scholarly journals An English academic reading course for Dutch pre-university students

2021 ◽  
Author(s):  
Loes Groen ◽  
Merel Keijzer ◽  
Marije Michel ◽  
Wander Lowie
Keyword(s):  
University Education ◽  
Academic Readiness ◽  
Expository Texts ◽  
Exit Exam ◽  
Academic Reading ◽  
English Classes ◽  
School Subjects ◽  
Reading To Learn ◽  
The Subject ◽  
And Linguistics

Abstract In this research note we argue that reading lessons for the subject of English in Dutch pre-university education require adjustments. Currently, these lessons do not prepare students well for university reading. Too often, lessons emphasize searching for information, the dominant skill to pass the school exit exam. Instead, students would benefit much more from instruction on reading to learn and critical reading, which are important university skills. Moreover, the expository texts for English classes generally concern school subjects instead of genuine English content such as language and linguistics. To address these problems, we are in the process of developing an academic reading course focussing on linguistic topics to enhance students’ academic readiness, while at the same time adding depth and content to the subject of English in Dutch pre-university education. An empirical study to evaluate the effectiveness of this course will follow.

scholarly journals Hybrid team based learning-personalised education for teaching epidemiology in public health degrees

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
T Ha ◽  
B Kemp ◽  
M Wallace
Keyword(s):  
Public Health ◽  
Critical Thinking ◽  
Academic Success ◽  
Failure Rate ◽  
Teaching Strategy ◽  
Weighted Average ◽  
University Education ◽  
Average Score ◽  
Team Based Learning ◽  
The Subject

Abstract Background University education in Australia and internationally involves teaching diverse students: in terms of age, life experience, previous degrees completed, and level of English competency. In Australia the Bachelors of Public Health (BPH) at The University of Wollongong, epidemiology is a core subject. It aims to equip students with the knowledge and skills needed to design, critique and interpret studies that investigate why different populations experience different health outcomes. A student-centred learning strategy; Hybrid Team Based Learning and Personalised Education teaching strategy (HTBL-PE) was created to maximise academic success. Each phase has a distinct purpose based on learning theories (e.g. TBL, Bloom's taxonomy and Vygotsky). HTBL-PE aims to systematically build students abilities; strengthen self-confidence and belief, by teaching the way students learn and harnessing the capabilities of the team to strengthen the individual. Objectives HTBL-PE was evaluated in spring 2019 in the BPH, where their experiences at the beginning and end of semester were measured. Results In total 73 out of 84 enrolled students provided data at both time-points (87%). At the end of the semester, the vast majority of students indicated their interest in epidemiology had increased (93%), critical thinking had improved (92%), and confidence as independent learners had increased (86%). Outcomes did not differ significantly by gender or across learning styles. More than two thirds of students had already applied learnings from this subject in other settings (67%). Students' final mark for this subject was significantly higher than their Weighted Average Mark (WAM) prior to the semester (+17.4, p < 0.001). Average scores for the subject were > 84/100 with a < 0.5% failure rate. Conclusions HTBL-PE has positive learning outcomes; low failure rates, increased confidence in learning and themselves, increased interest in epidemiology and high overall scores in the subject. Key messages An effective new innovative teaching strategy resulted in a subject average score > 84/100 and <0.5% failure rate. The vast majority of students reported increased confidence as independent lifelong learners, critical thinking, confidence in epidemiology (knowledge, skills, and attitudes) and themselves.

Learning from Disequilibrium and Educating the Feminine Voice in Philosophy

2021 ◽  
Author(s):  
Naoko Saito
Keyword(s):  
Female Voice ◽  
Democratic Politics ◽  
University Education ◽  
Biological Origin ◽  
Feminine Voice ◽  
Political Criticism ◽  
The Feminine ◽  
The Subject ◽  
The Voice ◽  
Alternative Idea

This article broaches what can sometimes be seen as the suppression of the female voice, sometimes the repression of the feminine. To address these matters involves the reconsideration of the political discourse that pervades education and educational research. This article is an attempt to disclose inequity in apparently equitable space, through the acknowledgment of the voice of disequilibrium. It proposes to re-place the subject of philosophy, and the subject of woman, through an alternative idea of the feminine voice in philosophy. It tries to reconfigure the female voice without negating its fated biological origin and traits, and yet avoiding the confining of thought to the constraints of gender divides. In terms of education, it shall argue for the conversation of justice as a way of cultivating the feminine voice in philosophy: as the voice of disequilibrium. This is an occasion of mutual destabilization and transformation of man and woman, crossing gender divides, and preparing an alternative route to political criticism that not only reclaims the rights of women but releases the thinking of men and women, laying the way for a better, more pluralist, and more democratic politics. The feminine voice can find a way beyond the dominance of instrumental rationality and calculative thinking in the discourse on equity itself. And it can, one might reasonably hope, have an impact on the curriculum of university education.

Ruth

1975 ◽  
Author(s):  
Edward F. Campbell , Jr.
Keyword(s):  
Generation Gap ◽  
Sensitive Analysis ◽  
King David ◽  
Moving Force ◽  
The Bible ◽  
The Subject ◽  
The Times ◽  
The City ◽  
And Linguistics

Ruth, a tale of human kindness and just dealing far beyond the norm, contains elements that for centuries have been the subject of debate. With a sprightly translation and a commentary rich in informed speculation, Professor Campbell considers the questions of layman and scholar alike. Finding no overt mighty acts, the layman asks, “Why was Ruth included in the Bible at all? Where is God?” Professor Campbell shows that God is not only present throughout but is indeed the moving force behind all the developments of the story. Naomi, Ruth, and Boaz each act as God to each other, by taking extraordinary responsibility and performing extraordinary acts of kindness. And it is God who is responsible for the series of coincidences on which the plot hinges. The scholar’s questions deal with such matters as purpose, date, and genre. Professor Campbell’s research into ancient customs and linguistics suggests to him that Ruth is a historical novelette, entertaining and instructive, composed not long after the reign of King David, during the time of Solomon or within the subsequent century. Professor Campbell demonstrates the storyteller’s skill with sensitive analysis of form, pacing, and wordplay. By delving into word origins and nuances he shows how convincingly the characters are developed. One instance: Naomi and Boaz use obsolescent language, emphasizing the generation gap between them and Ruth. In addition, the illustrations help the reader understand unfamiliar elements of the story—the setting, the agricultural seasons and harvesting, the clothing of the times, the city gate where elders and interested villagers gather to make sure that all is done in a just and godly way.

Retro-Digitization of Croatian Pre-Standard Grammars

2021 ◽  
Vol 8 (4) ◽  
pp. 297-310
Author(s):  
Marijana Horvat ◽  
Martina Kramarić
Keyword(s):  
19Th Century ◽  
17Th Century ◽  
Web Portal ◽  
Printed Media ◽  
History Of ◽  
The Subject ◽  
The Rich ◽  
The 19Th Century ◽  
And Linguistics ◽  
Language Text

In this article, we will present the rich linguistic heritage of the Croatian language and our attempts to ensure its preservation and presentation to the general public by means of the "Retro-digitization and Interpretation of Croatian Grammar Books before Illyrism ‒ RETROGRAM" project. There is a long tradition of grammatical description in the history of the Croatian language. The first grammar book of the Croatian language was written at the beginning of the 17th century and the first grammar book written in Croatian was compiled in the middle of the 17th century. In later years, when literary and linguistic activity were transferred from the Dalmatian area to the northern and eastern part of Croatia, the Latin model for the description of the Croatian language was still present, even though German was also used. There were a large number of grammars written up to the second half of the 19th century, which are considered pre-standard Croatian grammars. They are the subject of research within the project "Pre-standard Croatian Grammars" at the Institute of Croatian Language and Linguistics. This research proposal "Retro-digitization and Interpretation of Croatian Grammar Books before Illyrism" aims to create a model for the retro-digitization of the chosen eight Pre-standard Croatian Grammars (written from the 17th until the 19th century). The retro-digitization of Croatian grammar books implies the transfer of printed media to computer-readable and searchable text. It also includes a multilevel mark-up of transcribed or translated grammar text. The next step of the project is the creation of a Web Portal of Pre-standard Croatian Grammars, on which both the facsimiles and the digitized text of the grammars will be presented. Our aim is to present to the wider and international public the attainments of the Croatian language and linguistics as an important part of Croatian culture in general. Keywords: pre-standard Croatian grammars, history of the Croatian language, retro-digitization, Extensible mark-up language, Text encoding initiative, web portal of pre-standard Croatian grammars

scholarly journals Code to Learn: Where Does It Belong in the K-12 Curriculum?

10.28945/3521 ◽  
2016 ◽  
Vol 15 ◽  
pp. 283-303 ◽  
Author(s):  
Jesús Moreno León ◽  
Gregorio Robles ◽  
Marcos Román-González
Keyword(s):  
Social Studies ◽  
Empirical Studies ◽  
Early Age ◽  
School Subjects ◽  
Research Designs ◽  
Quasi Experimental ◽  
The Subject ◽  
K 12 ◽  
The Impact ◽  
Grade Classroom

The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three different schools (n=129 students from 2nd and 6th grade), in order to assess the impact of introducing programming with Scratch at different stages and in several subjects. While both 6th grade experimental groups working with coding activities showed a statistically significant improvement in terms of academic performance, this was not the case in the 2nd grade classroom. Notable disparity was also found regarding the subject in which the programming activities were included, as in social studies the effect size was double that in mathematics.

scholarly journals Objektivnost različitih načina procjenjivanja školskih pisanih zadaća

2018 ◽  
Vol 29 (6) ◽  
Author(s):  
Tomislav Grgin ◽  
Bogdana Marinković
Keyword(s):  
Middle School ◽  
Third Graders ◽  
School Work ◽  
The Third ◽  
School Subjects ◽  
The Subject ◽  
Work Done

The investigation was conducted In order to evaluate the objecitivily of the three ways of grading school work: classical way which is used most in schools, then grading with the help of "standard notebook" lor the grade "C" and the grading of work comparatively in pairs. The subject of evaluation was the school work of the third-graders in middle school. Subjects were history and biology, The independent graders were the teachers of these subjects from different middle schools.The results showed that all of these ways of grading do not ensure the same objectivity of grades. The least objective is the classical way, more reliable is one with "standard notebook" and relatively most reliable is the comparison of school work done in pairs.

scholarly journals Women at university. Strategies and achievements of a secular presence in Latin America and Spain

2019 ◽  
Vol 8 (1) ◽  
pp. 002
Author(s):  
Consuelo Flecha-García ◽  
Alicia Itatí Palermo
Keyword(s):  
Latin America ◽  
Female Students ◽  
University Education ◽  
Social Barriers ◽  
Documentary Sources ◽  
The Social ◽  
University Archives ◽  
The Subject ◽  
Critical Overview ◽  
Life Aspirations

This paper offers a descriptive and critical overview of the experience of the presence of women at university in Spain and several countries in Latin America. It focuses not just on how they embarked on different degrees, but also on the extent to which they went on to exercise professionally and the social barriers encountered at each step. It describes some of the strategies used on the paths followed to study at university during almost one hundred and fifty years, and the achievements made possible by this education, both inside and outside the academic setting. The paper draws on primary documentary sources from university archives and newspaper libraries and includes a review of the literature on the subject. These documentary searches provided us with a great deal of valuable information that has helped us in our task. The indicators of the subject matter studied are, amongst others, university education, female lecturers, history and sociology, female students and life aspirations.

scholarly journals To the Question of the Relevance of Updating School Environmental Education

2021 ◽  
Vol 16 (2) ◽  
pp. 112-120
Author(s):  
Sabrekova Maria S. ◽  
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
General Education ◽  
Primary School ◽  
Point Of View ◽  
Education Development ◽  
School Subjects ◽  
The World ◽  
The Subject ◽  
Ecological Culture

The article is devoted to the analysis of the scientific and philosophical thought development, which served as a challenge to the renewal of the content of environmental education at the beginning of the XXI century. The analysis of the stages of domestic environmental education development, its content from the point of view of reflection in it of relations between society and nature is carried out. A new stage in the environmental education development in the 21st century is associated with the spread of ideas of sustainable development, which determine the transformation of all spheres of human culture. The article provides examples of tasks that currently exist in the educational literature for one of the primary school subjects, and a variant of their change from the standpoint of environmental education in the interests of sustainable development is proposed. The modern literature on the methodology of teaching the subject “The World Around” in primary school is considered from the point of view of the representation of the content of environmental education in it. The author comes to the conclusion about the insufficiency of the natural science orientation of environmental education for the formation of students’ ideas about the environmental imperative – a key category for understanding the conditions for harmonizing nature, society and the world of things. Based on the analysis performed, a conclusion was made about the relevance of updating the content of school environmental education. It is substantiated that this will contribute to the achievement of its planned result – the formation of a modern ecological culture among students. Keywords: general education, environmental education, educational content, environmental imperative, environmental culture

scholarly journals “Generación de Preguntas Aleatorias Calculadas, para evaluar el tema de Monto dentro del capítulo de Interés Simple en un curso de Matemática Financiera”

2021 ◽  
Vol 2 (4) ◽  
pp. 5378-5394
Author(s):  
Viteri Valle Victor Vicente ◽  
José Luis Domínguez Caiza ◽  
Carmita del Rocío Sánchez Verdezoto ◽  
González León Pablo Oswaldo
Keyword(s):  
Evaluation Process ◽  
Educational Process ◽  
University Education ◽  
Individual Development ◽  
Management Tool ◽  
Collaborative Group ◽  
Financial Mathematics ◽  
Educational Processes ◽  
Current Context ◽  
The Subject

El presente trabajo de investigación fue realizado en el año 2020 y 2021, durante la pandemia del COVID-19, es importante hacer esta puntualización puesto que la educación universitaria por años obvió la enseñanza virtual, utilizando las plataformas web como un método optativo al principio, sin embargo, dentro del contexto actual pasaron a ser obligatorias. En este punto del resumen se tiene que aclarar que la herramienta de gestión de aprendizaje, o LMS con el que se trabajo es el Moodle. Es por ello, que fue lanzada a mediados del año 2020 al entorno virtual para los procesos educativos permitiendo una mejor comunicación relativamente entre participantes, también para el desarrollo colectivo e individual del aprendizaje, y siendo parte de ello, la evaluación. La evaluación de los estudiantes es una etapa crítica del proceso educativo, puesto que si es de bajo nivel los estudiantes serán aprobados sin que hayan asimilado los conocimientos mínimos, por el contrario, si es muy estricta probablemente un porcentaje elevado de estudiantes no aprobarían la materia. Por otra parte, el hecho de que los alumnos manejen muy bien las herramientas tecnológicas de esta época provoca que los docentes se sientan presionados durante el proceso de evaluación, puesto que la posibilidad de que los estudiantes se vean tentados a ver las pruebas individuales como evaluaciones colaborativas (grupales) aumenta considerablemente. ¿Cómo han tratado los docentes de inmunizar (usando terminología de estos días) nuestras evaluaciones contra esta posibilidad?, el arsenal de opciones con el que viene equipado el LMS Moodle es variado, se requiere valorar la potencia del tipo de pregunta calculada a la luz del tema que se quiere evaluar, sobre el nivel educativo (que es el  universitario), el ciclo en el que se encuentran nuestros estudiantes (al principio de sus carreras, en la mitad o finalizando), los pre-requisitos que tiene la asignatura y finalmente la capacidad que se tenga para poder implementar las preguntas. Lo que se pretende hacer en este artículo es compartir como se han implementado preguntas calculadas, generadas aleatoriamente para evaluar el tema específico del cálculo de monto, dentro del capítulo de Interés Simple de un curso de Matemáticas Financieras utilizando preguntas calculadas que son generadas a partir de un conjunto de datos que se pueden especificar.   To contextualize, this article was written in 2021 during the COVID-19 pandemic, it is important to make this point since university education for years obviated virtual teaching, using web platforms as an optional method at the beginning, however, within the current context they became mandatory. At this point in the summary, we have to clarify that the learning management tool, or LMS with which we work is Moodle. That is why it was launched in mid-2020 to the virtual environment for educational processes, allowing relatively better communication between participants, also for the collective and individual development of learning, and being part of it, evaluation. The evaluation of students is a critical stage of the educational process, since if it is of a low level, students will be approved without having assimilated the minimum knowledge, on the contrary, if it is very strict, a high percentage of students would probably not pass the subject. On the other hand, the fact that students handle the technological tools of this time very well causes teachers to feel pressured during the evaluation process, since the possibility that students are tempted to see individual tests as evaluations collaborative (group) increases considerably. How have we teachers tried to immunize (using terminology of these days) our evaluations against this possibility? The arsenal of options with which the LMS Moodle is equipped is varied, we need to assess the power of the type of question calculated in light of the subject that we want to evaluate, on the educational level (which is university), the cycle in which our students are (at the beginning of their careers, in the middle or at the end), the prerequisites that the subject has and finally the capacity that we have to be able to implement the questions. What we intend to do in this article is to share how we have implemented calculated questions, randomly generated to evaluate the specific topic of calculating the amount, within the Simple Interest chapter of a Financial Mathematics course using calculated questions that are generated from a set of data that we can specify.

Tekststructuur in teksten van onervaren schrijvers; van tekstanalyse naar een criterium voor tekstkwaliteit

1991 ◽  
Vol 40 ◽  
pp. 35-46
Author(s):  
Ted Sanders
Keyword(s):  
Text Structure ◽  
Expository Texts ◽  
Text Representation ◽  
Major Goal ◽  
Writing Evaluation ◽  
Santa Claus ◽  
Text Quality ◽  
Hierarchical Position ◽  
The Subject ◽  
Algorithmic Procedure

What is it that makes a text a good text? The answer to this question is of vital concern to education in writing. Evaluation of children's texts requires explicit and well-founded criteria for text quality. In this article it is argued that text structure should be considered as an important criterion for the evaluation of expository texts. Therefore, a model for the analysis of text structure is proposed. This model is based on and applied to explanations written spontaneously by 11 and 12 year old children, who were asked to explain something (e.g.: "who or what is Santa Claus?") to someone who does not know anything about the subject. The analyis results in a hierarchichal text representation in which the links between text segments (clauses) are made explicit. This is done in terms of the hierarchical position in the text (coordinating or subordinating links) and in terms of the coherence relation that holds between the clauses (e.g. Cause-Consequence, Claim-Argument). To provide problems of subjective interpretation it is proposed to make the analysis explicit by means of an algorithmic procedure that is to be developed . The heart of this analytic procedure is that there are two grounds to connect text segments: referential continuity and a line of events. On the basis of the analysis three types of text structure problems can be identified in children's texts: Discontinuity, incompleteness and ambiguity. All three can also be revised on the basis of the analysis. In the case of discontinuity, the information must be reorganized, in the case of incompleteness information must be added and in the case of ambiguity the relation between segments must be made explicit. The analysis of text structure provides the basis for a criterion for text quality assessment. After all, the major goal of a writer trying to explain something to a reader is that the reader understands what the writer means. Understanding a text means constructing a coherent representation of that text. If readers have trouble in constructing such a representation, the text should be evaluated negatively. This is exactly what the analysis predicts: It is difficult to construct a coherent representation at the points in the text structure where discontinuity, incompleteness and ambiguity occur.

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