Group items tagged

By Paul Nolting, published by Houghton Mifflin, 2008. Helps students to assess their math learning style, as well as building math study skills.

This book was mentioned in the "radical_ideas" group (Cohort 1) as well as a choice event.

Coach BM mentioned this book in the context of teaching study skills in conjunction with developmental math.

This student resource provides professional tutoring in the subject areas of English grammar and writing, reading text marking and note taking strategies, and basic math.

Online tutoring and writing services.

Collaborative tool for instructors and students to interact in real time to add synchronous content to asynchronous distance learning.

Authoring Tool to create e-learning exercises.

This chapter from Dr. Yu-Chung Chang's ePortfolio describes her work helping her students at Pasadena City College overcome their math anxiety.

By Claire E. Weinstein, published in Handbook of College Teaching: Theory and Applications, ed. by Keith W. Prichard, R. Mclaran Sawyer. Greenwood Press, 1994. This is an excerpt of Weinstein's article. Her basic premise is that developmental ed students often must learn how to learn. Full chapter can be purchased from this link. The book might be available in your college library, or via interlibrary loan.

by Carla Jonsson. Published Umeå : Institutionen för moderna språk, Umeå universitet, 2005. The idea of code-switching is often attributed to the writings of Chicana Cherrie Moraga.

11th track, Higher Ground. Mentioned in Choice Events: Code Switching

By Steven D. Levitt and Stephen J. Dubner, published by William Morrow, 2005.

Mentioned in Choice Event: Imitation (JE)

By Atul Gawande. Published by Metropolitan, 2007. This book, written by a doctor, looks at how doctors try to match their best intentions with best performance.

By Harold Pasher, Mark McDaniel, Doug Rohrer, and Robert Bjork. Published in Psychological Science in the Public Interest, vol 9 (3), Dec 2008, pp. 105-119. The authors looked at scientific evidence related to learning-style assessments in education. They concluded that evidence did not bear out the use of such assessments, but also point out that many versions of learning styles have not been tested at all (and thus there is no evidence).

By David R. Arendale from New Directions for Teaching and Learning, vol 1994, issue 60, pp. 11-21. This is a widely-cited article that explains supplemental instruction.

Academic program within the College of Physicians and Surgeons, Columbia University. The basis for this program is to listen carefully to patients' stories and use the stories to help treat the patients. The program's founder, Dr. Rita Charon, combines her MD with a PhD in literature.

By Hanni U. Taylor. Published by Peter Lang, 1989, as part of American University Studies, series XIII, Linguistics, vol 9.

From Forum Network of PBS and NPR. This forum features Rebecca Wheeler, Catherine Snow, Rachel Swords, and Ronald Ferguson discussing how to "build on students' existing knowledge of everyday English." (1 hr 16 mins).

From Wikipedia, this is the term as it is used in linguistics.

By Rebecca Wheeler, published in Doubletake/Points of Entry, spring 2006. Looks at how to use the idea of "codeswitch" to differentiate between formal (standard) and informal English, rather than teaching students that their (informal) language is "wrong." With bibliography.

By Theresa Perry and Lisa D. Delpit. Beacon Press, 1998.

By Kristen Hawley Turner. English Journal, vol 98 (5), 2009, pp. 60-65. Rather than looking at African-American English (as many of our other code_switching resources do), Turner looks at how texting has affected students' writing and how teachers can employ code-switching to help.