This document summarizes a research article about how non-native English speaking students at a US college responded to institutional and professor control in their classes. The researcher studied student-professor interactions in a psychology course. They found that students initially complied with professor directives but later expressed complaints through discussion and written feedback. They also questioned the professor as a way to negotiate classroom power dynamics and engage with the course material. The document concludes that English for academic purposes courses should make students aware of their choices within the institutional structures and possibilities for challenging limitations.
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Appro...Pakistan
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Approach On Student’s Academic Performance At Elementary Level by Fareeda Sanam and Nadia Thalho
In recent years, research on learning strategies has become the new domain in the area of the second language acquisition (SAL). In view of the above, the study based upon the definition and classification of O’Malley & Chamot and Oxford, discusses the condition of junior students’ listening strategies use and the impact on listening understanding. Through this research, we can see that the students with better listening score are better at self-supervising, training and listening techniques. I suggest that teachers should encourage and train the students to use the listening strategies to improve their ability. The final goal is encouraging students to self-evaluate and self-direct, and lay the foundation of life-long learning.
Oral Reading Fluency Research : ED 520: Implementing Solutions for School-wide Effective Reading Instruction. American College of Education, November 2, 2012. To be presented at PEAK Teachers Conference, Kuwait, December 8, 2012.
a) Research in subject/discipline
b) Methods of data collection in the subject
c) Drawing conclusion, generalization and theory development
d) Preparing reference, notes and bibliography
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Appro...Pakistan
Impact Of Reading Skills By Using Communicative Language Teaching (CLT) Approach On Student’s Academic Performance At Elementary Level by Fareeda Sanam and Nadia Thalho
In recent years, research on learning strategies has become the new domain in the area of the second language acquisition (SAL). In view of the above, the study based upon the definition and classification of O’Malley & Chamot and Oxford, discusses the condition of junior students’ listening strategies use and the impact on listening understanding. Through this research, we can see that the students with better listening score are better at self-supervising, training and listening techniques. I suggest that teachers should encourage and train the students to use the listening strategies to improve their ability. The final goal is encouraging students to self-evaluate and self-direct, and lay the foundation of life-long learning.
Oral Reading Fluency Research : ED 520: Implementing Solutions for School-wide Effective Reading Instruction. American College of Education, November 2, 2012. To be presented at PEAK Teachers Conference, Kuwait, December 8, 2012.
a) Research in subject/discipline
b) Methods of data collection in the subject
c) Drawing conclusion, generalization and theory development
d) Preparing reference, notes and bibliography
Social Emotional Learning Guided ResponsesIntroduction to Soci.docxpbilly1
Social Emotional Learning Guided Responses
Introduction to Social Emotional Learning
To address issues of bullying and other social-emotional concerns, schools are adopting social and emotional learning (SEL) programs (Jones & Bouffard, 2012). Researchers and programs have varying definitions of SEL. Jones and Bouffard (2012) defined SEL considering three categories: emotional processes (e.g. emotional knowledge, regulation, empathy, etc.), social/interpersonal skills (e.g. understanding social cues, interpreting others’ behaviors, interacting positively, etc.), and cognitive regulation (e.g. attention control, inhibiting in appropriate responses, etc.).
Research findings on the relationship between SEL and student outcomes varies, depending on the SEL program and research. However, overall findings indicate a correlation to academic achievement, behavioral adjustment, and emotional health and well-being (Jones & Bouffard, 2012).
There are many questions to consider when examining SEL:
What is the purpose of public schools? Is it to address academic learning or more, such as social emotional learning?
If SEL should be adopted in schools, there are other questions to consider:
How much time and money should be spent on SEL?
Should SEL be determined by individual teachers or should it be systematic throughout schools and districts? Are there risks to systematic SEL?
Should students be tested on SEL?
What type of SEL programs should be used? (NOTE - There are many addressed in the supplemental readings: Promoting Alternative Thinking Strategies (PATHS), Quiet Time Program, Fast Track, Positive Behavioral Interventions & Supports (PBIS), and Mindful Schools).
To prevent bullying, should SEL be used? Is it an appropriate replacement for zero tolerance policies regarding bullying?
Please answer the question prompts under each response thoroughly. You should support your opinion with information from the readings; however, you also may share your own experiences and observations in the responses. Use the guide below to receive full credit.
All questions for each response prompt (e.g. Response 1, Response 2) are fully answered. For each prompt, there are at least two pieces of information from the readings supporting your opinion. Information can be noted with the use of specific facts, quotes, or cited with page number.
Response 1: Bullying
In preparing for this response, it is recommended that you note the following information from the CNN article, Bullying is a ‘Serious Public Health Problem’ Report Says:
· Effects of Bullying
· What is Bullying
· Ideas on Prevention (e.g. zero tolerance practices, SEL)
After reading this article, do you agree or disagree with using SEL to help prevent bullying? Should zero tolerance practices be used? If so, how? Please explain.
Response 2: Mindfulness
There are many different types of SEL programs. Mindful Schools is one program, and this reading, Research on Mindfulness, provides a summa.
Essay On Evaluation Of Teaching
Evaluation Of A Teacher Interview Essay
Evaluation Of Teacher s Performance Essay
Evaluation And Observation Of A Teacher Essay
Qualities of an Effective Teacher
Teachers Evaluation System Thesis
Evaluation Of A Teacher Performance
The Supervision And Evaluation Of Teachers
Evaluation Of A Teacher Student Relationship
Eda 551 Research Paper
Student Evaluation of Educators Essay examples
Evaluation And Assessment Of A Teacher
The Role Of Teacher Evaluation
Teacher Evaluation Essay
The Danielson Framework For Teaching
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
3. Outline
1. Abstract
1.1 Purpose
1.2 Methodology
1.2.1 Method
1.2.2 Participants
1.2.3 Instrument used
1.3 Key word
1.4 Finding
2. Introduction
3. Needs Analysis and Rights Analysis
4. 4. Feedback: Students Responses to
Professorial Authority
5. Coverage Control
6. Questions: Negotiating Power
7. Conclusion
Outline
5. 1. Abstract
1.1 Purpose: To investigate how NNS
students at a US college respond to
institutional and professorial control,
the author studied power relations in a
paired EAP/Psychology course.
6. 1.2 Methodology
1.2.1 Method
- Qualitative Research
1.2.2. Participants
- forty-five students in the psychology
class
- half of them were immigrants
enrolled in Benesch’s EAP course.
- Professor of EAP course
7. 1.2.3 Instruments used
Data was collected by:
attending and audio-taping the psychology lectures;
taking observation note of classroom interactions;
recording students’ oral and written reactions to the
course and;
regularly meeting the psychology teacher.
To use this data, it can help researcher:
• To identify students’ difficulties and underlying
institutional constraints;
• To establish ways for her students to express their
concerns;
• To explore possibilities for challenging limitations.
9. 1.4 Finding
• After setting professorial authority, the
students complaint, have discussion and
questioning, written complaint to lecture.
• Needs analysis reveals institutional
requirements and expectations; rights
analysis reveals possibilities for change.
10. 2. Introduction
What are “needs”?
Wants, desires, demands, expectation,
motivations, lacks, constraints, and
requirements
(Brindley 1984)
What is “needs analysis”?
Procedures for collecting information about
learners’ needs
11. The Purpose of needs analysis
To find out what language skills a learner needs
To help determine if an existing course adequately
addresses the needs of potential students
To determine which students are most in need of
training in particular language skills
To identify a change of direction that people in a
reference group feel is important
To identify a gap between what students are able
to do and what they need to be able to do
To collect information about a particular problem
learners are experiencing.
(Linse, 1993)
12. What are the procedures for
conducting needs analysis?
Questionnaires
Interviews
Meetings
Observation
Collecting learner language samples
Task analysis
Case studies
Analysis of available information
13. 3. Needs analysis and Rights
Analysis
• Needs analysis has been the principal
method for determining what to include in
ESP/EAP curricula, providing descriptions
of academic skills and genres NNS students
may encounter in future courses or that they
will encounter in particular courses.
14. Rights analysis recognizes the classroom as a site
of struggle. It studies how power is exercised and
resisted in an academic setting, aiming to reveal
how struggles for power and control can be
sources of democratic participation in life both in
and outside the classroom.
The term “rights” highlights power relations and
theorizes EAP students as potentially active
participants rather than compliant subjects. Rights
are not a set of pre-existing demands what a
conceptual framework for questions about
authority and control.
3. Needs analysis and Rights
Analysis
15. Assignment evaluation in recent
studies
Some NNS students view instructors’
guidelines as suggestions to be negotiated or
resisted rather than blueprints to be faithfully
followed.
Some of Lekis’ subjects→ wanted “their own
best interests, placing them above the
professors’ requirements in importance”. One
of them “perceived her choice as more logical
than the assigned task”. Another found her
“interpretation to be more personally
interesting”. And the other “found hers to be a
more efficient use of her time”
16. • Students’ varied responses to assignments
points to the inadequacy of academic genres
and skills as the sole basis of English for
academic purposes (EAP) instructions. So,
EAP courses should consider not just
assigned tasks but also multiple
interpretations of assignments by examining
how teachers and students negotiate control
in the class.
Assignment evaluation in recent
studies
17. 4. Feedback: Students’ Responses to
Professorial authority
Feedback: Students’ Responses to
Professorial Authority
Complaints
Class discussion
Written responses
18. 5. Coverage control
Coverage is a common concern of
postsecondary teachers.
How can we cover all the material, they ask,
if we let student talk?
will they learn if we do not lecture?
In this class, teacher talk was regulated by the
departmental syllabus, the textbook and the
lectures.
20. Pedagogically
From a pedagogically view point, there has
a great deal of L1 and L2 research
demonstrating the importance of student
talk and writing in learning new material.
When a teachers invite students to use
expressive talk and writing to make sense of
academic concept, the students understand
the material better than if they simply listen
to lectures and textbooks.
21. Politically
For their part, the teacher are so consumed with covering
the material that they have little time to get to know the
students, listen to their questions, or invite them to write
about and discuss the course material.
In other words, coverage is a control; it control both
teacher and students.
The EAP students tried to follow that pace, using questions
to understand new concepts. Questioning was an area of
struggle over who controlled classroom discourse and
time; questions became away for students to resist non-
stop lecturing after their requests to obtain more discussion
had been rejected.
22. 6. Questions: negotiating power
• They were into it, almost enjoying each others’
asking questions. They kind of all got into it. One
person asked question and they’d all be behind it,
be participating somehow in this person asking a
question.
• During the same discussion, Bell explained that he
encouraged questions because he thought they
showed students were “thinking about what we’re
doing” and “they’re activity involved in lecture”
and because “asking and getting answer to
questions promotes more interest”.
23. Discussion 1
• Reflect to your teaching in what aspects you
prefer “Pedagogically, Politically, or both?
Why?
24. In the Psychology class, many of the EAP
students participated more comfortably than
native students in the psychology Bell taught,
probably because they knew each other and
because the EAP class provided support for their
participation.
A final observation about student’s questions is
that even when they were permitted, the questions
were only to be ones related directly to the
material Bell covered in his lecture. The students
were not invited to formulate questions about
psychology based on their own experience and
intellectual curiosity.
25. Discussion 2
• The article focuses on questioning as a way
for these students to challenge classroom
authority and engage with the psychology
lecture.
What other options do you see as available to
the teacher and students in this context?
26. Discussion 3
Benesch concludes with a statements “if we
do not make students aware of these kinds of
choices, we are choosing compliance for
them.”
Do you agree with this statement and what
does it mean for the ways teachers work?
How far is it the EAP teacher’s job to
encourage learners to engage with the
sociopolitical aspects of their learning?
27. Conclusion
• Needs analysis reveals institutional
requirements and expectations; rights
analysis reveals possibilities for change.
The starting point of EAP can be the
institutional requirements but a vision of
student engagement can provide the
momentum for change.
28. CONCLUSION
• EAP can make students aware of power
relations in academic setting to ask how
decisions about their education are made. It
can help student sort out their rights, to find
out what they are permitted to do and whether
there are possibilities for challenging
limitations. While offering students practice in
linguistic and cognitive skills EAP can also
encourage them to question academic life and
contribute to its improvement.