scholarly journals Using a Data-driven Learning Program to Enhance EFL Student Teachers’ Psychological Flow

2022 ◽  
Vol 8 (1) ◽  
pp. 93-119
Author(s):  
Dr. Heba Moustafa Elmansi
Keyword(s):  
Student Teachers ◽  
Data Driven ◽  
Learning Program

The Impact of Data-driven Learning based Program on Developing Student Teachers’ Lexico-grammatical Performance Skills in EFL Writing

2021 ◽  
Author(s):  
Heba Moustafa Elmansi ◽  
El-Sayed Mohamad Dadour ◽  
Aly AbdelSamea Qoura ◽  
Taghreed Ali Hamada
Keyword(s):  
Student Teachers ◽  
Data Driven ◽  
Efl Writing ◽  
Performance Skills ◽  
The Impact

scholarly journals Student-Teachers’ Perceptions of Second Language Teaching in the CBL Program: Identity Construction and Development

2017 ◽  
Vol 8 (4) ◽  
pp. 21 ◽  
Author(s):  
Shu-Fen Yeh
Keyword(s):  
Second Language ◽  
Identity Development ◽  
Language Learning ◽  
Student Teachers ◽  
Second Language Learning ◽  
Social Contexts ◽  
Learning Program ◽  
School Students ◽  
Teachers Perceptions ◽  
Learning And Teaching

In recent times, researchers of second language learning have suggested that second language learning is not simply a cognitive or linguistic issue, but is also a social, political, and cultural one (e.g., Atkinson, 2002; Firth & Wagner, 1997; Larsen-Freeman, 2007). Research on student-teachers’ identity (e.g., Atkinson, 2004; Day & Kington, 2008; Wenger, 1998) also stresses the importance of identity development to help students with setting goals and learning (e.g., Olsen, 2008). Therefore, this qualitative research aimed to investigate STs’ identity development and how identity transfers knowledge to facilitate the learning and teaching processes. This study applied a two-semester community-based learning program involving 40 university students and 50 elementary school students in Taiwan. It was found that negotiating multiple discourses in diverse social contexts is another dimension of learning sources for student-teachers’ understanding of personal values, increasing the awareness of social responsibilities, and fashioning their personal and pedagogical identities. 

scholarly journals The Impact of Data-driven Learning based Program on Developing Student Teachers’ Lexico-grammatical Performance Skills in EFL Writing

2021 ◽  
Vol 7 (3) ◽  
pp. 37-65
Author(s):  
Heba Moustafa Elmansi ◽  
Dr. El-Sayed Mohamad Dadour ◽  
Dr. Aly AbdelSamea Qoura ◽  
Dr. Taghreed Ali Hamada
Keyword(s):  
Student Teachers ◽  
Data Driven ◽  
Efl Writing ◽  
Performance Skills ◽  
The Impact

A Systematic Review of Using Discipline-Specific Corpora for Lexico-Grammatical Pattern Learning

2018 ◽  
Vol 8 (1) ◽  
pp. 31-49 ◽  
Author(s):  
Shaoqun Wu ◽  
Liang Li ◽  
Ian Witten ◽  
Alex Yu
Keyword(s):  
Language Learning ◽  
Computer Science ◽  
Academic Writing ◽  
Learning System ◽  
Data Driven ◽  
Future Research ◽  
Pattern Learning ◽  
Learning Approach ◽  
Learning Program

This article reports on a language learning system and a program designed to help students with academic vocabulary in the New Zealand university computer science department. The system is a learner-friendly corpus-based tool that allows students to look up lexico-grammatical patterns of a given word in academic writing. The program, based on a data-driven learning approach, comprises tutorials, workshops, and follow-up exercises that help students learn useful formulaic patterns of academic words that are typical in computer science. The authors' results capture students' awareness of language patterns in academic text and their growing confidence in using academic words with the assistance of the tool. Not surprisingly, interpreting and transferring the corpus data into students' own writing requires training and practice. The effectiveness and limitations of the resources and tools used in this learning program are examined, and suggestions are made for further improvement and future research.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

2020 ◽  
Vol 5 (1) ◽  
pp. 290-303
Author(s):  
P. Charlie Buckley ◽  
Kimberly A. Murza ◽  
Tami Cassel
Keyword(s):  
Data Analysis ◽  
Professional Learning ◽  
Social Communication ◽  
Special Educators ◽  
Service Providers ◽  
Integrative Approach ◽  
Theory Approach ◽  
Learning Program ◽  
Speech Language Pathologists ◽  
Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

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