Assessment for Learning Regarding the Strategy of Rhetorical Competence Development in Initial Teacher Training

2020 ◽  
pp. 193-213
Author(s):  
Rata Iulian ◽  
Birnaz Nina ◽  
Elena Aurel Railean
Keyword(s):  
Teacher Training ◽  
Learning Strategies ◽  
Assessment For Learning ◽  
Competence Development ◽  
Digital Textbook ◽  
Initial Teacher Training ◽  
Starting Point ◽  
Higher Institutions ◽  
The Impact

Over the past decade, the need for successful learning strategies in initial teacher training has become increasingly clear. One of these strategies focuses on rhetoric competence development. The main point of the strategy is the assessment for learning. This chapter investigates the impact of assessment for learning on learning outcomes in the process of rhetoric competence development and their feasibility within initial teacher training. The starting point is instructional dynamic and flexible strategy. This strategy made notable progress with respect to digital textbook. However, there continues to be gaps in the literature examining the extent to which successful learning strategies are being assessed. This problem has begun to take a place on the agenda within higher institutions. It was observed that to date there has been little effort to bring together the effective procedures around the purpose of equipping students with successful learning strategies to learn for the long term. This chapter closes this gap.

scholarly journals TEACHER EDUCATION FOR INCLUSION - THE PREMISES FOR IMPLEMENTING A NEW INITIAL TEACHER TRAINING PROGRAMME / PRIELAIDOS ĮGYVENDINTI NAUJĄ MOKYTOJŲ RENGIMO PROGRAMĄ: INKLIUZINIS UGDYMAS MOKYKLOJE

2017 ◽  
Vol 1 (35) ◽  
pp. 9
Author(s):  
Elena Marin
Keyword(s):  
Teacher Training ◽  
Inclusive Education ◽  
School System ◽  
Policy Development ◽  
National Level ◽  
Training System ◽  
Font Size ◽  
Initial Teacher Training ◽  
Starting Point ◽  
Training Programmes

<p><span>This paper attempts to highlight and examine the Romanian perspective regarding inclusive education by presenting some statistical data and the steps that have been made in order to make the switch from a school system lead by the segregation principle to a school system based on inclusive principles. Moreover, the attention focuses on schools` key actors, the teacher, more specifically on the initial teachers training programmes available in Romania. The starting point when it come to the initial teacher training programmes is based on the assumption that there is an acute need for training when it comes to the implementation of an inclusive educational system in Romania. Using a qualitative approach, we aimed at presenting specialists’ opinion on priority issues in policy development regarding the teacher training in the field of inclusive education, </span><span>focusing on </span><span>the premises for implementing a training system that is mandatory for every teacher in the inclusive education and on the aspects that relate to the rethinking of the teacher’s training process at a national level.</span></p><p><span lang="RO"><span style="font-family: Calibri; font-size: medium;"> </span></span></p><p><span lang="RO"><span style="font-family: Calibri; font-size: medium;">Straipsnyje bandoma analizuoti inkliuzinio ugdymo diegimą Rumunijoje: pateikiama statistinių duomenų ir aprašoma, kokių veiksmų buvo imtasi pereinant nuo segregacijos principu pagrįstos ugdymo sistemos mokykloje prie inkliuzijos principais grindžiamos sistemos. Dėmesys kreipiamas į mokytojus ir mokytojų pirminio rengimo programas.<br />Mokytojų pirminis rengimas Rumunijoje remiasi prielaida, kad, siekiant įdiegti inkliuzinio ugdymo sistemą, tokių mokytojų rengimo poreikis yra labai didelis. Kokybiniu tyrimu buvo siekiama pateikti specialistų nuomonę dėl inkliuzinio ugdymo mokytojų rengimo politikos prioritetų, atkreipiamas dėmesys į tokių specialistų rengimo, privalomo kiekvienam inkliuzinį ugdymą taikančiam mokytojui, sistemos įdiegimo sąlygas<br />ir aspektus, susijusius su mokytojų rengimo proceso reformavimu nacionaliniu lygmeniu.</span></span></p>

scholarly journals Bellwether sites for evaluating changes in landslide frequency and magnitude in cryospheric mountainous terrain: a call for systematic, long-term observations to decipher the impact of climate change

Landslides ◽  
2020 ◽  
Vol 17 (11) ◽  
pp. 2483-2501 ◽  
Author(s):  
Jeffrey A. Coe
Keyword(s):  
Climate Change ◽  
Slope Stability ◽  
European Alps ◽  
Mountainous Terrain ◽  
Ongoing Research ◽  
Landslide Occurrence ◽  
Starting Point ◽  
Ice Field ◽  
The Impact

Abstract Permafrost and glaciers are being degraded by the warming effects of climate change. The impact that this degradation has on slope stability in mountainous terrain is the subject of ongoing research efforts. The relatively new availability of high-resolution (≤ 10 m) imagery with worldwide coverage and short (≤ 30 days) repeat acquisition times, as well as the emerging field of environmental seismology, presents opportunities for making remote, systematic observations of landslides in cryospheric mountainous terrain. I reviewed the literature and evaluated landslide activity in existing imagery to select five ~ 5000-km2 sites where long-term, systematic observations could take place. The five proposed sites are the northern and eastern flanks of the Northern Patagonia Ice Field, the Western European Alps, the eastern Karakoram Range in the Himalayan Mountains, the Southern Alps of New Zealand, and the Fairweather Range in Southeast Alaska. Systematic observations of landslide occurrence, triggers, size, and travel distance at these sites, especially if coupled with observations from in situ instrumental monitoring, could lead to a better understanding of changes in slope stability induced by climate change. The suggested sites are not meant to be absolute and unalterable. Rather, they are intended as a starting point and discussion starter for new work in this expanding landslide research frontier.

Precision medicine: Clinical outcomes including long-term survival according to the pathway targeted and treatment period–The IMPACT study.

2018 ◽  
Vol 36 (18_suppl) ◽  
pp. LBA2553-LBA2553 ◽  
Author(s):  
Apostolia Maria Tsimberidou ◽  
David S. Hong ◽  
Jennifer J. Wheler ◽  
Gerald Steven Falchook ◽  
Aung Naing ◽  
...  
Keyword(s):  
Liver Metastases ◽  
Single Agent ◽  
Pi3k Pathway ◽  
Molecular Testing ◽  
Term Survival ◽  
Starting Point ◽  
Long Term Follow Up ◽  
The Impact

LBA2553 Background: We evaluated the impact of pathway targeted and long-term follow-up of patients (pts) with refractory cancers referred to phase I trials. Methods: Pts referred to our program (2007-2013) had CLIA molecular testing. Pts treated with matched targeted therapy (MTT) vs. non-matched therapy (NMT) were analyzed. Results: Of 3,743 pts who had testing, 1,307 had ≥1 alteration and received therapy (MTT 711, NMT 596): med. age 57 yrs, range 16-86; 39% men; med. no. of prior therapies 4, range 0-16. The most common tumors were gastrointestinal 24.2%, gynecologic 19.4%, breast 13.5%, melanoma 11.9%, and lung 8.7%. Targeting MEK/RAF and RET pathways correlated with higher rates of CR/PR/SD≥6 months (mos), PFS and OS compared to others (all P < .001) (Table). Plateau was noted in OS (start, 38 mos): 74 of 711 (10.4%) in the MTT (max 10.7+ yrs) vs. 24 of 596 (4%) in the NMT (max 6 yrs) group were alive (p < .0001). In the MTT group, factors predicting longer PFS were non-PI3K pathway MTT (p < .001), no liver metastases (p < .001), PS < 2 (p = .006), normal LDH (p < .001) and albumin (p = .01) levels, and non-single agent therapy (p = .02). Factors predicting longer OS were non-PI3K pathway MTT (p < .001), no liver metastases (p < .001), PS < 2 (p < .001), normal LDH (p < .001) and albumin (p = .001) levels, and normal PLT counts (p = .03). Conclusions: Outcomes were superior in pts matched to RET and MEK/RAF inhibitors. Factors predicting longer PFS and OS were identified. In the MTT group, 10.4% of patients had OS ≥ 38 mos, the plateau starting point. Clinical trial information: NCT00851032. [Table: see text]

scholarly journals A comparison of methods for the long-term harness-based attachment of radio-transmitters to juvenile Japanese quail (Coturnix japonica)

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Evan J. Buck ◽  
Jeffery D. Sullivan ◽  
Cody M. Kent ◽  
Jennifer M. Mullinax ◽  
Diann J. Prosser
Keyword(s):  
Japanese Quail ◽  
Coturnix Japonica ◽  
Individual Species ◽  
Small Scale ◽  
Waterbird Species ◽  
Starting Point ◽  
Radio Transmitters ◽  
Elastic Cord ◽  
The Impact

Abstract Background While the period from fledging through first breeding for waterbird species such as terns (e.g., genus Sterna, Sternula) is of great interest to researchers and conservationists, this period remains understudied due in large part to the difficulty of marking growing juveniles with radio transmitters that remain attached for extended periods. Methods In an effort to facilitate such research, we examined the impact of various combinations of harness types (backpack, leg-loop, and 3D-printed harnesses), harness materials (Automotive ribbon, Elastic cord, and PFTE ribbon), and transmitter types (center-weighted and rear-weighted) on a surrogate for juvenile terns, 28-day-old Japanese quail (Coturnix japonica; selected due to similarities in adult mass and downy feathering of juveniles), in a 30-day experiment. We monitored for abrasion at points of contact and tag gap issues via daily exams while also recording mass and wing cord as indices of growth. This study was designed to serve as an initial examination of the impacts of marking on the growth and development of young birds and does not account for any impacts of tags on movement or behavior. Results While we found that treatment (the specific combination of the transmitter type, harness type, and harness material) had no impact on bird growth relative to unmarked control birds (P ≥ 0.05), we did observe differences in abrasion and tag gap between treatments (P ≤ 0.05). Our results suggest that leg-loop harnesses constructed from elastic cord and backpack harnesses from PFTE ribbon are suitable options for long-term attachment to growing juveniles. Conversely, we found that automotive ribbon led to extensive abrasion with these small-bodied birds, and that elastic cord induced blisters when used to make a backpack harness. Conclusions While these results indicate that long-term tagging of juvenile birds is possible with limited impacts on growth, this work does not preclude the need for small-scale studies with individual species. Instead, we hope this provides an informed starting point for further exploration of this topic.

scholarly journals Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training

2019 ◽  
Vol 12 (2) ◽  
pp. 17
Author(s):  
Otilia Martí ◽  
Laura Portolés
Keyword(s):  
Teacher Preparation ◽  
Teacher Training ◽  
The Netherlands ◽  
Student Teachers ◽  
Primary Education ◽  
Teaching Approach ◽  
Initial Teacher Training ◽  
English Only ◽  
Practitioner Perceptions ◽  
The Impact

In line with van Kampen et al.&rsquo;s (2018) research about specialist and practitioner perceptions on the goals for CLIL in the Netherlands, the present study addresses H&uuml;ttner, Dalton-Puffer and Smit&rsquo;s (2013) call for investigating teachers&rsquo; beliefs about CLIL in European countries like Spain where this teaching approach is highly institutionalized. Unlike the aforementioned studies, though, ours focuses on novice subject teachers in Primary education. More specifically, it links teacher cognition and pre-service or initial teacher training with the aim of exploring the extent to which student teachers&rsquo; beliefs mediate their education. The analysis of how these student teachers understand the aims and language principles of CLIL unveils the role that a set of monolingual ideologies (e.g. &ldquo;the English only policy&rdquo;) play in the conceptualization and consequent acceptance or disapproval of this teaching approach. As we also pay heed to the impact of tertiary instruction on participants&rsquo; beliefs, implications for CLIL teacher preparation programmes are discussed.

scholarly journals Direct Language Learning Strategies in EFL

2021 ◽  
Vol 60 (1) ◽  
pp. 115-132
Author(s):  
Asst. Prof. Zeena Abid Ali Dawood
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Language Learning Strategies ◽  
Short Term ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
Post Hoc ◽  
The Impact

This present study was designed to investigate the impact of using direct language learning strategies on long term and short term (LT and ST for short) of vocabulary retention of non-specialist EFL learners in Iraq. A total of 60 Iraqi male non-specialist EFL learner’s college between the ages of 19 and 21participated in the study. The data were collected using a questionnaire (five-point rating) from Oxford’s (1990) the Strategy Inventory for the Language Learning (SILL for short / version7). To identify the strategies used, the information gathered was analyzed using descriptive statistics of means, frequency and standard deviation. In direct language learning strategies (DLLS for short) study, the (t-test) has been used to examine the learners ' performance of vocabulary retention in LT and ST. On the other hand, One-way between groups (ANOVA) with post-hoc comparison test was used to investigate the differences between LT and ST of the vocabulary retention by using the subcategories of direct language learning strategies. The outcomes showed that the learners’ strategy uses ST more out weights than LT of vocabulary retention. According to the outcomes, the most used (in both long term and short term) was (memory) strategies and followed by (compensation and cognitive) strategies. In the light of the results obtained, a number of pedagogical implications and suggestions were presented.

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