Measurement of attitude toward educational use of the Internet in an English composition course with a comparison of traditional -aged and non-traditional-aged students

Attitude is tied to behavior, and writing behaviors seem to be affected by using a computer. Technological advances have forever changed the way educators view the process of writing, including the way students learn, how they feel about the way they are learning, and their subsequent behaviors. Numerous studies have indicated that using computers to write changes the way students write, what they write, and the quantity and quality of that writing. However, studies disagreed about how these changes occur, whether they are positive or negative (or neither), and what psychological dynamics, such as attitude, are involved, to what degree, and how they relate to each other. Affect in general and specifically toward computers has been studied, with several computer attitude scales developed during the 1980s and 1990s. However, these scales did not measure attitude nor subsequent behaviors toward complex computer applications, such as the Internet; moreover, none existed for use in English composition. This study measured attitudes toward educational use of the Internet (ATEUI), along with selected behavioral correlates, among English composition students to examine the relationships between attitude and behavior, age, sex, and academic rank. Further, the students were categorized by age to determine any differences between those who were traditional aged (\u3c25) and those who were non-traditional aged (≥25)

Theories of multiple intelligences and learning assessment for deep learning in higher education

M.Ed.This thesis reports on an action research project carried out in a Private Higher Education Institution and relates to the contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning. It is argued that theories of multiple intelligences, while having been widely applied to teaching, have not been meaningfully applied to the assessment of learning or to the promotion of deep learning. Therefore, the problem for research was that insufficient consideration has been given to the possible contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning, and that there is a gap in the application of those theories to the assessment of learning. Consequently, the purpose of the research was to examine the potential contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning. The first aim of the research was to consider the assessment of learning and to demonstrate how deep learning may be promoted through assessment. Secondly, the research explored the potential contribution of theories of multiple intelligences to the assessment of learning; while the third aim considered the demands of deep learning and theories of multiple intelligences in relation to assessment. The fourth aim was to propose a theoretical framework for assessment for the promotion of deep learning in the context of theories of multiple intelligences; while the fifth aimed to derive related principles. The final aim was to apply the derived principles practically to a course of study. The theoretical framework for the research was built on a study of the literature relating to the assessment of learning, deep learning and theories of multiple intelligences. As the researcher was a practitioner, developing educational practice, a practitioner action research design was utilized, enabling the location of the research within a specific educational context and allowing for the development of a specific response to the research problem. Practitioner action research was particularly advantageous because it allowed for the improvement of practice, as v well as the generation of new knowledge with respect to the assessment of learning, deep learning and theories of multiple intelligences. Drawing the study of the literature and the empirical research together, the research findings were that theories of multiple intelligences have a contribution to make to the assessment of learning; learners were aware of and appreciated the variety available in assessment items; learners need clear guidance with respect to technical requirements for assessment options; theories of multiple intelligences make a positive contribution to the construction of assessment items that promote deep learning; and assessment that is shaped by multiple intelligences contributes to the promotion of deep learning in certain learners. The scholarly contribution of this study lies in that it has developed the application of theories of multiple intelligences to the assessment of learning in a manner that contributes to improved practice with respect to the assessment of learning in general and specifically to the promotion of deep learning through the assessment of learning, with application to both the higher education sector in particular and all education in general

Teaching for creativity in an EFL context : The predictive roles of school climate, teaching enthusiasm, and metacognition

Funding This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.Peer reviewedPostprin

A Comparative Study of the Learning Styles of Southeast Asian and American Caucasian College Students on Two Seventh-day Adventist Campuses

Problem. While much research has been conducted on learning style in the United States, no known empirical study has been done to compare the learning styles of Asian and Caucasian students on Seventh-day Adventist campuses. Therefore, the purpose of this study was to investigate the differences in learning-style preferences between a group of Asian students at Southeast Asia Union College in Singapore and Caucasian students at Andrews University in Michigan. Method. This study employed the Productivity Environmental Preference Scale to measure the learning styles of the two groups. The data which were computed and analyzed to test seven null hypotheses were provided by a total of 309 undergraduate students (143 Asiansand 166 Caucasians). Findings. (1) Caucasians appear to have a higher preference for warmth, responsibility, intake, learning in the morning, and mobility. They exhibit a lower preference for auditory and visual learning than the Asians. (2) Males as compared to females have a higher preference for noise, tactile learning experiences, intake, responsibility, and warmth; they have a lower preference for learning in several ways, peer-oriented learning, and persistence. (3) Caucasian males, as compared to Asian males, appear to have a stronger preference for warmth, responsibility, persistence, and intake, and a lower preference for auditory learningand learning in the late morning. (4) Caucasian females have a higher preference for responsibility, warmth, mobility, learning in the morning, and intake than the Asian females; and they have a lower preference for visual and auditory learning experiences. Conclusions. From an analysis of the findings, it appears that culture is a determinant of learning style as Asians are significantly different from Caucasians in their preferences. Sex appears to be a contributing factor as well

Holding the village accountable: a comparative case study of two economically divergent communities to investigate the extent social capital impacts student achievement in STEM, 2016

This dissertation explores the extent social capital and social networking impact student achievement in STEM within communities of divergent affluence and influence. The lack of parity of academic amenities within communities, including academic tutoring, math and science classes, and workshops tend to impede student achievement within the schoolhouse. Therefore, activities occurring within households result in each communitys ability to serve as either a bridge or a barrier to student academic success. The author argues that through community mobilization to drive further access to community-based academic resources, students can be connected to opportunities to nourish their STEM competencies, which will lead to increased success in the core STEM courses of mathematics and science. Communities with higher socioeconomic standings have an embedded innate framework of networking through associations and affiliations. Due to these memberships in a cross-section of activities, including neighborhood associations, parent groups, and civic organizations, there is a natural ebb and flow of communication and action that encourages opportunities to emerge for the benefit of its community's children. The author investigated the relationship between student STEM achievement in school and the ability of families to access academic opportunities outside of the school environment. Data collected included an array of primary and secondary sources, student state test scores, and program marketing documents of STEM education providers. To further explore the relationship between variables, surveys completed by community stakeholders and parents were distributed and analyzed. The quality of instruction occurring within community-based STEM opportunities was measured through analyses of survey instruments and documents, curriculum standards, and approaches to learning. KEY TERMS: Access to Academic Amenities, Quality of Instruction within Academic Amenities, Parent Involvement, Community Cohesiveness, Student Achievement, Out-of-School-Time, STEM, Educational Leadershi

Lessons from Ellen: A Case Study Investigation of Comprehension Strategy Instruction in Action

In the past ten years, reading comprehension instruction has received significant attention from educational researchers. Drawing on studies from cognitive psychology, reader response theory, and language arts research, current best practice in reading comprehension instruction is characterized by a strategies approach in which students are taught to think like proficient readers who visualize, infer, activate schema, question, and summarize as they read. Studies investigating the impact of comprehension strategy instruction on student achievement in reading suggest that when implemented consistently the intervention has a positive effect on achievement. Research also shows, however, that few teachers embrace this approach to reading instruction despite its effectiveness, even when the conditions for substantive professional development (i.e. prolonged engagement, support, resources, time) are present. The interpretive case study reported in this dissertation examined the year-long experience of one fourth grade teacher, Ellen, as she leanled about comprehension strategy instruction and attempted to integrate the approach in her reading program. The goal of the study was to extend current understanding of the factors that support or inhibit an individual teacher\u27s instructional decision making. The research explored how Ellen\u27s academic preparation, beliefs about reading comprehension instruction, and attitudes toward teacher-student interaction influenced her efforts to employ comprehension strategy instruction. Qualitative methods were the basis of this study\u27s research design. The primary methods for collecting data included pre- and post-interviews, field notes from classroom observations and staff development sessions, infonnal interviews, e-mail correspondence, and artifacts such as reading assignments, professional writing, school newsletters, and photographs of the classroom. Transcripts from interviews, as well as field notes, e-mail, and artifacts, were analyzed according to grounded theory\u27s constant-comparative method. The results of the study suggest that three factors were pivotal in Ellen\u27s successful implementation of reading strategy instruction: Pedagogical beliefs, classroom relationships, and professional community. Research on instructional change generally focuses on issues of time, resources, feedback, and follow-through. The research reported here recognizes the importance of these components, but expands contemporary thinking by showing how, in Ellen\u27s case, a teacher\u27s existing theories, her relationship with her students, and her professional interaction with peers impact instructional decisions

Pre-vocational education in Jordan : implications for teacher preparation and in-service training

This study proposes a rational basis for pre-vocational. education (PVE) teacher preparation and training in Jordan based on a thorough assessment of the teacher's role and responsibilities. Qualitative and quantitative data collection methods were employed. These included semi-structured interviews with members of the Jordanian National Teams for PVE Curriculum Development and for Supervision on PVE Curriculum Development, as well as with PVE supervisors in Jordan. Selfcompletion questionnaires were also administered to a sample of PVE teachers and educational supervisors. Asserting that design and implementation of a successful training programme should be founded on the job activities and competencies required, this study presents a job description for the PVE teacher, analyses the activities involved, and identifies the associated competencies. The study proceeds to scrutinise the components of WE teacher preparation, analyses the current delivery of PVE in Jordan, identifies some deficiencies, and considers potential corrective action. The study also discusses the necessity of vocational field experience for the PVE teacher. Current programmes of PVE teacher preparation are critically examined, shortcomings are identified, and proposals for improvement are discussed

Social-Emotional Competences of Preschoolers: The Impact of Outdoor Educational Activities

Early childhood education is a new & priority of European trends education and a means of increasing the quality of the life. This study aims to provide an analysis of the kindergartens in nature experiences, where children’s lives are conducted in close contact with nature and the outdoor activities in any season and in any weather are an important part of the daily program. These outdoor activities have a significant contribution to social and emotional development of the preschoolers. The concept of kindergartens in nature is an innovative educational concept in which the education for sustainable management and environment has an integrated approach. These activities contribute to the social and emotional development of preschoolers

The Role of Interest in Fostering Sixth Grade Students' Identities As Competent Learners

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/72489/1/0362-6784.00153.pd

Children’s literature, their books and reading interests: a study in primary schools in Bahrain

The purpose of this study is to assess the provision and quality of children’s literature and books presented to Bahraini children of ages 6-12 at their homes, schools, public libraries and bookshops; to explore the values of children's literature and books and the effects they might have on children's lives; to identify children's preferences with respect to literature and related books in Bahrain; and to provide evidence and guidance to the appropriate authorities so that more informed decisions might be made concerning the provision of children’s literature and their books in Bahrain. To achieve these objectives, a quantitative and qualitative survey style research approach was adopted to collect information from people responsible for the provision of children's literature and those who are best acquainted with children's reading interests. Information was gathered from teachers, librarians, parents and authors and, through questionnaires and semi-structured interviews, from primary aged children. From the findings of this study it was concluded that:• There was a serious deficiency in the provision of good and suitable children's literature and books in Bahrain in general and in the primary schools in particular.• Inadequacy of children's literature and related books in terms of quantity and quality has caused significant retardation in the development of Bahraini children's literary education and in meeting their reading needs and interests.• There were differences in the reading habits of male and female children in Bahrain. It was also concluded from the literature review that children’s literature and books have great value in children's lives in addition to their significant contribution to children's educational, language, cognitive, personal and social development. In the light of these conclusions, clear recommendations were offered as to the way ahead for future developments in: • The provision of children's literature and books in Bahrain• The provision of library services to children in Bahrain• The production and publishing of children's books in Bahrain• School environment and adults' role in encouraging children’s reading interests General recommendations with an objective to develop children’s literature and books in the Arab world were also presented. It is hoped that the findings and the implications of this study will contribute towards the development of children's literature and their books in Bahrain and towards improving educational practice in primary schools of Bahrain by use of literature-based programmes and teaching methods