Exploring multimodal writing in secondary English classrooms: a literature review

2018 ◽  
Vol 17 (4) ◽  
pp. 342-356 ◽  
Author(s):  
Brady Nash
Keyword(s):  
Student Learning ◽  
Writing Instruction ◽  
Keyword Search ◽  
Multimodal Composition ◽  
Secondary English ◽  
Content Type ◽  
English Classrooms ◽  
Open Coding ◽  
The Impact ◽  
Writing Curricula

Purpose This paper aims to explore recent research (2007-2017) on the implementation of multimodal writing instruction in secondary English courses. It seeks to highlight the varied ways in which theoretical conceptions of multimodality have been implemented in writing instruction and the impacts of these implementations on students' experiences in classrooms. Design/methodology/approach The author used a keyword search of relevant academic databases to identity articles within the search parameters. This was followed by bibliographic branching to identify additional articles and two rounds of open coding to identify themes for analysis. Findings The literature revealed a diversity of approaches to incorporating multimodal writing in classrooms; teachers mixed modalities within assignments, paired writing in print with multimodal composition and redesigned entire units or courses around multimodality. Studies showed the impact of multimodality on student learning through shifts in conceptions of communication, increases in student engagement, composition for real audiences and an increased role for students’ interests and identities. Practical implications This review has implications for teachers and researchers interested in developing multimodal writing curricula. It highlights the specific ways in which multimodal writing can be incorporated into instruction and the changes in student learning that result from this shift. Originality/value While theoretical writing on multimodality is abundant, multiple researchers have noted the difficulty of finding research on classroom implementations of multimodality (Howell et al., 2017; Smith, 2017). This review is intended to address this difficulty by contributing to a body of literature that teachers and scholars can draw on as they conceptualize and design multimodal writing experiences for students in the future.

Impact of quality management systems on teaching-learning processes

2016 ◽  
Vol 24 (3) ◽  
pp. 394-415 ◽  
Author(s):  
Francisco José Fernández Cruz ◽  
Inmaculada Egido Gálvez ◽  
Rafael Carballo Santaolalla
Keyword(s):  
Quality Management ◽  
Student Learning ◽  
School Quality ◽  
Learning Processes ◽  
Management Systems ◽  
Educational Institutions ◽  
Quality Management Systems ◽  
Content Type ◽  
Teaching Learning ◽  
The Impact

Purpose Quality management systems are being used more frequently in educational institutions, although their application has generated a certain amount of disagreement among education experts, who have at times questioned their suitability and usefulness for improving schools. The purpose of this paper is to contribute to this discussion by providing additional knowledge on the effects in educational institutions of implementing quality management systems. Specifically, this study investigates teachers’ and managers’ perception of the impact that quality management systems have on one essential dimension of schools, the teaching–learning processes, with impact being understood as sustained medium- and long-term organisational change. Design/methodology/approach The responses were analysed and classified into a set of sub-dimensions linked to quality management processes in a total of 29 Spanish primary and secondary education schools that have used such systems for at least three years. Findings The results showed that, according to the respondents, the following sub-dimensions were improving as a result of implementing quality management plans: teaching and learning processes, the analysis of student results, tutoring, consideration of attitudes and values and assessment processes. Conversely, quality management systems did not seem to have a clear impact on the teaching methodologies used by teachers or on family involvement in student learning. In fact, the perceived impact in these sub-dimensions varied among teachers of public and private schools as well as when comparing different regional autonomous communities. Originality/value As the main objective of a school is to guarantee student learning, one of the essential purposes of school quality assurance systems is to perform all the activities aimed at ensuring high levels of student performance.

Librarians, step out of the classroom!: how improved faculty-led IL instruction improves student learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Meagan Lacy ◽  
Alexandra Hamlett
Keyword(s):  
Student Learning ◽  
Research Process ◽  
Control Group ◽  
Student Survey ◽  
Content Type ◽  
Actual Application ◽  
Faculty Teaching ◽  
Survey Results ◽  
The Impact

PurposeIn most higher education institutions, information literacy (IL) instruction is usually considered the purview of librarians, not disciplinary faculty. However, a small but growing body of research indicates that students learn the research process best when these skills are taught in the context of a course or a discipline. For this reason, teaching faculty should share ownership of IL instruction — but how? In this case study, community college librarians explain how they successfully trained faculty to integrate IL into their English Composition courses and teach IL independently.Design/methodology/approachUsing a multimethods approach, the investigators draw on faculty interviews, student surveys, and content analysis of student essays to evaluate the impact of faculty-led IL instruction on student learning after one semester.FindingsFaculty reported that their instruction of IL was improved, and students work better as a result of their collaboration with the librarians. Compared to previous semesters, faculty perceived gains in terms of students’ ability to synthesize and cite evidence in their writing. Student survey results indicate perceived gains in their IL skills, but an assessment of their written work reveals a discrepancy between this perception and the actual application of these skills.Research limitations/implicationsBecause there is no control group, no conclusions can be drawn as to whether faculty-led IL instruction is as effective as librarian-led IL instruction or whether students’ academic performance improves due to faculty teaching IL. However, the purpose of this study is primarily descriptive. It addresses how other libraries may create a culture of shared ownership of IL instruction on their campuses.Practical implicationsThis study offers an alternative model to library instruction and suggests ways instruction librarians can prioritize their outreach and instructional efforts to maximize impact on student learning.Originality/valueWhile much has been written about how librarians can improve IL instruction, few studies mention the role of faculty. This case study starts the conversation.

Comparing perceived learning experiences of two concurrent cohorts under curriculum reform in Hong Kong

2017 ◽  
Vol 25 (3) ◽  
pp. 270-286
Author(s):  
Yue Zhao ◽  
Jenny M.Y. Huen ◽  
Michael Prosser
Keyword(s):  
Hong Kong ◽  
Student Learning ◽  
Curriculum Reform ◽  
Learning Experiences ◽  
Perceived Learning ◽  
Content Type ◽  
Latent Mean Differences ◽  
Mean Differences ◽  
The Impact ◽  
Student Learning Experiences

Purpose Hong Kong has undergone extensive curriculum reform and shifted from a three-year to a four-year university system. With a nuanced look at the impact of the curriculum reform, the purpose of the present study was to compare two concurrent cohorts by examining the extent to which the students in each cohort perceived their learning environment and learning outcomes differently and to what extent their perceptions differed. Design/methodology/approach A sample of 3,102 first-year students enrolled at a Hong Kong university responded to the student learning experience questionnaire (SLEQ). The perceived learning experiences between the two cohorts were tapped through several latent factors and validated through tests of measurement invariance. Latent mean differences were then compared. A multiple-group confirmatory factor analysis approach was used. Findings The findings suggested that measurement invariance of the scales of the SLEQ was established and that the two cohorts of students perceived largely similar learning experiences. The latent mean differences were statistically significant on the scales of feedback from teacher, clear goals and standards, personal integrity and ethics, intercultural competence, global perspective and civic commitment. Practical implications The results facilitate the understanding of perceived student learning experiences with evidence-based implications for enhancing student learning experiences and refining the four-year curriculum under the new curriculum reform conditions. Originality/value This is the first institution-wide study that compares student learning experiences of two concurrent cohorts under curriculum reform initiatives of Hong Kong. It provides a meaningful and pertinent example for educators and researchers worldwide to analyze the impact of curriculum reform from the perspective of students’ perceived learning experiences. Similar studies adopting rigorous approaches in the measurement of students’ perceived learning experiences are relatively rare in higher education. Such efforts are encouraged for accountability and quality improvement purposes.

Chinese learner in a linguistically challenged environment – an exploratory study

2018 ◽  
Vol 26 (2) ◽  
pp. 264-276
Author(s):  
Grace Wong ◽  
Steven Dellaportas ◽  
Barry J. Cooper
Keyword(s):  
Student Learning ◽  
English Language ◽  
Mainland China ◽  
Oral Communication ◽  
Accounting Education ◽  
Content Type ◽  
Assessment Tasks ◽  
Group Interviews ◽  
Language Competencies ◽  
The Impact

Purpose The purpose of this paper is to explore the implications for student learning when accounting education is delivered in the student’s non-native language. It examines the impact on learning arising from the different components of English language competencies, namely, listening, reading, writing, and speaking. Design/methodology/approach The data are drawn from focus group interviews with students from Mainland China undertaking an accounting degree in Australia. Findings The findings indicate that students relied primarily on their reading instead of listening to seek understanding, and in turn, writing was considered less important compared to listening and reading. Notably, speaking was overlooked by many students as it was considered the least important skill necessary to achieve success as a student and to be a competent practitioner. Students developed a misconception that the quality of oral communication required of accountants in practice is unimportant. Practical implications The findings will assist accounting educators and the accounting profession in designing and implementing appropriate instructional strategies and assessment tasks for international students. One suggestion includes a more balanced weighting between written and oral assessment. Originality/value Few studies have specifically explored the impact of English language on learning accounting. While some studies examine specific aspects of language as a unitary concept, little has been reported on the impact of all components of the language skill-set on student learning.

Did it count?: Preservice teachers’ reflections on teaching with primary sources

2017 ◽  
Vol 12 (3) ◽  
pp. 280-294
Author(s):  
Deborah Lynn Morowski ◽  
Theresa M. McCormick
Keyword(s):  
Preservice Teachers ◽  
Student Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Field Experiences ◽  
Primary Source ◽  
Elementary Classroom ◽  
Primary Sources ◽  
Content Type ◽  
The Impact

Purpose During field experiences, preservice teachers often are asked plan and teach a lesson and then to reflect on their teaching. The purpose of this paper is to examine the guided reflections of 66 preservice teachers after they planned and implemented a primary source-based lesson in an elementary classroom. The project occurred during the preservice teachers’ enrollment in a social studies methods course. Design/methodology/approach This qualitative study utilized a fieldwork approach as the methodological framework. This approach provided data that allowed the researchers to develop a deeper understanding of the preservice teachers’ experiences. Data were analyzed using Bogdan and Biklen’s (1998) content unit of analysis. Descriptive and interpretive coding schemes were used to analyze data using a priori categories of successes and challenges. Findings The preservice teachers were able to engage in technical and practical reflection, considering strategies used in the classroom and their effects on student learning, but they were unable to reflect at the critical level, thinking about moral and ethical decisions. The themes and subthemes that many of the preservice teachers identified as successes, others identified as challenges. Originality/value This study highlights the importance of preservice teachers engaging with primary sources, as well as with frequent, meaningful, and ongoing field experiences. Teacher educators need to provide multiple opportunities for teacher candidates to reflect broadly and deeply on their teaching practice and student learning. Additional research needs to be conducted to assess the impact of preservice teachers use of primary sources in the elementary classroom.

Faculty use of Twitter in higher education teaching

2017 ◽  
Vol 9 (1) ◽  
pp. 91-104 ◽  
Author(s):  
Kevin Hull ◽  
Julie E. Dodd
Keyword(s):  
Higher Education ◽  
Social Network ◽  
Best Practices ◽  
Student Learning ◽  
Undergraduate Education ◽  
Good Practice ◽  
Content Type ◽  
Seven Principles ◽  
The Social ◽  
The Impact

Purpose The purpose of this paper is to determine how higher education teachers are using Twitter in their classroom to engage, educate, and inform students. The results were measured against Chickering and Gamson (1987) “Seven principles for good practice in undergraduate education.” Design/methodology/approach A survey was sent to college and university educators throughout the country who were identified as teachers who use Twitter in their classroom. These educators were asked about their Twitter use, their opinions of Twitter, the impact the social network has had on student learning, the students’ reactions to using Twitter, and how Twitter supported pedagogical best practices, including the “Seven principles for good practice in undergraduate education”. Findings The educators reported that student response to using Twitter in the classroom was overwhelmingly positive and that Twitter has positively impacted student learning. The results also indicate that college educators consider that Twitter use in classes does support the seven principles. Research limitations/implications While college instructors from a wide range of institutions, locations, subject types, and experience levels were surveyed, a limitation is that only their opinions are being examined. Future research may wish to examine the Twitter accounts of these professors to determine if they are using Twitter in the manner that they think they are. Results from the survey could then be compared with the tweet content. Originality/value While previous research has examined how students use and appreciate Twitter in the classroom, this is one of the first studies to examine how the social network is implemented from an instructor viewpoint. The results demonstrate value to instructors. For instructors, the value lies in the knowledge that Twitter has had a positive impact on classroom success for students and that using the social network promotes best practices in pedagogy, supporting constructivism, experiential learning, and the “Seven principles for good practice in undergraduate education”. For administrators, the value lies in the fact that many instructors have had success using Twitter and that more should be encouraged to do the same in their classrooms.

Changing realty: altering paths of brand discovery for real estate websites in India

2019 ◽  
Vol 37 (3) ◽  
pp. 346-366 ◽  
Author(s):  
Smitha Vasudevan ◽  
F.J. Peter Kumar
Keyword(s):  
Real Estate ◽  
Search Engine ◽  
Brand Management ◽  
Keyword Search ◽  
Television Advertising ◽  
Brand Awareness ◽  
Brand Experience ◽  
Content Type ◽  
Starting Point ◽  
The Impact

Purpose Brand awareness is a key cognitive metric and a vital component of consumer-based brand equity. Generating and maintaining brand awareness has been an important metric for brands and a significant outcome of advertising and promotional activities. Brand awareness has been studied over the years in the context of market share and mind share and is considered to be the fundamental starting point of a brand relationship. Most branding variables are challenged in their linear definitions by the multi-dimensionality of the connected online world. Consumers may start their brand journey with brand awareness and then proceed to explore higher options in a non-linear fashion. This challenges traditional advertising and brand salience models. In the web context, brand awareness could even happen with little prior cognitive processing. The purpose of this paper is to explore the little researched area of brand awareness in the context of Indian websites. Design/methodology/approach The study leveraged technology to study the brand discovery behaviour of real estate website users in India. The authors looked at essentially modified processes such as the brand experience journey, specifically, the sources and antecedents of brand awareness for real estate websites. Considering the fact that direct and indirect traffic to a website is indicative of the brand awareness metrics, the authors analyse the metric as a basis of the comparison. Findings Brand awareness in the digital world can be attributed as firm generated, user generated and, as the authors also discover, experience initiated. The altered dimensions have a profound impact on the brand advertising spends of not just digital brands, but all marketers who will find digital technology increasingly central to their brand communication efforts. Research limitations/implications Burgeoning websites and media proliferation have increased the source set for website discovery. Customers do not rely solely on advertising or chance encounter to discover a new brand. Usage of search engines remains the key point of discovery for brand awareness. Some of the respondents recognised websites from prior advertising exposure and selected the brand from the consideration set offered in the search results for their keyword search. In other cases, brand awareness followed brand experience as the users did not process the brand information or, in most cases, were not aware of the brand name prior to website visit. The quality of brand experience created brand awareness and had further implications, including brand visit intent. Practical implications While mass media television advertising and ubiquitous online advertising can build brand awareness, the impact of search engine advertising and search engine optimisation is equally significant, if not more important. Brand managers can additionally focus on branding on the search channel in the light of increasing search intensity. Beyond traditional keyword planning, this can be an enhanced branding platform for reaching out to specific behavioural or character traits of the target audience. Brand experience can mature from task completion to brand awareness and higher level values if the website includes key brand messages and goals. Originality/value This paper offers insight into the little known field of online brand management. Information intermediary websites are unique in their value proposition, and brand building is challenging. Real estate websites have grown in popularity, but have not merited researcher attention. This paper offers a unique perspective on branding websites, specifically in the context of emerging markets like India.

How does the territory impact on entrepreneurial family embeddedness?

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Paula Martínez-Sanchis ◽  
Cristina Aragón-Amonarriz ◽  
Cristina Iturrioz-Landart
Keyword(s):  
Qualitative Methodology ◽  
Family Firms ◽  
Future Research ◽  
Structured Interviews ◽  
Content Type ◽  
Positive Externalities ◽  
Starting Point ◽  
History Of ◽  
Open Coding ◽  
The Impact

Purpose This paper aims to explore how territory impacts on entrepreneurial families’ (EFs) embeddedness to unveil the role that territories play on the continuity and development of EFs. Design/methodology/approach To study complex contexts where subjective realities are analyzed, a constructivist qualitative approach is recommended. Given that, this paper develops a qualitative methodology in which 25 semi-structured interviews were carried out and analyzed based upon the use of ATLAS.ti, following an open-coding approach. Findings This paper found out that the territory can condition EFs’ embeddedness in different ways. First, through the cultural embeddedness, the shared territorial understanding of values and norms inherited by the history of the territory. Second, by the political embeddedness, i.e. the power exercised by territorial economic actors and non-market institutions. Third, through the structural embeddedness generated by the territorial social networks and the generation of close relationships and finally, through the so-called cognitive embeddedness, the territorial actors’ representations, interpretations and meanings. These four modes of territorial embeddedness are unfolded in a set of 16 territorial factors that impact on EFs’ embeddedness. Most of the identified factors, 14 out of the 16, are acting mainly over one of the embeddedness modes studied (cultural, political, structural and cognitive), while two of them, because they are operating simultaneously on various modes of embeddedness, have been considered transversal factors. Originality/value EFs have, to a great extent, been recognized as major generators of positive externalities in the territories in which they are located, and to date, the literature has focused on the impact that firms and family firms have on regional development. However, how the territory conditions the embeddedness of these families, especially how it impacts on the EFs’ territorial embeddedness, remains unexplored. This paper proposes a framework of 16 factors that help to understand the embeddedness dynamics between EFs and territories, serving as a starting point for future research avenues. Additionally, regional policy makers may use it as a guidance to build policy mix that considers these territorial factors to boost EFs’ embeddedness.

An impact of simulation labs on engineering students' academic performance: a critical Investigation

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Naga Vamsi Krishna Jasti ◽  
Srinivas Kota ◽  
Venkataraman P.B.
Keyword(s):  
Academic Performance ◽  
Continuing Education ◽  
Student Learning ◽  
Student Performance ◽  
Engineering Students ◽  
Program Outcomes ◽  
Content Type ◽  
Theoretical Concepts ◽  
Application Analysis ◽  
The Impact

Purpose This paper aims to investigate the impact of simulation laboratory on continuing education engineering students’ academic performance. Design/methodology/approach The investigation consists of establishing the student learning levels then mapping the student learning levels (knowledge, comprehension, application, analysis, synthesis and evaluation) through program outcomes with appropriate evaluation components. 270 continuing education students enrolled during six years were selected to be observed as part of this study. These students were divided into two subgroups, one with 135 students who were offered simulation lab (G2) and the other 135 students were not offered simulation lab (G1) in this investigation. Subsequently, a comparative analysis was carried out on these two groups to assess the student performance in multiple evaluation components with respect to student learning level and program outcome achievement. Findings It was identified that student performance in the application, analysis, synthesis and evaluation learning levels has improved for the group with simulation lab, and no change or minimal change was observed for the group without simulation lab. It was revealed that the simulation lab practice problems needs to be aligned with the theoretical concepts in the course to get a better performance from the students. Originality/value The study was conducted in one of the leading institutes with 270 students’ performance observed over a period of six years. It is the comprehensive work done on a complete program with data collated over a period of six years in multiple courses and multiple assessments.

scholarly journals Incarcerated women's HPV awareness, beliefs, and experiences

2015 ◽  
Vol 11 (1) ◽  
pp. 49-58 ◽  
Author(s):  
Tyson Pankey ◽  
Megha Ramaswamy
Keyword(s):  
Cervical Cancer ◽  
Pap Test ◽  
Incarcerated Women ◽  
Hpv Infection ◽  
Cervical Cancer Prevention ◽  
High Risk Group ◽  
Content Type ◽  
Open Coding ◽  
Vaccine Information ◽  
The Impact

Purpose – The purpose of this paper is to explore incarcerated women's awareness, beliefs, and experiences with human papillomavirus (HPV) infection and vaccination. Design/methodology/approach – Researchers conducted focus groups with 45 incarcerated women in an urban Midwestern US jail to assess how women talked about their Papanicolaou (Pap) test screening and abnormal Pap test follow-up experiences. Some focus group questions specifically assessed individual awareness, beliefs, and experiences with HPV infection and vaccination. Based on these data, the authors described participants’ awareness of HPV, as well as used open coding to ultimately extract themes related to beliefs and experiences with HPV infection and vaccine. Findings – While all 45 participants reported experiencing an abnormal Pap test event within the last five years, only two-thirds of participants (n=30) reported having heard of the HPV infection. Several themes emerged from the analysis of the data: the women's beliefs about cause and severity of HPV; frustration with age requirements of the vaccine; varied experiences with vaccinations for themselves and their children; the impact of media exposure on knowledge; and desire for more HPV infection and vaccine information. Originality/value – Incarcerated women's awareness and limited experiences with HPV infection and vaccination may be a barrier to adequate screening and cervical cancer prevention. This study has implications for the development of cervical health education for this high-risk group of women, who are four to five times as likely to have cervical cancer as non-incarcerated women.

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