Blending Technologies in Second Language Classrooms

Size: px
Start display at page:

Download "Blending Technologies in Second Language Classrooms"

Transcription

1 Blending Technologies in Second Language Classrooms

2 Blending Technologies in Second Language Classrooms Paul Gruba Senior Lecturer, University of Melbourne, Australia and Don Hinkelman Associate Professor, Sapporo Gakuin University, Japan

3 Paul Gruba and Don Hinkelman 2012 Softcover reprint of the hardcover 1st edition All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6 10 Kirby Street, London EC1N 8TS. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act First published 2012 by PALGRAVE MACMILLAN Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, registered in England, company number , of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan in the US is a division of St Martin s Press LLC, 175 Fifth Avenue, New York, NY Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave and Macmillan are registered trademarks in the United States, the United Kingdom, Europe and other countries. ISBN ISBN (ebook) DOI / This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental regulations of the country of origin. A catalogue record for this book is available from the British Library. A catalog record for this book is available from the Library of Congress

4 To our families

5 Contents List of Tables and Figure Acknowledgements Preface ix xii xiii 1 Theoretical Foundations 1 Overview of blended learning 1 Computers and language learning 5 Considerations in blended language learning 6 Summary 13 2 Understanding Technologies 14 Towards a wide definition of technologies 14 Dimensions of technologies 16 Summary 28 3 Designs for Blended Language Learning 29 Micro level design considerations 31 Meso level design considerations 36 Macro level design considerations 41 Summary 44 4 Blended Language Learning Assessment 46 Assessment literacy 47 Blending technology in assessment 50 Action research in assessment 61 Assessment futures 66 Summary 68 5 Action Research in Blended Classrooms 70 Defining action research in blended environments 70 Principles of action research 71 Reflecting on a personal and team philosophy 82 Recognizing potential blind spots 84 Ethical considerations 88 vii

6 viii Contents Conducting action research 90 Summary Blended Language Lessons in Practice 98 Process of lesson design 99 Blended tasks and technologies 103 Case 1: blended oral communication task 106 Case 2: blended process writing task 121 Case 3: blended inter-class exchange 125 Summary 129 Blended Programmes in Practice 131 Theme 1: blended learning infrastructure 132 Theme 2: blended learning faculty teams 140 Theme 3: blended learning materials development 147 Summary 152 Further Considerations 154 Teaching, learning and assessment 155 Professional development and training 156 Policy and leadership 156 Research and theory construction 157 References 160 Author Index 175 Subject Index 179

7 Tables and Figure 1.1 Taxonomy of terms related to blended learning Views of computer use in second language learning Areas of normalization in language programs Concepts related to purposeful blended language learning Concepts related to appropriate blended language learning Concepts related to multimodal blended language learning Concepts related to sustainable blended language learning Varying perspectives on tool dimensions of technologies Types of pedagogical actions as a dimension of technologies Grouping and space dimensions of technologies Timing dimensions in technologies An example of applying dimensions of technologies Micro level design considerations Design considerations in blended lesson plan development Meso level design considerations of institutional goals Potential mistakes in selecting technologies Possible issues, causes and potential management tactics Macro level design considerations Questions related to assessment points Dominant metaphors and assessment in language learning Mapping blended learning considerations to assessment Rubric for assessing participation in a blended approach A student/teacher developed rubric for a speech class 59 ix

8 x List of Tables and Figure 4.6 Institutional boundaries Instructor attitudes towards technologies Perceptions of technologies Areas of action research in blended classrooms Perspectives on action research Examples of researcher actions to establish positionality Validity types and sample questions Tactics to increase internal validity in action research Contextual inquiry on blended approaches Common ethical questions in action research Key ethical principles in action research Stages and steps in a cycle of action research Evaluating research questions in blended language learning Common fixed and flexible aspects of a blended curriculum (meso level) Common fixed and flexible aspects of blended technologies (micro level) Lesson flow in blended oral communication task class 1 of Lesson flow in blended oral communication task class 2 of Lesson flow in blended oral communication task class 3 of Dimensions of blended technologies in oral communication task Analysis of blended learning considerations in the oral communication task Dimensions of blended technologies in process writing task Analysis of blended learning considerations for a process writing task Dimensions of blended technologies in inter-class exchange task Analysis of blended learning considerations in inter-class exchange task 129

9 List of Tables and Figure xi 7.1 Considerations of blended learning in programme infrastructure at Minami University Considerations of blended learning in programme infrastructure at Kita University 7.3 Adoption of blended learning rooms in two University EFL programmes 7.4 Considerations of blended learning in programme faculty teams at Minami University 7.5 Considerations of blended learning in programme materials development at Kita University 8.1 Considerations and questions in blended teaching, learning and assessment 8.2 Considerations and questions in professional development and training 8.3 Considerations and questions in policy and leadership 8.4 Considerations and questions in research and theory development 8.5 Conceptual framing of a blended approach to learning environment Figure 5.1 Two models of educational enquiry 78

10 Acknowledgements We would like to thank all in the faculty of Sapporo Gakuin University who gave their valuable time and constant support to this research, especially Seiichi Miyamachi, Tim Grose, Shuji Sugawara, Koichi Okazaki, Atsushi Nakamura, Yumi Hiratai, Shugo Yamazoe, Makiko Nishi and Keisuke Sanada. We acknowledge the work of our colleagues who participated in action research studies that are cited and used to provide examples of blended approaches. Finally, we would like to thank Julie Hardy for all of her generous assistance with editing throughout our writing. xii

11 Preface Blended approaches to learning and teaching consist of integrating technologies in face-to-face environments through a principled selection of actions, tools and networks that are situated in particular groups, times and locations with an aim to meet specific educational goals. Throughout this book, we argue that blending technologies in second language classrooms can be facilitated through purposeful, appropriate, multimodal and sustainable considerations. Motivated by the possibility of creating rich and engaging learning environments, second language classrooms have long been encouraged to adopt digital technologies in their programme (Higgins & Johns, 1984; Boswood, 1997; Levy & Stockwell, 2006; Egbert & Hanson-Smith, 2007) and, importantly, are being urged to move them from the periphery to the core of language programmes (O Dowd, 2010). Nonetheless, many language struggle to integrate these new technologies into their teaching: professional development, institutional leadership and curriculum design issues may hamper efforts to incorporate technologies into otherwise everyday instructional practices (Chambers & Bax, 2006). Why does the use of technologies in the classroom, and to applied linguistics in general, tend to present such a formidable challenge? One reason may be that the techniques and technologies in face-to-face instruction need greater emphasis and acknowledgement. Clearly, the blending of technologies into language learning is complex, and it involves a range of internal and external influences (Oxford & Jung, 2007). A decade after the push to implement educational technologies began throughout higher education, cyclical models now show us that successful integration involves factors that include time commitment, competence development, course design, teaching experiences and reflection (Moser, 2007). Other factors compound barriers to adoption, particularly attitudinal factors, such as fear and awe, that can often stifle the uptake of new technologies among language educators (Bax, 2003). These barriers arise when we come to see digital devices as omnipotent, for example, or when we xiii

12 xiv Preface believe that online technologies alone can solve the problems facing an otherwise static curriculum. Our enthusiasm and mistrust of technology have led dozens of institutions to initially buy, and subsequently neglect, the use of expensive computers (Cuban, 1986, 2001). Too often, it appears that innovations involving these high-tech technologies have been done by lone wolves whose work fails to be sustained because of a focus on the novelty effects of computers (Hubbard, 2005). Our own experiences may be familiar: an individual or a few teachers think of a great idea, gather resources and materials, develop tasks and lessons, and work hard to integrate new technologies into the curriculum. Despite some setbacks, the innovation results in a fantastic learning experience for the students. But something happens and the innovative project is difficult to maintain as energies and resources dry up. In the end, the innovation is abandoned and fails to make much of an impact in the language programme. So what goes wrong? Reflecting on our own experiences, several mistakes come to mind: we had not anticipated class sizes growing (that is, our designs were not scalable), or perhaps we encountered sceptical colleagues (we failed to build a community of innovation), we had difficulties explaining our work (an insufficient warrant for the change) or we failed to face up to the realities of dwindling teacher time or institutional resources (underestimating the implications of our decisions). No doubt other factors were present in the eventual demise of our own projects, and other researchers have attributed poor performances to the lack of experience, on-site support, time and access to technologies (Mumtaz, 2000; Moser, 2007) and issues to do with logistics, stakeholder abilities, syllabus integration and training, development and support (Chambers & Bax, 2006). In this book, we assert that technologies are already integrated and evolving in classrooms that are blended. We acknowledge that face-to-face tools and techniques are equal to and often more effective for teachers to use in creating productive second language using environments. One point that we stress throughout this book is that blended approaches rely on purposeful collaboration with colleagues, students and institutional leadership. Instructors, no matter how innovative or determined, operate within complex institutional environments that contain a wide range of factors, policies and personalities that strongly influence the adoption of educational technologies (Orlando, 2009). One part of the process, for example,

13 Preface xv involves explaining to institutional leaders what blended approaches involve rather than simply noting that individual teachers are to blame for the lack of uptake (Somekh, 2007). For Somekh, effective innovation comes about as the result of exploratory play. Sometimes, if the tool complements an established teaching approach, it is taken up; if not, it is discarded. Policy and evaluative practices must allow for trial and error to take place, according to Somekh, and that is best fostered by policies that underpin a climate of encouragement. To stimulate the adoption of new practices, Dodds (2007) emphasizes the need to build communities of innovation that can only flourish if institutional barriers are minimalized, possibilities for collaboration are opened, and communication processes are made continual. It is essential, too, that a spirit of mutual trust is fostered among colleagues. Eventually, if properly constructed and supported, the work of such communities of innovation can result in substantial improvements in quality, participation and productivity ( Martin-Kniep, 2008). The aim of our book is to explore the theory and practice of blending technologies in second language classrooms. Throughout, we develop a single thesis: the integration of technologies is best achieved if it is purposeful, appropriate, multimodal and sustainable, and it is developed within a community of innovation. Our work here is grounded in both reading and experience, and we underpin many ideas with research in computer-assisted language learning (CALL), second language learning theories, blended learning and educational technology. Both of us have taught English as a second, or an additional, language in diverse tertiary institutions for over three decades. From this, we have come to understand that there is little reason to evangelize about a blended approach: that is, we know it is counter-productive, if not alienating and disrespectful, to argue that our colleagues make rigid choices between on- and offline teaching, or that digital technologies must be integrated, or indeed that using newer technologies underpins an approach that is superior to any other way of fostering second language learning. Innovations and effective teaching and learning, we know, are not necessarily based on the use of new technologies. We also understand that colleagues may see themselves as either for or against new technology. Such polarizations are stifling. In this book, we promote a view that blended approaches can establish

14 xvi Preface a third space or middle ground (Cuban, 2009) that can open the way educators can make sense of new media and technologies (Jewitt, 2006; Lievrouw & Livingstone, 2006) to better foster robust discussions concerning the role of technologies in university language programmes. Overview From the start, we argue for a balance in the use of technologies for language learning. In our view, blended learning is increasingly grounded in collaborative approaches that rest on socio-cultural or social-constructivist models of instruction, as well as behaviourist and cognitive theories of learning. In Chapter 1, we start with a review of the work that has been done to date that points to blended approaches to learning. A number of models have been proposed and frameworks developed to analyse what is blended learning, what factors make it work and what issues are unresolved. We also review how second language learning theory has impacted on blended learning. We explain that recent theories see the social environment as paramount, while metaphors that reduce education to input and output are less appropriate. Ecological metaphors that describe a web of actors and affordances in a rich, supportive environment are more useful; new views of cognition look at ways thinking is situated in real world contexts and emerges from enacted purposes and goals. Knowledge, we show, is embedded in learner-designed projects. Further, we examine how a pre-formatted syllabus can be changed into a more fluid one, as learners negotiate the roles and tasks they wish to play in the community. Fluid syllabus design requires facilitators who can organize, mentor, support and encourage all members in the common project. Contribution and participation are measurements of success. Our framework provides a view that productive blended learning embraces a holistic view of the role of technologies, and humans, in modern second language education. In Chapter 2, we propose a multidimensional view of technologies. Beginning with work by Laurillard (2002) that emphasizes pedagogical actions, we then argue for a wide definition of technologies that includes variations in groupings (pair, small group, whole group, individual spaces), timings (simultaneous/separate, periodic/ intensive

15 Preface xvii pacing), texts (verbal and non-verbal media), spaces (online/ offline), and tools (equipment, furniture, networks and software). In Chapter 3, we discuss the issues that can emerge in the design of a blended curriculum. When adopting a blended approach, a curriculum may need to be rewritten and reshaped in fundamental ways as students, teachers and technologies may each come to occupy different roles. In this chapter, we examine the goals and objectives of a blended learning programme from three perspectives: macro (global and institutional), meso (programme and syllabus), and micro (lesson and task). In a macro view, we note the influence of international and institutional standards. At the meso level, we see how a programme curriculum may impact on a blended approach. In a micro-level view, we consider how instructors may make considered decisions about technologies for particular activities. Finally, we describe the process of integrating a variety of technologies via a learning management system. Effective assessment for learning, as shown in Chapter 4, is crucial to the success of blended learning approaches. To start, we review concepts in assessment to build a solid understanding. In our view, assessment is one way to support blended learning. The first component of this support is to align assessment tasks with learning goals. We then discuss the variety of ways that technologies can be blended in assessments, and then highlight the development of criteria, or rubrics. We then turn to an example of research concerning assessment with technologies and consider assessment development for a language programme. In Chapter 5, we explain the conduct of action research for the investigation of blended programmes where iterative change occurs. This chapter answers the concerns of critics about the rigour of action research and justifies its use especially for collaborative teaching teams who are tackling a host of learning problems simultaneously in school settings. One of the key questions about action research is how to handle positionality, the role of an insider or an outsider conducting a study. Here we argue for a mixed positionality that combines a deep insider position in one case, with another outside case to provide triangulation, or greater trustworthiness in the research. In addition, we examine the design of cycles of inquiry and how collaborative research teams can create questions or problems to focus the inquiry. Finally, we provide guidelines for conducting

16 xviii Preface action research, including ethical considerations, instrument design, data collection and analysis and dissemination of research. Chapter 6 provides a detailed ethnography of three blended learning lessons or tasks in EFL classrooms held in a university setting. When teachers prepare lessons, they balance the given factors (rooms, furniture, materials, common equipment) with their working principles (curriculum, syllabus, beliefs about good teaching) and the flexible factors (patterns of interaction, sequence of activities, management and technology configurations). The first description is an oral communication task, which was designed to incorporate online and classroom activities over three sessions of classes. Nineteen technologies were identified within this task, and each one was configured in regards to pedagogical actions, groupings, timings, texts, and tools. Then in a less detailed fashion, two additional blended learning tasks are described, one on written communication and one as an inter-class cultural exchange. Chapter 7 illustrates several examples of blended learning programmes from an institutional view. We argue that a best practice view of describing cases of blended language learning has limitations, and adopt a framework that attempts to view technologies from many dimensions. This macro view chapter first describes the blended learning infrastructure design and implementation in two Japanese universities. Classroom infrastructure was created from the ground up in a new building on one site and after renovation on another site. These required a broad consensus on types of furniture, common electronic devices and patterns of interaction in the rooms. The next case examines the structure of research and management among 50 teachers in one institution. The system of eight teams of researchers building materials and training each other in technologies led to a learning organization that depended on bottom-up teacher initiatives. A third case reviewed how action research was employed as a research and innovation strategy at another university. A six-year set of interventions by a small team of teachers met a variety of successes and failures. In Chapter 8, we draw the book to a close, reviewing our exploration of blended learning and suggesting areas of further consideration.

Guide to Teaching Computer Science

Guide to Teaching Computer Science Guide to Teaching Computer Science Orit Hazzan Tami Lapidot Noa Ragonis Guide to Teaching Computer Science An Activity-Based Approach Dr. Orit Hazzan Associate Professor Technion - Israel Institute of

More information

Genre Trajectories. Identifying, Mapping, Projecting. Garin Dowd. Natalia Rulyova. Edited by. and. University of West London, UK

Genre Trajectories. Identifying, Mapping, Projecting. Garin Dowd. Natalia Rulyova. Edited by. and. University of West London, UK Genre Trajectories Genre Trajectories Identifying, Mapping, Projecting Edited by Garin Dowd University of West London, UK and Natalia Rulyova University of Birmingham, UK Selection, introduction and editorial

More information

AN INTRODUCTION (2 ND ED.) (LONDON, BLOOMSBURY ACADEMIC PP. VI, 282)

AN INTRODUCTION (2 ND ED.) (LONDON, BLOOMSBURY ACADEMIC PP. VI, 282) B. PALTRIDGE, DISCOURSE ANALYSIS: AN INTRODUCTION (2 ND ED.) (LONDON, BLOOMSBURY ACADEMIC. 2012. PP. VI, 282) Review by Glenda Shopen _ This book is a revised edition of the author s 2006 introductory

More information

Ideas for Intercultural Education

Ideas for Intercultural Education Ideas for Intercultural Education Ideas for Intercultural Education Simon Marginson and Erlenawati Sawir ideas for intercultural education Copyright Simon Marginson and Erlenawati Sawir, 2012 Softcover

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August

More information

What is PDE? Research Report. Paul Nichols

What is PDE? Research Report. Paul Nichols What is PDE? Research Report Paul Nichols December 2013 WHAT IS PDE? 1 About Pearson Everything we do at Pearson grows out of a clear mission: to help people make progress in their lives through personalized

More information

Perspectives of Information Systems

Perspectives of Information Systems Perspectives of Information Systems Springer-Science+ Business Media, LLC Vesa Savolainen Editor and Main Author Perspectives of Information Systems Springer Vesa Savolainen Department of Computer Science

More information

Field Experience and Internship Handbook Master of Education in Educational Leadership Program

Field Experience and Internship Handbook Master of Education in Educational Leadership Program Field Experience and Internship Handbook Master of Education in Educational Leadership Program Together we Shape the Future through Excellence in Teaching, Scholarship, and Leadership College of Education

More information

Higher education is becoming a major driver of economic competitiveness

Higher education is becoming a major driver of economic competitiveness Executive Summary Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls

More information

Spoken English, TESOL and Applied Linguistics

Spoken English, TESOL and Applied Linguistics Spoken English, TESOL and Applied Linguistics Also by Rebecca Hughes ENGLISH IN SPEECH AND WRITING: Investigating Language and Literature EXPLORING GRAMMAR IN CONTEXT (co-author) TEACHING AND RESEARCHING

More information

AGENDA LEARNING THEORIES LEARNING THEORIES. Advanced Learning Theories 2/22/2016

AGENDA LEARNING THEORIES LEARNING THEORIES. Advanced Learning Theories 2/22/2016 AGENDA Advanced Learning Theories Alejandra J. Magana, Ph.D. admagana@purdue.edu Introduction to Learning Theories Role of Learning Theories and Frameworks Learning Design Research Design Dual Coding Theory

More information

Practical Integrated Learning for Machine Element Design

Practical Integrated Learning for Machine Element Design Practical Integrated Learning for Machine Element Design Manop Tantrabandit * Abstract----There are many possible methods to implement the practical-approach-based integrated learning, in which all participants,

More information

BENG Simulation Modeling of Biological Systems. BENG 5613 Syllabus: Page 1 of 9. SPECIAL NOTE No. 1:

BENG Simulation Modeling of Biological Systems. BENG 5613 Syllabus: Page 1 of 9. SPECIAL NOTE No. 1: BENG 5613 Syllabus: Page 1 of 9 BENG 5613 - Simulation Modeling of Biological Systems SPECIAL NOTE No. 1: Class Syllabus BENG 5613, beginning in 2014, is being taught in the Spring in both an 8- week term

More information

Conducting the Reference Interview:

Conducting the Reference Interview: Conducting the Reference Interview: A How-To-Do-It Manual for Librarians Second Edition Catherine Sheldrick Ross Kirsti Nilsen and Marie L. Radford HOW-TO-DO-IT MANUALS NUMBER 166 Neal-Schuman Publishers,

More information

EXECUTIVE SUMMARY. Online courses for credit recovery in high schools: Effectiveness and promising practices. April 2017

EXECUTIVE SUMMARY. Online courses for credit recovery in high schools: Effectiveness and promising practices. April 2017 EXECUTIVE SUMMARY Online courses for credit recovery in high schools: Effectiveness and promising practices April 2017 Prepared for the Nellie Mae Education Foundation by the UMass Donahue Institute 1

More information

Practical Research Planning and Design Paul D. Leedy Jeanne Ellis Ormrod Tenth Edition

Practical Research Planning and Design Paul D. Leedy Jeanne Ellis Ormrod Tenth Edition Practical Research Planning and Design Paul D. Leedy Jeanne Ellis Ormrod Tenth Edition Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world

More information

University Library Collection Development and Management Policy

University Library Collection Development and Management Policy University Library Collection Development and Management Policy 2017-18 1 Executive Summary Anglia Ruskin University Library supports our University's strategic objectives by ensuring that students and

More information

THE PROMOTION OF SOCIAL AWARENESS

THE PROMOTION OF SOCIAL AWARENESS THE PROMOTION OF SOCIAL AWARENESS Powerful Lessons from the Partnership of Developmental Theory and Classroom Practice Robert L. Selman Russell Sage Foundation New York The Russell Sage Foundation The

More information

Developing an Assessment Plan to Learn About Student Learning

Developing an Assessment Plan to Learn About Student Learning Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that

More information

10.2. Behavior models

10.2. Behavior models User behavior research 10.2. Behavior models Overview Why do users seek information? How do they seek information? How do they search for information? How do they use libraries? These questions are addressed

More information

Swinburne University of Technology 2020 Plan

Swinburne University of Technology 2020 Plan Swinburne University of Technology 2020 Plan science technology innovation Swinburne University of Technology 2020 Plan Embracing change This is an exciting time for Swinburne. Tertiary education is undergoing

More information

KENTUCKY FRAMEWORK FOR TEACHING

KENTUCKY FRAMEWORK FOR TEACHING KENTUCKY FRAMEWORK FOR TEACHING With Specialist Frameworks for Other Professionals To be used for the pilot of the Other Professional Growth and Effectiveness System ONLY! School Library Media Specialists

More information

To link to this article: PLEASE SCROLL DOWN FOR ARTICLE

To link to this article:  PLEASE SCROLL DOWN FOR ARTICLE This article was downloaded by: [Dr Brian Winkel] On: 19 November 2014, At: 04:59 Publisher: Taylor & Francis Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer

More information

EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES. Maths Level 2. Chapter 4. Working with measures

EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES. Maths Level 2. Chapter 4. Working with measures EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES Maths Level 2 Chapter 4 Working with measures SECTION G 1 Time 2 Temperature 3 Length 4 Weight 5 Capacity 6 Conversion between metric units 7 Conversion

More information

GOING GLOBAL 2018 SUBMITTING A PROPOSAL

GOING GLOBAL 2018 SUBMITTING A PROPOSAL GOING GLOBAL 2018 SUBMITTING A PROPOSAL Going Global provides an open forum for world education leaders those in the noncompulsory education sector with decision making responsibilities to debate issues

More information

Scoring Guide for Candidates For retake candidates who began the Certification process in and earlier.

Scoring Guide for Candidates For retake candidates who began the Certification process in and earlier. Adolescence and Young Adulthood SOCIAL STUDIES HISTORY For retake candidates who began the Certification process in 2013-14 and earlier. Part 1 provides you with the tools to understand and interpret your

More information

Developing a Language for Assessing Creativity: a taxonomy to support student learning and assessment

Developing a Language for Assessing Creativity: a taxonomy to support student learning and assessment Investigations in university teaching and learning vol. 5 (1) autumn 2008 ISSN 1740-5106 Developing a Language for Assessing Creativity: a taxonomy to support student learning and assessment Janette Harris

More information

Aligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches

Aligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches British Journal of Educational Technology Vol 33 No 2 2002 149 158 Aligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches Richard Hall Dr Richard Hall is the project

More information

Exploring the Development of Students Generic Skills Development in Higher Education Using A Web-based Learning Environment

Exploring the Development of Students Generic Skills Development in Higher Education Using A Web-based Learning Environment Exploring the Development of Students Generic Skills Development in Higher Education Using A Web-based Learning Environment Ron Oliver, Jan Herrington, Edith Cowan University, 2 Bradford St, Mt Lawley

More information

Promotion and Tenure Guidelines. School of Social Work

Promotion and Tenure Guidelines. School of Social Work Promotion and Tenure Guidelines School of Social Work Spring 2015 Approved 10.19.15 Table of Contents 1.0 Introduction..3 1.1 Professional Model of the School of Social Work...3 2.0 Guiding Principles....3

More information

leading people through change

leading people through change leading people through change Facilitator Guide Patricia Zigarmi Judd Hoekstra Ken Blanchard Authors Patricia Zigarmi Judd Hoekstra Ken Blanchard Product Developer Kim King Art Director Beverly Haney Proofreaders

More information

MMOG Subscription Business Models: Table of Contents

MMOG Subscription Business Models: Table of Contents DFC Intelligence DFC Intelligence Phone 858-780-9680 9320 Carmel Mountain Rd Fax 858-780-9671 Suite C www.dfcint.com San Diego, CA 92129 MMOG Subscription Business Models: Table of Contents November 2007

More information

IMPLEMENTING EUROPEAN UNION EDUCATION AND TRAINING POLICY

IMPLEMENTING EUROPEAN UNION EDUCATION AND TRAINING POLICY IMPLEMENTING EUROPEAN UNION EDUCATION AND TRAINING POLICY Implementing European Union Education and Training Policy A Comparative Study of Issues in Four Member States Edited by David Phillips Department

More information

PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE

PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE DR. BEV FREEDMAN B. Freedman OISE/Norway 2015 LEARNING LEADERS ARE Discuss and share.. THE PURPOSEFUL OF CLASSROOM/SCHOOL OBSERVATIONS IS TO OBSERVE

More information

SEPERAC MEE QUICK REVIEW OUTLINE

SEPERAC MEE QUICK REVIEW OUTLINE SEPERAC MEE QUICK REVIEW OUTLINE 206 MEE QUESTIONS WITH ISSUES AND SHORT ANSWERS BASED ON 2002-2016 MEE EXAMS DATE RELEASED: NOVEMBER 11, 2016 This outline contains every released MEE question from 2002

More information

Qualification handbook

Qualification handbook Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are

More information

Interview on Quality Education

Interview on Quality Education Interview on Quality Education President European University Association (EUA) Ultimately, education is what should allow students to grow, learn, further develop, and fully play their role as active citizens

More information

THE ROLE OF TOOL AND TEACHER MEDIATIONS IN THE CONSTRUCTION OF MEANINGS FOR REFLECTION

THE ROLE OF TOOL AND TEACHER MEDIATIONS IN THE CONSTRUCTION OF MEANINGS FOR REFLECTION THE ROLE OF TOOL AND TEACHER MEDIATIONS IN THE CONSTRUCTION OF MEANINGS FOR REFLECTION Lulu Healy Programa de Estudos Pós-Graduados em Educação Matemática, PUC, São Paulo ABSTRACT This article reports

More information

Change Mastery. The Persuasion Paradigm

Change Mastery. The Persuasion Paradigm CHANGE 23 Change Mastery The Persuasion Paradigm Success as a change agent of any description is based on your ability to influence others. Using authority and rank is a poor tool for persuading others

More information

Introduction. 1. Evidence-informed teaching Prelude

Introduction. 1. Evidence-informed teaching Prelude 1. Evidence-informed teaching 1.1. Prelude A conversation between three teachers during lunch break Rik: Barbara: Rik: Cristina: Barbara: Rik: Cristina: Barbara: Rik: Barbara: Cristina: Why is it that

More information

International Series in Operations Research & Management Science

International Series in Operations Research & Management Science International Series in Operations Research & Management Science Volume 240 Series Editor Camille C. Price Stephen F. Austin State University, TX, USA Associate Series Editor Joe Zhu Worcester Polytechnic

More information

Advanced Grammar in Use

Advanced Grammar in Use Advanced Grammar in Use A self-study reference and practice book for advanced learners of English Third Edition with answers and CD-ROM cambridge university press cambridge, new york, melbourne, madrid,

More information

Innovating Toward a Vibrant Learning Ecosystem:

Innovating Toward a Vibrant Learning Ecosystem: KnowledgeWorks Forecast 3.0 Innovating Toward a Vibrant Learning Ecosystem: Ten Pathways for Transforming Learning Katherine Prince Senior Director, Strategic Foresight, KnowledgeWorks KnowledgeWorks Forecast

More information

Key concepts for the insider-researcher

Key concepts for the insider-researcher 02-Costley-3998-CH-01:Costley -3998- CH 01 07/01/2010 11:09 AM Page 1 1 Key concepts for the insider-researcher Key points A most important aspect of work based research is the researcher s situatedness

More information

TRANSNATIONAL TEACHING TEAMS INDUCTION PROGRAM OUTLINE FOR COURSE / UNIT COORDINATORS

TRANSNATIONAL TEACHING TEAMS INDUCTION PROGRAM OUTLINE FOR COURSE / UNIT COORDINATORS TRANSNATIONAL TEACHING TEAMS INDUCTION PROGRAM OUTLINE FOR COURSE / UNIT COORDINATORS The complex layers of institutional and crosscampus accountability in transnational education have a direct impact

More information

TEACHING QUALITY: SKILLS. Directive Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta

TEACHING QUALITY: SKILLS. Directive Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta Standards of Teaching Practice TEACHING QUALITY: SKILLS BASED ON: Policy, Regulations and Forms Manual Section 4 Ministerial Orders and Directives Directive 4.2.1 - Teaching Quality Standard Applicable

More information

Knowledge Synthesis and Integration: Changing Models, Changing Practices

Knowledge Synthesis and Integration: Changing Models, Changing Practices Knowledge Synthesis and Integration: Changing Models, Changing Practices Irvine, California March 16, 2009 Allan Best, Managing Partner, InSource University of British Columbia Diane Finegood, Simon Fraser

More information

Five Challenges for the Collaborative Classroom and How to Solve Them

Five Challenges for the Collaborative Classroom and How to Solve Them An white paper sponsored by ELMO Five Challenges for the Collaborative Classroom and How to Solve Them CONTENTS 2 Why Create a Collaborative Classroom? 3 Key Challenges to Digital Collaboration 5 How Huddle

More information

MANAGERIAL LEADERSHIP

MANAGERIAL LEADERSHIP MANAGERIAL LEADERSHIP MGMT 3287-002 FRI-132 (TR 11:00 AM-12:15 PM) Spring 2016 Instructor: Dr. Gary F. Kohut Office: FRI-308/CCB-703 Email: gfkohut@uncc.edu Telephone: 704.687.7651 (office) Office hours:

More information

Community Rhythms. Purpose/Overview NOTES. To understand the stages of community life and the strategic implications for moving communities

Community Rhythms. Purpose/Overview NOTES. To understand the stages of community life and the strategic implications for moving communities community rhythms Community Rhythms Purpose/Overview To understand the stages of community life and the strategic implications for moving communities forward. NOTES 5.2 #librariestransform Community Rhythms

More information

Motivation to e-learn within organizational settings: What is it and how could it be measured?

Motivation to e-learn within organizational settings: What is it and how could it be measured? Motivation to e-learn within organizational settings: What is it and how could it be measured? Maria Alexandra Rentroia-Bonito and Joaquim Armando Pires Jorge Departamento de Engenharia Informática Instituto

More information

By Merrill Harmin, Ph.D.

By Merrill Harmin, Ph.D. Inspiring DESCA: A New Context for Active Learning By Merrill Harmin, Ph.D. The key issue facing today s teachers is clear: Compared to years past, fewer students show up ready for responsible, diligent

More information

EUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009

EUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009 EUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009 Copyright 2009 by the European University Association All rights reserved. This information may be freely used and copied for

More information

Practice Examination IREB

Practice Examination IREB IREB Examination Requirements Engineering Advanced Level Elicitation and Consolidation Practice Examination Questionnaire: Set_EN_2013_Public_1.2 Syllabus: Version 1.0 Passed Failed Total number of points

More information

Davidson College Library Strategic Plan

Davidson College Library Strategic Plan Davidson College Library Strategic Plan 2016-2020 1 Introduction The Davidson College Library s Statement of Purpose (Appendix A) identifies three broad categories by which the library - the staff, the

More information

EDEXCEL FUNCTIONAL SKILLS PILOT. Maths Level 2. Chapter 7. Working with probability

EDEXCEL FUNCTIONAL SKILLS PILOT. Maths Level 2. Chapter 7. Working with probability Working with probability 7 EDEXCEL FUNCTIONAL SKILLS PILOT Maths Level 2 Chapter 7 Working with probability SECTION K 1 Measuring probability 109 2 Experimental probability 111 3 Using tables to find the

More information

Accounting 380K.6 Accounting and Control in Nonprofit Organizations (#02705) Spring 2013 Professors Michael H. Granof and Gretchen Charrier

Accounting 380K.6 Accounting and Control in Nonprofit Organizations (#02705) Spring 2013 Professors Michael H. Granof and Gretchen Charrier Accounting 380K.6 Accounting and Control in Nonprofit Organizations (#02705) Spring 2013 Professors Michael H. Granof and Gretchen Charrier 1. Office: Prof Granof: CBA 4M.246; Prof Charrier: GSB 5.126D

More information

Trust and Community: Continued Engagement in Second Life

Trust and Community: Continued Engagement in Second Life Trust and Community: Continued Engagement in Second Life Peyina Lin pl3@uw.edu Natascha Karlova nkarlova@uw.edu John Marino marinoj@uw.edu Michael Eisenberg mbe@uw.edu Information School, University of

More information

Executive Summary. DoDEA Virtual High School

Executive Summary. DoDEA Virtual High School New York/Virginia/Puerto Rico District Dr. Terri L. Marshall, Principal 3308 John Quick Rd Quantico, VA 22134-1752 Document Generated On February 25, 2015 TABLE OF CONTENTS Introduction 1 Description of

More information

Activities, Exercises, Assignments Copyright 2009 Cem Kaner 1

Activities, Exercises, Assignments Copyright 2009 Cem Kaner 1 Patterns of activities, iti exercises and assignments Workshop on Teaching Software Testing January 31, 2009 Cem Kaner, J.D., Ph.D. kaner@kaner.com Professor of Software Engineering Florida Institute of

More information

Ministry of Education General Administration for Private Education ELT Supervision

Ministry of Education General Administration for Private Education ELT Supervision Ministry of Education General Administration for Private Education ELT Supervision Reflective teaching An important asset to professional development Introduction Reflective practice is viewed as a means

More information

ISSN X. RUSC VOL. 8 No 1 Universitat Oberta de Catalunya Barcelona, January 2011 ISSN X

ISSN X.  RUSC VOL. 8 No 1 Universitat Oberta de Catalunya Barcelona, January 2011 ISSN X Recommended citation SIEMENS, George; WELLER, Martin (coord.) (2011). The Impact of Social Networks on Teaching and Learning [online monograph]. Revista de Universidad y Sociedad del Conocimiento (RUSC).

More information

Faculty Athletics Committee Annual Report to the Faculty Council September 2014

Faculty Athletics Committee Annual Report to the Faculty Council September 2014 Faculty Athletics Committee Annual Report to the Faculty Council September 2014 This annual report on the activities of the Faculty Athletics Committee (FAC) during the 2013-2014 academic year was prepared

More information

Corporate learning: Blurring boundaries and breaking barriers

Corporate learning: Blurring boundaries and breaking barriers IBM Global Services Corporate learning: Blurring boundaries and breaking barriers A learning culture Introduction With the American Society for Training and Development (ASTD) reporting that the average

More information

An Introduction to the Minimalist Program

An Introduction to the Minimalist Program An Introduction to the Minimalist Program Luke Smith University of Arizona Summer 2016 Some findings of traditional syntax Human languages vary greatly, but digging deeper, they all have distinct commonalities:

More information

Professional Learning Suite Framework Edition Domain 3 Course Index

Professional Learning Suite Framework Edition Domain 3 Course Index Domain 3: Instruction Professional Learning Suite Framework Edition Domain 3 Course Index Courses included in the Professional Learning Suite Framework Edition related to Domain 3 of the Framework for

More information

Final Teach For America Interim Certification Program

Final Teach For America Interim Certification Program Teach For America Interim Certification Program Program Rubric Overview The Teach For America (TFA) Interim Certification Program Rubric was designed to provide formative and summative feedback to TFA

More information

California Professional Standards for Education Leaders (CPSELs)

California Professional Standards for Education Leaders (CPSELs) Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element

More information

Bold resourcefulness: redefining employability and entrepreneurial learning

Bold resourcefulness: redefining employability and entrepreneurial learning Title Type URL Bold resourcefulness: redefining employability and entrepreneurial learning Report Date 2008 Citation Creators http://ualresearchonline.arts.ac.uk/671/ Ball, Linda (2008) Bold resourcefulness:

More information

Young Enterprise Tenner Challenge

Young Enterprise Tenner Challenge Young Enterprise Tenner Challenge Evaluation Report 2014/15 Supported by Young Enterprise Our vision we want every young person in the UK to leave education with the knowledge, skills and attitudes to

More information

Running Head: STUDENT CENTRIC INTEGRATED TECHNOLOGY

Running Head: STUDENT CENTRIC INTEGRATED TECHNOLOGY SCIT Model 1 Running Head: STUDENT CENTRIC INTEGRATED TECHNOLOGY Instructional Design Based on Student Centric Integrated Technology Model Robert Newbury, MS December, 2008 SCIT Model 2 Abstract The ADDIE

More information

Team Dispersal. Some shaping ideas

Team Dispersal. Some shaping ideas Team Dispersal Some shaping ideas The storyline is how distributed teams can be a liability or an asset or anything in between. It isn t simply a case of neutralizing the down side Nick Clare, January

More information

Learning Resource Center COLLECTION DEVELOPMENT POLICY

Learning Resource Center COLLECTION DEVELOPMENT POLICY Los Angeles Mission College Learning Resource Center COLLECTION DEVELOPMENT POLICY I. PURPOSE AND GOALS II. III. IV. SELECTION OF BOOKS Responsibility Criteria for Selection Subject Boundaries Language

More information

Developing Language Teacher Autonomy through Action Research

Developing Language Teacher Autonomy through Action Research Developing Language Teacher Autonomy through Action Research Helping teachers engage autonomously in action research is a very worthwhile enterprise. Beneficiaries are likely to include learners, schools

More information

A Note on Structuring Employability Skills for Accounting Students

A Note on Structuring Employability Skills for Accounting Students A Note on Structuring Employability Skills for Accounting Students Jon Warwick and Anna Howard School of Business, London South Bank University Correspondence Address Jon Warwick, School of Business, London

More information

Implementing Response to Intervention (RTI) National Center on Response to Intervention

Implementing Response to Intervention (RTI) National Center on Response to Intervention Implementing (RTI) Session Agenda Introduction: What is implementation? Why is it important? (NCRTI) Stages of Implementation Considerations for implementing RTI Ineffective strategies Effective strategies

More information

Stimulating Techniques in Micro Teaching. Puan Ng Swee Teng Ketua Program Kursus Lanjutan U48 Kolej Sains Kesihatan Bersekutu, SAS, Ulu Kinta

Stimulating Techniques in Micro Teaching. Puan Ng Swee Teng Ketua Program Kursus Lanjutan U48 Kolej Sains Kesihatan Bersekutu, SAS, Ulu Kinta Stimulating Techniques in Micro Teaching Puan Ng Swee Teng Ketua Program Kursus Lanjutan U48 Kolej Sains Kesihatan Bersekutu, SAS, Ulu Kinta Learning Objectives General Objectives: At the end of the 2

More information

Changing User Attitudes to Reduce Spreadsheet Risk

Changing User Attitudes to Reduce Spreadsheet Risk Changing User Attitudes to Reduce Spreadsheet Risk Dermot Balson Perth, Australia Dermot.Balson@Gmail.com ABSTRACT A business case study on how three simple guidelines: 1. make it easy to check (and maintain)

More information

eportfolio Trials in Three Systems: Training Requirements for Campus System Administrators, Faculty, and Students

eportfolio Trials in Three Systems: Training Requirements for Campus System Administrators, Faculty, and Students eportfolio Trials in Three Systems: Training Requirements for Campus System Administrators, Faculty, and Students Mary Bold, Ph.D., CFLE, Associate Professor, Texas Woman s University Corin Walker, M.S.,

More information

Every curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field.

Every curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field. 1. WE BELIEVE We believe a successful Teaching and Learning Policy enables all children to be effective learners; to have the confidence to take responsibility for their own learning; understand what it

More information

Providing Feedback to Learners. A useful aide memoire for mentors

Providing Feedback to Learners. A useful aide memoire for mentors Providing Feedback to Learners A useful aide memoire for mentors January 2013 Acknowledgments Our thanks go to academic and clinical colleagues who have helped to critique and add to this document and

More information

REVIEW OF ONLINE INTERCULTURAL EXCHANGE: AN INTRODUCTION FOR FOREIGN LANGUAGE TEACHERS

REVIEW OF ONLINE INTERCULTURAL EXCHANGE: AN INTRODUCTION FOR FOREIGN LANGUAGE TEACHERS Language Learning & Technology http:/llt.msu.edu/issues/february2011/review2.pdf February 2011, Volume 15, Number 1 pp. 24 28 REVIEW OF ONLINE INTERCULTURAL EXCHANGE: AN INTRODUCTION FOR FOREIGN LANGUAGE

More information

e-portfolios in Australian education and training 2008 National Symposium Report

e-portfolios in Australian education and training 2008 National Symposium Report e-portfolios in Australian education and training 2008 National Symposium Report Contents Understanding e-portfolios: Education.au National Symposium 2 Summary of key issues 2 e-portfolios 2 e-portfolio

More information

For information only, correct responses are listed in the chart below. Question Number. Correct Response

For information only, correct responses are listed in the chart below. Question Number. Correct Response THE UNIVERSITY OF THE STATE OF NEW YORK 4GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST JUNE 207 WRITTEN TEST FOR TEACHERS ONLY SCORING KEY AND RATING GUIDE Note: All schools (public, nonpublic, and charter) administering

More information

IMPROVING STUDENTS SPEAKING SKILL THROUGH

IMPROVING STUDENTS SPEAKING SKILL THROUGH IMPROVING STUDENTS SPEAKING SKILL THROUGH PROJECT-BASED LEARNING (DIGITAL STORYTELLING) (A Classroom Action Research at the First Grade Students of SMA N 1 Karanganyar in the Academic Year 2014/2015) A

More information

Lecturing Module

Lecturing Module Lecturing: What, why and when www.facultydevelopment.ca Lecturing Module What is lecturing? Lecturing is the most common and established method of teaching at universities around the world. The traditional

More information

Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving

Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving Minha R. Ha York University minhareo@yorku.ca Shinya Nagasaki McMaster University nagasas@mcmaster.ca Justin Riddoch

More information

ESTABLISHING A TRAINING ACADEMY. Betsy Redfern MWH Americas, Inc. 380 Interlocken Crescent, Suite 200 Broomfield, CO

ESTABLISHING A TRAINING ACADEMY. Betsy Redfern MWH Americas, Inc. 380 Interlocken Crescent, Suite 200 Broomfield, CO ESTABLISHING A TRAINING ACADEMY ABSTRACT Betsy Redfern MWH Americas, Inc. 380 Interlocken Crescent, Suite 200 Broomfield, CO. 80021 In the current economic climate, the demands put upon a utility require

More information

For the Ohio Board of Regents Second Report on the Condition of Higher Education in Ohio

For the Ohio Board of Regents Second Report on the Condition of Higher Education in Ohio Facilities and Technology Infrastructure Report For the Ohio Board of Regents Second Report on the Condition of Higher Education in Ohio Introduction. As Ohio s national research university, Ohio State

More information

Planning a research project

Planning a research project Planning a research project Gelling L (2015) Planning a research project. Nursing Standard. 29, 28, 44-48. Date of submission: February 4 2014; date of acceptance: October 23 2014. Abstract The planning

More information

Course Law Enforcement II. Unit I Careers in Law Enforcement

Course Law Enforcement II. Unit I Careers in Law Enforcement Course Law Enforcement II Unit I Careers in Law Enforcement Essential Question How does communication affect the role of the public safety professional? TEKS 130.294(c) (1)(A)(B)(C) Prior Student Learning

More information

Secondary English-Language Arts

Secondary English-Language Arts Secondary English-Language Arts Assessment Handbook January 2013 edtpa_secela_01 edtpa stems from a twenty-five-year history of developing performance-based assessments of teaching quality and effectiveness.

More information

Initial teacher training in vocational subjects

Initial teacher training in vocational subjects Initial teacher training in vocational subjects This report looks at the quality of initial teacher training in vocational subjects. Based on visits to the 14 providers that undertake this training, it

More information

Section I: The Nature of Inquiry

Section I: The Nature of Inquiry Preface to Instructors xvii Section I: The Nature of Inquiry Chapter 1: The Nature and Value of Inquiry 3 Dialogues: Mystery Meatloaf 3 Mystery Meatloaf Take II 4 What Is Inquiry? 6 Dialogue: Cruelty to

More information

STEPS TO EFFECTIVE ADVOCACY

STEPS TO EFFECTIVE ADVOCACY Poverty, Conservation and Biodiversity Godber Tumushabe Executive Director/Policy Analyst Advocates Coalition for Development and Environment STEPS TO EFFECTIVE ADVOCACY UPCLG Advocacy Capacity Building

More information

Library Consortia: Advantages and Disadvantages

Library Consortia: Advantages and Disadvantages International Journal of Information Technology and Library Science. Volume 2, Number 1 (2013), pp. 1-5 Research India Publications http://www.ripublication.com Library Consortia: Advantages and Disadvantages

More information

IMPROVING STUDENTS READING COMPREHENSION BY IMPLEMENTING RECIPROCAL TEACHING (A

IMPROVING STUDENTS READING COMPREHENSION BY IMPLEMENTING RECIPROCAL TEACHING (A IMPROVING STUDENTS READING COMPREHENSION BY IMPLEMENTING RECIPROCAL TEACHING (A Classroom Action Research in Eleventh Grade of SMA Negeri 6 Surakarta in the Academic Year of 2014/2015) THESIS YULI SETIA

More information

Running head: Research Proposal 1

Running head: Research Proposal 1 Running head: Research Proposal 1 Literature Review and Research Proposal The Study of an Online Professional Development Lesson Study Community of Practice for Teachers Using Web 2.0 Tools Steven MacKenzie

More information

STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 2005 REVISED EDITION

STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 2005 REVISED EDITION Arizona Department of Education Tom Horne, Superintendent of Public Instruction STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 5 REVISED EDITION Arizona Department of Education School Effectiveness Division

More information