Developing Inclusive Teaching across Writing Programs through Asset-Focused Inquiry

2021 ◽  
pp. 125-140
Author(s):  
Emily Simnitt ◽  
Thomas Tasker
Keyword(s):  
Writing Programs ◽  
Inclusive Teaching

THE DEVELOPMENT OF ALGORITHMIC CULTURE AND PROGRAMMING CULTURE OF STUDENTS IN PROFILE CLASSES WHILE STUDING THE BASIS OF PROGRAMMING IN C++

2020 ◽  
pp. 24-33
Author(s):  
K. V. Rozov
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Process ◽  
Writing Programs ◽  
School Students ◽  
Knowledge And Skills ◽  
C Programming ◽  
And Mathematics ◽  
Basic Level ◽  
Special Control

The article presents the structure, content and results of approbation of the C++ programming course developed for the 10th grade students of physics and mathematics profile and implemented as part of the academic subject “Informatics”. The aim of the course is to develop in the student not only knowledge and skills in programming, but also his algorithmic culture and programming culture as important qualities of a potential IT-specialist. This is facilitated by special control of educational process by the teacher, which consists in monitoring the activities of students in writing programs and timely correction of this activity. The assessment of the level of development of student algorithmic culture and programming culture relative to the basic level of their formation (when mastering the basics of algorithmization and programming in the 9th grade) was carried out on the basis of a number of criteria presented in the article. The results of approbation showed that the specially organized teacher activity makes it possible to increase the level of algorithmic culture and programming culture of high school students when studying the basics of programming in C++.

Educating Heroes

Worldview ◽  
1983 ◽  
Vol 26 (4) ◽  
pp. 10-13
Author(s):  
John E. Becker
Keyword(s):  
Real World ◽  
Writing Programs ◽  
Student Government ◽  
Business Writing ◽  
The Real ◽  
English Departments ◽  
Left Behind

“The real world.” How our students love the phrase! An ex-linguist of my acquaintance, bitter from years of mistreatment in English departments, has come to rest at last behind a very large oak desk in a generously appointed office at a large university. She is coordinator of business-writing programs, and a sense of authority informs her words now as she talks of “those of us who work in the real world.” Meanwhile the benighted rest of us, left behind on university faculties, complacently accept the givenness of that extrauniversity “real world.” At graduation rituals we sit smiling under our tassels and hear each speaker, from the head of student government to the chancellor, from professor to famous guest, tell our students that they are about to enter the “real world.”

Can Teachers’ Self-Reported Efficacy, Concerns, and Attitudes Toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?

2015 ◽  
Vol 40 (1) ◽  
pp. 21-38 ◽  
Author(s):  
Umesh Sharma ◽  
Laura Sokal
Keyword(s):  
Teaching Practices ◽  
Teacher Educators ◽  
Classroom Practices ◽  
Inclusive Classrooms ◽  
Attitudes Toward Inclusion ◽  
Inclusive Classroom ◽  
Significant Relationships ◽  
Positive Attitudes ◽  
Classroom Behaviour ◽  
Inclusive Teaching

This research was undertaken to determine if significant relationships exist between teachers’ self-reported attitudes, concerns, and efficacy to teach in inclusive classrooms and their actual classroom behaviour in Winnipeg, Canada. Five teachers completed 3 scales measuring their attitudes to inclusion, their level of concerns about teaching in inclusive classrooms, and their level of efficacy for teaching in inclusive classrooms. They were observed using a newly developed scale to measure their inclusive teaching practices. Each teacher was observed from 3 to 5 hours on different occasions. Data were analysed using 1-tailed Spearman correlations. Results indicated that teachers who were highly inclusive in their classroom practices tended to have significantly lower degrees of concerns and positive attitudes to inclusion. Implications of the research for policymakers, future researchers, and teacher educators are discussed.

Free Choice Writing in the Early Years

1995 ◽  
Vol 20 (1) ◽  
pp. 33-37 ◽  
Author(s):  
Carolyn Millard
Keyword(s):  
Free Choice ◽  
Teaching Strategy ◽  
Early Years ◽  
Opportunities To Learn ◽  
Educational Disadvantage ◽  
Inclusive Teaching

In English the construction of educational disadvantage can be seen at work through the notion of ‘free choice’. Teachers investigating the area of ‘free choice’ and who had assumed that ‘free choice’ writing was an inclusive teaching strategy found, on close examination of the content of girls’ writing, that ‘free choice’ did not mean variety. Girls are rewarded for producing gendered content, form and structure and thus, free choice does not appear to lead to the development of a range of skills; nor do girls appear to be offered opportunities to learn to write in a variety of forms for a variety of audiences.

Training Teachers and Serving Students: Applying Usability Testing in Writing Programs

2007 ◽  
Vol 37 (3) ◽  
pp. 323-346 ◽  
Author(s):  
Heather McGovern
Keyword(s):  
Novice Teachers ◽  
Case Studies ◽  
Teaching Assistants ◽  
Technical Writing ◽  
Usability Testing ◽  
Student Feedback ◽  
Student Experiences ◽  
Writing Programs ◽  
Course Materials

Teachers often test course materials by using them in class. Usability testing provides an alternative: teachers receive student feedback and revise materials before teaching a class. Case studies based on interviews and observations with two teaching assistants who usability tested materials before teaching introductory technical writing demonstrate how usability testing can make novice teachers more confident about and help them predict student experiences with their assignments. By helping to train teachers, usability testing can also help better serve students.

scholarly journals Parallel programming technologies on computer complexes

2020 ◽  
Vol 30 (3) ◽  
pp. 28-33 ◽  
Author(s):  
S. A. Pryadko ◽  
A. Yu. Troshin ◽  
V. D. Kozlov ◽  
A. E. Ivanov
Keyword(s):  
Parallel Programming ◽  
Shared Memory ◽  
Programming Language ◽  
Operating Systems ◽  
Distributed Memory ◽  
Programming Models ◽  
Writing Programs ◽  
Advantages And Disadvantages ◽  
C Programming Language ◽  
C Programming

The article describes various options for speeding up calculations on computer systems. These features are closely related to the architecture of these complexes. The objective of this paper is to provide necessary information when selecting the capability for the speeding process of solving the computation problem. The main features implemented using the following models are described: programming in systems with shared memory, programming in systems with distributed memory, and programming on graphics accelerators (video cards). The basic concept, principles, advantages, and disadvantages of each of the considered programming models are described. All standards for writing programs described in the article can be used both on Linux and Windows operating systems. The required libraries are available and compatible with the C/C++ programming language. The article concludes with recommendations on the use of a particular technology, depending on the type of task to be solved.

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