TEACHING TIME MANAGEMENT: EFFECTS ON STUDENT PARTICIPATION DURING THE GREEK LANGUAGE INSTRUCTION

2018 ◽  
Author(s):  
Vasiliki Golfinopoulou ◽  
Charis Tziovara
Keyword(s):  
Time Management ◽  
Student Participation ◽  
Language Instruction ◽  
Greek Language ◽  
Teaching Time ◽  
Management Effects

Teaching Time Management:

1983 ◽  
Vol 7 (1) ◽  
pp. 77-85
Author(s):  
Ann Weaver Nichols
Keyword(s):  
Time Management ◽  
Teaching Time

De Taalontwikkelende Vakleerkracht

2006 ◽  
Vol 76 ◽  
pp. 39-48 ◽  
Author(s):  
Dolly van Eerde ◽  
Maaike Hajer ◽  
Annelies Riteco ◽  
Gerda Swank
Keyword(s):  
Professional Development ◽  
Case Studies ◽  
Student Participation ◽  
Language Instruction ◽  
Future Research ◽  
Development Projects

For the implementation of content-based language instruction a better understanding is required of content teachers' behaviour and thinking. This understanding could form the basis of a strategically designed package of professional development activities as well as for the design of pre-service curricula. The results of seven case studies showT how teachers develop their interaction practice and their thinking about student participation in interaction. The findings show a hypothetical pattern in this development. The article discusses the consequences of the results for the context and conditions of implementation and professional development projects and outlines perspectives for future research.

scholarly journals The Greek Language Education in Albania: A Professional Development Framework for Greek Language Teachers

2020 ◽  
Vol 3 (3) ◽  
pp. 106-112
Author(s):  
Spyros Bouras
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Language Education ◽  
Language Instruction ◽  
Minority Education ◽  
Language Teachers ◽  
Professional Development Program ◽  
Greek Language ◽  
Development Framework ◽  
Starting Point

The main purpose of this study is the design, implementation and evaluation of a professional development program for Greek language teachers in minority education in Albania. The education of the Greek minority in Albania has been a separate part of the whole educational system of the country that has its own features and its own history (Barkas, 2011). Τhe starting point of the present study will be to outline the existing educational situation and to explore the needs of a) the specific teachers and b) the views of the head teachers and c) the professors at the University of Argyrokastro in order to form an overall picture of their training needs, their views and their suggestions for continuing education. The ultimate goal is to present an integrated professional development context for Greek language teachers in the minority education in Albania and we hope that the suggested professional development program for minority education teachers will be an effective one to upgrade their work and, in the long run, to make a decisive contribution to the qualitative upgrading of the Greek language instruction.

scholarly journals Emotional Intelligence and Values in Digital World through Emoticons among Indian Students and Faculty

2021 ◽  
Vol 2 (2) ◽  
pp. 267-276
Author(s):  
Bhuvaneswari G ◽  
Subhasri Vijayakumar
Keyword(s):  
Emotional Intelligence ◽  
Conversation Analysis ◽  
Communication Skills ◽  
Time Management ◽  
Soft Skills ◽  
Communication Strategy ◽  
Self Management ◽  
Digital World ◽  
Teaching Time ◽  
Indian Students

This study aims to striking differences between emotions in the real world, and emoticons of the digital world are the key focus areas as emotions play a crucial role in communication. It is undeniable that the emoticons of the digital world have changed altogether the way language is being perceived. This study also insists that while teaching time management and soft skills to students, it is vital to teaching digital communication (expressions via online). Therefore, it may need to be stressed in the curriculum. Conversation analysis or 'talk-in-interaction, a communication strategy, insists that everyday conversations have significance on the initiator—the method using the Emotional and Social Competency Inventory (ESCI) to get the analysis done. The results confirm a significant relationship between emotional intelligence (particularly on the clusters of self-management, social awareness, and relationship management) and communication skills.

Implementation of the Project P.A.T.H.S. in Hong Kong: observations based on the Co-Walker Scheme

2011 ◽  
Vol 23 (4) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Catalina S.M. Ng ◽  
Louis P.F. Toh
Keyword(s):  
Time Management ◽  
Student Participation ◽  
Predictors Of Success ◽  
Regression Analyses ◽  
Implementation Quality ◽  
Implementation Phase ◽  
Tier 1 ◽  
Program Adherence ◽  
Control Degree

Abstract The implementation quality of the Tier 1 Program (Secondary 1 Program) of the Project P.A.T.H.S. in the third year of the Full Implementation Phase was examined in this study, with classroom observations of 233 units in 157 schools. Results demonstrated that the overall level of program adherence was generally high with an average of 72.96%. A total of 13 aspects regarding program delivery were significantly correlated. Multiple regression analyses indicated that overall implementation quality was significantly predicted by student participation and involvement, classroom control, use of positive and supportive feedback, degree of achievement of the objectives, and time management. Student participation and involvement, classroom control, degree of achievement of the objectives, and time management were significant predictors of success of implementation.

Implementation of the Secondary 3 Program of Project P.A.T.H.S.: observations based on the co-walker scheme

2012 ◽  
Vol 24 (3) ◽  
pp. 261-266
Author(s):  
Daniel T.L. Shek ◽  
Cecilia M.S. Ma
Keyword(s):  
Student Motivation ◽  
Time Management ◽  
Student Participation ◽  
Regression Analyses ◽  
Implementation Quality ◽  
Implementation Phase ◽  
The Third ◽  
Tier 1 ◽  
Program Adherence

Abstract The present study was conducted to explore the implementation quality of the Secondary 3 Program of the Tier 1 Program of Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in the third year of the Full Implementation Phase. Classroom observations of 182 units in 129 schools were conducted. Results showed that the overall level of program adherence was 73.9%. Thirteen aspects concerning program delivery were significantly correlated. Multiple regression analyses revealed that overall implementation quality was significantly predicted by student participation and involvement, strategies to enhance student motivation, use of positive and supportive feedback, degree of achievement of the objectives, and lesson preparation. Success of implementation was significantly predicted by student participation and involvement, classroom control, use of positive and supportive feedback, opportunity for reflection, degree of achievement of the objectives and time management. The present findings generally suggest that the implementation quality of Project P.A.T.H.S. was high.

Improving Speech and Language Services through Effective Time Management

1983 ◽  
Vol 14 (2) ◽  
pp. 86-91 ◽  
Author(s):  
Barbara W. Travers
Keyword(s):  
Time Management ◽  
Management Strategies ◽  
Federal State ◽  
Speech Language Pathologist ◽  
School Based ◽  
Work Area ◽  
Paper Work ◽  
Areas Of Concern ◽  
State And Local ◽  
Therapeutic Services

This paper presents strategies for increasing the effectiveness and efficiency of the school-based speech-language pathologist. Various time management strategies are adapted and outlined for three major areas of concern: using time, organizing the work area, and managing paper work. It is suggested that the use of such methods will aid the speech-language pathologist in coping with federal, state, and local regulations while continuing to provide quality therapeutic services.

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