Pedagogical Framework for Integrating Developmental Writing and English Composition Through the Accelerated Learning Program Corequisite Model

Within the context of lockdown and pandemic situation, by taking all these conditions in attention, government of Punjab introduced compact and shortened curriculum named as Accelerated learning program for 8th grade students. The accelerated syllabi are usually introduced and implemented to fulfill short term objectives. The current study aimed at investigating how efficient and effective this ALP can be in achieving estimated language proficiency of students. Furthermore, there is some need to get awareness to teachers’ preference and their ALP teaching practices meeting the desired aims. The syllabus has been introduced to minimize the Covid-19-driven learning loss and expedite the teaching and learning procedures to damage control and maximize learning outputs. Therefore, current study was designed as experimental so that researchers can check the impact of ALP on students’ achievements. Moreover, the effect of the independent variable ALP course was checked upon the English proficiency of the learners which is termed as a dependent variable. The 8th grade students at government schools of Bahawalpur district were taken as the population of the study out of which only 60 students were selected by using a random sampling technique and 80 teachers were also selected by using a purposive sampling technique. The findings of the study indicate that there is little or no impact on students’ learning outcomes by the use of ALP course for teaching English language. It is also found that teachers face difficulty while teaching through ALP because it is too compact and it did not include all the language components and skills. In order to obtain the maximum output from ALP, it is suggested to devise comprehensive lesson planning and proper teaching strategies with revised and modified pattern of learning outcomes.

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EVALUASI PROGRAM PERCEPATAN/AKSELERASI BELAJAR DI SD MUHAMMADIYAH SAPEN YOGYAKARTA

Humanus ◽

10.24036/jh.v14i1.5403 ◽

2015 ◽

Vol 14 (1) ◽

pp. 63

Author(s):

Ofianto Ofianto

Keyword(s):

Elementary School ◽

Teaching Experience ◽

Subjective Assessment ◽

Accelerated Learning ◽

Objective Data ◽

Learning Program ◽

Accelerated Program ◽

Data Assessment ◽

Evaluative Research ◽

Selection Of

This study aims to explore the feasibility of information about an accelerated program at the Muhammadiyah Sapen elementary school Yogyakarta, to describes empirically as well evaluating the implementation of an accelerated program about. This research can be categorized as an evaluative research with a qualitative approach.Data were collected through interviews, observation and studying documents, then analyzed inductively and constantly through categorization, classification, and reduction. The subjects were the school principals, chief of acceleration program, teachers, parents and participants of the acceleration program. The results showed that the selection of program participants has not fully meet the established criteria. Each student must pass four selections; the selection of objective data, subjective assessment, health requirements, and students readiness and parents support. The four aspects has not been done properly, particularly aspects of objective data assessment. Selection of teachers has not been conducted based on the criteria. Teachers are still determined by the principal and teaching experience is ignored. For the curriculum, funding and infrastructure already fulfill the criteria.Keywords: evaluation, accelerated learning program, elementary school

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Accelerated Learning Programs for Out-of-School Girls: The Impact on Student Achievement and Traditional School Enrollment

FIRE Forum for International Research in Education ◽

10.32865/fire20206225 ◽

2020 ◽

Vol 6 (2) ◽

Author(s):

Jennifer Randall ◽

Francis O'Donnell ◽

Sandra Botha

Keyword(s):

Student Achievement ◽

School Enrollment ◽

Accelerated Learning ◽

Learning Program ◽

Traditional School ◽

Post Conflict ◽

Learning Programs ◽

School Girls ◽

The Impact ◽

Out Of School

Within the context of post-conflict DRC, we examined the impact of the Accelerated Learning Program for out-of-school girls

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PROFIL BERPIKIR KREATIF SISWA KELAS AKSELERASI DALAM MEMECAHKAN MASALAH MATEMATIKA TERBUKA

Jurnal Ilmiah Matematika dan Pendidikan Matematika ◽

10.20884/1.jmp.2014.6.2.2905 ◽

2014 ◽

Vol 6 (2) ◽

pp. 65

Author(s):

Eni Eni Defitriani

Keyword(s):

Human Resources ◽

Creative Thinking ◽

Mathematical Problem ◽

Accelerated Learning ◽

Learning Program ◽

Mathematical Problems ◽

Qualitative Descriptive ◽

Thinking Process ◽

Pass Through ◽

Depth Interviews

The background of the research is the needs of human resources that are able to think creatively in order to utilize and develop science and technology. One of the ways to overcome it is to optimize the improvement of students’ ability to think creatively in accelerated classes. Accelerated classes are accelerated learning program. Thus, the need of creative human resources can be immediately fulfilled. The aim of the research are to determine the students’ creativity and describe the process of students’ creative thinking in solving open mathematical problem. Creative thinking process is traced by referring to the stage of creative thinking by Wallas, namely preparation, incubation, illumination, and verification. This research is qualitative- descriptive. The research instruments used in the research were a problem-solving task sheet and in-depth interviews. The subjects in this research were students in accelerated classes in Jambi. Analysis of data used data analysis according to Miles and Huberman which consists of data reduction, exposure data and drawing conclusions. The results show that there are 8% of creative students from 25 students in accelerated class in solving open mathematical problems. Then 72% are less creative and 20% are not creative. In solving open mathematical problems, creative and less creative students pass through the four stages of creative thinking process by Wallas. Students who are not creative only pass through the three stages of creative thinking process which are preparation, incubation, and illumination.

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Basic Writing Reform as an Opportunity to Rethink First-Year Composition: New Evidence from an Accelerated Learning Program

Journal of Basic Writing ◽

10.37514/jbw-j.2020.39.2.05 ◽

2020 ◽

Vol 39 (2) ◽

pp. 85-111

Author(s):

Rachel Ihara

Keyword(s):

Basic Writing ◽

Accelerated Learning ◽

First Year ◽

Learning Program ◽

First Year Composition ◽

New Evidence

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Blending at Small Colleges: Challenges and Solutions

Online Learning ◽

10.24059/olj.v15i1.191 ◽

2011 ◽

Vol 15 (1) ◽

Author(s):

Ying-Hsiu Liu ◽

Mark Tourtellott

Keyword(s):

College Student ◽

Blended Learning ◽

Systematic Approach ◽

New Technologies ◽

Private College ◽

Accelerated Learning ◽

Small Colleges ◽

Student Enrollment ◽

Learning Program ◽

Learning Programs

The implementation of blended accelerated learning programs or courses requires a systematic approach, not just the addition of new technologies. Small colleges face challenges when they move toward blended learning because of already-constrained resources. In this article, we will survey issues faced by small colleges in moving to blended learning, document a case on how a small private college (student enrollment less than 3,000) implemented a blended accelerated learning program, and recommendations for small colleges looking to move toward a similar direction.

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