Education Commons^™

Comparing Three Different Vocabulary Teaching Techniques For Retention, Nermin Punar-Ozcelik, Levent Uzun

University of South Florida (USF) M3 Publishing

In relation to all languages, communication is the key concept, so vocabulary and grammar are the basis of communication. There have been conducted some studies considering the effect of different techniques on vocabulary retention. However, these studies are mostly limited not to integrate skill-based activities to language teaching techniques for effective vocabulary retention. Based on this gap, the present study aimed to discover the differences among three vocabulary learning and teaching techniques integrated with skill-based activities (reading only, pictured reading with writing, and video watching with speaking) for vocabulary retention. Pre-experimental research was carried out, and the treatment based on …

Covid Diary: Scholarship And Gardening, Jessica Munns

ABO: Interactive Journal for Women in the Arts, 1640-1830

No abstract provided.

Feminist Scholarly Communities Have Been A Lifeline During The Pandemic, Karen Griscom

ABO: Interactive Journal for Women in the Arts, 1640-1830

I teach writing and literature at a community college, and I am a third-year Ph.D. candidate. Because I balance full-time teaching and graduate research, I am accustomed to the intensity of a heavy workload. Still, during this past year, my home and work responsibilities have multiplied and with that so has my anxiety. Stress and lack of time have made it challenging to write and research. However, two feminist organizations have helped me cope and remain hopeful about my scholarship.

Summary Remarks On Conversations About “Researching, Reading And Writing During The Pandemic”, Kate Ozment, Mona Narain

ABO: Interactive Journal for Women in the Arts, 1640-1830

Summary remarks on the Spring 2021 issue that includes Conversation essays by participants in the ABO summer 2020 writing camp #WriteWithAphra. The participants describe their experience of reading, researching, and writing during the pandemic.

A Novel Moment For #Writewithaphra, Laura Runge, Tonya Howe

ABO: Interactive Journal for Women in the Arts, 1640-1830

Introduction to the Fall 2020 issue that describes our summer 2020 writing camp #WriteWithAphra.

The Influence Of Visually Rich Technology On The Writing Process Of Elementary Students, Mikala Thomas, Drew Polly

Journal of Practitioner Research

This teacher inquiry project, conducted by an undergraduate teacher candidate with support from a faculty member, explored the use of visually rich technology and its influence on elementary school students’ motivation and learning outcomes in writing. Students used visually rich technology as part of the writing process. We found that when students used technology to support the writing process they showed incremental gains in motivation as well as gains in student learning outcomes. Implications for practitioners highlight a need for teachers to consider how visually rich technology can support students’ aspects of the writing process as well as development in …

Does Completion Of Quantitative Courses Predict Better Quantitative Reasoning-In-Writing Proficiency?, Nathan D. Grawe

Numeracy

Using data from Carleton College, this study explores the connection between students’ completion of a range of quantitative courses and the quality of their quantitative reasoning in writing (QRW) as exhibited in courses throughout the undergraduate curriculum during the first two years of college. Because the assessment takes place in the context of a campus-wide initiative which has improved QRW on the whole, the study identifies course-taking patterns which predict stronger than average improvement. Results suggest QRW is not exceptionally improved by taking courses in statistics, principles of economics, or in the social sciences more broadly. QRW performance is, on …

If Only Math Majors Could Write..., Bernard L. Madison

Numeracy

This text of the opening plenary address to the 2011 Summit of the Appalachian College Association and the meeting of the National Numeracy Network makes an argument that quantitative reasoning and writing should be taught together. The argument is set up by noting that humanists have historically banished quantitative issues from their study of the liberal arts and that science, engineering, and mathematics education suffers from lack of approaches to learning that promote complex, deeper understanding, most notably integrative and reflective learning. Therefore, everyone would profit from combining writing and quantitative reasoning. Five more specific reasons are discussed, drawing evidence …

Review Of The Chicago Guide To Writing About Numbers By Jane E. Miller, Neil Lutsky

Numeracy

Miller, J. E. 2004. The Chicago Guide to Writing about Numbers. Chicago, IL: University of Chicago Press. 304 pp. Cloth $45 ISBN: 9780226526300, Softcover $17. ISBN: 9780226526317.

The Chicago Guide to Writing about Numbers is a reference work suitable for anyone interested in understanding, using, or promoting quantitative thinking. Its primary aim is to identify and illustrate ways in which information associated with numbers can be conveyed most effectively given a particular communication purpose and context. The book is directed at writers who incorporate numbers in verbal or visual displays in documents, in oral presentations, or on the Web. The …