Centre for Applied Linguistics at the University of Warwick

The Centre for Applied Linguistics was established in 1983 and has grown from a relatively small teaching unit to a large centre engaged in a wide variety of activities under the broad heading of Applied Linguistics. Our work includes English language teaching, teacher education, undergraduate and postgraduate teaching in applied linguistics, development of teaching and research resources, and small- and large-scale research

Guilderland Central School District and Guilderland Teachers\u27 Association(Guilderland Teaching Assistants Unit)

Proceeding Between Guilderland Central School District And Guilderland Teachers\u27 Association (Guilderland Teaching Assistants Unit). PERB Case No. M 2008-148. Donna Trautwein, Ph.D., Fact Finder

A Ward teaching unit on the care of the Cardiac patient

Thesis (Ed.M.)--Boston Universit

New VISTAs in Science Education

In the summer of 2012, a colleague and I attended the four-week Virginia Initiative for Science Teaching and Achievement (VISTA) Elementary Summer Science Institute where we were trained to conduct inquiry-based science teaching in a problem-based learning setting. We then implemented our training in our own academic classrooms by developing a Problem-Based Learning unit meeting the objectives of our Virginia standards-based science curriculum and selecting a topic with tics to our local community. Toward demonstrating that students, teachers, and educational systems stand to benefit from the implementation of this methodology, this article clarifies the following aspects: 1) outlines the problem, scenario, and process of developing a Problem-Based Leaming unit; 2) explains the delivery in the classroom; 3) analyzes ongoing formative and summative assessments; 4) and, discusses the influence on students, teachers, and instruction as a whole

Preparing teachers to support inclusion: The benefits of interaction between a group of pre-service teachers and a teaching assistant who is disabled.

This qualitative study investigates the development of preservice teachers' attitudes toward people with disabilities during a semester-long unit. Ten students enrolled in a special education teaching elective were interviewed before and after they were engaged in a teaching program designed to expose them to direct, structured interactions with a teaching assistant who was physically disabled. The teaching assistant interacted with students in both small and large group tutorial discussions throughout the semester. Also, students kept a reflective journal on their experiences with people with disabilities throughout the teaching program. Data were collected through the use of semi-structured interviews and journals, and analysis indicated that: (i) students developed a more positive attitude and became more comfortable in interacting with the teaching assistant during the semester, and (ii) learning experience improved their knowledge about disability issues

Union and Union Threat Premiums Among Graduate Student Stipends

To inform the ongoing debate over graduate student unionization, the author tests for the presence of union-related premiums among teaching and research assistant stipends using data from The Chronicle of Higher Education’s survey of departments in six fields in 2000, 2001, and 2003. Ordinary least squares and instrumental variables methods reveal union and union threat premiums among teaching assistant stipends. There is little evidence of union-related premiums among research assistant stipends. Specifications controlling for union composition or using employment weights reveal that the teaching assistant only union premium is positive for teaching assistant stipends and negative for research assistant stipends. This suggests that collectively bargained contracts may yield benefits for teaching assistants at the expense of research assistants when the latter are excluded from the bargaining unit. There is a positive premium to joint teaching and research assistant unions for teaching assistant stipends and no effect for research assistant stipends

Experiences of using student workbooks for formative and summative assessment

In response to poor student attainment rates, the teaching, learning and assessment strategy of a Level 1 circuit theory unit has been revised to emphasise the importance of regular attendance at teaching sessions, and also to provide regular formative feedback. As part of the assessment scheme a tutorial workbook has been used for both formative and summative assessment. The workbook is assessed regularly during scheduled teaching sessions. The use of objective questions has reduced the time taken to assess the work, while the regular assessments help with student motivation, provide formative feedback, and help students to structure and pace their learning