract conceptual graphs from text and reason with them. Since automated learning of taxonomies needs to be robust with respect to missing or partial knowledge and flexible with respect to noise, this work proposes a way to deal with these problems. The case of poor data/sparse concepts is tackled by finding generalizations among disjoint pieces of knowledge. Noise is
handled by introducing soft relationships among concepts rather than hard ones, and applying a probabilistic inferential setting. In particular, we propose to reason on the extracted graph using different kinds of relationships among concepts, where each arc/relationship is associated to a number that represents its likelihood among all possible worlds, and to face the problem of sparse knowledge by using generalizations among distant concepts as bridges between disjoint portions of knowledge.
[Ronald p. morash] bridge to abstract mathematicsASRI ROMADLONI
This document provides information about a mathematics textbook titled "Bridge to Abstract Mathematics: Mathematical Proof and Structures" by Ronald P. Morash. It is part of the Random House/Birkhauser Mathematics Series. The textbook is intended for sophomore to senior level university students and focuses on mathematical proof and reasoning. It covers topics like set theory, logic, relations, and number systems to prepare students for more advanced mathematics courses. The textbook emphasizes mathematical proofs and includes many examples and exercises for students to practice writing proofs. It is designed to be flexible and can be adapted to different course structures and student backgrounds.
This document discusses using scientometric techniques to measure knowledge codification and abstraction in scientific disciplines. It proposes applying these techniques to analyze the ATLAS experiment at CERN. The techniques include mapping knowledge domains using bibliographic coupling, co-citation analysis, and co-word analysis to identify research topics, fronts, and relationships over time. This would help evaluate the degree of codification and abstraction in a field on a high, medium, or low scale. The document recommends initially using co-word co-occurrence analysis on ISI records before exploring other literature-based techniques to further analyze knowledge use and transmission.
The document proposes a mixed approach using existing natural language processing techniques and novel techniques to automatically construct conceptual taxonomies from text. Key steps include identifying relevant concepts and attributes from text, clustering similar concepts, computing relevance weights for concepts, and generalizing concepts using WordNet. Preliminary results suggest the approach shows promise for extending and improving automatic taxonomy construction.
ASSESSING SIMILARITY BETWEEN ONTOLOGIES: THE CASE OF THE CONCEPTUAL SIMILARITYIJwest
In ontology engineering, there are many cases where assessing similarity between ontologies is required, this is the case of the alignment activities, ontology evolutions, ontology similarities, etc. This paper presents a new method for assessing similarity between concepts of ontologies. The method is based on the
set theory, edges and feature similarity. We first determine the set of concepts that is shared by two ontologies and the sets of concepts that are different from them. Then, we evaluate the average value of similarity for each set by using edges-based semantic similarity. Finally, we compute similarity between
ontologies by using average values of each set and by using feature-based similarity measure too.
Machine learning in automated text categorizationunyil96
This document summarizes a research paper on machine learning for automated text categorization. It discusses how machine learning techniques are used to automatically build classifiers that can categorize texts into predefined categories. Specifically, it discusses how machine learning involves using a set of pre-classified documents to learn the characteristics of different categories and build a classifier. This classifier can then categorize new texts. The document also discusses key aspects of text categorization like document representation, classifier construction, and classifier evaluation.
The document describes a new probabilistic topic model called Learning To Summarize (LeToS) that aims to generate coherent multi-sentence summaries by modeling word and sentence transitions between grammatical and semantic roles (GSRs). LeToS represents documents as distributions over topics and GSR transitions, and generates words and sentences. It outperforms LDA on perplexity and generates summaries competitive with state-of-the-art on Pyramid evaluation. However, it has limitations in capturing factual information and understanding queries.
University of Ljubljana, Faculty of Arts - Article by William Allan Kritsonis...William Kritsonis
University of Ljubljana, Faculty of Arts - Article by William Allan Kritsonis, PhD. Dr. Kritsonis is an international expert in the publishing industry.
The spread and abundance of electronic documents requires automatic techniques for extracting useful information from the text they contain. The availability of conceptual taxonomies can be of great help, but manually building them is a complex and costly task. Building on previous work, we propose a technique to automatically extract conceptual graphs from text and reason with them. Since automated learning of taxonomies needs to be robust with respect to missing or partial knowledge and flexible with respect to noise, this work proposes a way to deal with these problems. The case of poor data/sparse concepts is tackled by finding generalizations among disjoint pieces of knowledge. Noise is
handled by introducing soft relationships among concepts rather than hard ones, and applying a probabilistic inferential setting. In particular, we propose to reason on the extracted graph using different kinds of relationships among concepts, where each arc/relationship is associated to a number that represents its likelihood among all possible worlds, and to face the problem of sparse knowledge by using generalizations among distant concepts as bridges between disjoint portions of knowledge.
[Ronald p. morash] bridge to abstract mathematicsASRI ROMADLONI
This document provides information about a mathematics textbook titled "Bridge to Abstract Mathematics: Mathematical Proof and Structures" by Ronald P. Morash. It is part of the Random House/Birkhauser Mathematics Series. The textbook is intended for sophomore to senior level university students and focuses on mathematical proof and reasoning. It covers topics like set theory, logic, relations, and number systems to prepare students for more advanced mathematics courses. The textbook emphasizes mathematical proofs and includes many examples and exercises for students to practice writing proofs. It is designed to be flexible and can be adapted to different course structures and student backgrounds.
This document discusses using scientometric techniques to measure knowledge codification and abstraction in scientific disciplines. It proposes applying these techniques to analyze the ATLAS experiment at CERN. The techniques include mapping knowledge domains using bibliographic coupling, co-citation analysis, and co-word analysis to identify research topics, fronts, and relationships over time. This would help evaluate the degree of codification and abstraction in a field on a high, medium, or low scale. The document recommends initially using co-word co-occurrence analysis on ISI records before exploring other literature-based techniques to further analyze knowledge use and transmission.
The document proposes a mixed approach using existing natural language processing techniques and novel techniques to automatically construct conceptual taxonomies from text. Key steps include identifying relevant concepts and attributes from text, clustering similar concepts, computing relevance weights for concepts, and generalizing concepts using WordNet. Preliminary results suggest the approach shows promise for extending and improving automatic taxonomy construction.
ASSESSING SIMILARITY BETWEEN ONTOLOGIES: THE CASE OF THE CONCEPTUAL SIMILARITYIJwest
In ontology engineering, there are many cases where assessing similarity between ontologies is required, this is the case of the alignment activities, ontology evolutions, ontology similarities, etc. This paper presents a new method for assessing similarity between concepts of ontologies. The method is based on the
set theory, edges and feature similarity. We first determine the set of concepts that is shared by two ontologies and the sets of concepts that are different from them. Then, we evaluate the average value of similarity for each set by using edges-based semantic similarity. Finally, we compute similarity between
ontologies by using average values of each set and by using feature-based similarity measure too.
Machine learning in automated text categorizationunyil96
This document summarizes a research paper on machine learning for automated text categorization. It discusses how machine learning techniques are used to automatically build classifiers that can categorize texts into predefined categories. Specifically, it discusses how machine learning involves using a set of pre-classified documents to learn the characteristics of different categories and build a classifier. This classifier can then categorize new texts. The document also discusses key aspects of text categorization like document representation, classifier construction, and classifier evaluation.
The document describes a new probabilistic topic model called Learning To Summarize (LeToS) that aims to generate coherent multi-sentence summaries by modeling word and sentence transitions between grammatical and semantic roles (GSRs). LeToS represents documents as distributions over topics and GSR transitions, and generates words and sentences. It outperforms LDA on perplexity and generates summaries competitive with state-of-the-art on Pyramid evaluation. However, it has limitations in capturing factual information and understanding queries.
University of Ljubljana, Faculty of Arts - Article by William Allan Kritsonis...William Kritsonis
University of Ljubljana, Faculty of Arts - Article by William Allan Kritsonis, PhD. Dr. Kritsonis is an international expert in the publishing industry.
Dr. William Allan Kritsonis Inducted into the William H. Parker Leadership Academy Hall of Honor (HBCU)
Remarks by Angela Stevens McNeil
July 26th 2008
Good Morning. My name is Angela Stevens McNeil and I have the privilege of introducing the next Hall of Honor Inductee, Dr. William Allan Kritsonis. Dr. Kritsonis was chosen because of his dedication to the educational advancement of Prairie View A&M University students. He earned a Bachelor’s degree in 1969 from Central Washington University in Ellensburg, Washington. In 1971, he earned his Master’s in Education from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa.
Dr. Kritsonis has served and blessed the field of education as a teacher, principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. He has also earned tenure as a professor at the highest academic rank at two major universities.
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing through the Realms of Meaning.
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies.
Dr. William Kritsonis is a well respected author of more than 500 articles in professional journals and several books. In 1983, Dr. Kritsonis founded the NATIONAL FORUM JOURNALS. These publications represent a group of highly respected scholarly academic periodicals. In 2004, he established the DOCTORAL FORUM – National Journal for Publishing and Mentoring Doctoral Student Research. The DOCTORAL FORUM is the only refereed journal in America committed to publishing doctoral students while they are enrolled in course work in their doctoral programs. Over 300 articles have been published by doctorate and master’s degree students and most are indexed in ERIC.
Currently, Dr. Kritsonis is a Professor in the PhD Program in Educational Leadership here at Prairie View A&M University.
Dr. William Kritsonis has dedicated himself to the advancement of educational leadership and to the education of students at all levels. It is my honor to bring him to the stage at this time as a William H. Parker Leadership Academy Hall of Honor Inductee.
This document provides information about submitting and publishing manuscripts in the journal Schooling - Electronic published by the National FORUM Society of Educators. It outlines the submission process, review process, publication details, manuscript specifications, and topics covered by the journal. Manuscripts on a wide range of education-related topics are accepted for peer-review and potential publication. The journal has an acceptance rate of 15% and also publishes some invited articles.
This article discusses the issue of college professors being stalked by students and provides recommendations to help prevent and address such situations. It notes that college environments can enable stalking behaviors among students. Professors are encouraged to maintain records of communications with students who become too attentive and to avoid private meetings or contact outside of school. The article also recommends that colleges implement clear policies prohibiting relationships between faculty and students to help prevent stalking and set boundaries.
Financial controls a safeguard against misuse of public funds-nfeasj v27 n4...William Kritsonis
The document discusses two methods of financial controls used by school districts: internal control and financial audits. Internal control involves policies and procedures implemented by the accounting unit, such as formal organization, separate financial accounts for each unit, and separation of asset handling from record keeping. Financial audits, which can be external or internal, independently verify that accounting principles were correctly applied and financial reports are accurate. Both types of audits examine areas like cash flow, accounts receivable, inventory, fixed assets, loans, and revenues/expenditures. Financial controls help administrators safeguard resources and ensure their efficient and effective use.
This document summarizes key Supreme Court cases related to freedom of expression for teachers and public employees both inside and outside of schools. It outlines important tests from cases like Pickering, Mt. Healthy, and Connick that determine when a teacher's speech is protected, and discusses how cases like Epperson and Kingsville have defined limits on academic freedom within schools. The document analyzes over 15 Supreme Court cases spanning teachers' rights to political speech, retaliation for speaking out, freedom of association, and what constitutes public forums versus private speech.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
A National Perspective For Cultivating Working Relationships HughesWilliam Kritsonis
William Allan Kritsonis, PhD
PhD, University of Iowa, Iowa City, Iowa, 1976
M.Ed. Seattle Pacific University, Seattle, Washington, 1971
B.A. Central Washington University, Ellensburg, Washington
Visiting Scholar, Columbia University, Teachers College, New York, 1981
Doctor of Humane Letters, School of Graduate Studies, Southern Christian University
Roshnisha Stevenson & Dr. W.A. Kritsonis, student disciplineWilliam Kritsonis
This document summarizes an article that discusses how teachers can use Jon Gordon's book "The Energy Bus" to help with student discipline management. It outlines 10 key rules from the book: 1) The teacher is the driver of the classroom; 2) Involve students in developing classroom rules and vision; 3) Fuel the classroom with positive energy; 4) Invite students to be part of the positive classroom culture; 5) Don't waste energy on negative students; 6) Don't allow "energy vampires"; 7) Lead with enthusiasm to attract more positive students; 8) Appoint student leaders to help spread positivity; 9) Love your students and try to understand their struggles; 10) Use signs of struggles as
Writing a Successful Thesis or Dissertation by Lunenburg & IrbyWilliam Kritsonis
This document summarizes a book review of "Writing a Successful Thesis or Dissertation" by Fred C. Lunenburg and Beverly J. Irby. The reviewer praises the book for providing numerous examples to help students through every step of writing a dissertation. It takes a methodical approach, addressing topic selection, committee choices, research design, developing chapters, defending the research, and publication. Sample outlines, letters, and checklists in the appendices make it a valuable resource for both students and their advisors. The reviewer concludes that while not replacing texts on research methods, it provides crucial practical guidance for completing a dissertation.
Lunenburg, fred c. extracurricular activities schooling v1 n1 2010William Kritsonis
Extracurricular activities are found at all levels of schooling and include activities like athletics, music, drama, and clubs. They form a "third curriculum" alongside required and elective courses. The document discusses how extracurricular activities support the overall goals of education by reinforcing learning, supplementing the formal curriculum, integrating knowledge, and promoting democratic values through experiences like student government. They allow students to apply concepts from class in new settings and acquire skills relevant to adult life.
This document provides an overview of Dissociative Identity Disorder (DID), formerly known as Multiple Personality Disorder. It discusses the historical conceptualizations and diagnostic criteria of the disorder. Prevalence is estimated at 1% of the general population but many cases remain undiagnosed for years. The article reviews theoretical explanations, assessment considerations including common symptoms, and treatment modalities like cognitive therapy and art therapy. It aims to increase awareness and understanding of this complex disorder.
James Shippy - BOOK, Iceberg melting summary, Submitted to William Allan Kri...William Kritsonis
1) The document reviews the book "Our Iceberg is Melting" which uses a story about penguins dealing with a melting iceberg to illustrate lessons about managing change, transition, teamwork, values, and attitudes.
2) Key lessons from the book include recognizing the need for change, bringing others together as a team to address challenges, and ensuring the culture and values of the organization support improvement efforts.
3) The reviewer discusses how these lessons apply to their daily life, such as embracing changes from returning to school, considering family finances carefully, and promoting positivity in their workplace.
This document provides a summary of the test framework for the Principal (Field 068) certification exam in Texas. It is divided into three domains:
1. Community Leadership (33% of test)
2. Instructional Leadership (44% of test)
3. Administrative Leadership (22% of test)
Each domain lists the competencies assessed on the test, along with descriptions of the knowledge and skills principals should demonstrate in that area. The framework provides a high-level overview of the content covered on the Principal certification exam in Texas.
National FORUM Journal Archives, Dr. William Allan KritsonisWilliam Kritsonis
National FORUM Journal Archives, Dr. William Allan Kritsonis, Editor-in-Chief (Founded in 1983) NATIONAL FORUM JOURNALS is a group of national refereed publications. www.nationalforum.com
Dr. William Allan Kritsonis, Public School Law, School Law, School Legal Issues, Educational Laws & Policies
Professorial Roles
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA).
In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He has chaired over 18 doctoral dissertations. He lives in Houston, Texas.
A Genre-Based Approach To The Teaching Of Report-WritingBrooke Heidt
This document discusses using a genre-based approach to teach report writing to students learning English for specific purposes. It describes analyzing the structure of report genres to identify the key components and rules. The document outlines how a program was developed to provide structured feedback on student reports based on these genre conventions. The program standardized the feedback and ensured it addressed all necessary elements. This approach aimed to both teach students report writing structures and facilitate scientific thinking.
Activity And Evaluation Reporting Practices In Academic WritingMichelle Shaw
This document analyzes reporting practices in academic writing through a study of a corpus of 80 research articles from 8 disciplines. It finds that academic writing relies heavily on reporting prior work to establish context and build arguments. Reporting is usually done through attribution of propositional content to other sources using reporting verbs.
The study develops a taxonomy to categorize reporting verbs based on the type of activity they represent (research/real world acts, cognition acts, discourse acts) and their evaluative function (supportive, tentative, critical, neutral). It finds preferences for certain categories across disciplines. Discourse acts are most common, and research findings are usually reported non-factively without a clear attitude. The variety allows writers to skillfully attribute st
Dr. William Allan Kritsonis Inducted into the William H. Parker Leadership Academy Hall of Honor (HBCU)
Remarks by Angela Stevens McNeil
July 26th 2008
Good Morning. My name is Angela Stevens McNeil and I have the privilege of introducing the next Hall of Honor Inductee, Dr. William Allan Kritsonis. Dr. Kritsonis was chosen because of his dedication to the educational advancement of Prairie View A&M University students. He earned a Bachelor’s degree in 1969 from Central Washington University in Ellensburg, Washington. In 1971, he earned his Master’s in Education from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa.
Dr. Kritsonis has served and blessed the field of education as a teacher, principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. He has also earned tenure as a professor at the highest academic rank at two major universities.
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing through the Realms of Meaning.
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies.
Dr. William Kritsonis is a well respected author of more than 500 articles in professional journals and several books. In 1983, Dr. Kritsonis founded the NATIONAL FORUM JOURNALS. These publications represent a group of highly respected scholarly academic periodicals. In 2004, he established the DOCTORAL FORUM – National Journal for Publishing and Mentoring Doctoral Student Research. The DOCTORAL FORUM is the only refereed journal in America committed to publishing doctoral students while they are enrolled in course work in their doctoral programs. Over 300 articles have been published by doctorate and master’s degree students and most are indexed in ERIC.
Currently, Dr. Kritsonis is a Professor in the PhD Program in Educational Leadership here at Prairie View A&M University.
Dr. William Kritsonis has dedicated himself to the advancement of educational leadership and to the education of students at all levels. It is my honor to bring him to the stage at this time as a William H. Parker Leadership Academy Hall of Honor Inductee.
This document provides information about submitting and publishing manuscripts in the journal Schooling - Electronic published by the National FORUM Society of Educators. It outlines the submission process, review process, publication details, manuscript specifications, and topics covered by the journal. Manuscripts on a wide range of education-related topics are accepted for peer-review and potential publication. The journal has an acceptance rate of 15% and also publishes some invited articles.
This article discusses the issue of college professors being stalked by students and provides recommendations to help prevent and address such situations. It notes that college environments can enable stalking behaviors among students. Professors are encouraged to maintain records of communications with students who become too attentive and to avoid private meetings or contact outside of school. The article also recommends that colleges implement clear policies prohibiting relationships between faculty and students to help prevent stalking and set boundaries.
Financial controls a safeguard against misuse of public funds-nfeasj v27 n4...William Kritsonis
The document discusses two methods of financial controls used by school districts: internal control and financial audits. Internal control involves policies and procedures implemented by the accounting unit, such as formal organization, separate financial accounts for each unit, and separation of asset handling from record keeping. Financial audits, which can be external or internal, independently verify that accounting principles were correctly applied and financial reports are accurate. Both types of audits examine areas like cash flow, accounts receivable, inventory, fixed assets, loans, and revenues/expenditures. Financial controls help administrators safeguard resources and ensure their efficient and effective use.
This document summarizes key Supreme Court cases related to freedom of expression for teachers and public employees both inside and outside of schools. It outlines important tests from cases like Pickering, Mt. Healthy, and Connick that determine when a teacher's speech is protected, and discusses how cases like Epperson and Kingsville have defined limits on academic freedom within schools. The document analyzes over 15 Supreme Court cases spanning teachers' rights to political speech, retaliation for speaking out, freedom of association, and what constitutes public forums versus private speech.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
A National Perspective For Cultivating Working Relationships HughesWilliam Kritsonis
William Allan Kritsonis, PhD
PhD, University of Iowa, Iowa City, Iowa, 1976
M.Ed. Seattle Pacific University, Seattle, Washington, 1971
B.A. Central Washington University, Ellensburg, Washington
Visiting Scholar, Columbia University, Teachers College, New York, 1981
Doctor of Humane Letters, School of Graduate Studies, Southern Christian University
Roshnisha Stevenson & Dr. W.A. Kritsonis, student disciplineWilliam Kritsonis
This document summarizes an article that discusses how teachers can use Jon Gordon's book "The Energy Bus" to help with student discipline management. It outlines 10 key rules from the book: 1) The teacher is the driver of the classroom; 2) Involve students in developing classroom rules and vision; 3) Fuel the classroom with positive energy; 4) Invite students to be part of the positive classroom culture; 5) Don't waste energy on negative students; 6) Don't allow "energy vampires"; 7) Lead with enthusiasm to attract more positive students; 8) Appoint student leaders to help spread positivity; 9) Love your students and try to understand their struggles; 10) Use signs of struggles as
Writing a Successful Thesis or Dissertation by Lunenburg & IrbyWilliam Kritsonis
This document summarizes a book review of "Writing a Successful Thesis or Dissertation" by Fred C. Lunenburg and Beverly J. Irby. The reviewer praises the book for providing numerous examples to help students through every step of writing a dissertation. It takes a methodical approach, addressing topic selection, committee choices, research design, developing chapters, defending the research, and publication. Sample outlines, letters, and checklists in the appendices make it a valuable resource for both students and their advisors. The reviewer concludes that while not replacing texts on research methods, it provides crucial practical guidance for completing a dissertation.
Lunenburg, fred c. extracurricular activities schooling v1 n1 2010William Kritsonis
Extracurricular activities are found at all levels of schooling and include activities like athletics, music, drama, and clubs. They form a "third curriculum" alongside required and elective courses. The document discusses how extracurricular activities support the overall goals of education by reinforcing learning, supplementing the formal curriculum, integrating knowledge, and promoting democratic values through experiences like student government. They allow students to apply concepts from class in new settings and acquire skills relevant to adult life.
This document provides an overview of Dissociative Identity Disorder (DID), formerly known as Multiple Personality Disorder. It discusses the historical conceptualizations and diagnostic criteria of the disorder. Prevalence is estimated at 1% of the general population but many cases remain undiagnosed for years. The article reviews theoretical explanations, assessment considerations including common symptoms, and treatment modalities like cognitive therapy and art therapy. It aims to increase awareness and understanding of this complex disorder.
James Shippy - BOOK, Iceberg melting summary, Submitted to William Allan Kri...William Kritsonis
1) The document reviews the book "Our Iceberg is Melting" which uses a story about penguins dealing with a melting iceberg to illustrate lessons about managing change, transition, teamwork, values, and attitudes.
2) Key lessons from the book include recognizing the need for change, bringing others together as a team to address challenges, and ensuring the culture and values of the organization support improvement efforts.
3) The reviewer discusses how these lessons apply to their daily life, such as embracing changes from returning to school, considering family finances carefully, and promoting positivity in their workplace.
This document provides a summary of the test framework for the Principal (Field 068) certification exam in Texas. It is divided into three domains:
1. Community Leadership (33% of test)
2. Instructional Leadership (44% of test)
3. Administrative Leadership (22% of test)
Each domain lists the competencies assessed on the test, along with descriptions of the knowledge and skills principals should demonstrate in that area. The framework provides a high-level overview of the content covered on the Principal certification exam in Texas.
National FORUM Journal Archives, Dr. William Allan KritsonisWilliam Kritsonis
National FORUM Journal Archives, Dr. William Allan Kritsonis, Editor-in-Chief (Founded in 1983) NATIONAL FORUM JOURNALS is a group of national refereed publications. www.nationalforum.com
Dr. William Allan Kritsonis, Public School Law, School Law, School Legal Issues, Educational Laws & Policies
Professorial Roles
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA).
In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He has chaired over 18 doctoral dissertations. He lives in Houston, Texas.
A Genre-Based Approach To The Teaching Of Report-WritingBrooke Heidt
This document discusses using a genre-based approach to teach report writing to students learning English for specific purposes. It describes analyzing the structure of report genres to identify the key components and rules. The document outlines how a program was developed to provide structured feedback on student reports based on these genre conventions. The program standardized the feedback and ensured it addressed all necessary elements. This approach aimed to both teach students report writing structures and facilitate scientific thinking.
Activity And Evaluation Reporting Practices In Academic WritingMichelle Shaw
This document analyzes reporting practices in academic writing through a study of a corpus of 80 research articles from 8 disciplines. It finds that academic writing relies heavily on reporting prior work to establish context and build arguments. Reporting is usually done through attribution of propositional content to other sources using reporting verbs.
The study develops a taxonomy to categorize reporting verbs based on the type of activity they represent (research/real world acts, cognition acts, discourse acts) and their evaluative function (supportive, tentative, critical, neutral). It finds preferences for certain categories across disciplines. Discourse acts are most common, and research findings are usually reported non-factively without a clear attitude. The variety allows writers to skillfully attribute st
This document discusses text structure and its relationship to reading comprehension. It defines text structure as the organization and construction of ideas in written material. Understanding text structure is important for comprehension because it allows readers to select relevant details. There are different types of text structures like narrative, expository, descriptive, and procedural. Signaling devices, text cohesion, and sentence-level factors also influence comprehension. Teachers can facilitate understanding of text structure by activating prior knowledge, modeling comprehension strategies, and providing graphic organizers.
This document discusses text structure and its relationship to reading comprehension. It defines text structure as the organization and construction of ideas in written material. Understanding text structure is important for comprehension because it allows readers to select relevant details. There are different types of text structures like narrative, expository, descriptive, and procedural. Signaling devices, text cohesion, and sentence-level factors also influence comprehension. Teachers can facilitate understanding of text structure by activating prior knowledge, modeling comprehension strategies, and providing scaffolds for students.
A Text Analysis Of A Newspaper Article About Konglish Taken From The Korea H...Lori Moore
The document analyzes a newspaper article about Konglish (Korean-influenced English) from The Korea Herald. It follows an overall general-specific pattern. This is signaled by words like "recently" and "increasing amount of attention" in the introduction, establishing a general context. The body then provides more specific details about the study of written discourse and textual patterns. It concludes with another general statement about the implications for language teaching. Within this overall pattern, subordinate patterns include problem-solution, as signaled by words such as "problem" and "solution" when discussing analyzing textual patterns.
Many of previous research have proven that the usage of rhetorical relations is capable to enhance many applications such as text summarization, question answering and natural language generation. This work proposes an approach that expands the benefit of rhetorical
relations to address redundancy problem in text summarization. We first examined and redefined the type of rhetorical relations that is useful to retrieve sentences with identical content and performed the identification of those relations using SVMs. By exploiting the
rhetorical relations exist between sentences, we generate clusters of similar sentences from document sets. Then, cluster-based text summarization is performed using Conditional Markov Random Walk Model to measure the saliency scores of candidates summary. We evaluated our
method by measuring the cohesion and separation of the clusters and ROUGE score of generated summaries. The experimental result shows that our method performed well which shows promising potential of applying rhetorical relation in cluster-based text summarization.
Teaching Reading Report, Text Structure and ReadabilityGeraldGGerald
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Chapter wise All Notes of First year Basic Civil Engineering.pptx
7 calais
1. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
VOLUME 26, NUMBER 3, 2009-2010
EXPOSITORY TEXT STRUCTURE
Gerald J. Calais
McNeese State University
ABSTRACT
The demands of the Information Age make it imperative that students currently enrolled
in K-12 are equipped to effectively handle expository text materials if they are to become
viable citizens in today’s highly competitive, global economic markets. Accordingly, this
manuscript focuses on research findings that converge on five of the most prevalent
types of expository text structures that one encounters in today’s reading materials. A
matrix is employed that provides a description, signal words, and graphic organizers
associated with each text structure. General Strategies that teachers can use to enhance
students’ abilities to identify text structure are also provided, as are conclusions.
Expository Text Structure and Comprehension
A lthough text structure is typically divided into two categories
of text, narrative and expository, this manuscript will focus
primarily on expository text structure. Initially, research
findings regarding expository text structure will be discussed; then, a
matrix focusing on specific attributes of five types of expository text
structure will be presented. Finally, general strategies for enabling
teachers to enhance students’ abilities to successfully identify various
types of expository text structure will be provided.
Research Findings Regarding Expository Text Structure
Whereas narrative text is normally a story whose primary
function is to entertain the reader, expository text’s essential function,
in contrast, is to inform the reader (Weaver & Kintsch, 1991). Text
structure per se refers to a text’s organizational attributes that operate
as a pattern for guiding and aiding readers in detecting critical
81
2. 82 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL__________
information, plus the logical connections between a text’s ideas
(Seidenberg, 1989).
Textbooks, journals, encyclopedias, essays, and numerous
magazine articles are typical examples of expository text that learners
must read in school. Seidenberg (1989) asserts that successful school
achievement is highly dependent upon students’ ability to understand
and formulate such diverse expository prose. When reading content
area material (e.g., social studies, math, science), learners need to
distinguish amongst various types of text structure (Vacca & Vacca,
2008). While story grammars have been the major focus of research on
narrative text structure, research focusing on expository text structure
has encompassed a much broader array of organizational patterns.
Prevalent types of expository text structure include description,
sequence, comparison and contrast, cause and effect, and problem and
solution (Vacca & Vacca, 2008). Each category of expository text
structure exhibits a specific organizational pattern that reflects various
types of relations between critical textual information; moreover, each
type of expository text pattern employs specific signal words that are
unique to each type (e.g., next, first, last, and additionally are signal
words used in the sequence pattern).
According to Kintsch and Yarborough (1991), research
suggests that learners perform significantly better on measures of
global comprehension or macroprocesses (e.g., main ideas or topics)
rather than on local comprehension or microprocesses (e.g., facts)
when reading well-structured expository text.
Zabrucky and Ratner’s (1992) research findings suggest that
expository text and narrative text differentially effect readers, with
expository text definitely more difficult than narrative text regarding
both comprehension, as measured via recall, and comprehension
monitoring. Their study revealed that text type impacted both good
and poor readers’ recall and comprehension monitoring. Inconsistent
passages prompted significantly more look-backs for narrative than
expository passages, implying that narrative passages’ inconsistencies
3. Gerald J. Calais 83
were more transparent than expository passages’ inconsistencies.
Expository passages also proved to be more difficult than narrative
passages for students when verbally reporting on passage consistency.
Students’ expository passages were reread more frequently than
narrative passages when reading passages without inconsistencies,
indicating that expository passages were more problematic than
narrative type.
Despite the high positive correlation between reading
comprehension and well-organized text structure, text structure alone
may be inadequate to promote reading comprehension because an
additional pivotal dimension is essential: awareness of, or sensitivity
to, text structure. According to Weaver & Kintsch (1991), the
performance results of learners who read appropriately structured,
lucidly cued text and who were assessed through measures of global
comprehension (e.g., main ideas) indicated that learners acquainted
with text structure significantly outperformed those who lacked
familiarity regarding text structure. Pearson and Fielding (1991)
corroborated the aforementioned study’s findings by observing two
systematic findings: First, students familiar with text structure recalled
more appropriate information than students who were unfamiliar with
text structure. Second, in recalling text, significantly more good
readers than poor readers follow the author’s text structure.
Research further suggests that students differ not only in being
aware of text structure but also in being aware of different text
structures. For example, Graesser, Golding, and Long (1991) found
evidence that students are far more aware of narrative than expository
text structure. On the other hand, Zabrucky & Ratner (1992) found
that narrative text structure is both easier to recall and comprehend
than is expository text structure. In addition, Englert and Thomas
(1987) showed that students’ awareness of text structure even differs
in terms of the different types of expository text structure. More
specifically, they found that among four different categories of
expository text structure that students were significantly more familiar
with sequence text structure than with enumeration or description text
4. 84 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL__________
structure; they also found that both enumeration and sequence text
structure were easier than comparison and contrast text structure.
Finally, they also discovered that awareness of expository text
structure appeared to be developmental because older students’
awareness of expository text structure was significantly greater than
that of younger students. Having discussed research findings about
expository text structure, the next section discusses a matrix that
provides information about five dominant types of expository text
structure.
Five Types of Expository Text Structure Matrix
Figure 1 below provides information associated with five
popular types of expository text structure commonly employed in
materials used for students in K-12 classrooms: description, sequence,
comparison and contrast, cause and effect, and problem and solution
(Vacca & Vacca, 20). Upon examination, the matrix in Figure 1
describes each text structure along three dimensions. First, it describes
unique attributes associated with each text structure and also provides
an example of where and how it is used. Second, the matrix provides
specific examples of signal words associated with each type of text
structure. Third, various graphic organizers are suggested as a means
of graphically representing or explicating information reflecting each
of the text types. It should be noted that only one example was
provided for how and where a specific text type could be applied;
naturally, other examples as well as other disciplines could have
equally applied. In addition, the list of signal words typically
associated with each text type and the suggested ways to graphically
represent each text type are not meant to be exhaustive. Note, too,
how many dimensions are associated with the cause and effect text
pattern.
5. Gerald J. Calais 85
Table 1
Five Types of Expository Text Structure Matrix
Text Description Associated Graphic Organizer
Structure Signal Words
Description Resembles an outline by For example, Bubble map, spider
providing information for instance, map, network tree,
(attributes, examples, such as, in semantic word map,
facts, features) about a addition, looks semantic webbing,
topic based on criteria like, in back of, modified Frayer model,
such as importance or to begin with clustering, cubing,
size. Herringbone technique,
concept of definition
Example: A science book
may describe an animal
cell or a volcano.
Sequence Implicitly or explicitly On (date), first, Series-of-Events
indicates the numerical second, last, Chain, continuum
or chronological order in then, finally, scale, cycle, timeline,
which facts, events, or initially, flowchart
concepts occur by tracing preceding, not
the evolution of the topic long after
or the steps entailed in
the sequence.
Example: A science text
discusses the steps in the
life cycle of a butterfly.
A history text explains
the events that led to the
Great Depression or
WWII.
Table 1 Continues
6. 86 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL__________
Table 1 Continued
Text Description Associated Graphic Organizer
Structure Signal Words
Comparison/ Specifies similarities Similar to, Compare/contrast matrix,
Contrast (comparison) and/or different from, double bubble map, Venn
differences (contrast) however, in diagram, ladder map,
among objects, common, flowcharts, semantic
events, facts, although, not feature analysis,
concepts, etc. only…but also analogies
Cause and Demonstrates how Consequently, Single cause and single
Effect facts, events, or therefore, effect, single cause and
ideas (effects) because, as a multiple effects, multiple
materialize due to result, since, causes and single effect,
other facts, events, if…then, thus, multiple causes and
or ideas (causes). leads to multiple effects,
Herringbone technique,
Example: A science cycle, a string of slightly
book explains the overlapping circles,
causes and effects of central concept with
a tornado. cause and effect
explanations
Problem and Reveals the This led to, Problem/Solution outline,
Solution evolution of a because, flowchart, IDEAL
problem and the problem is, Problem Solving
solution (s) to the if/then, Framework, task analysis,
problem. consequently, fuzzy cognitive maps,
nevertheless, establishing problematic
Example: A science accordingly situations, discussion
chapter discusses the webs
problem of global
warming and asks
for proposed
solutions, or a social
studies chapter
discusses the
problem of slavery
in the Old South and
asks for proposed
solutions to avoid a
Civil War.
7. Gerald J. Calais 87
General Strategies for Identifying Expository Text Structure
From a practical standpoint, there are a variety of strategies
that the classroom teacher can utilize to enhance students’ abilities to
identify and employ expository text structure for both reading and
writing (Simonsen, 1996):
(1) Initially advise students that expository texts exhibit specific
text structures. Inform students that various organizational
patterns (e.g., sequence, description, comparison and contrast)
are used to compose expository texts (e.g., science, social
studies, and math textbooks) and that text structures are what
organizational patterns are called.
(2) Provide students with explicit classroom instruction when
introducing them to signal words and five common types of
expository text structure: description, sequence, comparison
and contrast, cause and effect, and problem and solution.
Inform students under what specific circumstances certain
signal words (e.g., first, second, initially) can be used to
identify specific text structures (e.g., sequence) while reading
various content areas or when composing expository text.
(3) Scaffold instruction with sample paragraphs corresponding
with the five common types of expository text structure and
provide students with focusing questions. The teacher could
provide students with different clues, supports, and focusing
questions while endeavoring to distinguish amongst the five
types of text structure typically found in various content texts,
such as sample situations of where and when these text
structures are usually applied. Also, let students know that the
same topic could be written by using one of several types of
expository text structure. For example, WWII could use
description, sequencing, or cause and effect. Let them also
know that at other times, a specific text structure serves as the
most powerful way to discuss a topic. For example, if asked to
write about the American Revolution, the French Revolution,
8. 88 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL__________
and the Russian Revolution, that comparison and contrast
would probably be the single most effective way to
compose/discuss this topic.
(4) Model writing strategies that focus on specific types of text
structure. For example, while writing a paragraph depicting a
specific text structure, the teacher could describe what s/he is
doing.
(5) Model a metacognitive strategy: think-alouds. Initially, the
teacher models this strategy; then the students are encouraged
to demonstrate this strategy while trying to identify text
structure, such as identifying the textual clues used in a given
text while they attempt to identify text structure.
(6) Have students explicate text structures by using graphic
organizers while reading and writing. For example, the teacher
models the graphical representation or explication of specific
paragraphs while one reads or writes expository text.
Conclusions
The demands of the Information Age, which has
ushered in gargantuan quantities and varieties of information,
make it imperative that students currently enrolled in K-12 are
equipped to effectively handle expository text materials if they
are to become viable citizens in today’s highly competitive,
global economic markets. Modeling and teaching our students
how to perceive the five most common types of expository text
structure (description, sequence, comparison and contrast,
cause and effect, and problem and solution) while reading, how
to employ them while writing, and how to charter or explicate
them while reading and writing will enhance their chances of
achieving a successful future. Fortunately, teachers have a
variety of strategies at their disposal for methodically
9. Gerald J. Calais 89
familiarizing students with expository text structure while
reading or writing.
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Content literacy: Text structure (n.d.). Retrieved September 15, 2008,
from http://www.literacymatters.org/content/text/intro.htm
Englert, C. S., & Thomas, C. C. (1987). Sensitivity to text structure in
reading and writing: A comparison between learning disabled
and non-learning disabled students. Learning Disability
Quarterly, 10, 93-105.
Graesser, A., Golding, J. M., & Long, D. L. (1991). Narrative
representation and comprehension. In R. Barr, M. L. Kamil, P.
Mosenthal, & P. D. Pearson (Eds.), Handbook of reading
research (Vol. 2, pp. 171-204). White Plains, NY: Longman.
Kintsch, W. & Yarbrough, J.C. (1982). Role of rhetorical structure in
text comprehension. Journal of Educational Psychology, 74,
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Pearson, P. D., & Fielding, L. (1991). Comprehension instruction. In
R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.),
Handbook of reading research (Vol. 2, pp. 815-860). White
Plains, NY: Longman.
Seidenberg, P. L. (1989). Relating text-processing research to reading
and writing instruction for learning disabled students.
Learning Disabilities Focus, 5 (1), 4-12.
Simonsen, S. (1996). Identifying and Teaching Text Structures in
Content Area Classrooms. In D. Lapp, J. Flood, & N. Farnan
(Eds.), Content area reading and learning: Instructional
strategies (2nd ed.). Needham Heights, MA: Allyn and Bacon.
Using text structure (n.d.). Retrieved September 15, 2008, from
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Words That Signal a Text's Organizational Structure (n.d.). Retrieved
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www.somers.k12.ny.us/intranet/reading/signalwords.html
10. 90 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL__________