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1 – 10 of over 54000Janice Huber, M. Shaun Murphy and D. Jean Clandinin
As we gradually awakened to Loyla's, Ji-Sook's, and Brent's familial curriculum making, described in earlier chapters, we grew increasingly aware of tensions shaped by their…
Abstract
As we gradually awakened to Loyla's, Ji-Sook's, and Brent's familial curriculum making, described in earlier chapters, we grew increasingly aware of tensions shaped by their experiences in their familial and school curriculum making. Our earlier chapters show something of these tensions. In this chapter we return to a focus on tensions by exploring the tensions embodied by Loyla, Brent, and Ji-Sook as they lived in these two curriculum-making places. As we inquire into the children's embodied tensions, we do so with a sense of wanting to restory the potential of tensions on school landscapes and in composing lives. We also want to show something of ways in which attention to children's embodied tensions makes visible the gaps and silences they experienced in living in these two curriculum-making places.
Discusses a spreadsheet tool called an “optimizer” which is useful forexamining certain real estate investment problems. Describes what thistool is (a means of, for example…
Abstract
Discusses a spreadsheet tool called an “optimizer” which is useful for examining certain real estate investment problems. Describes what this tool is (a means of, for example, maximizing return while minimizing risk) and how it functions, giving examples of calculations and functioning. Concludes that such a tool is potentially powerful, but that formulae could easily be set up incorrectly. Adds that spreadsheets and manuals do not contain enough documentation for beginners to understand results fully.
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The purpose of this paper is to examine the effects of sentence combining (SC) and sentence decombining (SD) activities on fostering reading comprehension. As a widely used…
Abstract
Purpose
The purpose of this paper is to examine the effects of sentence combining (SC) and sentence decombining (SD) activities on fostering reading comprehension. As a widely used writing activity for enhancing syntactic fluency in English Language Arts (ELA) classes, SC requires learners to combine short sentences into longer and more complex sentences, while SD requires learners to break down a long sentence into the shortest grammatically allowable sentences.
Design/methodology/approach
This study assessed the effects of SD and SC in comparison with a control group on the improvement of reading comprehension ability among college students learning English as their second language (L2) in the context of a six-week English language learning program. Participants with overall intermediate English language proficiency were randomly assigned to one of three different conditions: SC, SD and control. Also, a subset of the participants was interviewed after the intervention.
Findings
The results showed that SD was more effective than SC or control condition in enhancing syntactic knowledge and reading comprehension, as measured by a standardized English proficiency test. Data obtained from post-study interviews further suggested that only SD was perceived by the participants as having enhanced their reading comprehension.
Originality/value
The present study provides a valuable addition to a body of research on sentence manipulation activities in ELA classes. For those L2 learners who have passed a pre-intermediate threshold level, SD appears to be more beneficial than SC in enhancing syntactic knowledge, which, in turn, appears to contribute to better reading comprehension.
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Aja LaDuke, Mary Lindner and Elizabeth Yanoff
The Common Core Standards (CCS) for English Language Arts and College, Career, and Civic Life Framework (C3) require social studies educators to reconsider connections between…
Abstract
The Common Core Standards (CCS) for English Language Arts and College, Career, and Civic Life Framework (C3) require social studies educators to reconsider connections between literacy and history teaching. In this article we examine three perspectives on literacy teaching: content area literacy, disciplinary literacy, and critical literacy. While some scholars see these perspectives as contradictory or in competition, we demonstrate how content, disciplinary, and critical literacy teaching can complement each other and facilitate teaching to and beyond the CCS standards and C3 framework in intermediate, middle school, and high school history instruction. Our article includes teaching examples as well as appendices of teacher resources.
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Allison H. Hall and Susan R. Goldman
This paper aims to examine the extent to which students’ experiences and perceptions of their literature classroom align with their teacher’s instructional goals for literary…
Abstract
Purpose
This paper aims to examine the extent to which students’ experiences and perceptions of their literature classroom align with their teacher’s instructional goals for literary inquiry and what teachers can learn from gaining access to students’ perspectives on their classroom experiences.
Design/methodology/approach
Thematic analyses were used to examine the data sources: mid-year and end-of-year interviews with six students, audio recordings of the teacher’s rationale for her instructional designs and a reflective discussion with the teacher upon reading the student interviews three years later.
Findings
Much of what the teacher intended students to get out of her instruction was what they expressed learning and experiencing in the class, yet some understood the purpose of the class to be far from her intentions. All the interviewed students had deeply personal and varied ways of relating what they learned in class to the world and their own lives. The teacher’s reflection on the interviews highlighted the importance of making space for multiple meanings and perspectives on literary works.
Originality/value
This paper speaks to the importance of surfacing students’ individual and varied ways of making sense of literary texts as part of instruction that values students’ thinking as well as the epistemic commitments of literary reading.
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The development of digital technology and digital resources have influenced one’s reading habits. This paper aimed to study undergraduate students' reading in digital sphere at…
Abstract
Purpose
The development of digital technology and digital resources have influenced one’s reading habits. This paper aimed to study undergraduate students' reading in digital sphere at universities in Vietnam.
Design/methodology/approach
A focus group study with 31 undergraduate students of six groups at six public universities was conducted to get their perspectives on reading preference, strategies, effectiveness and psychological factors influencing reading ability.
Findings
The results confirmed that bachelor students' reading preference for document formats depended on their reading purposes. They used different reading strategies for digital and traditional reading, for instance, keyword searching, taking note, skimming, scanning, need-based reading, selective reading, comparison, evaluation and criticism. Students had faster reading speed for digital texts; however, they had better concentration and memorization in printed documents. When students have motivation, good attitudes and emotion, they could be motivated to read more.
Originality/value
These findings were useful in enhancing the understanding of digital reading competence and help stakeholders find out solutions to improve reading capacity of Vietnamese students in digital space.
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Wonjun Chung, Jinbong Choi, Chang Wan Woo, Soobum Lee and Christina E. Saindon
This paper investigates whether building a nuclear power plant in a community would inherently bring local conflict phenomena such as “not in my back yard (NIMBY)”, focusing…
Abstract
Purpose
This paper investigates whether building a nuclear power plant in a community would inherently bring local conflict phenomena such as “not in my back yard (NIMBY)”, focusing especially on the interactive effect between different types of local publics and their exposure to either a supportive or opposing message about a hypothetical local governmental plan to build a nuclear power plant on community participation intentions.
Design/methodology/approach
Applying the two theoretical frameworks (situational theory of publics and social exchange theory) to NIMBY, this study used a quantitative approach by using 471 participants in a 4 (publics: active, aware, aroused or inactive) × 2 (advocacy message type: supportive or opposing message) experimental design.
Findings
The results showed that regardless of message types, active publics were more likely to participate in community activities than any other public, but this group strongly opposed the harmful facility, while inactive publics continued to be inactive. However, aware and aroused publics were significantly influenced by messages.
Originality/value
The rationale and findings of this research are original, as they have not been published previously, and are not being simultaneously submitted elsewhere. This research should contribute to the broad body of knowledge and practices in community-based conflict issues in terms of risk management. It is believed that the discussion and implications of the findings should raise interesting areas for further research.
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Husniza Husni and Zulikha Jamaludin
The purpose of this paper is to present evidence of the need to have a carefully designed lexical model for speech recognition for dyslexic children reading in Bahasa Melayu (BM).
Abstract
Purpose
The purpose of this paper is to present evidence of the need to have a carefully designed lexical model for speech recognition for dyslexic children reading in Bahasa Melayu (BM).
Design/methodology/approach
Data collection is performed to obtain the most frequent reading error patterns and the reading recordings. Design and development of the lexical model considers the errors for better recognition accuracy.
Findings
It is found that the recognition accuracy is increased to 75 percent when using context‐dependent (CD) phoneme model and phoneme refinement rule. Comparison between context‐independent phoneme models and CD phoneme model is also presented.
Research limitations/implications
The most frequent errors recognized and obtained from data collection and analysis illustrate and support that phonological deficit is the major factor for reading disabilities in dyslexics.
Practical implications
This paper provides the first step towards materializing an automated speech recognition (ASR)‐based application to support reading for BM, which is the first language in Malaysia.
Originality/value
The paper contributes to the knowledge of the most frequent error patterns for dyslexic children's reading in BM and to the knowledge that a CD phoneme model together with the phoneme refinement rule can built up a more fine‐tuned lexical model for an ASR specifically for dyslexic children's reading isolated words in BM.
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Researchers and teachers have noted the power of students reading text sets or multiple texts on the same topic, and numerous articles have been published with examples of and…
Abstract
Purpose
Researchers and teachers have noted the power of students reading text sets or multiple texts on the same topic, and numerous articles have been published with examples of and frameworks for text set construction. This study aims to traces the theoretical assumptions of these frameworks and explores their distinct implications and tensions for understanding disciplinary literacy in English language arts (ELA).
Design/methodology/approach
The author draws on three frameworks, using a focal article for each: cognitive (Lupo et al., 2018), critical (Lechtenberg, 2018) and disciplinary (Levine et al., 2018), and connect those articles to other research studies in that tradition. Separately, the author describes each of the three text set frameworks’ design principles. Then, across frameworks, the author analyze the disciplinary assumptions around each framework’s centering texts, epistemological goals and trajectories.
Findings
The centering text, goals and trajectories of each framework reflect its underlying epistemological lens. All frameworks include a text that serves as its epistemological center and the cognitive and disciplinary frameworks, both rely on progressions of complexity (knowledge/linguistic and literary, respectively). The author traces additional alignments and tensions between the frameworks and offer suggestions for possible hybridities in reading modality and reading volume.
Originality/value
Many articles have been written about models of text set construction, but few have compared the assumptions behind those models. Examining these assumptions may help English teachers and curriculum designers select texts and build curriculum that leverages the strengths of each model and informs researchers’ understanding of disciplinary literacy in ELA.
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