...Introduction United States legislative changes, such as those described by federal laws such as Individuals with Disabilities Education Improvement Act (IDEIA) reauthorized in 2004 (Pub. L. No. 108-466) and the No Child Left Behind (NCLB) Act of 2001 (Pub. L. No. 107–110), require that students with increasingly diverse learning characteristics have access to and achieve high academic performance in the general education curriculum. The changing demographics of the United States have also played a role in diverse learning characteristics of the American learners in classrooms today. With an educational system that serves approximately 76,355,000 students, 30,982,000 or 40.58% are of an ethnically diverse background and 5% of school age children have a disability (U.S. Census Bureau, 2008). These changing legal requirements and student demographics in United States educational systems combine pointing to the need for increased collaborative planning and teaching among school personnel attempting to comply with these legal mandates to serve all students fairly and equitably in general education classrooms. Co-teaching is an approach that helps educators meet both IDEIA and NCLB mandates, and is defined as “two or more people sharing responsibility for teaching some or all of the students assigned to a classroom” (Villa, Thousand, & Nevin, 2008, p. 5). In schools within the United States, co-teaching often involves general education and special education teachers working...
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...LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Volume 12 : 1 January 2012 ISSN 1930-2940 Managing Editor: M. S. Thirumalai, Ph.D. Editors: B. Mallikarjun, Ph.D. Sam Mohanlal, Ph.D. B. A. Sharada, Ph.D. A. R. Fatihi, Ph.D. Lakhan Gusain, Ph.D. Jennifer Marie Bayer, Ph.D. S. M. Ravichandran, Ph.D. G. Baskaran, Ph.D. L. Ramamoorthy, Ph.D. Causes of Secondary Students’ Failure in Learning English in Bangladesh An M.A. Dissertation* by Mian Md. Naushaad Kabir, M.A. ELT, Doctoral Researcher The English and Foreign Languages University Hyderabad – 500605 Andhra Pradesh, India naushaadk@gmail.com *The dissertation submitted here is the slightly modified version of the dissertation that was submitted for the degree of M.A. ELT. The modifications include stylistic changes and corrections of the printing mistakes that were present in the earlier manuscript. No modification was made on theme or content or data analysis or their interpretation. Language in India www.languageinindia.com 12 : 1 January 2012 Mian Md. Naushaad Kabir, M.A. ELT, Doctoral Researcher Causes of Secondary Students’ Failure in Learning English - An M.A. Dissertation 1 Language in India www.languageinindia.com 12 : 1 January 2012 English Department Institute of Modern Languages University of Dhaka Causes of Secondary Students’ Failure in Learning English Mian Md. Naushaad Kabir Supervisor Professor A.M. M. Hamidur Rahman English Department ...
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...system of formal education in Bangladesh English is introduced as a compulsory subject from class 1 and continues with the same status up to class 12. When HSC level is considered, English is taught here as a compulsory subject consisting of two papers each carrying one hundred marks To face the challenges of new century, the English textbook of class XI-XII has been rationally evaluated by foreign consultants and local experts. The evaluated and modified textbook was designed for introducing communicative techniques and for providing adequate practice in language skills: listening, speaking, reading and writing. But necessity of grammar can not be avoided in the context of Bangladesh. The purpose for designing H.S.C. syllabus is to make the learner competent in communication in the target language and which is similar to CLTA method in language teaching and learning. In CLTA usually a notional-functional syllabus is followed. In this type of syllabus, instruction is organized not in terms of grammatical structure, but in terms of ‘notions’ and ‘functions’. But grammar is also included by the experts. It is expected that the revised textbook will meet the real needs of the students and teachers and eventually results in more effective teaching and learning of English. In this study, HSC...
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...festivals, food, drink, music Social: social groups eg national, regional, religious; needs of different customer groups; impact of tourism on resources and the local community; carrying capacity; sustainability; local and national government policies; alternatives to mass market Physical: landscape eg geology of lakes, mountains, coastline, profile of beaches, flora and fauna, preferences of landscape; effects of people and the need for conservation eg urban infrastructure, water supply, sanitation, transport networks LO3 Understand how the characteristics of destinations affect their appeal to tourists Economic characteristics: economic growth and development; the process of economic development in countries eg pre-industrial society, industrial to a service economy; components of gross domestic product; provision of consumer goods; exportation of primary products; fluctuation of process in export markets; dependency on industrial countries; tourism as an economic alternative Physical characteristics: physical conditions eg poor urban infrastructure, lack of clean water supply, inadequate sanitation, lack of utilities, poor transport network Social characteristics: eg population pressures, infant mortality, life expectancy, migration from...
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...University of michigan By the year 2020, 48% of urban schools will be comprised of students of color, and therefore, there is an increasing need for teachers to exhibit culturally sensitive behaviors in the classroom (Cross, 2003). In order to adapt in such an environment, practitioners must understand that cultural differences do not merely serve as a backdrop- they must be seriously considered in order to achieve success. In fact, key studies have found that individuals who have thrived in these classrooms exhibited a unique combination of personal characteristics (both innate and learned) and were aware of the challenging road ahead of them. Considering the fact that urban schools are made up of such diverse students, the question then arises if teachers of these classroom culturally follow suit. According to one article, 85.6% of urban schoolteachers are white (Cross, 2003). This sort of homogeneous instruction, if not approached properly, could certainly have negative effects towards the effectiveness of equitable education. For example, some students of color may not trust the teacher because they could have been isolated from diversity in their households prior to formal schooling. These urban students may feel an overall sense of detachment from their instructors and this could inevitably harm their enthusiasm and will to learn. Since it is known that most urban teachers are white and most commonly females, how are they supposed to relate to their culturally...
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...OCR Cambridge TECHNICALS Unit 1 Communication and Employment Skills Copyright Notice All material is Copyright ICT Interactive unless otherw ise stated. Each w orksheet can be photocopied w ithin the purchasing institute as long as they remain at the institute w hich made the initial purchase. No f orm of this resource can be transmitted electronically, digitally, mechanically, paper based, or otherw ise outside the purchasing institute w ithout prior permission of the publisher or author. Microsof t Window s, Window s NT, Vista, XP, Seven/Eight, Off ice 2003, Off ice 2007/2010 and/or other Microsof t's products ref erenced are either trademarks or registered trademarks of Microsof t. Macromedia/Adobe and/or other such Adobe products ref erenced are either trademarks or registered trademarks of Adobe. Dis claimer This resource has been created f or educational purposes only. The publisher or author has tried their very best to ensure that the resource pack is accurate and up -to-date. How ever, the publisher or author takes no responsibility if any of the inf or mation content is inaccurate or incorrect that may contradict or mislead in anyw ay at the time w hen the resource w as published. The publisher and author specif ically disclaim any responsibility f or any liability, loss, or risk, personal or otherw ise, w hich is incurred as a consequence, directly or indirectly, of the use and application of any of the contents of this resource. For purposes...
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...Adult Institutions: Education brought to the “Masses” By the late nineteenth century, urban populations were starting to transform Canada into an economically ‘modern’ nation; as a result, the developments of ‘modern systems of education’ were an important part of this project. However, the rural society, including the immigrant labour workers alongside Canada’s frontier, remained isolated and detached from any progressive movements in education. It wasn’t until the influence of various historic actors in ushering change within the rural society using educational reform movements. The most notable actors include Alfred Fitzpatrick and Moses Coady. Alfred Fitzpatrick and The Frontier College We must educate the...
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...The gap is more noticeable in learners from multipart urban settings, where there are many minority inhabitants. The current education requirements, of ensuring students pass benchmark tests; fail to promote equity because they do not put into deliberation the desires of students that are not academically inclined. However, it appears that learners termed as not academically inclined are students of color; hence, the need to set a standard curriculum, which is both thorough and culturally relevant as suggested by speaker A (Case). Speaker A provides a better argument when compared to B and C. The speaker begins by noting that instructing students on how to excel in benchmark tests fails to prepare their participation in a global economy. The speaker also notes the lack of equity especially for students of color termed as not academically inclined. In conclusion, A provides a solution to closing the achievement gap by setting a rigorous and applicable curriculum. Though speaker B provides a solution, which involves setting the standard, the arguments do not seems to realize the lack of equity especially towards students of color. Speaker C talks of a curriculum that is appropriate for a student’s particular talents and interests. Such a curriculum does not close the achievement gap, as it progresses to give students the liberty on what they achieve (Case). Schools should address educational equity through setting similar standards for all learners. The standard...
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...gathering, interpreting, recording and using information about students’ responses to an educational task. “(Harlen, Gipps, Broadfoot, Nuttal. 1992. P.214) It is a part of everyday life for all teachers; it is an integral part of teaching and learning and is a basis for planning lessons and schemes of work based on national curriculum. The main function of assessment is to support teachers and learners in achieving their objectives and aims; by providing information about the progress of learners and by helping institutions to improve and perform better. Assessment can sometimes be seen as something extra that teachers have to undertake, outside of their daily routines; such as invigilating exams or taking books home to mark after school; although assessment is not just marking and awarding grades. It involves identifying at what stage of learning each pupil or student is at, as well as highlighting any miscomprehensions within their learning. It is then possible for a teacher to fill these voids of knowledge and plan lessons appropriately by tailoring lessons to the academic needs of the learners. Using assessment is vital for any learning facilitator and it therefore underpinned by the governments teaching standards, which also make assessment very necessary. Teaching standard 6 requires that to “Make accurate and productive use of assessment”. (URL 5) Assessment itself is a very broad term and many variations exist with several purposes, each with their own intentions, advantages...
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...3.______________________ (ASHALATHA K.V.) CONTENTS Sl. No. 1 2 INTRODUCTION REVIEW OF LITERATURE 2.1. Academic achievement 2.2. Factors influencing Academic achievement 3 METHODOLOGY 3.1. Population and the sample 3.2. Research Design 3.3. Variables used for the study 3.4. Tools used for data collection 3.5. Data collection procedure 3.6. Operational definition and terminologies 3.7. Statistical analysis 4 RESULTS 4.1. Demographic characteristics of the students and parents 4.2. Study habit of boys and girls 4.3. Self-concept of boys and girls 4.4. Socio-economic status of boys and girls 4.5. Rural/urban comparison of study habits, self-concept and socio economic status 4.6. Gender, locale and academic achievement 5 DISCUSSION 5.1. Study habits of boys and girls 5.2. Self-concept of boys and girls 5.3. Socio economic status of boys and girls 5.4. Comparison of rural/urban students on study habits, selfconcept and socio economic status 5.5. Gender, locale and academic achievement 6 SUMMARY AND CONCLUSIONS REFERENCES APPENDIX Chapter Particulars Page No. LIST OF TABLES Table No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Title Demographic characteristic of students Demographic characteristic of Parents...
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...“Information Communication Technology –Role, Usage, Awareness by the Distance Learner” Authors Information Name Shukla Pankaj Designation State Head Institute Knowledge Management Research Organization (KMRO) E-Mail address write2pankajshukla@gmail.com Name Chirag V.Jiyani Designation Lecturer Institute Aroma Commerce College E-Mail address write.chiragpatel@gmail.com Submitted to: National Conference “Business Strategies and India’s Economic Growth” R.B.Institute of Management Studies. Ahmedabad Abstract. This research paper is based on the different role of ICT in providing education to the distance learner and different types of ICTs being used in ODL and their specific applications to the various facets of the mode of delivery .Researcher is interested to find out the level of awareness of ICTs and it is utilization by the distance learner of the Ahmadabad region. Researcher also identify whether quality of education is ensured in a technology-driven system of teaching and learning. Based on the data collected through secondary sources and a primary survey, the researcher in this paper makes an assessment of the extent of usage, awareness, quality of education prevalent, among distance learner of Ahmadabad region. KEY WORDS : - Information Communication Technology (ICT), Open Distance Learning (ODL), role, utilization, awareness and quality of education through ICT. Table of Content Particulars | Page no | Objectives | 4...
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...information on adult education learning has to be received by the workforces of the world (Kasworm, C., 2007). The future also depends on the digitbal provides of education that need to create accessible and universal opportunities for adult learners (Kasworm, C., 2007). Knowledge is updated daily and these providers must keep up with the world. Technology is changing every day and those that want to provide the education opportunities must change with it. The digital educators must realize that the workforce they are continually educating is not always those that are working. They sometimes will be the undereducated, the disenfranchised and the dislocated worker. All will be trying to further their educations in hope of a better job or life (Kasworm, C., 2007). The educators are not always the edcuational institutions, they include government at all levels, employers and community institutions such as librarys (Merriam, S., Caffarella, R., & Baumgartner, L. ,2007). It is proven that the adults that are socialized and take advantage of the learning opportunities will acquire the skills needed to further their lives (Martin, J. ,2010). In small-town rural areas are better off than those living in isolated areas, and some urban centers are as impoverished as the most rural areas (Merriam, S., Caffarella, R., & Baumgartner, L. ,2007). Worldwide, access to learning opportunities in rural areas is a problem at all levels of education (Merriam, S., Caffarella, R...
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...Here, quantum of people are agrarian, illiterate and low socio and economic status. Most of the children are first generation learners at higher education level. However, during the course of study the rural students encounter many problems related to their personal, family, educational, financial, social and environmental issues. Due to these problems the rural learners are forced to dropout from their studies. The aim of the Indian higher education is to increase the gross enrolment ratio and to reduce the dropout level, especially they focus to develop the rural learners. A student drops out of the system of higher education due to external and internal circumstances, for instance with regard to financial difficulties or family related personal problems or, perhaps, due to a favourable business cycle. Education commission (1966) stated that “no investment is likely to yield greater returns than investment in human resources, of which, the most important is...
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...some empirical messages for English teachers in Taiwan about conducting a bilingual environment. Second, the results of how students improve their English learning in a bilingual environment can inspire teachers to provide appropriate stimulations to their students. Third, it is hoped that this study may help junior high school students for providing the information of how they can improve their English learning in a bilingual environment. Limitations of the Study Three limitations of the study are generalized as follows. First, the sample size of this study is small. The subjects in this study were 35 students from two classes in a junior high school in southern Taiwan. The sample for this study was restricted to the urban area. Consequently, it is hard to generalize the study findings to all the EFL students in Taiwan. Second, it is unpredictable whether the subjects respond to the questionnaires honestly. The subject responses to the questionnaires may be out of researcher’s control. Third, owing to the limited time for answering the questionnaires, the format of the questionnaires consists of only 24 questions. Therefore, the study may be not able to...
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...ELL Families and School English Language learner (ELL) students are the fastest growing student population in the USA today. There are the challenges of creating programs that can accommodate all students, including the ELL students, and the political issues, cultural practices, language barriers, school policies and is literacy practices and achievements, its socio-cultural influences, bilingualism and home language use with the parental and community resources for English acquisition and the ways and means that both the school and home can help the ELL students to achieve their goals. The socio-cultural influences on English Language learners affect how they interact with other students. They are expected to behave at school in the way that the dominant culture expects them to behave, but at home their family traditions and attitudes to education are different. They endeavor to cope with the changes of a new country, a new language, a new home and a new school. Many English language learners are bilingual. They speak Spanish at home as they acquire English at school. It is very effective when their parents speak, read and write with them in the native language. Home language use has a great influence on students both at home and school, as the student has to learn to adjust at school in the state’s language, which is different from their native tongue. That same student has to continue speaking his or her native language at home. Those students who practice...
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