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The Influence Of Teaching Metacognitive Reading Strategies On The Reading Self-Efficacy Beliefs Of Iranian Efl Learners: An Experimental Study, Ali Taghinezhad
The Influence Of Teaching Metacognitive Reading Strategies On The Reading Self-Efficacy Beliefs Of Iranian Efl Learners: An Experimental Study, Ali Taghinezhad
Ali Taghinezhad
The aim of the present study was to examine the influence of teaching metacognitive reading strategies on the reading self-efficacy beliefs of Iranian EFL learners. To this end, 90 upper-intermediate students (50 females and 40 males) were selected in several English language institutes in Shiraz, Iran. A pre-test of reading and a pre-test of reading self-efficacy beliefs were administered to the students to make sure about the homogeneity of their reading ability and their reading self-efficacy beliefs. They were then divided into experimental and control groups based on their scores. Therefore, 49 students were in control group (22 females and …
Influence Of Collaborative Learning On Women’S Experiences Of Engineering Education, Shannon M. Chance, Brian Bowe
Influence Of Collaborative Learning On Women’S Experiences Of Engineering Education, Shannon M. Chance, Brian Bowe
Shannon M. Chance
In a study of 55 electrical engineering students, Yadav, et al., found learning gains among students in Project-Based Learning (PBL) to be twice the gains of those taking traditional lecture courses. Du and Kolmos indicate group based PBL is more supportive and appealing to women than traditional lecture formats. Savin-Baden posits that female and minority students are more likely to ask questions in non-competitive PBL environments. This study interrogates the claim that PBL is particularly supportive to female and minority students. This work-in-progress uses a phenomenological research methodology to investigate how collaborative learning (in formal as well as non-formal settings) …
Inclusive Leadership And Gender, Margaret Grogan, Shamini Dias
Inclusive Leadership And Gender, Margaret Grogan, Shamini Dias
Margaret Grogan
A review of relevant recent research indicates that girls’ issues are generally off the radar screen in local pre-K-12 schools in the United States. This is particularly problematic because gender inequities continue to be perpetuated in schools through largely unconscious cultural mores and pedagogies. Gender inequities are deeply rooted in historical, philosophical, and cultural narratives of gender so that we, educators, are ourselves articulations of gender-based narratives. Moreover, the intersectionalities between gender, race, English speaking ability, sexuality, class, religion, ability, poverty etc. greatly exacerbate this problem. Together with their teachers, principals must develop critical self-awareness as well as intentional ways …