A comparison of one-to-one and group teaching instructional methods across classrooms serving students with autism and other developmental disabilities

Research on the effectiveness of small group instructional formats with children who have autism and developmental disabilities has received mixed results in the research literature (e.g., Reid & Favell, 1984). The purpose of this study was to address the inconsistencies in this literature by comparing small group instruction with one-to-one instruction for a variety of teachers, students, and settings. Forty-one students in six classrooms ranging in age from 5-20 years old participated in the study, with 27 serving as experimental group participants and 14 as control group participants. Specifically, the study investigated academic gains using pre and posttest measures of task acquisition, on-task and self-stimulatory behavior levels, correct responding, and frequencies of teacher behaviors during one-to-one and small group formats. Results from the non-equivalent control group design with repeated measures indicated that students taught in small groups learned more material than those receiving only one-to-one instruction. No significant differences were found for levels of on-task or self-stimulatory behaviors between the two formats. Teacher behavior did not differ significantly across the teaching formats. These results indicate that small group formats are a viable, effective teaching format across curriculum areas. The successful application for this number of students and teachers in natural learning environments provides important documentation for the utility and practicality of small group instruction

MW 720 Mission to Muslim Peoples

Readings: Students are expected to read widely throughout the semester. The goal should be a minimum of 1500 pages, or approximately 110 pages per week. Some readings will be assigned; others will be chosen by the student, according to each one\u27s interests and needs, e.g. research for the papers. Browse in the library stacks, in the following areas: B 741-753 Islamic philosophy BP 1-399 Islam, in general BV 2625-2626 Missions to Muslims DS 35+ Historical, geographical, and political aspects HQ 1170 Women in Islam PJ 6000+ Arabic language and literature Don\u27t neglect the periodicals. Glance through, at least, Islamic Horizons, a general magazine for the Muslim public in the U.S. The Qur\u27an: Read what you can of the Qur\u27an. Some sections will be assigned, or read in class; bring your copy to each class session. You will not be required to read the whole book during the course of the semester. Everyone in ministry to Muslims, however, should be able to say, I\u27ve read it.https://place.asburyseminary.edu/syllabi/2940/thumbnail.jp

MB 610 Learning a Language and Culture

Required books for the course: 1. Abbott, Edwin A. (1884; 1979) Flatland: A Romance of Many Dimensions. NY: Dover. 2. Brewster, E Thomas, and Brewster, Elizabeth S (1976). Language Learning Made Practical. Pasadena: Lingua House (book plus cassette). (The book plus cassette is available from the instructor for $20.00). 3. Marshall, Terry (1989). The Whole World Guide to Language Learning. Yarmouth: Intercultural Press. 4. Nida, Eugene A (1960; 1990). Message and Mission: The Communication of the Christian Faith. Pasadena: William Carey. 5. Sandoz, Mari (1953; 1992). Cheyenne Autumn. Lincoln: Univ of Nebraska Press.https://place.asburyseminary.edu/syllabi/3603/thumbnail.jp

Religious Tolerance and its Relationship to Spiritual Maturity and Religious Orientation Among Seventh-day Adventists in Jamaica

Purpose. Although the Seventh-day Adventist (Adventist) Church promotes love of God and love for fellowmen, there is a perception that its members are generally intolerant of persons who do not hold religious beliefs that are similar to theirs. The purpose of this study was to investigate the extent to which spiritual maturity and religious orientation are related to religious tolerance among Seventh-day Adventists in East Jamaica Conference. Method. The Jamaican Adventist Religious Life Profile, the questionnaire used to collect data in this study, consists of the Intrinsic/Extrinsic–Revised Religious Orientation Scale; the Spiritual Maturity Index; and the Religious Tolerance Inventory developed for this dissertation to reflect a continuum of religious tolerance from intolerance, to critical tolerance, to hypertolerance. The questionnaire was given to 500 participants drawn from Adventist churches randomly selected from across the territory of East Jamaica Conference of Seventh-day Adventists. The categories of tolerance encompassed tolerance toward members as persons, tolerance toward members’ beliefs and practices, tolerance toward non-members as persons, and tolerance toward non-members’ beliefs and practices. Scores for tolerance were subjected to methods for analysis of categorical data as well as for continuous data to assess the nature of the association of tolerance scores with demographic as well as spiritual maturity and religious orientation variables. Results. Generally, Adventists in this sample scored high on the spiritual maturity scale (M=4.96, SD=0.64). They also scored high on intrinsic religiosity (M=4.36, SD=0.74) and low on extrinsic religiosity (M=2.58, SD=0.79). With Adventists, they are (a) intolerant with respect to members who wear jewelry (97.8%), and woman who wear pants to church (62.5%); (b) critically tolerant with regard to members who commit adultery (94.10%), members who practice homosexual behaviors (93.30%), pastors who have had a child out of wedlock before becoming a Christian (89.30%), members who hold views contrary to Adventists’ fundamentals (85.30%), Adventist preachers who do not preach against non-Saturday-keeping churches (74.70%), and on issues such as literature of dissident Adventists (68.60%), change of church format (61.80%); and (c) hypertolerant regarding members with AIDS (95.00%), members who are not fully knowledgeable of fundamentals witnessing (95.00%), disfellowshipped members (94.10%), and on the issues of loud shouting in church (81.60%), attending funerals on Sabbath (77.20%), and the wearing of casual clothing for Sabbath afternoon worship service (75.50%). With non-Adventists, they are (a) intolerant with respect to non-Adventists who wear jewelry (92.00%), non-Adventists teaching in Adventist schools (83.30%), and the issues of non-Adventist books being sold in Adventist book stores (76.30%); (b) critically tolerant regarding Sunday worshippers (98.10%), those who eat biblically unclean foods (94.60%), Adventist young people’s non-Adventist friends (93.10%), people from another religious denomination who force literature on them (86.40%), Sunday-keeping pastors (62.40%), and the issues of non-Adventist books used in Adventist schools (88.60%) and non-Adventist church services (71.20%); and (c) hypertolerant pertaining to non-Adventists involved in social projects (89.40%). Numerous significance tests (

MS 610 MB 710 Learning a Language and Culture

Books and Materials: Required books for the course: Abbott, Edwin A. (1884; 1979) Flatland: A romance of many dimensions. NY; Dover. Agar, Michael (1994) Language Shock: Understanding the Culture of Conversation. NY: Quill. Brewster, E Thomas, and Brewster, Elizabeth S (1976) Language Learning Made Practical. Pasadena: Lingua House (This book plus cassette is available from the instructor for $21.00) Marshall, Terry (1989) The Whole World Guide to Language Learning. Yarmouth: Intercultural Press. Nida, Eugene A. (1960; 1990) Message and Mission: The communication of the Christian Faith. Pasadena: Wm Carey. Sandoz, Mari (1953; 1992) Cheyenne Autumn. Lincoln: Univ of Nebraska Press.https://place.asburyseminary.edu/syllabi/1756/thumbnail.jp

MW 720 Mission to Muslim Peoples

Readings B 741-753 BP 1-399 BV 2625-2626 DS 35+ HQ 1170 PJ 6000+ Islamic philosophy Islam, in general Missions to Muslims Historical, geographical, and political aspects Women in Islam Arabic language and literaturehttps://place.asburyseminary.edu/syllabi/3958/thumbnail.jp

MW 720 Mission to Muslim Peoples

Accad, Fouad Elias. Building Bridges: Christianity and Islam. Colorado Springs: Navpress, 1977. Goddard, Hugh. A History of Christian-Muslim Relations. Chicago: New Amsterdam, 2000. Miller, Roland E, Muslim Friends: Their Faith and Feeling. St Louis: Concordia, 1995. Moucarry, Chawkat, The Prophet and the Messiah. Downers Grove: IVP, 2001.https://place.asburyseminary.edu/syllabi/2450/thumbnail.jp

OT 702 Ugaritic

Stanislav Segert, A Basic Grammar of the Ugaritic Language: With Selected Texts and Glossary. Berkeley: Univ. of California Press, 1998.https://place.asburyseminary.edu/syllabi/3281/thumbnail.jp

MB 610 Learning a Language and Culture

Required books for the course: 1. Abbott, Edwin A. (1884; 1979) Flatland: A Romance of Many Dimensions. NY: Dover. 2. Agar, Michael (1994) Language Shock: Understanding the Culture of Conversation. NY: Quill. 3. Brewster, E. Thomas and Brewster, Elizabeth S. (1976) Language Learning Made Practical. Pasadena: Lingua House. 4. Marshall, Terry (1989) The Whole World Guide to Language Learning. Yarmouth: Intercultural Press. 5. Nida, Eugene A. (1960; 1990) Message and Mission: The Communication of the Christian Faith. Pasadena: Wm Carey. 6. Sandoz, Mari (1953; 1992) Cheyenne Autumn. Lincoln: Univ. of Nebraska Press.https://place.asburyseminary.edu/syllabi/3672/thumbnail.jp

MB 610 Learning a Language and Culture

Course Description: (From the ATS Catalog): “The developed generic methods of applied linguistics which equip the cross-cultural worker with methods of acquiring a field language with maximum efficiency.” This course is a follow-up to MB600 / 700: Anthropology for Christian Mission, and a bridge to MB 720: Cross-Cultural Communication of Christianity. We will be concerned with several aspects of cross-cultural living and learning, in order to facilitate communication in our various ministries. The course has several facets, each of which could be expanded into at least a full semester’s course. Being put together into one semester here, these facets will serve as introductions to areas of life-long interest, learning, and possible research. These facets are: An introduction to language and linguistics, as the scientific study of language; An introduction to field methods in cultural anthropology and linguistics; An introduction to learning strategies in language study.https://place.asburyseminary.edu/syllabi/1286/thumbnail.jp