Relevant bibliographies by topics / Mixed.ability teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Mixed.ability teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Mixed.ability teaching"

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Skov, Poul. "Mixed Ability Teaching." Scandinavian Journal of Educational Research 30, no. 2 (June 1986): 85–94. http://dx.doi.org/10.1080/0031383860300203.

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Werner, Robert J. "Mixed-Ability Teaching." ELT Journal 72, no. 2 (April 2018): 223–25. http://dx.doi.org/10.1093/elt/ccx067.

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Reynolds, Alan, Fiona Husein, and Paul Richardson. "Strategies for mixed ability teaching within English." Support for Learning 5, no. 4 (November 1990): 186–92. http://dx.doi.org/10.1111/j.1467-9604.1990.tb00187.x.

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Wroblewski, Bartlomiej, and Marie Majerová. "Teaching strategies and techniques in mixed-ability classes." CASALC Review 9, no. 2 (December 20, 2019): 31. http://dx.doi.org/10.5817/casalc2019-2-3.

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V příspěvku autoři hodnotí svoji každodenní zkušenost s výukou heterogenních studijních skupin na vysoké škole. V první části autoři popisují typické složení studijní skupiny kurzů „Angličtiny pro zdravotníky“ a charakterizují studenty z hlediska vstupní jazykové competence a věkového složení. Pozornost je věnována problematice jazykových vloh a motivace. V druhé části jsou prezentovány praktické výukové komponenty používané s cílem maximalizovat aktivní zapojení a jazykový růst každého jednotlivého studenta. Praktická zkušenost je reflektována ve vztahu k aktuálním výukovým metodám. Diskutované strategie zahrnují adaptace a diferenciace výukových materiálů a úkolů, vybrané formy kooperativního učení, individualizace výuky a změny v prostorovém uspořádání tříd. Závěrem autoři doporučují kombinovat úspěšné výukové komponenty s ohledem na konkrétní heterogenní skupiny
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Bhandari, Bhim Lal. "Challenges of Teaching English in Mixed Ability Classrooms." Butwal Campus Journal 2, no. 1 (April 1, 2020): 40–48. http://dx.doi.org/10.3126/bcj.v2i1.35669.

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Hordiienko, N. M., and L. V. Lomakina. "TEACHING EFL TO MIXED-ABILITY CLASSES: STRATEGIES, CHALLENGES, SOLUTIONS." Advanced Education, no. 3 (July 7, 2015): 39–43. http://dx.doi.org/10.20535/2410-8286.44198.

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Alikulova, Diana Maratovna. "INDIVIDUALIZATION, DIFFERENTIATION AND MATERIAL ADAPTATION IN TEACHING MIXED ABILITY GROUPS." Nauka v sovremennom mire 39, no. 6 (2019): 114–22. http://dx.doi.org/10.31618/2524-0935-2019-39-6-114-122.

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Sun, Shuiying. "Application of mixed teaching mode in practical teaching of Basic Nursing Technology." Advances in Higher Education 3, no. 4 (December 19, 2019): 123. http://dx.doi.org/10.18686/ahe.v3i4.1568.

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<p>Purpose: Understand the application effect of mixed teaching mode in the training teaching of Basic Nursing Technology. Method: The convenience sampling method was used to select nursing students in vocational colleges in 2016. 64 students in the first training group of classes 9 and 10 of the high nursing group were used as control groups and 64 students in the first training group of classes 11 and 12 of the high nursing group were used as experiments group. The experimental courses of the experimental group were taught in a mixed mode, while the experimental courses of the control group were taught using traditional teaching methods. Random examinations were conducted on aseptic techniques, nasal feeding, intramuscular injection, intravenous infusion and other operating items to compare the actual training results of the two groups result: The experimental group's training performance was significantly higher than the control group. Students recognize the mixed teaching model. in conclusion: The mixed teaching mode applied to the training teaching of "Basic Nursing Technology" is conducive to the cultivation of students 'independent learning ability, teamwork ability and hands-on ability and gives full play to students' main body status. There are still some problems in this area that need to be further improved.</p>
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Zakarneh, Bilal, Najah Al-Ramahi, and Mahmoud Mahmoud. "Challenges of Teaching English Language Classes of Slow and Fast Learners in the United Arab Emirates Universities." International Journal of Higher Education 9, no. 1 (February 6, 2020): 256. http://dx.doi.org/10.5430/ijhe.v9n1p256.

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One of the greatest challenges experienced by teachers teaching students who learn English as a foreign or a second language is teaching a class consisting of fast learners and slow learners commonly referred to as mixed-ability classes. The present study investigates challenges experienced by teachers of English language classes encompassing slow learners and fast learners. Data was collected using survey questionnaire and analyzed using Microsoft excel. Results revealed that teachers of English language experience several challenges: mixed-ability class tend to be uncooperative and fast learners get bored easily; challenges in planning for the lesson to teach a mixed-ability class; challenges in creating appropriate work-materials for the mixed-ability class; lack of best approaches to manage mixed-ability class; challenges in getting attention of all learners in a mixed-ability class; and frustration when teaching mixed-ability classroom due to low motivation of weak students.
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Boştină-Bratu, Simona, and Alina Negoescu. "Differentiated Instruction in Mixed - Ability Groups the Jigsaw Strategy -." International conference KNOWLEDGE-BASED ORGANIZATION 22, no. 2 (June 1, 2016): 407–12. http://dx.doi.org/10.1515/kbo-2016-0070.

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Abstract An effective teaching-learning environment is student-centered, student-driven, allowing teachers to meet students’ learning needs and help them make progress in a variety of ways. This paper aims at analyzing some of the cooperative learning methods used to create more flexibly-designed foreign language lessons, where students’ skill levels, educational background, interests and motivation are heterogeneous. It focuses on differentiated instruction strategies, such as team work and jigsaw teaching, as well as on ways of implementing them appropriately and effectively in the foreign language classroom. We will start with an overview of some theoretical contributions and definitions concerning the differentiated instruction and the jigsaw classroom. The study mainly focusses on the jigsaw classroom as an effective technique meant to encourage students to involve in learning activities, interact and share knowledge and information, developing their linguistics, social and problem-solving skills, necessary in international environments, in such areas as communication, leadership, and decision-making.
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Dissertations / Theses on the topic "Mixed.ability teaching"

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Analyn, Londres. "Keeping up with the High-Ability Students : Teachers’ Perspectives on Helping High-Ability Students in Mixed-Ability English Classes." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61200.

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This paper aimed to investigate how English teachers in junior high school help and motivate high-ability students to develop their potentials in mixed-ability English classrooms. Five junior high school English teachers from two different schools in Southern Sweden participated in this study. The method used to carry out the investigation was qualitative, with in–depth, semi-structured interviews. Results showed that the participants found that it was difficult to focus their attention on high-ability students in a mixed-ability setting. However, the participants have been positive to have high-ability students in a classroom because they serve as good role models to inspire their classmates. In addition, it was found that teachers prepare various materials with different levels of difficulty to suit to the differing needs of their students. Although the term differentiated instruction was not used by the participants of the study, it was, in fact, the approach they used to motivate their students. It is not possible to recommend best practices for dealing with high-ability students because what works with one student does not automatically work with other students. Furthermore, teachers reported that many high-ability students do not want to have differentiated instruction. This appears to be one of the hindrances to helping high-ability students develop their potentials.
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Kantor, Kristen Sparks. "General educators perceptions of preparedness to teach in mixed-ability classrooms." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/850.

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The increasing populations of students with special academic needs included in general education classrooms in American public schools are providing a growing teacher preparation challenge. The purpose of this study was to analyze both strengths and weaknesses in how general education teachers perceived their pre-service preparation for teaching in mixed-ability classrooms. A constructivist learning theory paradigm was used to interpret shared experiences of general education teachers working in mixed-ability public elementary schools. The research question was centered in how this group of teachers assessed preparation to provide instruction for Autism Spectrum Disorder, English Language Learners (ELL), general education, gifted, and Inter-Related Resource students. A sequential explanatory mixed methods research design was used in the study, and a teacher survey and interviews with teacher focus groups served as data collection instruments. Triangulation of data sources and peer review ensured reliability and validity of findings. Comparison of categorical sample data using percentages revealed that teachers did indeed identify differences in their perceived training. Teacher focus group data was then coded and analyzed to reveal; a need for more in-depth training for general education certification to better meet the specific needs of Autistic, ELL, gifted, and Resource students; sustained environmental support; and comfort in essential professional knowledge and abilities. Recommendations include the addition of specific special education coursework for general education certification in higher education and ongoing in-service training for public school teachers. Adopting these recommendations in both arenas may affect positive social change by increasing the likelihood of retaining general education teachers in American public schools.
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Morris, John Llewellyn. "A Qualitative Investigation of Interdisciplinary Mixed Ability Co-operative Classes in an Inner-ring Suburban High School." Cleveland State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1228311371.

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McCaw, Donna S. Davis-Lenski Susan Braun Joseph A. "Teaching reading using small flexible-skills grouping and whole classroom instruction a study of project : FIRST /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006623.

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Thesis (Ed. D.)--Illinois State University, 2001.
Title from title page screen, viewed April 20, 2006. Dissertation Committee: Susan Davis-Lenski, Joseph Braun (co-chairs), Anthony Lorsbach. Includes bibliographical references (leaves 115-139) and abstract. Also available in print.
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Svärd, Ann-Christin. "The challenge of mixed-ability classes : How should upper secondary English teachers work in order to help the weaker students?" Thesis, Jönköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-693.

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The purpose of this essay is to find out how upper secondary English teachers should work in order to reach the weaker students. I am interested in what has been written about mixed-ability classes, the challenges they present and most of all how teachers of English need to work in such classes to reach all students, especially the weaker ones.

I have also interviewed three upper secondary teachers about how they work to reach the weaker students in their classes.

My findings are that, according to the teachers interviewed, the best way to deal with the problem is to bring back ability grouping. The literature I read mostly had negative views on this method and stressed the importance of differentiation and motivation instead. Both the literature and the teachers claimed that a good atmosphere, clear instructions, structure and setting routines were the most important factors when working with mixed ability classes.

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Ho, Kaling Rosa, and 何家玲. "The effects of language arts on the learning experience of a Hong Kongsecondary four Chinese-medium mixed ability class: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31676522.

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Hobson, Meredith L. "An analysis of differentiation strategies used by middle school teachers in hetergeneously [i.e. heterogeneously] grouped classrooms." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/hobsonm/meredithhobson.pdf.

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Lee, Marci Lynn. "Differentiated instruction with middle school gifted students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2529.

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The education of all students is important in the school system, however, all students learn differently and are at different levels. One strategy that is used to cope with this issue is differentiated instruction. Di fferentiated instruction is when you teach to the individual student's needs by pre-assessing and determining those needs. If the student already know the information you need to move onto something more challenging for them. Often these gifted students already know the information, since they do come into each grade knowing 50% of the curricula, but quite often they are taught it again.
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Werth, Arman Karl. "Grouped to Achieve: Are There Benefits to Assigning Students to Heterogeneous Cooperative Learning Groups Based on Pre-Test Scores?" PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1412.

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Cooperative learning has been one of the most widely used instructional practices around the world since the early 1980's. Small learning groups have been in existence since the beginning of the human race. These groups have grown in their variance and complexity overtime. Classrooms are getting more diverse every year and instructors need a way to take advantage of this diversity to improve learning. The purpose of this study was to see if heterogeneous cooperative learning groups based on student achievement can be used as a differentiated instructional strategy to increase students' ability to demonstrate knowledge of science concepts and ability to do engineering design. This study includes two different groups made up of two different middle school science classrooms of 25-30 students. These students were given an engineering design problem to solve within cooperative learning groups. One class was put into heterogeneous cooperative learning groups based on student's pre-test scores. The other class was grouped based on random assignment. The study measured the difference between each class's pre-post gains, student's responses to a group interaction form and interview questions addressing their perceptions of the makeup of their groups. The findings of the study were that there was no significant difference between learning gains for the treatment and comparison groups. There was a significant difference between the treatment and comparison groups in student perceptions of their group's ability to stay on task and manage their time efficiently. Both the comparison and treatment groups had a positive perception of the composition of their cooperative learning groups.
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Cheng, Nai-Yu, and 鄭乃瑜. "Innovative Teaching to Break Through The Dilemma of Mixed – Ability Grouping." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/75270824607633137142.

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碩士
亞東技術學院
運籌管理研究所
101
Abstract “Teach all comers without discrimination” and “Teach students in accordance with their aptitude” are basic mottos for most of educators. The former emphasizes treating each student equally and never giving up any of them. The idea concerns the objective that every child is created equal, and to divide students into classes normally. To divide students is to provide the students with different study environments and assistance according to different needs of the individual. Both methods are considered as ideal ways for educators. However, both methods conflict each other in practice. To concern the individual differences within a normal class and make the class go smoothly seems to be a big challenge to educators. In order to achieve ideas of both concepts and find out the best solution, the research uses Group Technology to make it work. Traditional Group Technology is two-dimensional: machines and components. The goal is to categorize components with same appearances or same processes into part family. Machines with same characters are categorized as machine cell. By doing grouping, it helps reduce moving time and producing time, urthermore to enhance efficiency. In this research, student is treated as component and the grade is treated as machine. Students are grouped into three through cluster of Group Technology. By lecturer’s design and collecting, the lectures and exercises suited to these groups could be found, and two flexible classes each week can make up students’ mathematics abilities. It is also found that there is no significant effect to the first group or high performance students, but there exists some significant effect to the second and third groups, or medium performances and low performances students. The different performing students have positive attitudes to face the classification in the class. By ability-grouping teaching, it leads these three groups of students into different study levels through flexible curriculum and achieves the best study efficiency and the spirit of adaptive teaching.
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Books on the topic "Mixed.ability teaching"

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Teaching in transition: The challenge of mixed ability grouping. Milton Keynes, England: Open University Press, 1985.

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Cikánová, Karla. Teaching mixed media to children. East Roseville, NSW, Australia: Craftsman House, 1995.

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Teaching mixed media to children. [British Virgin Islands]: Craftsman House, 1995.

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Neill, Valerie H. Mixed ability teaching: An analysis of teachers' perceptions in four Northern Ireland secondary schools. [s.l: The author], 1987.

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Jennings, Matthew. Teaching for results: Best practices in integrating co-teaching and differentiated instruction. Lanham, Md: Rowman & Littlefield Publishers, 2012.

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Teaching fairly in an unfair world. Markham, Ont: Pembroke Publishers, 2008.

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Churton, Michael W. Teaching children with diverse abilities. Boston: Allyn and Bacon, 1998.

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Laura, Waller, ed. The teaching revolution: RTI, technology, and differentiation transform teaching for the 21st century. Thousand Oaks, Calif: Corwin Press, 2011.

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Bonset, H. Onderwijs in heterogene groepen: Een case-study naar het vak Nederlands in een breed-heterogene brugklas van een reguliere scholengemeenschap, en een literatuurstudie naar heterogeniteit en interne differentiatie = Mixed ability teaching : a case-study of the teaching of Dutch in an unstreamed first form of a regular secondary school, and a study of the literature on mixed ability teaching. Purmerend: Muusses, 1987.

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Differentiating the high school classroom: Solution strategies for 18 common obstacles . Thousand Oaks, Calif: Corwin Press, 2009.

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Book chapters on the topic "Mixed.ability teaching"

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"Mixed–ability teaching." In A Guide to Teaching Practice, 218–35. Routledge, 2006. http://dx.doi.org/10.4324/9780203132579-19.

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Sands, Margaret, and Trevor Kerry. "Introduction." In Mixed Ability Teaching, 11–13. Routledge, 2020. http://dx.doi.org/10.4324/9781003018292-1.

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Sands, Margaret, and Trevor Kerry. "Conclusion." In Mixed Ability Teaching, 116–19. Routledge, 2020. http://dx.doi.org/10.4324/9781003018292-10.

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King, Tom. "Mixed Ability and the Community School Ideal." In Mixed Ability Teaching, 15–24. Routledge, 2020. http://dx.doi.org/10.4324/9781003018292-2.

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Collier, Frank. "A Retreat from Mixed Ability Teaching." In Mixed Ability Teaching, 25–36. Routledge, 2020. http://dx.doi.org/10.4324/9781003018292-3.

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Ridley, Ken. "Mixed Ability Teaching in the Primary School." In Mixed Ability Teaching, 37–46. Routledge, 2020. http://dx.doi.org/10.4324/9781003018292-4.

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Sands, Margaret. "Teaching Methods: Myth and Reality." In Mixed Ability Teaching, 47–60. Routledge, 2020. http://dx.doi.org/10.4324/9781003018292-5.

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Kerry, Trevor. "Mixed Ability Teaching in the Humanities." In Mixed Ability Teaching, 61–70. Routledge, 2020. http://dx.doi.org/10.4324/9781003018292-6.

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Flecknoe, Mervyn. "Mixed Ability Teaching in Science." In Mixed Ability Teaching, 71–81. Routledge, 2020. http://dx.doi.org/10.4324/9781003018292-7.

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Kerry, Trevor. "The Demands made on Pupils’ Thinking in Mixed Ability Classes." In Mixed Ability Teaching, 82–104. Routledge, 2020. http://dx.doi.org/10.4324/9781003018292-8.

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Conference papers on the topic "Mixed.ability teaching"

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Sukyadi, Didi, Didin Samsudin, Risa Triarisanti, and Velayeti Nurfitriana Ansas. "Teaching Strategies for Korean Language Classes with Highly Mixed Ability Students." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007170405330537.

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Mohamed, Abdallah. "Evaluating the Effectiveness of Flipped Teaching in a Mixed-Ability CS1 Course." In ITiCSE '20: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3341525.3387395.

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Musaeva, E. G., and L. V. Ermakova. "PROBLEMS, STRATEGIES AND MEANS OF ENGLISH LANGUAGE MIXED-ABILITY TEACHING IN NON-LIGUISTIC UNIVERSITIES." In TEACHING THE FOREIGN LANGUAGE OF STUDENTS OF HIGHER AND SECONDARY EDUCATIONAL INSTITUTIONS AT PRESENT STAGE. PROBLEMS OF PRESERVING THE LANGUAGE AND CULTURE OF EVENKS OF RUSSIA AND OROCHONS OF CHINA. Amur State University, 2020. http://dx.doi.org/10.22250/tfl.2020.18.

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Shi, Junwei. "Research on the Mixed Teaching Design Focusing on Golden Class and the Innovative Development of Teachers' Informatization Teaching Ability." In Proceedings of the 2019 International Conference on Management, Education Technology and Economics (ICMETE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icmete-19.2019.107.

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Viktorko, L. V. "DEVELOPING OF INTERCULTURAL COMMUNICATIVE COMPETENCE THROUGH TEACHING ESP IN A MIXED-ABILITY GROUP OF INTERNATIONAL STUDENTS." In SAKHAROV READINGS 2020: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. Minsk, ICC of Minfin, 2020. http://dx.doi.org/10.46646/sakh-2020-1-136-139.

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Duan*, Shaojun. "Cultivation of Students’ Critical Thinking Ability through CLIL Mixed Teaching Model—A Case Study of “An Introduction to English Literature”." In Proceedings of the 2019 3rd International Conference on Education, Economics and Management Research (ICEEMR 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191221.159.

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Latkovska, Evija, and Endija Zustrupa. "Differentiated Activities in the Context of Inclusive Education to Enhance the Acquisition of the English Language at Primary School." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.08.

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In the 21st century one of the reasons for teachers to pursue continuous professional development is experiencing demanding situations in their lessons, because the concept of mixed-ability teaching has broadened schools being open to diversity. Consequently, different pupils learn together in comprehensive schools and have equal rights to quality education. That also regards language learning. In the present article the authors look upon a situation in which a teacher of English in a comprehensive school has to deal with groups of primary school pupils who have varied needs and preferences for learning a foreign language both academically and socially (for example, having problems with reading and understanding the read material, focusing and keeping attention, working in pairs or groups). Therefore, the use of differentiated activities to enhance primary school pupils’ acquisition of the English language is explored. The chosen research method is a case study in which 14 primary school pupils take part. Data collection methods used in the research are observation (a teacher’s diary to notice the pupils’ strengths and weaknesses of learning English and checklists to gather the evidence of the pupils’ learning achievement) and document analysis (test evaluation forms to record the pupils’ learning results and progress). The analysis of the gathered data shows that the use of the chosen differentiated activities, which are based on the ideas of mixed-ability teaching and inclusive education, has helped the pupils improve the acquisition of the English language The results of the case study allow the authors to conclude that the varied needs and preferences pupils have for learning a foreign language are a compelling reason for teachers to find new ways of teaching to be able to help each learner prosper.
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Wood, Jennifer. "Promoting Inclusive Practice: Video CVs as a Teaching & Learning Tool in the Language Classroom." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13088.

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This paper considers the benefits and results of the introduction of a video CV assessment into an intermediate, mixed-ability undergraduate Spanish-language class. This task was designed both to modernize an existing written task and to provide students with dyslexia and other language-processing difficulties with the opportunity to best display their capabilities in the second language (L2). Dyslexia is a Specific Learning Difference (SpLD) whose characteristics can vary in form and severity, but which particularly affect language-processing. Dyslexic individuals often display a “paradoxical co-existence of special abilities and disabilities” (West, 1991, p.32): Abilities which include verbal acuity, visuospatial faculties, flexible problem-solving and creative skills which can all be used to advantage when designing activities to help students achieve success in learning a second language. A multisensory approach is now widely recognised as benefiting dyslexic individuals while other suggested adjustments include: oral recordings rather than written performance; multimedia presentations; and the incorporation of tasks that activate kinaesthetic-tactile components of learning, all elements mobilized within the video CV task. The video CVs produced by students were multisensory and creative while effectively mobilisiing the L2, showing the benefits of inclusive practice for all students, helping to create a diverse and engaging learning experience.
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"Concept–based Analysis of Java Programming Errors among Low, Average and High Achieving Novice Programmers." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4246.

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[This Proceedings paper was revised and published in the 2019 issue of the Journal of Information Technology Education: Innovations in Practice, Volume 18.] Aim/Purpose: The study examined types of errors made by novice programmers in different Java concepts with students of different ability levels in programming as well as the perceived causes of such errors. Background: To improve code writing and debugging skills, efforts have been made to taxonomize programming errors and their causes. However, most of the studies employed omnibus approaches, i.e. without consideration of different programing concepts and ability levels of the trainee programmers. Such concepts and ability specific errors identification and classifications are needed to advance appropriate intervention strategy. Methodology: A sequential exploratory mixed method design was adopted. The sample was an intact class of 124 Computer Science and Engineering undergraduate students grouped into three achievement levels based on first semester performance in a Java programming course. The submitted codes in the course of second semester exercises were analyzed for possible errors, categorized and grouped across achievement level. The resulting data were analyzed using descriptive statistics as well as Pearson product correlation coefficient. Qualitative analyses through interviews and focused group discussion (FGD) were also employed to identify reasons for the committed errors. Contribution:The study provides a useful concept-based and achievement level specific error log for the teaching of Java programming for beginners. Findings: The results identified 598 errors with Missing symbols (33%) and Invalid symbols (12%) constituting the highest and least committed errors respec-tively. Method and Classes concept houses the highest number of errors (36%) followed by Other Object Concepts (34%), Decision Making (29%), and Looping (10%). Similar error types were found across ability levels. A significant relationship was found between missing symbols and each of Invalid symbols and Inappropriate Naming. Errors made in Methods and Classes were also found to significantly predict that of Other Object concepts. Recommendations for Practitioners: To promote better classroom practice in the teaching of Java programming, findings for the study suggests instructions to students should be based on achievement level. In addition to this, learning Java programming should be done with an unintelligent editor. Recommendations for Researchers: Research could examine logic or semantic errors among novice programmers as the errors analyzed in this study focus mainly on syntactic ones. Impact on Society: The digital age is code-driven, thus error analysis in programming instruction will enhance programming ability, which will ultimately transform novice programmers into experts, particularly in developing countries where most of the software in use is imported. Future Research: Researchers could look beyond novice or beginner programmers as codes written by intermediate or even advanced programmers are still not often completely error free.
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Cohen Zilka, Gila. "Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4776.

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Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the productive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching practice during the COVID-19 period, from the perspective of preservice teachers. Methodology: The study involved 287 students studying at teacher training institutions in Israel. The preservice teachers were studying online and, in addition, engaged in online teaching of students in schools, guided by their own teacher. The study used a mixed method. The questionnaire included closed and open questions. The data were collected in 2020-2021. Contribution: Identifying the affecting factors may deepen the understanding of online learning/teaching and assist in the optimal implementation of online learning. Findings: Online learning experience. We found that some of the lessons at institutions of higher learning were delivered in the format of online lectures. Many preservice teachers had difficulty sitting in front of a computer for many hours—“Zoom fatigue.” Some preservice teachers wrote that collaborating in forums with others made it easier for them. Some suggested diversifying by digital means, incorporating asynchronous units and illustrative films, and easing up on online lectures as a substitute for face-to-face lectures. Online teaching experience in schools. The preservice teachers’ descriptions show that in lessons taught in the format of lectures and communication of content there were discipline problems and non-learning. According to the preservice teachers, discipline problems stemmed from difficulties concentrating, physical distance, load, and failure to address the students’ difficulties. Recommendations for Practitioners: The findings suggest that it is recommended to combine synchronous lectures and meetings with asynchronous learning that integrates 21st century skills. It is advisable to use collaborative tools, such as forums, shared files, and open content repositories, and to encourage meaningful dialogue between learners, and between learners and their teachers, to better deal with the physical distance. Recommendations for Researchers: A change in the learning medium also requires a change in the definition of objectives and goals expected of each party—students, teachers, and parents. All parties must learn to view online learning as a method that enables empowerment and the application of 21st century skills. Impact on Society: Teachers’ ability to deploy 21st century skills in an online environment depends largely on their experience, knowledge, skills, and attitude toward these skills. Future Research: This study examined the issue from the perspective of preservice teachers. The issue should also be studied from the perspective of lecturers in academia, teachers in schools, and school students. Future studies should examine whether the change that took place during the COVID-19 period in relation to the deployment of 21st century skills, as experienced by all parties, led to the continued use of these skills in the post-corona period. Continued use depends largely on past experiences, knowledge, skills, and attitudes toward these skills. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 141-159.] Click DOWNLOAD PDF to download the published paper. ***
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