EFL pedagogy students' self-directed learning: use of edmodo and e-portfolio

Tesis (Pedagogía en Inglés)This study aims at exploring how Edmodo and E-Portfolio affect EFL Pedagogy Students’ Self-Directed Learning (SDL). The theory is framed within the concepts of Self-Directed Learning and online platforms. This mixed type of research (qualitative and quantitative) considered 3 different instruments to collect data: questionnaires (PRO-SDLS), interviews, and a focus group. The participants were 26 freshmen in an English Pedagogy program. From the data obtained and analyzed, the study showed that there is a statistically significant difference in the participants’ SDL between the pre and posttest. At the same time, students perceived that E-Portfolio is more useful than Edmodo in their learning process.Este estudio tiene como objetivo explorar cómo Edmodo e E-Portfolio afectan en el aprendizaje autodirigido en estudiantes que aspiran a ser profesores de EFL. La teoría se enmarca en los conceptos de aprendizaje autodirigido y plataformas en línea. Este tipo de investigación mixta (cualitativa y cuantitativa) consideró tres instrumentos diferentes para recopilar datos: cuestionarios (PRO-SDLS), entrevistas y un grupo focal. Los participantes fueron 26 estudiantes de primer año en un programa de Pedagogía en Inglés. A partir de los datos obtenidos y analizados, el estudio mostró que existe una diferencia estadísticamente significativa en el SDL (siglas en Inglés del Aprendizaje Autodirigido) de los participantes entre el primer cuestionario y el segundo. Al mismo tiempo, los estudiantes percibieron que E-Portfolio es más útil que Edmodo en su proceso de aprendizaje

A Revolving Door: Challenges and Solutions to Educating Mobile Students

The problem of students changing schools in the middle of the school year is not new. The consequences of these changes, however, are increasingly dire. Student mobility, defined as students' movement into and out of schools and school districts during a school year, is particularly prevalent among low-income, immigrant and minority children, whose families are often susceptible to changes in housing that precipitate changes in the schools they attend. In an era in which all students are held to high standards, the disruption caused by moving from school to school -- sometimes multiple times within one school year -- can have devastating results for mobile students as well as the teachers and non-mobile students in the schools from which these students depart and to which they arrive.The purpose of this report is to shed light on the challenges associated with high rates of student mobility in order to best identify and disseminate promising strategies for overcoming these challenges -- both inside and outside of schools. The report is intended to highlight the issue of student mobility and focus policymakers' attention on the changes needed in policy and practice at state and local levels to best serve these students. The ultimate goal is to ensure that mobile students are provided with every opportunity to receive the high quality education that will enable them to become successful, productive citizens.This report focuses on districts in Massachusetts' Gateway Cities; in these 11 school districts, 35,000 students moved at least once during the 2008 -- 09 school year, representing 35% of all mobile students statewide. In some of these districts, nearly one-third of the students changed schools during the course of the year. This report describes the scale of Massachusetts' student mobility problem and the challenges student mobility presents in 11 schools in 6 Gateway City districts (Brockton, Fitchburg, Haverhill, Holyoke, Springfield, and Worcester). Findings were gathered from interviews with 43 school and district staff members in the 6 Gateway Cities school districts listed above.The report also provides examples of promising school-, district- and state-level strategies for mitigating the negative impact of mobility. The final section puts forth considerations for action for Massachusetts policymakers. The report suggests that Massachusetts policymakers:develop the Readiness Passport and incorporate individual indicators of student mobility;expand current efforts to better understand the implications of student mobility and support the districts most impacted by it; develop a more flexible and responsive funding system; consider how to incorporate student mobility into the state accountability system while holding all students to high standards; encourage schools of education to incorporate training for working with mobile students; and promote interagency collaboration to address the root causes of student mobility. The report was the subject of discussion during a public event in Holyoke, MA on September 20, 2011

Don Carlos Homestead Archaeological Excavation

The Don Carlos Homestead site is located in the northern part of Moniteau County and was occupied from 1828 to the 1950s by the Don Carlos family, whose heritage traces back to Spanish royalty. All that currently exists of the site includes remnants of the original cellar, a wagon, water pump, and cistern. The land the site occupies has been owned by only two families in its nearly 200 years of occupation, providing ideal circumstances to learn more about the original settler family. --From poste

Danialle Karmanos' Work It Out Evaluation Report: Winter/Spring 2013

The DKWIO program seeks to prevent childhood obesity by promoting a healthy mind, body, and spirit through yoga and nutrition programming. The purpose of DKWIO is to help children become healthier by reducing anxiety and increasing self-esteem through the calming and focused effects of yoga. Each week (10 weeks total) children are introduced to a unique one-hour formula that includes an introduction, nutritional information, yoga and activities, as well as relaxation and meditation exercises. The program is delivered by volunteer yoga instructors at urban elementary schools as part of students' existing physical education programming. By the end of the 10 weeks, the DKWIO program goals are that children will have a better understanding of and appreciation for yoga, healthy eating and physical activity, and that incorporating a practice of yoga will improve students' mental and physical health. This report is an evaluation of the program

The English Curriculum in the People's Republic of China

The status and role of English as a school subject in China has fluctuated wildly because of its desirable but sensitive connotations. English is the language of world trade and communications, which makes its study an important strategy in implementing internationally-oriented policies for "modernization", while its historical overtones of imperialism, capitalism and even barbarianism are unwelcome for those who prefer more self-reliant and isolationist approaches. This paper traces the career of the English curriculum in China since 1949, with particular reference to the junior secondary school curriculum, through an analysis of the national syllabus and textbooks. It identifies five distinct periods and analyses the major forces of curriculum change, the dynamics of curriculum design, and the principal features of models for change in each of the periods. It is argued that the overall process of policy-making, and curriculum development specifically, has been characterized by a complexity and pattern of development which is not adequately recognized in existing portrayals that have focused on the relationship between macro political shifts and educational policies, and have emphasized the role of the state

Spartan Daily, February 6, 1979

Volume 72, Issue 5https://scholarworks.sjsu.edu/spartandaily/6433/thumbnail.jp

A selective annotated bibliography of materials recommended for junior high classrooms regarding resistance during the Holocaust

The Holocaust is a topic that is regularly taught in schools around the country, yet teachers are not necessarily instructed about what to teach regarding this time in history. The purpose of this project was to create a selective annotated bibliography of recommended resources for junior high school teachers to use when teaching about resistance during the Holocaust. The researcher questioned the appropriate role of historical fiction among teaching resources for a junior high school unit about resistance during the Holocaust, and she considered what resources were available for teaching junior high school students about resistance during the Holocaust. The project was completed by selecting resources from the following: the United States Holocaust Memorial Museum’s website, Yad Vashem’s website, Western Illinois University’s Leibovitz Collection Holocaust Curriculum Cases, and Wilson’s Middle and Junior High Core Collection. The selected resources were analyzed using an analysis tool developed by the researcher. An annotated bibliography was then constructed which included a citation, setting, summary, and suggestion for use for each resource