scholarly journals Learning the Disciplines Through Linguistic Feedback: Contribution to the Development of a Discipline-Specific, Formative Evaluation of Students’ Assignments

2022 ◽  
Vol 4 (4) ◽  
pp. p38
Author(s):  
Vibeke Christensen ◽  
Peter Hobel
Keyword(s):  
Formative Evaluation ◽  
Writing Development ◽  
Word Choice ◽  
Meso Level ◽  
Lower Priority ◽  
Upper Secondary ◽  
Teachers And Students ◽  
Write To Learn ◽  
Writing Feedback ◽  
The Relationship

Students write to learn. Besides, enculturation to the disciplinary discourse happens during writing. Feedback on the assignments from the students scaffolds students’ writing development and learning paths. However, knowledge about the relationship between language, including argumentation in the discipline, on one hand, and the content of the discipline, on the other, is needed. This article is based on a socio-cultural approach to writing in the disciplines, and theory on feedback, and focuses on the relationship between the meso-level of texts (sentences, clauses, word choice) and the content of the discipline.  We discuss how insight into the meso-level of texts may be used to improve and to develop feedback and formative evaluation. Cases from an intervention project in a Danish upper secondary school are included, and indicate that teachers and students assign a lower priority to feedback on the meso-level. This article claims that providing feedback on the meso-level strengthens writing development and students’ learning processes. To illustrate how this may be accomplished two texts are analyzed: one from a history class and one from a biology class.

scholarly journals Systematic Review: Challenges in Teaching Writing Skills for Upper Secondary in ESL Classrooms and Suggestions to overcome them

2021 ◽  
Vol 6 (4) ◽  
pp. 262-275
Author(s):  
Saravanan A/L Palanisamy ◽  
Azlina Abdul Aziz
Keyword(s):  
Systematic Review ◽  
Systematic Reviews ◽  
Writing Skills ◽  
Teaching Writing ◽  
Word Choice ◽  
Esl Students ◽  
Upper Secondary ◽  
Teachers And Students ◽  
Research Questions ◽  
Grammar Knowledge

This paper presents a systematic review of relevant published studies on challenges in teaching writing skills for upper secondary in ESL classrooms and solutions to overcome them from year 2012-2020. This systematic review attempts to address two research questions ; i.e. what are the writing challenges of the students and what are the solutions to overcome writing challenges faced by ESL students. 12 single studies and 2 systematic reviews were systematically reviewed and revealed that the most challenges encountered by students in writing are word choice, vocabulary, grammar and poor organisation of ideas. The findings also shed some lights on solutions to overcome the challenges from teachers’ and students’ perspective. Teachers should act as a guidance by providing sample essays, giving feedbacks and choose suitable approach by identifying students’ needs. Meanwhile the students should read more to generate ideas and improve their vocabulary and grammar knowledge.

scholarly journals Implementation of empirical-mathematical modelling in upper secondary physics: Teachers’ interpretations and considerations

1970 ◽  
Vol 4 (2) ◽  
pp. 113-122 ◽  
Author(s):  
Carl Angell ◽  
Per Morten Kind ◽  
Ellen Karoline Henriksen
Keyword(s):  
Mathematical Modelling ◽  
Teaching And Learning ◽  
Physics Teaching ◽  
Physics Learning ◽  
Lower Priority ◽  
Upper Secondary ◽  
Teachers And Students ◽  
Physics Curriculum ◽  
Physical Phenomena ◽  
Modelling Approach

This paper reports on the implementation of an upper secondary physics curriculum with an empirical-mathematical modelling approach. In project PHYS 21, we used the notion of multiple representations of physical phenomena as a framework for developing modelling activities for students. Interviews with project teachers indicate that implementation of empirical-mathematical modelling varied widely among classes. The new curriculum ideas were adapted to teachers’ ways of doing andreflecting on teaching and learning rather than radically changing these. Modelling was taken up as a method for reaching the traditional content goals of physics teaching, whereas goals related to process skills and the nature of science were given a lower priority by the teachers. Our results indicate that more attention needs to be focused on teachers’ and students’ meta-understanding of physics and physics learning.

scholarly journals Læringsressurser og lærerrollen – et partnerskap i endring?

2015 ◽  
Vol 9 (1) ◽  
pp. 18 ◽  
Author(s):  
Ingvill Rasmussen ◽  
Andreas Lund
Keyword(s):  
The Internet ◽  
Multiple Resources ◽  
School Subjects ◽  
Upper Secondary ◽  
Ultimate Source ◽  
Teachers And Students ◽  
The Relationship ◽  
Upper Secondary Level ◽  
Empirical Material ◽  
The Continuum

I artikkelen blir relasjonen mellom læringsressurser og lærerrollen undersøkt. Dataene som analyseres består av intervjuer av lærere og elever i fagene historie og engelsk på ungdomstrinnet og i videregående. Analysene viser sentrale temaer i lærere og elevers erfaringer med læreboka og Internett. Vi bruker kontinuumet fra lukkede til åpne ressurser som et begrepsmessig bakteppe for å speile det empiriske materialet. Ved å bruke lærernes og elevenes egne utsagn har vi i analysene forsøkt å beskrive hva som karakteriserer undervisningspraksiser i dag. Våre analyser viser framveksten av det vi har kalt hybride praksiser. Dette er praksiser hvor læreboka har mistet sin suverene posisjon som eneste kunnskapskilde, noe som impliser at lærere stilles overfor nye krav til både å bistå elevene i å vurdere troverdigheten i de Internettbaserte ressursene, og til å organisere undervisningen i forhold til trusselen fra ikke-faglige aktiviteter. Vi finner at lærerne responderer ulikt på denne utviklingen, men en tendens ser ut til å være at de utvikler og tilpasser oppgaver og aktiviteter for sin elevgruppe – lærere blir da i økende grad også designere av undervisningsopplegg.Nøkkelord: lærer, multiple ressurser, lærebok, InternettAbstractThe article investigates the relationship between learning resources and the teacher’s role. The data analyzed consists of interviews with teachers and students in the school subjects of history and English at the secondary and at the upper secondary level. Our analysis shows the central themes that teachers and students communicated with regard to their experiences with the use of textbooks and the Internet. We use the continuum from closed to open resources as a conceptual backdrop to mirror the empirical material. Through the use of the teachers’ and the students’ statements we describe what characterizes teaching practices today. Our analyses show the emergence of what we have called hybrid practices. These are practices in which the textbook has lost its position as the ultimate source of knowledge. The implication is that teachers are faced with new requirements both to assist students in assessing the credibility of the Internet-based resources, and to organize teaching in relation to the threat posed by activities that involve resources that may not be authoritative. We find that teachers respond differently to this trend, but a tendency seems to be that they develop tasks and activities tailor-made for their students, and increasingly become designers of educational activities.Key words: teacher, multiple resources, textbook, Internet

scholarly journals Modeling and Analysis on Teacher-Student Relationship

2019 ◽  
Vol 2019 ◽  
pp. 1-7
Author(s):  
Li Xu ◽  
Qi Yang
Keyword(s):  
Discrete Model ◽  
Equation Model ◽  
Reciprocal Relations ◽  
Modeling And Analysis ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Sample Data ◽  
Teachers And Students ◽  
Student Relationship ◽  
The Relationship

Although the teacher-student relationship has been addressed in some studies, the cooperation or reciprocal relations between teachers and students have not been explored sufficiently. In this paper, a difference equation model is applied to express the relationship, stability analysis at the positive steady state of the discrete model is done to verify that the performance output is not empty, and hypothesis testing is conducted to show the validity of the model by means of sample data from a college. Then some reasonable suggestions are proposed to improve the performance output of teachers and students.

scholarly journals Religiosity as a factor protecting against problem behaviour in adolescence

2015 ◽  
Vol 21 (1-2) ◽  
pp. 63-89
Author(s):  
Iwona Niewiadomska ◽  
Rafał P. Bartczuk ◽  
Joanna Chwaszcz ◽  
Stanisław Fel ◽  
Weronika Augustynowicz ◽  
...  
Keyword(s):  
Problem Behaviour ◽  
Problem Behaviours ◽  
Upper Secondary ◽  
The Impact ◽  
The Relationship ◽  
Moderating Role ◽  
Upper Secondary Schools ◽  
Conceptual Work ◽  
Different Levels

Abstract This article explores the question, to what degree religiosity contributes, as a protecting factor against a broad category of socially deviant adolescent and youth behaviours. It also tests the hypothesis that gender plays a moderating role in the relationship between religiosity and problem behaviour. It employs a modified version of the Problem Behaviour Syndrome Measure (PBSM), in concert with Jessor and Jessor’s conceptual work. It also makes use of the Duke Religion Index (DUREL) to assess religiosity. The empirical study deals with a representative group of 960 students of upper-secondary schools in the Lubelskie province, Poland. The results were analyzed using canonical analysis and ANOVA. The achievements of the article are twofold. First, it identifies significant correlations between the different levels of religiosity among youth, and the occurrence and intensification of problem behaviours, particularly in regard to organized activity. Organized and intrinsic religiosity play principal protective roles, while the impact of personal religious practices is less significant. Secondly, while analyzing the moderating role of gender in the relationship between religiosity and the intensity of problem behaviour, it was found that gender does not have a significant interactive impact. An affirmative conclusion was confirmed in only two instances.

scholarly journals Students’ Individual and Social Behaviors with Physical Education Teachers’ Personality

2015 ◽  
Vol 9 (1) ◽  
pp. 154 ◽  
Author(s):  
Azizollah Arbabisarjou ◽  
Mehdi Sadeghian Sourki ◽  
Seyedeh Elaham Hashemi Bonjar
Keyword(s):  
Physical Education ◽  
Sampling Method ◽  
Social Behaviors ◽  
Sample Volume ◽  
Physical Education Teachers ◽  
Statistical Population ◽  
Teachers And Students ◽  
Collection Data ◽  
The Relationship ◽  
Academic Year

<p class="apa">The main objective for this survey is to assess the relationship between physical education teachers’ personality and students’ individual with social behaviors. The statistical population of the study was all the teachers of physical education working at high schools in the academic year 2012-2013. The sample consisted of sixty teachers that were selected by stratified sampling method proportionate to the sample volume. The research method was descriptive-correlative type. The collection data instruments were the five-factor questionnaire of McCrae and Costa (2013) and a questionnaire about beliefs, individual and social behaviors tailored by the researcher. The reliability of two questionnaires in a pilot study was 0.89 and 0.83 respectively. Both questionnaires had conceptual and construct validity. The findings of the study indicated that there was a relationship between personality aspects of physical education teachers and students’ beliefs, individual and social behaviors. Since paying attention to the personality of physical education teachers could help improve the students’ beliefs and individual behaviors.</p>

The Relationship between the Sex Composition of Physical Education Classes and Teacher/Pupil Verbal Interaction

1990 ◽  
Vol 9 (2) ◽  
pp. 152-163 ◽  
Author(s):  
Doune Macdonald
Keyword(s):  
Physical Education ◽  
Observation System ◽  
Positive Interactions ◽  
Sex Composition ◽  
Verbal Interactions ◽  
Class Composition ◽  
Perceptions And Attitudes ◽  
Teachers And Students ◽  
Interactional Analysis ◽  
The Relationship

This study examined the relationship between the sex composition of physical education classes and teacher/pupil interactions. Eighteen Grade 9 or 10 hockey lessons were videotaped and verbal interactions were coded using a modified interactional analysis observation system. All teacher/pupil interactions were classified into one of six categories and the relative frequency of each interactional type was compared as a function of the class composition and the sex of the teacher using nonparametric analyses of contingency. To account for variations in lesson duration, interaction rates were also computed and compared between groups using analysis of variance. The results showed that female teachers gave proportionally more skill based interactions than did male teachers in mixed-sex and in all-girls classes. In mixed-sex classes, boys had a greater proportion of verbal interactions as well as more positive interactions with the teacher than girls did. To gauge the perceptions and attitudes of teachers and students toward stereotyping in physical education, interviews were conducted with the teachers and all pupils completed a standardized 35-item questionnaire. Most girls (90%) did not perceive boys as being favored, but 43% felt that teachers expected boys to perform skills better than girls. A greater percentage of boys (63%) than girls (48.5%) agreed that physical education in schools should be made more important.

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