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Full-Text Articles in Arts and Humanities
Foreign Language Teacher Beliefs Questionnaire (Appendix B, Academic Exchange Quarterly, Spring 2013), Nicole A. Mills
Foreign Language Teacher Beliefs Questionnaire (Appendix B, Academic Exchange Quarterly, Spring 2013), Nicole A. Mills
Nicole A Mills
No abstract provided.
Action Research: Bridging Theory And Practice, Nicole A. Mills
Action Research: Bridging Theory And Practice, Nicole A. Mills
Nicole A Mills
This article explored a two year action research course aimed at linking theory and practice within the Masters of Arts in the Teaching of Second Language program for practicing foreign language teachers at Bennington College. Findings revealed that through self-reflection, participants were able to self-evaluate their teaching practices and beliefs, modify subsequent pedagogical approaches, and gain the tools necessary to engage in lifelong professional development.
Teacher Research Beliefs Questionnaire (Apppendix A, Academic Exchange Quarterly, Spring 2013), Nicole A. Mills
Teacher Research Beliefs Questionnaire (Apppendix A, Academic Exchange Quarterly, Spring 2013), Nicole A. Mills
Nicole A Mills
No abstract provided.
Instructional Practices For Joint Scaffolded Disciplined Meaning-Making (Academic Exchange Quarterly, Table 1), Nicole A. Mills
Instructional Practices For Joint Scaffolded Disciplined Meaning-Making (Academic Exchange Quarterly, Table 1), Nicole A. Mills
Nicole A Mills
No abstract provided.
Teaching Assistants' Self-Efficacy In Teaching Literature: Sources, Personal Assessments, And Consequences, Nicole A. Mills
Teaching Assistants' Self-Efficacy In Teaching Literature: Sources, Personal Assessments, And Consequences, Nicole A. Mills
Nicole A Mills
How do teaching assistants (TAs) perceive their competency as “language” and “literature” instructors? What are the sources and consequences of their self-beliefs? Teacher self-efficacy (TSE) or “the extent to which a teacher believes he or she has the capacity to affect student performance” was explored to gain insight into TAs’ perceptions of teaching competence. This qualitative study evaluated 10 French literature doctoral students’ TSE beliefs to teach literature and their accompanying sources, personal assessments and analyses, and consequences. Results revealed that although the TAs found the graduate program to be highly effective in its formation of literary scholars and language …
Teachers' Self-Efficacy Beliefs Questionnaire: Literature, Nicole A. Mills
Teachers' Self-Efficacy Beliefs Questionnaire: Literature, Nicole A. Mills
Nicole A Mills
No abstract provided.
Self-Efficacy In The Standards Of Foreign Language Learning Instrument, Nicole A. Mills
Self-Efficacy In The Standards Of Foreign Language Learning Instrument, Nicole A. Mills
Nicole A Mills
No abstract provided.
A Guide Du Routard Simulation: Increasing Self-Efficacy In The Standards Through Project-Based Learning, Nicole A. Mills
A Guide Du Routard Simulation: Increasing Self-Efficacy In The Standards Through Project-Based Learning, Nicole A. Mills
Nicole A Mills
Project-based learning (PBL) is described as a student-centered approach to learning in which students’ engage in and collaborate on sequential authentic tasks and develop a final project. Through opportunities to integrate both language and content learning, PBL practitioners suggest that meaningful language use and purposeful communication are fostered (Sheppard & Stoller, 1995; Stoller, 2006). Despite its numerous cited advantages, there are no known empirical studies evaluating the influence of PBL on the self-efficacy of FL learners. This study evaluated how project-based learning influenced the development of false beginner French students’ self-efficacy, or perceived competence, in the five goal areas of …
French Writing Self-Beliefs Questionnaire, Nicole A. Mills
French Writing Self-Beliefs Questionnaire, Nicole A. Mills
Nicole A Mills
The French Writing Self-Beliefs Instrument assesses writing self-efficacy, writing self-concept, writing anxiety, perceived value of writing, and self-efficacy for self-regulation in writing. This instrument was used in the study: Mills, N. A., & Péron, M (2009). Global simulation and writing self-beliefs of college intermediate French students. International Journal of Applied Linguistics (156), 239-273.