A process-oriented language for describing aspects of reading comprehension

Includes bibliographical references (p. 36-38)The research described herein was supported in part by the National Institute of Education under Contract No. MS-NIE-C-400-76-011

The Integration of the English Language Skills to Teach Physical Education to 6th Graders from a public school

En este proyecto de aula se busca integrar las cuatro habilidades del inglés para enseñar Educación Física a estudiantes de sexto grado de un colegio público. Con el proyecto, promovemos el uso de las habilidades orales en inglés a través de la práctica en Educación Física, teniendo como enfoque la instrucción basada en contenido. Implementamos estrategias a través de las cuales los estudiantes reciben, entienden y realizan comandos orales relacionados con Educación Física. Este proyecto tiene como escenario una clase de sexto grado en un colegio público local en un periodo de tiempo de ocho horas a razón de una hora semanal durante dos meses. Se recogieron datos haciendo uso del método cualitativo a través de diarios de campo, observaciones y artefactos producidos por los estudiantes. Una vez contrastados los objetivos del proyecto con los resultados obtenidos, se puede decir que estos fueron alcanzados

Applying science of learning in education: Infusing psychological science into the curriculum

The field of specialization known as the science of learning is not, in fact, one field. Science of learning is a term that serves as an umbrella for many lines of research, theory, and application. A term with an even wider reach is Learning Sciences (Sawyer, 2006). The present book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings (Science of Instruction, Mayer 2011). Although much, but not all, of what is presented in this book is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. The overarching theme of this book is on the interplay between the science of learning, the science of instruction, and the science of assessment (Mayer, 2011). The science of learning is a systematic and empirical approach to understanding how people learn. More formally, Mayer (2011) defined the science of learning as the “scientific study of how people learn” (p. 3). The science of instruction (Mayer 2011), informed in part by the science of learning, is also on display throughout the book. Mayer defined the science of instruction as the “scientific study of how to help people learn” (p. 3). Finally, the assessment of student learning (e.g., learning, remembering, transferring knowledge) during and after instruction helps us determine the effectiveness of our instructional methods. Mayer defined the science of assessment as the “scientific study of how to determine what people know” (p.3). Most of the research and applications presented in this book are completed within a science of learning framework. Researchers first conducted research to understand how people learn in certain controlled contexts (i.e., in the laboratory) and then they, or others, began to consider how these understandings could be applied in educational settings. Work on the cognitive load theory of learning, which is discussed in depth in several chapters of this book (e.g., Chew; Lee and Kalyuga; Mayer; Renkl), provides an excellent example that documents how science of learning has led to valuable work on the science of instruction. Most of the work described in this book is based on theory and research in cognitive psychology. We might have selected other topics (and, thus, other authors) that have their research base in behavior analysis, computational modeling and computer science, neuroscience, etc. We made the selections we did because the work of our authors ties together nicely and seemed to us to have direct applicability in academic settings

ImpacT2 project: preliminary study 1: establishing the relationship between networked technology and attainment

This report explored teaching practices, beliefs and teaching styles and their influences on ICT use and implementation by pupils. Additional factors explored included the value of school and LEA policies and teacher competence in the use of ICT in classroom settings. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 816 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of IC

Connecting practice to research (and back to practice): making the leap from design practice to design research

This paper explores two questions: what skills and knowledge can be derived from research and brought back into design practice; and how can we better prepare designers to undertake research? Its aim was to enable design practitioners wishing to pursue research to understand the process and anticipate the scope and level of work. Additionally, it addressed the questions of how design education can incorporate a research-based curriculum and how professional bodies can promote the value of research to practitioners? A complementary paper was co-written and presented at the CONNECTED 07 conference, Sydney. It explores the process of undertaking a PhD within the framework of the UK design education system by examining it from a design and business perspective (Yee, J.S.R, Michlewski, K. and Bohemia, E. (2007) 'Interrogating the Academic Research Process in UK Design Education from Design and Business Perspectives', ConnectED 2007 – International Conference on Design Education, Sydney, (http://www.designdictator.com/publications/connected07.pdf). Yee’s research bridges the gap between contemporary design practice, the growth of professional knowledge and pedagogy, via empirical study and theoretical discourse. Yee is currently 2nd supervisor for a PhD, entitled; ‘The Development of a Framework to Understand Potential Relationships Between Services and Their Users’ and is contributing to the development of the Professional Practice Doctorate in Design in the CfDR

Expectations eclipsed in foreign language education: learners and educators on an ongoing journey / edited by Hülya Görür-Atabaş, Sharon Turner.

Between June 2-4, 2011 Sabancı University School of Languages welcomed colleagues from 21 different countries to a collaborative exploration of the challenging and inspiring journey of learners and educators in the field of language education.\ud \ud The conference provided an opportunity for all stakeholders to share their views on language education. Colleagues met with world-renowned experts and authors in the fields of education and psychology, faculty and administrators from various universities and institutions, teachers from secondary educational backgrounds and higher education, as well as learners whose voices are often not directly shared but usually reported.\ud \ud The conference name, Eclipsing Expectations, was inspired by two natural phenomena, a solar eclipse directly before the conference, and a lunar eclipse, immediately after. Learners and educators were hereby invited to join a journey to observe, learn and exchange ideas in orde

The Effect of Using the Flipped Learning Strategy on Developing Reading Comprehension Skill in English among 4th Grade Primary Students in Kuwait

This study investigated the effect of using flipped learning strategy in developing reading comprehension skill in English language among 4th grade primary students in the Kuwaiti capital schools. To achieve the study’s objective, the researcher used the quasi-experimental approach, which depends on the selection of an experimental and a control group. To calculate the effect, a post-achievement test was applied to the members of the two groups, and the study sample was intentionally selected, and so consisted of (50) male and female students from the basic stage. The data were analyzed statistically, and the results revealed that there were statistically significant differences in the average achievement of the experimental group on the post application. To test these differences, the analysis of covariance was applied. Based on the obtained results, the researcher recommended applying flipped learning strategy in teaching English and related subjects in primary schools in the State of Kuwait and also holding training courses for English language teachers to design lessons that align with the flipped learning strategy

Towards a Theory of Software Development Expertise

Software development includes diverse tasks such as implementing new features, analyzing requirements, and fixing bugs. Being an expert in those tasks requires a certain set of skills, knowledge, and experience. Several studies investigated individual aspects of software development expertise, but what is missing is a comprehensive theory. We present a first conceptual theory of software development expertise that is grounded in data from a mixed-methods survey with 335 software developers and in literature on expertise and expert performance. Our theory currently focuses on programming, but already provides valuable insights for researchers, developers, and employers. The theory describes important properties of software development expertise and which factors foster or hinder its formation, including how developers' performance may decline over time. Moreover, our quantitative results show that developers' expertise self-assessments are context-dependent and that experience is not necessarily related to expertise.Comment: 14 pages, 5 figures, 26th ACM Joint European Software Engineering Conference and Symposium on the Foundations of Software Engineering (ESEC/FSE 2018), ACM, 201

The Effect of Using the Flipped Learning Strategy on Developing Reading Comprehension Skill in English among 4th Grade Primary Students in Kuwait

This study investigated the effect of using flipped learning strategy in developing reading comprehension skill in English language among 4th grade primary students in the Kuwaiti capital schools. To achieve the study’s objective, the researcher used the quasi-experimental approach, which depends on the selection of an experimental and a control group. To calculate the effect, a post-achievement test was applied to the members of the two groups, and the study sample was intentionally selected, and so consisted of (50) male and female students from the basic stage. The data were analyzed statistically, and the results revealed that there were statistically significant differences in the average achievement of the experimental group on the post application. To test these differences, the analysis of covariance was applied. Based on the obtained results, the researcher recommended applying flipped learning strategy in teaching English and related subjects in primary schools in the State of Kuwait and also holding training courses for English language teachers to design lessons that align with the flipped learning strategy