The Quality of Recent Studies in Content-Area Writing in Secondary Classrooms

ABSTRACTPrevious research provides evidence about a relationship between the quality of questions and the depth of processing of an input. If questions about a subject matter are asked in a certain way, students are likely to process it in depth. In this article, inputs, question levels, and depths of processing are described. Three categories of coding were defined through observation of secondary classrooms in Zaire: (a) reproducing words (rote), (b) reproducing content (comprehension 1), (c) generating new content (comprehension 2). After teacher training emphasizing student comprehension, statistically significant shifts from Category 1 behavior to Category 2 and 3 behavior were observed in the experimental classes. It is suggested that surface or deep processing can be induced by manipulating certain dimensions of inputs and questions.

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The Quality of English Coursebook for Nursing Department Student (Based on Students’, Lecturers’, And Experts’ Perspective)

JOALL (Journal of Applied Linguistics and Literature) ◽

10.33369/joall.v2i2.5961 ◽

2017 ◽

Vol 2 (2) ◽

pp. 102-112

Author(s):

Qoriatur Rahma ◽

Safnil Safnil ◽

Arono Arono

Keyword(s):

Nursing Students ◽

Language Use ◽

Physical Appearance ◽

Content Area ◽

Evaluative Study ◽

Nursing Department

This research was aimed to find out the students’, lecturers’, and experts’ perspective toward the quality of the English coursebook for nursing department students. This research was an evaluative study. The participants of this research were 3 experts, 3 lecturers and 80 nursing students. The instrument of this research was an evaluation checklist based on Mc.Donough and Shaw’s criteria. The findings of the research were (1) over eighty percent participants agreed that syllabus fulfills the criteria for quality a nursing coursebook; (2) over eighty percent participants agreed that the content area fulfills the criteria for quality a nursing coursebook; (3) over ninety percent participants agreed that layout and physical appearance fulfills the criteria for quality a nursing coursebook; (4) over eighty percent participants agreed that practicality fulfills the criteria for quality a nursing coursebook; (5) over eighty percent participants agreed that language use fulfills the criteria for quality a nursing coursebook.

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Mapping the quality of feedback to support students’ learning in lower secondary classrooms

Cambridge Journal of Education ◽

10.1080/0305764x.2013.855171 ◽

2013 ◽

Vol 44 (1) ◽

pp. 75-92 ◽

Cited By ~ 16

Author(s):

Siv M. Gamlem ◽

Elaine Munthe

Keyword(s):

Secondary Classrooms ◽

Support Students

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Using Content Structure in Course Design

Journal of Educational Technology Systems ◽

10.2190/4g3v-unrb-v08c-py4n ◽

1985 ◽

Vol 14 (2) ◽

pp. 137-147 ◽

Cited By ~ 1

Author(s):

Brent G. Wilson

Keyword(s):

Learning Outcomes ◽

Course Design ◽

Content Area ◽

Basic Principles ◽

Content Structure ◽

Elaboration Theory ◽

Course Structure ◽

Quality Of Learning ◽

Text Cues

The purpose of this article is to suggest some strategies for analyzing and organizing concepts in a given content area, following the elaboration theory of instruction. Based on three main kinds of structure — taxonomies, procedures, and models — the following principles are presented: 1) teach content structure explicitly through diagram, figures, and text cues, 2) use content structure in the organization of lessons; that is, course structure should reflect content structure, and 3) sequence instruction in a general-to-detailed order, building upon central constructs in an elaborative cycle. Following these basic principles should enhance the meaningfulness of what is learned, resulting in improved quantity and quality of learning outcomes.

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