42 results on '"Miller, Julia"'
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2. Educator Preferences and Barriers for Virtual In-School Programming: Prepared for Mill City Museum
- Author
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Amherst H. Wilder Foundation, Wilder Research, Miller, Julia, and Ander-Evans, Ryan
- Abstract
Mill City Museum and Wilder Research collaborated to facilitate focus groups with local elementary school educators to learn about their experiences with virtual in-school programs, what motivates them to consider and schedule a program, and what barriers prevent or deter them from pursuing these types of programming options. This report presents the results of the focus groups.
- Published
- 2022
3. MacPhail Online Music Programming: 2021-2022 Evaluation Results for the Online School Partnerships and Sing Play Learn Programs
- Author
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Amherst H. Wilder Foundation, Wilder Research, MacPhail Center for Music, Miller, Julia, and Evans, Ryan
- Abstract
This report presents findings from the annual evaluation of the MacPhail Center for Music Online School Partnerships and Sing Play Learn programs. Results are reported in aggregate, across all schools that participated in the evaluation this year. The MacPhail Center for Music Online School Partnerships program aims to increase access to high-quality music education for students who attend schools in greater Minnesota in order to improve student interest and knowledge in music, and to improve or maintain positive school engagement and non-academic skills. Sing Play Learn with MacPhail® Online Early Childhood Music Partnerships strives to increase access to high quality music education for early childhood students in greater Minnesota. The program is designed so that student participants benefit developmentally with gains in executive functioning, social-emotional skills, foundation in musical concepts, and cognition and language development through musical learning experiences. [For the 2020-21 report, see ED619857.]
- Published
- 2022
4. MacPhail Center for Music Intensive Strings Program: 2021-2022 Evaluation Results
- Author
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Amherst H. Wilder Foundation, Wilder Research, MacPhail Center for Music, Miller, Julia, and Evans, Ryan
- Abstract
This report presents findings from the annual evaluation of the MacPhail Intensive Strings Program, specifically at Ascension Catholic School in Minneapolis. It includes satisfaction and outcome data for the 2021-22 school year. [For the 2020-21 report, see ED619377.]
- Published
- 2022
5. MacPhail Online Music Programming: 2020-21 Evaluation Results for the Online School Partnerships and Sing Play Learn Programs
- Author
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Amherst H. Wilder Foundation, Wilder Research, MacPhail Center for Music, Miller, Julia, and Connell, Emma
- Abstract
The MacPhail Center for Music Online School Partnerships program aims to increase access to high-quality music education for students who attend schools in Greater Minnesota in order to improve student interest and knowledge in music, and to improve or maintain positive school engagement and non-academic skills. The MacPhail Teaching Artists work collaboratively with school music educators to develop curriculum, implement the Online School Partnerships program, and work with students individually, in sectionals, or in large group settings on their music lessons via the internet. Teaching Artists teach classes at the partner schools remotely and in real time through teleconferencing technology. Wilder Research worked with the Online School Partnerships program to develop an evaluation to answer the following questions about the program: (1) How well is the Online School Partnerships program being implemented? What are aspects of the program, if any, that need to be adjusted over time? (2) How well does the collaboration between MacPhail and the schools function, and how can it be strengthened? (3) To what extent does student participation in the Online School Partnerships program affect their interest, motivation, knowledge, and skills in music? (4) To what extent does student participation in the Online School Partnerships program affect their attitudes about school (school motivation and engagement) and student non-academic skills? and (5) To what extent does music educator participation in the Online School Partnerships program affect their growth as an educator, job satisfaction, and ability to handle many aspects of their work assignment? Sing Play Learn with MacPhail® Online Early Childhood Music Partnerships strives to increase access to high quality music education for early childhood students in Greater Minnesota. The virtual musical play experiences are customized to support classroom goals via collaboration with the early childhood classroom teachers and taught by MacPhail-trained early childhood music specialists. Wilder Research worked with the Sing Play Learn program to develop an evaluation that answers the following questions: (1) Do child development centers benefit from their partnership with the MacPhail Center for Music? (2) Do classroom teachers and Teaching Artists develop useful and meaningful relationships? (3) To what extent does participation affect students' listening skills? (4) To what extent does participation affect students' self-regulatory skills? and (5) Does students' level of engagement with the lessons grow over the course of the year? This annual report describes the findings from Teaching Artist, ninth- through twelfth-grade student, and classroom teacher surveys; music educator, parent, and Teaching Artist interviews; and music skills assessments. [For the 2019-20 report, see ED619845.]
- Published
- 2021
6. MacPhail Center for Music Intensive Strings Program: 2020-21 Evaluation Results
- Author
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Amherst H. Wilder Foundation, Wilder Research, MacPhail Center for Music, Connell, Emma, and Miller, Julia
- Abstract
This report presents findings from the annual evaluation of the MacPhail Intensive Strings Program, specifically at Ascension Catholic School in Minneapolis. It includes satisfaction and outcome data for the 2020-21 school year. [For the 2019-20 report, see ED619376.]
- Published
- 2021
7. Cook County & Grand Portage Early Childhood Needs Assessment
- Author
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Wilder Research, Valorose, Jennifer, and Miller, Julia
- Abstract
Wilder Research supported the Sawtooth Mountain Clinic Hub Team in planning the future HUB Model with data collection and interpretation. This report provides demographic data for Cook County children and families, a list of programs available for families, families' awareness of programs and challenges accessing them, and family needs and supports. [This report was prepared for the Sawtooth Mountain Clinic Community HUB grant.]
- Published
- 2021
8. Community College Workforce Education Study: Indiana
- Author
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Wilder Research, Opportunity America, Lumina Foundation, MartinRogers, Nicole, Gozali-Lee, Edith, and Miller, Julia
- Abstract
In late 2020, Indiana's Ivy Tech Community College participated in a national study of community college workforce education. Indiana was one of 14 states where education authorities encouraged colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Indiana to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]
- Published
- 2021
9. Community College Workforce Education Study: Virginia
- Author
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Wilder Research, Opportunity America, Lumina Foundation, MartinRogers, Nicole, Gozali-Lee, Edith, and Miller, Julia
- Abstract
In late 2020, Virginia community colleges participated in a national study of community college workforce education. Virginia was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Virginia to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]
- Published
- 2021
10. Community College Workforce Education Study: Pennsylvania
- Author
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Wilder Research, Opportunity America, Lumina Foundation, MartinRogers, Nicole, Gozali-Lee, Edith, and Miller, Julia
- Abstract
In late 2020, Pennsylvania community colleges participated in a national study of community college workforce education. Pennsylvania was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Pennsylvania to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]
- Published
- 2021
11. Community College Workforce Education Study: Nevada
- Author
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Wilder Research, Opportunity America, Lumina Foundation, MartinRogers, Nicole, Gozali-Lee, Edith, and Miller, Julia
- Abstract
In late 2020, Nevada community colleges participated in a national study of community college workforce education. Nevada was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Nevada to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]
- Published
- 2021
12. Community College Workforce Education Study: New Hampshire
- Author
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Wilder Research, Opportunity America, Lumina Foundation, MartinRogers, Nicole, Gozali-Lee, Edith, and Miller, Julia
- Abstract
In late 2020, New Hampshire community colleges participated in a national study of community college workforce education. New Hampshire was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares New Hampshire to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]
- Published
- 2021
13. Community College Workforce Education Study: Kentucky
- Author
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Wilder Research, Opportunity America, Lumina Foundation, MartinRogers, Nicole, Gozali-Lee, Edith, and Miller, Julia
- Abstract
In late 2020, Kentucky community and technical colleges participated in a national study of community college workforce education. Kentucky was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Kentucky to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community and technical colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]
- Published
- 2021
14. Community College Workforce Education Study: Texas
- Author
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Wilder Research, Opportunity America, Lumina Foundation, MartinRogers, Nicole, Gozali-Lee, Edith, and Miller, Julia
- Abstract
In late 2020, Texas community and technical colleges participated in a national study of community college workforce education. Texas was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Texas to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]
- Published
- 2021
15. Community College Workforce Education Study: Rhode Island
- Author
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Wilder Research, Opportunity America, Lumina Foundation, MartinRogers, Nicole, Gozali-Lee, Edith, and Miller, Julia
- Abstract
In late 2020, the Community College of Rhode Island participated in a national study of community college workforce education. Rhode Island was one of 14 states where education authorities encouraged colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Rhode Island to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]
- Published
- 2021
16. Community College Workforce Education Study: Maine
- Author
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Wilder Research, Opportunity America, Lumina Foundation, MartinRogers, Nicole, Gozali-Lee, Edith, and Miller, Julia
- Abstract
In late 2020, Maine community colleges participated in a national study of community college workforce education. Maine was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Maine to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]
- Published
- 2021
17. Community College Workforce Education Study: Montana
- Author
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Wilder Research, Opportunity America, Lumina Foundation, MartinRogers, Nicole, Gozali-Lee, Edith, and Miller, Julia
- Abstract
In late 2020, Montana two-year campuses participated in a national study of community college workforce education. Montana was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Montana to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]
- Published
- 2021
18. Community College Workforce Education Study: Louisiana
- Author
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Wilder Research, Opportunity America, Lumina Foundation, MartinRogers, Nicole, Gozali-Lee, Edith, and Miller, Julia
- Abstract
In late 2020, Louisiana community and technical colleges participated in a national study of community college workforce education. Louisiana was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Louisiana to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community and technical colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]
- Published
- 2021
19. Community College Workforce Education Study: Kansas
- Author
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Wilder Research, Opportunity America, Lumina Foundation, MartinRogers, Nicole, Gozali-Lee, Edith, and Miller, Julia
- Abstract
In late 2020, Kansas technical colleges participated in a national study of community and technical college workforce education. Kansas was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Kansas to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community and technical colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]
- Published
- 2021
20. Community College Workforce Education Study: Hawaii
- Author
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Wilder Research, Opportunity America, Lumina Foundation, MartinRogers, Nicole, Gozali-Lee, Edith, and Miller, Julia
- Abstract
In late 2020, Hawaii community colleges participated in a national study of community college workforce education. Hawaii was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Hawaii to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]
- Published
- 2021
21. Community College Workforce Education Study: Connecticut
- Author
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Wilder Research, Opportunity America, Lumina Foundation, MartinRogers, Nicole, Gozali-Lee, Edith, and Miller, Julia
- Abstract
In late 2020, Connecticut community colleges participated in a national study of community college workforce education. Connecticut was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Connecticut to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]
- Published
- 2021
22. The Efficacy of a Computer Program for Increasing Phonemic Awareness and Decoding Skills in a Primary School Setting for Children with Reading Difficulties
- Author
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Winn, Tiffany, Miller, Julia, and van Steenbrugge, Willem
- Abstract
This paper addresses a gap in research regarding the efficacy of software programs to help children with reading difficulties. Forty-two children aged 5-13 years identified as poor readers participated in a study over twelve weeks using ReadingDoctor, a software program targeting phonemic awareness, orthographic-phonemic mappings, decoding ability and sight word recognition. Measures were taken using the Sutherland Phonological Awareness Test - Revised (SPAT-R), the Test of Word Reading Efficiency (TOWRE), and the graphemes and decoding subtests of the Phonological Awareness Test 2 (PAT-2). A quasi-experimental one group study with three multiple baseline measures was used. The dependent variables/measures were assessed seven times over a period of 32 weeks, allowing the research to be completed in the school-allocated timeframe. Significant improvements were found on all three measures of phonological/phonemic awareness and word-reading efficiency. These improvements were maintained when assessed three months later, during which time the software program was not used.
- Published
- 2020
23. MacPhail Center for Music Intensive Strings Program: 2019-20 Evaluation Results
- Author
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Amherst H. Wilder Foundation, Wilder Research, MacPhail Center for Music, Connell, Emma, Miller, Julia, and Ly, Bunchung
- Abstract
This report presents findings from the annual evaluation of the MacPhail Intensive Strings Program. It includes satisfaction and outcome data for the 2019-20 school year.
- Published
- 2020
24. MacPhail Online Music Programming: 2019-20 Evaluation Results for the Online School Partnerships and Sing Play Learn Programs
- Author
-
Amherst H. Wilder Foundation, Wilder Research, MacPhail Center for Music, Connell, Emma, and Miller, Julia
- Abstract
The MacPhail Center for Music Online School Partnerships program aims to increase access to high-quality music education for students who attend schools in Greater Minnesota in order to improve student interest and knowledge in music, and to improve or maintain positive school engagement and non-academic skills. The MacPhail Teaching Artists work collaboratively with school music educators to develop curriculum, implement the Online School Partnerships program, and work with students individually, in sectionals, or in large group settings on their music lessons via the internet. Teaching Artists teach classes at the partner schools remotely and in real time through teleconferencing technology. Wilder Research worked with the Online School Partnerships program to develop an evaluation to answer the following questions about the program: (1) How well is the Online School Partnerships program being implemented? What are aspects of the program, if any, that need to be adjusted over time? (2) How well does the collaboration between MacPhail and the schools function, and how can it be strengthened? (3) To what extent does student participation in the Online School Partnerships program affect their interest, motivation, knowledge, and skills in music? (4) To what extent does student participation in the Online School Partnerships program affect their attitudes about school (school motivation and engagement) and student non-academic skills? and (5) To what extent does music educator participation in the Online School Partnerships program affect their growth as an educator, job satisfaction, and ability to handle many aspects of their work assignment? Sing Play Learn with MacPhail® Online Early Childhood Music Partnerships strives to increase access to high quality music education for early childhood students in Greater Minnesota. The virtual musical play experiences are customized to support classroom goals via collaboration with the early childhood classroom teachers and taught by MacPhail-trained early childhood music specialists. Wilder Research worked with the Sing Play Learn program to develop an evaluation that answers the following questions: (1) Do child development centers benefit from their partnership with the MacPhail Center for Music? (2) Do classroom teachers and Teaching Artists develop useful and meaningful relationships? (3) To what extent does participation affect students' listening skills? (4) To what extent does participation affect students' self-regulatory skills? and (5) Does students' level of engagement with the lessons grow over the course of the year? This annual report describes the findings from Teaching Artist, music educator, classroom teacher, and sixth- through twelfth-grade student surveys and interviews, as well as music skills assessments. [For the 2018-19 report, see ED619858.]
- Published
- 2020
25. MacPhail Online School Partnerships: 2018-19 Evaluation Results
- Author
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Amherst H. Wilder Foundation, Wilder Research, MacPhail Center for Music, Connell, Emma, and Miller, Julia
- Abstract
The MacPhail Center for Music Online School Partnerships program aims to increase access to high-quality music education for students who attend schools in Greater Minnesota in order to improve student interest and knowledge in music, and to improve or maintain positive school engagement and non-academic skills. The MacPhail Teaching Artists work collaboratively with school music educators to develop curriculum, implement the Online School Partnerships program, and work with students individually, in sectionals, or in large group settings on their music lessons via the internet. Teaching Artists teach classes at the partner schools remotely and in real time through teleconferencing technology. Wilder Research worked with the Online School Partnerships program to develop an evaluation to answer the following questions about the program: (1) How well is the Online School Partnerships program being implemented? What are aspects of the program, if any, that need to be adjusted over time? (2) How well does the collaboration between MacPhail and the schools function, and how can it be strengthened? (3) To what extent does student participation in the Online School Partnerships program affect their interest, motivation, knowledge, and skills in music? (4) To what extent does student participation in the Online School Partnerships program affect their attitudes about school (school motivation and engagement) and student non-academic skills? and (5) To what extent does music educator participation in the Online School Partnerships program affect their growth as an educator, job satisfaction, and ability to handle many aspects of their work assignment? This annual report describes the findings from a spring 2019 Teaching Artist survey; seventh- through twelfth-grade student survey; and music skills assessments. [For the 2017-18 report, see ED619860.]
- Published
- 2019
26. Making Sense of Persistence in Scientific Purgatory: A Multi-Institutional Analysis of Instructors in Introductory Science, Technology, Engineering, and Mathematics (STEM) Courses
- Author
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Ferrare, Joseph J. and Miller, Julia M.
- Abstract
Prior research points to a variety of factors that influence student persistence in science, technology, engineering, and mathematics (STEM) degree programs. Little attention, however, has been given to how STEM faculty understand these processes and subsequently frame their role in supporting students. To address this gap, this article reports on an analysis of the interpretive frames through which instructors of introductory STEM courses make sense of the factors that influence student persistence and success in STEM degree programs. Interview data were collected from 73 instructors of introductory STEM courses at six predominantly white institutions of higher education across the United States. The coding of interviews included concept and theoretical coding using cluster analysis, multidimensional scaling, and correspondence analysis. The coding process identified six unique interpretive frames through which instructors made sense of student persistence. These frames varied greatly in the ways that students were perceived to have agency in shaping their persistence and success in STEM, as well as the steps that can be taken to ameliorate social inequalities in these outcomes. The findings thus have important implications for how researchers and program designers frame strategies that can support student persistence outcomes in STEM degree programs.
- Published
- 2020
- Full Text
- View/download PDF
27. Mobile Learning in Higher Education: A Comparative Analysis of Developed and Developing Country Contexts
- Author
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Kaliisa, Rogers, Palmer, Edward, and Miller, Julia
- Abstract
The purpose of this paper is to compare and contrast characteristics of use and adoption of mobile learning in higher education in developed and developing countries. A comparative case study based on a survey questionnaire was conducted with 189 students (undergraduate and postgraduate) from Makerere University in Uganda and the University of Adelaide in Australia. The Unified Theory of Acceptance and Use of Technology (UTAUT) was employed as the theoretical framework. The results indicated that higher education students in developed and developing countries use a range of technologies for learning, with major differences between Uganda and Australia. The study concludes that mobile learning in higher education in developed and developing country contexts is still at an experimental stage with students using mobile devices in pedagogically limited ways.
- Published
- 2019
- Full Text
- View/download PDF
28. Where Does the Time Go? An Academic Workload Case Study at An Australian University
- Author
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Miller, Julia
- Abstract
Many universities divide their academic workloads according to a model of 40 per cent teaching, 40 per cent research, and 20 per cent administration and service. Increasing demands on academic time, however, make this balance hard to achieve, since teaching and administration frequently impinge on research time. Moreover, regular academic activities may not fit into the workloaded time available. This paper presents evidence from a 3 month case study of a single academic in an Arts department at a research-intensive Australian university who has a 40:40:20 workload and is encouraged to publish an average of two high quality journal articles a year. Based on the study's findings, a more realistic workload model would be 40 per cent teaching, 25 per cent research and 35 per cent administration, with an adjustment in the amount of quality research outputs expected. A new model should also balance face-to-face teaching time with teaching-related activities.
- Published
- 2019
- Full Text
- View/download PDF
29. Somewhere over the Border: Grammar in a Class of Its Own
- Author
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Duff, Andrea, Miller, Julia, Johnston, Helen, and Bergmann, Linda S.
- Abstract
The Grammar Gang blog has now passed its fourth anniversary as a borderless, non-proprietary language and learning online classroom. It gives wing to the aspirations of academic staff from four universities to explore language and learning across hemispheres. The Blog's recent birthday provides a timely opportunity to explore how this collaboration takes place and some possible ways to extend language, learning and academic support services. The Grammar Gang is an online classroom where people around the world can learn and explore their interest in language in a fun, conversational way. It is also a borderless classroom which queries the notion of institutional "ownership" in its traditional sense. Further, it opens wide the debate around the rights and wrongs of English language expression and learning. Four members of the Grammar Gang examine the implications of this digital collaboration in this context by addressing the ways in which the blog is used and some of the thinking within the literature around global English and institutional ownership of knowledge. The Grammar Gang continues to be an "adventure across the hemispheres" providing a model for others to follow.
- Published
- 2012
30. Dictionaries without Borders: Expanding the Limits of the Academy
- Author
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Miller, Julia
- Abstract
Many people imagine dictionaries to be bulky tomes that are hard to lift and are only useful for quick translations or to check the meaning or spelling of difficult words. This paper aims to dispel that myth and show how online versions of monolingual English learners' dictionaries (MELDs) can be used pedagogically to engage students in academic writing and speaking conventions at Australian universities, thus expanding the borders of academe. It is not necessary to be an expert in lexicography in order to point students in the direction of these resources, which are freely available online. All that lecturers need is a basic knowledge of the uses of a MELD, and a willingness to share these insights with their students. Once students have acquired skills in dictionary use, they are equipped with a tool to engage them throughout their degrees and beyond into the workplace. This paper will present important features from five online MELDs and outline their information on spelling, pronunciation, grammar, meanings, synonyms, style and idioms in order to improve EAL speakers' academic writing and widen the borders of the academy.
- Published
- 2012
31. The Gang's All Here: Grammar Goes Global for Purdue, Unisa and Adelaide University
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Duff, Andrea, Spangenberg, Brady, Carter, Susanna, and Miller, Julia
- Abstract
The University of South Australia and Purdue University (Indiana) launched the "Grammar Gang Blog" in June 2008, as a collaborative forum for talking about language. The blog reaches a far-flung community of learners from Australia to the United States, Brisbane to Bangalore and Ghana to Germany. The Grammar Gang--where Owls meet Possums--started as a practical way to share knowledge about the function of grammar in academic writing at university. Two years later, the collaboration has grown to include the University of Adelaide. The Grammar Gang demonstrates how social software has given us an easy pathway to interact globally with those who have a common love of language. This paper discusses the way in which social software can be used for learning and global community building between students, university staff and their institutions. (Contains 4 figures.)
- Published
- 2010
32. An Investigation into the Effect of English Learners' Dictionaries on International Students' Acquisition of the English Article System
- Author
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Miller, Julia
- Abstract
Learners' dictionaries are a resource which is often overlooked by both students and teachers of English as a Second Language. The wealth of grammatical information contained within them, however, can help students to improve their English language skills and, ipso facto, their academic writing. In this study, four groups of university ESL students participated in a session to improve their use of the English article system. Two of the groups used English learners' dictionaries and two did not. The results of the study indicate that the students who used the dictionaries achieved a slightly higher number of correct answers in the given article exercises, and expressed a higher level of satisfaction with the session, than those who had not used dictionaries. It is therefore suggested that greater use be made of learners' dictionaries in ESL grammar classes and that more teaching time be allocated to exploring and utilising this valuable resource. (Contains 3 tables.)
- Published
- 2006
33. Most of ESL Students Have Trouble with the Articles
- Author
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Miller, Julia
- Abstract
The English article system presents many problems for non-native speakers of English, particularly when they do not have an equivalent structure in their first language. Different approaches to the teaching of articles have attempted to overcome this problem. By encouraging students to address the notion of countability and to identify specific uses of articles in English, the ESL teacher in this study was able to improve students' understanding of this difficult area and guide them to a more accurate usage of the English article system. (Contains 1 figure.)
- Published
- 2005
34. Cultural Dimensions of Feedback at an Australian University: A Study of International Students with English as an Additional Language
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Warner, Richard and Miller, Julia
- Abstract
International students with English as an additional language face transitional challenges when entering a new academic culture. One such challenge involves optimising feedback to help foster their academic development, bearing in mind that feedback is not a culturally neutral entity (Nazif, A., Biswas, D., & Hilbig, R. (2004-2005). Towards an understanding of student perceptions of feedback. "Carleton Papers in Applied Language Studies," 21/22, 166-192). The current study of 134 postgraduate international students examines pre-course and in-course perceptions, experiences and expectations of feedback at university in Australia. Responses to questionnaires and in focus groups revealed that students' previous feedback experiences had largely been summative, with an emphasis on error correction, but they expected to receive more feedback, particularly formative, throughout their courses. They also had concerns about understanding feedback, and about potentially negative remarks. These concerns were partially borne out by a follow-up survey (n?=?43) in which only 29% said they understood everything their lecturers said. Teachers giving feedback to international students may, therefore, need to consider the nature of their comments, their method of delivery and how their feedback affects student development.
- Published
- 2015
- Full Text
- View/download PDF
35. The Influence of Question Type, Text Availability, Answer Confidence and Language Background on Student Comprehension of an Expository Text
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Marmolejo-Ramos, Fernando, Miller, Julia, and Habel, Chad
- Abstract
Reading is an essential activity for learning at university, but lecturers are not always experienced in setting appropriate questions to test understanding of texts. In other words, their assessments may not be "constructively aligned" with the learning outcomes they hope their students to exhibit. In examination conditions, questions may be set with insufficient time for re-reading available texts, thus drawing more on students' powers of recall than on deeper learning and comprehension. Previous research has been undertaken on reading comprehension generally, but no research has yet explored the interaction of factors such as text availability (re-reading of texts), text layout, question type and respondents' language background. This study explores the correctness of 50 participants' responses to a set reading task based on an expository text, and participants' confidence in giving those answers, in relation to four factors: the effects of question type; text availability; text layout; and language background. The main findings are that non-native speakers of English have more difficulty and less confidence in answering implicit questions and that reviewing the text has a significant effect on response correctness for implicit questions. The form of text layout did not show a significant effect, however. Our results have implications for lecturers who set readings and questions for comprehension and others who use reading comprehension as part of their "hidden curriculum". Further research in this area is required to determine more precisely the effects of language background.
- Published
- 2014
- Full Text
- View/download PDF
36. The Phonetics of Tone in Two Dialects of Dane-Zaa (Athabaskan)
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Miller, Julia Colleen
- Abstract
This dissertation is an investigation of acoustic properties of lexical tone in two dialects of Dane-zaa (Athabaskan). The noteworthy mirror-image tone systems of the H-marked Doig and L-marked Halfway dialects provide a unique opportunity to explore intrinsic differences in how pitch manifests in specific environments. The dissertation has three main parts. The first explores effects of various linguistic features on normalized pitch, including tone, lexical and morphological categories. Tone was found to be statistically robust in Halfway, and less so for Doig, indicating that the distinction between tonal categories in Doig is becoming less stable. The second part investigates effects of word-final glottal stops on the voice quality of preceding vowels, in comparison to vowels of the same quality in open syllables. Measures used include intensity, pitch, jitter, and spectral tilt. Expected outcomes of lower intensity and increased jitter in vowels before word-final glottal stops were revealed for both dialects. Results for pitch garnered a lack of a significant effect of word-final glottal stops for the Doig speakers, where a pitch raising effect was expected. These findings offer evidence that Doig is changing from a language that originally had pitch raising as a reflex of the PA constriction, to one in which the trigger for marked tone is no longer manifesting in a measurable way, with respect to pitch. Halfway speakers showed the expected pitch lowering before the word-final glottal stop. The third part explores effects of speech styles on normalized pitch, specifically looking at word list and narrative data of two speakers of the Doig dialect. Results showed that within a given speech style both speakers faithfully retained the difference between H and L tone categories. One speaker used both language-internal and language-external cues (eye-gaze and gesture) to mark difference in style, while the second speaker relied upon neither. If one were to consider a broader landscape of style, beyond linguistic cues, it is possible to understand that speakers may draw from a larger repertoire to signify differences in speech style, although it is not necessary in order for a speaker to remain faithful to the communicative event. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2013
37. A Different View… the Hub Leaders' Perspectives
- Author
-
Miller, Julia and Farrer, Alex
- Abstract
This is the third special issue of "Primary Science," and it is one that offers primary school teachers an insight into an initiative that does wonders for primary science leadership, learning, and teaching -- the Primary Science Quality Mark (PSQM). Hub leaders are the heart and expertise of PSQM, working with groups of local science subject leaders to encourage, advise, and support them to achieve Primary Science Quality Marks for their schools. In this article, two PSQM hub leaders, Alex Farrer and Julia Miller, describe working with these groups to help them on their PSQM journey.
- Published
- 2019
38. Diversity and Globalization: Challenges, Opportunities, and Promise.
- Author
-
Firebaugh, Francille M. and Miller, Julia R.
- Abstract
Gives data on the racial, ethnic, and gender composition of family and consumer sciences and extension faculty and students. Provides a content analysis of diversity in family and consumer sciences research. Makes recommendations for professional associations and higher education programs. (SK)
- Published
- 2000
39. Planning Educational Change: Volume 3, Integrating the Desegregated School--A Review.
- Author
-
Columbia Univ., New York, NY. National Center for Research and Information on Equal Educational Opportunity., Gordon, Edmund W., and Miller, Julia Wang
- Abstract
"Planning Educational Change: Vol. III, Integrating the Desegregated School," by Chesler, Jorgensen, and Erenberg is reviewed in this issue of the "NCRIEEO Newsletter." The book in question tries to provide teachers and administrators with methods for improving race relations in desegregated schools. Some of the techniques suggested include role playing for students, sensitivity sessions for teachers, and diagnosis of school sentiment through the use of questionnaires. The reviewers suggest that discussion of basic issues might enhance educators' understanding of the problems involved in school desegregation. Also discussed are organizational strategies for planning desegregation such as pairing, school closing, open enrollment, and educational parks. In conclusion, the reviewers note that the requirement for the proper utilization of the ideas in "Planning Educational Change" is a commitment to work toward the achievement of a racially integrated society. This issue of the "NCRIEEO Newsletter" also lists recent works (documents as well as journal articles) on equal educational opportunity. For the book reviewed, see ED 042 071. (JW)
- Published
- 1970
40. OCLC and RLIN as Reference Tools.
- Author
-
Miller, Julia E.
- Abstract
Examines use of online access to bibliographic files in library reference service, focusing on two systems: OCLC and Research Libraries Information Network (RLIN). The development and current status of each system, differences between systems, search examples, user expectations, and advantages of online access are noted. Twenty references are cited. (EJS)
- Published
- 1982
41. Development Education in Secondary Home Economics Programs: An Interdisciplinary Approach.
- Author
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Miller, Julia R.
- Abstract
Examines delivery approaches to integrating development education into secondary home economics curriculum and how an interdisciplinary approach can be used to teach development education in secondary home economics programs. Discusses cultural diversity and similarities, food security and insecurity, production and consumption, nutrition and health stability, and appropriate household technology. (CT)
- Published
- 1987
42. Preschool Day Care: Which Type Is Best?
- Author
-
Miller, Julia Ann and Greenberg, Joel
- Abstract
Highlights findings from three research studies. These studies focused on: (1) a comparison of various types of preschool day care; (2) infants as young as 14 months old who performed deferred imitation; and (3) a behavior modification technique called "guided mastery." (DH)
- Published
- 1985
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