ClassRoute: Bridging the Digital Academic-Content Divide

2021 ◽  
Author(s):  
Navid Shaghaghi ◽  
Maria Joseph Israel ◽  
Smita Ghosh ◽  
Saikat Mondal ◽  
Anindita Mondal Abhishek Biswas
Keyword(s):  
Academic Content

scholarly journals Are We Spending Too Many Years in School? Causal Evidence of the Impact of Shortening Secondary School Duration

2015 ◽  
Vol 16 (1) ◽  
pp. 65-86 ◽  
Author(s):  
Bettina Büttner ◽  
Stephan L. Thomsen
Keyword(s):  
Secondary School ◽  
German Literature ◽  
Educational Choice ◽  
Negative Effects ◽  
Secondary Schooling ◽  
German States ◽  
Tenth Grade ◽  
School Duration ◽  
The Impact ◽  
Academic Content

Abstract During the last decade, most of the German states have abolished the final year of higher secondary schooling while keeping academic content almost unaltered. We evaluate the effects of the reform in Saxony-Anhalt for the double cohort of graduates in 2007. In 2003, the 13th year of schooling was eliminated for students in grade 9, while tenth grade students were unaffected. This provides a natural experiment for analyzing the impact on schooling achievements and educational choice. We find negative effects on grades in mathematics, but no effects in German literature. Moreover, a significant share of females were found to delay university enrollment.

Coaching Teachers to Use a Simultaneous Prompting Procedure to Teach Core Content to Students With Autism

2017 ◽  
Vol 40 (3) ◽  
pp. 225-245 ◽  
Author(s):  
Elif Tekin-Iftar ◽  
Belva C. Collins ◽  
Fred Spooner ◽  
Seray Olcay-Gul
Keyword(s):  
General Education ◽  
Future Research ◽  
Simultaneous Prompting ◽  
Baseline Design ◽  
Teacher Student ◽  
Core Content ◽  
Study Results ◽  
Students With Autism ◽  
Academic Content ◽  
Over Time

The researchers in this study used a multiple baseline design across dyads to examine the effects of professional development with coaching to train general education teachers to use a simultaneous prompting procedure when teaching academic core content to students with autism and the effects of the procedure on the students’ outcomes. Three teacher–student dyads participated in the study. Results showed that (a) teachers acquired the ability to use the simultaneous prompting procedure with 100% accuracy, maintained the acquired teaching behaviors over time, and generalized them in teaching new academic content to their students; and (b) students acquired the targeted academic content, maintained it over time, and generalized it across different persons and settings. In addition, the students acquired instructive feedback stimuli added to instruction and maintained these over time as well. Last, both the opinions of the teachers and students about the social validity of the study were positive. Future research is needed to support these findings.

A longitudinal study at an English medium instruction university in Turkey: the interplay between English language improvement and academic success

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Doğan Yuksel ◽  
Adem Soruç ◽  
Mehmet Altay ◽  
Samantha Curle
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Grade Point ◽  
Content Learning ◽  
English Medium Instruction ◽  
Positive Effect ◽  
Academic Content

Abstract This article reports a quantitative empirical study that investigated whether English language proficiency increases over time when studying academic content through English Medium Instruction (EMI). It was also investigated whether an increase in proficiency predicts EMI academic achievement. Student English language test score data and Grade Point Average (GPA) data were collected from a public university in Turkey. Two academic subjects were compared: Business Administration (a Social Science subject, n = 81) and Mechatronics Engineering (a Mathematics, Physical and Life Sciences subject, n = 84). Results showed that in both subjects, English language proficiency statistically significantly improved over a four-year period of studying through English. Furthermore, this improvement predicted EMI academic achievement; meaning that the more proficient students became in English, the higher they achieved in their EMI academic studies. This provides evidence for policymakers, EMI practitioners, and language professionals around the world that English does improve when studying academic content through English, and that this improvement has a positive effect on content learning outcomes. Implications of these findings, and suggestions for further research are discussed.

Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten

2018 ◽  
Vol 56 (3) ◽  
pp. 822-867 ◽  
Author(s):  
Christopher P. Brown ◽  
Joanna Englehardt ◽  
David P. Barry ◽  
Da Hei Ku
Keyword(s):  
Public Education ◽  
Standardized Testing ◽  
First Grade ◽  
The United States ◽  
Ethnographic Study ◽  
Local State ◽  
National Education ◽  
Insight Into ◽  
Academic Content ◽  
Education Stakeholders

Kindergarten in the United States has fundamentally changed. It is the new first grade where children are taught increased academic content and experience more standardized testing. There is much debate among education stakeholders about these changes, but such discussions are often siloed— making it difficult to know whether these changes reflect these stakeholders’ understandings of kindergarten specifically or public education in general. This explorative video-cued multivocal ethnographic study addressed this issue by examining how local, state, and national education stakeholders made sense of the changed kindergarten. Such findings provide insight into what it is they viewed driving these academic and instructional changes, what opportunities for further reform exist, and whether these stakeholders will work to support and/or alter such changes.

scholarly journals PRWR: Evidence of Its Effectiveness in Teaching Academic Content-Area Reading Across English Proficiency

DINAMIKA ILMU ◽  
2018 ◽  
Vol 18 (1) ◽  
pp. 75-90
Author(s):  
Azhar Aziz Lubis ◽  
Gunadi Harry Sulistyo
Keyword(s):  
Reading Comprehension ◽  
English Proficiency ◽  
Reading Aloud ◽  
Content Area Reading ◽  
Reading Test ◽  
Content Area ◽  
State University ◽  
Quasi Experimental ◽  
Equivalent Test ◽  
Academic Content

This factorial quasi-experimental 22 study aimed to corroborate the effect of PRWR strategy compared to Translation and Reading Aloud on students’ academic content-area reading comprehension as observed from their English proficiency. The interaction between the strategy and English proficiency was also examined. Data were obtained from a reading comprehension test, a TOEFL PBT Equivalent test, and a questionnaire on students’ perception towards the PRWR strategy. Both the reading test and the questionnaire were expert validated and tried out, whereas the TOEFL PBT Equivalent test was conducted under the auspices of an English institute. 58 sophomore students at a state university in Malang, Indonesia, served as the subjects of the study. This turned out that first; students taught by the PRWR strategy have better reading comprehension than that of by Translation and Reading Aloud. Second, students with high English proficiency taught by the PRWR strategy have better reading comprehension than that of taught by Translation and Reading Aloud. Third, there was no interaction between reading strategy and English proficiency. All in all, the employment of the PRWR strategy was highly recommended in academic content-area reading comprehension.

Writing the Liberal Arts and Sciences

2021 ◽  
Keyword(s):  
Liberal Arts ◽  
Core Values ◽  
Historical Consciousness ◽  
Intellectual Curiosity ◽  
Liberal Arts Education ◽  
Scholarly Community ◽  
Arts And Sciences ◽  
The Core ◽  
Liberal Arts And Sciences ◽  
Academic Content

Starting from informal cross-disciplinary conversations between colleagues, this volume is the result of an experiment in understanding the standpoints and methodologies of others in a multidisciplinary setting. At its heart are the core values of a liberal arts education: intellectual curiosity and the ability to communicate across borders. Written with the aim of communicating academic content to non-specialists, the essays interweave narratives about truth with various kinds of dialogue and the importance of historical consciousness. Together they illustrate the power of writing as a tool for strengthening a scholarly community.

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