...DIALOGIC TEACHING AND THE STUDY OF CLASSROOM TALK A DEVELOPMENTAL BIBLIOGRAPHY Robin Alexander Universities of Cambridge and York This bibliography puts in more or less chronological order Robin Alexander’s publications on spoken language in learning and teaching up to February 2015. It starts with observational and discourse studies undertaken in the north of England during the 1980s and early 1990s. Then follows the Culture and Pedagogy international study out of which Alexander’s approach to dialogic teaching developed. Towards Dialogic Teaching presents this approach in detail, and Essays on Pedagogy extends the dialogic principle into wider aspects of education, reasserting the importance of an international perspective. Next come evaluation reports from two of the UK local authorities with whose teachers Robin Alexander has worked. The bibliography also includes relevant articles and book chapters. It ends with the 2010 final report of the Cambridge...
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...ESE 633 Entire Course Collaborative Relationships and Transition http://www.devryguide.com/downloads/ese-633-entire-course-collaborative-relationships-transition/ To purchase this tutorial copy and paste link in your browser. ESE 633 Entire Course Collaborative Relationships and Transition Week 1 Perspectives on Inclusion. As you may have noted from your readings this week, there are various perspectives on inclusion and if this is the right approach for all students. Based on what you know about inclusion at this point in the course, do you agree or disagree with inclusion? Explain your rationale and support your assertions with evidence from the readings and your own experiences LD Processing. Watch the video F.A.T. City LD Processing (http://www.youtube.com/watch?) by Rick Lavoie. Based on the readings, your experiences, and this video, what are some of your new insights on students with learning disabilities? What are some of the social, emotional, and academic, and processing needs of students with LD? What are five strategies you can use to support their needs? Inclusion. Reflect on this week’s learning on inclusion. Why do you think inclusion is an important element in meeting the needs of students with disabilities? What factors do you think would impact inclusion being successful in a school? How would you define “success” for an inclusive classroom? Raising Disability Awareness. For this assignment, you will explore disability areas to increase awareness...
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...Chapter 1 THE PROBLEM AND ITS SETTING Background of the Study In any given classroom and school activity of relatively extended duration and complexity, students’ engagement is never homogeneously high and productive, but rather it fluctuates depending on a number of factors (Mcwayne et al., 2012; Mattingly et al., 2013) such as parental involvement (Ho & Williams, 2008; McNeal, 2009; Jose et al., 2010;). Students engage better in school when parents play a positive role in their learning process (Jackson, 2010; 2011; Green et al., 2012). Students are more likely to make a personal commitment to engage in rigorous learning when they know parents care about how well they do (Kilgore, Snyder & Lentz, 2008; Keyes, 2010). However, despite the crucial role of parents, studies in relation to their involvement remain scarce. Students’ low engagement with academic activities is considered the main reason for dissatisfaction (Kuh, 2009), negative experience, and dropping out of school (Linnenbrink&Pintrich, 2009; Jimmerson, Campos & Greif, 2010). One of the contributory factors is the level of parents’ positive interference to the academic journey of the school (Brookmeyer, Fanti&Henrich, 2008). More significantly, most findings show positive relationship between parental involvement and students’ engagement in school and in the classroom (Dauber & Epstein, 2008; Gorard, Rees &Fevre, 2009;Cotton, 2011;Fantuzzo et al., 2012). Nevertheless, the understanding...
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...Computing, Engineering and Sciences Table of Contents Table of Contents 2 Abstract 5 Acknowledgements 6 List of Figures 7 Introduction 8 Chapter 1: Research Methods 9 1.1 Qualitative or Quantitative? 9 1.1.1 Quantitative Research 9 1.1.2 Qualitative Research 10 1.2 Methods to be used 10 1.3 Conclusion 10 Chapter 2: Current Mobile Learning Initiatives 11 2.1 Entrust: Learn Anywhere 11 2.2 Apple in Education 11 2.3 Conclusions 12 Chapter 3: Barriers to E-Learning 14 3.1 Introduction 14 3.2 Attitudes as a barrier to E-Learning and M-Learning 3.3 Financial Barriers to E-Learning and M-Learning 3.4 Conclusions 20 Chapter 4: The Benefits of E-Learning 21 4.1 Distance and Collaborative Learning 21 4.2 Personalised Learning 22 4.3 Increased Interactivity 23 4.4 Additional Resources 23 4.5 Conclusions 24 Chapter 5: Educational Theory 26 5.1 Student Centred Learning (SCL) 26 Chapter 6: Application Development 29 6.1 Initial Web, Database and Application Design 29 6.1.1 Requirements List 29 6.1.2 UML Use Case Diagram and UML Class Diagram 6.1.3 ERD 32 6.1.4 Sitemap and Wireframes 33 6.2 Further Reading 37 6.3 Final Design of the Finished Application 38 6.3.1 Database Design and ERD 38 6.3.2 Web Design / Navigation 39 6.3.3 Monitoring and Moderation 42 6.3.4 Interview with Sue Lee 42 6.3.5 Conclusions 43 Chapter 7: Testing 45 7.1 Testing Evaluation 45 Chapter 8: Survey Questionnaires 46 8.1 Conclusions 46...
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...with Technology Evidence that technology can, and does, support learning. A white paper prepared for Cable in the Classroom James M. Marshall, Ph.D. San Diego State University May 2002 Executive Summary “We’ve wired the schools — now what?” This question resonates with educators, and troubles them at the same time. After countless local and national efforts have boosted the infrastructure of our schools, the significant issues now arise. Should we continue to pump money into educational technology for our schools? Do computers really help students learn? How can students and teachers best learn from the World Wide Web and its content? These questions are not new, nor unique to the dawn of Internet-connected schools. Earlier technologies, from textbook and illustration to film, television, and multimedia computer, have prompted similar ponderings. If technology is to have a significant role in schools, we need assurance that it works. More emphatically, we need confidence that use of educational technology results in learning. Research, both historical and contemporary, suggests that technology-based instruction can and does result in learning. Witness these examples of television, multimedia, and computer technologies delivering content to support learning: • Watching the television program Blue’s Clues has strong effects on developing preschool viewers’ flexible thinking, problem solving, and prosocial behaviors (Bryant, Mullikin, McCollum, Ralastin...
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...Online Collaborative Learning for High School Students Using a Blended Approach for the Promotion of Self-Monitoring Skills Sharon Peters A Thesis in The Department of Education Presented in Partial Fulfillment of the Requirements for the Degree of Master of Arts (Educational Technology) at September 2006 © Sharon Peters, 2006 CONCORDIA UNIVERSITY This is to certify that the thesis prepared By: Sharon Peters Entitled: Online collaborative learning for high school students using a blended approach for the promotion of self-monitoring skills and submitted in partial fulfillment of the requirements for the degree of Master Educational Technology complies with the regulations of the University and meets the accepted standards with respect to originality and quality. Signed by the final examining committee: ______________________________________ Chair ______________________________________ Examiner ______________________________________ Examiner ______________________________________ Supervisor Approved by ________________________________________________ Chair of Department or Graduate Program Director ________________________________________________ Dean of Faculty Date ________________________________________________ Abstract Online Collaborative Learning for High School Students Using a Blended Approach for the Promotion of Self-Monitoring Skills Sharon Peters While online learning environments have become common at the...
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...text: All required GCU RN-to-BSN eBooks are accessible anywhere-anytime, with lifetime access via Evolve at (http://evolve.elsevier.com). Refer to “Pageburst/Evolve eBooks” for details on how to access the course’s required text. http://evolve.elsevier.com Topics Topic 1: Essentials of Baccalaureate Education Description: Objectives: 1. Identify uses of the various elements of the virtual classroom. 2. Identify best practices for conducting academic research. 3. Access the GCU online Library Catalog to access the journal databases and locate scholarly/peer-reviewed articles. 4. Define plagiarism and distinguish between plagiarism, paraphrasing, and summarizing. 5. Differentiate between academic and nonacademic writing. Topic Material: Electronic Resource 1. Tips for Successful Students Credit Hours PreRequisites coRequisites Course Add-Ons Duration: 7 days Read Lake and von Baeyer's article, “Tips for Successful Students.” Lecture Note 2. NRS-430V Lecture 1 Read Lecture 1. Other 3. Conducting Scholarly Research Read Conducting Scholarly Research Other 4. Collaborative Learning Community (CLC) Agreement...
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...Iloilo City National High School, La Paz National High School, and Jalandoni National High School. The researchers selected the star sections of each school to do the observation. The researchers made checklist to list down the observable teaching strategies used by the teacher in teaching strategies. The result will be interpreted based on the result of the evaluation given by the teacher after discussion. The result of the assessment of the students from five different public schools will be compared to determine the effective strategies in teaching physics. The higher the mean result of the assessment of the students means the greater the effectiveness of the teaching strategies used by the teacher in teaching physics. CHAPTER 1 The Problem Chapter one includes the following parts: (1) Background and the theoretical framework of the study, (2) Statement of the problem and hypotheses, (3) Definition of Terms, (4) Significance of the study. Part one, Background and theoretical framework of the study, describes the philosophies about teaching profession supported by scholars. Part two, statement of the problem and the hypothesis, identifies the purpose for conducting the investigation and hypothesis to be tested. Part three, definition of terms, includes the definition of the significant terminologies which will be used in the study. Part four, significance of the study, points out the benefits that may be obtained from the findings. Part five,...
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...Syllabus: Fall 2015 Course Number: MKTG 315-201 Course Title: New Product and Service Management Credit: 3 credits Class Days: MW 11:00-12:15 p.m. Instructor: Professor E. Yoon E-mail: eunsang_yoon@uml.edu Office: Pasteur 308 Phone: (978) 934-2814 Office Hours: MW 1:00-3:00 p.m. and also by appointment CATALOG DESCRIPTION This course focuses on the process of new product and service development and marketing. Emphasis is given on market opportunity identification, R&D-marketing interface, business model development, market potential estimation, and market entry timing. Preference: Marketing concentrators. Group Project: A product development and marketing plan. Career relevance: Developing and marketing new product or service. PREREQUSITES: MKTG 201: Marketing Principles and MSB filter courses. MSB 300/400 level courses are restricted to the MSB students who have completed the filter courses. COURSE OBJECTIVES This course is designed to familiarize students with the principles and practices in the conceptualization, design, testing, forecasting, and launching of new products and services. Course objectives include comprehension and application of: 1. Strategic elements of new product development 2. Concept generation, evaluation, testing, and screening 3. Product protocol, design, development, and sales forecasting 4. Teamwork, product use testing, and market-entry strategy, and ...
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...Linda Ulqini, Sakil Malik, and Jennifer Bowser Published with support from the International Reading Association, Nokia Corporation, and Pearson Foundation Copyright ©2012 by the Global Operations Unit, International Reading Association, 444 N. Capitol St., Suite 640, Washington, DC 2001, USA. All rights reserved. We welcome educators throughout the world to freely use and disseminate, with proper attribution, the materials in this guidebook. This is a work in progress, and we welcome constructive ideas and literacy-related Action Research examples from classrooms around the world for subsequent revisions. All communications should be sent to Sakil Malik, Director of Global Affairs, International Reading Association, at smalik@reading.org or sakil.malik@gmail.com. ISBN: 978-0-9882349-0-1 Dedication To all teachers worldwide working to advance literacy in the classroom. Foreword The timing for the publication of this guidebook could not be better. At this point in history, many donor agencies are, for the first time, focusing on learning outcomes in a manner that requires observation, measurement, evidence, and objective judgment, all with a view to improving what children actually can do. The focus on child literacy is also...
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...CHAPTER 1 THE PROBLEM AND ITS BACKGROUND Introduction Many people would happily their profession with a teacher. A teacher has to be mantle of a lucid communicator, a fair evaluator, an adept manager, a strict disciplinarian, a healing therapist and a skillful team leader. Teachers provide more than just content to students; they are sometimes regarded as family to many students. Thus, a teacher should possess certain requisite qualities expected of him. This will help the teachers elicit the best from his students and enjoy a rewarding career too. In the following lines, we have mentioned a few characteristics of good teacher istypical. Teacher is a person who systematically works to improve another understands of a topic. The role of teacher encompasses both those who teach in classroom and the more informal teacher who, for example, work in zoos, museum and recreational areas. The work of teacher varies depending on the institution that employs them and the age or grade level of the people he or she teaches. A characteristic is a particular quality or feature that is typical of someone or something. A feature that helps to identify tell apart or describe recognizably; a distinguishing mark or trait. It is a quality or property an element of character, that which characterized. In today’s global world, the importance of English cannot be denied and ignored since English is the most common language spoken everywhere. With the help of developing technology, English has been...
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...Yarbrough Sub-committee Members: Reba Childress Dawne-Marie Dunbar Sally Erdel Barbara Haas Evelyn Hayes Debra Hurd Sheila Kyle Gayle Preheim, Chair Linda Siktberg Gale R. Woolley, Chair A comprehensive literature review was completed, reflecting best practices in assessment, evaluation, and grading in nursing. This annotated bibliography of the literature is organized into four areas: assessment and evaluation in (a) the classroom, (b) the online environment, (c) clinical practice, and (d) learning and simulation laboratories. There is a fifth section that provides references on the assessment of psychomotor learning and performance; that section is not annotated. This work was completed by members of ELAC and its subcommittees as noted above. 1 CLASSROOM ASSESSMENT Ahmad, N. (2002). Evaluation of teaching: Through eyes of students. Plano: Institutional Research Office, Collin County Community College District. This article reviews the student evaluations instruments used to evaluate learning and faculty in the classroom. The purpose of this article was to search for come standardized instruments of student evaluations. Instruments used are: Individual Developmental and Educational Assessment (IDEA), Student Assessment of Learning Gains( SALG), Instructional Assessment System (IAS), Student Instructional Report II (SIR II), Course/Instructor Evaluations Questionnaire (CIEQ), Student Evaluation of Educational Quality (SEEQ), San Francisco State University...
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...being used in kindergartens. This action research project explores the using of play and creative arts in a kindergarten classroom. The purpose of this study is to evaluate and analyze how play and creative arts activities enhance and support children’s learning in literacy and numeracy lessons. Qualitative methods were used to gain data that reflect on the implementation of play and creative arts strategies and activities in teaching and the interpretation collected from participants. The three types of tools that used to collect data are observations, interviews and a reflective journal to ensure validity of results. After analyzing the data, two interrelated themes emerged. The first theme highlights the benefits of play and creative arts in early childhood. The second theme shows the benefits of using them can support literacy and numeracy development. Consequently play and creative arts seems to promote development in children’s learning processes and they also offer the learners’ confidence in their learning. To conclude, this study shows that play and creative arts may have positive effect in improving the children’s overall performance and attitudes. Play and creative arts are important aspects of children’s learning that are being used in kindergartens. This action research project explores the using of play and creative arts in a kindergarten classroom. The purpose of this study is to evaluate and analyze how play and creative arts activities enhance and support children’s...
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...TRANSITIONS IN TEACHING STRATEGIES OF HIGH SCHOOL BIOLOGY TEACHERS: A GROUNDED THEORY APPROACH Mark Joseph C. Diaz Jerah Mae G. Gilos Kenneth P. Guilan Nerissa E. Sorolla Chapter 1 Introduction to the Study Chapter One has five parts: (1) Background and Theoretical Framework of the Study, (2) Statement of the Problem, (3) Significance of the Study (4) Definition of Terms, and (5) Scope and Delimitation of the Study. Part One, Background and Theoretical Framework of the Study, justifies the need for the investigation, describes the origin of the study, discusses the importance of selecting the problem, and the reason for conducting it. Part Two, Statement of the Problem, presents the purpose and enumerates the problems answered in the study. Part Three, Significance of the Study, states and tells the importance and benefits that may be derived from the findings. Part Four, Definition of Terms, clarifies the meaning of the terms used in this investigation. Part Five, Scope and Delimitation of the Study, sets the limit and scope of the investigation. Background of the Study Throughout the history, societies have sought to educate people to produce goods and services, to respond effectively and creatively to their world and to satisfy their curiosity and aesthetic impulses. Education involves theory and empirical sets of knowledge and learning as well. Teaching is the process of helping their learners economically and efficiently. It is...
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...Introduction to Sociology SOC 110 Catalog Description: As an introductory survey of sociology, it is designed to give a broad overview of the field of sociology. It focuses on all aspects of society, culture, social interaction, institutions, group processes, social control, diversity and inequality based on race, ethnicity, class, gender, etc., and the causes and nature of social stability and social change. As a three hour credit course, SOC110 provides the equivalent of 45 hours lecture or classwork. Students are expected to complete an additional 90 hours in homework, study time and completion. (3 credits) Course Objectives: 1. Students will be able to analyze and explain how groups, societies, and cultures address human needs and concerns. 2. Students will be able to describe the importance of cultural unity, diversity, and globalization (NCCS Standards 1.1 and 1.9). 3. Students will be able to understand sociological concepts and apply them in describing the interactions among individuals, groups and institutions (NCCS Standards 1.5 and 1.6). 4. Students will be able to identify and analyze historical change in social institutions, the organization of power, and social movements (NCCS Standards 1.2 and 1.6). 5. Students should be able to explain and apply modes of inquiry drawn from the social sciences in the examination of persistent issues and social problems. Competencies: ▪ The student should be able to define important sociological concepts...
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