scholarly journals THE SANDWICH MODEL WORKSHOP - AN INNOVATIVE INTEGRATED TEACHING APPROACH FOR THEORY AND PRACTICE-BASED KNOWLEDGE IN MARKETING

2021 ◽  
pp. 1-12
Author(s):  
Soniya Billore
Keyword(s):  
Theory And Practice ◽  
Teaching Approach ◽  
Sandwich Model

In the Cards: Collaboration and Comics-Making in the Traditional English Classroom

2020 ◽  
pp. 226-238
Author(s):  
Frederik Byrn Køhlert ◽  
Nick Sousanis
Keyword(s):  
Theory And Practice ◽  
Teaching Approach ◽  
Pedagogical Decisions ◽  
English Classroom ◽  
Linking Theory And Practice

Linking theory and practice, Frederik Byrn Køhlert and Nick Sousanis offer myriad examples of what their co-teaching approach with and through comics looks like. Sharing prompts, students’ work, and their pedagogical decisions, Køhlert and Sousanis give readers a peek under the hood of what their comics pedagogy looks like within traditional English settings.

Towards a New Rhetoric

1973 ◽  
Vol 3 (4) ◽  
pp. 249-257 ◽  
Author(s):  
D. F. Bratchell
Keyword(s):  
Theory And Practice ◽  
Teaching Approach ◽  
Practical Skills ◽  
English Studies ◽  
Academic Values ◽  
New Approach ◽  
Course Content ◽  
New Rhetoric ◽  
Technological Universities ◽  
Technological University

The schism between theory and practice is reflected in English studies. British technological universities have attempted to meet the needs of industry in technical fields. Economic and academic pressures often make this difficult. A degree in modern English studies is planned which attempts to combine traditional academic values and functional needs. A new approach to rhetoric combining linguistic and critical disciplines with practical skills in communication can combine liberal and vocational needs. The course content of the degree and the teaching approach is related to the ethos of a technological university.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

The Measurement Invariance of the Short Dark Triad

2020 ◽  
Vol 41 (4) ◽  
pp. 207-218
Author(s):  
Mihaela Grigoraș ◽  
Andreea Butucescu ◽  
Amalia Miulescu ◽  
Cristian Opariuc-Dan ◽  
Dragoș Iliescu
Keyword(s):  
Structural Equation Modeling ◽  
Item Response ◽  
Structural Equation ◽  
Dark Triad ◽  
Theory And Practice ◽  
Equation Modeling ◽  
Scale Level ◽  
High Stake ◽  
Differential Functioning ◽  
Item Functioning

Abstract. Given the fact that most of the dark personality measures are developed based on data collected in low-stake settings, the present study addresses the appropriateness of their use in high-stake contexts. Specifically, we examined item- and scale-level differential functioning of the Short Dark Triad (SD3; Paulhus & Jones, 2011 ) measure across testing contexts. The Short Dark Triad was administered to applicant ( N = 457) and non-applicant ( N = 592) samples. Item- and scale-level invariances were tested using an Item Response Theory (IRT)-based approach and a Structural Equation Modeling (SEM) approach, respectively. Results show that more than half of the SD3 items were flagged for Differential Item Functioning (DIF), and Exploratory Structural Equation Modeling (ESEM) results supported configural, but not metric invariance. Implications for theory and practice are discussed.

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