scholarly journals From the Editors/Un mot des editrices

1993 ◽  
Vol 11 (1) ◽  
pp. 05
Author(s):  
Janet Carroll ◽  
Sheena Gardner
Keyword(s):  
Learning Outcomes ◽  
Exploratory Study ◽  
Vocabulary Knowledge ◽  
Classroom Research ◽  
Esl Students ◽  
Grammatical Knowledge ◽  
Major Objective ◽  
Specific Content ◽  
Discourse Connectives ◽  
Over Time

The paper reports on an exploratory study of the acquisition of specific content vocabulary, discourse connectives and grammatical knowledge over time by instructed adult L2 learners. A major objective of the study was the development of an appropriate methodology and instruments for classroom research on these questions. The study followed 37 intermediate level ESL students through one semester, including one class in a theme based program centered on comprehension activities, and a comparison class in a four-skill program. Findings are reported and discussed in terms of the methodology and instruments developed and adapted for the study, and of learning outcomes for the two groups. The instruments proved to be largely appropriate for our purposes. The findings indicate that gains on grammatical knowledge measures were somewhat greater for the four-skill class, while the comprehension-based demonstrated greater gains in vocabulary knowledge (both discourse connectives and content words).

scholarly journals An Exploratory Study of COVID-19 Information on Twitter in the Greater Region

2021 ◽  
Vol 5 (1) ◽  
pp. 5
Author(s):  
Ninghan Chen ◽  
Zhiqiang Zhong ◽  
Jun Pang
Keyword(s):  
Machine Learning ◽  
Social Networks ◽  
Online Social Networks ◽  
Exploratory Study ◽  
Representation Learning ◽  
Data Driven ◽  
Learning Methods ◽  
Twitter Users ◽  
Over Time

The outbreak of the COVID-19 led to a burst of information in major online social networks (OSNs). Facing this constantly changing situation, OSNs have become an essential platform for people expressing opinions and seeking up-to-the-minute information. Thus, discussions on OSNs may become a reflection of reality. This paper aims to figure out how Twitter users in the Greater Region (GR) and related countries react differently over time through conducting a data-driven exploratory study of COVID-19 information using machine learning and representation learning methods. We find that tweet volume and COVID-19 cases in GR and related countries are correlated, but this correlation only exists in a particular period of the pandemic. Moreover, we plot the changing of topics in each country and region from 22 January 2020 to 5 June 2020, figuring out the main differences between GR and related countries.

Weaving Interdisciplinary and Discipline-Specific Content into Palliative Care Education: One Successful Model for Teaching End-of-Life Care

2013 ◽  
Vol 67 (1-2) ◽  
pp. 201-206 ◽  
Author(s):  
Katherine P. Supiano
Keyword(s):  
Palliative Care ◽  
Learning Outcomes ◽  
End Of Life Care ◽  
Interdisciplinary Approach ◽  
Specific Knowledge ◽  
Specific Content ◽  
Successful Model ◽  
Palliative Care Education ◽  
Complex Patients ◽  
Essential Contribution

While palliative care is best delivered in an interdisciplinary format, courses teaching the interdisciplinary approach to palliative care are rare in healthcare education. This article describes a graduate-level course in palliative care for students in nursing, pharmacy, social work, and gerontology taught by faculty from each discipline. The overarching goals of this course are to convey core palliative care knowledge across disciplines, articulate the essential contribution of each discipline in collaborative care, and to define interdisciplinary processes learners need to understand and navigate interdisciplinary palliative care. Learning outcomes included increased knowledge in palliative care, enhanced attitudes in practice and application of skills to clinical practice settings, increased ability to contribute discipline-specific knowledge to their teams' discussions, and a sense of increasing confidence in participating in the care of complex patients, communicating with families, and contributing to the team as a member of their own discipline.

scholarly journals Context, word, and student predictors in second language vocabulary learning

2018 ◽  
Vol 40 (1) ◽  
pp. 137-166 ◽  
Author(s):  
EVELIEN MULDER ◽  
MARCO VAN DE VEN ◽  
ELIANE SEGERS ◽  
LUDO VERHOEVEN
Keyword(s):  
Second Language ◽  
Learning Outcomes ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Levenshtein Distance ◽  
Context Word ◽  
Learning Gain ◽  
English Sentence ◽  
Contextual Support ◽  
L2 Vocabulary

ABSTRACTWe examined to what extent the variation in vocabulary learning outcomes (vocabulary knowledge, learning gain, and rate of forgetting) in English as a second language (L2) in context can be predicted from semantic contextual support, word characteristics (cognate status, Levenshtein distance, word frequency, and word length), and student characteristics (prior vocabulary knowledge, reading ability, and exposure to English) in 197 Dutch adolescents. Students were taught cognates, false friends, and control words through judging sentences with varying degrees of semantic contextual support using a pretest/posttest between subjects design. Participants were presented with an English target word and its Dutch translation, followed by an English sentence. They were instructed to judge the plausibility of the sentence. Mixed-efffects models indicated that learning gains were higher for sentences with more semantic contextual support and in students with stronger reading comprehension skills. We were the first to show that Levenshtein distance is an important predictor for L2 vocabulary learning outcomes. Furthermore, more accurate as well as faster learning task performance lead to higher learning outcomes. It can thus be concluded that L2 study materials containing semantically supportive contexts and that focus on words with little L1-L2 overlap are most effective for L2 vocabulary learning.

scholarly journals State Boards of Education: Lesser Known Policy Actors

2018 ◽  
Vol 33 (1) ◽  
pp. 205-233 ◽  
Author(s):  
Michelle D. Young ◽  
Bryan A. VanGronigen ◽  
Amy Luelle Reynolds
Keyword(s):  
Exploratory Study ◽  
Policy Making ◽  
Boards Of Education ◽  
Policy Actors ◽  
Policy Work ◽  
Over Time

Few scholars have engaged in close examinations of state boards of education (SBOEs), their make-up, or the broader implications of their influence over time. SBOE membership, authority, and impact differ significantly across the 50 states. This article reports findings from an exploratory study of three SBOEs and their role as policy actors. Thinking about SBOEs as policy actors focuses attention not only on the power, authority, and policy-making functions of SBOEs, but also on the individuals who serve on SBOEs, their actions, and the discourses constructed through the performance of their policy work.

scholarly journals The dyad is not enough

2021 ◽  
Vol 58 (3) ◽  
Author(s):  
Torbjörn Bildtgård ◽  
Marianne Winqvist ◽  
Peter Öberg
Keyword(s):  
Life Course ◽  
Exploratory Study ◽  
Social Dynamics ◽  
Intimate Partner ◽  
Life Course Perspective ◽  
Third Party ◽  
Older Parents ◽  
Biological Children ◽  
Over Time

The increasing prevalence of ageing stepfamilies and the potential of stepchildren to act as a source of support for older parents have increased the interest in long-term intergenerational step relationships. Applying a life-course perspective combined with Simmel’s theorizing on social dynamics, this exploratory study aims to investigate the preconditions for cohesion in long-term intergenerational step relationships. The study is based on interviews with 13 older parents, aged 66–79, who have raised both biological children and stepchildren. Retrospective life-course interviews were used to capture the development of step relationships over time. Interviews were analysed following the principles of analytical induction. The results reveal four central third-party relationships that are important for cohesion in intergenerational step relationships over time, involving: (1) the intimate partner; (2) the non-residential parent; (3) the bridge child; and (4) the stepchild-in-law. The findings have led to the conclusion that if we are to understand the unique conditions for cohesion in long-term intergenerational step relationships, we cannot simply compare biological parent–child dyads with step dyads, because the step relationship is essentially a mediated relationship.

scholarly journals ESL and content teachers’ collaboration

2019 ◽  
Vol 14 (1) ◽  
pp. 1-18
Author(s):  
Amanda Giles ◽  
Bedrettin Yazan
Keyword(s):  
Teacher Learning ◽  
Learning Outcomes ◽  
Administrative Support ◽  
Teaching Practice ◽  
School Administrators ◽  
Collaborative Partnerships ◽  
Esl Students ◽  
Esl Teachers ◽  
Educational Stakeholders ◽  
Mainstream Classrooms

This paper reviews the earlier studies to synthesize the benefits and challenges of ESL and content teachers’ collaboration and discusses Amanda’s recent experiences of collaboration in a middle school in the Southeastern U.S. Previous studies document the collaborative benefits (DelliCarpini, 2018), which include teacher learning, increased ESL students’ participation, and strengthened professional partnerships. However, ESL and content teachers’ collaboration has yet to become a routine teaching practice in the U.S., particularly in secondary mainstream classrooms, because of the reported challenges (Dove & Honigsfeld, 2018), such as teachers’ incompatible personalities and beliefs (Arkoudis, 2003), conflicting schedules (Peercy, Ditter, & DeStefano, 2016), inconsistent administrative support (Villa, Thousand, Nevin, Liston, 2005), and the ESL teacher’s relegated role compared to the content teacher (Ahmed Hersi, Horan, & Lewis, 2016). In order for ESL and content teachers’ collaboration to be a pathway for equitable learning outcomes for ESL students, educational stakeholders, namely content teachers, ESL teachers, and school administrators, need to share responsibility for planning for and teaching ESL students. This begins with school administrators who can foster a culture of collaboration, and content and ESL teachers who can take steps to build and strengthen collaborative partnerships. More specific recommendations are discussed in the conclusion.

Usefulness of Accounting Estimates

2016 ◽  
Vol 32 (1) ◽  
pp. 123-135 ◽  
Author(s):  
Li Li Eng ◽  
Thanyaluk Vichitsarawong
Keyword(s):  
Cash Flow ◽  
Exploratory Study ◽  
Abnormal Returns ◽  
Cash Flows ◽  
Recent Period ◽  
Future Earnings ◽  
China And India ◽  
Accounting Estimates ◽  
Out Of Sample ◽  
Over Time

This is an exploratory study to examine the quality or usefulness of accounting estimates of companies in China and India over time. Specifically, we examine how well the accounting estimates are able to predict future earnings and cash flows during the period 2003-2013. The results for India indicate that the out-of-sample earnings and cash flow predictions derived are more accurate and more efficient in the more recent period (2010-2013) than the earlier period (2003-2006). In contrast, the out-of-sample earnings and cash flow predictions for China are generally more biased, less accurate, and less efficient. The results indicate abnormal returns earned on hedge portfolios formed on earnings (cash flow) predictions for India in the recent period. In contrast, none of the portfolios for China earn positive returns. The results suggest that the accounting estimates in India in recent years have become better predictors of future earnings and cash flow than accounting estimates in the earlier period. However, the accounting estimates in China are not relevant for predicting earnings and cash flows over the years in the sample period.

Research on Corporate Sustainability

2021 ◽  
pp. 49-69
Author(s):  
H. Buluthan Cetintas
Keyword(s):  
Content Analysis ◽  
Research Methods ◽  
Exploratory Study ◽  
Corporate Sustainability ◽  
Brand Value ◽  
Analysis Method ◽  
Sustainability Research ◽  
Content Analysis Method ◽  
Subject Areas ◽  
Over Time

Corporate sustainability (CS) has many advantages such as enhancing brand value, providing reputation, and also focuses on gaining the trust of stakeholders. This is a qualitative exploratory study; its goal is to understand how CS research has changed over time. The most cited articles were selected from the journals indexed in SSCI (2000-2019). One hundred and two articles were selected and analyzed by content analysis method. Nature of typical samples, major themes, and research methods used were sought to investigate in CS research. Results showed that there was some scarcity in studies choosing a particular country as a sample. There were no articles in areas important for sustainability research. Besides, index types are barely used in articles. Some subject areas have attracted attention for years and haven't lost their popularity, but some remained in the background. The most used method was content analysis.

scholarly journals Examining Performance on a Process-Based Assessment of Word Learning in Relation to Vocabulary Knowledge and Learning in Vocabulary Intervention

2019 ◽  
Vol 40 (05) ◽  
pp. 344-358
Author(s):  
Elizabeth Spencer Kelley ◽  
Howard Goldstein
Keyword(s):  
Reading Comprehension ◽  
Preschool Children ◽  
Young Children ◽  
Word Learning ◽  
Exploratory Study ◽  
Semantic Knowledge ◽  
Learning Opportunities ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
Knowledge Based

AbstractVocabulary knowledge of young children, as a well-established predictor of later reading comprehension, is an important domain for assessment and intervention. Standardized, knowledge-based measures are commonly used by speech-language pathologists (SLPs) to describe existing vocabulary knowledge and to provide comparisons to same-age peers. Process-based assessments of word learning can be helpful to provide information about how children may respond to learning opportunities and to inform treatment decisions. This article presents an exploratory study of the relation among vocabulary knowledge, word learning, and learning in vocabulary intervention in preschool children. The study examines the potential of a process-based assessment of word learning to predict response to vocabulary intervention. Participants completed a static, knowledge-based measure of vocabulary knowledge, a process-based assessment of word learning, and between 3 and 11 weeks of vocabulary intervention. Vocabulary knowledge, performance on the process-based assessment of word learning, and learning in vocabulary intervention were strongly related. SLPs might make use of the information provided by a process-based assessment of word learning to determine the appropriate intensity of intervention and to identify areas of phonological and semantic knowledge to target during intervention.

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