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Discover an innovative, evidence-based method for preparing students for the demands of college writing called Supporting Strategic Writers (SSW). The goal of SSW is to help students become independent learners who understand the value of strategies and can apply them flexibly in future courses and the workplace. The text provides genre-based strategies for rhetorical analysis, planning, evaluation and revision, critical reading of sources, and synthesis of sources that are part of college composition and applicable across contexts and course assignments. Equally important to the SSW approach is that students learn metacognitive strategies for goal setting, task management, progress monitoring, and reflection. Instructional methods include discussion of model essays, think-aloud modeling of strategies, collaborative writing, peer review and self-evaluation, and reflective journaling. This book: (1) Integrates three critical components: strategies for critical reading and writing, metacognitive strategies to help students take control of their learning, and pedagogical strategies; (2) Provides research-based approaches for teaching developmental writing courses, first-year composition, summer bridge programs, and first-year seminars; (3) Offers thorough explanations of the strategies and instructional methods, with practical examples and support materials for instructors; and (4) Based on two years of design research and three experimental studies which found significant positive effects on writing quality and motivation with college students in developmental writing courses. [Foreword written by Dolores Perin.]

Modern languages have always been about transition -- as practitioners, we challenge our students constantly to move between their own cultural and linguistic reference points and those of others. Our dynamic, interactive teaching methodologies have had to adapt to the pandemic context, necessitating the interrogation of past practice and transition to new approaches. This volume presents case studies showcasing practical initiatives to promote creative, dialogic learning in the fluid contexts that modern foreign language students are currently experiencing as they transition to higher education post-COVID and to residence abroad post-Brexit, between online and face-to-face learning spaces and between machine- and person-centred learning. [This content is provided in the format of an e-book. Individual chapters are indexed in ERIC.]

This book focuses on English as a Foreign Language (EFL) and provides advice on how to approach EFL teaching in the online context. Coronavirus has accelerated e-learning significantly and has highlighted the need of appropriate web tools that will allow teachers to present their material either synchronously or asynchronously, while also adequately assess their students. At the same time, there is a need of tools that can engage the students and motivate them to actively participate in the lesson. With e-learning being a rather new challenge for both teachers and students, this book provides research- and practice- based chapters with strategies, techniques, approaches, and methods which have proven to be successful in e-learning environments, maximizing their impact. Apart from presenting research results with strong pedagogical implications on online or blended English language learning and teaching, the book also trains educators on utilizing online tools and managing online learning environments and platforms.

This book is the first edited volume to compile up-to-date scholarship that discusses frontier knowledge on second language (L2) collaborative writing (CW) and highlights technology-mediated solutions to it. The volume consists of conceptual papers and empirical studies that explore theoretical, methodological, and pedagogical approaches to CW in face-to-face, online, and hybrid learning contexts. The ten chapters of the book are divided into three sections: (1) theoretical perspectives and a methodological review of CW; (2) empirical research addressing the processes, products, and effects pertaining to CW; (3) pedagogical aspects relevant to CW, namely task design, technology use, and assessment. By examining the implementation of various CW tasks across modes, genres, and L2 learning settings, this book re-evaluates the practices of CW and illustrates how diverse forms of CW can facilitate students' L2 learning and writing development.

This edited collection presents a selection of contributions made to the 13th eLearning Symposium, held at the University of Southampton, in January 2020. Our theme was 'Education 4.0 revolution: transformative approaches to language teaching and learning, assessment, and campus design', and attendees engaged in rich discussions around the challenges of fast-paced digital change. Contributors to this volume are educators from higher education across the world and topics include innovation in physical and digital space, effective blended language learning, and digital story-telling. We hope that this volume will inspire practitioners in the innovative use of technology for education. [The Confucius Institute in Southampton sponsored this publication.]

This volume gives readers insights on the use of technology in professional development programmes and content knowledge that can enrich teacher education. Every chapter of the book builds, through research, an analysis and discussion of CALL [Computer Assisted Language Learning] matters and professional development. The purpose of the EuroCALL Teacher Education Special Interest Group's (SIG) edited volume, supported by the Language Centre of the Cyprus University of Technology, is to respond to the needs of language educators, teacher trainers and training course designers through relevant research studies that provide technological, pedagogical, and content knowledge. The book concentrates on professional development in CALL, the use of technology in primary, secondary, and tertiary education, e-learning facilitators, the integration of personal learning environments, the use of MALL [Mobile Assisted Language Learning], the applications of virtual reality, materials design, the use of ICT [Information and Communications Technologies] in task-based language teaching, and the integration of social media networks in language education. "Professional Development in CALL: A Selection of Papers" is a collection of newly-commissioned chapters which unifies theoretical understanding and practical experience. The EuroCALL Teacher Education SIG hopes that the present contribution will be viewed as a valuable addition to the literature and a worthy scholarly achievement. [Support for this publication was provided by the EuroCALL Association and the Language Centre of the Cyprus University of Technology.]

This book reports on and analyses the Integrated Language Learning & Social Awareness Project, a unique project in the field of Foreign Language Learning and Telecollaboration till now in the world. It takes the existing research on telecollaborative learning, content and language integrated learning and e-learning and combines them into one coherent concept in which language acquisition and enhancement takes place through task-led research on the specific issue of "Healthy Cities" by targeting language learners from around the world. The book delivers insights into the planning and the development of the project including collaborative task design and its underlying theoretical and research frameworks. It then goes on to reflect on how these underlying frameworks are developed further to broaden the existing paradigms of research in the field of telecollaborative language learning.

This book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the key issues, examples, benefits and challenges that teachers, program designers and researchers face in using tasks in a diverse range of contexts around the world, and aim to understand practitioners' concerns with the relationship between tasks and performance. They provide examples of how tasks are used with learners of different ages and different proficiency levels, in both face-to-face and online contexts. In documenting these uses of tasks, the authors of the various chapters illuminate cultural, educational and institutional factors that can make the effective use of tasks more or less difficult in their particular context.

This book reports on a longitudinal study of the acquisition of pragmatic markers in written discourse in a third language (English) by secondary students living in the bilingual (Spanish and Catalan) Valencian Community in Spain. It examines pragmatic transfer, specifically positive transfer, in multilingual students from a holistic perspective, taking into account their linguistic repertoire and using ecologically valid classroom writing tasks in a longitudinal study. It tackles the issue of task-based language teaching from a multilingual perspective by presenting a study which takes place in natural classroom contexts where real classroom tasks are used to explore the interaction between languages in multilinguals. The book combines a focus on multilingual language development and pragmatics and discusses the resources multilingual learners take to the classroom.

This book examines the role of interlocutors and their individual differences (IDs) in second language (L2) development from four theoretical lenses: the cognitive-interactionist approach, sociocultural theory, the variationist approach, and complex dynamic systems theory. A theoretical overview to each approach is written by a preeminent scholar in the framework, and each overview is followed by an empirical study that demonstrates how interlocutor IDs can be fruitfully researched within that framework. To maximize readability and impact, the chapters follow common organizing questions, inviting the engagement of L2 researchers, students, and teachers alike. Collectively, the chapters in the current volume initiate a cohesive discussion of the theoretical roles of the interlocutor within these four popular approaches to SLA; illustrate how interlocutor IDs influence L2 opportunities and/or development; present innovative, original empirical research on interlocutors and their IDs within each approach; and provide theoretical, empirical, and methodological guidance for future research on interlocutors and their IDs. A powerful contribution of this volume, highlighted in the concluding chapter's synthesis, is the common call across all four approaches for the irrefutable role and need for research on interlocutors and their IDs. The volume also demonstrates how, despite theoretical and methodological differences, the four approaches are advancing congruently toward a more robust understanding of the multifaceted and dynamic nature of all interlocutors and their IDs, and thus toward a more complete and accurate picture of their influence on L2 development.

The current volume aspires to add to previous research on the connection between writing and language learning from a dual perspective: It seeks to reflect current progress in the domain as well as to foster future developments in theory and research. The theoretical postulations contained in Part I identify and expand in novel ways the diverse lenses through which the varied, multi-faceted dimensions of the connection between writing and language learning can be explored. The methodological reflections put forward in Part III signal theoretically-grounded and pedagogically-relevant paths along which future empirical work can grow. The empirical studies reported in Part II illuminate the myriad of individual, educational, and task-related variables that (may) mediate short-term and long-term language learning outcomes. These studies examine diverse forms of writing, performed in varied environments (including pen-and-paper and digital writing), conditions (writing individually and/or collaboratively), and instructional settings (academic settings -- including secondary school and college level institutions -- as well as out-of-school contexts).

This book proposes a new paradigm for English language teaching based on concepts from English for Specific Purposes (ESP) research and applications as well as from growing evidence relating pattern recognition to language learning ability. The contributors to the volume argue that learners should not try to become proficient all-around users of 'idealistic native-like' English, but instead should be realistic about what they need to acquire and how to go about achieving their specific goals. The book discusses the present situation by describing the status quo of English language education in Japan, taking into consideration recent trends of CLIL (content and language integrated learning), EMI (English medium instruction), and TBLT (task-based language teaching) as well as the work done on the Common European Framework of Reference for Languages (CEFR). It introduces new movements in ESP in Japan and in other Asian regions, covering topics ranging from genre analysis to corpus linguistics, and presents application examples of ESP practice in a range of educational situations in Japan from the graduate school level to elementary and middle school contexts. It also offers readers application examples of ESP practice in a range of business settings and expands the discussion to the global sphere where EAP and ESP are gaining importance as the number of ELF (English as a Lingua Franca) speakers continue to increase. The book will be of great interest to academics, researchers, and post-graduate students working in the fields of EFL and ESL. This book contains the following chapters: (1) ELT: Past, present and future (Judy Noguchi); (2) ESP today (Hajime Terauchi); (3) Conceptualising the discourse community (Tamao Araki and Hajime Terauchi); (4) Expanding the horizons of genre analysis (Judy Noguchi); (5) ELF (English as a lingua franca) in business: Dynamics of teaching for business interactions (Anne Kankaarranta); (6) Assessing EAP (English for Academic Purposes) (Neil Murray); (7) ESP curriculum development: A systems approach (Sayako Maswana and Akira Tajino); (8) EAP undergraduate curricula in Japan (Yuka Iijima, Sachi Takahashi, Atsuko Watanabe and Hironori Watari); (9) ESP in South Korea (Jihyeon Jeon and Yoonhee Choe); (10) ESP/EAP in China: Growing amid challenges (Jie Shi, Jigang Cai, Jianying Du and Liwen Li); (11) EAP in Hong Kong (Julia Chen); (12) ESP/ESAP in Taiwan (Shin-Mei Kao); (13) ESP in primary and secondary education (Hiroshi Yamada and Sayako Maswana); (14) EAP in undergraduate education (Sachi Takahashi, Toshiyuki Kanamaru and Yuka Iijima); (15) EAP in postgraduate education (Judy Noguchi and Masako Terui); (16) ESP for tourism and hospitality (Reiko Fujita); (17) English for business purposes (EBP) (Hisashi Naito and Hajime Terauchi); (18) Materials development for EBP (Masaki Yamada, Hajime Terauchi and Kosuke Miki); and Epilogue: New horizons for ESP (Hajime Terauchi, Judy Noguchi and Akira Tajino). [Foreword by Hilary Nesi.]

The theme of EUROCALL 2014 was "CALL Design: Principles and Practice," which attracted approximately 280 practitioners, researchers and students from computer-assisted language learning (CALL) and related disciplines of more than 40 different nationalities. Over 170 presentations were delivered on topics related to this overarching theme. The topics included: (1) Applying principles from second language acquisition (SLA) and task-based language teaching (TBLT) in CALL; (2) Applying specific instructional models in CALL; (3) Preparing and delivering open educational resources, open courseware and open online courses for language learning; (4) Designing for open and independent online language learning; (5) Using competence or outcome-based frameworks (Common European Framework of Reference, IATFL, etc.) in CALL design; (6) Designing, applying and evaluating computer-based language tests; (7) Applying corpus-based designs and technologies; (8) Learning analytics and CALL design; (9) Synchronous and asynchronous computer-mediated communication (CMC); (10) Gaming and virtual worlds; (11) Mobile apps for CALL; (12) Telecollaboration and Online Intercultural Exchanges; (13) Using NLP and AI-based designs and technologies; (14) Using specific design tools for CALL; (15) CALL for specific contexts and purposes (institutional setting, independent use); (16) CALL for specific skills; (17) Successful CALL project designs; and (18) Developing strategies for teacher education and professional development. The conference programme consisted of workshops, symposia, and presentations and poster sessions on research, research and development, reflective practice, and European projects relating to these areas. The keynote presentations also shed light from different perspectives on developments in CALL. Seventy-one extended versions of papers presented at the conference are included in these proceedings. The papers are representative of the great variety of subjects presented at EUROCALL 2014. An author index is included. (Individual papers contain references.)

Why are so many teachers around the world moving towards adopting task-based language teaching? This teacher-friendly guide to understanding and implementing task-based language teaching (TBLT) provides a brief and clear introduction to the key elements of TBLT and highlights practical guidelines for teachers. Read about the essential pedagogical implications presented in the latest research. Discover the rationale for using TBLT, its key principles, and different approaches. Learn the structure of a task-based curriculum, how to evaluate tasks, and how to set assessment goals. Finally, reflect on the strengths and challenges of implementing TBLT and see if it could work for your classroom!

In this symposium, the participants discuss some preliminary data collected from their problem solving project which uses a design experiment approach. Their approach to problem solving in the school curriculum is in tandem with what Schoenfeld (2007) claimed: "Crafting instruction that would make a wide range of problem-solving strategies accessible to students would be a very valuable contribution. This is an engineering task rather than a conceptual one" (p. 541). In the first paper, the participants look at how two teachers on this project taught problem solving. As good problems are key to the successful implementation of their project, in the second paper, they focus on some of the problems that were used in the project and discuss the views of the participating students on these problems. The third paper shows how an initially selected problem led to a substitute problem to meet their design criteria. The papers included in this symposium are: (1) Enacting a Problem Solving Curriculum (Leong Yew Hoong, Toh Tin Lam, Quek Khiok Seng, Jaguthsing Dindyal, Tay Eng Guan and Lou Sieu Tee); (2) Problems for a Problem Solving Curriculum (Jaguthsing Dindyal, Quek Khiok Seng, Leong Yew Hoong, Toh Tin Lam, Tay Eng Guan and Lou Sieu Tee); and (3) Resources for Teaching Problem Solving: A Problem to Discuss (Quek Khiok Seng, Toh Tin Lam, Jaguthsing Dindyal, Leong Yew Hoong, Tay Eng Guan and Lou Sieu Tee). Individual papers contain tables, figures and references. [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]

This resource is Book 9 in the Programming for Students with Special Needs series. The information in each book in the series is interrelated and can be used to provide instruction to all students. Chapters one and two cover the prevalence, causes, diagnoses, and characteristics of autism spectrum disorders. Chapters three and four cover collaborating with parents and planning and support for students with autism spectrum disorders. Classroom instruction, managing challenging behaviour and facilitating inclusion and transitions are covered in chapters five to eight. Asperger's syndrome is covered in Chapter 9 and the last chapter has three relevant case studies. The appendices offer related planning forms, task analysis, a communication dictionary, observation and data collection charts, a motivation assessment scale, a behaviour observation chart and support plan. Print and online support resources are listed and a bibliography is provided. The following are appended: (1) Home-School Communication Book; (2) Integrating IPP Goals with Regular Class Activities; (3) Modification Planning Form; (4) Hierarchy of Prompts; (5) Task Analysis: Removing Outer Clothing, Task Analysis: Using the Bathroom, Task Analysis: Participating in Morning Circle, Task Analysis: Single-digit Addition Using Manipulatives, Task Analysis: Asking a Peer to Play, Blank Task Analysis Data Sheet; (6) Likes and Dislikes Chart: Student Preferences; (7) Checklist of School Reinforcers; (8) Communication Dictionary; (9) Behaviour Observation and Data Collection Chart; (10) Motivation Assessment Scale; and (11) Behaviour Support Plan. (Contains 74 notes.)

This symposium on workplace learning consists of three presentations. "Beyond School-to-Work Initiatives: Does Human Resource Development (HRD) Have a Role?" (Gene Roth, Laurel Jeris) asks HRD professionals to consider potential relationships between career development and current federally funded educational initiatives for workforce preparation. It advocates the reconceptualization of the traditional contexts for HRD to include the public education sector, along with preservice and inservice teacher education, in a combined effort to share expertise, learn from those who will build the future, and put into practice a holistic and systemically-based view of career development. "The Concept of Common Sense in Workplace Learning: A Qualitative Study" (Robert W. Rowden) reports a study that demonstrates seven variations on how common sense learning should be a part of workplace learning and development along with theoretical learning. "Job Analysis for Training: Examining the Holistic Nature of Work Requirements" (Donna H. Redmann, Judith L. Lambrecht, Wanda L. Stitt-Gohdes) examines various tools used for job analysis and seeks a greater understanding of workplace learning within the job settings. Two of the papers include substantial bibliographies. (YLB)

This book represents the first collection of studies on Content and Language Integrated Learning (CLIL) which brings together a range of perspectives through which CLIL has been investigated within Applied Linguistics. The book aims to show how the four perspectives of Second Language Acquisition (SLA), Systemic Functional Linguistics (SFL), Discourse Analysis, and Sociolinguistics highlight different important aspects of CLIL as a context for second language development. Each of the four sections in the book opens with an overview of one of the perspectives written by a leading scholar in the field, and is then followed by three empirical studies which focus on specific aspects of CLIL seen from this perspective. Topics covered include motivation, the use of tasks, pragmatic development, speech functions in spoken interaction, the use of evaluative language in expressing content knowledge in writing, multimodal interaction, assessment for learning, L1 use in the classroom, English-medium instruction in universities, and CLIL teachers' professional identities.

This volume represents the first collection of empirical studies focusing on peer interaction for L2 learning. These studies aim to unveil the impact of mediating variables such as task type, mode of interaction, and social relationships on learners' interactional behaviors and language development in this unique and pedagogically powerful learning context. To examine these issues, contributors employed quantitative, qualitative, and mixed-methods designs as well as cognitive, social, and sociocognitive theoretical frameworks. The majority of the studies are classroom based and were conducted in a rich array of settings covering five continents and encompassing a wide range of learner L1s and target languages. These settings include second and foreign language classrooms from primary to university level, content-based programs, online contexts, and after-school programs. To span the divide between research and practice, each study includes a section suggesting pedagogical implications.

Do your students think a triangle can be constructed from any three given line segments? Do they believe that a transformation affects only the pre-image--not the whole plane? Do they understand that examples--no matter how many they find--cannot prove a conjecture but one counterexample is sufficient to disprove it? "What tasks can you offer--what questions can you ask--to determine what they know or don't know--and move them forward in their thinking." This book focuses on the specialized "pedagogical content knowledge" that you need to teach geometry effectively in grades 9-12. The authors demonstrate how to use this multifaceted knowledge to dispel students' misconceptions and replace them with the steadily developing understanding that students need for success with geometry--not only in their current work, but also in higher-level mathematics and a myriad of real-world contexts. Explore rich, research-based strategies and tasks that show how students are reasoning about and making sense of diagrams and definitions, transformations, and proof. Use the opportunities that these and similar tasks provide to build on their understanding and guide them in taking the next steps in learning. "Putting Essential Understanding of Geometry into Practice in Grades 9-12" is the seventh title in NCTM's highly useful and very readable Putting Essential Understanding into Practice Series, edited by Barbara J. Dougherty. Each volume in the series builds on the companion volume in the earlier Essential Understanding Series to show teachers how to implement their understanding of mathematics in the classroom.

This book investigates the ways in which new developments in areas of language teaching practice, such policymaking, planning, methodology and the use of educational technology spread globally and are adopted, rejected or adapted locally.

This book focuses on theory, research, and practice related to "lexical input processing" (lex-IP), an exciting field exploring how learners allocate their limited processing resources when exposed to words and lexical phrases in the input. Unit 1 specifies parameters of lex-IP research among other levels of input processing as well as key components (form, meaning, mapping) and contexts (incidental/intentional) of vocabulary learning. Unit 2 highlights theoretical advances, such as the type of processing -- resource allocation (TOPRA) model, consistent with research on tasks (sentence writing, word copying, word retrieval) that learners may perform during vocabulary learning. Unit 3 highlights patterns in partial word form learning and input-based effects, including the value of increased exposure, drawbacks of presenting vocabulary in semantic sets, and advantages of input enhancement, particularly with regard to increasing talker, speaking-style, and speaking-rate variability in spoken input. The book unifies a range of research pertinent to lex-IP, summarizes theoretical and instructional implications, and proposes intriguing new directions for future research.

This volume brings together theoretical perspectives and empirical studies in second language (L2) acquisition and bilingualism and discusses their implications for L2 pedagogy. The book is organized into three sections that focus on prominent linguistic and cognitive theories and together provide a compelling set of state-of-the-art works. Part I consists of studies that give rise to innovative applications for second language teaching and learning and Part II discusses how findings from cognitive research can inform practices for L2 teaching and learning. Following these two sections, Part III provides a summative commentary of the theories explored in the volume along with suggestions for future research directions. The book is intended to act as a valuable reference for scholars, applied linguists, specialists in pedagogy, language educators, and anyone wishing to gain an overview of current issues in SLA and bilingualism.

The vital role of principalship in improving schools in general and enhancing student achievement in particular has been well documented. Given its importance, there is a need for tools to improve principalship, particularly ones emphasizing those dimensions associated with student achievement. Given the accountability movement, with its particular focus on student achievement and the advent of the evaluation era (including the evaluation of principals), the need for tools is even more urgent. This edited volume presents those tools with the aim of improving learning-centered principalship. The book is useful for researchers and policy makers as well as principals. Contents include: (1) The Need for Tools to Improve Principalship: An Introduction (Jianping Shen); (2) Vanderbilt Assessment of Leadership in Education: A New Tool for Principal Evaluation and Professional Growth (Andrew C. Porter, Joseph Murphy, Ellen Goldring, Stephen N. Elliott, and Xiu Chen Cravens); (3) A Data-Driven Approach to Assess and Develop Instructional Leadership with the PIMRS (Philip Hallinger); (4) Identifying Leadership and Organizational Processes Related to School Outcomes and Improvement: Validating an Instrument (Ronald H. Heck and George A. Marcoulides); (5) Data-Informed Decision-Making on High-Impact Strategies: An Instrument for Improving Principalship (Jianping Shen, Van E. Cooley, Xin Ma, Patricia L. Reeves, Walter L. Burt, J. Mark Rainey, and Wenhui Yuan); (6) Data-Informed Decision-Making: A Guidebook for Data Points and Analyses for School Improvement (Jianping Shen, Van E. Cooley, Gary Marx, Elizabeth Kirby, and David E. Whale); (7) The Leadership Performance Planning Worksheet (LPPW): A Development Tool for Early Career School Leaders (Lynn M. Scott); (8) The SAM Process: Changing Principals and Their Relationships with Teachers via Time/Task Analysis(TM) and TimeTrack(TM) (Mark Shellinger); and (9) James E. Bottoms/Paula E. Egelson: SREB's High Schools That Work School Improvement Model (James E. Bottoms and Paula E. Egelson).

Why are many teachers around the world moving toward task-based learning (TBL)? This shift is based on the strong belief that TBL facilitates second language acquisition and makes second language learning and teaching more principled and effective. Based on insights gained from using tasks as research tools, this volume shows how teachers can use tasks as teaching tools. Task-based pair and group activities ensure that students take responsibility for much of the work and have greater involvement in the learning process. At the same time, such activities free the teacher to focus on monitoring students and providing relevant feedback. Contributors to this volume found that using task-based applications in their classrooms builds a sense of community, develops critical thinking skills and intercultural communicative competence, increases cultural awareness, and encourages cooperation, all of which prepare learners to engage in real-world language and culture. In addition, this volume inspires with ideas from teachers who skillfully integrated technology with task-based learning using video and audio recordings, music, and the Internet, including Web 2.0 tools. This volume contains 14 chapters. Chapters include: (1) Introduction: From Theory to Practice in Task-Based Learning (Ali Shehadeh and Christine Coombe); (2) Talking It Up: A Small-Group Discussion Task for the Classroom (Gregory Strong); (3) An EFL Dictogloss Task: Three Teachers, Three Contexts, Three Perspectives (Steven Herder, Mark A. de Boer, and Kirsten A. Anderson); (4) Cooperation, Communication, and Critical Thinking Through Content-Based Investigative Tasks (R. T. Olivia Limbu and Tara A. Waller); (5) Task-Based Cultural Awareness Raising Through Learner Ethnographies (Andrew Reimann); (6) Poetry in Second Language Task-Based Learning (Patrick Rosenkjar); (7) Task-Based Templates for Multilevel Classes (Jennifer M. Herrin); (8) Multitasked Student Video Recording (Tim Murphey and Jodie Sakaguchi); (9) Learning Through CALLaborative Projects Using Web 2.0 Tools (Carla Arena and Erika Cruvinel); (10) The Harmonica Project: Task-Based Learning Beyond Words (Betty Litsinger); (11) I Can! Bringing Self-Evaluation to a Task-Based Syllabus for Language Learning Success (Jan Edwards Dormer); (12) Knowing Who's in Your Audience: Task-Based Testing of Audience Awareness (Betty Lanteigne); (13) Assessing Task-Based Activity in a Speech Training Class (Aiden Yeh); and (14) Using Online Tasks for Formative Language Assessment (Paula M. Winke). References and an Index are included.

This valuable resource provides instructional designers with the guidance they need to meet the challenge of creating effective and efficient instruction. Maintaining a careful balance between theory and application, the Fifth Edition presents a practical, easy-to-follow approach to instructional design that can be applied to K-12 classrooms, higher education, distance education, and business programs. The authors incorporate behavioral and cognitive approaches into their model, so that readers can reap the benefits of both. Following a preface, this book is divided into the following 15 chapters: (1) Introduction to the Instructional Design Process; (2) Identifying the Need for Instruction; (3) Learner and Contextual Analysis; (4) Task Analysis; (5) Instructional Objectives; (6) Designing the Instruction: Sequencing; (7) Designing the Instruction: Strategies; (8) Designing the Instructional Message; (9) Developing Instructional Materials; (10) The Many Faces of Evaluation; (11) Developing Evaluation Instruments; (12) Conducting Formative and Summative Evaluations; (13) Learning Theory and Instructional Theory; (14) The Role of the Instructional Designer at Work; and (15) Planning for Instructional Implementation. The following are appended: (1) Sample Instructional Design Documentation; and (2) A Sample Instructional Unit. A glossary and an index are also included. ["Designing Effective Instruction. 5th Edition" was written with Howard K. Kalman. For "Designing Effective Instruction. 4th Edition," see ED476460.]

In the field of computer aided language learning (CALL), there is a need for emphasizing the importance of the user. "User-Centered Computer Aided Language Learning" presents methodologies, strategies, and design approaches for building interfaces for a user-centered CALL environment, creating a deeper understanding of the opportunities and challenges of the field. "User-Centered Computer Aided Language Learning" acts as a guide to help educators, administrators, professionals and researchers find the basis of a framework for the development and management of CALL environments that are enriched with many domains and take into account interaction and activity, which go beyond the basic linguistic elements of the field. Chapters of this book include: (1) Developing Enjoyable Second Language Learning Software Tools (Chee Ang and Panayiotis Zaphiris); (2) Culture-Based Language Learning Objects: A CALL Approach for a Ubiquitous World (Niki Lambropoulos, Martha Christopoulou, and Kosmas Vlachos); (3) Situated Task Analysis in Learner-Centered CALL (Roderick Farmer); (4) "Ears before Eyes" (Beatriz de los Arcos and Inmaculada Sanchez); (5) A Student-Centered Online Writing Course (Caroline Coit); (6) Learner-Centered Language Programs (Deryle Lonsdale, C. Graham, and Rebecca Madsen); (7) LAPLI The Language Learning Lab (Rita de Cassia Veiga Marriott and Patricia Torres); (8) Integrated Micro Learning During Access Delays (Silvia Gstrein and Theo Hug); (9) EOI Online Ingles (Pascual Gomez and Juan Iborra); (10) Metacognition and Learners' Interactions with a Web-Based CALL Grammar Exercise (Wai Chan); (11) The Effect of a Native-Language Interface vs. a Target-Language Interface on Students' Performance (Jay Melton); (12) Reading and Learning from Screen (Miriam Schcolnik and Sara Kol); (13) Evaluating Student's Perceptions of Online Counselor for Independent Language Learning (Yoko Hirata); and (14) Language Learning and User-Centered Design (Charalambos Vrasidas, Elena Landone, Niki Christodoulou, and Michalinos Zembylas).

When educators, parents, and diverse groups in your community have different views of what makes a quality school, here's a book that will help you overcome these differences and form partnerships for ensuring all students succeed. Based on a proven process used by school districts for more than 25 years, this leadership guide introduces you to: (1) The "four Ps" of leadership and management that help you link the unique traits of your school to the personality of your community; (2) Questions that transform decision making from a political exercise to a data-driven activity; (3) Four protocols of leadership that ensure day-to-day school tasks are connected to the district's strategic goals; (4) Strategies for managing the personalities and attitudes that influence the school improvement process; and (5) A Task Analysis Checklist for managing daily tasks and the people who implement them. Discover an educator-tested process that will help you sustain quality schools over time and across groups and communities. Discover an educator-tested process that will help to sustain quality schools over time and across groups and communities.

This book focuses on applying instructional design to development of classroom learning for adults. Chapter 1 presents an overview of the model and addresses concerns about use of instructional design in adult education. Chapter 2 deals with assessing and developing skills as an adult educator; a literature review on behavior, beliefs, knowledge, and skills of effective adult educators is combined with activities to help readers reflect on and learn about themselves. Chapter 3 on developing content knowledge focuses on analysis of subject matter to be learned. Procedural task, learning task, and content analyses are described. Chapter 4 discusses needs and characteristics of adult learners and is enhanced by a computer analogy of the learning process describing interrelationships among the characteristics. Chapters 5-6 discuss strategies for conducting learner needs assessment and learning contexts and their analysis. Chapters 7-9 describe instructional design: developing learning goals and objectives; developing learning activities; and learner evaluation. Chapter 10 addresses evaluating the instructional design plan. The book contains figures that illustrate points made in the text; activities that encourage personal reflection and growth and provide opportunities for application of the instructional design process; exhibits that highlight important information; and a running example in three parts that shows how instructional design can be used to plan learning activities. (Contains 62 references and an index.) (YLB)

This book provides training and development professionals with step-by-step guidelines for developing and delivering comprehensive structured the on-the-job training (OJT). Chapter 1 introduces the concept of team-driven structured OJT and discusses its philosophy and basic components in the context of fundamental concepts of human behavior and job-related conditions affecting task performance. Chapter 2 explains the eight-step OJT model underpinning the book, which are as follows: (1) perform a needs identification; (2) conduct a team job task analysis; (3) develop a project plan; (4) write training module and cover sheets; (5) create a training implementation plan; (6) try out, evaluate, and modify training modules and cover sheets; (7) set up maintenance and evaluation plans; and (8) conduct OJT. Chapter 2 also outlines the roles and responsibilities of the following key personnel in development and implementation of team-driven structured OJT: design teams; design team facilitators; approval teams; administrators; on-the-job trainers; in-house advocates; trainees; and supervisors and managers. Chapters 3-10 each focus on one of the model's eight steps and each end with a summary training module focused on implementing the process presented in the chapter. Additional guidelines for writing training modules are appended. Numerous worksheets, checklists, and case examples are included throughout the book. Twenty-six tables/figures are presented, and 70 suggestions for further reading are listed. (MN)

This book brings together a series of empirical studies into the use of pedagogical tasks for second language learning, with a view to better understanding the structure of tasks, their impact on students, and their use by teachers. This edited volume starts with an introduction to the background and key issues in the topic area. Each section begins with a succinct introduction, and the volume concludes with an afterward relating the theme of the volume to issues in curriculum development. The book is divided into 10 chapters: "Effects of Task Repetition on the Structure and Control of Oral Language" (Martin Bygate); "Non-Reciprocal Tasks, Comprehension and Second Language Acquisition" (Rod Ellis); "Rules and Routines: A Consideration of Their Role in the Task-Based Language Production of Native and Non-Native Speakers" (Pauline Foster); "Focus on Form through Collaborative Dialogue: Exploring Task Effects" (Merrill Swain, Sharon Lapkin); "Guiding Relationships Between Form and Meaning during Task Performance: The Role of the Teacher" (Virginia Samuda); "'A Case of Exercising': Effects of Immediate Task Repetition on Learners' Performance" (Tony Lynch, Joan Maclean); "Tasks and Language Performance Assessment" (Peter Skehan); "Influences on Performance in Task-Based Oral Assessments" (Gillian Wigglesworth); and "Task-Based Assessments: Characteristics and Validity Evidence" (Micheline Chalhoub-Deville). There is also a concluding chapter: "Afterword: Taking the Curriculum to Task" (Christopher N. Candlin). A subject index is appended. (KFT)

A prevailing concern of leadership development is the extent to which performance-oriented training increases the ability of an individual to define and implement a process to accomplish stated objectives. The systems approach provides an analytic strategy for task decomposition into sequentially, temporally ordered activities without necessarily dictating the process by which distinct activities are to be accomplished. The planning techniques discussed in this paper are modified versions of the Program Evaluation and Review Technique and, like PERT, descend from network and graph theory. However, combined use of the time file and the procedural timetable appear to provide a definite, practical approach to significant increases in management performance as well as several advantages not associated with the use of PERT. (Author/WM)

This monograph provides some suggestions for school administrators -- principals, assistant principals, superintendents, and their management teams -- to enable them to understand their own attitudes and behaviors regarding their use of time, recognize the practices which most effectively use time well, incorporate sound principles of time management into the administrative strategies and philosophies of their organizations, and provide a personal philosophy for managing their own responsibilities in the best interest of time. (Author/DN)

This article summarizes the systematic process of instructional development by breaking down the three major stages of instructional analysis, design, and formative evaluation into the steps of needs analysis, learner analysis, task analysis, concept analysis, specification of instructional requirements, and the statement of instructional objectives; construction of criterion tests, media selection, format selection, and production of prototype; and expert appraisal, developmental testing, and final production. Each step is discussed briefly and illustrated with examples from actual teacher training materials. The article also anticipates and answers various questions from trainer-developers. It provides practical suggestions on mastering and refining instructional development skills, using local personnel and trainees as members of the instructional development team, and scheduling part-time instructional development efforts. (Author)

To determine what educational background is needed by practitioners, a survey was conducted of audiovisual personnel in Indiana schools with enrollments of 1,000 to 2,000. A questionnaire was mailed to 104 schools and respondents asked to describe their responsibility for audiovisual equipment and software, budgetary duties, and production of audiovisual aids. Opinions on the value of inservice training programs and recommendations for course content in media-specialist college curricula were also sought. Titles of personnel, size of staff, and audiovisual budget by institution are included. Appendixes include the questionnaire and letter to respondents. (SK)

Presented are 11 technical papers, position statements and instructional programs on the severely handicapped. Included are the following titles: "A Public School Program for Severely and Profoundly Handicapped Students: Zero Exclusion,""Components of Instructional Programs for Severely Handicapped Students,""Procedures of Task Analysis as Related to Developing Instructional Programs for the Severely Handicapped,""Evaluation of the Severely Retarded and Multiply-Handicapped: An Alternative,""Community Transportation: Teaching Severely Handicapped Students to Ride a Public Bus System,""Teaching Orthopedically Handicapped Adolescents to Secure Selected Products and Services from Their Community Through Functional Use of the Yellow Pages and Telephone,""A Comparison of Two Procedures for Teaching Severely Handicapped Students to Differentially Respond to Individual Components of Language Cues,""Skill Sequences and Programming for the Severely Handicapped: Use of a Math Skill Sequence in the Instruction and Evaluation of Severely Handicapped Students,""Skill Sequences and Curriculum Development: Application of a Rudimentary Developmental Math Skill Sequence in the Instruction and Evaluation of Severely Handicapped Students,""Teaching Trainable Level Multiply Handicapped Students to Use Picture Cues, Context Cues, and Initial Consonant Sounds to Determine the Labels of Unknown Words," and "Teaching Social Interaction Skills to Severely Handicapped Students." (LS)

The report describes a study designed to analyze nurses' management duties and to identify their tasks in planning, organizing, staffing. leading, communication, decision making, and controlling. A total of 117 supervisory nurses and unit managers from four Western Michigan short-term general hospitals in the 410-540 bed range participated in the survey in February-March 1975. The survey's specially constructed questionnaire (provided in an appendix) contains five sections: the first four cover biographical information, educational and work history, present work situations, and management training; the fifth lists 101 task statements organized into seven functional management areas for each of which respondents completed scales for frequency, importance, and desire for additional training. Although the importance scale was found to be unusable, the other scales were not. The study concluded that: supervisory nurses are managers by definition of the tasks they perform; management tasks, as identified by functional areas, differ between job titles; head nurses demonstrate a high level of management task performance across unit specialties; the presence of unit managers does not affect the pattern of head nurse management task performance; supervisory nurses desire additional training in management tasks; and supervisory nurses feel inadequately trained for their management role. (Author/JR)

To improve its response time on interlibrary loan requests within the Metropolitan Cooperative Library System (MCLS), the Glendale Public Library is considering the consolidation of its response process within the Circulation Department (CD). At present this response is a joint effort between the CD, the Readers' Assistance Section, and the Reference Section. Under the suggested changes, the MCLS clerk would perform the entire process. The process seldom requires professional librarian skills, and its assignment to one person would considerably speed it up. It would also remove a clerical duty from the professional staff. It has been estimated that from one to four labor hours per day are being expended for that portion of the effort outside the CD. In order to accomplish this work flow change, additional time would have to be made available within the CD. Due to constant interruptions, the efficiency of the librarians involved is not high, and therefore it is felt that fewer total hours would be required under the proposed changes. (Author/SL)

At the request of the Children's Librarian, a brief review of the Young People's Library shelving process and control desk arrangement was made. For the shelving process, a time-spent survey was made to determine the relative amounts of time spent on the various phases of the operation. A special questionnaire was designed, and the library pages entered their labor time in minutes every day for four weeks. Time averages were computed, a flow analysis made, and process discussion held with the staff. No significant changes were recommended for the process, since it was being performed as well as conditions permit. For the control desk a suggested arrangement called for relocating a portion of the unused periodicals desk on the ground floor. This report describes the studies which were made for the Young People's Library and presents the data and conclusions. (Author/SL)

To gain some insight into the effectiveness of the Glendale Public Library Processing Section, it was decided to compare, with some very crude measures, the performance in the acquisition and cataloging areas of that library with that of the neighboring libraries of Pasadena and Burbank. A management consultant on the Glendale City Manager's staff visited Pasadena and Burbank and collected some elementary data from these libraries. Their staffing and basic organizational structure was determined. A detailed list of the functions performed at the Glendale Library was reviewed with each of the libraries, and differences in functional coverage were explored and noted. Statistics were also collected on the standardpublished measures of titles added, titles deleted, volumes added and withdrawn, and nonbook materials withdrawn. The analysis used consisted of an adjustment for functional differences, and then the standard statistics were divided by the total number of staff, to determine number of transactions per employee. Examination of the index data indicated that the effectiveness of all three libraries was very close to the same level. (Author)

This book presents the methods and findings of a critical review of the "Dictionary of Occupational Titles" (DOT) published by the United States Department of Labor. Following an introduction to the scope of the study in the first chapter, the book describes the study and its results in eight following chapters. Chapter 2 contains a detailed description of the current edition of the DOT to suggest to readers the nature of the document. Chapters 3 and 4 describe the ways that the DOT and associated materials are used inside and outside the Department of Labor Employment Service. Chapters 5 and 6 describe how the DOT is produced: Chapter 5 focuses on the organization of the occupational analysis program of the Employment Service, the unit charged with producing the DOT, and Chapter 6 describes the process by which the current edition was created. Chapters 7 and 8 evaluate the DOT: Chapter 7 focuses on the adequacy of the data it contains, and Chapter 8 discusses the DOT and other classification systems as tools for assessing the similarity of occupations. Chapter 9 presents the committee's conclusions and recommendations. In addition to the nine chapters of the report, eight appendixes provide data or detailed analysis of specific topics. (KC)

This book examines human-computer interaction (HCI), with a focus on designing computer technology to be more usable by people. The book provides a multi-disciplinary approach to the subject through a synthesis of computer science, cognitive science, psychology, and sociology, and stresses a principled approach to interactive systems design that fits a software engineering environment. The book is structured in three parts. Part 1, "Foundations," covers the basic foundations of HCI in terms of human psychology, computer systems, and the implications of the interaction between them. Chapter 1, "The Human," looks at human perception, cognition, and problem-solving as factors which influence the usability of a design. Chapter 2, "The Computer," discusses available design technology. Chapter 3, "The Interaction," discusses interaction between human and computer. Part 2, "Design Practice," concentrates on the integration of HCI into design practice. Chapter 4, "Usability Paradigms and Principles," looks at the history of interactive system design and identifies principles which support usability. Chapter 5, "The Design Process," discusses software engineering and how it is influenced by the insistence of user-centered design. Chapter 6, "Models of the User in Design," chapter 7, "Task Analysis," chapter 8, "Dialog Notations and Design," and chapter 9, "Models of the System," discuss modeling techniques that can ensure usability principles are not violated. Chapter 10, "Implementation Support," looks at the support tools and environments available to interactive system programmers. Chapter 11, "Evaluation Techniques," looks at analytic and empirical methods for evaluating systems to see if they meet user requirements. Chapter 12, "Help and Documentation," discusses the design of user support systems. Part 3, "Application Areas," includes chapter 13 "Groupware"; chapter 14, "CSCW and Social Issues"; chapter 15, "Out of the Glass Box"; and chapter 16 "Hypertext, Multimedia and the World Wide Web." Contains 266 references and an index. (JAK)