Guest  

 
Search: 
Search By: SubjectAbstractAuthorTitleFull-Text

 

Showing 1 through 5 of 164 records.
Pages: Previous - 1 2 3 4 5 6 7 8 9 10 11 12 13 ... 33 - Next  Jump:
2014 - AAAL Annual Conference Words: 45 words || 
Info
1. Lee, JuHee. "Investigating the Effects of Input-based Instruction on the Acquisition of Grammar: A Comparison Between Comprehensible Input and Structured Input Instruction" Paper presented at the annual meeting of the AAAL Annual Conference, Portland Marriott Downtown Waterfront, Portland, OR, Mar 22, 2014 <Not Available>. 2020-02-22 <http://citation.allacademic.com/meta/p700822_index.html>
Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: This study examines the effects of input-based instruction via reading on Korean adolescent learners’ receptive and productive knowledge of grammar in an EFL context. We suggest that processing input for comprehension, even without production practices, helps improve overall grammatical competence and acquire specific linguistic features.

2010 - North American Chapter of the International Group for the Psychology of Mathematics Education Pages: unavailable || Words: 429 words || 
Info
2. Cox, Dana., naresh, nirmala., Keiser, Jane. and D'Ambrosio, Beatriz. "Exploring Children’s Mathematical Voices as Input for Improving the Teaching of Mathematics" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, The Ohio State University, Columbus, OH, Oct 28, 2010 Online <PDF>. 2020-02-22 <http://citation.allacademic.com/meta/p422706_index.html>
Publication Type: Poster
Review Method: Peer Reviewed
Abstract: We highlight findings from our analysis of teacher’s interviews with children during a professional development summer workshop. The professional development activity was based on the works of Schifter (2001) and Little (2004) in which teachers’ analysis of student work grounds teacher learning in professional development, and Simon (1995) in which he emphasizes the need to understand students’ thinking in crafting their hypothetical learning trajectory. Preliminary analyses of teachers’ written reflections indicate that it is difficult for teachers to engage in non-evaluative listening and that, upon reflection, teachers became aware of the challenges.

2008 - SOIL AND WATER CONSERVATION SOCIETY Words: 226 words || 
Info
3. Atwood, Jay. "The CEAP National Cropland Assessment Survey and APEX Model Input Database" Paper presented at the annual meeting of the SOIL AND WATER CONSERVATION SOCIETY, TBA, Tucson, Arizona, <Not Available>. 2020-02-22 <http://citation.allacademic.com/meta/p270371_index.html>
Publication Type: Abstract
Abstract: This presentation will describe the data collected and developed for the CEAP National Cropland Assessment.

Three years of farm management data were collected for the individual farm fields associated with approximately 20,000 NRI sample points, including crop rotations, tillage and other field operations, fertilizer, manure, and pesticide applications, and use of conservation practices. Field operations and chemical application data include dates, amounts, types or formulations, and methods. Reported crop management also includes cover crops, straw harvest, inter-seeding, up to four vegetable crops within a single year, unique methods of reduced tillage, exotic crops, and use of professional services such as pesticide scouting, soil and tissue testing, irrigation water management, etc. Conservation practices were represented in the model input datasets through both changes in soil erosion equation factors and by the specification of within-field sub-basins representing, e.g., grassed waterways, buffer zones, and filter strips. For each NRI sample point soil attribute data, 42 years of daily weather event data, and average annual atmospheric nitrogen deposition were also compiled. The three-year reported snapshot of management data was treated as a repeated rotation over the 42-year period simulated. The database reflects the tremendous variety of cropping occurring across the U.S., including approximately 150 different crops grown in a variety of rotations and use of approximately 220 different pieces of farm equipment.

2011 - 55th Annual Conference of the Comparative and International Education Society Words: 215 words || 
Info
4. Cole, Rachel. "How does school quality inputs impact families' decisions about after-school tutoring in Sri Lanka?" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2020-02-22 <http://citation.allacademic.com/meta/p492814_index.html>
Publication Type: Panel Paper
Abstract: Sri Lanka has shown a commitment to providing free education to all children for over sixty years, gaining impressive results for enrollment and adult literacy compared to other developing countries. However, questions about the adequacy of the free education provided arise because of the wide prevalence of private tutoring amongst Sri Lankan schoolchildren—as many as 84% engage in tutoring (De Silva et al, 1991). While many in the public debate on education suggest that if the government provided more inputs to schools (more teacher training, textbooks, materials, etc.) families would no longer feel the need to send children to tutoring after school, it is possible that parents would choose to use more tutoring in the face of improved opportunities at their local public school. It is not clear whether parents see tutoring as a substitute for quality inputs in local schools or as a complement to such inputs. Using data from a uniquely rich 2002 survey of Sri Lankan children, their families, and the schools they attend, I use propensity score matching to measure the impact of school quality inputs on family decisions to purchase tutoring, net of family opinions of education and socio-economic status. Findings are forthcoming. I will propose directions for further research and discuss policy implications.

2013 - AAAL Annual Conference Words: 50 words || 
Info
5. Liu, Rong. "Feedback in Computer Delivered Input-based Language Instruction" Paper presented at the annual meeting of the AAAL Annual Conference, Sheraton Dallas, Dallas, Texas, Mar 16, 2013 <Not Available>. 2020-02-22 <http://citation.allacademic.com/meta/p626157_index.html>
Publication Type: Poster
Review Method: Peer Reviewed
Abstract: Forty intermediate ESL learners participated in a pretest-treatment-posttest experiment. Two treatment groups received computerized input based instruction. Results showed there was no significant difference between groups. Both groups improved in the interpretation task. The input based instruction was effective in improving participants' ability to interpret and produce the target forms.

Pages: Previous - 1 2 3 4 5 6 7 8 9 10 11 12 13 ... 33 - Next  Jump:

©2020 All Academic, Inc.   |   All Academic Privacy Policy