Linguistic dimensions of learning academic content through English

The purpose of this meta-analysis study is to examine the correlations between the Dimensions of Learning Organization Questionnaire (DLOQ) and frequently examined outcomes including organizational performance and employee attitudes. Positive relationships were found between the DLOQ and organizational performance (e.g., financial, knowledge, and innovative performance) and employee attitudes (e.g., organizational commitment and job satisfaction) and the sub-dimensions (e.g., affective, continuance, and normative commitment), with a notable exception of a negative relationship between the DLOQ and turnover. Because the DLOQ has been used in many countries over the years, this study also examined the influence of national culture on the outcomes. Power distance moderated the relationship between the learning organization and overall organizational performance. Our meta-analytic review makes substantive contributions to the literature on the learning organization concept and the study of national culture as a significant moderator. Implications of these findings and suggestions for future research are discussed.

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Are We Spending Too Many Years in School? Causal Evidence of the Impact of Shortening Secondary School Duration

German Economic Review ◽

10.1111/geer.12038 ◽

2015 ◽

Vol 16 (1) ◽

pp. 65-86 ◽

Cited By ~ 24

Author(s):

Bettina Büttner ◽

Stephan L. Thomsen

Keyword(s):

Secondary School ◽

German Literature ◽

Educational Choice ◽

Negative Effects ◽

Secondary Schooling ◽

German States ◽

Tenth Grade ◽

School Duration ◽

The Impact ◽

Academic Content

Abstract During the last decade, most of the German states have abolished the final year of higher secondary schooling while keeping academic content almost unaltered. We evaluate the effects of the reform in Saxony-Anhalt for the double cohort of graduates in 2007. In 2003, the 13th year of schooling was eliminated for students in grade 9, while tenth grade students were unaffected. This provides a natural experiment for analyzing the impact on schooling achievements and educational choice. We find negative effects on grades in mathematics, but no effects in German literature. Moreover, a significant share of females were found to delay university enrollment.

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Using Video Modeling and Video Prompting to Teach Core Academic Content to Students With Learning Disabilities

Preventing School Failure Alternative Education for Children and Youth ◽

10.1080/1045988x.2015.1067875 ◽

2015 ◽

Vol 60 (3) ◽

pp. 207-214 ◽

Cited By ~ 12

Author(s):

Ryan O. Kellems ◽

Sean Edwards

Keyword(s):

Learning Disabilities ◽

Video Modeling ◽

Video Prompting ◽

Students With Learning Disabilities ◽

Academic Content

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Coaching Teachers to Use a Simultaneous Prompting Procedure to Teach Core Content to Students With Autism

Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children ◽

10.1177/0888406417703751 ◽

2017 ◽

Vol 40 (3) ◽

pp. 225-245 ◽

Cited By ~ 7

Author(s):

Elif Tekin-Iftar ◽

Belva C. Collins ◽

Fred Spooner ◽

Seray Olcay-Gul

Keyword(s):

General Education ◽

Future Research ◽

Simultaneous Prompting ◽

Baseline Design ◽

Teacher Student ◽

Core Content ◽

Study Results ◽

Students With Autism ◽

Academic Content ◽

Over Time

The researchers in this study used a multiple baseline design across dyads to examine the effects of professional development with coaching to train general education teachers to use a simultaneous prompting procedure when teaching academic core content to students with autism and the effects of the procedure on the students’ outcomes. Three teacher–student dyads participated in the study. Results showed that (a) teachers acquired the ability to use the simultaneous prompting procedure with 100% accuracy, maintained the acquired teaching behaviors over time, and generalized them in teaching new academic content to their students; and (b) students acquired the targeted academic content, maintained it over time, and generalized it across different persons and settings. In addition, the students acquired instructive feedback stimuli added to instruction and maintained these over time as well. Last, both the opinions of the teachers and students about the social validity of the study were positive. Future research is needed to support these findings.

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A longitudinal study at an English medium instruction university in Turkey: the interplay between English language improvement and academic success

Applied Linguistics Review ◽

10.1515/applirev-2020-0097 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Doğan Yuksel ◽

Adem Soruç ◽

Mehmet Altay ◽

Samantha Curle

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Language Proficiency ◽

English Language ◽

English Language Proficiency ◽

Grade Point ◽

Content Learning ◽

English Medium Instruction ◽

Positive Effect ◽

Academic Content

Abstract This article reports a quantitative empirical study that investigated whether English language proficiency increases over time when studying academic content through English Medium Instruction (EMI). It was also investigated whether an increase in proficiency predicts EMI academic achievement. Student English language test score data and Grade Point Average (GPA) data were collected from a public university in Turkey. Two academic subjects were compared: Business Administration (a Social Science subject, n = 81) and Mechatronics Engineering (a Mathematics, Physical and Life Sciences subject, n = 84). Results showed that in both subjects, English language proficiency statistically significantly improved over a four-year period of studying through English. Furthermore, this improvement predicted EMI academic achievement; meaning that the more proficient students became in English, the higher they achieved in their EMI academic studies. This provides evidence for policymakers, EMI practitioners, and language professionals around the world that English does improve when studying academic content through English, and that this improvement has a positive effect on content learning outcomes. Implications of these findings, and suggestions for further research are discussed.

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Psychosocial Dimensions of Learning Disabilities

Journal of Learning Disabilities ◽

10.1177/002221949703000505 ◽

1997 ◽

Vol 30 (5) ◽

pp. 490-502 ◽

Cited By ~ 19

Author(s):

Katherine D. Tsatsanis ◽

Darren R. Fuerst ◽

Byron P. Rourke

Keyword(s):

Learning Disabilities ◽

Dimensions Of Learning

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Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten

American Educational Research Journal ◽

10.3102/0002831218804152 ◽

2018 ◽

Vol 56 (3) ◽

pp. 822-867 ◽

Cited By ~ 3

Author(s):

Christopher P. Brown ◽

Joanna Englehardt ◽

David P. Barry ◽

Da Hei Ku

Keyword(s):

Public Education ◽

Standardized Testing ◽

First Grade ◽

The United States ◽

Ethnographic Study ◽

Local State ◽

National Education ◽

Insight Into ◽

Academic Content ◽

Education Stakeholders

Kindergarten in the United States has fundamentally changed. It is the new first grade where children are taught increased academic content and experience more standardized testing. There is much debate among education stakeholders about these changes, but such discussions are often siloed— making it difficult to know whether these changes reflect these stakeholders’ understandings of kindergarten specifically or public education in general. This explorative video-cued multivocal ethnographic study addressed this issue by examining how local, state, and national education stakeholders made sense of the changed kindergarten. Such findings provide insight into what it is they viewed driving these academic and instructional changes, what opportunities for further reform exist, and whether these stakeholders will work to support and/or alter such changes.

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