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2015

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Teachers´ Practices And Mental Models: Transformation Through Reflection On Action, María Soledad Manrique, Verónica Sánchez Abchi Jan 2015

Teachers´ Practices And Mental Models: Transformation Through Reflection On Action, María Soledad Manrique, Verónica Sánchez Abchi

Australian Journal of Teacher Education

This contribution explores the transformation of the teaching practices of 10 in- service kindergarten teachers who participated in a teaching education (T.E) course in Buenos Aires, Argentina. The study is based on the assumption that representations underlie teaching practices and that T.E affects these representations (Scheuer & Pozo, 2006). Hence, a T.E course was designed and implemented to answer the following research question: how do teaching practices and teaching discourses change after teacher education? The T.E. course focused on the practices of personal narrative telling in kindergarten. It concerned the viewing and analyzing of videos of each participant´s classes. The …

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Preparing Elementary English Teachers: Innovations At Pre-Service Level, Mochamad Subhan Zein Jan 2015

Preparing Elementary English Teachers: Innovations At Pre-Service Level, Mochamad Subhan Zein

Australian Journal of Teacher Education

The teaching of English for Young Learners has become a global phenomenon, but many countries are facing dilemma in terms of teacher preparation (Nunan, 2003; Kaplan, Baldauf, & Kamwangamalu, 2011). Indonesia is of no exception. Its pre-service system has not been adequate to sufficiently prepare elementary English teachers with knowledge and skills pertaining to their occupational needs. Moreover, systematic ways to overhaul the pre-service system remain yet to be seen. This study investigated the perceptions of English teachers and language teacher educators on educational policy measures for the improvement of pre-service education to better prepare elementary English teachers. The findings …

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Conceptual And Contextual Contradictions: How A Group Of Primary School Teachers Negotiated Professional Learning In A Multiliteracies Book Club, Veronica Gardiner, Wendy Cumming-Potvin Jan 2015

Conceptual And Contextual Contradictions: How A Group Of Primary School Teachers Negotiated Professional Learning In A Multiliteracies Book Club, Veronica Gardiner, Wendy Cumming-Potvin

Australian Journal of Teacher Education

Abstract: The need to diversify digital communications for a global twenty-first century has prompted many theorists to reimagine literacy teaching and learning. Although the new Australian curriculum acknowledges multimodality and multimodal texts, professional learning continues to privilege print-focused literacy. Utilizing a multiliteracies’ and community of practice framework, this study scaffolded seven primary school teachers in critical and collaborative professional learning. A case study explored the teachers’ evolving perspectives and knowledge work during monthly meetings in a multiliteracies book club. Drawing on a qualitative approach, this paper focuses on how the teachers, who were based in regional Western Australia, problematized conceptual …

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Transforming Thai Preschool Teachers' Knowledge On Inclusive Practice: A Collaborative Inquiry, Joseph Seyram Agbenyega, Sunanta Klibthong Jan 2015

Transforming Thai Preschool Teachers' Knowledge On Inclusive Practice: A Collaborative Inquiry, Joseph Seyram Agbenyega, Sunanta Klibthong

Australian Journal of Teacher Education

Educating children with disabilities alongside their peers in mainstream preschools has increased intensely over the past few years, affecting all aspects of early childhood education. Many children who previously would have been educated in segregated special centres are now being included in inclusive preschools. This research paper discusses how Thai preschool teachers’ professional knowledge in inclusive education influence the ways they practice within preschool classrooms. Qualitative data obtained through observations and collaborative inquiry with teachers drawn from four preschool in Bangkok, Thailand showed that the lack of adequate teacher preparation for inclusive practice rendered the teachers helpless and unable to …

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Self-Efficacy In Teaching Chinese As A Foreign Language In Australian Schools, Zhu Chen, Alexander S. Yeung Jan 2015

Self-Efficacy In Teaching Chinese As A Foreign Language In Australian Schools, Zhu Chen, Alexander S. Yeung

Australian Journal of Teacher Education

Participating in a research-oriented teacher education program, 20 university graduates from China were invited to teach Chinese as a foreign language in western Sydney schools and conducted teacher research for one and half years. By analysing their research on their own teaching through a qualitative approach, this study attempted to identify the factors that influenced their self-efficacy in teaching Chinese as a foreign language in an English-speaking school system. Influential factors identified in this research include teacher factors, student factors and contextual factors. Findings of this research have implications for foreign language teacher education.

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Arts Immersion: Using The Arts As A Language Across The Primary School Curriculum, Susan N. Chapman Jan 2015

Arts Immersion: Using The Arts As A Language Across The Primary School Curriculum, Susan N. Chapman

Australian Journal of Teacher Education

Abstract: Australia’s national arts curriculum has potential to realise the following benefits: cognitive, social, affective and curricular. This curriculum is designed for generalist and special arts teachers, but its delivery may be hindered by the prioritisation of high-stakes-tested disciplines and pedagogies, and reduced government funding to arts education across school and tertiary sectors. This may lead to a lack of opportunities to build teacher capacity in arts education, and diminished support for arts education in terms of time allocation and resourcing. The notion of ‘silos’, where the separation of teaching practices persists between teachers of different disciplines, discourages meaningful interdisciplinary …

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Student Teachers’ Cognition About L2 Pronunciation Instruction: A Case Study, Michael Burri Jan 2015

Student Teachers’ Cognition About L2 Pronunciation Instruction: A Case Study, Michael Burri

Australian Journal of Teacher Education

In view of the minimal attention pronunciation teacher preparation has received in second language (L2) teacher education, this study examined the cognition (i.e. beliefs, thoughts, attitudes and knowledge) development of 15 student teachers during a postgraduate subject on pronunciation pedagogy offered at an Australian tertiary institution. Findings revealed that, as a result of taking the subject, student teachers’ cognition shifted from teaching individual sounds (i.e. segmentals) to favouring a more balanced approach to pronunciation instruction. That is, teaching the melody of the English language (i.e. suprasegmentals) was seen as important as teaching segmentals. Non-native speakers’ self-perceived pronunciation improvement, an increase …

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"Inclusive And Different?” Discourse, Conflict, And The Identity Construction Experiences Of Preservice Teachers Of English Language Learners In Australia, John Trent Jan 2015

"Inclusive And Different?” Discourse, Conflict, And The Identity Construction Experiences Of Preservice Teachers Of English Language Learners In Australia, John Trent

Australian Journal of Teacher Education

This article reports the results of a discourse-theoretic study that considered the perspectives of one group of preservice mainstream teachers in Australia concerning their preparedness to teach English language learners (ELLs). Framed by a theory of teacher identity and using in-depth interviews, the paper explores the perceptions and experiences of six preservice teachers, revealing the presence of two dominant discourses of ELLs: a discourse of equity and inclusiveness and a discourse of difference. The results suggested that these discourses interacted in ways unanticipated by policy makers and that an unintended consequence of this discursive interplay was that participants experienced conflict …

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Effective Teaching Practices For Aboriginal And Torres Strait Islander Students: A Review Of The Literature, Natalie J. Lloyd, Brian Ellis Lewthwaite, Barry Osborne, Helen J. Boon Jan 2015

Effective Teaching Practices For Aboriginal And Torres Strait Islander Students: A Review Of The Literature, Natalie J. Lloyd, Brian Ellis Lewthwaite, Barry Osborne, Helen J. Boon

Australian Journal of Teacher Education

This paper presents a review of the literature pertaining to the teacher actions that influence Aboriginal and/or Torres Strait Islander student learning outcomes. This review investigates two foci: the identification of teacher actions influencing learning outcomes for Aboriginal and/or Torres Strait Islander students and the methodological approach to how the influence of teacher behaviours on student learning has been determined. The literature review identifies that published literature in the effective teaching area is predominantly in the ‘good ideas’ category; that is assertions are made by authors with no research-based evidence for supporting such claims, especially through quantitative research which seeks …

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I Know How To Add Them, I Didn't Know I Had To Add Them, Jyoti R. Jhagroo Jan 2015

I Know How To Add Them, I Didn't Know I Had To Add Them, Jyoti R. Jhagroo

Australian Journal of Teacher Education

Abstract: Ten non-English speaking immigrant students shared their lived experiences in their secondary school mathematics classrooms in New Zealand. Through the voices of these students some understandings of the challenges they experienced as second language learners are brought to the fore. The students’ perspectives of the language-related challenges that they faced, how they made sense of learning in an environment where the medium of instruction was dissimilar to their first language, and the impact that language-related challenges may have had on their perceptions of their ability in their new environment compared to their home country, form the basis of this …

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Examining Student Teachers’ Beliefs About Oral Corrective Feedback: Insights From A Teacher Education Program In Turkey, Kemal Sinan Ozmen, Hale Ülkü Aydın Jan 2015

Examining Student Teachers’ Beliefs About Oral Corrective Feedback: Insights From A Teacher Education Program In Turkey, Kemal Sinan Ozmen, Hale Ülkü Aydın

Australian Journal of Teacher Education

Teachers’ beliefs about language learning and teaching are largely shaped during pre-service teacher education. Although many empirical studies have analyzed various dimensions of how student teachers’ beliefs and practices are formed, the literature is scarce with the research on student teacher’s beliefs about oral corrective feedback. For the field of English language teaching, student teachers’ beliefs about correcting erroneous utterances count for their future instructional choices. Thus, as an uncharted territory of inquiry, this issue merits a scholarly attention. To this end, the present study investigated the stated beliefs and behaviors of 98 nonnative student teachers via various qualitative tools; …

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Language Teachers’ Conceptions Of Intelligence And Their Roles In Teacher Care And Teacher Feedback, Reza Pishghadam, Elham Naji Meidani, Gholam Hassan Khajavy Jan 2015

Language Teachers’ Conceptions Of Intelligence And Their Roles In Teacher Care And Teacher Feedback, Reza Pishghadam, Elham Naji Meidani, Gholam Hassan Khajavy

Australian Journal of Teacher Education

Abstract: The purpose of this study was to find the relationships among teachers’ conceptions of intelligence, teacher care, and teacher feedback in the realm of English Language Teaching (ELT). To this aim, three scales were developed to measure the aforementioned constructs. The participants consisted of 81 English as a Foreign Language (EFL) teachers and their 426 students who were learning English in private language institutes. The scales were validated by Confirmatory Factor Analysis (CFA) and the correlations among their subscales were investigated. The findings suggested that modularity, increasibility and applied ELT are associated with the nature and amount of teacher …

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Using Qualitative Research Methods To Assess The Degree Of Fit Between Teachers’ Reported Self-Efficacy Beliefs And Their Practical Knowledge During Teacher Education, Mark Wyatt Jan 2015

Using Qualitative Research Methods To Assess The Degree Of Fit Between Teachers’ Reported Self-Efficacy Beliefs And Their Practical Knowledge During Teacher Education, Mark Wyatt

Australian Journal of Teacher Education

Abstract: There is a need for qualitative research into teachers’ self-efficacy beliefs so that the relationship between these beliefs and other cognitions possessed by teachers, including their practical knowledge, can be better understood by teacher educators. Teachers’ self-efficacy beliefs may need supporting if they seem too low or challenging if they seem too high. However, clear criteria are needed to facilitate assessment, together with the use of rigorous qualitative methods. This article explores these issues while reporting on research conducted in Oman into the cognitions of two in-service English language teachers. There is a focus on how qualitative case study …

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Student Voices In School-Based Assessment, Siu Yin Annie Tong, Bob Adamson Jan 2015

Student Voices In School-Based Assessment, Siu Yin Annie Tong, Bob Adamson

Australian Journal of Teacher Education

The value of student voices in dialogues about learning improvement is acknowledged in the literature. This paper examines how the views of students regarding School-based Assessment (SBA), a significant shift in examination policy and practice in secondary schools in Hong Kong, have largely been ignored. The study captures student voices through a survey of 423 Secondary 5 students and interviews with 45 students in 3 schools concerning the use of SBA in the high-stakes assessment for the English Language subject. Results suggest a wide range of student perceptions of, and responses to SBA and related feedback. In general, students indicated …

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Content Validation Of Statements Describing The Essential Work Of Australian Special Education Teachers, Kerry A. Dally, Ian Dempsey Jan 2015

Content Validation Of Statements Describing The Essential Work Of Australian Special Education Teachers, Kerry A. Dally, Ian Dempsey

Australian Journal of Teacher Education

This article describes the procedures used in developing and validating a set of statements for Australian special education teachers. Using the existing AITSL Australian Professional Standards for Teachers at the proficient level as a basis, a set of statements describing the specific skills and knowledge required by Australian educators working in special education and inclusive settings was prepared. Two groups of subject matter experts reviewed, revised and rated the relevance of the complete set of 49 statements. According to the experts’ ratings the content validity of each statement and the corresponding standard met Polit et al.’s (2007) criteria for excellence.

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“Forum: Humour”, Peter Burke, William Grange Prof. Dr., Martina Kessel, Jonathan Waterlow Jan 2015

“Forum: Humour”, Peter Burke, William Grange Prof. Dr., Martina Kessel, Jonathan Waterlow

Johnny Carson School of Theatre and Film: Faculty Publications and Creative Activity

An intellectual roundtable published by Oxford University Press on behalf of German History Society, with colleagues Profs. Peter Burke (Cambridge University, England), Martina Kessel (University of Bielefeld, Germany), Joanathan Waterlow Oxford University, England).

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Review Of Born Under Auschwitz: Melancholy Traditions In Postwar German Literature By Mary Cosgrove. Rochester, Ny And Cambridge, Uk: Camden House, 2014. 234pp. Isbn 9781571135568., William Grange Jan 2015

Review Of Born Under Auschwitz: Melancholy Traditions In Postwar German Literature By Mary Cosgrove. Rochester, Ny And Cambridge, Uk: Camden House, 2014. 234pp. Isbn 9781571135568., William Grange

Johnny Carson School of Theatre and Film: Faculty Publications and Creative Activity

Mary Cosgrove seeks to explore literary variations on the theme of melancholy in postward German fiction, mostly in works by Günter Grass, Wolfgang Hildesheimer, Peter Weiss, W. G. Sebald, and Iris Hanika. Her visual point of reference throughout is the 1514 engraving by Albrecht Dürer titled “Melencolia I,” itself the subject of numerous scholarly inquiries.

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Digital Humanities And Librarians: A Team-Based Approach To Learning, Casey D. Hoeve, Lis Pankl, Mark Crosby Jan 2015

Digital Humanities And Librarians: A Team-Based Approach To Learning, Casey D. Hoeve, Lis Pankl, Mark Crosby

University of Nebraska-Lincoln Libraries: Faculty Publications

This chapter details the development and implementation of an Introduction to Digital Humanities course (ENGL 695) at Kansas State University (K-State). The course originated with a tenure-track professor with a research specialty in British Romantic-period Literature and the digital humanities. In conjunction with a host of librarians at K-State Libraries, a course was developed that drew on both library resources and librarian knowledges and skills. Over the course of the semester, the professor and the students worked closely with librarians in many areas of the library, including public services, technical services and special collections. The result was four innovative and …

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Anticipatory Testimonies: Environmental Disaster In Claudine Jacques's Fictional Prophecies, Julia L. Frengs Jan 2015

Anticipatory Testimonies: Environmental Disaster In Claudine Jacques's Fictional Prophecies, Julia L. Frengs

French Language and Literature Papers

In Caledonian author Claudine Jacques's 2002 novel L'Âge du perroquet-banane, Parabole païenne, a tribal elder warns a man "from elsewhere": "in our country, if you remove a taboo bone, you disrupt the sea, if you touch it without respect you invite a cyclone, if you toss the bones of our elders you provoke a...tidal wave" (54). Although this work is set in a futuristic world after an ambiguous "Great Disaster" on an unnamed Oceanic island, the author manages to allegorically recount the history of the environmental atrocities attributed to the earth's human occupants that have transformed the present reality of …

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Developing Moocs To Narrow The College Readiness Gap: Challenges And Recommendations For A Writing Course, Shoba Bandi-Rao, Christopher Devers Jan 2015

Developing Moocs To Narrow The College Readiness Gap: Challenges And Recommendations For A Writing Course, Shoba Bandi-Rao, Christopher Devers

Publications and Research

Massive Open Online Courses (MOOCs) have demonstrated the potential to deliver quality and cost effective course materials to large numbers of students. Approximately 60% of first-year students at community colleges are underprepared for college-level coursework. One reason for low graduation rates is the lack of the overall college readiness. MOOCs offering "remedial" writing have the potential to better prepare high school graduates for college, thereby increasing their chances of completing a degree and reducing the cost of education for students, families, institutions, and taxpayers. However, MOOCs are typically more suitable for motivated and prepared students. Designing a MOOC on writing …

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Creating An Effective Model For Digital Storytelling In The Esl Writing Class, Mary Sepp, Shoba Bandi-Rao Jan 2015

Creating An Effective Model For Digital Storytelling In The Esl Writing Class, Mary Sepp, Shoba Bandi-Rao

Publications and Research

Using technology in the classroom is no longer the exception but the rule in most college classrooms. Now the question is not whether to use technology, but which technology to use. Among recent innovations is digital storytelling, a multimodal tool that can be used across disciplines. This paper reports on a pilot study designed to determine the feasibility and pedagogical value of using digital storytelling in an ESL writing course at an urban community college. The report documents a detailed plan for implementation and some of the challenges this process presents.

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Linguistic Markers And Stylistic Attributes Of Hedging In English Academic Papers Written By Native And Non-Native Speakers Of English, Amara Prasithrathsint Jan 2015

Linguistic Markers And Stylistic Attributes Of Hedging In English Academic Papers Written By Native And Non-Native Speakers Of English, Amara Prasithrathsint

Manusya, Journal of Humanities

Hedging means mitigating words so as to lessen the impact of an utterance. It may cause uncertainty in language but is regarded as an important feature in English academic writing. The purpose of this paper is to analyze the style of academic writing in English with particular reference to the significant role of hedging and the linguistic features that mark it. The data was taken from academic articles in the humanities written by native speakers of English, Filipino speakers of English, and Thai speakers of English. It is hypothesized that speakers of English as a foreign language use fewer and …

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Morphological Processing Difficulty Of Thai Learners Of English With Different Levels Of English Proficiency, Sorabud Rungrojsuwan Jan 2015

Morphological Processing Difficulty Of Thai Learners Of English With Different Levels Of English Proficiency, Sorabud Rungrojsuwan

Manusya, Journal of Humanities

English morphology is said to be one of the most difficult subjects of linguistic study Thai students can acquire. The present study aims at examining Thai learners of English with different levels of English language proficiency in terms of their 1) morphological knowledge and 2) morphological processing behaviors. Two experiments were designed to test 200 participants from Mae Fah Luang University. The results showed that students with low language proficiency (LL group) have less morphological knowledge than those with intermediate language proficiency (IL group). However, those in the IL group still show some evidence of morphological difficulty, though they have …

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Engl 1158, Kim C. Mcdonald Jan 2015

Engl 1158, Kim C. Mcdonald

University of New Orleans Syllabi

No abstract provided.

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Engl 6231, Elizabeth Steeby Jan 2015

Engl 6231, Elizabeth Steeby

University of New Orleans Syllabi

No abstract provided.

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Span 3031, Maria Artigas Jan 2015

Span 3031, Maria Artigas

University of New Orleans Syllabi

No abstract provided.

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Span 5007, Joke Mondada Jan 2015

Span 5007, Joke Mondada

University of New Orleans Syllabi

No abstract provided.

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Span 4007, Joke Mondada Jan 2015

Span 4007, Joke Mondada

University of New Orleans Syllabi

No abstract provided.

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Anth 2051, Lauren Lastrapes Jan 2015

Anth 2051, Lauren Lastrapes

University of New Orleans Syllabi

This semester, we will use two texts created with different goals in mind to understand the value of an evolutionary perspective, the pathways of hominin evolution from primates to premodern hominins to Homo sapiens. Our primary goal, one that emerges from the list of smaller goals that appears below, is to learn to use physical anthropology and its ideas, concepts, and points of view, to interpret contemporary human diversity. This course, combined with ANTH 2052 (Introduction to Cultural Anthropology), should prepare you to take more advanced courses in UNO’s Anthropology Department (where our focus is on cultural, urban anthropology). This …

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Anth 2052, David Beriss Jan 2015

Anth 2052, David Beriss

University of New Orleans Syllabi

Long before it was fashionable to talk about “celebrating difference” or about “cultural diversity,” anthropologists sought to explain the complex ways of being that make up human societies. From an anthropological perspective, “culture” is far more than the ethnic foods, music or linguistic habits that we have come to see as indicators of diversity in the United States. A culture is a whole way of life, including everyday activities as well as language, religion and government. The first objective of this course is to provide an introduction to some of the ways anthropologists approach the study of cultures. Anthropology is, …

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