Three conlang projects at three educational levels

2020 ◽  
pp. 49-68
Author(s):  
David Adger ◽  
Coppe van Urk
Keyword(s):  
Elementary School ◽  
Secondary Students ◽  
Primary Education ◽  
School Children ◽  
Elementary School Children ◽  
Widening Participation ◽  
Summer Program ◽  
Television Series ◽  
Educational Levels ◽  
Process Learning

This chapter reports on three distinct implementations of conlang projects: one for elementary school children aged 5–10 that was developed with the Centre for Literacy in Primary Education, one as a one-week summer program for secondary students aged about 15, as part of Queen Mary University’s Widening Participation initiative, and one for university students at Queen Mary College that was based on Adger’s experience creating languages for a television series. For each project, the development process, learning outcomes, and project mechanics are described. The projects vary considerably in structure and focus, and are shown to benefit students at all educational levels.

Television, Games, and Mathematics

2013 ◽  
pp. 124-141
Author(s):  
Sandra Crespo ◽  
Vincent Melfi ◽  
Shalom M. Fisch ◽  
Richard A. Lesh ◽  
Elizabeth Motoki
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Television Series ◽  
Mathematical Learning ◽  
Interactive Games ◽  
The Media ◽  
Multiple Media ◽  
And Mathematics ◽  
Single Medium

Research has shown that educational media, such as television series or interactive games, can promote significant learning. However, it is quite common for producers to create several interconnected media, such as a television show and an associated web site, under the assumption that multiple platforms elicit greater learning than a single medium would. The research reported in this paper uses Cyberchase media as the setting in which to investigate the effectiveness of multiple media as a tool for mathematical learning for elementary school children. The study includes both a naturalistic phase, which mirrors children’s typical use of the media, and an experimental phase, which allows for causal inference to be drawn about their learning outcomes.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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