This is a PPT set for a paper, "Content teachers' attitudes toward English language learners after SIOP." presented by Kim Song (first author) on March 26, 2010.
This document discusses the relationship between teachers' academic self-efficacy and other factors such as academic locus of control, tendencies toward academic dishonesty, and test anxiety levels. It reviews previous literature that has examined the effects of these factors on academic self-efficacy. The study aims to test the relationships between these variables and determine the explanatory ratios between them using structural equation modeling. It surveys 256 teacher candidates to measure their levels on scales of academic self-efficacy, locus of control, tendencies toward dishonesty, and test anxiety.
Examining the Student Teacher Relationship (STR) for Children with and Withou...crealcsuf
C-REAL's February's Colloquium presentation "Examining the Student Teacher Relationship (STR) for Children with and Without Disabilities: Spotlight on Autism" presented by Dr. Howell.
Presentation of a proposed dissertation study at Teachers College, Columbia University.
Author: Sarah Benis Scheier-Dolberg
Website: sarahbsd.wordpress.com
Interventions Strategies in Special Educationrabgibrine
Interventions Strategies in Special Education: How Effective Are They for Culturally and Linguistically Diverse Students With Disabilities? Systematic Review
This document discusses a study that examined whether the poor English proficiency of English second language (ESL) teacher students affected the progress of ESL learners during support lessons. The study analyzed errors in portfolios of teacher students enrolled in an Advanced Certificate in Education program at the University of South Africa. The results showed similarities between the errors of teacher students and learners, suggesting the teachers' limited English skills may have negatively impacted learners' English acquisition. However, the document notes other factors could also influence learners and more research is needed.
Adult EFL Students' Preferred Learning Styles and MotivationMastura Kamal
The document discusses a study that explored the preferred learning styles and motivation levels of adult EFL students in Taiwan. It administered a questionnaire to 165 students to determine their preferences for auditory, visual, tactile, kinesthetic, individual, group, and computer-assisted learning styles. The study found differences in preferred styles between genders and sought to understand how styles impact the learning process and motivation. Understanding students' styles can help design curricula and instruction better to increase achievement and motivation.
This document provides an overview of the history and components of Second Language Teacher Education (SLTE). It discusses how SLTE emerged in response to changes in theories of teaching and learning. The key components of SLTE include teaching skills, pedagogical theory, and professional skills. Several models of SLTE are described, including the craft, applied science, and reflective models as primary models, as well as program-based, skills-based, and site-based models as secondary models. Theories that influence SLTE, such as sociocultural theory and constructivism, are also outlined.
Sharing results of Applied Dissertation Answers to In what ways can technology in an ESL course accommodate visual, tactile and auditory learners to increase students’ self-efficacy about learning the language? Could it augment students’ aspirations in learning ESL? Could it increase students’ persistence in ESL? Could it enhance students’ positive perception of activities related to learning ESL.
This document discusses the relationship between teachers' academic self-efficacy and other factors such as academic locus of control, tendencies toward academic dishonesty, and test anxiety levels. It reviews previous literature that has examined the effects of these factors on academic self-efficacy. The study aims to test the relationships between these variables and determine the explanatory ratios between them using structural equation modeling. It surveys 256 teacher candidates to measure their levels on scales of academic self-efficacy, locus of control, tendencies toward dishonesty, and test anxiety.
Examining the Student Teacher Relationship (STR) for Children with and Withou...crealcsuf
C-REAL's February's Colloquium presentation "Examining the Student Teacher Relationship (STR) for Children with and Without Disabilities: Spotlight on Autism" presented by Dr. Howell.
Presentation of a proposed dissertation study at Teachers College, Columbia University.
Author: Sarah Benis Scheier-Dolberg
Website: sarahbsd.wordpress.com
Interventions Strategies in Special Educationrabgibrine
Interventions Strategies in Special Education: How Effective Are They for Culturally and Linguistically Diverse Students With Disabilities? Systematic Review
This document discusses a study that examined whether the poor English proficiency of English second language (ESL) teacher students affected the progress of ESL learners during support lessons. The study analyzed errors in portfolios of teacher students enrolled in an Advanced Certificate in Education program at the University of South Africa. The results showed similarities between the errors of teacher students and learners, suggesting the teachers' limited English skills may have negatively impacted learners' English acquisition. However, the document notes other factors could also influence learners and more research is needed.
Adult EFL Students' Preferred Learning Styles and MotivationMastura Kamal
The document discusses a study that explored the preferred learning styles and motivation levels of adult EFL students in Taiwan. It administered a questionnaire to 165 students to determine their preferences for auditory, visual, tactile, kinesthetic, individual, group, and computer-assisted learning styles. The study found differences in preferred styles between genders and sought to understand how styles impact the learning process and motivation. Understanding students' styles can help design curricula and instruction better to increase achievement and motivation.
This document provides an overview of the history and components of Second Language Teacher Education (SLTE). It discusses how SLTE emerged in response to changes in theories of teaching and learning. The key components of SLTE include teaching skills, pedagogical theory, and professional skills. Several models of SLTE are described, including the craft, applied science, and reflective models as primary models, as well as program-based, skills-based, and site-based models as secondary models. Theories that influence SLTE, such as sociocultural theory and constructivism, are also outlined.
Sharing results of Applied Dissertation Answers to In what ways can technology in an ESL course accommodate visual, tactile and auditory learners to increase students’ self-efficacy about learning the language? Could it augment students’ aspirations in learning ESL? Could it increase students’ persistence in ESL? Could it enhance students’ positive perception of activities related to learning ESL.
This research paper investigated teachers' attitudes toward the communicative language teaching approach through surveys and interviews. The study found that although teachers generally expressed positive attitudes toward communication approach principles in the surveys, observations of their classroom teaching showed they did not fully implement those principles and instead took an eclectic approach. Interviews revealed teachers had misunderstandings or misinterpretations of key communication approach concepts. The study concluded that teacher training is needed to help overcome discrepancies between teachers' expressed attitudes and actual classroom practices regarding new language teaching approaches.
This dissertation examines how participation in professional learning communities (PLCs) influences English language arts teachers' pedagogical content knowledge. The study analyzed 3 middle school ELA teachers in a low-income, minority-majority school. Findings showed the PLC was underdeveloped and inconsistently implemented. Teachers had varying views of its purpose and overly focused on student assessment data. While the PLC provided a forum for collaboration, limitations included inadequate time, lack of collaborative inquiry skills, and incomplete work. To better develop teachers' knowledge, the PLC needs training, integrated meeting time, a student learning focus, and opportunities for professional development.
This document discusses a research study that investigated the learning styles of students and teachers at a private university in Colombia. The study aimed to determine if there is a match between students' learning styles and the teacher's teaching style, and if learning and motivation are present when the styles match. Data was collected from 32 students in an English class through surveys, video recordings, interviews and observations. The findings showed that the most common student learning style was tactile, followed by auditory and kinesthetic. For some students, their major learning style was identified. The teacher's main teaching style was found to be visual. An alignment was discovered between students' learning styles and the teacher's teaching style, and this alignment was linked to increased student
This document provides information about action research, including definitions, purposes, and the process. It defines action research as a systematic inquiry conducted by participants to solve practical problems and improve their practices. The key aspects of action research outlined are the reflective spiral process of planning, acting, observing, and reflecting. Engaging in action research can help improve teaching practices, empower teachers as agents of change, and promote a culture of inquiry in schools. The document also compares action research to basic research and provides examples of research questions and sampling methods.
This document provides information on the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will focus on academic reading and writing skills, as well as techniques for answering listening and speaking assessments. Students will complete assignments, a portfolio and a final exam to assess their language skills and whether they achieve the learning outcomes of being able to communicate effectively, demonstrate accuracy in the 4 skills, and show critical understanding of language in context. The module will be delivered through weekly lectures and tutorials over 18 weeks.
Action research for Strategic Intervention MaterialsKristine Barredo
This document discusses a study that evaluated the effectiveness of using strategic intervention materials to improve 4th grade students' academic performance in science. It found that students who were taught using the strategic materials performed better on pre- and post-tests compared to students taught using traditional methods. The study developed science intervention materials aimed at reteaching least mastered concepts and skills. It assessed 330 4th grade students, with some sections taught traditionally and others using the new materials. Students using the materials showed greater gains in science performance compared to those taught traditionally.
Developing a comprehensive, empirically based research framework for classroo...Amir Hamid Forough Ameri
This paper presents a framework for researching classroom-based assessment (CBA) based on a study of Indonesian language classrooms in Australia. The framework includes 4 processes: 1) planning assessment, 2) framing assessment for students, 3) conducting assessment, and 4) using assessment data. It also examines 4 focal areas: 1) what teachers do during assessment, 2) what teachers look for, 3) the theories and standards teachers use, and 4) student understandings of assessment. The framework was developed through extensive classroom observations and interviews and is intended to guide future research on CBA processes and their impact on learning.
This document describes a study that investigated misbehaved students' perceptions of non-verbal communication used in secondary school classrooms. The study utilized questionnaires to survey 30 misbehaved students about their perceptions of effective facial expressions and body movements for teachers to use. Results showed that maintaining eye contact and sitting beside students while teaching were the most effective non-verbal techniques perceived by misbehaved students. The study aimed to provide guidance for teachers on managing misbehavior through non-verbal communication.
This study investigated the relationships between grade level, perceptual learning styles, and language learning strategies among Taiwanese EFL students in grades 7 through 9. The results showed statistically significant relationships between grade level and kinesthetic, tactile, and individual learning style preferences. Relationships were also found between grade level and the use of memory, cognitive, metacognitive, affective, and social strategies. Additionally, the results revealed relationships between different learning style preferences and language learning strategies. The study provides pedagogical implications for incorporating different learning approaches based on grade level. It also suggests exploring what causes changes in learning styles and using multiple instruments to better understand students' individual differences.
Fe practice 4 collaborative learning among msian students (1)Hafizul Mukhlis
This document provides background information for a study on collaborative learning among Malaysian undergraduates. The study aims to examine if students' preference for collaborative learning differs by gender or academic program (science vs. human sciences). Figure 1 shows there was no significant gender difference, with over 93% of both males and females showing average-to-high preference. Figure 2 shows over 90% of science students preferred collaboration, compared to 98% of human sciences students. The findings will be discussed in relation to literature on the benefits of collaborative learning.
The document summarizes a study that explores the effects of cooperative learning on English listening, reading, oral proficiency, and learning motivation in college conversation classes. It presents the purposes of the study, research questions, literature review, methodology used, and findings. The methodology section describes using experimental and control groups, pre- and post-tests, and questionnaires to measure the impact of cooperative versus traditional learning approaches.
The document discusses different approaches to language teaching methodology. It describes Mackey's method analysis framework, which focuses on analyzing teaching materials based on the concepts of selection, gradation, presentation, and repetition of language items. It also discusses Halliday, McIntosh, and Strevens' related methodics framework for analyzing curriculum development, implementation, and evaluation. The document examines various attempts to develop conceptual frameworks for analyzing language teaching methods.
The document summarizes an action research paper that examined the effectiveness of intensified grammar review in developing the writing skills of selected learners in Tañong Integrated School. Questionnaires were used to check learners' progress before and after several sessions of daily grammar review conducted by educators. The results showed a significant improvement in learners' grammar knowledge and writing outcomes after the intensified grammar review. It was concluded that intensifying grammar instruction through regular review is an effective way to help learners develop their writing and comprehension skills.
Ppt for final defense0519 teresa final versionlynn3940
The document summarizes a study on applying cooperative learning in an EFL classroom. It outlines the study's purposes, which were to investigate the effectiveness of cooperative learning vs traditional lectures on students' English skills and learning, and to examine differences in learning styles and motivation. The methodology section describes instruments, participants, procedures and experimental design, which involved testing students in cooperative vs traditional lecture-based learning conditions over one semester.
Ppt for final defense0524 teresa final versionlynn3940
The document summarizes a study on applying cooperative learning to an English as a foreign language (EFL) classroom in Taiwan. It discusses the effectiveness of cooperative learning compared to traditional lecture-based learning on students' English listening, oral, and learning outcomes. The study involved 39 business students who were assigned to either a cooperative learning or traditional class. Results showed cooperative learning had a more positive effect on students' listening, oral skills, learning styles, and motivation than the traditional method.
ECR, Diversity Related Experiences of Students, Academic and Administrative S...NazlFidanDalkl
This document provides an overview of a study that will explore diversity-related experiences of students, academic staff, and administrative staff at a private university in Turkey through qualitative interviews and focus groups, using a critical theory framework. The study aims to understand perceptions of diversity and the impact of university policies and practices on campus diversity. It is expected that findings will provide recommendations to improve the inclusive campus environment and diversity management strategies. This will contribute new insights around diversity experiences of different groups in higher education.
CSCL2017 Talk: Effects of Perspective-Taking through Tangible Puppetry in Mic...Toshio Mochizuki
The document summarizes a study that examined the effects of using tangible puppets in microteaching role-plays compared to self-performance. The study found that puppetry elicited a greater variety of informal discourse from student roles. These positive effects transferred to immediate self-performances but were lost in later feedback discussions. The researchers suggest lack of diverse perspectives in reflection may explain this. Developing a first-person view interface could help overcome full video reflection and better support transferring puppetry effects.
This document summarizes a case study examining the impact of a reading intervention program called Academic Literacy 9 at Eastview High School. The study compared reading growth between students in the intervention program, a control group not in the program, and typical 9th grade students. Results showed students in the intervention program grew in reading three times faster than peers on standardized tests. Engagement and self-efficacy were also moderately correlated with reading growth for students in the program. The study provides evidence that targeted intervention can significantly improve reading for struggling high school students.
This study examines discipline problems in large classes of grade 11 students at Vila Nova Secondary School in Chimoio, Mozambique. The author conducted interviews, observations, and questionnaires to understand the causes of discipline issues and how teachers address them. Key findings include that large class sizes contribute to problems, teachers need strategies to manage individual students, and positive discipline focusing on respect and participation is most effective. The study concludes teachers would benefit from more experience and training in disciplinary techniques to improve learning environments in large classes.
CARN paper on action research as professional developmentDoctoralNet Limited
This presentation was made to CARN and contains information on the use of action research for professional development for teachers and principals in schools. For more information see: http://www.ar4everything.com
This research paper investigated teachers' attitudes toward the communicative language teaching approach through surveys and interviews. The study found that although teachers generally expressed positive attitudes toward communication approach principles in the surveys, observations of their classroom teaching showed they did not fully implement those principles and instead took an eclectic approach. Interviews revealed teachers had misunderstandings or misinterpretations of key communication approach concepts. The study concluded that teacher training is needed to help overcome discrepancies between teachers' expressed attitudes and actual classroom practices regarding new language teaching approaches.
This dissertation examines how participation in professional learning communities (PLCs) influences English language arts teachers' pedagogical content knowledge. The study analyzed 3 middle school ELA teachers in a low-income, minority-majority school. Findings showed the PLC was underdeveloped and inconsistently implemented. Teachers had varying views of its purpose and overly focused on student assessment data. While the PLC provided a forum for collaboration, limitations included inadequate time, lack of collaborative inquiry skills, and incomplete work. To better develop teachers' knowledge, the PLC needs training, integrated meeting time, a student learning focus, and opportunities for professional development.
This document discusses a research study that investigated the learning styles of students and teachers at a private university in Colombia. The study aimed to determine if there is a match between students' learning styles and the teacher's teaching style, and if learning and motivation are present when the styles match. Data was collected from 32 students in an English class through surveys, video recordings, interviews and observations. The findings showed that the most common student learning style was tactile, followed by auditory and kinesthetic. For some students, their major learning style was identified. The teacher's main teaching style was found to be visual. An alignment was discovered between students' learning styles and the teacher's teaching style, and this alignment was linked to increased student
This document provides information about action research, including definitions, purposes, and the process. It defines action research as a systematic inquiry conducted by participants to solve practical problems and improve their practices. The key aspects of action research outlined are the reflective spiral process of planning, acting, observing, and reflecting. Engaging in action research can help improve teaching practices, empower teachers as agents of change, and promote a culture of inquiry in schools. The document also compares action research to basic research and provides examples of research questions and sampling methods.
This document provides information on the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will focus on academic reading and writing skills, as well as techniques for answering listening and speaking assessments. Students will complete assignments, a portfolio and a final exam to assess their language skills and whether they achieve the learning outcomes of being able to communicate effectively, demonstrate accuracy in the 4 skills, and show critical understanding of language in context. The module will be delivered through weekly lectures and tutorials over 18 weeks.
Action research for Strategic Intervention MaterialsKristine Barredo
This document discusses a study that evaluated the effectiveness of using strategic intervention materials to improve 4th grade students' academic performance in science. It found that students who were taught using the strategic materials performed better on pre- and post-tests compared to students taught using traditional methods. The study developed science intervention materials aimed at reteaching least mastered concepts and skills. It assessed 330 4th grade students, with some sections taught traditionally and others using the new materials. Students using the materials showed greater gains in science performance compared to those taught traditionally.
Developing a comprehensive, empirically based research framework for classroo...Amir Hamid Forough Ameri
This paper presents a framework for researching classroom-based assessment (CBA) based on a study of Indonesian language classrooms in Australia. The framework includes 4 processes: 1) planning assessment, 2) framing assessment for students, 3) conducting assessment, and 4) using assessment data. It also examines 4 focal areas: 1) what teachers do during assessment, 2) what teachers look for, 3) the theories and standards teachers use, and 4) student understandings of assessment. The framework was developed through extensive classroom observations and interviews and is intended to guide future research on CBA processes and their impact on learning.
This document describes a study that investigated misbehaved students' perceptions of non-verbal communication used in secondary school classrooms. The study utilized questionnaires to survey 30 misbehaved students about their perceptions of effective facial expressions and body movements for teachers to use. Results showed that maintaining eye contact and sitting beside students while teaching were the most effective non-verbal techniques perceived by misbehaved students. The study aimed to provide guidance for teachers on managing misbehavior through non-verbal communication.
This study investigated the relationships between grade level, perceptual learning styles, and language learning strategies among Taiwanese EFL students in grades 7 through 9. The results showed statistically significant relationships between grade level and kinesthetic, tactile, and individual learning style preferences. Relationships were also found between grade level and the use of memory, cognitive, metacognitive, affective, and social strategies. Additionally, the results revealed relationships between different learning style preferences and language learning strategies. The study provides pedagogical implications for incorporating different learning approaches based on grade level. It also suggests exploring what causes changes in learning styles and using multiple instruments to better understand students' individual differences.
Fe practice 4 collaborative learning among msian students (1)Hafizul Mukhlis
This document provides background information for a study on collaborative learning among Malaysian undergraduates. The study aims to examine if students' preference for collaborative learning differs by gender or academic program (science vs. human sciences). Figure 1 shows there was no significant gender difference, with over 93% of both males and females showing average-to-high preference. Figure 2 shows over 90% of science students preferred collaboration, compared to 98% of human sciences students. The findings will be discussed in relation to literature on the benefits of collaborative learning.
The document summarizes a study that explores the effects of cooperative learning on English listening, reading, oral proficiency, and learning motivation in college conversation classes. It presents the purposes of the study, research questions, literature review, methodology used, and findings. The methodology section describes using experimental and control groups, pre- and post-tests, and questionnaires to measure the impact of cooperative versus traditional learning approaches.
The document discusses different approaches to language teaching methodology. It describes Mackey's method analysis framework, which focuses on analyzing teaching materials based on the concepts of selection, gradation, presentation, and repetition of language items. It also discusses Halliday, McIntosh, and Strevens' related methodics framework for analyzing curriculum development, implementation, and evaluation. The document examines various attempts to develop conceptual frameworks for analyzing language teaching methods.
The document summarizes an action research paper that examined the effectiveness of intensified grammar review in developing the writing skills of selected learners in Tañong Integrated School. Questionnaires were used to check learners' progress before and after several sessions of daily grammar review conducted by educators. The results showed a significant improvement in learners' grammar knowledge and writing outcomes after the intensified grammar review. It was concluded that intensifying grammar instruction through regular review is an effective way to help learners develop their writing and comprehension skills.
Ppt for final defense0519 teresa final versionlynn3940
The document summarizes a study on applying cooperative learning in an EFL classroom. It outlines the study's purposes, which were to investigate the effectiveness of cooperative learning vs traditional lectures on students' English skills and learning, and to examine differences in learning styles and motivation. The methodology section describes instruments, participants, procedures and experimental design, which involved testing students in cooperative vs traditional lecture-based learning conditions over one semester.
Ppt for final defense0524 teresa final versionlynn3940
The document summarizes a study on applying cooperative learning to an English as a foreign language (EFL) classroom in Taiwan. It discusses the effectiveness of cooperative learning compared to traditional lecture-based learning on students' English listening, oral, and learning outcomes. The study involved 39 business students who were assigned to either a cooperative learning or traditional class. Results showed cooperative learning had a more positive effect on students' listening, oral skills, learning styles, and motivation than the traditional method.
ECR, Diversity Related Experiences of Students, Academic and Administrative S...NazlFidanDalkl
This document provides an overview of a study that will explore diversity-related experiences of students, academic staff, and administrative staff at a private university in Turkey through qualitative interviews and focus groups, using a critical theory framework. The study aims to understand perceptions of diversity and the impact of university policies and practices on campus diversity. It is expected that findings will provide recommendations to improve the inclusive campus environment and diversity management strategies. This will contribute new insights around diversity experiences of different groups in higher education.
CSCL2017 Talk: Effects of Perspective-Taking through Tangible Puppetry in Mic...Toshio Mochizuki
The document summarizes a study that examined the effects of using tangible puppets in microteaching role-plays compared to self-performance. The study found that puppetry elicited a greater variety of informal discourse from student roles. These positive effects transferred to immediate self-performances but were lost in later feedback discussions. The researchers suggest lack of diverse perspectives in reflection may explain this. Developing a first-person view interface could help overcome full video reflection and better support transferring puppetry effects.
This document summarizes a case study examining the impact of a reading intervention program called Academic Literacy 9 at Eastview High School. The study compared reading growth between students in the intervention program, a control group not in the program, and typical 9th grade students. Results showed students in the intervention program grew in reading three times faster than peers on standardized tests. Engagement and self-efficacy were also moderately correlated with reading growth for students in the program. The study provides evidence that targeted intervention can significantly improve reading for struggling high school students.
This study examines discipline problems in large classes of grade 11 students at Vila Nova Secondary School in Chimoio, Mozambique. The author conducted interviews, observations, and questionnaires to understand the causes of discipline issues and how teachers address them. Key findings include that large class sizes contribute to problems, teachers need strategies to manage individual students, and positive discipline focusing on respect and participation is most effective. The study concludes teachers would benefit from more experience and training in disciplinary techniques to improve learning environments in large classes.
CARN paper on action research as professional developmentDoctoralNet Limited
This presentation was made to CARN and contains information on the use of action research for professional development for teachers and principals in schools. For more information see: http://www.ar4everything.com
This document summarizes the results of a survey given to 72 reading teachers and specialists about their concerns and practices regarding vocabulary instruction. The main findings were:
1) Teachers' top concern was developing a coherent district-wide vocabulary program, not what materials or practices to use.
2) Teachers reported a variety of successful vocabulary practices in their classrooms, both explicit instruction methods like pre-teaching words and more incidental approaches like creating a word-rich environment.
3) While interest in vocabulary research has fluctuated, it is now seen as an important "hot topic" in literacy, especially due to gaps in vocabulary knowledge between students of different socioeconomic backgrounds.
Teachers enactment of content area literacy in strategies in secondary scienc...Andrea Hnatiuk
This study examined how 26 secondary science and mathematics teachers implemented literacy strategies in their classrooms after participating in professional development on integrating literacy practices into their content instruction. The researchers found that although all teachers were using specific literacy strategies introduced in the workshops, the ways they enacted the strategies varied and influenced student learning outcomes. The researchers developed a framework to characterize these differences and discuss implications of enacting strategies in various ways. The study aims to provide a deeper understanding of how teachers implement literacy strategies beyond just whether or not they use them.
The Mismatch between EAP Teachers’ Beliefs and Classroom Practices toward For...AJHSSR Journal
ABSTRACT: Beliefs are formed through personal experiences and the interactions that individuals are involved in daily life (Hsieh, 2002). These beliefs can be transformed into attitudes, which in turn affect intentions, and decisions are formed through the intentions that lead to the action (Bauch,1984). The match or mismatch between instructors’ beliefs and practices, between instructors’ cognitions and their authentic practices in the classroom are two main fields of the teaching process (Clark & Peterson, 1986). However, teachers may not always apply what they believe in the classroom. This study aims to reveal the discrepancy between what they believe theoretically and what they do in the classroom. To this end, three instruments were used in this study: (1) classroom observations, (2) semi-structured interviews, and (3) a questionnaire. The
Awareness, Perspectives and Practices on the Multifaceted Educational Pedagog...Jomar Aban
This document summarizes a research presentation given at the 59th World Assembly of the International Council of Education for Teaching on the topic of "Challenging Disparities in Education". Specifically, it examines awareness, perspectives and practices regarding multifaceted educational pedagogies at Don Mariano Marcos Memorial State University in the Philippines. Key findings include that respondents had moderate awareness of alternative pedagogies compared to high awareness of lectures. Age, education level and training impacted awareness. Respondents generally agreed with alternative pedagogies but lecture was most commonly practiced. The researchers concluded more faculty development is needed to increase awareness and adoption of alternative pedagogies.
Hea workshop session 1 an introduction to lesson studyPhilwood
This document provides an overview of lesson study, including:
1. It defines lesson study as an iterative process where teachers collaboratively plan, teach, observe, and evaluate lessons.
2. Research on lesson study shows benefits like increased teacher collaboration, sharpened focus on student learning, improved teacher knowledge and practice, and better quality teaching and learning.
3. The University of Leicester Lesson Study Research Group is conducting several lesson study projects across different educational levels and contexts. Emerging themes include stronger student focus, boosted teacher confidence, and increased collaboration.
English Language Teacher Knowledge and the Classroom Practicesinventionjournals
This paper previews the research about teacher knowledge and cognition among English Language Teachers and presents a pilot study resting upon the assumption that a gap between teacher professional knowledge and classroom practices exists.10 teachers from a language center volunteered to become the subjects of this study. A sample Teaching Knowledge Test (TKT) part 2, classroom observations, teacher interviews and student feedbackformed the data for this study.
Presents justification for dissertation study looking at five different types of learner-content interaction in self-directed electronic professional development in science education
Which method, isolated or integrated, of teaching vocabulary is more effectiv...Spyridoula Laizinou
This study examined the effectiveness of isolated versus integrated vocabulary instruction methods with 28 adult English language learners. Participants completed isolated and integrated reading tasks with vocabulary questions, as well as a delayed post-test. Results showed students scored similarly high on both initial tasks, averaging 86% on isolated and 85% on integrated. On the delayed post-test, students averaged 71% on multiple choice and 79% on short answer questions. While most students preferred integrated methods, performance did not significantly differ between approaches. The study concluded that both isolated and integrated instruction can effectively increase vocabulary learning for adult ELLs.
This study investigated the relationship between Iranian English language teaching (ELT) instructors' beliefs about language teaching and their actual classroom practices. 369 ELT instructors and 512 students from state universities and Islamic Azad University branches participated by completing questionnaires about instructors' beliefs and the application of those beliefs in practice. Interviews with 9 instructors also provided qualitative data. The results revealed a positive significant relationship between instructors' expressed beliefs and their real classroom practices. The findings suggest implications for improving teacher education programs and supporting reflective teaching.
Using studio based learning for enhancing efl preserviceAlexander Decker
This document summarizes a research study that investigated the effects of a studio-based learning approach on enhancing preservice English as a foreign language (EFL) teachers' pedagogical knowledge and pedagogical content knowledge. The study involved dividing participants into an experimental group that received training in a collaborative studio classroom focused on classroom management and lesson planning, and a control group that received traditional lectures on the same topics. Results of pre- and post-tests of pedagogical knowledge and an assessment of pedagogical content knowledge found that the experimental group performed significantly better, indicating that studio-based learning had a greater positive impact on developing these areas of teacher knowledge compared to traditional lecturing. The research recommends giving more
1) Research has examined how learning styles and gender influence student performance in blended learning environments. Studies show that while learning styles may impact initial performance, students are often able to adapt to different styles over time.
2) The needs of mature female adult learners in blended programs warrant specific consideration. Juggling family and work responsibilities can lead to stress and frustration if a program does not accommodate their learning preferences and social circumstances.
3) Ensuring that a blended program meets students' learning style preferences within the first few hours is important for retention, especially for mature women who may be more likely to abandon the program if it is incompatible with their cognitive style.
This document outlines a research study on understanding the relationship between learning strategies and learner autonomy towards student's academic achievement in language learning. The study aims to examine the level of learner autonomy among students, differences between high- and low-achieving students, the correlation between learning strategies and autonomy, and how autonomy can improve achievement. A quantitative design will be used, including a questionnaire to collect data on autonomy, strategies and achievement. Data will be analyzed using frequency, mean, standard deviation and content analysis to address the research questions.
This professional learning initiative aimed to support secondary teachers in developing their students' academic language skills. Over the course of a year, teachers participated in workshops and meetings to expand their understanding of academic language. According to surveys and observations, most teachers gained knowledge about academic language and its importance across disciplines. However, the extent to which teachers integrated this new understanding into their classroom practice varied significantly. While some teachers reported purposefully planning vocabulary instruction, others increased their knowledge but did not substantially change their teaching methods. The professional learning experience highlighted both the promise and challenges of teacher growth related to academic language instruction.
The aims of this study are firstly to find out whether tasks that are designed based on the students’ learning style specification are compatible with students’ language achievements, and secondly to find out factors that might affect the language achievements and the learning styles. The research was undertaken in 6 private tertiary educations involving first year students who learn English as a compulsory subject at these institutions. A 40-item questionnaire adapted from Yufrizal (2007) was distrubuted to 380 students resulting students with four learning styles: communicative, concrete, authority oriented and analytic. One group repeated measures design was carried out in this research. The students are taught and tested in four different assignment adjusted to their learning styles. The results show that there is a congruency between students’ learning style and their designed tasks. Students with communicative learning style were more dominant in conversation and students with analytic learning style were more dominant in tasks that required language analytical skill. Furthermore, gender seemed to be an important factor that contribute to the students’ language achievement and learning styles.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
1. Content Teachers’ Attitudes toward English Language Learners after SIOP Trainings TESOL 2010 The 44th Annual Convention Kim H. Song, University of Missouri – St. Louis (UMSL), songk@umsl.edu Dawn Thieman – Bayless School Alla Gonzalez Del Castillo – PhD Student at UMSL
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3. SIOP (Sheltered Instruction Observation Protocol)Research Questions for Case Study Results Data from Surveys Data from Interviews Discussion and Implication Outline of Presentation
4. From 1995 to 2001, the population of K-12 ELLs in the US grew about 105%, about 4.5 million ELLs (Kindler, 2002; Reeves, 2006). The level of academic achievement for ELLs has lagged significantly behind that of their language-majority peers (Echevarria, Short, & Powers, 2006). There has been lack of research in teachers’ attitudes and perceptions of ELL inclusion, especially in the secondary settings (Reeves, 2006). Challenges and Raised Problem
5. Researches indicate that ELLs do not receive appropriate support from mainstream content teachers because they don’t fully understand their roles and approaches to promote their ELLs’ academic growth (Mohr, 2004; Gersten, 1999; Yoon, 2008). Many content classroom teachers consider the ELL ‘deficient’ and feel that handling them is a frustrating task (Fu, 1995; Gersten, 1999). Challenges and Raised Problems
6. Many content teachers do not assume full responsibility for teaching ELLs even if they spend most of their time in the regular classroom. The regular content teachers POSITIONED themselves as appropriate only for mainstream students while positioning the ESL specialist as appropriate only for ELL. Challenges and Raised Problems
7. Miller’s study (2000) shows that the newly arrived ELLs in Australia are aware of their positioning as outsiders when interacting with native speaking insiders. Norton’s (2000) findings with five female ELLs suggest ways in which individuals act and position themselves differently according to different contexts. Reeve’s study (2006) positions that the secondary teachers expressed their disagreement to mainstream ELLs (75%) until they achieve English proficiency. Challenges and Raised Problems
8. Many states do not require any TESOL course for the content teacher candidates; Need for ESOL Professional Development of Content Teachers; Challenges and Raised Problems
9. Question 1 (Yoon, 2008, Mohr, 2004; Gersten, 1999) How do Bayless content area teachers (6-12th grades) see their roles in regards to teaching ELLs? Is it frustrating to have ELLs in your content class? Research Questions
10. Question 2 (Yoon, 2008, Reeves, 2006) What changes happen in teachers’ attitudes toward ELLs’ participation in classes as a result of the SIOP workshops? Research Questions
11. Question 3 (Yoon, 2008, Walker-Dalhouse, Sanders, & Dalhouse, 2009; Song & Eur, 2010) What advantages and disadvantages do the content teachers have in implementing the SIOP pedagogies? Research Questions
12. The main objective of the study is to examine the attitudes of the content area teachers toward ELLs using the positioning theory (Davies & Harre, 1990) and the Sheltered Instruction Observation Protocol (SIOP) (Echevarria, Vogt, & Short, 2008). Main Goal
13. Positioning Theory is an attempt to articulate an alternate way of reading and understanding the dynamic of human relationships within a social constructivist paradigm (Davies & Harre,1990). It is a study of “local moral orders as ever-shifting patterns of mutual and contestable rights and obligations of speaking and acting (Harre & van Langenhove, 1999, p. 1).” Positioning Theory as a Belief/Moral Framework
14. There are two perspectives in this positioning theory: 1) self-positioning and 2) interactive positioning. 1) self-positioning – Individuals view the world from a certain position, and this guides the way how they act and think about their roles; 2) interactive positioning – Positioning the same person in different contexts limits or extends what they can say, do, and think (Adams & Harre, 2001); Positioning Theory (Harre & van Langenhove, 1999)
15. Positioning individuals as deficient may deny their cognitive performance and do not allow them to improve performance; Positioning them as intelligent, however, may allow them the possibility to improve performance (Harre & van Langenhove,1999). Teachers can intentionally or unintentionally position the students in more positive or more negative ways through their teaching approaches based on their own positions of teacher roles (Yoon, 2008). Positioning Theory - continued
16. Self-positioning (guides person’s actions, thoughts) Views of the teacher’s roles vary depending on whether they see themselves as educators of all students, or educators of a particular subject area (Davies & Harre, 1999; Yoon, 2008) Interactive positioning (what one says about positions of others) These views, negative and/or positive views, influence the instructional process. Lit. Framework: Positioning Theory
17. In 1997, a few scholars started creating the framework to help teachers to teach ELLs in these two areas, English language and content learning. It took three to four years to come up with Sheltered Instructional Observation Protocol (SIOP) as a best teaching practice framework. The SIOP model is based on effective teaching practices that have been scientifically validated and found to be effective over time. SIOP as a Pedagogical Framework
18. Features such as 1) teaching to objectives (language & content), focusing on 2) vocabulary development, 3) explaining academic tasks in a clear fashion, 4) explicitly teaching and using learning strategies, 5) asking higher order questions, 6) grouping students to achieve differentiated instruction, and 7) backwardly assessing student comprehension are but a few aspects of the SIOP model.
19. Thus, the SIOP model offers a way to consolidate the features of effective instruction into one model, making it compatible with a variety of methods and approaches associated with current reform efforts (Echevarria, Vogt, & Short , 2006). Those approaches include the SIOP professional development workshops for content teachers, ESL teachers, administrators, SIOP district coaches, peer mentors, and university faculty, preservice teachers, graduate students. SIOP - continued
20. SIOP Overview8 Components and 30 Features 1. Lesson Preparation (Language & Content Objectives as features!) 2. Building Background 3. Comprehensible Input 4. Strategies 5. Interaction 6. Practice/Application 7. Lesson Delivery, and 8. Review/Assessment
21. 3-year Bayless & UMSL initiatives 2-year workshops started August 2008 by Pearson and two district coaches Some prior exposure SIOP Workshops in Bayless with MSP Grant from Dept. of Education (2008-2010)
22. The number of the subjects participated in survey is 48 (74%, N = 65), and that in interview is 28. The twenty-eight 6-12th grade teachers are randomly selected for the interviews. The data analysis is done through the transcripts from audio-taped interviews. The 15-item teacher attitude survey is given to all of the participating teachers, and 48 surveys were turned in. Most of the subjects (82%) had no prior training in teaching ELLs before the SIOP trainings. Subject of Case Study
24. 1. 9-item instrument for Interview 2. 15-item Teacher Attitude Survey Item development of both instruments: Prior studies in attitude, roles, position, SIOP, and instruction (Race, 2001; Echevarria, Short, & Vogt, 2006;Yoon, 2008; Mohr, 2004; Gersten, 1999; Reeves, 2006) Instruments
25. Mirriam’s (1998) two-stage analysis is adopted for the data analysis in this study: within case and cross case. 2-stage analysis: within case (analyzing of each individual interview and survey response) cross case (building a general pattern to account for all cases) (Merriam, 1998) Data Analysis
26. How do Bayless content area teachers (6-12th grades) see their roles in regards to teaching ELLs? Results: 1. Interview: 26 of 28 (93%) teachers consider teaching ELLs their job responsibility (RQ1); 2. Survey item 1: 43 of 48 subjects (89.6%) consider their role as teachers for all students including ELLs. Why (Survey item 5): 25/43 It is my responsibility to teach ALL; 5/43– All students including ELLs must meet GLE; NO response: 13/43 Results: RQ 1
27. Is it frustrating to have ELLs in your content class? 2. Result from Survey Q12. Do you think handling ELLs is a more frustrating task than handling regular students? Yes (13/48, 27%), No (33/48, 73%) Why? Why not? Prepared to teach ELLs in content classes (more patience, more clarification); ELLs are better to teach (motivated, hard working); Beginning ELLs without much English competence – frustrating RQ1
28. What changes happen in teachers’ attitudes toward ELLs’ participation in content class as a result of the SIOP workshops? Results: 1. Survey Q3: Do you encourage ELLs’ participation? Result: Yes (44/48 -92%) How? SIOP (40/44, 90.9%) Group configuration with similar interests (16/44) Pair them with capable students for help (3/44) Use sentence starters (6/44) Others (teaching learning strategies, repetition of instruction, extra opportunity, scaffolding, graphic organizers, think-pair-share, work with ELL specialists, etc.) Research Question 2
29. 2. Survey Q9: Have the ELLs changed their attitudes and behaviors after they had experience in participating in discussion? Result: Yes (42/48, 87.5%) What did you see? More confidence (10/22) More engagement (7/22) Greater self-esteem ( 8/22) Greater academic achievement (8/22) RQ 2
30. What advantages and disadvantages do the content teachers have in implementing the SIOP pedagogies? Result 1. Survey Q7: Do teachers’ pedagogical approaches influence ELL’s participation in regular class? Result: Yes (45/48) Positive classroom environment (10/45); Receptivity of emotional needs and pacing – wait time; Modified instruction, scaffolding and DI ; High expectations; Guided readings and student-centered teaching strategies; RQ3
31. 2. Interviews (advantages and disadvantages) Advantages: 26 teachers modified their instruction following the SIOP workshops; 20 (71%) teachers saw improvements in ELLs academics; 27 (96%) teachers see SIOP benefits for non-ELLs as well; 24 (86%) teachers agree on language and content development of their students 22 (79%) teachers put effort to write content and language objectives Disadvantages: time-consuming, overwhelming combination of content and language strategies SIOP trainings focus more on elementary and middle school classroom practices than secondary settings, e.g., teaching scenarios the trainers use, video clips. RQ3
32. Summary of Results The results of this study shows that majority of the participants consider teaching ELLs their job responsibility, differentiate their instruction and see the improvement in ELLs’ academics after using the SIOP framework unlike the previous researches (Reeves, 2006; Yoon, 2008; Miller, 2000). Most of the content teachers show interactive positioning perspective in their perception of teacher roles (Yoon, 2008).
33. Disadvantages include time-consuming, and overwhelming about implementing content and language delivery strategies. It costs a lot of money to go through authentic and meaningful SIOP trainings to make difference in teaching and learning, e.g., school building/district based commitment, hiring and training coaches, bring trainers (Pearson), university content professors, and etc.. Disadvantages
34. The sample reflective comments are: “ ---For the students to be able to understand my content, science, they need to understand English. “ Tried reviewing, building background, advanced organizers. --- It worked. The students started discussing and I became a facilitator”. (9-12 gr., Physics/Chemistry teacher) --- Adding language objectives… at first, I thought they were completely pointless. It took me about 8 months to get used to writing them. Now it’s really easy. Language objectives enhance content objectives.” Sample Reflections from Interviews
35. SIOP PD in general brings positive changes to teachers’ attitudes toward English language learners; SIOP helps to develop language and content learning, especially advanced key vocabulary through language objectives; SIOP works for all students; SIOP can be suggested to other school districts with ELLs and other students; SIOP implementation causes overwhelming, time-consuming, and delays of advanced content delivery. Implications
36. Generalizations from one case study Sincerity of answers Bias in Interview vs. survey assessment items Thank you! songk@umsl.edu Limitations/Further Research