10,647 results
Search Results
2. Metadiscourse and Counterargument Integration in Student Argumentative Papers
- Author
-
McCarthy, Philip M., Kaddoura, Noor W., Ahmed, Khawlah, Buck, Rachel Hall, Thomas, Anuja M., Al-harthy, Ayah, and Duran, Nicholas D.
- Abstract
Incorporating counterarguments can be challenging for many student-writers, including those for whom English is a second or other language. In this study, we present findings that may lead to improvements in students' understanding of the benefits of integrating counterarguments. In our study, expert readers were presented with excerpts of student academic writing in order to assess the degree to which counterarguments could be identified through student deployment of metadiscoursal features. The results suggest that student-writers deploy metadiscoursal features with insufficient frequency and consistency. The results further suggest that when metadiscoursal features are used in counterarguments, their deployment is largely restricted to the sentence-initial position. The study also considers the pedagogical and technological issues associated with the findings.
- Published
- 2021
3. Reforming the UCAS Personal Statement: Making the Case for a Series of Short Questions. HEPI Debate Paper 31
- Author
-
Higher Education Policy Institute (HEPI) (United Kingdom), Fryer, Tom, Westlake, Steve, and Jones, Steven
- Abstract
There are increasing calls for the UCAS personal statement to be reformed. These calls are based on the claim that the current personal statement gives unfair advantages to more privileged applicants within higher education admissions. While this topic has attracted political attention, there is much about the personal statement that remains unknown. Of the evidence that does exist, it suggests that applicants from under-represented backgrounds face larger challenges with their personal statements, and that this results in fewer offers from more selective higher education providers. However, there has been less attention on understanding applicants' perspectives and the specific challenges they face in writing their UCAS personal statement. This report offers two new pieces of evidence to address this gap: (1) By analysing 164 personal statement drafts from 83 applicants from under-represented backgrounds, this report outlines the challenges applicants face when writing a UCAS personal statement. Particular challenges were found on including an appropriate academic discussion, with 83 per cent of drafts failing to supply an evidence-based opinion about a topic in their subject area. Similarly, applicants struggled to organise their statement in an effective way, with 35 per cent of applicants struggling in at least one draft to write with cohesive paragraphs; and (2) Surveys and interviews with under-represented applicants. The applicants describe three main challenges in writing their statements: (a) the opening paragraph; (b) meeting the character limit; and (c) knowing what would impress the admissions tutors. Applicants tell of the large toll of the personal statement, with some spending 30 to 40 hours on it, which requires sacrifices in both their studies and their wider lives. Combining this new evidence and the existing literature, the report then assesses the case for reforming the UCAS personal statement by considering its compatibility with Universities UK and GuildHE's "Fair admissions code of practice." Four options for reform are considered, and it is argued that a series of short-response questions is most compatible with the "Fair admissions code of practice." To be compatible, these short-response questions should assess 'baseline' suitability for a course rather than being used to distinguish between applicants that demonstrate competencies above this. The report concludes with three example short-response questions, arguing that these have considerable potential to increase fairness in higher education admissions. [For the related policy note, see ED630778.]
- Published
- 2022
4. A SOAR-Fired Method for Teaching Synthesis Writing. IDEA Paper #74
- Author
-
IDEA Center, Luo, Linlin, and Kiewra, Kenneth A.
- Abstract
Students often fail to write effective synthesis essays that compare multiple sources across common intersecting categories. Instead, they compose flawed essays that focus primarily on one source and then add a few ideas from other sources (patchwriting); report ideas from all sources in a disjointed fashion (tag-all writing); or draw from one source after another without comparison (separate-representation writing). Effective synthesis writing depends on three strategies: selecting important information from each source, arranging the selected information in a graphic organizer for easy comparison, and connecting information from the various sources in a comparative way. The authors report on an established teaching and learning system called SOAR (Select, Organize, Associate, and Regulate) and its newly investigated impact on synthesis writing in the two studies that they conducted. In the first study, students provided with SOAR supplements (a graphic organizer, association prompts, and a regulation checklist) composed essays that contained more information, better synthesis organization, and more intertextual relationships than did essays from students who were not using SOAR supplements. In the second study, SOAR-trained students composed better organized synthesis essays than students who used their own preferred strategies. Across studies, students found SOAR helpful for synthesis writing and reported that they would be likely to use SOAR for future writing assignments. The authors conclude with an example of how to teach students to use SOAR when they write.
- Published
- 2019
5. Off the Paper and into the Dance: Investigating Preservice Elementary Teachers' Experiences with Dynamic Spatial Reasoning Choreography Tasks
- Author
-
An, Song A., Tillman, Daniel A., and Hachey, Alyse C.
- Abstract
This study aimed to empirically investigate preservice teachers' learning experiences during a series of geometry-themed choreography and dance activities. These pedagogical tasks were designed to examine the challenges and solutions that participants experienced when exercising their spatial reasoning abilities, particularly during the transition between the choreography designs they had generated on a Lego-based grid worksheet and real-world dancing positions. The data collection for this study took place at an elementary school located within a bilingual metropolitan area along the southwestern United States border. The overall findings indicated that all of the participating preservice teachers' dance teams encountered interrelated challenges, most of which were variations on disorientation, primarily due to transitioning between representations of space and the deprivation of the typically employed spatial navigation reference points that are used in normal activities.
- Published
- 2021
- Full Text
- View/download PDF
6. Progressive Practices in Public Schools. Occasional Paper Series 35
- Author
-
Bank Street College of Education, Silin, Jonathan, Moore, Meredith, Silin, Jonathan, Moore, Meredith, and Bank Street College of Education
- Abstract
Confirmation of the current enthusiasm for re-visioning progressive education arrived in inboxes this fall when the Bank Street College of Education received more submissions for this issue than for any other in the journal's 17-year history. From these the editors have selected a range of essays that reflect pre-kindergarten through high-school settings; focus on individual classrooms, entire schools and school districts; and attend to matters of pedagogy and curriculum building or to working within the constraints of the contemporary moment. Following an introduction title "Now is the Time," by Jonathan Silin & Meredith Moore, nine essays were selected. Three of the essays showcase child-centered public schools and present twenty-first century embodiments of progressive principles laid out more than a century ago. Corinthia Mirasol-Spath and Jill Leibowitz explore the benefits of play for students and teachers alike in a New York City elementary school that provides students with time to explore their interests through long-term projects of their choosing in "Reenvisioning the Classroom: Making Time for Students and Teachers to Play." Rachel Seher, Alan Cheng, and Melissa Birnbaum paint a portrait of another school with experiential learning at its core; at "City-As-School: Internship-based Learning in New York City Public Schools," internships take the place of many classroom-based courses. "The Center for Inquiry: Anatomy of a Successful Progressive School" transports the reader to Indianapolis, Indiana, where authors Christine Leland, Amy Wackerly, and Christine Collier were part of the original cohort of teachers and university faculty who founded a progressive magnet school. Premised on inquiry-based teaching and learning, the Center for Inquiry has grown from one to four schools. The second group of essays addresses the ways that progressive education in public schools has shifted and must continue to shift to meet the needs of America's increasingly diverse student population. In "Beyond Child-Centered Constructivism: A Call for Culturally Sustaining Progressive Pedagogy," Alissa Algava argues that twentieth-century constructivist pedagogies are not sufficient to fulfill progressive education's inherently political, activist and democratic potential. She calls for a culturally sustaining progressive pedagogy that critically engages questions of power with both children and teachers. Beatric S. Fennimore confronts the deficit-based talk prevalent in many schools serving marginalized students in "Say that the River Turns: Social Justice Intentions in Progressive Public School Classrooms." She argues that teaching for social justice begins by replacing deficit-based talk with clearly articulated intentions that subsequently transform into actions. Echoing the theme of the power of language, Darrick Smith summarizes efforts to transform the negative and disrespectful culture at a small California high school with a racially diverse student population, in "A Humanizing Approach to Improving School Disciplinary Culture." Here a humanizing approach to discipline, rooted in an affirmation of students and their families, and entailing an alignment of school and family values with the school's mission, has been successful. Finally, incorporating data from an ethnographic case study of a bilingual (Spanish/English) Head Start program serving the children of Dominican and Mexican immigrants, Ysaaca Axelrod explores the tensions in parents', teachers', and administrators' beliefs about language use and the role of play in ""We All is Teachers": Emergent Bilingual Children at the Center of the Curriculum." Balancing these essays on classroom life, the final two essays focus on administrative practices that support progressive education. In "Holding Space for Progressive Practices," elementary principals Abbe Futterman, Dyanthe Spielberg, and Cecelia Traugh use a descriptive review process to share their methods for maintaining educational spaces that are grounded in progressive values, in the face of conflicting mandates from the district or the state. In a provocative counterpoint, Doug Knecht, Nancy Gannon, and Carolyn Yaffe, former New York Department of Education administrators, describe their work adding a quality review process to the accountability system for city schools in "Across Classrooms: School Quality Reviews as a Progressive Educational Policy." Positing that the quality review is itself a progressive process, they argue that it can help schools to focus more on the lived experiences of their students and less on high stakes moments. Together these essays tell that only through a shared commitment of families, teachers and administrators can progressive practices flourish in public schools. They also tell that success requires a combination of hard work in the classroom and savvy political strategizing in the larger systems, along with a deep understanding of the foundational tenets of progressivism and a willingness to reimagine how best to realize them in the twenty-first century. It is the hope that these essays will inspire as they have inspired the writers to continue advocating for more just, engaging, and child-friendly classrooms for all children. (Individual papers contain references.)
- Published
- 2016
7. Guidelines for Term Papers and Short Essays. Ninth Revision.
- Author
-
New Hampshire Community Technical Coll., Manchester. and Comeau, Reginald A.
- Abstract
Organized in eight short sections, this paper presents guidelines for students attending New Hampshire Community Technical College at Manchester for writing term papers and short essays. The paper's sections are: (1) Outline (outlining the paper's contents); (2) Setting the Parameters (containing a definition of a term paper); (3) Sections of a Paper (noting how to begin a paper and describing its major sections); (4) Text Format; (5) Documentation (what and how to document, with examples); (6) Bibliographic Format (for books, print materials other than books, secondary sources, audiovisual sources, electronic/magnetic media, and online databases; (7) Charts, Diagrams and Illustrations; and (8) Paginating the Paper. Appendixes contain a sample title page, short paper titling, sample optional page of contents, and sample bibliography. (SR)
- Published
- 1997
8. Comparing the Effect of Blogging as well as Pen-and-Paper on the Essay Writing Performance of Iranian Graduate Students
- Author
-
Kashani, Hajar, Mahmud, Rosnaini Binti, and Kalajahi, Seyed Ali Rezvani
- Abstract
In today's world, there are lots of methods in language teaching in general and teaching writing in particular. Using two different tools in writing essays and conducting a study to compare the effectiveness of these two tools namely blog and pen-and-paper was the basis of this study. This study used a quantitative true experimental design aimed at comparing the students' writing performance scores by using pen-and-paper essay writing and blogging among Iranian graduate students of University Putra Malaysia (UPM). The result of this study showed that the tools by themselves could not effect on the quality of writing essays and improvement in the students' writing performance. However, using technology and in this study, Internet can motivate the EFL learners to write more eagerly since they may like innovation in learning in contrast with traditional old methods of learning writing and practicing it. Yet it does not necessarily improve their writing performance only because of using computer and Internet. The Iranian graduate students of UPM found blog more interesting and motivating tool for writing, but it was not as easy using as pen-and-paper for them with which everyone is familiar. This research could find answers to the research questions posed at the beginning of the study and investigated the hypotheses presented then.
- Published
- 2013
9. A Basic Writing Course Design to Promote Writer Identity: Three Analyses of Student Papers
- Author
-
Bird, Barbara
- Abstract
This article presents the results of three comparative analyses on forty-seven student papers in order to examine the effectiveness of a basic writing course in developing students' academic writer identity. The course curriculum, grounded in social identity theory, focuses on the core writing concepts and dispositions that promote writer identity. Since the curricular focus is writing, this course fits within the broad category of a Writing-About-Writing (WAW) course and specifically draws on David Bartholomae's "Inventing a University" article and Roz Ivanic's research on writer identity.These two scholars present pedagogy that draws on social identity either implicitly (Bartholomae) or explicitly (Ivanic). My comparative analyses demonstrate students' significant development and short-term transfer of textual writer identity, and the analyses reveal advanced textual writer identity compared with students who tested out of basic writing. This research contributes to writer identity theory and demonstrates the efficacy of writer identity content specifically and a WAW-type course generally for basic writing.
- Published
- 2013
10. Library Essays; Papers Related to the Work of Public Libraries
- Subjects
Public libraries ,Essay ,Essays ,Literature/writing - Abstract
LibriVox recording of Library Essays; Papers Related to the Work of Public Libraries by Arthur Elmore Bostwick. Read in English by Larry Wilson; Verla Viera; Beeswaxcandle; Azza; Azza; Azza; Emalbo; [...]
- Published
- 2024
11. Annual Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology (30th, Anaheim, California, 2007). Volume 1
- Author
-
Association for Educational Communications and Technology, Washington, DC. and Simonson, Michael
- Abstract
For the thirtieth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains several dozen research and development papers dealing with instructional technology and instructional design. (Individual papers contain references, figures, and tables.) [For Volume 2, see ED499896.]
- Published
- 2007
12. Welcoming the Stranger: Essays on Teaching and Learning in a Diverse Society. Occasional Paper Series 17
- Author
-
Bank Street Coll. of Education, New York, NY., Silin, Jonathan G., Sladkova, Jana, Viladrich, Anahi, Fruedenberg, Nicholas, Duncan, Erika, Park, Elizabeth, Silin, Jonathan G., Sladkova, Jana, Viladrich, Anahi, Fruedenberg, Nicholas, Duncan, Erika, Park, Elizabeth, and Bank Street Coll. of Education, New York, NY.
- Abstract
This issue of "Occasional Papers" is filled with stories by and about "strangers"--people of all ages who perceive themselves or have been perceived by others as outsiders either because of who they are, where they have come from, or even how recently they have arrived in this country. Successful educators know that the ability to welcome the stranger into the classroom, indeed an entire group of strangers each September, is essential to building a productive, caring community of learners. They know, too, that, from the point of view of students new to the school or society, the culture of the classroom may feel very strange. Welcoming teachers are willing to step outside of their own cultural frames to see the school from the student's perspective. Common purposes and goals emerge in classrooms only when there is a genuine sharing of the things that really matter to everyone present, not just when the rules and routines are posted. In classrooms where students can tell their stories, they come to feel safe, to know that they will be heard, and to recognize that they can legitimately hold on to parts of the past even as they move into the future. Students also learn that difficult emotions--uncertainty, ambiguity, loss--can be managed, contained, and shared rather than ignored or silenced. Beyond the school itself, greeting the stranger is at the heart of the democratic experience. Following an introduction by Jonathan G. Silin, the following essays are included in this "Occasional Paper": (1) Building Bridges between Adult Education, Public Schools, and Health Care: A Strategy to Promote Social Inclusion (Jana Sladkova, Anahi Viladrich, and Nicholas Freudenberg); (2) Crossing Borders / Shaping Tales (Erika Duncan); and (3) Attending to "Hu'Huk": Lessons for a Teacher (Elizabeth Park). Individual essays contain references.
- Published
- 2006
13. Letters from Abroad. Occasional Paper Series 9
- Author
-
Bank Street Coll. of Education, New York, NY., Levine, Linda, Casper, Virginia, Futterman, Donna, Casper-Futterman, Evan, Adcock, Holley, Penberg, David, Levine, Linda, Casper, Virginia, Futterman, Donna, Casper-Futterman, Evan, Adcock, Holley, Penberg, David, and Bank Street Coll. of Education, New York, NY.
- Abstract
What counts as knowledge and whose knowledge counts? When does going away help shape a clearer sense of home, and when does it not? How does living abroad change our perspectives as teachers and learners? The educators who have contributed to this Occasional Paper share a formidable combination of purpose, curiosity, courage, and self-awareness. Reflecting on their choices to live and work in other parts of the world, they offer a provocative range of personal and professional explanations for seeking our the strange and unknown. Their letters from abroad reveal a genuine interest in what matters to others, a capacity to describe people and environments with intriguing detail, and a willingness to reveal themselves as inexpert newcomers. As these essays make clear, no preparation is ever sufficient because what happens always diverges from and exceeds our expectations. Risk-taking and error are inevitable, as integral to each story as the exhilarating discoveries that travel affords. Most important, we learn how these educators came to value the experience of "otherness" in themselves as well as in those they met. Today, we are more mindful than ever of the need for global awareness, understanding, and engagement. "Letters from Abroad" is designed to highlight what some Bank Street colleagues have sought, found, and questioned while working far from home. The editors of the Occasional Papers Series hope these missives from foreign shores will inspire others to set out on explorations of their own, explorations in which they resist the temptation to make the strange familiar and enjoy, if only for a short while, the way that the familiar itself may become strange. After an introduction by Linda Levine, the essays comprising this paper are: (1) What We Bring with Us and What We Leave Behind: Six Months in Post-Apartheid South Africa (Virginia Casper, Donna Futterman, and Evan Casper-Futterman); (2) There and Almost Back Again (Holley Adcock); and (3) Living in the World (David Penberg).
- Published
- 2002
14. The Idea and Ideals of the University: A Panel Session of the 2004 Annual Meeting of the American Council of Learned Societies. ACLS Occasional Paper No. 63
- Author
-
American Council of Learned Societies and American Council of Learned Societies
- Abstract
In 1918, just one year before the founding of American Council of Learned Societies (ACLS), Thorstein Veblin wrote, "In one shape or another, this problem of adjustment, reconciliation or compromise between the needs of higher learning and the demands of the business enterprise is forever present in the deliberations of the university directorate." In the early twenty-first century, forces in the political economy of higher education may be making that reconciliation even more difficult and straining academic ideals. Many see within the changes in the teaching force a transformed conception of the social role of the university. No longer conceived as a public good, the university is thought of as providing private individual goods to its students. In this view, a private, profit-making university may provide the most efficient service. The essays in this volume began as presentations in a panel session on "The Idea and Ideals of the University" at the 2004 ACLS Annual Meeting. Concern about the corporate culture defining the university invites scholars to reflect about the ideas and values that have traditionally constituted the university, evoking the questions discussed by panel participants: What is the role of the learned societies, of scholars, and of academic leaders in defining and interpreting the ethical components of a shared vision of the twenty-first-century academy? To what degree does the case for the university's autonomy carry a concomitant obligation for it to be self-policing? What will be the role of digital technology? Following an introduction (Rebecca Chopp), four essays are included: (1) Key Issues Currently Facing American Higher Education (Ronald G. Ehrenberg); (2) Humanities in the University: Retrospect and Prospect (Andrew Delbanco); (3) The Humanities: A Technical Profession (Alan Liu); and (4) What Do I Really Think About the Corporate University? (Catharine R. Stimpson). (Essays are noted and figured individually.)
- Published
- 2007
15. Alternative Routes to Teacher Certification. Occasional Paper Series 20
- Author
-
Bank Street College of Education, Silin, Jonathan G., Snyder, Jon, Barry, Miranda, Samuels, Sarah, Sacks, Ariel, Ellenzweig, Allen, Silin, Jonathan G., Snyder, Jon, Barry, Miranda, Samuels, Sarah, Sacks, Ariel, Ellenzweig, Allen, and Bank Street College of Education
- Abstract
Alternative routes to teacher preparation are clearly here to stay. A growing research literature on non-traditional pathways suggests the complexity of the task ahead. This report offers new teachers the opportunity to tell their own stories in their own words. In "Alternative Certification and Alternative Pathways: A Personal Take on a Core Policy Dilemma," Jon Snyder sets the scene with an insightful and provocative essay that identifies the key issues from a public policy perspective. While he has serious reservations about many alternative programs, he also has been instrumental in developing the Partnership for Quality, a collaboration between schools in the South Bronx and Bank Street College. This alternative program only allows candidates to become teachers of record after establishing the capacity to work successfully with children. In addition, candidates participate in on-going mentoring with experienced teachers in schools where they and the entire staff receive support from the College. The essays which follow Snyder document the experiences of four novice teachers. These essays are: (1) "I Hope This Will Be a Good Year for Me..." A Career-Changer Stumbles on the Fast Track to Teaching (Miranda Barry); (2) Collaborations for Success: Teachers, Families, and Funders Working Together (Sarah Samuels); (3) Getting Off the Fast Track for the Long Haul: Becoming a Teacher (Ariel Sacks); and (4) Learning a Tough Lesson: My Life as a NYC Teaching Fellow (Allen Ellenzweig). Five themes weave their way through these personal essays and remind us of the spectrum of fundamental issues that frame life in schools. These themes are: collaboration and isolation; educational vision and pedagogical skills; theory and practice; leadership and silence; and resources and barren landscapes. While offering distressing pictures of some alternative route programs, these essays also shed light on the elements that make schools work and allow new teachers to learn their craft: collaboration among peers and between professionals and families; vision informed by appropriate practices; theory offering insight into the lived realities of students and teachers; leadership that creates reliable, safe environments; rich resources. [Preface by Jonathan G. Silin.]
- Published
- 2008
16. The Korean Language in America: Volume 6. Papers from the Annual Conference and Teacher Training Workshop on the Teaching of Korean Language, Culture, and Literature (6th, Manoa, Hawaii, August 2-5, 2001).
- Author
-
American Association of Teachers of Korean. and Ree, Joe Jungno
- Abstract
This collection of conference papers includes: (1) "Theories, Evidence, and Practice in Foreign Language Teaching" (Richard Schmidt); (2) "Teaching Korean Grammar in Context: -myen and -ttay" (Sahie Kang); (3) "Teaching Politeness Routines in Korean" (Ho-min Sohn); (4) "Vocabulary-Building Activities" (Boyang Park); (5) "Implementation and Evaluation of a Task-Based Approach to the Teaching of the Korean Language" (Youngkyu Kim, Dong-Kwan Kong, Jin-Hwa Lee, and Young-Geun Lee); (6) "Effects of Task Complexity on L2 Production" (Young-Geun Lee); (7) "Recognition and Retention of English Loanwords by Learners of Korean" (InJung Cho); (8) "The Number Concept of Korean People" (Sunny Jung); (9) "The Film, the Poem and the Story: Integrating Literature into the Language Curriculum" (Ann Y. Choi); (10) "Exploring the Possibilities of WBLT for Operational Testing Purposes: Web-Based Korean as a Foreign Language Testing" (Siwon Park); (11) "Increasing Korean Oral Fluency Using an Electronic Bulletin Board and Wimba-Based Voiced Chat" (Sunah Cho and Stephen Carey); (12) "Interactive Online Exercises: Retention of Non-Heritage Learners in a Mixed Class" (Hye-Won Choi and Sunghee Koh); (13) "Using HyperStudio for Teaching Korean" (Eun-Hee Koo); (14) "Developing a Business Korean Course Based on a Systematic Approach" (Andrew Byon); (15) "Two New Publications for Intermediate Level Korean" (Kyungnyun Kim Richards); (16) "Language Shift in Bilingual Students: A Sociolinguistic Survey of Korean-American College Students" (Steven K. Lee and Ruth Ahn); (17) "Recent Trends in Foreign Language Teaching in the United States: The Role of Heritage Learners" (Dong Jae Lee); (18) "Korean Language Education in New York City Public Schools" (Bongsoon Yow); (19) "An Analysis of Errors in Speaking Practice" (Sang-Il Lee); (20) "An Error Analysis in Relation to Typological Differences" (Boyang Park); (21) "Issues of Heritage Learners in Korean Language Classes" (Hi-Sun Helen Kim); (22) "Heritage vs. Non-Heritage Issues Revisited" (Clare You); (23) "The Degree of L1 Interference among Heritage and Non-Heritage Learners of Korean: Do Heritage Learners Have Advantages over Non-Heritage Learners?" (Jung-Tae Kim); (24) "English-Speaking Students' Written Language Development in Korean in a Korean/English Two-Way Immersion Program" (Joung Hoon Ha); (25) "Cross-Cultural Variations in Personal Essays: Second Language Writing by American Learners of Korean as Compared to Native Koreans' Writing" (Ooyoung Che Pyun); (26) "Reflective Journal Writing in the Korean II Class" (Hye Young Chung); and (27) "Socio-Pragmatic Functions of the Interactive Sentence Ender -ney from the Politeness Perspective" (Soo-ah Kim Yuen). (Papers contain references.) (SM)
- Published
- 2001
17. 'Virtue gives itself light'... The propaganda of the romantic epic the Faerie Queene and the necessity of undoing textual integrities whilst also 'respecting' them... / or, 'a vomit full of books and papers'... Or, still in book 1, canto 1... 'I' am just the dream of a 'loose lemon' to the doubters...
- Author
-
Kinsella, John
- Published
- 2021
18. Writing: Text and Interaction. Odense Working Papers in Language and Communication, No. 14.
- Author
-
Odense Univ. (Denmark). Inst. of Language and Communication., Pogner, Karl-Heinz, Pogner, Karl-Heinz, and Odense Univ. (Denmark). Inst. of Language and Communication.
- Abstract
This collection of lectures, which is the viewpoint that considers writing not only as a thinking tool but also a communication tool, and thus, a tool of interaction. addresses the interactive view of writing. Also included in the collection are two articles by Danish and Turkish writing researchers on writing in English as a Foreign Language (EFL). Following an introduction by the editor, papers are entitled: (1) "A Discourse Analysis of Narrative Essays Written in English by Danish Students" (Dorte Albrechtsen); (2) "Should We Always Ask Students to Redraft Their Writing?" (Tim Caudery); (3) "Composing in First and Second Languages: Possible Effects of EFL Writing Instruction" (Ayse Akyel and Sibel Kamisli); (4) "Collaborative Writing: Online and Face to Face" (Stephen Doheny-Farina); (5) "Text and Dynamics: Observations on Text Production at a Technical Workplace" (Karl-Heinz Pogner); and (6) "Pretend Play and Learning to Write" (Helga Andresen). (CR)
- Published
- 1997
19. Texas Papers in Foreign Language Education, 1996.
- Author
-
Texas Univ., Austin. Foreign Language Studies Center.
- Abstract
Papers on foreign language education include: "The Message Is the Medium: Using Video Materials To Facilitate Foreign Language Performance" (Thomas J. Garza), which explores the use of this medium to enhance commonly-used non-communicative or text-bound teaching materials; "Product and Process Aspects of NES/EFL Students' Persuasive Writing in English: Differences Between Advanced and Basic Writers" (Jin-Wan Kim), which finds that writing quality depends on process, product, and proficiency level; "An Investigation of the Effectiveness of Foreign Language Training Programs for TAs: An Exploratory Study" (Zena T. Moore, Barbara Bresslau), an investigation of training for teaching assistants at one university; and "The Concurrent Validity of the Cloze Test with Essay Test Among Korean Students" (Soyoung Lee), reporting on results and practical and theoretical implication of a study in Korea. (MSE)
- Published
- 1996
20. Assessing the Scope and Feasibility of First-Year Students' Research Paper Topics
- Author
-
Rinto, Erin, Bowles-Terry, Melissa, and Santos, Ariel J.
- Abstract
This study applied a content analysis methodology in two ways to evaluate first-year students' research topics: a rubric to examine proposed topics in terms of scope, development, and the "researchability" of the topic, as well as textual analysis, using ATLAS.ti, to provide an overview of the types of subjects students select for a persuasive research essay. Results indicated that students struggle with defining an appropriate and feasible focus for their topics and that they often select topics related to education, health, and the environment. These findings were used to implement a new information literacy instruction model that better supports student topic development.
- Published
- 2016
- Full Text
- View/download PDF
21. On Measuring a Mirage: Why U.S. Training Numbers Don't Add Up. EQW Working Papers WP20.
- Author
-
National Center on the Educational Quality of the Workforce, Philadelphia, PA., Zemsky, Robert, and Shapiro, Daniel
- Abstract
The methodology of five national surveys designed to estimate the scale and scope of training was analyzed to identify the reasons underlying the variability and unreliability of estimates of education and training. The five surveys were as follows: May Triennial Adult Education Supplement to the Current Population Survey, National Longitudinal Survey of Youth, Survey of Income and Program Participation, National Longitudinal Survey of High School Class of 1972, and High School and Beyond. The analysis focused on the following: fundamental purpose of each survey, population sampled, goodness of fit, and survey structure/design. The analysis established that the five surveys do not measure fully what they purport to measure. It was concluded, however, that when taken collectively, they provided an invaluable insight into the nature of work-related education and training in the United States. The following are recommendations for improving the surveys' reliability and capacity for measuring the scale and scope of education and training: (1) "bundle" questions focusing on incidence of work-related education and training with questions dealing explicitly with work and the skills needed for it; (2) include matched samples of employment establishments and employees; and (3) develop more explicit questions focusing on training credentials and certificates. (Contains 16 figures/tables and 19 references.) (MN)
- Published
- 1994
22. Word-Processor or Pencil-and-Paper? A Comparison of Students' Writing in Chinese as a Foreign Language
- Author
-
Zhu, Yu, Mark Shum, Shiu-Kee, Brian Tse, Shek-Kam, and Liu, Jinghui Jack
- Abstract
A study is reported of the performance and attainment of 32 students from overseas studying elementary Chinese as a foreign language (CFL) in a Chinese university. With an AB-BA design, they were asked to use two forms of writing media to present two essays: one a word-processed essay entitled "My Favourite Female" and the other a conventional hand-written essay entitled "My Favourite Male". The essays were marked by experienced Chinese language experts and the learners' impression of using each type of writing medium was gathered via questionnaires and interviews. Inferential statistics showed that the students performed significantly better when using a word-processor, and they thought that completing writing tasks using pencil-and-paper and word-processors were markedly different. Most of them felt that their work was more professional when produced on a word-processor. A small number of students considered that writing by hand in Chinese was aesthetically pleasing, but they appreciated the convenience of writing in words spelled and written correctly by the computer. Inter-marker consistency was more homogeneous for essays written on the computer. In conclusion, word-processors are suggested as the preferred writing medium for beginning learners of CFL.
- Published
- 2016
- Full Text
- View/download PDF
23. Commentary on Interpreting University Instructors' Writing Prompts: How Students' Struggle with Understanding Post-Secondary Assignments
- Author
-
Soiferman, L. Karen
- Abstract
The purpose of this article was to look at some of the issues students have with reading and interpreting their instructors' post-secondary writing prompts. Every student, who attends a post-secondary institution, will at some point in their university/college career be asked to submit a writing assignment of some kind. The most common assignment in post-secondary institutions remains the research essay. The first problem, with these assignments, arises due to the name of the assignment. Some instructors call it an argumentative essay, some call it a persuasive essay, some call it an explanatory essay, and some call it a research paper. In most cases the instructors expect the same assignment despite the different names. They expect a research paper incorporating evidence using direct quotes, paraphrases, or summaries of the information found in journals or books. One of the problems with these types of assignments is that the students' often do not understand what they are meant to do because they do not understand the writing prompts provided by their instructors. Instructors may think that their prompts are crystal clear but students may think otherwise. This article looks at the problems that occur when instructors and students are not in sync with each other. This mismatch often leads to papers that are not what the instructor intended and thus students do not get the grade they expected through no fault of their own.
- Published
- 2018
24. GPTZero vs. Text Tampering: The Battle That GPTZero Wins
- Author
-
David W. Brown and Dean Jensen
- Abstract
The growth of Artificial Intelligence (AI) chatbots has created a great deal of discussion in the education community. While many have gravitated towards the ability of these bots to make learning more interactive, others have grave concerns that student created essays, long used as a means of assessing the subject comprehension of students, may be at risk. The bot's ability to quickly create high quality papers, sometimes complete with reference material, has led to concern that these programs will make students too reliant on their ability and not develop the critical thinking skills necessary to succeed. The rise in these applications has led to the need for the development of detection programs that are able to read the students submitted work and return an accurate estimation of if the paper is human or computer created. These detection programs use natural language processing's (NLP) ideas of perplexity, or randomness of the text, and burstiness, or the tendency for certain words and phrases to appear together, plus sophisticated algorithms to compare the essays to preexisting literature to generate an accurate estimation on the likely author of the paper. The use of these systems has been found to be highly effective in reducing plagiarism among students, however concerns have been raised about the limitations of these systems. False positives, false negatives, and cross language identification are three areas of concern amongst faculty and have led to reduced usage of the detection engines. Despite the limitations however, these systems are a valuable tool for educational institutions to maintain academic integrity and ensure that students are submitting original work. [For the full proceedings, see ED656038.]
- Published
- 2023
25. De Marillac Academy: Perseverance, Purpose, and Promise
- Author
-
Proehl, Rebecca A., Ayon, Lisa, Braganza, Desiree, and Sosa, Gloria Aquino
- Abstract
For many years, the Catholic school system within the United States was considered the preeminent educational institution, particularly for poor and marginalized students that live in low income, inner city areas. Now, given the large number of school closures, the Catholic school system's long-standing goal of educating economically disadvantaged students in inner city schools is in peril. In this study, the researchers examined De Marillac Academy, a Catholic, tuition-free middle school, located in the Tenderloin District in San Francisco, CA, to identify both the non-cognitive skills students have learned and the organizational factors in place, which have contributed to these urban students' success in high school and beyond. The authors discuss how the concept of what Angela Duckworth calls grit and Swadener and Lubeck's notion of students-at-promise contribute, in part, to the students' academic success. They also offer a perspective on how to best teach grit in urban Catholic schools.
- Published
- 2017
26. Guidelines for Term Papers and Short Essays. Seventh Revision.
- Author
-
Comeau, Reginald A.
- Abstract
This paper presents guidelines for students attending New Hampshire Technical College at Manchester who are preparing term papers or short essays, and can serve as guidelines for students in other colleges as well. The paper discusses the outline; setting the parameters; sections of a term paper; text format; documentation; bibliographic format; charts, tables, diagrams, and illustrations; and paginating the term paper or short essay. Appendixes present a sample title page, a sample first page for a short essay, a sample of the optional page of content form, and a sample bibliography. (RS)
- Published
- 1995
27. Measuring Library Impacts through First Year Course Assessment
- Author
-
Luetkenhaus, Holly, Hvizdak, Erin, Johnson, Corey, and Schiller, Nicholas
- Abstract
This study shows the value of library instruction in the building of first-year students' information literacy skills and it illustrates librarians as partners in leading student learning outcome assessment. Using research papers from a required first-year course, raters from units across the institution evaluated student information literacy (IL) skill development. Students performed at a "Proficient First Year" level for most information literacy skill areas. The authors found there was a significant correlation between IL skill development and participation in one or more library instruction sessions. For this reason, the authors posit that liaison librarians are in a stronger and more stable collaborative position when they can demonstrate that their work has positive correlations with student learning.
- Published
- 2017
28. NCME Instructional Module: Assessing Student Achievement with Term Papers and Written Reports.
- Author
-
Brookhart, Susan M.
- Abstract
This instructional module from the National Council on Measurement in Education (NCME) explains how to design assessments for written reports, develop performance criteria and communicate them to students, monitor progress, and assess the outcome. Learning how to give students a role in assessment adds a dimension to their responsibilities. (SLD)
- Published
- 1993
29. A Comparison of Onscreen and Paper-Based Marking in the Hong Kong Public Examination System
- Author
-
Coniam, David
- Abstract
This paper describes a study comparing paper-based marking (PBM) and onscreen marking (OSM) in Hong Kong utilising English language essay scripts drawn from the live 2007 Hong Kong Certificate of Education Examination (HKCEE) Year 11 English Language Writing Paper. In the study, 30 raters from the 2007 HKCEE Writing Paper marked on paper 100 scripts that they had marked on screen 9 months previously. Subsequent to the rating, they completed a questionnaire, from which it was concluded that, technologically, raters had no problems with OSM. Statistical results indicated no bias favouring either form of rating. Attitudinal differences surfaced, however, between new raters who had solely rated on screen as against veteran raters, whose previous rating experiences had only been with paper-based rating. The paper concludes with the prediction that as OSM becomes more prevalent, it will be accepted as the norm, with prejudice about fairness or convenience gradually fading. (Contains 7 tables and 3 notes.)
- Published
- 2009
- Full Text
- View/download PDF
30. Undocumented to Hyperdocumented: A 'Jornada' of Protection, Papers, and PhD Status
- Author
-
Chang, Aurora
- Abstract
In this personal essay, Aurora Chang describes her experience of "hyperdocumentation"--the effort to accrue awards, accolades, and eventually academic degrees to compensate for her undocumented status. In spite of her visible successes and naturalization, Chang still confronts the rage and intolerance of American "commonsense" beliefs about immigration. Her narrative questions the pursuit of documentation as a means to legitimacy and acceptance in American society. (Contains 3 notes.)
- Published
- 2011
31. A Comparative Study of ESL Writers' Performance in a Paper-Based and a Computer-Delivered Writing Test
- Author
-
Lee, H. K.
- Abstract
This study aimed to comprehensively investigate the impact of a word-processor on an ESL writing assessment, covering comparison of inter-rater reliability, the quality of written products, the writing process across different testing occasions using different writing media, and students' perception of a computer-delivered test. Writing samples of 42 international students taking two tests, a paper-and-pencil based ESL placement writing test and a computer-based one, were analyzed. The results showed that while there was no significant mean difference in the holistic ratings across test occasions, all the analytic components of the computer-generated essays were marked significantly higher than those of the paper-based essays. In a holistic measurement, rater reliability was significantly higher in word-processed essays than in paper-written essays. A student survey revealed that habitual computer writers preferred a computer-delivered writing mode to a traditional testing mode. Suggestions and implications for further study for implementing computer-based ESL writing tests are discussed. (Contains 7 tables.)
- Published
- 2004
- Full Text
- View/download PDF
32. The Planning Papers on Consumer and Homemaking Education Programs. Vocational Education Study Publication No. 2.
- Author
-
National Inst. of Education (DHEW), Washington, DC. and Hughes, Ruth P.
- Abstract
Three papers focusing upon the beliefs and issues confronting professionals concerned with consumer and homemaking education programs are presented. The first paper "Consumer and Homemaking Education Today" (R. Hughes), examines the questions of content and audience from a curriculum development view. The status of programs using evidence of program effectiveness from existing data is discussed. Suggesting research needed and possible approaches for studies, the paper concludes with implications for programs, funding allocations, and legislation. The second paper, "Assessment of Consumer and Homemaking Education" (A. Cross), discusses criteria for determining the effectiveness of curriculum in consumer and homemaking education. Two major criteria are suggested: meeting needs of the various groups targeted by legislation and the competencies essential for the homemaker. Types of studies needed when evaluating a program are suggested. The paper concludes with a rationale for consumer and homemaking education as a part of vocational education. The third paper, "Legislation for Consumer and Homemaking Education: Social Implication" (E. Simpson), examines the role of consumer and homemaking education in the Education Amendments of 1966, and selected characteristics of the American family and relevant social issues having implication for home economics and for related legislation. The purposes of home economics and the role of such programs in vocational and general education are also presented. The paper concludes with a discussion of future alternatives. (JH)
- Published
- 1979
33. The Planning Papers for the Vocational Education Study. Vocational Education Study Publication No. 1.
- Author
-
National Inst. of Education (DHEW), Washington, DC. and Anton, Thomas J.
- Abstract
Fourteen planning papers commissioned by the National Institute of Education in preparation for a study of vocational education are presented. The papers are organized into four sections. Section one deals with selected features of federal grant-in-aid programs and contains these papers: "On Implementing the Vocational Amendments of 1976", "Distribution and Allocation of Funding for Vocational Education", "Federal and State Governance of Vocational Education", and "Research Issues for Vocational Education: Compliance and Enforcement of Federal Laws". Two papers on quantitative data sources are presented in section two: "The Vocational Education Data Base" and "Effects of Vocational Education Programs: Research Findings and Issues." The third section deals with issues in program evaluation. The papers are "The Phoenix of Vocational Education: Implications for Evaluation", "The Effects of National Policy on Vocational Education Evaluation", and "Vocational Education: Education or Short-Run Training Program?". The last section treats selected aspects of vocational education policy. Papers are "The Role of Vocational Education in the Nation's Employment and Training Programs", "Vocational Education in Rural America: Current Problems and Prospects", "Race and Sex Compliance Issues in Vocational Education", "Vocational Education for Special-Needs Students" and "Vocational Education as a Strategy for Eliminating Poverty." (JH)
- Published
- 1979
34. A response to McGraw and Mason's key paper from a secondary English teacher
- Author
-
McGuigan, Ellen
- Published
- 2021
35. Recognizing Real Emotions through Inductive Writing Teaching
- Author
-
Li Li
- Abstract
It is of great importance to identify students' negative emotions so as to avoid accidents. However, most of the students with mental problems seldom express their emotions in some ways, which makes it more difficult for the emotion recognition system to obtain the emotional data of these students. To solve the problem of the lack of data acquisition approaches in emotional monitoring of special student groups, this paper proposes a method to obtain students' real emotions based on emotion-induced writing teaching. First, the channel for acquiring emotion data of the special students is established through writing teaching. Second, students are guided to express their emotions through essays by purposeful writing exercises. At last, this paper proposes an emotion calculation method, which comprehensively analyzes a student's real emotion according to the emotions of a group of essays on positive, neutral and negative themes. The experimental results show that the proposed method can obtain students' real emotions effectively and is much better for students with optimistic and pessimistic personalities. [For the full proceedings, see ED639633.]
- Published
- 2022
36. College professors are going back to paper exams and handwritten essays to fight students using ChatGPT
- Subjects
College teachers ,Essay ,Teaching -- Equipment and supplies ,Essays ,Consumer news and advice ,General interest - Abstract
Educators are still trying to figure out what to do about OpenAI's ChatGPT. While some professors have embraced it as a tool, others are finding ways to fight its use. [...]
- Published
- 2023
37. Bibliography and Review of Geography Department Discussion Papers, Occasional Papers, and Monographs. Volume 2.
- Author
-
Wilfrid Laurier Univ., Waterloo (Ontario). Dept. of Geography. and Young, Bruce
- Abstract
Geography papers comprise the items listed in this bibliography. The first, and major, section lists the "underground," or fugitive, publications of over 70 university departments of geography from Australia and New Zealand, United Kingdom, Canada, United States, and a few other global areas. For each country, documents are listed by university. Some of the entries have short annotations. Address, price, availability, and other notes provide ordering information for the papers. The second section of this bibliography contains reviews of ten recent papers from various geography departments. Their titles include Christaller's Central Place Theory; Ndeiya, Kikuyu Frontier; Environmental Perception and Recreation; An Introduction Welfare Geography; The Weakness of Financial Location Incentives in Promoting Regional Development; The Waters of Malawi; The Moselle; Biography Field Guide to Cascade Mountains; From Portland to the Pacific; and Commentary on a Cornbelt Countryside. (ND)
- Published
- 1976
38. Education for Justice. Occasional Papers on Catholic Higher Education. Volume V, Number 1. Summer 1979.
- Author
-
Association of Catholic Colleges and Universities, Washington, DC.
- Abstract
The role of Catholicism in American higher education is addressed in this collection of papers. The historical tradition of the Catholic university is discussed as well as the problems they must face. Issues examined include: political and financial concerns of church-related colleges and universities, the role of the university in higher education, and the role of the Catholic colleges and universities. The governance of Catholic institutions, their relationship to the church hierarchy, and planning for the future are also considered. Included are: Toward a True University, Truly Catholic (Edmund D. Pellegrino); Toward a Theology of Learning (Thomas Trotter); The University and Change in the Catholic World (Sargent Shriver); Homily for a Baccalaureate Ceremony (John Tracy Ellis); The Catholic College: A Question of Identity (Xavier G. Colavechio); The Emerging Guardianship of American Catholic Higher Education (Martin J. Stamm); Institutional Vitality, Up Against the Eighties (James A. Ebben); and The NEH Christian Humanism Project at Saint John's Collegeville (R. W. Franklin). (SF)
- Published
- 1979
39. To Think on Paper: Using Writing Assignments in the World History Survey
- Author
-
Tobin, Kathleen A.
- Abstract
In this article, the author relates her experiences teaching a history course titled "Introduction to the Modern World." She relates how some of her colleagues immediately began providing her with unsolicited warnings regarding the difficulty of engaging students in world history and the impossibility of covering "500 years of the whole world" in sixteen weeks. However, she mustered up her courage and took on the task. One challenge that particularly concerned her the most was that of "connecting" her students to the world. She later found that practice results in substantial improvement in students' writing, and that requiring students to think on paper through a variety of assignments kept them engaged in the class and connected to the world. The four major assignments that she has found most valuable in helping them become connected to the world are: (1) A Primary Source Essay and Presentation; (2) A Book Review; (3) A Website Review; and (4) A Periodical Articles Essay.
- Published
- 2001
40. Workshop on Evaluating State Title V Pilot Programs in the Northeast (October 29-31, 1974). Papers. Publication 4.
- Author
-
Northeast Regional Center for Rural Development, Ithaca, NY.
- Abstract
Four papers prepared for a training workshop sponsored by the Northeast Regional Center for Rural Development constitute this document on State Title V program evaluation needs and criteria. Entitled "Why Evaluation of the State Title V Programs: An Overview from Different Perspectives", the first paper deals with seven major audiences identified as potential users of evaluation findings and details their specific evaluation needs. The second paper is titled "Evaluation of Rural Development Programs: Toward a Paradigm to Guide the Implementation and Evaluation of Rural Development Programs" and calls for a synthesis of the vast body of existing empirical and theoretical work into a unifying paradigm that will direct research and facilitate rapport among rural development practitioners. "Evaluation Needs Under Title V of the Rural Development Act of 1972" is the title of the third paper which identified two kinds of evaluation needs--(1) the intent and expectations of Congress, and (2) program effectiveness. The final paper, "The Evaluation of Development Programs", presents detailed discussion on: the nature of development, a conceptual view of development and development processes, the nature of evaluation, guidelines in the evaluation of development programs, and critical elements in the evaluation of Title V programs. (JC)
- Published
- 1975
41. Accreditation and Student Consumer Protection. An Occasional Paper.
- Author
-
Council on Postsecondary Accreditation, Washington, DC. and Jung, Steven M.
- Abstract
The role of postsecondary accreditation and its relation to student consumer protection are discussed in this monograph. The importance of this concept is examined in light of increased marketing efforts on the part of higher education institutions. It is emphasized that students are consumers and their rights should be protected. Possible areas of abuse compiled from student complaint analyses and literature include: refund policies, recruiting and admissions practices, advertising, instructional programs and staff, disclosure in written documents, equipment and facilities, job placement services, student orientation practices, housing facilities, keeping of student records, misrepresentation or misuse of accreditation status, and financial stability. The responsibilities of students, state agencies, and federal agencies for protecting student consumer rights are discussed. Efforts to reduce the incidence of student abuse through the use of federal eligibility standards in administering federal student aid assistance programs are examined. It is suggested that the accreditation process can provide assistance in improving student consumer protection provisions. A stronger emphasis on the examination of student rights during institutional self-study, site visits, and continuing self-evaluation and improvement is recommended. (SF)
- Published
- 1979
42. Generalists, Specialists, and Academic Organization. ASHE Annual Meeting 1979 Paper.
- Author
-
Bess, James L.
- Abstract
The reasons for the persistence of the academic department in research universities and its efficacy in achieving the typical goals of the institution are examined. Six reasons that the academic department in its present form persists as an organizational entity are: inertia, the high status of research, funding sources and access to them, insulation from observation and accountability, alleged interdependence among missions, and the pedagogical necessity for knowledge-based departments. Various theories of departmentalization, including current notions of the determinants of alternative organizational structures as posed by "contingency theorists," are examined. The nature of the environments external to the institution and the varying demands of clients in those environments for different structures are explored. The impact of the "technology" of the many university tasks on the structure of the institution is discussed. A matrix form of organization in which sets of tasks or roles which are related to one another by necessary timing and sequencing are grouped in self-contained units is proposed. In such units, all the major resources needed to provide the service or produce the output are contained within the unit. It is suggested that the amount of inter-unit dependency should be as low as possible in order to minimize the costs of administrative coordination, and the amount of intra-unit loyalty and identification with unit goals and norms should be increased. (SC)
- Published
- 1979
43. The Politics of Language. Lektos: Interdisciplinary Working Papers in Language Sciences, Vol. 3, No. 2.
- Author
-
Louisville Univ., KY. Interdisciplinary Program in Linguistics. and St. Clair, Robert N.
- Abstract
The areas of language planning and the language of oppression are discussed within the theoretical framework of existential sociolinguistics. This tradition is contrasted with the contemporary models of positivism with its assumptions about constancy and quantification. The proposed model brings in social history, intent, consciousness, and other extensions of the data and combines them into a methodology of hermeneutics. These new perspectives not only ask different questions about how language is used in social terms, but it also makes radically different claims about how language is legitimized by the power elite who wield community power, and how people are socialized into external patterns of recognizable behavior that have salient values. The model accounts for many of the basic concepts regarding pluralism within the discipline of political science, and it provides a coherent treatment of such sociological endeavors as labelling theory, neo-symbolic interactionism, the sociology of knowledge, and phenomenological sociology. (SW)
- Published
- 1978
44. Prior Knowledge and Bilingual Literacy. Lektos: Interdisciplinary Working Papers in Language Sciences, Vol. 3, No. 2.
- Author
-
Louisville Univ., KY. Interdisciplinary Program in Linguistics. and St. Clair, Robert N.
- Abstract
In this analysis of prior knowledge and bilingual literacy, it is suggested that the basis upon which cognitive decisions are made and nonvisual inferences are drawn comes from the background knowledge that the reader possesses as tacit or prior knowledge. It is claimed that the only model that can account for the pluralistic nature of language is the symbolic interactionism model. Reading is basically an interpretive process in which the reader is obligated to try to infer just what the author's message might be. In the case of a native speaker of a language reading materials in his native language, it can be assumed that comprehension is complete when the perspectives of the author and the reader are the same. Variations in reading comprehension may rest in part in incongruencies in socialization, the cognitive saliency of certain events from one's bibliographical history, or different strategies in approaching and processing new information. A reader approaches the printed page with preconceived notions, and this process is a kind of social interaction. A bilingual child may read the second language and incorrectly place connotations on the words based on the first language. The base of bilingual literacy and its implications for the inferencing process across cultures needs to be considered. (SW)
- Published
- 1978
45. Job Creation: Implications for Vocational Education Research and Development. Occasional Paper No. 48.
- Author
-
Ohio State Univ., Columbus. National Center for Research in Vocational Education., Nichols, Charles,, and Persons, Edgar
- Abstract
Job creation properly researched and developed can help vitalize vocational education for educators, their students, and the community. The migration of employers from the inner cities to outlying areas over the past few years has created a wasteland within our cities. To help rectify this situation, vocational education needs to start preparing people to become employers, not only employees. After researchers identify community needs and resources, development teams can work with vocational education agencies to develop entrepreneurship programs for the area. As we move into a technological society, the impact of preparing people to work for themselves is one of the richest resources of futurism. Another pressing national problem is that resources and people are not in appropriate proximity, such as the mismatch between the supply of job seekers and the existence of jobs. To date, vocational education has concentrated on creating job seekers but not recognized job creation as its legitimate concern. Vocational educators have the responsibility to examine and pursue some alternatives for interfacing with the problem of job creation. These alternatives include new urban renewal, decentralized urban renewal, and part-time job creation. (The authors' answers to questions from the audience of research and development staff are attached.) (EM)
- Published
- 1979
46. Divide and Conquer: Responsible Security for America's Poor. Occasional Paper 1. Ford Foundation Project on Social Welfare and the American Future.
- Author
-
Ford Foundation, New York, NY. and Ellwood, David T.
- Abstract
By dividing poor families into groups based on the reasons for their poverty, a system of income support can be developed that is both effective in reducing poverty and compatible with basic American values about personal responsibility and work. Social values dictate that individuals must take responsibility for their situations and that all able-bodied individuals should work for a living. A new social welfare system should encompass the following propositions: (1) people who are already doing as much work as society deems acceptable ought to be able to support their families at or above the poverty level without relying on welfare or welfare-like supports; (2) people who are poor and are not working as much as society would hope ought to be offered short-term transitional assistance that includes short-term cash income coupled with services designed to help them become self-supporting; (3) long-term maintenance for people not working as much as society would hope ought to be provided for in the form of jobs and work, not in the form of cash welfare of indefinite duration; and (4) absent parents ought to be required to share any income that they have with their children. The situations of two-parent working poor families, female-headed families, and ghetto families are discussed in detail. Statistical data are included on three tables and two graphs. (FMW)
- Published
- 1987
47. Comics for Inclusive English Language Learning: The CIELL App, Supporting Dyslexic English Language Learners
- Author
-
Joannidou, Shaunna and Sime, Julie-Ann
- Abstract
As teaching moves increasingly online, language teachers are faced with the challenge of how to support dyslexic students in an inclusive manner in and out of the classroom. This paper will focus on an innovative educational multi-modal, mobile application -- Comics for Inclusive English Language Learning (CIELL) -- supporting upper-intermediate and advanced English as a Foreign Language (EFL) students with dyslexia when faced with language proficiency tests and academic writing tasks. A cyclical educational design research methodology (McKenney & Reeves, 2019) was used to include three cycles of feedback from stakeholders so that their views and suggestions would inform the development of an alpha, beta, and gamma version of the app, thereby maximising practical relevance. The discussion of the quantitative and qualitative feedback is supported by educational design research. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]
- Published
- 2021
48. Bridges: From Personal Writing to the Formal Essay. Occasional Paper No. 9.
- Author
-
Center for the Study of Writing, Berkeley, CA., Center for the Study of Writing, Pittsburgh, PA., and Moffett, James
- Abstract
How writing teachers get students from the personal-experience theme, with its many colloquial terms, to the formal essay seems to be a national issue. Teachers are under pressure to do the thing that colleges seem to value most--to teach the kind of essay that corresponds to term papers or essay questions. Colleges emphasize this because it is part of their testing program, and this pressure passes all the way down to the elementary school. This tends to determine the bent of the writing curriculum. The purpose is to aim at ways of teaching other kinds of writing that will, at the same time, prepare for what colleges want. There are two main bridges from the personal narrative to various kinds of informal and formal essays. One is by way of intervening kinds of discourse that students might practice in between personal writing and essay writing. The other way is by "parlaying" personal writing directly into essay. A good idea is for writing teachers to use former students' writing to work with current students. A selection of student writing from elementary school through college shows a wide repertoire of writing possibilities. (Includes a figure breaking down the main kinds of writing into five groupings. (RAE)
- Published
- 1989
49. The Paper Trail Guidelines
- Author
-
Young, Stephen L.
- Published
- 2016
50. Challenging the Achievement Gap by Disrupting Concepts of 'Normalcy.' The Complete Essays
- Author
-
Draxton, Shawna, Radley, Kirstee, Murphy, Joanne, Draxton, Shawna, Radley, Kirstee, and Murphy, Joanne
- Abstract
We propose that Disability Studies in Education (DSE) offers a framework that (a) grounds policy and practice in the experiences and perspectives of people with disabilities, (c) challenges practices/ policy that isolate, de-humanize individuals, and (c) leads to new questions to pose. In this session, we describe the pedagogy that we used to develop the constructing position papers from a DSE perspective. We believe that our reflective essays can help others critically examine their own disciplines and the foundational principles on which the disciplines are built. We hope to challenge and change particular foundations that allow us to continue to marginalize people with disabilities. Using a Disability Studies in Education lens, we share position papers and discuss strategies to guide preservice and inservice teachers to challenge the paradigms, policies, and practices that lead to presumptions of failure of America's Pre-K-12 children. In this volume, professionals who prepare future teachers in general and special education and communication sciences and who work with children and adults with disabilities share their observations and concerns about their respective disciplines. The following essays are included: (1) Public Intellectuals Speak Out! (Ann Nevin); (2) Why Teach DSE Principles to Students in Elementary School? (Shawna Draxton); (3) Disability Studies Training Module: A Grass Roots Movement (Darla Hagge); (4) Presuming Competence: Developing Resistance to Ableist Teaching Practices (Joanne Murphy); (5) Untangling Family and School Relationships through a Disability Studies Perspective (Trisha Nishimura); (6) From Naming to Doing: DSE Principles in a Special Education World (Kirstee Radley); and (7) How Can DSE Support the Advancement of the African Decade of Persons with Disabilities (SADPD): A Letter to the Secretariat (Lawrence Taniform). Individual papers contain references. [Abstract modified to meet ERIC guidelines. Edited by Ann Nevin. Paper presented by Shawna Draxton, Joanne Murphy, and Kirstee Radley at Cal-TASH Annual Conference (Irvine, CA March 4, 2011).]
- Published
- 2011
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.