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Educational Assessment, Evaluation, and Research

2006

Articles 1 - 7 of 7

Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

何壽基學校英語動力營 : 成效評估調查報告書 = Ho Sai Ki Dynamic English Camp Final Report, Asia-Pacific Institute Of Ageing Studies, Lingnan University 嶺南大學亞太老年學研究中心, 柏立基教育學院校友會何壽基學校 Jul 2006

何壽基學校英語動力營 : 成效評估調查報告書 = Ho Sai Ki Dynamic English Camp Final Report, Asia-Pacific Institute Of Ageing Studies, Lingnan University 嶺南大學亞太老年學研究中心, 柏立基教育學院校友會何壽基學校

APIAS Research Report 研究報告

「何壽基學校英語動力營」旨在透過創造一個輕鬆有趣的環境讓學生活學活用大部份已在平日課堂上學到的英語，其主要目標爲：

  1. 透過各種富趣味性的英語活動，培養學生的自信心及主動學習性，從而推動學生多聽及多說英語。
  2. 透過團體活動，讓學生發揮團結精神及促進個人成長，並借助團隊精神改變個人行爲。
  3. 透過比賽形式，激發學生的奮鬥心，同時學習「勝不驢、敗不餒」的道理，並透過建立互相扶助及鼓勵的小組文化，讓小組內較弱的組員能跟上進度。
  4. 透過讓學生安排自己的起居飲食，訓練獨立性及自律性。
  5. 創造一個給長者與學生互動的平台，促進長幼共融。

爲評估「何壽基學校英語動力營」的成效，本屮心推行了一項調查硏究，探討參與此計訓的學生在以下數方面的轉變：英語能力、知識的增進、個人的發展和團體合作。此外，亦包括了學生對這個「動力營」的評價與意見。

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Five Approaches To Literacy In Correctional Education, Thom Gehring, Gary H. Sherwin May 2006

Five Approaches To Literacy In Correctional Education, Thom Gehring, Gary H. Sherwin

Journal of Critical Issues in Educational Practice

This article introduces literacy from a few “big picture” perspectives, and then reviews five paradigms that have shaped the teaching and learning of literacy in residential confinement institutions for juveniles and adults. The paradigms are specific to correctional education, but they will be familiar to all alternative teachers and advocates of literacy instruction.

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Aesthetic Knowing: Essential To The Development Of Heart And Mind., Laura Howzell-Young, Susan Daniels May 2006

Aesthetic Knowing: Essential To The Development Of Heart And Mind., Laura Howzell-Young, Susan Daniels

Journal of Critical Issues in Educational Practice

Children are biologically wired to experience their world through rich sensory, affective, aesthetic, and imaginal experiences. Children thirst for art, music and movement, and these modes are utilized widely to learn the varied languages of literacy: the alphabet, numbers, vocabulary, body-sense and more. Yet, in response to meeting higher and more prescribed standards at the elementary and secondary levels, there is a tendency to narrow the curriculum, to consider art and music expendable, to view social-emotional development as external to the schoolhouse. This narrowing is happening just as our global culture is moving again toward multiple kinds of communication: toward …

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Socio-Academic Interaction As Predictors Of Academic-Performance For Vietnamese Government Scholarship Recipients In Us Graduate Programs, Duc-Le Nguyen Jan 2006

Socio-Academic Interaction As Predictors Of Academic-Performance For Vietnamese Government Scholarship Recipients In Us Graduate Programs, Duc-Le Nguyen

Master's Capstone Projects

This study investigates the predictability of social interaction and academic interaction to academic performance. Descriptive analysis, multiple regression analysis, factor analysis and correlation analysis of data provided by 71 students who are Vietnamese Government Scholarship Recipients in graduate programs all over the United States indicate that socio-academic interaction can be used as predictors of students' academic performance but only 15% of the predicted variance is explained by the model. The length of students' US sojourn has effect on both social and academic interaction and degree sought by students has effect on academic interaction. Gender and length of exposure to English …

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International Perspectives On Citizenship, Education And Religious Diversity, Sarfaroz Niyozov Jan 2006

International Perspectives On Citizenship, Education And Religious Diversity, Sarfaroz Niyozov

Institute for Educational Development, Karachi

No abstract provided.

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Moderation, Modesty, Creativity, And Criticalness: A Chinese-American Medical Professor Speaks., Gulbahar Beckett, Jianhua Zhang Dec 2005

Moderation, Modesty, Creativity, And Criticalness: A Chinese-American Medical Professor Speaks., Gulbahar Beckett, Jianhua Zhang

Gulbahar Beckett

The number of minority scholars in North American universities and
colleges has increased steadily since the 1980s (Harvey, 2003; U.S.
Department of Education, 2002). This has resulted in some publications
that explore various issues encountered by minority scholars in general
(e.g., Belcher & Conner, 2001; Braine, 1999; Kingston-Mann & Sieber,
2001) and female faculty in particular (Li, 2005; Liang, 2005; Lin et al., 2004;
Vargas, 2002). This body of work shows that minority faculty encounter various
challenges in their work. For example, Braine (1999) describes being
underappreciated as an English as a Second Language (ESL) instructor in the
United States, …

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Reconstructing Culture And Identity In The Academy: Asian Female Scholars Theorizing Their Experiences, Guofang Li, Gulbahar Beckett Dec 2005

Reconstructing Culture And Identity In The Academy: Asian Female Scholars Theorizing Their Experiences, Guofang Li, Gulbahar Beckett

Gulbahar Beckett

T his book project began over a coffee break at the American Educational
Research Association in Seattle several years ago when we
shared our own experiences and excitement as new faculty members
trying to establish ourselves in the familiar yet strange academy. The academy
was familiar to us because we were the apprentices of the academy for
many years and we had learned the once unfamiliar discourses. Both of us
were happy with our academic positions and were fortunate to have very
supportive colleagues. Yet both of us felt we were "strangers" at times. After
all, as Asian, foreign-born, and …

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