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2014 - AAAL Annual Conference Words: 42 words || 
1. Tsai, Hsiao-Mei. and Sung, Ko-Yin. "Exploring Learner Errors, Teachers' Corrective Feedback (CF), Learner Uptake and Repair, and Learners' Preferences of CF" Paper presented at the annual meeting of the AAAL Annual Conference, Portland Marriott Downtown Waterfront, Portland, OR, Mar 22, 2014 <Not Available>. 2020-02-25 <>
Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: This study explored learner errors, teachers' oral CF, learner uptake and repair, and learners' CF preferences in a Chinese language classroom setting. Two Chinese language classes, one beginner and one advanced, at an university in southwestern United States participated in the study.

2014 - Comparative and International Education Society Annual Conference Words: 244 words || 
2. Ali, Karam. "Whole School Improvement: An innovative approach to transform the conventional learner to a robust learner" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, <Not Available>. 2020-02-25 <>
Publication Type: Poster
Abstract: In Afghanistan, education in general, and girls’ education in particular, face significant obstacles. During the Taliban regime, gross primary enrolment fell from 32% to 6.4%. Since this time, enrolments have increased from 0.9 million in 2002 to more than 9.7 million (almost 40% girls) in 2013. The number of schools also increased from 3,400 to 16,590, and the number of female teachers ranges from 0 to 34% of the total, depending on region. The Ministry of Education has a goal of 60% girls’ attendance by 2014. However, such enrolment gains don’t guarantee quality, which remains very low nationwide, a victim to poor textbooks and other learning materials, ill-equipped teachers, impoverished, child-“unfriendly” learning environments and ineffective management and supervision.

Aga Khan Foundation in Afghanistan partners with the Ministry to enhance education quality in targeted provinces by focusing on schools as units of change. Joint efforts feature a ‘Whole School Improvement’ approach, first introduced in six schools of three Northern provinces in 2009. The schools were supported to serve as quality “hubs,” selected due to their central location vis-à-vis other nearby schools. While each school received similar support and has improved greatly, their success varies owing to contextual realities.

This paper will present an analysis of related initiatives in AKF project schools, highlighting their effectiveness, challenges encountered and lessons learned from a practitioner’s perspective, featuring what seems to work well in the specific context, illustrated by anecdotes from the field.

2017 - UCEA Annual Convention Pages: unavailable || Words: unavailable || 
3. Resilla, Clare. "Differentiating English Language Learners from Non-English Language Learners by Their Academic Performance" Paper presented at the annual meeting of the UCEA Annual Convention, Sheraton Denver Downtown Hotel, Denver, Colorado, Nov 16, 2017 Online <PDF>. 2020-02-25 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Examined in this study were Met Standard performance on the state-mandated assessment, the Texas Assessment of Knowledge & Skills (TAKS) Reading, Mathematics, Social Studies, and Science tests in the 2012-2013 school year. The purpose of this examination was to ascertain the degree to which English Language Learner could be differentiated from native English speaking students on the basis of their academic performance.

2017 - Leading Learning for Change - AECT Words: 77 words || 
4. Williams-Shakespeare, Eraldine. "A Case for Increased Learner-Learner Interaction in the Online Environment: A Systematic Literature Review" Paper presented at the annual meeting of the Leading Learning for Change - AECT, Hyatt Regency Jacksonville Riverfront, Jacksonville, Florida, Nov 07, 2017 <Not Available>. 2020-02-25 <>
Publication Type: Concurrent Presentation
Review Method: Peer Reviewed
Abstract: This systematic literature review involved a comprehensive examination of 25 studies published between 2000 and 2016 on learner-learner interactions in online graduate and undergraduate courses. Seventy-seven research questions were identified and analyzed across the studies. Four major themes emerged: frequency versus quality of online interaction, instructor presence, student perception of satisfaction, and course structure. The results of this review support the value of L-L interaction and its role when combined with other types of interaction.

2017 - Leading Learning for Change - AECT Words: 112 words || 
5. Gannon Cook, Ruth., Ley, Kathryn. and Leisman, Gerry. "Learner Analysis and Semiotics: Toward Deeper Interdisciplinary Change and Higher Online Learner Outcomes" Paper presented at the annual meeting of the Leading Learning for Change - AECT, Hyatt Regency Jacksonville Riverfront, Jacksonville, Florida, Nov 07, 2017 <Not Available>. 2020-02-25 <>
Publication Type: Roundtable
Review Method: Peer Reviewed
Abstract: This learner analysis study, grounded in semiotics theory, learning research, and professional standards, documents how two instructional designers used semiotic theory to undergird research on learner analysis. The concern of the researchers was that the prevalent analyses of student comprehension and retention largely revolved around the analyses of interactivities, technologies, and communities of learning (Friedman & Friedman, 2013; Russell, 1999; Ramage, 2001; Tucker, 2000; Zhao, Lei, Yan, Lai, Tan, 2005), but there was a paucity of research on other factors that could affect student learning and retention, such as cultural factors. This study sought to explore interdisciplinary studies for insights into which factors may facilitate student learning and retention in online courses.

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