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As Different As Night And Day: The Ways Japanese Adult Working Learners In An Eop Program Learn Differently From University Students, Yuko Hijikata-Someya, Robert A. Eckhart
As Different As Night And Day: The Ways Japanese Adult Working Learners In An Eop Program Learn Differently From University Students, Yuko Hijikata-Someya, Robert A. Eckhart
Robert A. Eckhart
The Ohio State University launched a language training program customized for a Japanese company in May, 2014. This program targets approximately 340 Japanese workers transferred from Japan to Canada, the U.S. and Mexico. Teaching materials are delivered online and we provide digital classrooms so that they could study English wherever they are. In addition to the typical challenge in ESP – matching content with their needs – and the language distance between their L1 Japanese and L2 English, we have many challenges that relate to working adult learners’ perceptions of English learning and their learning styles. This article discusses Japanese …
It Takes A Team: A Semester Success Story Of Writing, Receiving, And Executing A Grant In One Semester With An English 1110.01 Class, Robert A. Eckhart, Michelle Battista
It Takes A Team: A Semester Success Story Of Writing, Receiving, And Executing A Grant In One Semester With An English 1110.01 Class, Robert A. Eckhart, Michelle Battista
Robert A. Eckhart
To Share Or Not To Share: Cancer And What Teachers Should Tell Students About It, Robert A. Eckhart
To Share Or Not To Share: Cancer And What Teachers Should Tell Students About It, Robert A. Eckhart
Robert A. Eckhart
How much personal information to disclose to students is a fundamental question teachers have been asking themselves for decades. How much should teachers tell their students – a lot or a little? How should they tell them –in class, or face-to-face? Should the teacher only tell their students in a limited manner and then not answer questions, or should they be prepared to answer any and all questions the students might have? These are difficult questions, but if the teacher approaches the disclosure in the right way – avoiding irrelevant, overly negative, or offensive disclosures – it can be a …
I’Ll Re-Write Yours If You Re-Write Mine: Pure Peer Revision Using Sequential Collaborative Writing, Robert A. Eckhart
I’Ll Re-Write Yours If You Re-Write Mine: Pure Peer Revision Using Sequential Collaborative Writing, Robert A. Eckhart
Robert A. Eckhart
Rewriting another person’s work is a novel way to approach the writing process. Of my two classes of students (n=38), only 11 of them claimed to be good at revision before the term started. As a result of asking one student to actually write a revised final draft of a classmate’s paper, 35 indicated they understood the importance of revision more. And ultimately, 36 of them reported they were better at revising their own final research paper as a result of revising other people’s papers earlier in the quarter.