CONTEMPORARY PRACTICES OF INDIRECT WRITTEN FEEDBACK IN HIGH SCHOOL CONTEXT

2021 ◽  
Vol 9 (1) ◽  
pp. 58-73
Author(s):  
Yessi Widyasari ◽  
Yella Dezas Perdani ◽  
Gita Rahmi
Keyword(s):  
High School ◽  
School Context ◽  
Written Feedback ◽  
Coding System ◽  
Structured Interviews ◽  
Writing Ability ◽  
Feedback Strategies ◽  
Problem Solvers

Indirect written feedback is crucial to be conducted since errors are unavoidable in the process of writing. However, many studies have been undertaken in university contexts. Thus, this qualitative case study was carried out to examine a teacher's indirect written feedback practices in senior high school context. The data were obtained from observations, document analysis, and semi-structured interviews through purposive sampling. The findings revealed that coded feedback was mainly used, supplemented by uncoded feedback and commentary. These imply that the coding system is effective in guiding the students to be problem solvers and independent writers. However, the teacher's inconsistency in giving codes emerged because of the use of a large number of codes. Thus, it is suggested to reduce the number of codes and provide sufficient activity to increase students' understanding of the codes. The results of the study are significant to help teachers adjust appropriate methods to teach writing. The results also give long-term benefits for the development of students' writing ability. For further research, it is important to analyze the effect of indirect written feedback strategies on the students' revisions as well as students' preferences on these strategies.

scholarly journals Sinabung volcano: how culture shapes community resilience

2019 ◽  
Vol 28 (3) ◽  
pp. 290-303
Author(s):  
Marta Mori ◽  
Ronan McDermott ◽  
Saut Sagala ◽  
Yasmina Wulandari
Keyword(s):  
Structured Interviews ◽  
Content Type ◽  
Aid Dependency ◽  
Relief Operations ◽  
Long Term Impact ◽  
Cultural Experts ◽  
Practical Implications

Purpose The purpose of this paper is to explore how culture, including traditions and social structures, can influence resilience and how culturally sensitive relief operations can put affected people and their context at the core of any interventions. Design/methodology/approach A case study of the Mt Sinabung volcano area in Indonesia was undertaken. As part of the case study, an analysis of interventions was conducted, which was complemented by semi-structured interviews with Karo cultural experts and humanitarian organisations. Findings Culture influences the manner in which the Karo people react to volcano eruptions with varying implications for recovery. In addition, relief organisations which understand people’s actions through a cultural lens have better managed to tailor programs with long-term impact, thereby avoiding aid dependency. Practical implications Practical examples of disaster management activities that adequately account for the beneficiaries’ way of living prior to the eruptions are provided. Aid actors are provided with guidance concerning how to better tailor their activities in line with a cultural lens. Originality/value The study provides empirical grounding for claims concerning the role of culture in planning interventions in Indonesia and other similar contexts.

Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction

2021 ◽  
pp. 136216882110576
Author(s):  
Xiaolong Cheng ◽  
Lawrence Jun Zhang ◽  
Qiaozhen Yan
Keyword(s):  
Foreign Language ◽  
Comprehensive Approach ◽  
Written Feedback ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Writing Teachers ◽  
Efl Writing ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Feedback Strategies

As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners’ writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact written feedback in contexts of English as a foreign language (EFL). To fill this gap, we examined four novice writing teachers’ espoused written feedback beliefs and their actual practices in Chinese tertiary EFL writing classrooms. Based on data from semi-structured interviews and students’ writing samples, we found that they adopted a comprehensive approach to feedback provision, and were most concerned with errors in language, particularly grammar when providing feedback. These teachers almost reached a consensus in their beliefs about feedback scope and feedback focus, but they held varying beliefs about feedback strategies. Additionally, this study revealed the complexity of belief-practice relationships, in terms of the coexistence of consistencies and inconsistencies. Specifically, these teachers’ beliefs paralleled their practices in feedback scope, but their beliefs and practices mismatched with regard to feedback focus and feedback strategies. This article concludes with a discussion of the important pedagogical implications.

scholarly journals Towards an Understanding of Excellence in Ur ban Pedagogy: A Portrait of a High School

2015 ◽  
Author(s):  
Renu Ahuja
Keyword(s):  
High School ◽  
Instructional Leadership ◽  
School Success ◽  
Educational Leaders ◽  
Collective Responsibility ◽  
Shared Decision ◽  
Structured Interviews ◽  
Factors Influencing ◽  
Document Review

This case study describes processes in an urban high school, which contribute to excellence in urban pedagogy, and investigates teachers’ and educational leaders’ perceptions of the factors influencing their commitment to school success. Six themes related to excellence in urban pedagogy were identified. Data in the form of semi-structured interviews, observations, and document review de scribe a school in which the leadership strives to develop human capability at all levels through empowerment and shared decision-making. The study indicates that students’ achievement is a collective responsibility and strong instructional leadership is a key for success in urban schools. More studies may be needed to show how contextual experience of teachers and teacher’s self-efficacy are related.

Critical and Inhibiting Success Factors in Interorganizational Networks

2020 ◽  
pp. 63-86
Author(s):  
Viviana Durão ◽  
António Carrizo Moreira
Keyword(s):  
Success Factors ◽  
Single Case ◽  
Interorganizational Networks ◽  
Single Case Study ◽  
Strategic Partnerships ◽  
Structured Interviews ◽  
Organizational Network ◽  
The Relationship

This chapter, based on a single case study, has as its main objective to analyze a real example of creating an inter-organizational network and to perceive what was done for the selection and creation of the strategic partnerships and inter-organizational network and what factors or conditions can inhibit these partnerships from having long-term success and throughout its life cycle. For this, a qualitative study based on action research and semi-structured interviews was conducted. Results show although many companies settle in inter-organizational networks to gain competitive advantage, cases of failure are still quite high. In this case, upstream partnerships have not been based on long-term trust and commitment, which has jeopardized the continuity of the network, although there is an express desire to re-establish contacts. The partnership established downstream did not show the same commitment to continue the partnership with a total termination of the relationship.

scholarly journals Where are they working? A case study of twenty Cuban-trained South African doctors

2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Munirah Motala ◽  
Jacqueline Van Wyk
Keyword(s):  
Rural Communities ◽  
South African ◽  
Rural Areas ◽  
Career Choices ◽  
Medical Training ◽  
Sampling Strategy ◽  
Structured Interviews ◽  
Primary Care Level

Background: The year 2017 marked the 21st anniversary of the South African Cuban Medical Collaboration (SACMC) programme that offers disadvantaged South African (SA) students an opportunity for medical training in Cuba. Graduates are expected to return to practice at a primary care level in rural communities; however, little is known about the professional trajectories and career choices of graduates from the programme.Aim: This study explored the reasons why students enrolled in the programme, their professional and career choices as graduates and their career intentions.Setting: The study setting was the whole of SA although participants were primarily drawn from KwaZulu-Natal.Methods: An exploratory, qualitative case study used a purposive sampling strategy to gather data through semi-structured interviews from participants.Results: Graduates (N = 20) of the SACMC programme were all practicing in local SA settings. Participants preferred the SACMC programme as it offered them a full scholarship for medical training. Nineteen doctors had fulfilled their obligation to work in rural areas. Thirteen doctors are engaged in primary healthcare practice, either as private practice generalists or as public service medical officers. Three doctors had completed specialty training: one doctor was training towards specialisation, one doctor was employed at national government and two doctors were employed as medical managers. At the time of the study, 11 doctors were practicing in rural locations and 19 had indicated a long-term intention to work and live within South Africa.Conclusion: The participants of this study who graduated from the SACMC programme are fulfilling their obligations in rural communities. They all intend to contribute to the SA medical workforce in the long-term.

Who's influencing whom? Developing sustainable business partnerships

2014 ◽  
Vol 9 (1) ◽  
pp. 60-74 ◽  
Author(s):  
Simon Adderley ◽  
Duane Mellor
Keyword(s):  
Single Case ◽  
Theory Approach ◽  
Business Partnerships ◽  
Structured Interviews ◽  
Sustainable Business ◽  
Content Type ◽  
Government Organisation ◽  
Grounded Theory Approach

Purpose – Recently David Jones in Who Cares Wins proposed sustainability as being essential for businesses success over the coming decades. The purpose of this paper is to present a case study of the development of a partnership between an environmental non-government organisation (NGO) (world wildlife fund-UK) and a major retailer (Marks and Spencer). The partnership developed three “types”, sponsorship, technical and communication partnerships. Design/methodology/approach – A grounded theory approach was taken; information was gathered using semi-structured interviews. Data from these interviews were then triangulated with corporate materials to allow generalisations to develop. Findings – Through the three “types” of partnership themes of conflict and project drift were identified, although the overarching “Plan A” commitment is seen as a potential exemplar in sustainability. Difficulties were identified with respect to the dissemination of the outputs from the partnership, some of which were too complex, where others appeared to change to be more appealing to the consumer. Social implications – Although a single case study, it highlights the challenges and benefits to both partners. As such, it provides insight into the practical issues of delivering sustainability commitments and projects in partnership. Such approaches are critical not only for the viability of business, but also for the long-term health of our planet. Originality/value – This represents a case study of the development of a sustainable partnership between a large corporate and an NGO, which could represent a template for sustainable business. This paper in responds to the growing demand for such case-study examples.

scholarly journals EXPLORING MOTIVATIONAL STRATEGIES OF SUCCESSFUL TEACHERS

2016 ◽  
Vol 27 (1) ◽  
pp. 1 ◽  
Author(s):  
Sri Puji Astuti
Keyword(s):  
High School ◽  
Teaching Strategies ◽  
School Context ◽  
Classroom Behaviors ◽  
Structured Interviews ◽  
Successful Teachers ◽  
Stimulated Recall ◽  
Multiple Case ◽  
Group Interviews ◽  
The Impact

This multiple case study investigated how teachers implemented motivational teaching strategies and the impact of these strategies on students’ motivation in an Indonesian high school context. The participants were four teachers and four groups of their students. The data were collected from teachers by conducting semi-structured interviews, classroom observations, and stimulated recall, and from the students through focus group interviews. The findings of the research indicated that each teacher had unique strategies to motivate their students, and these strategies had a profound impact on students’ motivation. The students reported that the strategies influencing their motivation could be categorized into five main groups: teachers’ classroom behaviors, supportive classroom atmosphere, selection of learning resources and activities, the usefulness of English, and the way feedback was given. These findings suggest that teachers of English in an Indonesian high school context can influence their students’ motivation by understanding the effect of motivational teaching strategies on students' learning and behaviors. 

scholarly journals Exploring EFL Students’ Reading Engagement in KWL Strategy

2021 ◽  
Vol 8 (2) ◽  
pp. 258-266
Author(s):  
Anisyafa Firda Dwi Damaranti ◽  
Hilmansyah Saefullah ◽  
Iwan Ridwan
Keyword(s):  
High School ◽  
Reading Engagement ◽  
Structured Interviews ◽  
Self Assessment ◽  
Case Study Design ◽  
Interview Session ◽  
Efl Students ◽  
Positive Engagement ◽  
Depth Interviews

This research attempted to explore how the KWL strategy facilitates EFL students' reading engagement. The participants of this research were three students of an Islamic Senior High School. Using a case study design, the researcher describes EFL students' reading engagement by observing and engaging them in in-depth interviews. For gaining the data, the researchers used semi-structured interviews and the students' artefacts of the KWL tables. The interview session was conducted through WhatsApp audio-recording as a preferred interview media by the participants. The result of the research found that the KWL strategy gives positive engagement and self-assessment to EFL students with several stages. Other researchers are suggested to conduct further research on similar topics related to reading engagement in EFL students. Several research possibilities will expand this research. First, future researchers can complete this study by looking at the students' needs in the classroom. The results of this study revealed that students have difficulty with vocabulary.

scholarly journals The Impacts of Collaborative Writing on EFL Students’ Paragraph Writing Performance

2021 ◽  
pp. 177-190
Author(s):  
Thao Thu Thi Nguyen ◽  
Hoang Yen Phuong
Keyword(s):  
High School ◽  
Collaborative Writing ◽  
School Context ◽  
Mekong Delta ◽  
Structured Interviews ◽  
Writing Performance ◽  
English Writing ◽  
Efl Students ◽  
Writing Tests ◽  
Learning English

In Vietnam, writing is considered the most challenging skill by English as a Foreign Language (EFL)students. These students encounter various kinds of problems in their writing process, from generating ideas to revising their tasks. Previous studies reveal that collaborative writing could bringstudents numerous benefits regarding their writing performance. The present study was conducted to examinethe impacts of collaborative writing on EFL students’ paragraph writing performance and investigate their attitudes toward using collaborative writing in learning English writing. This research followed a mixed-method design, which lasted 15 weeks and was conducted with the participants of 80 EFL tenth-grade students in a high school context. Three research instruments namely the writing tests (pre-and post-test), questionnaires, and semi-structured interviews were employed in this study. The findings showedan improvement in EFL students’ paragraph writing performance after they had experienced collaborative writing. Moreover, the majority of EFL students also showed their highly positive attitudes towards using collaborative writing in learning English writing. Finally, the suggested pedagogical implications of using collaborative writing in learning English writing are hoped to contribute to the innovation of teaching writing in the context of high school in the Mekong Delta of Vietnam.

scholarly journals Modelos mentais relacionados ao aprendizado de cálculos para folhas de pagamento em um curso técnico

ForScience ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. e00753
Author(s):  
Diny Gabrielly de Miranda Martins ◽  
Dandara Lorrayne do Nascimento
Keyword(s):  
High School ◽  
Human Resources ◽  
Mental Models ◽  
Qualitative Case Study ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Reasoning Strategies ◽  
Recursos Humanos ◽  
Quality Learning

Foi realizado um estudo de caso qualitativo, com 24 alunos de um curso técnico em Recursos Humanos, com o objetivo de verificar quais são os modelos mentais que esses estudantes possuem sobre cálculos para folhas de pagamento. Ao utilizar um questionário e realizar entrevistas semiestruturadas, a fim de investigar os possíveis níveis de evolução dos modelos mentais dos estudantes, as análises mostraram que 17% dos alunos são não modeladores, ou seja, não possuem nenhuma estratégia de pensamento sobre o tema, mesmo que este já tenha sido ministrado ao longo do Ensino Fundamental e Médio. Além disso, foi observada a importância em considerar as estratégias de raciocínio dos alunos, não considerando apenas os “erros” ou “acertos” nas questões propostas. Pode-se considerar que dentro do mesmo curso diversos alunos apresentaram modelos mentais diferentes uns dos outros mesmo recebendo a mesma instrução. Esse resultado mostra a importância da reflexão sobre as práticas didático-pedagógicas utilizadas em sala de aula, uma vez que o intuito é proporcionar a todos os alunos uma aprendizagem efetiva e de qualidade que perdure ao longo da vida. Palavras-chave: Modelos mentais. Curso técnico. Matemática.   Mental models related to calculus learning for payrolls in a technical course Abstract A qualitative case study was carried out with 24 students from a technical course in Human Resources, with the objective of verifying what are the mental models that these students have on payroll calculations. When using a questionnaire and conducting semi-structured interviews, in order to investigate the possible levels of evolution of the students' mental models, the analyzes showed that 17% of the students are non-modelers, in other words they do not have any thinking strategy on the theme, even ifit has already been taught throughout Elementary and High School. In addition, the importance of considering the students' reasoning strategies was observed, not only considering the “mistakes” or “successes” in the proposed questions. It can be considered that, within the same course, several students presented different mental models from each other even receiving the same instruction. This result shows the importance of reflecting on the didactic-pedagogical practices used in the classroom, since the aim is to provide all students with effective and quality learning that lasts throughout their lives. Keywords: Mental models. Technical Course. Mathematics.

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