LifeSciTRC: an international teaching community – now open for Members

2016 ◽  
pp. 14-15
Author(s):  
Angela Breslin
Keyword(s):  
Teaching Community ◽  
International Teaching

READINESS OF RUSSIAN HIGHER EDUCATION TEACHERS TO WORK IN EDUCATIONAL INCLUSION SETTING

2020 ◽  
Vol 86 (1) ◽  
pp. 35-45
Author(s):  
.D. Kalugina ◽  
Keyword(s):  
Higher Education ◽  
Survey Research ◽  
Inclusive Education ◽  
Maturity Level ◽  
Social Survey ◽  
General Attitude ◽  
University Teachers ◽  
Teaching Community ◽  
Russian Higher Education ◽  
Educational Inclusion

the article deals with the problem of implementing inclusive education in Russianuniversities . Despite the fact that education (training?) for people with disabilities has been implemented at all levels of Russianeducationfor several years, the general attitude to it is ambiguous, as well as the attitudeof the teaching community. The author has conducted a social survey research trying to estimate University teachers’ readiness to work with groups where such students study. The research has revealed insufficient motivational and technological maturity level. Following this, the author providesrecommendations for overcoming these challenges.

A FRAMEWORK FOR TEACHING COMMUNITY PRACTICE

2011 ◽  
Vol 47 (2) ◽  
pp. 337-355 ◽  
Author(s):  
M. Lori Thomas ◽  
Mary Katherine O'Connor ◽  
F. Ellen Netting
Keyword(s):  
Community Practice ◽  
Teaching Community ◽  
Framework For Teaching

Intelligibility Rating of L2 Speech Pre- and Postintervention

1989 ◽  
Vol 68 (2) ◽  
pp. 515-521 ◽  
Author(s):  
Marilyn Perlmutter
Keyword(s):  
International Students ◽  
Undergraduate Students ◽  
Subject Matter ◽  
Teaching Assistants ◽  
International Teaching Assistants ◽  
State University ◽  
Green State ◽  
Bowling Green State University ◽  
International Teaching ◽  
Intelligibility Ratings

As a result of a recent law passed in Ohio, a program was designed to improve the oral intelligibility of International Teaching Assistants at Bowling Green State University. To evaluate the efficacy of the training, naive undergraduate students were asked to evaluate the pre- and postrecorded speech samples of the international students, both in terms of intelligibility of the sample and the identification of the topic of the monologue. Analysis showed a significant improvement in the intelligibility ratings between pre- and posttraining samples. Further, the average number of correct subject matter identifications was shown to increase, while the average number of incorrect judgments decreased significantly from pre- to posttraining evaluations.

Empirical profiles of academic oral English proficiency from an international teaching assistant screening test

2016 ◽  
Vol 34 (1) ◽  
pp. 49-82 ◽  
Author(s):  
Ikkyu Choi
Keyword(s):  
Training Program ◽  
Language Proficiency ◽  
Screening Test ◽  
English Proficiency ◽  
Subscale Score ◽  
Screening Tests ◽  
Policy Makers ◽  
Spoken English ◽  
International Teaching Assistant ◽  
International Teaching

Language proficiency constitutes a crucial barrier for prospective international teaching assistants (ITAs). Many US universities administer screening tests to ensure that ITAs possess the required academic oral English proficiency for their TA duties. Such ITA screening tests often elicit a sample of spoken English, which is evaluated in terms of multiple aspects by trained raters. In this light, ITA screening tests provide an advantageous context in which to gather rich information about test taker performances. This study introduces a systematic way of extracting meaningful information for major stakeholders from an ITA screening test administered at a US university. In particular, this study illustrates how academic oral English proficiency profiles can be identified based on test takers’ subscale score patterns, and discusses how the resulting profiles can be used as feedback for ITA training and screening policy makers, the ITA training program of the university, ESL instructors, and test takers. The proficiency profiles were identified using finite mixture modeling based on the subscale scores of 960 test takers. The modeling results suggested seven profile groups. These groups were interpreted and labeled based on the characteristic subscale score patterns of their members. The implications of the results are discussed, with the main focus on how such information can help ITA policy makers, the ITA training program, ESL instructors, and test takers make important decisions.

Join a Physics Teaching Community

2008 ◽  
Vol 46 (4) ◽  
pp. 251-252
Author(s):  
David Jones
Keyword(s):  
Physics Teaching ◽  
Teaching Community
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