An Interview with Miriam Schcolnik: Reading, E-Reading and Writing and Their Assessment

Dr. Miriam Schcolnik (emerita) is the former Director of the Language Learning Center of the Division of Foreign Languages at Tel Aviv University. For three decades she coordinated and taught EAP (English for Academic Purposes) courses as well as a course in Technology in Language Teaching. She has developed many online learning environments, multimedia courseware packages, EFL textbooks, and teachers' resource books. Her research interests are e-reading and writing, and the use of digital tools to facilitate language learning and communication

Student Reactions to Announcements-Auditory and Visual (Email)

For some instructors in some classes, it is difficult to engage students, prompt students to participate in Discussion Board and submit work on time. The present study utilized a counterbalanced study to explore the issue of announcements, prompts and supportive reminders with undergraduates and graduate students. Results of this preliminary study are provided and discussed

An Interview with Ajay Singh: The Ages and Stages Questionnaire (ASQ)

The Ages and Stages Questionnaire is one of the most well researched and utilized instruments in use today in developmental centers, Head Start Facilities and kindergarten and first grade schools. In this interview Dr. Ajay Singh discusses the main components of the test and responds to questions as to its utilization

Improving Instructional Pedagogy: What are the Issues?

This brief review paper examines some of the issues and concerns relative to the improvement of teacher instruction and discusses some of the inter-personal as well as the intrapersonal concerns and reviews some of the most salient constructs

Feedback: A Construct in Search of Contemporary Investigation

Feedback is a construct that has been around for decades, but it’s utilization in online classes and in Zoom has only been cursorily investigated. This paper briefly reviews the types of feedback and discusses the need for empirical examination of the construct.Feedback is quite frequently given by some instructors, minimally given by others, and haphazardly administered by still others. While feedback is important, empiricists must examine its use and research conducted regarding its impact

An Interview with Amy Azano: Fidelity of Implementation

Recently, the “response to intervention” paradigm has been adopted to ensure early intervention for children with learning and other problems. One main concern is the teacher’s ability to implement this intervention (in academic and other areas) with fidelity, and integrity. This interview reviews some of these issues and discusses the main concerns in this realm

A Reflective Conversation With Professor Louis Markos About Myths And The Humanities?

Louis Markos holds a BA in English and History from Colgate University and an MA and PhD in English from the University of Michigan. He is a Professor of English and Scholar in Residence at Houston Baptist University, where he holds the Robert H. Ray Chair in Humanities and teaches courses on British Romantic and Victorian Poetry and Prose, the Greek and Roman Classics, C. S. Lewis, and J. R. R. Tolkien. He is the author of twenty books, including The Myth Made Fact: Reading Greek and Roman Mythology through Christian Eyes, Ancient Voices: An Insider’s Look at Classical Greece, On the Shoulders of Hobbits: The Road to Virtue with Tolkien and Lewis, Apologetics for the Twenty First Century, From Achilles to Christ: Why Christians Should Read the Pagan Classics, Lewis Agonistes: How C. S. Lewis can Train us to Wrestle with the Modern and Postmodern World, Atheism on Trial, and The Dreaming Stone and In the Shadow of Troy, children’s novels in which his kids become part of Greek Mythology and the Iliad and Odyssey. He has produced two lecture series on C. S. Lewis and literary theory with The Teaching Company/Great Courses, published 300 book chapters, essays, and reviews, given well over 300 public lectures in some two dozen states as well as Rome, Oxford, and British Columbia, and had his adaptations of The Iphigenia in Tauris of Euripides, The Helen of Euripides, and The Electra of Sophocles performed off-Broadway. He is committed to the concept of the Professor as Public Educator and believes that knowledge must not be walled up in the Academy but must be disseminated to all who have ears to hear. Visit his amazon author page at amazon.com/author/louismarkos    In this interview he responds to questions about his latest book

An Interview with Lisa Hansel: Core Knowledge versus Common Core Curriculum

Profile: Lisa Hansel is the director of communications for the Core Knowledge Foundation, a nonprofit dedicated to the idea that every child should learn a core of content that spans language arts and literature, history and geography, mathematics, science, music, and the visual arts. Prior to joining the Foundation in 2013, she was the editor of American Educator, the quarterly journal of educational research and ideas published by the American Federation of Teachers. In that role, she often published articles jointly with E. D. Hirsch Jr., and Daniel T. Willingham that explained why reading comprehension, critical thinking, and problem solving depend on relevant prior knowledge—and why, as a result, all students need a rigorous, coherent, grade-by-grade curriculum that builds broad knowledge. Lisa has a B. S. in Psychology from Washington and Lee University and an Ed. D. in Education Policy from George Washington University, where she was also an adjunct Professor and the writer and editor for the National Clearinghouse for Comprehensive School Reform. To learn more about Core Knowledge, please see www.coreknowledge.org and blog.coreknowledge.org. She expressed her views regarding the Core Knowledge and Common Core Curriculum