Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- University of Wollongong (17)
- Portland State University (12)
- Augustana College (10)
- Biola University (9)
- City University of New York (CUNY) (6)
-
- De La Salle University (6)
- Loyola Marymount University and Loyola Law School (5)
- University of Central Florida (3)
- University of New Mexico (3)
- California State University, San Bernardino (2)
- National Council on Measurement in Education (2)
- Northern Illinois University (2)
- Old Dominion University (2)
- University of Arkansas, Fayetteville (2)
- American University in Cairo (1)
- Cedarville University (1)
- Cleveland State University (1)
- Embry-Riddle Aeronautical University (1)
- Gettysburg College (1)
- James Madison University (1)
- Kennesaw State University (1)
- Liberty University (1)
- Louisiana State University (1)
- Minnesota State University Moorhead (1)
- New Jersey Institute of Technology (1)
- Northeastern Illinois University (1)
- Nova Southeastern University (1)
- Pepperdine University (1)
- Swarthmore College (1)
- The University of Maine (1)
- Keyword
-
- Adult learning (10)
- Digital literacy (10)
- Articulatory complexity (9)
- Building speech (9)
- IPC scoring (9)
-
- Speech complexity (9)
- Speech patterns (9)
- Work-based learning -- Research (9)
- Speech disorders (8)
- Language stimuli (7)
- Speech stimuli (7)
- Multilingualism (4)
- Translanguaging (4)
- Word cards (4)
- Linguistics (3)
- Literacy (3)
- Attitudes (2)
- Center for the Interdisciplinary Study of Language and Literature (2)
- Church-sponsored ESL (2)
- Community-based ESOL (2)
- Department of Leadership, Educational Psychology, and Foundations (LEPF) (2)
- Education (2)
- English as a second language (2)
- Humor (2)
- Second language acquisition (2)
- Sociolinguistics (2)
- Teacher education (2)
- & Data Forms (1)
- AAVE (1)
- ACCURACY (1)
- Publication
-
- Animal Studies Journal (17)
- Building Speech and Quantifying Complexity (10)
- 21CLEO Research Project Blog Posts (9)
- International Journal of Christianity and English Language Teaching (9)
- Journal of English and Applied Linguistics (6)
-
- Monsoon: South Asian Studies Association Journal (5)
- Language, Literacy, and Sociocultural Studies ETDs (3)
- Publications and Research (3)
- Theses and Dissertations (3)
- Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊 (2)
- Dissertations, Theses, and Capstone Projects (2)
- Electronic Theses, Projects, and Dissertations (2)
- English Theses & Dissertations (2)
- Graduate Theses and Dissertations (2)
- Journal of English Learner Education (2)
- 21CLEO Presentations and Publications (1)
- All Graduate Plan B and other Reports, Spring 1920 to Spring 2023 (1)
- All Works (1)
- CISLL Publications (1)
- Channels: Where Disciplines Meet (1)
- Chinese Language Teaching Methodology and Technology (1)
- Dissertations and Theses (1)
- Dissertations, Theses, and Projects (1)
- Doctoral Dissertations and Projects (1)
- Electronic Theses and Dissertations (1)
- Electronic Theses and Dissertations, 2020-2023 (1)
- Faculty Peer-Reviewed Publications (1)
- Faculty Publications (1)
- Honors Theses (1)
- Journal of Aviation/Aerospace Education & Research (1)
- Publication Type
Articles 31 - 60 of 101
Full-Text Articles in Education
Radically Inclusive Pedagogy And Praxis, Danie Jules Hallerman
Radically Inclusive Pedagogy And Praxis, Danie Jules Hallerman
English Theses & Dissertations
Although the current definition exists at the intersection of critical pedagogy, disability studies, critical race theory, critical embodiment pedagogy, feminism, cultural rhetoric, expressivism, and queer theory, as it stands now, radical inclusive pedagogy has few, if any, identifiable, distinctive qualities of its own. The pedagogies and theories from which radically inclusive pedagogy draws from speak to the mind, the body, and the spirit separately, or will focus on two aspects while neglecting the third. As I envision it for the classroom practice I have designed and would like others to adopt, radically inclusive pedagogy addresses the mind (embracing students’ knowledge, …
Arabic Reading Fluency Rates: An Exploratory Study, Hanada Taha Thomure, Gail Brown, Richard Speaker, Haitham Taha, Rana Tamim, Nerolie O'Neill
Arabic Reading Fluency Rates: An Exploratory Study, Hanada Taha Thomure, Gail Brown, Richard Speaker, Haitham Taha, Rana Tamim, Nerolie O'Neill
All Works
Reading fluency has been defined as the process of automatically associating graphemic and phonetic information in a text with minimal conscious attention if any at all. Research has found that the effect of fluency on reading proficiency is of importance to student learning and that increasing oral reading fluency (ORF) rates has been correlated in several studies to improved comprehension. However, no reading fluency rates (FR) or standards in Arabic have been established to date. This exploratory study begins to examine Arabic language ORF and proposes an initial Arabic reading fluency scale. Thirty-five teachers from six private bilingual schools across …
El Metadiscurso En La Escritura Académica: Singularidades E Investigaciones En Lengua Española, David Sánchez-Jiménez
El Metadiscurso En La Escritura Académica: Singularidades E Investigaciones En Lengua Española, David Sánchez-Jiménez
Publications and Research
Dentro de la disciplina lingüística de la Pragmática, el estudio del metadiscurso ha sido uno de los temas más investigados en el mundo anglosajón en las últimas décadas. Este fenómeno se refiere al componente del discurso que sirve para hablar del discurso sin añadir significado proposicional. El metadiscurso facilita la comunicación y juega un rol central en el discurso para transmitir las ideas del autor y hacer partícipes a los lectores de estas ideas en su texto de manera efectiva, guiando al lector en la debida interpretación del texto, aumentando su legibilidad y permitiendo construir una relación más cercana con …
Assessing L2 Egyptian Colloquial Arabic (Eca) Learners’ Intercultural Communicative Competence, Ahmed Said Mohammed Elgebaly
Assessing L2 Egyptian Colloquial Arabic (Eca) Learners’ Intercultural Communicative Competence, Ahmed Said Mohammed Elgebaly
Theses and Dissertations
This study assesses L2 Egyptian Colloquial Arabic (ECA) Learners' Intercultural Communicative Competence (ICC). The study participants were 19 L2 (ECA) learners who completed one semester at least in Egypt. The participants were only from two proficiency levels; the advanced and high-intermediate levels. The current study used a mixed methodological approach for data collection, beginning with an ICC test and concluding with a series of follow-up semi-structured interviews with ten participants. The ICC test employed in the current study was created based on a model that includes ten features of the ICC. The current study's findings revealed that although high-intermediate learners …
English Language Learner Labels: Institutions And Identity, Saylor B. Eames
English Language Learner Labels: Institutions And Identity, Saylor B. Eames
University Honors Theses
In recent discussions of identity work, an underexplored issue has been how different labels impact the self-identity of multilingual students. Critics have argued for new labels and have shown how the ELL label supports a deficit view. However, they have not considered what labels are used by different institutions because they participate in different discourse communities. In my work, I explore what labels are used in the institutions of government, education, and linguistics in order to synthesize the potential identity impacts on multilingual students. I acknowledge that other researchers have contributed to our understanding of labels and identity. I will …
Attending To And Transforming Power Dynamics In Translanguaged Research Relationships And Methodology, Sara Vogel
Attending To And Transforming Power Dynamics In Translanguaged Research Relationships And Methodology, Sara Vogel
Publications and Research
In this response to Lee (2022), I posit that translanguaging has prompted a re-evaluation of applied linguistics and sociolinguistics methodology in part because the theory has implicated issues of power dynamics and coloniality into the study of language. For this, if researchers wish to conduct research from translanguaging perspectives, it becomes necessary to recognize and attend to power dynamics in research design and methodology. This piece suggests some guiding questions for addressing power dynamics in one aspect of translanguaging methodology — forming research relationships. It explores how, in our relationships to our fields, we might promote answerability (Patel, 2014) for …
Amplifying Arab American Heritage Language Students' Voices: A Multiple Case Study On Translanguaging Practices And Identity Negotiation In University Arabic Classrooms, Lina Gomaa
Dissertations and Theses
Little research has been conducted on Arab American students at universities and specifically, in the heritage language studies field. The experiences of Arab American heritage language (AAHL) students are significantly less examined than those of other heritage language students. Arabic language curricula and instructional practices in universities tend to privilege the teaching of Modern Standard Arabic over dialects, which marginalizes heritage learners' prior knowledge of the Arabic culture and its language, specifically Arabic dialects used in their home communities. These phenomena can create a non-affirming learning experience for these students. As such, in this study, I addressed these questions:
- To …
When Enthusiasm For Learning Isn’T Enough, 21cleo Research Team
When Enthusiasm For Learning Isn’T Enough, 21cleo Research Team
21CLEO Research Project Blog Posts
21CLEO Research Blog Post No.26
Sheltered Math Curriculum For Middle School English Learners, Jasmine Ercink
Sheltered Math Curriculum For Middle School English Learners, Jasmine Ercink
Dissertations, Theses, and Projects
Language barriers have shown a need for differentiation and sheltered instruction in the classroom for English Learners (ELs) to be successful in the United States public school system. This project proposes a mathematics curriculum using SIOP so that both groups of students in the middle school level can increase their proficiency in the mathematics content area as well as experience opportunities for academic and social language development. The purpose of this report is to describe the processes, methods, data, and intent of the mathematics curriculum for these learners. The curriculum acts as an effective intervention to fill gaps in both …
Writing While Black: African American Vernacular English (Aave) And Perceived Writing Performance, Jaylin N. Nesbitt
Writing While Black: African American Vernacular English (Aave) And Perceived Writing Performance, Jaylin N. Nesbitt
Masters Theses, 2020-current
In the education system, there have historically been inequities that have severely disadvantaged Black students academically. One area in which these inequities surface is on writing assessments in the form of lower scores. I argue that because the U.S. education system is centered around Standard American English (SAE), it disadvantages those from different linguistic backgrounds, specifically Black students, as they are most likely to be speakers of African American Vernacular English (AAVE). Although there are theoretical justifications for this, past literature has not empirically tied inequities on writing assessments to Black students’ use of AAVE. The current study used Natural …
Student Attitudes Towards English Grammar, Evalyn H. Bassett
Student Attitudes Towards English Grammar, Evalyn H. Bassett
Honors Theses
The literature on English grammar is mostly on its history, standardization, educational implementations, how ideologies shape its frequency of usage, and how it is perceived by students learning English as a second language. This study seeks to address a gap in the literature that reviews the attitudes of college students towards English grammar as their first language and how these attitudes correlate with any past experience with English grammar up to this point. To gain a better understanding of student’s attitudes towards English grammar, an online mixed-methods survey was distributed to graduate and undergraduate students in all departments of the …
Posicionamiento Y Dialogicidad En La Escritura Académica Y Profesional, David Sánchez-Jiménez, Paulina Meza
Posicionamiento Y Dialogicidad En La Escritura Académica Y Profesional, David Sánchez-Jiménez, Paulina Meza
Publications and Research
Esta investigación ofrece una perspectiva intercultural de los aspectos del posicionamiento y la dialogicidad en la producción de textos escritos en español y en inglés tanto por estudiantes universitarios de grado como graduados, y de autores expertos en sus respectivas disciplinas. Los conceptos de posicionamiento y dialogicidad son dos componentes esenciales de los textos académicos y profesionales, pues contribuyen a expresar la identidad, el punto de vista y la pertenencia social del autor a una determinada comunidad discursiva, a partir de los cuales se logra la credibilidad de sus juicios y la adhesión a sus ideas en la interacción discursiva …
The Little Things Add Up, 21cleo Research Team
The Little Things Add Up, 21cleo Research Team
21CLEO Research Project Blog Posts
21CLEO Research Blog Post No.25
Finding Their Chrysanthemum: Linguistic Representation In Children's Literature, Marielena Zajac
Finding Their Chrysanthemum: Linguistic Representation In Children's Literature, Marielena Zajac
Master of Arts in Professional Writing Capstones
Children in America today struggle with finding themselves in the books they read due to societal expectations. From an early age, children are dictated on the correct way to speak and write in “American,” which can leave children and their home languages feeling unseen and dismissed. To help further the conversation and promotion of linguistic diversity in American society, this capstone analyzes dialectal representation in children’s books, with a heavy focus on attitudinal linguistic principles rather than prescriptive mechanics. The secondary research explores current literature and resources that discuss literacy acquisition in adolescents, trends in dialects in America, and childhood …
21cleo Research Team Draws On Critical Race Theory For New Peer Reviewed Article, 21cleo Research Team
21cleo Research Team Draws On Critical Race Theory For New Peer Reviewed Article, 21cleo Research Team
21CLEO Research Project Blog Posts
21CLEO Research Blog Post No.24
The Index Of Phonetic Complexity: At-A-Glance Scoring System, Terminology, Instructions, & Data Forms, Kathy J. Jakielski
The Index Of Phonetic Complexity: At-A-Glance Scoring System, Terminology, Instructions, & Data Forms, Kathy J. Jakielski
Building Speech and Quantifying Complexity
This document is the Index of Phonetic Complexity, the at-a-glance scoring system, terminology, instructions, & data forms to accompany Building Speech & Quantifying Complexity. To see the entire series, visit: https://digitalcommons.augustana.edu/cgi/siteview.cgi/csdbuildingspeech
Building Speech & Quantifying Complexity is a dual approach to treating and evaluating articulatory complexity in child speech. It has two components: Building Speech and Quantifying Complexity. These two components can be used independently or together. When used together, the speech-language pathologist has a method for selecting goals and targets of varying levels of articulatory difficulty, plus a means for measuring changes in a child’s words, targeted and produced, …
Building Speech Pattern 1: Picture Stimuli, Kathy J. Jakielski
Building Speech Pattern 1: Picture Stimuli, Kathy J. Jakielski
Building Speech and Quantifying Complexity
Building Speech Pattern 1: Picture Stimuli is part 1 of 8 in the picture stimuli to accompany the Building Speech & Quantifying Complexity documents. To see the full series, visit: https://digitalcommons.augustana.edu/cgi/siteview.cgi/csdbuildingspeech
Building Speech & Quantifying Complexity is a dual approach to treating and evaluating articulatory complexity in child speech. It has two components: Building Speech and Quantifying Complexity. These two components can be used independently or together. When used together, the speech-language pathologist has a method for selecting goals and targets of varying levels of articulatory difficulty, plus a means for measuring changes in a child’s words, targeted and produced, …
Building Speech Pattern 2: Picture Stimuli, Kathy J. Jakielski
Building Speech Pattern 2: Picture Stimuli, Kathy J. Jakielski
Building Speech and Quantifying Complexity
Building Speech Pattern 2: Picture Stimuli is part 2 of 8 in the picture stimuli to accompany the Building Speech & Quantifying Complexity documents. To see the full series, visit: https://digitalcommons.augustana.edu/cgi/siteview.cgi/csdbuildingspeech
Building Speech & Quantifying Complexity is a dual approach to treating and evaluating articulatory complexity in child speech. It has two components: Building Speech and Quantifying Complexity. These two components can be used independently or together. When used together, the speech-language pathologist has a method for selecting goals and targets of varying levels of articulatory difficulty, plus a means for measuring changes in a child’s words, targeted and produced, …
Building Speech Pattern 6: Picture Stimuli, Kathy J. Jakielski
Building Speech Pattern 6: Picture Stimuli, Kathy J. Jakielski
Building Speech and Quantifying Complexity
Building Speech Pattern 6: Picture Stimuli is part 6 of 8 in the picture stimuli to accompany the Building Speech & Quantifying Complexity documents. To see the full series, visit: https://digitalcommons.augustana.edu/cgi/siteview.cgi/csdbuildingspeech
Building Speech & Quantifying Complexity is a dual approach to treating and evaluating articulatory complexity in child speech. It has two components: Building Speech and Quantifying Complexity. These two components can be used independently or together. When used together, the speech-language pathologist has a method for selecting goals and targets of varying levels of articulatory difficulty, plus a means for measuring changes in a child’s words, targeted and produced, …
Building Speech And Quantifying Complexity: The Manual, Kathy J. Jakielski
Building Speech And Quantifying Complexity: The Manual, Kathy J. Jakielski
Building Speech and Quantifying Complexity
This document is the manual to accompany Building Speech & Quantifying Complexity. The full series can be viewed here: https://digitalcommons.augustana.edu/cgi/siteview.cgi/csdbuildingspeech
Building Speech & Quantifying Complexity is a dual approach to treating and evaluating articulatory complexity in child speech. It has two components: Building Speech and Quantifying Complexity. These two components can be used independently or together. When used together, the speech-language pathologist has a method for selecting goals and targets of varying levels of articulatory difficulty, plus a means for measuring changes in a child’s words, targeted and produced, at one point in time or over time.
The Building Speech …
Building Speech Pattern 4: Picture Stimuli, Kathy J. Jakielski
Building Speech Pattern 4: Picture Stimuli, Kathy J. Jakielski
Building Speech and Quantifying Complexity
Building Speech Pattern 4: Picture Stimuli is part 4 of 8 in the picture stimuli to accompany the Building Speech & Quantifying Complexity documents. To see the full series, visit: https://digitalcommons.augustana.edu/cgi/siteview.cgi/csdbuildingspeech
Building Speech & Quantifying Complexity is a dual approach to treating and evaluating articulatory complexity in child speech. It has two components: Building Speech and Quantifying Complexity. These two components can be used independently or together. When used together, the speech-language pathologist has a method for selecting goals and targets of varying levels of articulatory difficulty, plus a means for measuring changes in a child’s words, targeted and produced, …
Building Speech Pattern 5: Picture Stimuli, Kathy J. Jakielski
Building Speech Pattern 5: Picture Stimuli, Kathy J. Jakielski
Building Speech and Quantifying Complexity
Building Speech Pattern 5: Picture Stimuli is part 5 of 8 in the picture stimuli to accompany the Building Speech & Quantifying Complexity documents. To see the full series, visit: https://digitalcommons.augustana.edu/cgi/siteview.cgi/csdbuildingspeech
Building Speech & Quantifying Complexity is a dual approach to treating and evaluating articulatory complexity in child speech. It has two components: Building Speech and Quantifying Complexity. These two components can be used independently or together. When used together, the speech-language pathologist has a method for selecting goals and targets of varying levels of articulatory difficulty, plus a means for measuring changes in a child’s words, targeted and produced, …
Building Speech Pattern 7: Picture Stimuli, Kathy J. Jakielski
Building Speech Pattern 7: Picture Stimuli, Kathy J. Jakielski
Building Speech and Quantifying Complexity
Building Speech Pattern 7: Picture Stimuli is part 7 of 8 in the picture stimuli to accompany the Building Speech & Quantifying Complexity documents. To see the full series, visit: https://digitalcommons.augustana.edu/cgi/siteview.cgi/csdbuildingspeech
Building Speech & Quantifying Complexity is a dual approach to treating and evaluating articulatory complexity in child speech. It has two components: Building Speech and Quantifying Complexity. These two components can be used independently or together. When used together, the speech-language pathologist has a method for selecting goals and targets of varying levels of articulatory difficulty, plus a means for measuring changes in a child’s words, targeted and produced, …
Building Speech Pattern 3: Picture Stimuli, Kathy J. Jakielski
Building Speech Pattern 3: Picture Stimuli, Kathy J. Jakielski
Building Speech and Quantifying Complexity
Building Speech Pattern 3: Picture Stimuli is part 3 of 8 in the picture stimuli to accompany the Building Speech & Quantifying Complexity documents. To see the full series, visit: https://digitalcommons.augustana.edu/cgi/siteview.cgi/csdbuildingspeech
Building Speech & Quantifying Complexity is a dual approach to treating and evaluating articulatory complexity in child speech. It has two components: Building Speech and Quantifying Complexity. These two components can be used independently or together. When used together, the speech-language pathologist has a method for selecting goals and targets of varying levels of articulatory difficulty, plus a means for measuring changes in a child’s words, targeted and produced, …
Building Speech Pattern 8: Picture Stimuli, Kathy J. Jakielski
Building Speech Pattern 8: Picture Stimuli, Kathy J. Jakielski
Building Speech and Quantifying Complexity
Building Speech Pattern 8: Picture Stimuli is part 8/8 in the picture stimuli to accompany the Building Speech & Quantifying Complexity documents. To see the full series, visit: https://digitalcommons.augustana.edu/cgi/siteview.cgi/csdbuildingspeech
Building Speech & Quantifying Complexity is a dual approach to treating and evaluating articulatory complexity in child speech. It has two components: Building Speech and Quantifying Complexity. These two components can be used independently or together. When used together, the speech-language pathologist has a method for selecting goals and targets of varying levels of articulatory difficulty, plus a means for measuring changes in a child’s words, targeted and produced, at one …
Pragmatics In Game Activities, Humor, And Technology In Second Language Learning, Zachary Brandon Brown
Pragmatics In Game Activities, Humor, And Technology In Second Language Learning, Zachary Brandon Brown
All Graduate Plan B and other Reports, Spring 1920 to Spring 2023
This portfolio compiles work the author explored and developed during the Master of Second Language Teaching (MSLT) program at Utah State University (USU). It encompasses a range of experiences from teaching abroad and at USU, insights from the observation of other classrooms, and reflections from studies in the MSLT program.
Three distinct sections comprise the portfolio: teaching perspectives, research perspectives, and an annotated bibliography. The teaching perspectives detail beliefs regarding games, computer technology, humor, and pragmatics and how they influence second language learning based on the author’s personal experiences. The research perspectives and annotated bibliography elaborate further on those topics …
The Effects Of Various Classroom Seating Arrangements On English Learners' Academic Achievement, Alvin Gutierrez
The Effects Of Various Classroom Seating Arrangements On English Learners' Academic Achievement, Alvin Gutierrez
University Honors Program Senior Projects
Nelson Mandela once stated, “Education is the most powerful weapon which you can use to change the world” (Duncan, 2013). Education fosters growth-mindsets within an innovative environment. As a future educator, I want to create a classroom environment that is most adaptable and accommodating for students--a space that is diverse, inclusive, and promotes student voices. Creating a student-centered learning environment is beneficial to both academic and social emotional success in school and beyond. I want my students to develop a level of confidence by encouraging them to reach their full potential. With a focus on English Learners, my research project …
语言测试成绩与当地能力等级对接研究:以中国英语能力等级量表 (Cse) 为例, Spiros Papageorgiou, Sha Wu, Ching-Ni Hsieh, Richard J. Tannenbaum, Mengmeng Cheng
语言测试成绩与当地能力等级对接研究:以中国英语能力等级量表 (Cse) 为例, Spiros Papageorgiou, Sha Wu, Ching-Ni Hsieh, Richard J. Tannenbaum, Mengmeng Cheng
Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊
在过去的十年中,人们对建立测试分数与外部语言能力等级量表或框架 —— 如欧洲共同语言参考框架 (Common European Framework of Reference, CEFR) —— 之间的对接关系的兴趣日益浓厚。对接本质上是一个验证假设的过程,即对考试分数与外部语言能力等级的对应关系假设进行验证。研究应认真落实和记录既定程序,并应收集多种来源的证据,以支撑关于对应关系的假设。本研究旨在建立一项国际英语能力测试与中国本地化英语能力标准——《中国英语能力等级量表》(China’s Standards of English Language Ability, CSE) —— 之间的对接关系,展示了提出并验证假设的步骤。将国际考试分数对接到本地化标准有助于使考试成绩解释与其预期使用环境的相关性更高。鉴于基于分数的决策对个人和机构的潜在影响,本研究也讨论了用本地化的能力等级来解释考试分数时应考虑的语境问题。文章结尾对同类对接研究的开展提出了一些建议。
Aligning Language Test Scores To Local Proficiency Levels: The Case Of China’S Standards Of English Language Ability (Cse), Spiros Papageorgiou, Sha Wu, Ching-Ni Hsieh, Richard J Tannenbaum, Mengmeng Cheng
Aligning Language Test Scores To Local Proficiency Levels: The Case Of China’S Standards Of English Language Ability (Cse), Spiros Papageorgiou, Sha Wu, Ching-Ni Hsieh, Richard J Tannenbaum, Mengmeng Cheng
Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊
The past decade has seen an emerging interest in aligning test scores to language proficiency levels of external performance scales or frameworks, such as the Common European Framework of Reference (CEFR). Such alignment is ultimately a claim about the interpretation of test scores in relation to external levels of language proficiency. To support such a claim, established procedures should be carefully implemented and documented, and multiple sources of evidence should be collected. This paper demonstrates the steps in building an argument for aligning the scores of an international English language proficiency test to the levels of China’s Standards of English …
Ecosystem Of Workplace Education And Training: Where Do Learners Fit?, Kathy Harris, Jen Vanek, Jill Castek, Gloria E. Jacobs
Ecosystem Of Workplace Education And Training: Where Do Learners Fit?, Kathy Harris, Jen Vanek, Jill Castek, Gloria E. Jacobs
21CLEO Presentations and Publications
Presentation Agenda
● Background on study design and theoretical approaches
● What’s a learning ecosystem?
● Who are the learners?
● Insights gleaned from critical analysis of learner interview data & discussion with key stakeholders (employers, WFD practitioners, educators)
● What’s next in our research