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izz aty

Evaluation practical guide - 0 views

www.icbl.hw.ac.uk/...eval.htm

education

shared by izz aty on 06 Aug 15 - Cached
  • "Evaluation is the collection of, analysis and interpretation of information about any aspect of a programme of education or training as part of a recognised process of judging its effectiveness, its efficiency and any other outcomes it may have." Mary Thorpe in "Handbook of Education Technology" (Ellington, Percival and Race, 1988)
  • Evaluation is concerned at the macro or holistic level of the learning event, taking into account the context of learning and all the factors that go with it,
  • assessment can be seen as the measurement of student learning and is one of the elements that go into an evaluation, the micro-level
  • ...5 more annotations...
  • Tessmer and Harris (1992) make great use of checklists as templates for conducting evaluations. Having a checklist of the stages within an evaluation can help in the shaping and structuring of the overall evaluation design, besides their use in the evaluation itself.
  • It is useful to document all aspects of the evaluation procedure and check this off once completed
  • Evaluation is a planned systematic and open endeavour.
  • Evaluation: A practical guide to methods Philip Crompton
  • Ellington, H, Percival, F, and Race, P (1993) "Handbook of Educational Technology", Kogan Page, London
izz aty

Pennington et al 2014 Defining Autism: Variability in State Education Agency Definition... - 0 views

www.hindawi.com/...327271

IDEA american special ed american education autism ASD

shared by izz aty on 10 Nov 14 - No Cached
  • Federal Register, vol. 71, no. 156, 2006, Rules and Regulations, p. 46756 a, 2006.
  • examined the definition of autism published by state education agencies (SEAs), as well as SEA-indicated evaluation procedures for determining student qualification for autism
  • compared components of each SEA definition to aspects of autism from two authoritative sources: Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) and Individuals with Disabilities Education Improvement Act (IDEA-2004)
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  • also compared SEA-indicated evaluation procedures across SEAs to evaluation procedures noted in IDEA-2004
  • many more SEA definitions incorporate IDEA-2004 features than DSM-IV-TR features. However, despite similar foundations, SEA definitions of autism displayed considerable variability
  • The federal definition of autism preceded the fourth edition of the Diagnostic and Statistical Manual (DSM-IV) [8], and it is essentially unchanged since 1990.
  • The federal definition is generally compatible with both the category of Pervasive Developmental Disorder (PDD) as described in DSM-IV and Autism Spectrum Disorder as described in DSM-5 [9], but it does not match any specific variety of PDD (see below). Within public school systems, students who have been clinically diagnosed with either a DSM-IV PDD or with DSM-5 Autism Spectrum Disorder are likely to be identified under the federal category of autism for the purpose of receiving special education services
  • In contrast to the IDEA-2004 definition, criteria for autism are more specific in the DSM-IV clinical diagnostic criteria
  • DSM-IV was superseded by DSM-5 [9]. The disorders comprising PDD in DSM-IV are largely addressed in DSM-5 by the Autism Spectrum Disorders category, which—unlike DSM-IV’s PDD—has no subcategories.
  • identification criteria still include substantial social problems (social initiations and responses, nonverbal social communication, and social relationships) and restricted, repetitive behaviors or interests (deviant speech or movements, rituals and resistance to change, preoccupations, and sensory reactivity). State education agencies (SEAs) have not yet incorporated DSM-5 information into their policies, procedures, and practices related to students with autism, and the DSM-5 definition was not involved in the present study.
  • State education agency (SEA) definitions of a disability do not have to match the federal definition but must substantially address its elements or lose federal financial support for special education.
  • No doubt the prevalence of ASD naturally varies somewhat with geography [4] but probably not by such a large factor, greater than tenfold in adjacent states. Conceivably, some state-by-state variation might be attributable to the content of SEA definitions of autism and perhaps the evaluation procedures required to accurately measure the concepts presented in definitions.
  • In a study of SEA definitions of autism, MacFarlane and Kanaya [10] found substantial variation in the eligibility criteria used by different states. By their analysis, 35% of SEAs based autism eligibility solely on the federal definition of autism, while 65% used diverse other criteria including symptoms of autism from the DSM-IV-TR
  • izz aty on 10 Nov 14
     
    "Autism Research and Treatment Volume 2014 (2014), Article ID 327271, 8 pages http://dx.doi.org/10.1155/2014/327271 Research Article Defining Autism: Variability in State Education Agency Definitions of and Evaluations for Autism Spectrum Disorders Malinda L. Pennington,1 Douglas Cullinan,2 and Louise B. Southern2"
izz aty

Sunardi et al. 2011. The Implementation of Inclusive Education for Students with Specia... - 0 views

d-scholarship.pitt.edu/...27-131-1-PB.pdf

indonesia indonesian education inclusive education

shared by izz aty on 19 Nov 14 - No Cached
  • izz aty on 19 Nov 14
     
    Abstract Over the last decade, inclusion has become a world trend in special education. In response to that trend, the Indonesian government has adopted a progressive policy to implement inclusive education. The aim of this research is to describe the implementation process by focusing on the institutional management, student admission/identification/assessment, curriculum, instruction, evaluation, and external supports. The sample consisted of 186 schools with a total student body of 24,412, 12 percent of which (3,419) were students with special needs. In those schools, there were also 34 gifted students (0.1 percent). Of all the students with special education needs (SEN) students, 56 percent were males and 44 percent were females. The results showed, in terms of institutional management, that the majority of inclusive schools had developed strategic plans (for inclusion), legally appointed coordinators, involved related and relevant parties, and conducted regular coordination meetings. However, there were still many schools that had not restructured their school organizations. In terms of student admission/identification/assessment, 54 percent of schools set a quota for SEN students. Only 19 percent applied a selection process in student admission, half of which used different procedures for SEN candidates. Approximately 50 percent of inclusive schools had modified their curriculum, including a variety of standards. In terms of instruction, 68 percent of inclusive schools reported that they modified their instructional process. Only a few schools, however, provided special equipment for students with visual impairment, physical impairment, speech and hearing problems, and autism and gifted and talented students. In a student evaluation, more than 50 percent reported that test items, administration, time allocations, and students' reports were modified. For the national exam, this number decreased dramatically. Finally, external supports in the for
izz aty

10 questions to understanding PISA results | The EDifier - Center for Public Education - 0 views

blog.centerforpubliceducation.org/...-to-understanding-pisa-results

PISA american education OECD education

shared by izz aty on 17 Oct 14 - No Cached
  • The rhetoric pertaining to the quality of our public schools is certainly going to be amplified tomorrow, with critics lamenting how the results show our public schools are in dire straits while others will argue the results are meaningless
  • an assessment of reading, math, and science literacy given every three years to 15-year-old students in public and private schools in about 65 countries.
  • international institution Organisation for Economic Cooperation and Development (OECD) coordinates the development and administration of PISA worldwide
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  • PISA is one of the few tools we have to compare the outcomes of high school students internationally.  PISA provides valuable information on how prepared high school students are for postsecondary success whether in the workplace, career training, or higher education.
  • PISA is designed to measure how well students can apply their knowledge to real-world situations. To measure such skills, the test items on PISA are primarily “constructed response,” meaning the test-taker has to write their answers to the questions, and there are few multiple-choice items.
  • Every industrialized country now educates all their students, including language minority, special needs and low-performing students. Every country that participates in PISA must adhere to strict sampling rules to ensure the country’s results are nationally representative of all 15-year-old students. Indeed, the decision to test secondary students at age 15 was made in part because young people at that age are still subject to compulsory schooling laws in most participating nations, which provides more assurance that PISA will capture the broadest sample.
  • OECD reports statistically significant differences in performance between nations, which is a more accurate way to look at PISA rankings than a straight listing of average scores.
  • Does PISA measure the effectiveness of public school systems? Not completely, for three reasons: 1) PISA results are representative of the performance of all 15-year-olds in participating countries including those  attending private schools; 2) PISA makes no attempt to isolate schools from outside factors such as poverty or high proportions of non-native language speakers that may have an impact on  performance —such factors are important to include in the mix when evaluating the effectiveness of each country’s schools; and 3) No single measure can incorporate every outcome we expect from our public schools
  • look at how much time other countries give teachers for professional development, how much they pay their teachers, how much time teachers spend in the classroom, how much flexibility exists at the local level, how special needs students are taught, and how much time students spend in school.
  • see PISA results as an opportunity to assess if best practices in teaching and learning in other countries can also work for secondary schools here in the U.S.
  • just because a high-performing or high-gaining country does something does not mean it will work in U.S. schools.
  • Many analysts observe that poverty has a greater impact on student performance in the U.S. than elsewhere. For one thing, the U.S. has the highest child poverty rates among industrialized countries. For another, students in the U.S. who live in poverty tend to have less access to resources that research consistently shows impact student achievement, including highly effective teachers, access to rigorous curriculum, and high quality pre-k programs.
izz aty

Academic Word List - School of Linguistics and Applied Language Studies - Victoria Univ... - 0 views

www.victoria.ac.nz/...academicwordlist

academic academic word list english vocabulary corpus eap esol word frequency wordlists language language learning education resources reference

shared by izz aty on 21 Feb 12 - Cached
  • izz aty on 21 Feb 12
     
    Averil Coxhead developed and evaluated The Academic Word List (AWL) for her MA thesis. This list is a very useful resource for English for Academic Purposes teachers and learners.
izz aty

EFL/ESL Teaching Techniques from The Internet TESL Journal - 0 views

iteslj.org/Techniques

esol efl esl materials resources teaching learning english language learning language english education teaching reference lesson plans activities ideas classroom management internet technology speaking listening reading writing oral culture drama grammar

shared by izz aty on 21 Feb 12 - Cached
  • Adults
  • Adapting the L2 Classroom for Age-related Vision ImpairmentsBy Jessica A. ThonnTeaching Adult ESL LearnersBy Yi Yang
  • Authentic Materials / Realia
  • ...53 more annotations...
  • Effective Ways to Use Authentic Materials with ESL/EFL StudentsBy Charles Kelly, Lawrence Kelly, Mark Offner and Bruce VorlandAuthentic Materials and Cultural Content in EFL ClassroomsBy Ferit KilickayaUsing Creative Thinking to Find New Uses for RealiaBy Simon Mumford
  • Autonomy
  • My Philosophy for Teaching English for BusinessBy Lawrence BaronUsing Authentic Business Transcripts in the ESL ClassroomBy Jonathan CliftonTeaching Business Communication to LEP StudentsBy Ken LauFrameworking in Business English ClassesBy John AdamsonTeaching Tips for ESL University Business English InstructorsBy William BrooksMethodology for Using Case Studies in the Business English Language ClassroomBy Peter Daly
  • Becoming a Better Teacher
  • Matching Teaching Styles with Learning Styles in East Asian ContextsBy Rao ZhenhuiTeam Teaching Tips for Foreign Language TeachersBy Rebecca Benoit and Bridget HaughThe Importance of Eye Contact in the ClassroomBy Robert Ledbury, Ian White and Steve Darn
  • Business English
  • Three Activities to Promote Learners' AutonomyBy Galina KavaliauskienëGetting Students Actively Involved Using "The Mistake Buster" TechniqueBy Hai K.P. Huynh
  • Classroom Management
  • Perpetual Motion: Keeping the Language Classroom MovingA technique that allows students to practice with as many different partners as possible.By Christopher KelenInteresting Ways to Call Roll in JapanBy Lawrence KlepingerLet Your Students Teach Their ClassBy Naoyoshi Ogawa and Dennis WilkinsonEncouraging Students to Interact with the TeacherBy Roger NunnWhat to Do with Failing StudentsBy Marty DawleyCultural Kickboxing in the ESL Classroom: Encouraging Active ParticipationBy Jan Guidry LacinaA Group Introduction Activity to Create a Safe AtmosphereBy Clay Bussinger
  • Computers
  • Using Presentation Software to Enhance Language LearningBy Miriam Schcolnik and Sara KolQuick Tips for the CALL LaboratoryBy Brian Cullen and John MorrisUsing PowerPoint for ESL TeachingBy Don L. Fisher
  • Culture
  • Encouraging English Expression through Script-based ImprovisationsBy Manette R. BerlingerTeaching Conversation Skills With Content Based MaterialsBy Greg GoodmacherUsing Pair TapingBy Peter H. SchneiderTeaching Conversation Strategies Through Pair-TapingBy Nancy Washburn and Kiel ChristiansonBoosting Speaking Fluency through Partner TapingBy David E. Kluge and Matthew A. TaylorOvercoming Chinese-English Colloquial Habits in WritingBy Ted KnoyCommunicative Language Teaching in a Multimedia Language LabBy Shih-Jen Huang and Hsiao-Fang LiuIt's on the Cards: Adapting a Board-game Communicative ActivityBy Bob Gibson Leaving the Room: An Introduction to Theme-Based Oral EnglishBy Stewart Wachs
  • The Talking Stick: An American Indian Tradition in the ESL ClassroomBy Kimberly FujiokaRole Playing/SimulationBy Patricia K. TompkinsBrainstorming Before Speaking TasksBy Brian CullenTeach Students to Interact, Not Just TalkBy Gerard CounihanFive Steps to Using Your Textbook to Build a More Dynamic EFL Conversation ClassBy Stephen B. RyanDialog Performances: Developing Effective Communication Strategies for Non-English Majors in Japanese UniversitiesBy Susan Gilfert and Robert CrokerOvercoming Common Problems Related to Communicative MethodologyBy Stephen B. RyanDesigning Simple Interactive Tasks for Small GroupsBy Roger NunnTips for Teaching Conversation in the Multilingual ESL ClassroomBy Cara PulickTeaching "How are You" to ESL StudentsBy Brendan DalyUsing Games to Promote Communicative Skills in Language LearningBy Chen, I-JungFacilitating English Conversation Development in Large ClassroomsBy Gerry GibsonHelping EFL/ESL Students by Asking Quality QuestionsBy Nasreen HussainSuccessful Classroom Discussions with Adult Korean ESL/EFL LearnersBy Hye-Yeon Lim & W. I. GriffithIncreasing Authentic Speech in Classroom DiscussionsBy Georgia SmyrniouDesigning Simple Interactive Tasks for Small GroupsBy Roger NunnA Practical and Effective Way to Enhance the ESL Students' Oral CompetenceBy Yichu Qi
  • Conversation / Oral English
  • Practical Techniques for Teaching Culture in the EFL ClassroomBy Brian Cullen and Kazuyoshi SatoRole Play in Teaching Culture: Six Quick Steps for Classroom ImplementationBy Maria A. KodotchigovaCompliments: Integrating Cultural Values into Oral English ClassesBy Chou, Yen-LinRole Play in Teaching Culture: Six Quick Steps for Classroom ImplementationBy Maria A. KodotchigovaGuidelines to Evaluate Cultural Content in TextbooksBy Ferit Kilickaya
  • Drama
  • Drama Techniques for Teaching EnglishBy Vani Chauhan
  • Four Skills
  • Using Picture Dictation Exercises for Practising All Four SkillsBy Sylvia Sao Leng IeongTeaching the Four Skills in the Primary EFL ClassroomBy Marcos Peñate Cabrera and Plácido Bazo
  • Ideas
  • The Structural Drill in Remedial TeachingBy Felix MosesClassroom Techniques for Contextualization:How to make "This is a pen." a pragmatically motivated utterance.By Yoshinori SasakiA Technique for Practising Conditional SentencesBy Galina KavaliauskieneGrammar Correction in ESL/EFL Writing Classes May Not Be EffectiveBy Ronald GrayDoing Things with Sentences in the ESL ClassroomBy Simon MumfordTeaching ESL Students to "Notice" GrammarBy Francis J. Noonan IIIUsing Simple Poems to Teach GrammarBy Hawanum HusseinCommunicative Grammar -- It's Time to Talk.By Noriko NishiguchiEmpowering English Teachers to Grapple with Errors in GrammarBy Caroline Mei Lin HoHelping Students with ModalsBy Michael ThompsonA Technique for Practising Conditional SentencesBy Galina Kavaliauskiene
  • Humor
  • Using Humour in the Second Language ClassroomBy Paul-Emile Chiasson
  • Grammar
  • Redesigning Non-Task-Based Materials to Fit a Task-Based FrameworkBy Kevin RooneyA Holistic Classroom Activity - The Class SurveyBy Roger NunnThree Activities to Promote Learners' AutonomyBy Galina Kavaliauskienë
  • 75 ESL Teaching IdeasBy Hall Houston
  • Listening
  • Music and Song in DiscussionBy Brian CullenSong DictationBy Brian CullenTeaching Phrasal Verbs Using SongsBy Subrahmanian UpendranHelping Prospective EFL Teachers Learn How to Use Songs in Teaching Conversation ClassesBy Natalia F. OrlovaFocused Listening with SongsBy Isaiah WonHo Yoo
  • Getting the Most from Textbook Listening ActivitiesBy Thomas LavelleTraining for Impromptu Speaking and Testing Active Listening With a Focus on Japanese StudentsBy Cecilia B-IkeguchiDictation DrawingBy Brian GroverReal Audio to Augment Real Listening in the ESL ClassroomBy Frank TuziSelf-Instruction by Audio CassetteBy John SmallDictation as a Language Learning DeviceBy Scott AlkireFocused Listening with SongsBy Isaiah WonHo YooListening Activities for Effective Top-down ProcessingBy Ji LingzhuDictation as a Language Learning DeviceBy Scott Alkire
  • Material Development / Activity Ideas
  • Internet
  • Motivation
  • Sustaining an Interest in Learning English and Increasing the Motivation to Learn English: An Enrichment ProgramBy Supyan Hussin, Nooreiny Maarof, and J. V. D'CruzHelping ESL Learners to See Their Own ImprovementBy Upendran SubrahmanianCommunicating SuccessBy Trevor SargentCreative and Critical Thinking in Language ClassroomsBy Muhammad Kamarul KabilanLearner Training for Learner Autonomy on Summer Language CoursesBy Ciarán P. McCarthyEncouraging Students to Become Stakeholders in the ESL ClassroomBy Karen BordonaroMotivation in the ESL ClassroomBy William T. Lile
  • Music and Songs
  • Using the Internet in ESL Writing InstructionBy Jarek KrajkaSome Possibilities for Using On-line Newspapers in the ESL ClassroomBy Jarek KrajkaGetting Your Class ConnectedSome ideas on using e-mail and homepages.By Dennis E. WilkinsonActivities for Using Junk Email in the ESL/EFL ClassroomBy Suggested ways to use junk mail and some ready-to-use handouts for the classroom.By Michael IvyLet the E-mail Software Do the Work: Time Saving Features for the Writing TeacherBy Ron BelisleDiscussion Forums for ESL LearningBy Peter ConnellReport on a Penpal Project, and Tips for Penpal-Project SuccessBy Vera MelloUsing E-mail in Foreign Language Teaching: Rationale and SuggestionsBy Margaret Gonglewski, Christine Meloni and Jocelyne BrantHow to Build a Multimedia Website for Language StudyBy Randall S. DavisMaking Chat Activities with Native Speakers Meaningful for EFL LearnersBy Jo MynardInteractivity Tools in Online LearningBy Chien-Ching LeeTeaching Search Engines to ESL Students: Avoiding the AvalancheBy Kirsten LincolnTeaching EFL/ESL Students How to Use Search Engines and Develop their EnglishBy Rupert HeringtonInteractivity Tools in Online LearningBy Chien-Ching LeeMaking Chat Activities with Native Speakers Meaningful for EFL LearnersBy Jo MynardHow to Build a Multimedia Website for Language StudyBy Randall S. DavisQuick Tips for the CALL LaboratoryBy Brian Cullen and John MorrisCreating a Learning Community Through Electronic JournalingBy Anne BollatiA Model of Team Teaching in a Web-mediated EAP CourseBy Mihye Harker & Dimitra KoutsantoniUsing LiveJournal for Authentic Communication in EFL ClassesBy Aaron Patric CampbellWeblogs for Use with ESL ClassesBy Aaron Patric Campbell
  • Pronunciation
  • Some Techniques for Teaching PronunciationBy David F. DaltonTesting Some Suprasegmental Features of English SpeechBy Mehmet CelikTeaching English Intonation to EFL/ESLStudentsBy Mehmet CelikReverse Accent Mimicry: An Accent Reduction Technique for Second Language LearnersBy Laurence M. HiltonA Quick Way to Improve /r/ and /l/ PronunciationBy Tim GreerTeaching English Intonation to EFL/ESLStudentsBy Mehmet Celik
  • Teaching Debate to ESL Students: A Six-Class UnitBy Daniel KriegerGuiding ESL Students Towards Independent Speech MakingBy Françoise Nunn and Roger NunnA Genre Approach to Oral PresentationsBy Fiona Webster
  • Public Speaking
  • Teaching EFL/ESL Students How to Read Time and NewsweekBy J. Ignacio BermejoGraffiti for ESL ReadersDescribes an activity using content-based articles.By Brent BuhlerReading and Writing through Neuro-Linguistic ProgrammingBy Tom MaguireHow to Read Nonfictional English Text Faster and More EffectivelyBy Helmut StiefenhöferWhat Do We Test When We Test Reading Comprehension?By Akmar MohamadTeaching ESL Reading Using ComputersBy Saad AlKahtaniAn Integrated Approach to Teaching Literature in the EFL ClassroomBy Christine SavvidouA Fun Reading Quiz GameBy Madhavi Gayathri RamanReading Aloud (Out Loud) in Conversational English Classes By Derek KellyUsing Children's Literature with Young LearnersBy Eowyn BrownUsing News Stories in the ESL ClassroomBy Robin Antepara
  • Reading
  • Testing
  • A Method for Oral Testing in University English Programs at Korean UniversitiesBy David B. KentMeasuring Word Recognition Using a PictureBy Jungok Bae
  • Video
  • Developing Film Study GuidesBy Donna Hurst TatsukiDeveloping an English for Specific Purposes Course Using a Learner Centered Approach: A Russian ExperienceBy Pavel V. SysoyevVideotaping an English Mini-drama in Your ClassroomBy David G. MagnussonUsing CNN News Video in the EFL ClassroomBy Alan S. MackenzieContent Video in the EFL ClassroomBy Michael FurmanovskyCaptioned Video: Making it Work for YouBy Randall S. DavisUsing Movie Trailers in an ESL CALL ClassBy John GebhardtVideo Production in the Foreign Language Classroom: Some Practical IdeasBy Sebastian Brooke
  • Vocabulary
  • Personal Vocabulary NotesBy Joshua KurzweilLearner-centered Vocabulary Building PracticeBy Sadia Yasser AliA Learner-Centred Approach to Vocabulary Review Using BingoBy Galina KavaliauskienëSongs, Verse and Games for Teaching GrammarBy Arif Saricoban & Esen MetinDeductive & Inductive Lessons for Saudi EFL Freshmen StudentsBy Mohammed Y. Al-KharratWarm-up Exercises in Listening ClassesBy Zhang Yi JunGetting Japanese Children to Make Use of Naturally-sounding English in the ClassroomBy Junko YamamotoVocabulary Teaching Using Student-Written DialoguesBy Alice Dana Delaney WalkerTeaching Vocabulary to Japanese Students: A Lexical ApproachBy Kwabena AsareDrilling Can Be FunBy Simon MumfordThe Use of Corpora in the Vocabulary ClassroomBy Yu Hua ChenBuilding Vocabulary Through Prefixes, Roots & SuffixesBy William PittmanPersonal Vocabulary NotesBy Joshua KurzweilTeaching Vocabulary to Japanese Students: A Lexical ApproachBy Kwabena AsareMeasuring Word Recognition Using a PictureBy Jungok Bae
  • Writing
  • Secret Partner Journals for Motivation, Fluency and FunBy Timothy StewartReading and Writing through Neuro-Linguistic ProgrammingBy Tom MaguireA Peer Review Activity for Essay OrganizationBy Bob GibsonMaking Jigsaw Activities Using Newspaper ArticlesBy David DycusUsing Postcards in the ClassroomBy Peter LobellLess Is More: Summary Writing and Sentence Structure in the Advanced ESL ClassroomBy George L. GreaneyTeaching Integrated Writing SkillsBy Cecilia B-IkeguchiCorrecting Students' WritingBy Bryan MurphyUsing E-mail in EFL Writing ClassesBy Eui-Kap LeeApproaching Writing Skills through Fairy TalesBy Silvia BrutiTeaching ESL/EFL Students to Write BetterBy Yesim CimcozEnglish Writing Program for Engineering StudentsBy Hui Mien TanFreewriting, Prompts and FeedbackBy Kenneth J. DicksonPortfolios and Process Writing: A Practical ApproachBy Simon ReaInteractive Writing in the EFL Class: A Repertoire of TasksBy María Palmira Massi
  • Using Cooperative Learning to Integrate Thinking and Information Technology in a Content-Based Writing LessonBy Gabriel Tan, Patrick B Gallo, George M Jacobs and Christine Kim-Eng LeeEncouraging Engineering Students to Write Simple EssaysBy Thevy RajaretnamIntegrating Writing with ReadingBy Yang ShuyingThe Process Writing MethodBy Daniel J. JarvisSuggestions for Evaluating ESL Writing HolisticallyBy Matthew W. CurrierDeveloping Writing Skills in a Foreign Language via the InternetBy Roger C. KenworthyCreating a Writing Course Utilizing Class and Student BlogsBy Andrew JohnsonA Fun Way to Generate Ideas for Comparison ParagraphsBy Melodie CookSeeing is Understanding: Improving Coherence in Students' Writing By Chien-Ching LeeDeveloping Task-based Writing with Adolescent EFL StudentsBy Maria CabralProviding Feedback on ESL Students' Written AssignmentsBy Jason Gordon WilliamsSimple Steps to Successful Revision in L2 WritingBy Catherine ColemanTeaching TESOL Undergraduates to Organize and Write Literature ReviewsBy Roberto CriolloThe Process Writing MethodBy Daniel J. JarvisIntegrating Writing with ReadingBy Yang ShuyingEncouraging Engineering Students to Write Simple EssaysBy Thevy Rajaretnam
  • Other
  • Maximizing Study Trips AbroadBy Howard HigaThe Application of Universal Instructional Design to ESL TeachingBy Kregg C. StrehornBaFa BaFa: Does it Work with University EFL Learners?By Donald Glenn CarrollA Tutor-Guided Learning Scheme in a Self-Access CentreBy Lai Lai KwanImproving Science Students' Fluency through Project WorkBy Nebila Dhieb-HeniaUsing Service-Learning as Part of an ESL ProgramBy James M. MinorIncorporating Critical Thinking Skills Development into ESL/EFL CoursesBy Andy HalvorsenHelping ESL Learners to Minimize Collocational ErrorsBy Rotimi TaiwoUsing Concept Maps to Gauge Students' UnderstandingBy Lee Chien ChingContent Based ESL Curriculum and Academic Language ProficiencyBy Clara Lee BrownUsing Pictures from MagazinesBy Joep van der WerffEnhancing Critical Thinking with Structured Controversial DialoguesBy Hanizah Zainuddin & Rashid A. MooreUsing Expectations to Improve LearningBy Gena BennettIntegrating Language Learning Strategy Instruction into ESL/EFL LessonsBy Catherine Y. KinoshitaUsing Checklists to "Standardise" ContentBy Chien-Ching LeeGames in the ESL and EFL ClassBy Angkana DeesriOvercoming Common Problems Related to Communicative MethodologyBy Stephen B. Ryan
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Learning Disabilities (LD) | Center for Parent Information and Resources - 0 views

www.parentcenterhub.org/...ld

LD identification LD dissertationZ

shared by izz aty on 30 Sep 14 - No Cached
  • Learning disability is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning, and doing math. “Learning disabilities” is not the only term used to describe these difficulties. Others include: dyslexia—which refers to difficulties in reading; dysgraphia—which refers to difficulties in writing; and dyscalcula—which refers to difficulties in math.
  • there are certain clues. We’ve listed a few below. Most relate to elementary school tasks, because learning disabilities tend to be identified in elementary school.
  • school focuses on the very things that may be difficult for the child—reading, writing, math, listening, speaking, reasoning
  • ...6 more annotations...
  • IDEA’s Definition of “Specific Learning Disability”
  • instead of using a severe discrepancy approach to determining LD, school systems may provide the student with a research-based intervention and keep close track of the student’s performance. Analyzing the student’s response to that intervention (RTI) may then be considered by school districts in the process of identifying that a child has a learning disability.
  • There are also other aspects required when evaluating children for LD. These include observing the student in his or her learning environment (including the regular education setting) to document academic performance and behavior in the areas of difficulty.
  • Once a child is evaluated and found eligible for special education and related services, school staff and parents meet and develop what is known as an Individualized Education Program, or IEP. This document is very important in the educational life of a child with learning disabilities. It describes the child’s needs and the services that the public school system will provide free of charge to address those needs.
  • Supports or changes in the classroom (called accommodations) help most students with LD. Common accommodations are listed in the “Tips for Teachers” section below. Accessible instructional materials (AIM) are among the most helpful to students whose LD affects their ability to read and process printed language. Thanks to IDEA 2004, there are numerous places to turn now for AIMs. We’ve listed one central source in the “Resources Especially for Teachers” section.
  • Assistive technology can also help many students work around their learning disabilities. Assistive technology can range from “low-tech” equipment such as tape recorders to “high-tech” tools such as reading machines (which read books aloud) and voice recognition systems (which allow the student to “write” by talking to the computer). To learn more about AT for students who have learning disabilities, visit LD Online’s Technology section, at: http://www.ldonline.org/indepth/technology
  • izz aty on 30 Sep 14
     
    "Supports or changes in the classroom (called accommodations) help most students with LD. Common accommodations are listed in the "Tips for Teachers" section below. Accessible instructional materials (AIM) are among the most helpful to students whose LD affects their ability to read and process printed language. Thanks to IDEA 2004, there are numerous places to turn now for AIMs. We've listed one central source in the "Resources Especially for Teachers" section. Assistive technology can also help many students work around their learning disabilities. Assistive technology can range from "low-tech" equipment such as tape recorders to "high-tech" tools such as reading machines (which read books aloud) and voice recognition systems (which allow the student to "write" by talking to the computer). To learn more about AT for students who have learning disabilities, visit LD Online's Technology section, at: http://www.ldonline.org/indepth/technology"
izz aty

What is a Teaching Portfolio? | The Gwenna Moss Centre for Teaching Effectiveness - 0 views

www.usask.ca/...what

shared by izz aty on 03 Jun 15 - No Cached
  • The teaching portfolio as an effective way for teachers to reflect upon, describe, and document their teaching philosophy, goals, and achievements.
  • hese files are teaching portfolios that document and describe your philosophy, activities, achievements and plans in teaching
  • A Portfolio is:A personal record drawn up and compiled by the teacher, often according to institutional, departmental, or college guidelines.A structured means of reflection on one's work, a process of self-evaluation and goal setting.An approach to teaching enhancement whereby a teacher can gauge successes, opportunities for improvement, and means for their fulfillment.A means of presenting information for job search or career enhancement, such as promotion, tenure, job application.  In short, creating a portfolio involves reflection, collection, selection, and connection.
  • ...1 more annotation...
  • Six Steps are Involved: Clarify your teaching responsibilities.Reflect on your teaching goals, philosophy and style. Consider using the Teaching Perspectives Inventory (available in the Teaching Porfolio Resources section).Organize the material to support your purpose and the evaluators' guidelines or needs.Write the statement of philosophy.Select and append your best evidence, connecting it to your statement of philosophy. You want to provide enough evidence to convict you of the charge of excellent teaching. Show your draft to a colleague or instructional developer.
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http://pareonline.net/getvn.asp?v=18&n=3 - 0 views

Fives, H. and DiDonato-Barnes, N. 2013. Classroom Test Construction: The Power of a Table of Specifications

shared by izz aty on 05 Aug 15 - No Cached
  • izz aty on 05 Aug 15
     
    Practical Assessment, Research & Evaluation. Volume 18, Number 3, February 2013 
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http://Fives, H. and DiDonato-Barnes, N. 2013. Classroom Test Construction: The Power o... - 0 views

pareonline.net/getvn.asp

shared by izz aty on 05 Aug 15 - No Cached
    • izz aty
      izz aty on 05 Aug 15
       
      A table of specification (TOS) can be used to help teachers frame the decision making process of test construction and improve the validity of teachers' evaluations based on tests constructed for classroom use. 
    • izz aty
      izz aty on 05 Aug 15
       
      A TOS, sometimes called a test blueprint, is a table that helps teachers align objectives, instruction, and assessment (e.g., Notar, Zuelke, Wilson, & Yunker, 2004). This strategy can be used for a variety of assessment methods but is most commonly associated with constructing traditional summative tests. When constructing a test, teachers need to be concerned that the test measures an adequate sampling of the class content at the cognitive level that the material was taught. The TOS can help teachers map the amount of class time spent on each objective with the cognitive level at which each objective was taught thereby helping teachers to identify the types of items they need to include on their tests. There are many approaches to developing and using a TOS advocated by measurement experts (e.g., Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, & Wittrock, 2001, Gronlund, 2006; Reynolds, Livingston, & Wilson, 2006). 
izz aty

Ways Kolb's Learning Styles Affect Student Learning | Todd W. Bowles - 0 views

74.125.155.132/scholar

learning learning styles teaching strategies students education

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  • izz aty on 08 Dec 10
     
    Learning styles of students and teachers affect both how students learn and teachers teach. I based my research on Kolb's learning styles study, with a learning index evaluation by Solomon and Felder. What was found is how different individuals learn information. Original doc file here: http://www.redrockdata.com/matportfolio/files/Learning%20styles%20reflective%20essay.doc
izz aty

Ho 2014 Education for unity in Malaya : an evaluation of the education system of Malaya... - 0 views

myrepositori.pnm.gov.my/...2297

malaysian education malaysia education

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  • Education for unity in Malaya : an evaluation of the education system of Malaya with special reference to the need for unity in its plural society
block_chain_

A Comprehensive Guide To Investing In Blockchain Stocks - 0 views

www.blockchain-council.org/...investing-in-blockchain-stocks

#Blockchain #Stocks #BlockchainStocks #StockExchange#BlockchainCouncil #BlockchainTechnology

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  • block_chain_ on 28 May 19
     
    The global blockchain market size in the year 2018 reached US$1.2 billion. Before buying, be sure to evaluate the technology behind the company, such as its potential to disrupt the market and the number of people or companies that benefit from it.
izz aty

hot chocolate and mint: Being Sensible - 0 views

dianarikasari.blogspot.com/...being-sensible.html

anger emotions peace calm blog life growth positive lesson control

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  • There’s nothing wrong with being angry. In fact, there are times when we should be angry; when people lie to us, when someone abuses our rights, when someone forces us to do something that is against our belief, when people disrespect us, and so forth. But being angry is right when released in the right way too. Just like how there’s the right way to talk to people, there is also the right way to express our anger; with grace.
  • when you’re really angry at someone, try to keep it between just the two of you. You don’t have to take people down in front of everyone just because they made you crazily angry for that very minute.
  • People make mistakes, and there are reasons for them. So listen to them first, then judge and evaluate.
  • ...1 more annotation...
  • The moment you take it public, you are putting someone’s life at risk. Because you never know how one impulsive tweet or announcement can change a person’s life. Have the sense to put ourselves in other people’s shoes. Life’s not always about me, me and me
  • izz aty on 10 Mar 12
     
    One of the easiest things to do in life is to "be angry". Somehow, for some people, being angry seems to be  far much easier than being happy.
izz aty

Washington Post Social Reader on Facebook - 0 views

apps.facebook.com/...nARTk

china asia students education usa tertiary education illegal assessment evaluation success culture society

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  • izz aty on 09 Jan 12
     
    The allure of America's universities, and the pressure-cooker drive to succeed among Asia's expanding upper class, will continue to propel Asian students into American schools. Many Chinese teenagers applying abroad, Melcher said, are the sort of highly motivated students colleges desire. "Chinese kids are typically great," Melcher said. "They're not at the tailgate parties drinking. They're busting their butts. Failure is not an option." But college application fraud will continue, he said, so long as the risks are low and the rewards are so high. His consultancy suggests interviewing all Chinese students via online video chats, conducting spot tests in English, and hiring a mainland Chinese staffer in the college's home office.
izz aty

EF English Proficiency Index - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...EF_English_Proficiency_Index

english language proficiency language english proficiency survey research esol

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  •  Malaysia 11 58.99 High Proficiency +3.45
  • lack of representative sampling in each country
  • participants in the tests are self-selected and must have access to the internet. This pushes the index towards the realm of an online survey rather than a statistically valid evaluation.
  • ...2 more annotations...
  • there are few alternative comparisons available of countries by their English skills, and those that exist are smaller in scale, as is the case with a reported British Council study,[1] or they have other sampling flaws, as is the case with rankings of countries by standardized English test scores such as the TOEFL.[6]
  • European Commission performed a language survey, SurveyLang, which tests a representative sample of 15 year old European students on their foreign language skills. The first report and data sets were released for 13 European countries in June 2012 [7]
  • izz aty on 06 Apr 14
     
    "The EF English Proficiency Index (EF EPI) is a report which attempts to rank countries by the average level of English skills amongst adults. It is the product of EF Education First, a global language training company, and draws its conclusions from data collected via English tests available for free over the internet."
izz aty

History - Find den rigtige efterskole! Søg på fag, priser og ledige pladser. - 0 views

efterskole.dk/...History

denmark danish education education europe efterskole folk school schooling ESTEkiv

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  • 1851 the first Efterskole founded at Ryslinge, Fyn (Funen).
  • 1996 the Danish Parliament in a significant law reform tightens up and emphasises the conditions for receiving state funding: an Efterskole must (prove itself to) be free and independent. Under no circumstances may the school from a legal point of view have strong organisational and financial links to – or be dependent on – other schools or movements.
  • Each Efterskole must be truly free and independent, and "master in its own house". This puts even more responsibility on the school board.
  • ...4 more annotations...
  • 2000 the latest Efterskole Act introduces a new rule that each Efterskole must define and describe its own (and specific) basic values. A critical self-evaluation must be made at the end of each school year.
  • 1994 municipal grants are made compulsory, which improves and equalises the economical conditions for students (and their parents) – independent of their local council. In the following years the result is evident: a broader section of the population can now afford to choose the Efterskole – and so they do. The 1994 act also transfers significantly more assessments, decisions, and responsibility from central level (Ministry of Education) to the local school board. Essential topics like the educational plan and the approval of a new headmaster lie from this point entirely in the hands of the school board.
  • 1967 the Efterskole is permitted to prepare students to pass some of the public final examinations. From this point the Efterskole ceases to be closely linked to the Folkehøjskole tradition – at least in the aspect of nonformal education. On the other hand, the Efterskole still offers the special educational environment linked to residential education, which is also an important aspect of the Folkehøjskole tradition and, in its educational practice, it has definitely not left the path of ‘enlightenment for life’. One could claim that from this point the Efterskole tries to balance between different educational ideas and requirements.
  • 1994 municipal grants are made compulsory, which improves and equalises the economical conditions for students (and their parents) – independent of their local council. In the following years the result is evident: a broader section of the population can now afford to choose the Efterskole – and so they do. The 1994 act also transfers significantly more assessments, decisions, and responsibility from central level (Ministry of Education) to the local school board. Essential topics like the educational plan and the approval of a new headmaster lie from this point entirely in the hands of the school board.
izz aty

What's the big difference between charter schools and free schools? | Education | The G... - 0 views

www.theguardian.com/...er-school-answerable-community

charter school free school english education independent school private school education american education usa united kingdom england

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  • By comparing students in each charter school with similar students attending a local traditional school, researchers measured the impact that attending each institution had.
  • The 2013 study shows that the effect of school type is largely negligible when looking across students as a whole. But for poor students, especially poor minority ethnic students, charter schools bestowed substantial learning benefits.
  • While these releases are welcome, it is a shame they arrived only after legal appeals, and the public still has no way of knowing what the new school founders promised in their applications, whether the mandatory consultations with local people were faithfully represented, or why proposals were accepted or rejected – leaving some people questioning whether all applicants have been treated equally.
  • ...11 more annotations...
  • in New Orleans. Prior to Hurricane Katrina, the city was notorious for its poorly performing schools, but since then, 88 charters have opened and are considered a lead cause of improved student achievement. What the policy's proponents won't tell you, though, is that charter school proposals in New Orleans are decided upon by the local school district, or they are independently evaluated.
  • In Florida, another frequently quoted "success" story, local districts have complete control over charter school applications.
  • with England, where local authorities are completely cut out of the picture, leading to the opening of free schools in areas with neither enough pupils to fill them nor any land for suitable premises.
  • England's lack of transparency on free schools is an embarrassment. Given that the schools are entirely taxpayer funded, the fact that it took a two-year legal battle before the British Humanist Society was granted access to the names and locations of proposed schools is absurd. A second lengthy struggle concluded last month, when the National Union of Teachers finally secured the release of statutory "impact reports" detailing the knock-on effects of opening each free school
  • there is a huge amount of variation across schools and geographical regions. Even if they were, England's policy is not like the American one.
  • At the hearings, local people are allowed to voice concerns or support for the planned school, obliging the potential founders to listen to the community they will serve
  • Any government writing a policy specifically avoiding this step must be doing so because it believes ordinary people could not possibly add anything to its perfect decision-making
  • That a government can be open about the application process yet still achieve great schools is perfectly demonstrated by Massachusetts and New York. Both have high-scoring charter schools and both require applicants who wish to start a school to face public hearings as part of the application process
  • The impact of charter schools appears to derive from the fact that those that are failing are closed more quickly than failing traditional schools
  • in England, there is no consistent process for closing a failing school or transferring its ownership to another group, with some poor performers forced to "restart", whereas others are left alone
  • The Credo report also admits that many charter schools perform worse than traditional ones
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