Digital Commons Network^™

Unlv Magazine, Syl Cheney-Coker, Barbara Cloud, Jennifer Vaughan

UNLV Magazine

No abstract provided.

Asking The Lost Question: What Is The Purpose Of Law School?, Bethany Rubin Henderson

Journal of Legal Education

No abstract provided.

Role Of Explicit Teaching Of Cognitive/Metacognitive Reading Strategies To Improve Reading Comprehension At The Elementary Level, Sheila R. Deboer

Master of Education Program Theses

This paper presents a summary of selected research on teaching cognitive and metacognitive reading strategies and their correlation to improved reading comprehension at the elementary level. It also reviews instructional programs, and describes implications for teaching. Study findings indicate that explicit teaching of cognitive/metacognitive reading strategies are effective in improving reading comprehension for students at the elementary level.

Minutes Board Of Directors Meeting: January 10, 2003, The Davinci Institute

Minutes and Agendas

The board of Directors of the DaVinci Institute met on Friday, January 10, 2003 from 3:00-4:20 pm at the Oklahoma Educational Television Authority.

Teaching Children To Be Storytellers: A Handbook For Educators, April Nicole Cross

All Graduate Projects

The purpose of this project was to design a handbook for second grade teachers interested in teaching storytelling. By introducing children to the world of storytelling, teachers can bring the true nature of storytelling into the classroom and take full advantage of its educational benefits. Through the storytelling process, children's listening, reading, and oral language skills are enhanced. Although storytelling is only one part of a literacy program, it is the means to a very important literacy goal: the development of independent, lifelong readers. The handbook includes a five-week storytelling unit that gives an explanation of how to realize and …

Incorporating Literature Circles Into A Fifth Grade Classroom, Kenneth Michael Kron

All Graduate Projects

The focus of this project was to review available literature on literature circles within the framework of a balanced literacy program, and create materials to be used by fifth grade teachers as they work toward improving their language arts curricula. The results of the research review show that students are motivated to read when they choose their own reading material and can comprehend the material after engaging in collaborative, meaningful discussion of the text with peers. The project includes instructional frameworks, lesson plans for after-reading activities, and book selections for three rounds ofliterature circles.

A Brain-Based Pedagogy To Improve Student Achievement Of Middle School Aged Children, Marci Lynn Stadiem

All Graduate Projects

This project examined the role of a brain-based pedagogy to improve student achievement in middle school students. The review of current research found that orchestrated immersion, relaxed alertness and active processing were integral for an effective brain-based pedagogy that increased student achievement. Included is a curriculum that focused on a brain-based pedagogy. Written for teachers of middle school students. Lessons included support a brain-based pedagogy, were age appropriate, and encouraged teachers to use a curriculum based on a brain-based pedagogy that increased student achievement.

Southern Student Handbook & Planner 2003-2004, Southern Adventist University

Student Handbooks, Undergraduate

No abstract provided.

Profile Of A Distributed Learning Curriculum For Adult Education As Perceived By Students, Taella M. Hill

Theses, Dissertations and Capstones

The purpose of this study was to examine distributed learning in higher education. It was also the intention of this study to describe the profiles of graduate students opting to utilize the delivery modes associated with distributed learning and to assess their overall satisfaction with their experiences. Findings indicated that given options, students are more likely to select methods of instruction best suited to their particular needs. The qualitative data obtained through the study revealed a need for institutions to consider student feedback when making decisions on the direction their distributed learning programs will take in the future.

0.2_Introductory Material 2, Richard E. Day

Curriculum and Instruction Faculty and Staff Scholarship

Acknowledgements, Table of Contents, List of Figures, Note ot Readers

Appendix C: Council For Better Education: Chronology Of Events, Richard E. Day

Curriculum and Instruction Faculty and Staff Scholarship

Council for Better Education: Chronology of Events

Ecology Education When No Child Is Left Behind, Lisa Blank, Carol Brewer, Okhee Lee, Aurolyn Luykx, Susan Barker, David Slingsby, Karen Hollweg, Kathy Comfort, Rodger W. Bybee

Teaching and Learning Faculty Publications

No abstract provided.

Cesar Chavez: Individual Action: Fluff And Fold, Orange County Cesar Chavez Day Initiative

Curriculum

Cesar E. Chavez was one of the most significant and influential civil rights leaders of our time. Chavez devoted himself to social justice and improving the lives of the impoverished and op- pressed. His name, like the name of Martin Luther King, Jr, speaks of character and commitment. This project is in honor of the life and work of Cesar E. Chavez.

The Cesar E. Chavez- "Fluff and Fold" project is a multifaceted service learning experience that will provide your grades 3-5 students with a vehicle that embodies Cesar Chavez' values, addresses homelessness issues, and facilitates gaining life skills all …

Common Stressors For Aging Adults, Kathy Bosch

University of Nebraska-Lincoln Extension: Historical Materials

Mental health is not easy to define, but aging successfully should mean a person has good mental health. This does not mean older adults will never experience any problems or diseases, but that symptoms will be treated and controlled. Mental health problems should not interfere with leading a rewarding life.

Education In Costa Rica: Best Practices And Beyond, Trey Fitch

Perspectives In Learning

Costa Rica is considered to be the most developed of the Central American countries because it has a relatively high Gross Domestic Product per capita as well as best indicators of life expectancy at birth, infant mortality rate, and adult literacy rate (United Nations Development Program, 1999). Much of this success has been attributed to its progressive education system. Costa Rica is one of the few countries in the world to exist without a national military system, consequently, more money can be diverted into educational programs. The adult literacy rate is near 95% and rivals the United States where the …

Making Connections With Dialogue Journals, Catherine Elliott

MA TESOL Collection

This paper makes a case for the use of dialogue journals in the second language classroom. In Part One the author examines the research of experts in the fields of second language acquisition and writing instruction and presents their findings as a rationale which supports the use of dialogue journals. In Part Two the author draws from her own experience in the classroom to illustrate how dialogue journals can be used effectively with second language learners.

Praxis: Do I Practice What I Believe? A Course In Research In The Language Classroom For The English Language Teacher Education Program At Universidad Centroamericana, Nicaragua, Sarah Renata Wright

MA TESOL Collection

I have asked myself to describe my teaching beliefs and analyze my teaching practice in order to see if the two are congruent and if in fact I do have a teaching praxis. This is a professional paper about course development based on a classroom research project. First, through a discussion of theories, experiences, and observations I describe my teaching beliefs. Second, I describe the Research in English Language Teaching course that I designed and taught to a group fourth year student teachers at the Universidad Centroamericana in Nicaragua. This description is based on a selection of student writings, lesson …

Let’S Play Cards. Grammar Is Fun. (How And Why I Have Taught English To My Students), Tomi Yukimune

MA TESOL Collection

In Japan, most students have to memorize grammar rules to pass entrance examinations to high schools as well as universities. As speaking skills are not required in those exams, many students regard grammar as nothing but rote learning. However, grammar is not dried bones but a vivid creature, which can be formed by students. Grammar can be learned with the four skills (speaking, listening, reading, writing), which is addressing diverse learning styles. It can be taught with stories, poems, plays, songs, games, puppets, picture books, and playing cards. Once students learn the rules of grammar, they will be able to …

Designing And Teaching A Culture Course In Korea: Developing Cultural Awareness In The Korean University Classroom, Melanie Van Den Hoven

MA TESOL Collection

This Independent Professional Project outlines my process of becoming aware of the interrelationship of language and culture in the Korean University language classroom and the issues surrounding teaching culture in Korea at the turn of the millenium. My decisions, reflections and realizations made as an expatriate EFL teacher based in Seoul, Korea, which helped to address these concerns, are fully presented. This paper reflects on the “culture bumps” inherent in my living and teaching context, and the cultural adjustments made both in the classroom and out. It also explores the major theoretical influences that have been helpful in designing a …

Their Own Best Resources: Students And Real-World Interaction, Observation, And Reflection, Brenda Ferreira

MA TESOL Collection

Students can use their experiences outside the ESL classroom to facilitate their own learning of culture and communicative competency. In a course I continue to design, students prepare for real-world interactions and learning. They practice communication strategies and discuss topics largely of their own choosing in a multi-cultural context. They then go out into the community to make cultural and communicative observations, and interact with native- and non-native speakers of English. This IPP presents various definitions of culture and communicative competency and gives suggestions for in-class and real-world activities, including communication tasks, observations, and reflections through journal writing.

Catering To Learner Needs Using Cards, Lisa M. Corbin

MA TESOL Collection

Catering to the needs of a learner is of great concern in a whole learning approach to language instruction. This paper will explore what is intended by whole learning, outline the needs of a learner, and provide a series of tasks and activities to use with cards. The first chapter introduces the topic and briefly describes the author’s classroom situation. The second chapter describes my initial experiences and discoveries while using cards in the classroom. The third chapter outlines the theoretical principles behind whole learning, details the needs of a learner and parallels how cards comply with these needs. The …

Lingualib: Linguistic Liberation For The First Year Spanish Student, M. Theresa Cordell

MA TESOL Collection

LinguaLib: Linguistic Liberation for the First Year Spanish Student This variation of Mad Libs (a popular party game in the United States) is best suited for middle high school and first year Spanish students who are learning basic vocabulary and grammatical structures. This supplemental material focuses on vocabulary and form; it also elaborates on the culture lessons introduced in most textbooks of this level. The student’s interest and self-expression is piqued when they are invited to alter the authentic meaning of an incomplete text, into their own text, which conveys an improbable message. Students are encouraged to choose from acquired …

A Process Approach To The Teaching Of Literature In An Efl Context, Stefan Colibaba

MA TESOL Collection

The paper takes a process approach to exploring ways in which the study of literature in the foreign language classroom can be made into a significant experience for both learners and teacher.

A rationale for the integration of cultural, linguistic, and personal growth models in teaching literature is developed with the avowed aim of facilitating learners’ engagement with, interpretation of, and response to the literary text. Complementary to that, coherent sets of classroom activities designed around the sample literary texts provide the practical component of the paper. Besides relevant practice in the four skills, these sets of activities offer opportunities …

Ethnic Identity In Transition: Chinese New Year Through The Years, Elaine Chan

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Multiculturalism has been identified as the key educational issue of the epoch. However, despite studies acknowledging the importance of multiculturalism and multilingualism in school contexts and research that attests to the importance of teachers learning about individual students’ experiences of culture rather than generalizing knowledge about culture groups to individual students, there exists only a small, and mostly recent, literature examining ethnic identity experientially. In the spirit of work done by Phillion (1999, 2002), He (1998, 2002a, b), and Hoffman (1989) examining the complexities of factors shaping a sense of ethnic identity, I examine here the experiences of first-generation Chinese …

Southern Adventist University Graduate Catalog 2003-2004, Southern Adventist University

Catalog, Graduate

Southern Adventist University-Curricula, Catalogs, Graduate Catalog

Southern Adventist University's graduate catalog for the academic year 2003-2004.

Southern Adventist University Undergraduate Catalog 2003-2004, Southern Adventist University

Catalog, Undergraduate

Southern Adventist University's undergraduate catalog for the academic year 2003-2004.

Helping Students Help Each Other: Making Peer Feedback More Valuable, Linda B. Nilson

Professional and Organizational Development Network in Higher Education: Archives

Student peer feedback can be emotionally biased, misinformed, and/or superficial. This essay discusses two types of feedback that yield neutral, valid, and detailed information and enhance students’ audience awareness.

Leading Culturally Sensitive Classroom Discussions Following September 11, Devorah Lieberman

Professional and Organizational Development Network in Higher Education: Archives

his essay focuses on strategies for facilitating successful classroom discussion related to the events of 9/11. These suggestions are based on strategies implemented on several campuses across the country.

Story-Based Foreign Language Learning, Jose' Villavicencio

Perspectives In Learning

Foreign language education has transitioned from a grammar-based approach, with an emphasis on form, to a communication-based approach, with an emphasis on meaning (Brown, & Vidal, 2001). Although both approaches are philosophically juxtaposed, the knowledge of grammar is required to accurately communicate in the target language. This review will clarify the distinctions between programs based on meaning and form, and then show that story-based learning improves the teaching of grammar as well as the learning of the target language. Story-based learning bridges meaning and form instruction by contextualizing both. This approach, known as “Language Arts” in English education, has surfaced …

A Teacher Training Program On Reflection, Niura Regiane Henke

MA TESOL Collection

This paper reports the teacher training program I developed and conducted to introduce student teachers to the practice of reflection. The paper is based on the lesson plans, participants’ reactions and observations, and personal reflections on how the program evolved. The data collected in my research draws on relevant materials published in the literature of this area. As a final conclusion, I analyze the program as a whole. From this analysis I derive conclusions which might be useful to other teachers and teacher trainers interested in the reflective practice.