Situated Learning,the Secondary-Education Preservice/In-service Teacher,and the Taming of the Literacy Education Shrew

Abstract

Nine preservice and in-service teacher participants from four different content areas experienced shifts in their personal perspectives regarding integration of literacy in their subject-area instruction after completing a content-area literacy course. The course was positioned as professional development and used situated learning to provide extensive time for modeling, guided practice, discussion, and constructive feedback. Due to the course set-up and strategies thoroughly practiced, all teachers demonstrated a significant increase in knowledge of literacy strategies and how to incorporate them within their classrooms. Additionally, hands-on instruction and situated participation in a community of practice promoted all teachers’ desire to learn and eventual demonstration of learning.     

Ready to Learn: Teaching Kindergarten Students School Success Skills

Abstract

Studies have indicated that children have difficulty learning when they do not demonstrate certain prerequisite learning skills that involve attention, listening comprehension, and social skills. The authors evaluated the Ready To Learn (RTL) curriculum for its effectiveness in improving the prerequisite learning skills in 12 kindergarten classes (260 students) in 3 demographically similar elementary schools. Teachers in target classrooms were trained to deliver the RTL curriculum and 5 specific teaching strategies for use throughout the day. Students who received the intervention in those classrooms scored significantly higher than did comparison students on a listening comprehension measure and a student behavior rating scale. These findings may be an indicator that entire classrooms of students can be taught prerequisite learning skills as part of the daily curriculum and, as a result, show increases in school success behaviors.     

Promise for Enhancing Children's Reading Attitudes Through Peer Reading: A Mixed Method Approach

ABSTRACT

Peer-Assisted Learning Strategies (PALS) was implemented for supplementary reading classes in a Korean elementary school. The treatment group children were exposed to PALS during 20 min sessions, 4 times a week, for 8 weeks. The impacts of PALS were investigated in 3 aspects using a mixed-methods approach: improvement in reading attitudes, reading skills, and student perceptions of the intervention. Data collection includes reading attitude measures, standardized reading comprehension test scores, student satisfaction survey, student interviews, and student journals. The PALS group students showed significantly enhanced reading attitudes and reading skills. Consistently, qualitative data analysis also revealed affirmative influence of PALS on students’ attitudes toward reading. Finally, the findings also suggested social benefits of PALS including developing cooperative skills and friendships.     

巴渝武术文化的现状及传承对策研究

巴渝武术文化是独具地域特色的区域武术文化,在全国具有一定的代表性。文章针对巴渝武术文化发展中存在的问题,提出了巴渝武术文化传承思路以及建议。     

英语教学中教师课堂提问的策略研究

语言教学和学习的目标是通过系统有序的教学和学习活动让学习者能独立自主地用目标语进行得体的交际活动并有与之相对应的以目的语为媒介来实现的思维活动。英语课堂应以学生为中心,强调发挥学生的主观能动性和创造性思维能力。教师应充分认识到语言习得条件和课堂中提问策略的关系。研究和设置得当的问题促进交际式和启发式教学,激发学生英语学习的能动性,提高课堂语言输入和习得的效率,培养学生积极主动的思维习惯。     

英语体育新闻翻译中存在的问题与技巧

如今体育受到了越来越广泛的关注,作为大众了解体育的重要信息来源,体育新闻在新闻报道中的地位也是举足轻重。英语体育新闻是新闻中的一种特殊文体,除具有一般新闻共有的特点外,也呈现出其独有的语言特色,如文风活泼幽默,专业术语多等。文章旨在通过对一些常见的误译现象进行分析,来探讨实践中关于英语体育新闻翻译的一些可行的方法,以期就如何做好英语体育新闻的翻译及赏析引发更多有价值的讨论和思考。     

安慰言语行为及其策略分析

根据英国哲学家J．Austin于20世纪60年代提出来的言语行为理论及Seade制定的言语行为的四条规则对安慰言语行为进行分析。通过对安慰言语行为进行定义,分析了相应的安慰策略并探讨了安慰策略在实际运用中存在的问题及解决方法,以期正确使用这一言语行为,完善语言交际的功能。     

民办高校贫困生心理问题研究及应对策略建议

通过解析民办高校贫困生心理问题主要表现,结合本学院贫困学生心理问题产生原因,提出高校贫困生心理健康教育建议措施.     

谈高校声像资料建设的发展策略

现代信息技术迅猛发展,高校教育信息化建设是一个热门话题,通常情况下大家较为普遍关注硬件设施建设,忽视软件建设,而软件是信息的实质和内容.高校声像资料建设应健全机制理顺关系.加快数字化、网络化建设的步伐,实现管理系统化、多元化.     

论体育教学策略

本文对体育教师的教学策略含义、特点、操作程序、内容、培育方式等若干问题进行初步的探讨。