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김정은. "Teaching Second Language Grammar: Deductive versus Inductive Instruction." English Language Teaching 26, no. 1 (March 2014): 1–20. http://dx.doi.org/10.17936/pkelt.2014.26.1.001.
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Lai, Chun, Xuedan Qi, Chan Lü, and Boning Lyu. "The effectiveness of guided inductive instruction and deductive instruction on semantic radical development in Chinese character processing." Language Teaching Research 24, no. 4 (October 9, 2018): 496–518. http://dx.doi.org/10.1177/1362168818805265.
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This study compared the effectiveness of deductive instruction and guided inductive instruction for developing semantic radical knowledge of Chinese characters. The evaluation was conducted through a quasi-experimental 3-week intervention involving 46 intermediate learners of Chinese as a foreign language (CFL). The results indicated that guided inductive instruction generated significantly greater gains in learners’ use of radical information for radical form-meaning mapping and for Chinese character recognition and inferencing. This study further found that the effectiveness of inductive instruction in strengthening radical form-meaning mapping varied for semantic radicals of different complexity levels. These findings suggest that instructors should apply guided induction in teaching semantic radicals, but also be flexible in varying instruction in response to the complexity of semantic radicals. The findings suggest that the inductive-deductive nature of instruction and the complexity of semantic radicals are important variables to consider in future research on the learning and instruction of Chinese characters.
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Takimoto, Masahiro. "The Effects of Various Kinds of Form-Focused Instruction on Learners' Ability to Comprehend and Produce Polite Requests in English." TESL Canada Journal 26, no. 1 (November 24, 2008): 31. http://dx.doi.org/10.18806/tesl.v26i1.389.
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This study involving 60 Japanese learners of English investigated the effects of various kinds of form-focused instruction on learners' ability to comprehend and produce polite requests in English. Each treatment group received one of the following: (a) deductive instruction; (b) inductive instruction with problem-solving tasks; or (c) inductive instruction with structured input tasks. These tasks all involved explicit input-based instruction and were intended to test for differences in deductive versus inductive treatments. Treatment group performance was compared with that of a control group on a range of input- and output-based pretests, posttests, and follow-up tests. The results indicate that the three treatment groups performed significantly better than the control group, suggesting that in this study explicit input-based instruction was effective both deductively and inductively for learners' comprehension and production of English polite requests. There was also some indication that inductive treatment may be superior in the longer term.
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Glaser, Karen. "The Neglected Combination: A Case for Explicit-Inductive Instruction in Teaching Pragmatics in ESL." TESL Canada Journal 30, no. 7 (February 20, 2014): 150. http://dx.doi.org/10.18806/tesl.v30i7.1158.
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A substantial part of interlanguage pragmatics (ILP) research has contrasted ex- plicit and implicit teaching designs, generally finding that explicit approaches— those featuring metapragmatic rule provision—are more effective than their implicit counterparts, which are characterized by the absence of metapragmatic information. A second dichotomy used to characterize instructional designs, that of deductive vs. inductive approaches, has received somewhat less attention. Con- cerned with the sequencing of the instruction rather than the criterion of whether or not to provide rules, this concerns the question of whether to choose (deductive) rules or (inductive) language use as the starting point of the instruction. Although the two dichotomies are interrelated, they are often unjustifiably merged, with the labels deductive and explicit, on the one hand, and inductive and implicit, on the other, being used interchangeably. This article illustrates the reasons for this oversimplification and argues that the resulting focus on the contrast of explicit-deductive and implicit-inductive designs has led to overlooking a third possible constellation: the explicit-inductive framework. Adopting a classroom perspective, the article further attempts to point out the advantages that this neglected combination can have for the teaching and learning of pragmatics in ESL.
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Glaser, Karen. "News from the pragmatics classroom: Contrasting the inductive and the deductive approach in the teaching of pragmatic competence." Intercultural Pragmatics 13, no. 4 (November 1, 2016): 529–61. http://dx.doi.org/10.1515/ip-2016-0023.
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Abstract While the role of pragmatic skills in a foreign or second language has been receiving increased attention both from a research and a language teaching perspective, there is still a lamentable scarcity of systematic empirical studies into the effectiveness of instructional methods in the teaching of pragmatics. Addressing this research gap, this article reports about a quasi-experimental study into possible differences between an explicit-inductive and an explicit-deductive instructional approach in the teaching of pragmatic skills in English as a Foreign Language (EFL), more specifically the teaching of offer refusals to 49 advanced adult EFL learners in Germany. The instruction consisted of three 90-minute lessons, which were spread out over the duration of a 15-week academic semester and designed according to the deductive principle and the inductive principle, respectively. While the deductive group was provided with metapragmatic rules directly at the beginning of the instruction, the inductive group only encountered such rules after engaging in language use and guided discovery. Production data was elicited by means of DCTs and role play in a pretest-posttest format. Effectiveness of instruction was operationalized by means of two indicators: Indicator 1 measured the increased usage of the strategies taught in class, while indicator 2 measured the approximation to a native speaker target. The results indicate that the gains in the inductive group surpassed those in the deductive group, suggesting that when situated within the explicit framework, inductive instruction is more effective in the teaching of pragmatic skills.
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Shahzad, Shumaila, Syeda Samina Tahira, and Shamaiela Mehboob Farooqi. "Effect of Inductive Grammar Instruction on The Achievement of Elementary School Students." Global Social Sciences Review V, no. II (June 30, 2020): 221–29. http://dx.doi.org/10.31703/gssr.2020(v-ii).21.
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Key objectives of the study are to (1) determine the effectiveness of the inductive method in augmenting the students achievement in English grammar and (2) compare the perceptions of students in the experimental group (whom intervention of inductive method was given) and control group (who were taught through traditional, i.e. deductive process) regarding teaching methods used for them. Following quasi-experimental design termed as a pretest, post-test control group, two sections of class 8th with 30 students constituted the sample. A 53 items achievement test was used for pre and post-test. The experimental group was exposed to an intervention of teaching tenses through inductive method for 34 days. Meanwhile, the deductive method was used for the control group. Lastly, a 16 items questionnaire was employed to figure out students perceptions. Findings of the intervention study substantiated the usefulness of the inductive method for teaching English grammar. The descriptive study exposed the inductive method as more effective, enjoyable, motivating, exciting and interactive.
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Male, Hendrikus. "UNDERSTANDING INDUCTIVE AND DEDUCTIVE APPROACHES IN TEACHING GRAMMAR IN EFL CONTEXT." Jurnal Dinamika Pendidikan 9, no. 1 (April 1, 2016): 19. http://dx.doi.org/10.33541/jdp.v9i1.135.
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Giving instruction for a language class specifically a grammar class can be a problematic issue of controversy in EFL context for non native speaker (NNS) teacher due to the lack of approach or strategies implementation and the language problem faced in the teaching and learning process. The primary aim of this article is to provide some insight for teachers when conducting or giving instruction to the teaching of English grammar. It also highlights that in giving instruction, combining deductive and inductive approaches can be beneficial for teachers or faculties who are teaching English grammar in the setting of EFL context. Hence, they have to vary the strategies whether it should be extensive or intensive as suggested by Hinkel (2006) in which it might be one of the technique that can be put into account and applied in order to make the teaching of grammar more effective and efficient.Keywords : EFL context, deductive and inductive approaches
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Maryanto, Allesius. "The Effectiveness of Inductive and Deductive Strategies to Improve Motivation and Achievement in Learning Science of Junior High School Students." Journal of Science Education Research 3, no. 1 (October 22, 2019): 1–10. http://dx.doi.org/10.21831/jser.v3i1.27296.
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This study aimed to determine the effectiveness of teaching using the inductive and deductive strategies on the improvement of learning achievement and motivation students. This study was a quasi-experimental study, involved all students of class IX of SMPN 2 Sentolo, Kulonprogo in the academic year of 2010/2011. Sample was established using the purposive sampling technique, two science classes each of 32 students were taught using the inductive and deductive strategy. The data were gathered using a pretest and posttest. The students’ achievement was measured using a multiple choice test and their motivation were measured using a questionnaire and observation sheets. The results show that: (1) there is a difference of science instruction through deductive and inductive strategies on improving learning achievement, which is supported by Independent Samples Test in the t-test column for Equality of Means, score value of sig. (2 tailed) is 0,026; (2) there is no differences of deductive and inductive strategies on improving students’ motivation, which is supported by t-test column for Equality of Means, score value of sig. (2 tailed) is 0,153; (3) there is a significant correlation of motivation on learning science and science achievement, which is shown by the value of coefficient of correlation 0,736.
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Smart, Jonathan. "The role of guided induction in paper-based data-driven learning." ReCALL 26, no. 2 (February 19, 2014): 184–201. http://dx.doi.org/10.1017/s0958344014000081.
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AbstractThis study examines the role of guided induction as an instructional approach in paper-based data-driven learning (DDL) in the context of an ESL grammar course during an intensive English program at an American public university. Specifically, it examines whether corpus-informed grammar instruction is more effective through inductive, data-driven learning or through traditional deductive instruction. In the study, 49 participants completed two weeks of ESL grammar instruction on the passive voice in English. The learners participated in one of three instructional treatments: a data-driven learning treatment, a deductive instructional treatment using corpus-informed teaching materials, and a deductive instructional treatment using traditional (i.e., non-corpus-informed) materials. Results from pre-test, post-test, and delayed post-test indicated that the DDL group significantly improved their grammar ability with the passive voice, while the other two treatment groups did not show significant gains. The findings from this study suggest that in this learning context there are measurable benefits to teaching ESL grammar inductively using paper-based DDL.
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김규미. "How individual’s learning styles affect grammatical achievement in deductive and inductive grammar instruction." English Language Teaching 26, no. 4 (December 2014): 131–48. http://dx.doi.org/10.17936/pkelt.2014.26.4.007.
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Załóg-Kociuga, Katarzyna. "The Influence of Deductive and Inductive Instruction on Adolescents’ Acquisition of English Vowels." Anglica Wratislaviensia 54 (November 15, 2016): 151–63. http://dx.doi.org/10.19195/0301-7966.54.10.
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Difficulties in mastering the pronunciation of a foreign language arise due to numerous factors, among which the differences between the learners’ L1 and L2 seem to be significant. For Polish learners of English, these differences would include considerable disparities between the two vowel systems, which is why the subject of this study are difficult English vowels. The difficulty of vocalic sounds is judged according to Prator’s 1967 Hierarchy of Difficulty. The study aims at determining whether deductive and inductive formal types of phonetic instruction have any influence on the intelligible pronunciation of the most difficult English vowels for Polish 13-year-old learners. Two groups of students were subject to an experiment in which they were taught English pronunciation for 5 weeks: the first group deductively, the second group inductively. Their pronunciation proficiency was tested before and after the teaching sessions by recording the subjects reading a text composed of words containing the tested phonemes. The comparison of the recordings revealed that while the deductive techniques did not yield any statistically significant improvement in the pronunciation of any of the tested vowels, the inductive techniques significantly improved the learners’ pronunciation of [iː], [æ] and [ǝ] in the interconsonantal context. The conclusion to be drawn is that increased aural exposure, imitation and meaning-focused practice yield better results than providing theoretical, metalinguistic information about the sounds, comparing L1 and L2 sounds and pronunciation-focused practice, at least for young adolescent learners, who may not yet be ready to comprehend abstract phonetic notions.
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Hashemi, Ali, and Samran Daneshfar. "The Impact of Different Teaching Strategies on Teaching Grammar to College Students." Theory and Practice in Language Studies 8, no. 3 (March 1, 2018): 340. http://dx.doi.org/10.17507/tpls.0803.10.
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Grammar is considered critical to the ability to use language. Grammar teaching is an issue that provokes strong feelings and attitudes. Grammar teaching is particularly prominent in English as a foreign language (EFL) settings as it is perceived that without a good grammar knowledge, language development will be seriously inhibited. In the current study, we used three grammar instruction techniques including “the Deductive Technique”, “the Inductive Technique”, and “the Implicit Technique”. 80 college students, studying different fields in Abbar, Zanjan, participated in the study. They were assigned to three experimental groups for each of the three teaching techniques. The Deductive group consisted of 31 law students, both boys and girls, the Inductive group comprised 27 boy and girl accounting students, and there were 28 IT students in the Implicit group. The results of data analysis indicated that these groups performed differentially in certain respect. Meanwhile, the Inductive group exceeded the other groups in their performance.
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Rosyad, Ali Miftakhu. "THE IMPLEMENTATION OF INDUCTIVE TEACHING AND LEARNING METHODS IN ISLAMIC EDUCATION LEARNING." Risâlah, Jurnal Pendidikan dan Studi Islam 6, no. 1 (September 5, 2019): 60–75. http://dx.doi.org/10.31943/jurnal_risalah.v6i1.107.
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The article aims to describe the essence of inductive method in Islamic education learning. The learning will run optimally if the teacher utilize the suitable approach and method.Traditional engineering instruction is deductive, beginning with theories and progressing to applications of those theories. Alternative teaching approaches are more inductive. The Islamic education learning should be utilized the inductive method. Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established. Factually, in modern era the Islamic education learning must be innovated for answering the globalization demand.
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Jean, Gladys, and Daphnée Simard. "Deductive versus inductive grammar instruction: Investigating possible relationships between gains, preferences and learning styles." System 41, no. 4 (December 2013): 1023–42. http://dx.doi.org/10.1016/j.system.2013.10.008.
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Tammenga-Helmantel, Marjon, Enti Arends, and Esther T. Canrinus. "The effectiveness of deductive, inductive, implicit and incidental grammatical instruction in second language classrooms." System 45 (August 2014): 198–210. http://dx.doi.org/10.1016/j.system.2014.06.003.
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Wagner, Jennifer, and Janet Sharp. "A Calculus Activity with Foundations in Geometric Learning." Mathematics Teacher 110, no. 8 (April 2017): 618–23. http://dx.doi.org/10.5951/mathteacher.110.8.0618.
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Daloglu, Aysegul. "EFL Students’ Beliefs about How They Learn Grammar Best." English Language Teaching 13, no. 10 (September 29, 2020): 158. http://dx.doi.org/10.5539/elt.v13n10p158.
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Learner beliefs about how they learn a language best play a vital role in the instructional process and the role of grammar instruction has been a much-debated topic in the research and practice of EFL instruction. This study explores learner beliefs about how they best learn grammar focusing on four construct pairs: meaning-focused versus form-focused instruction, focus on form versus focus on forms, explicit versus implicit instruction, and inductive versus deductive grammar instruction. Data were collected through a survey from 927 preparatory year and undergraduate students at an English-medium university in an English as a foreign language (EFL) setting. Results showed that regardless of year of study, students showed a preference for having grammar included as part of their lessons and course books, and although focus on form was reported to be the least preferred method of instruction, when given a choice between implicit versus explicit grammar instruction, all groups preferred explicit instruction.
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Hosseinpur, Rasoul Mohammad, and Reza Bagheri Nevisi. "The impact of pragmatic consciousness-raising tasks on EFL learners’ speech act strategy use." Pragmatics and Society 11, no. 4 (November 20, 2020): 570–90. http://dx.doi.org/10.1075/ps.16066.hos.
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Abstract Although there are growing attempts to equip learners with strategies in the ESL/EFL classroom, there has not been much effort to implement strategies to assist learners in the learning of speech acts (e.g., Cohen & Ishihara, 2005). This study investigated the impact and effectiveness of instruction on EFL learners’ use of speech act strategies. A group of 131 Iranian undergraduate students were instructed through deductive consciousness-raising (C-R), inductive C-R, and L1-based C-R tasks for seven weeks. The results obtained through Cohen and Ishihara’s (2005) speech act strategy inventory indicated that instruction had a significant impact on participants’ utilization of speech act strategies. It also came to light that the learners were generally receptive to deductive and L1-based pragmatic C-R tasks. The findings suggest that pragmatic C-R tasks and especially L1-based tasks are effective means for applying strategies to supporting learners in the acquisition of speech acts.
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TAKIMOTO, MASAHIRO. "The Effects of Deductive and Inductive Instruction on the Development of Language Learners' Pragmatic Competence." Modern Language Journal 92, no. 3 (September 2008): 369–86. http://dx.doi.org/10.1111/j.1540-4781.2008.00752.x.
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Tammenga-Helmantel, Marjon, Iryna Bazhutkina, Sharon Steringa, Ingrid Hummel, and Cor Suhre. "Comparing inductive and deductive grammatical instruction in teaching German as a foreign language in Dutch classrooms." System 63 (December 2016): 101–14. http://dx.doi.org/10.1016/j.system.2016.09.002.
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Osman, Sharifah, Shahrin Mohammad, Mohd Salleh Abu, Mahani Mokhtar, Jamilah Ahmad, Norulhuda Ismail, and Hanifah Jambari. "Inductive, Deductive and Abductive Approaches in Generating New Ideas: A Modified Grounded Theory Study." Advanced Science Letters 24, no. 4 (April 1, 2018): 2378–81. http://dx.doi.org/10.1166/asl.2018.10958.
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Koceva, Vesna. "TYPES OF EXPLICIT AND IMPLICIT GRAMMAR INSTRUCTION." Knowledge International Journal 34, no. 6 (October 4, 2019): 1645–50. http://dx.doi.org/10.35120/kij34061645k.
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This paper briefly presents a theoretical research conducted by revising an extensive relevant literature on this problematics, by separating, in our opinion, the most important definitions connected with explicit and implicit grammar instruction. The introduction gives a brief explanation of the difference between the implicit and explicit knowledge and learning. The paper further establishes the main differences between the implicit and explicit instruction by citing the positions of Ellis, Housen and Pierrard. A distinction is made between the indirect assistance or intervention i.e. indirect instruction which, in essence, is implicit as well as some implicit instruction. The paper continues with a discussion of Batstone's stance, who believes that the explicit and implicit instructions can only be defined in relation with the teacher or the creator of the teaching material, while the implicit and explicit learning refer to the student and there is no necessary relation between the two pairs of terms. The paper briefly mentions the claims of Norris and Ortega, Doughty and Robinson. The discussion continues with explanation of the types of explicit and implicit instruction, defining the terms reactive, proactive, direct, indirect, deductive, inductive, intensive and extensive grammar instruction. In the end, the paper briefly summarises the main definitions regarding explicit and implicit grammar instruction.
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Qi, Xuedan, and Chun Lai. "The effects of deductive instruction and inductive instruction on learners’ development of pragmatic competence in the teaching of Chinese as a second language." System 70 (November 2017): 26–37. http://dx.doi.org/10.1016/j.system.2017.08.011.
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Wahl-Alexander, Zachary, and Matthew D. Curtner-Smith. "Influence of Negotiations on Preservice Teachers’ Instruction Within the Skill Themes Approach Unit." Journal of Teaching in Physical Education 39, no. 4 (October 1, 2020): 500–507. http://dx.doi.org/10.1123/jtpe.2018-0332.
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Purpose: To describe the influence of negotiations on instruction when preservice teachers taught elementary students using a skill theme approach. Methods: Participants were nine preservice teachers from one physical education teacher education program enrolled in a 9-week early field experience. They taught kindergarten, first-, and second-grade students (N = 203). Constructs from the ecology paradigm and previous research on negotiations guided data collection and analysis. Data were collected through nonparticipant observation, informal interviews, critical incident reflections, document analysis, and formal interviews. Deductive and inductive qualitative techniques were employed to code and categorize the data. Findings: A unique and mainly positive pattern of negotiations was revealed as were some new forms of negotiation. Students were also shown to initiate negative negotiations to change content they perceived as gender inappropriate. Conclusion: These findings could be used as the basis for educating preservice teachers to negotiate more effectively when teaching by skill themes.
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Widasari, Ni Luh Putu Dina, and Tjok Istri Agung Mulyawati. "Analisis Teks Satua Pan Angklung Gadang: Kajian Amanat." Humanis 25, no. 1 (February 27, 2021): 52. http://dx.doi.org/10.24843/jh.2021.v25.i01.p07.
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This research is entitled “Amanat Teks Satua Pan Angklung Gadang: Suatu Pendekatan Moral”. This research has function to describe the structure and analyze the instruction appeared on the Teks Satua Pan Angklung Gadang. Data equipping stage used collect-method with record and translate techniques. Data analyze stage used qualitative method. In this stage, the research is supported also with analytical descriptive technique. The method which is used in presentation of data analyzed result is informal method which is supported by deductive and inductive techniques.The result of this research has been showing: there are six analyzed structure which is build Teks Satua Pan Angklung Gadang. They are incident, plot, characters, characterization, setting, theme, and the instruction was analyzed on the different sub-chapter. The plot of Teks Satua Pan Angklung Gadang consist of three plots and all of them are straight plot. Characterization of it describe by the main character from sociological, psychological, and physiological, aspects with setting of the place, time, and atmosphere, along with social criticism as the theme, the instruction which is contained in Teks Satua Pan Angklung Gadang are moral value of honestly, loyality, karmaphala, leadership, ingenuity, and responsibility.
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Erlam, Rosemary. "The Effects of Deductive and Inductive Instruction on the Acquisition of Direct Object Pronouns in French as a Second Language." Modern Language Journal 87, no. 2 (June 2003): 242–60. http://dx.doi.org/10.1111/1540-4781.00188.
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Owen, Amanda J. "Deductive, rather than inductive, instruction leads to more rapid initial learning of a novel morpheme by school-age children with language impairment." Evidence-Based Communication Assessment and Intervention 3, no. 3 (September 2009): 159–64. http://dx.doi.org/10.1080/17489530903338820.
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Karakus, Memet, and Melis Yesilpinar Uyar. "The Implementation and Evaluation of an Instructional Design Based on the Interdisciplinary Approach: Conscious Consumer Education." Journal of Education and Learning 7, no. 2 (December 21, 2017): 65. http://dx.doi.org/10.5539/jel.v7n2p65.
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The aim of this study was to implement and evaluate the instructional design prepared as consumer-oriented and based upon interdisciplinary curriculum. In this study, case study approach, which is one of the qualitative research patterns, was employed. Observations, interviews and document analysis were used to collect data. For analyzing the data, inductive and deductive content analysis methods in the scope of the content analysis were used in combination. Consequently, it was indicated that instructional design which was developed with an interdisciplinary approach contributed to gain interdisciplinary knowledge and skills and develop consumer consciousness. In the light of these results we may conclude that this design is implementable. However, it was clear that the students had difficulties in points such as performing mathematical operations and expressing warrants. These situations made the implementation process more difficult. These results will contribute to the development of various approaches in mathematics instruction and the diversification of the implementations regarding mathematics use in real life.
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Johan, H., A. Suhandi, A. R. Wulan, and S. Sipriyadi. "Impact of Learning Earth Litosphere using Interactive Conceptual Instruction on Logic Thinking, Conceptual Understanding, and Spiritual Aspect Embedding." Jurnal Pendidikan Fisika Indonesia 14, no. 1 (January 27, 2018): 7–17. http://dx.doi.org/10.15294/jpfi.v14i1.8259.
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The aim of this study is to explore the impact of interactive-conceptual-instruction with visualization on logic thinking, conceptual understanding and spiritual aspect embedding. The sampling technique used in this research was convenience sampling. This research used mixed methods with embedded experiment design. The data of logic thinking and conceptual understanding was collected through pre-test and post-test. The questionnaires were used to collect data on spiritual attitudes and were analyzed qualitatively. The results showed that logic thinking-ability improves from no logic thinking to inductive-deductive logic thinking. The improvement of logic thinking abilities was in the medium category. Understanding the concept shifted from incompetent to conceptual understanding with improvement, in the medium category. The questionnaires analysis showed that the students got spiritual values related to the awareness of God believing behind the natural phenomena that impact on their spiritual attitudes. This study also tried to apply the results of pure science research to support learning activities. Based on the result of the research, it can be concluded that the learning process using interactive conceptual with visualization can improve logic thinking, conceptual comprehension, and spiritual attitude embeding.
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Behforouz, Behnam, and Anca Daniela Frumuselu. "The Reflection of Vocabulary Implementation Through Educational Texting on EFL Learner’s Reading Skill." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 01 (January 12, 2021): 88. http://dx.doi.org/10.3991/ijim.v15i01.18309.
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This paper investigates the efficiency of using text messaging<strong> </strong>in the EFL reading classroom at the Islamic Azad University-South Tehran Branch, Iran. After the administration of an Oxford Placement Test (OPT), 74 participants who scored one standard deviation above and below the mean were selected. Participants were randomly assigned into two groups, an experimental and a control, each including 37 individuals. The reading part of the Preliminary English Test (PET) was administered as a pretest. The experimental group received 108 words via short messages during 18 sessions. During each session, they received 6 sentences with 6 words in a meaningful context. In contrast, the participants of the control group received traditional instruction. They were given the same structural points through inductive and deductive instruction in the classroom and the words were presented while teaching each unit. After the treatment, the participants in both groups were assigned to do a reading posttest. The results of the ANCOVA revealed no statistically significant difference between the control and the experimental groups regarding their reading scores. Thus, the vocabulary learning via short message did not have any significant effect on Iranian EFL learners' ability to comprehend pre-intermediate level texts.
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Pawlak, Mirosław. "Grammar Learning Strategies and Language Attainment: Seeking a Relationship." Research in Language 7 (December 23, 2009): 43–60. http://dx.doi.org/10.2478/v10015-009-0004-7.
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Despite major advances in research on language learning strategies, there are still areas that have received only scant attention, and one of them is undoubtedly learning grammar. The paper contributes to the paucity of empirical investigations in this domain by presenting the findings of a study which sought to investigate the relationship between the use of grammar learning strategies (GLS) reported by 142 English Department students and target language attainment, operationalized as their performance in a practical grammar course and the end-of-the-year examination. Information about GLS use was obtained by means of a tool that was designed on the basis of a theoretical scheme proposed by Oxford, Rang Lee and Park (2007) in which GLS are divided into three categories depending on whether they represent implicit learning with focus on form, explicit inductive learning and explicit deductive learning. The analysis failed to find a strong positive relationship between the use of GLS and achievement, irrespective of the level of the BA program, or statistically significant differences in this respect between lower-level and higher-level participants. The highest, albeit very weak, correlation was identified between the use of GLS associated with explicit deductive learning and grammar course grades, which testifies to the traditional nature of instruction the subjects receive. The findings serve as a basis for putting forward a handful of recommendations for learning, teaching and testing grammar as well as directions for future studies into grammar learning strategies.
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Pema Dendup. "The Beliefs and Practices of Bhutanese English Teachers in Teaching Grammar in English as a Second Language (ESL) Classroom in Bhutan." International Journal of Linguistics and Translation Studies 1, no. 2 (July 23, 2020): 84–99. http://dx.doi.org/10.36892/ijlts.v1i2.32.
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This research aims to study the beliefs and practices of the Bhutanese English teachers about teaching English grammar in the Bhutanese ESL (English as Second Language) classrooms. English in Bhutan plays a vital role as a working language in offices, as a language of international communication, and a medium of instruction in the Bhutanese education system. Considering these multiple roles and its significance as a medium of instruction it is important to study the standard of English in Bhutan and work towards upholding its standard. Therefore; in this study, the teaching of grammar is considered as one essential aspect of teaching and learning English in schools. This study addresses questions on the Bhutanese teachers’ approaches to teaching grammar and their beliefs and practices in the classrooms. It also discusses some matters concerning the English curriculum besides focusing on grammar. To study and identify the Bhutanese English teachers’ beliefs about teaching English grammar, a total of 50 teachers from various schools from Bhutan were involved in this study. The findings from this study indicate that the Bhutanese teachers employ diverse approaches to the teaching of grammar, and among the various approaches most of the Bhutanese teachers follow the deductive method, followed by the inductive method, and there is a minority of teachers who still employ an obsolete method of teaching called lecture method. It is also worthy of note that some teachers in Bhutan are also aware of communicative approaches to language teaching and learning. The study also reflects the negative attitude of English teachers in Bhutan, especially in viewing English as a subject more challenging than other subjects. The findings from this study indicate that the Bhutanese teachers employ diverse approaches to the teaching of grammar, and among the various approaches most of the Bhutanese teachers follow the deductive method, followed by the inductive method, and there is a minority of teachers who still employ an obsolete method of teaching called lecture method. It is also worthy of note that some teachers in Bhutan are also aware of communicative approaches to language teaching and learning. The study also reflects the negative attitude of English teachers in Bhutan, especially in viewing English as a subject more challenging than other subjects. This particular research was an area of interest, because hardly any research has been conducted into the beliefs and practices of Bhutanese teachers, in particular teachers of English language. Therefore, this research has original and significant findings about the beliefs and practices of the Bhutanese English teachers about teaching English grammar.
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Herat University Afghanistan, Mir Abdullah Miri. "Inductive or Deductive? The Impact of Method of Instruction on the Acquisition of Pragmatic Competence in EFL KarenGlaser. Newcastle upon Tyne, England: Cambridge Scholars Publishing, 2014." TESOL Journal 7, no. 1 (February 20, 2016): 249–52. http://dx.doi.org/10.1002/tesj.234.
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Landemore, HÉlÈne. "Politics and the Economist-King: Is Rational Choice Theory the Science of Choice?" Journal of Moral Philosophy 1, no. 2 (2004): 177–96. http://dx.doi.org/10.1177/174046810400100204.
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AbstractThis article is another unapologetic contribution to ‘the gentle art of rational choice bashing’. The debate over rational choice theory (RCT) may appear to have tired out; yet RCT is as dominant in political sciences as ever. The reason is that critics typically take aim at the symptoms of RCT’s failings, rather than their root cause: RCT’s very ambition of being the ‘science of choice’. In this article I argue that RCT fails twice, first as a science ofchoiceand then as ascienceof choice. Both failures suggest that political sciences need an epistemologic (re)conversion away from the Platonic ideal of a deductive and universal science of choice toward a more inductive and pluralist paradigm. While advocates of RCT rightly insist that ‘you can’t beat something with nothing’, I take their advice, with a grain of salt: in order for alternatives to appear, the frame of references needs to be modified. I draw a few perspectives for the political sciences.
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Lamekhova, Elena Anatolievna. "The problem of students’ development in the theory and practice of the national school until 1917 (on the example of natural science)." Samara Journal of Science 7, no. 1 (March 1, 2018): 269–75. http://dx.doi.org/10.17816/snv201871309.
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The paper deals with the problem of interrelation between education, upbringing and training of students while studying natural sciences, which has always been interesting for teachers and methodologists. This problem is especially urgent now in connection with the further implementation of the GEF of secondary general education, which aims the school to create conditions for students development and self-realization. The paper considers interpretation of the relationship between teaching, upbringing and development in the educational process in Russian pedagogy in the period up to 1917. It is noted that views on education and upbringing of children in Russia and Europe developed roughly at the same time. Throughout the entire historical period, there was a struggle between supporters of the new education, advocating rapprochement with advanced Russian and Western European science and Russian clergy, preaching church dogma and their opponents, denying any development at all. Long enough unresolved problems were the lack of unified programs for all educational institutions and established terms of training. Principal changes in the system of domestic education are associated with scientific and pedagogical activities of M.V. Lomonosov and his followers. It emphasizes the importance of the idea that appeared in the writings of teachers in the middle of the 19th century. It advised to take into account the age and individual inclinations of children and develop a new methodology based on childrens activity and independence, which made it possible to pass to the inductive path of instruction. The process of natural science study from the nineteenth century is regarded as the most effective means of developing the sense organs, logical thinking and observation. It also explains the need to combine inductive and deductive teaching methods and justifies the need to use natural objects, experiments and observations in nature for students development.
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P. Sedykh, Arkadiy, Elena I. Bezrukova, Nelly L. Krivchikova, Natalia B. Kudryavtseva, V. Naydenova, Tatiana N. Skokova, and Sophia A. Moisseeva. "TEXT DEFINITIONS OF CLASSIFYING TYPE." Humanities & Social Sciences Reviews 7, no. 5 (October 24, 2019): 811–15. http://dx.doi.org/10.18510/hssr.2019.75103.
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Purpose: This article deals with the detailed consideration of definitional periphrases of classifying type as the textual modification of generic and specific classic definition; the essence of definitional relations of such type of text definitions is revealed.
Methodology: The main method used in the article is the method of definitional analysis. The intuitive-logical, inductive-empirical, deductive-synthetic method, component analysis method and transformation method were also used. The study was based on examples from fiction, educational, popular science literature, as well as collections of quotes and aphorisms.
Result: Moreover, the detailed analysis of logical-semantic relations supplementing the definitional relations in these definitional periphrases is given. Classification relations are described especially thoroughly. The main attention is focused on revealing the types of definitional classifying predictors, on the basis of which modified text definitions are formed.
Applications: This research can be used for universities, teachers, and students.
Novelty/Originality: In this research, the model of Text Definitions of Classifying Type is presented in a comprehensive and complete manner.
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Maričić, Ibolya. "Inductive or Deductive? The Impact of Method of Instruction on the Acquisition of Pragmatic Competence in EFL Karen Glaser. Newcastle upon Tyne, England: Cambridge Scholars, 2014. Pp. Xvii + 615." TESOL Quarterly 50, no. 2 (May 17, 2016): 528–30. http://dx.doi.org/10.1002/tesq.302.
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Gromova, Chulpan, Rezeda Khairutdinova, Dina Birman, and Aydar Kalimullin. "Educational Practices for Immigrant Children in Elementary Schools in Russia." Education Sciences 11, no. 7 (June 30, 2021): 325. http://dx.doi.org/10.3390/educsci11070325.
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Teachers have a pivotal role in the acculturation and adjustment of immigrant children. Practices are an important but an insufficiently explored part of teachers’ work in a multicultural classroom. The purpose of the present research was to identify educational practices that elementary school teachers in the Republic of Tatarstan, Russia, use in their work with immigrant children to provide language and academic support and promote a welcoming atmosphere in the classroom that fosters psychological adjustment of the child. Data were collected through interviews with twenty elementary school teachers working with immigrant children. Interviews were analyzed using inductive and deductive content analysis methods. Findings suggest that in the absence of institutionalized structures, teachers take the initiative to adapt their teaching and instruction methods when working with immigrant children. Teachers primarily rely on individual (one-on-one) tutoring methods to provide language and academic support. Approaches to creating a favorable climate in the classroom and the child’s psychological adjustment include practices of promoting respect for different ethnic groups and developing cross-cultural communication skills. Inclusion of parents in the educational process is used in conjunction with all practices with immigrant children used by teachers. In addition, teachers often rely on Tatar language as an intermediary between the migrant children’s heritage language and Russian when communicating with them. Most children of immigrants are from Central Asian countries where the languages spoken are Turkic in origin and similar to Tatar—the indigenous language spoken in the Republic of Tatarstan.
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Ying, Jieqiong, and Gang Hong. "A Cross-cultural Comparative Study of Requests Made in Chinese by South Korean and French Learners." Journal of Language Teaching and Research 11, no. 1 (January 1, 2020): 54. http://dx.doi.org/10.17507/jltr.1101.07.
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This study aims to examine the differences of pragmatic strategies of requests made in Chinese by South Korean and French learners, in comparison to those made by Chinese native speakers (CNS). Using a Discourse Completion Test (DCT) questionnaire as the research tool, 20 Chinese, 20 French students and 20 South Korean students from the Shanghai International Studies University (SISU) were randomly selected to complete the questionnaire. The response data from the Chinese student questionnaires were used as the baseline data for comparison as well as generating a modified coding scheme. The results show that Chinese speakers and South Korean learners tend to be more direct by using “query preparatory” and “mood derivable” as head acts, while French learners tend to be indirect by primarily using “query preparatory.” In terms of sociopragmatics, the results show that Korean learners and Chinese tend to be hierarchical and collectivistic, while French students are prone to be egalitarian and individualistic. L2 transfer, inductive/deductive mindset, unfamiliarity, and varied perceptions of politeness could be possible reasons for the differences in request strategies. This study concludes with suggestions for future research and pedagogy.
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Dyson, Ben P., Nicole Rhodes Linehan, and Peter A. Hastie. "The Ecology of Cooperative Learning in Elementary Physical Education Classes." Journal of Teaching in Physical Education 29, no. 2 (April 2010): 113–30. http://dx.doi.org/10.1123/jtpe.29.2.113.
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The purpose of this study was to describe and interpret the instructional ecology of Cooperative Learning in elementary physical education classes. Data collection included a modified version of the task structure system (Siedentop, 1994), interviews, field notes, and a teacher’s journal. T-tests of the quantitative data revealed that instruction time, management time, transitions, and wait time decreased significantly during the units and refining, extending, and applying tasks increased significantly. Cognitive/social tasks were observed consistently in every lesson and contributed to student learning. Inductive analysis and constant comparison were used to analyze the qualitative data (Patton, 1990). The researchers identified four main categories from this data: organization and management of students, roles, skill development, and strategizing. To promote individual accountability the teacher used task sheets, assigned Cooperative Learning roles, kept group sizes small, randomly chose students to demonstrate their competence, and asked students to teach their teammates skills and tactics.
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Mukembo, Stephen, M. Craig Edwards, and Craig Watters. "Development of Livelihood Skills through School-Based, Agripreneurship Projects Integrating Youth-Adult Partnerships: The Experiences of Youth Partners in Uganda." Journal of International Agricultural and Extension Education 27, no. 4 (December 15, 2020): 111–27. http://dx.doi.org/10.5191//jiaee.2020.274111.
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quipping young people with livelihood skills is essential for positive youth development and empowerment as they transition into adulthood to become productive and engaged members of their communities. In Uganda, which may be the case in other nations of Sub-Saharan Africa, and elsewhere, even though many youth are becoming better educated and graduating from high schools and colleges, a majority of these graduates remain either unemployed or underemployed. Many have not acquired the necessary skills to transition from school to becoming employable and self-reliant. This phenomenon has been attributed to an outdated curriculum that does not meet the needs of contemporary times. Further, the mode of instruction in most of Uganda’s schools is teacher-centered and provides little room for student engagement and creativity to generate new knowledge, to have authentic learning experiences, or to reflect. Such challenges may be overcome through student-centered learning approaches involving School-Based, Agripreneurship Projects (SAPs) that integrate Youth-Adult Partnerships (YAPs), as were explored in this study. Evaluation of the students’ experiences through deductive and inductive thematic analysis indicated that they acquired knowledge in poultry science, business, agripreneurship, and life skills, including better communication, leadership, and conflict resolution practices. Longitudinal studies should be conducted to determine the longterm effectiveness and impact of SAPs facilitated by Y-APs on improving youth livelihoods, especially that prepare them with the life skills necessary to be productive citizens. Such research could involve cohort or panel investigations. Keywords: entrepreneurship; positive youth development (PYD); project-based learning (PjBL)
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Dushchenko, Olha. "EDUCATIONAL COURSE "PROGRAMMING OF INTERNET-ORIENTED APPLICATIONS": FEATURES OF TEACHING." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 9 (2020): 15–25. http://dx.doi.org/10.28925/2414-0325.2020.9.2.
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The use of Internet-oriented applications is constantly growing, but the question arises how to create Internet-oriented applications. The educational course "Programming of Internet-oriented applications" is designed to solve this problem. The article describes the subject, purpose and results of the educational course "Programming of Internet-oriented applications". The content of the program of the educational course "Programming of Internet-oriented applications" is given. The methodical aspects of teaching the course "Programming of Internet-oriented applications" are revealed, namely the description of lectures with the description of studying the concepts of the topic, methods and means of teaching (verbal teaching methods (explanation, story, conversation), visual teaching methods (demonstration), methods learning depending on the type of cognitive activity (information-receptive, reproductive, problem, partial-search (heuristic), search (research), inductive, deductive), method of stimulating interest in learning and motivation of learning-cognitive activity (discussion); computer), laboratory practicals with a description of tasks to perform, methods and means of teaching (verbal teaching methods (explanation, story, instruction), visual teaching methods (illustration, demonstration), teaching methods depending on the type of cognitive activity (reproductive), methods of control and self-control on the effectiveness of educational and cognitive activities: methods of oral control (individual recitation, frontal recitation), methods of self-control (personal exploration of errors, self-analysis); textbook, computer), independent work of students, modular control work. It is noted that for most lectures multimedia presentations have been developed, which are freely available on the Internet. A distance course "Programming of Internet-oriented applications" has been created as part of distance learning implementation.
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Rezaei, Saeed, and Haniye Seyri. "Iranian doctoral students’ perceptions of publication in English." Journal of Applied Research in Higher Education 11, no. 4 (October 14, 2019): 941–54. http://dx.doi.org/10.1108/jarhe-02-2019-0040.
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Purpose The purpose of this paper is to investigate the English for publication purpose practices of doctoral students in Iran. The overall objective was to explore their motives, hurdles and strategies in academic writing. Design/methodology/approach This case study draws on a narrative inquiry to explore nine science and engineering doctoral students’ perceptions of academic publication. The data were analyzed through a hybrid process of inductive and deductive thematic analysis. Findings The qualitative results showed three dominant themes, namely: motives for publication, hurdles to publication and strategies for dealing with these challenges were extracted. The main sources of motives were students’ desire to publish their works for their graduation, improve their resume, satiate the universities’ evaluation system, and finally share their knowledge worldwide. Their hurdles included: political reasons, language-related problems, center-periphery priorities and the lack of academic writing instruction. In order to overcome these hurdles, the participants employed some strategies in academic writing. Research limitations/implications Due to qualitative nature of this study, only nine PhD students were recruited and therefore the research results are not intended to render generalizability. Besides, only narratives were employed to collect the required data. Future researchers can use surveys to collect more data. Practical implications The findings are discussed within English for academic purposes discourse and some recommendations are provided to alleviate the plights of non-native-English-speaking academic writers. Originality/value The methodology and the higher education context in which this paper was conducted are new to the literature.
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Nothacker, Monika, Marie Bolster, Mirco Steudtner, Katrin Arnold, Stefanie Deckert, Monika Becker, Ina Kopp, and Jochen Schmitt. "International experiences in the development and implementation of guideline-based quality indicators: a qualitative study." BMJ Open 11, no. 1 (January 2021): e039770. http://dx.doi.org/10.1136/bmjopen-2020-039770.
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ObjectivesEvidence-based clinical guidelines play an important role in healthcare and can be a valuable source for quality indicators (QIs). However, the link between guidelines and QI is often neglected and methodological standards for the development of guideline-based QI are still lacking. The aim of this qualitative study was to get insights into experiences of international authors with developing and implementing guideline-based QI.SettingWe conducted semistructured interviews via phone or skype (September 2017–February 2018) with guideline authors developing guideline-based QI.Participants15 interview participants from eight organisations in six European and North American countries.MethodsOrganisations were selected using purposive sampling with a maximum variation of healthcare settings. From each organisation a clinician and a methodologist were asked to participate. An interview guide was developed based on the QI development steps according to the ‘Reporting standards for guideline-based performance measures’ by the Guidelines International Network. Interviews were analysed using qualitative content analysis with deductive and inductive categories.ResultsInterviewees deemed a programmatic approach, involvement of representative stakeholders with clinical and methodological knowledge and the connection to existing quality improvement strategies important factors for developing QI parallel to or after guideline development. Methodological training of the developing team and a shared understanding of the QI purpose were further seen conducive. Patient participation and direct patient relevance were inconsistently considered important, whereas a strong evidence base was seen essential. To assess measurement characteristics interviewees favoured piloting, but often missed implementation. Lack of measurability is still experienced a serious limitation, especially for qualitative aspects and individualised care.ConclusionOur results suggest that developing guideline-based QI can succeed either parallel to or following the guideline process with careful planning and instruction. Strategic partnerships seem key for implementation. Patient participation and relevance, measurement of qualitative aspects and piloting are areas for further development.Trial registration numberGerman Clinical Trials Registry (DRKS00013006).
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Weiner, Jennie M., and Sarah L. Woulfin. "Controlled autonomy: novice principals’ schema for district control and school autonomy." Journal of Educational Administration 55, no. 3 (May 2, 2017): 334–50. http://dx.doi.org/10.1108/jea-03-2016-0032.
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Purpose The purpose of this paper is to gain insights into how a group of novice principals, all in schools that deployed principles of autonomy as mechanisms for improvement, conceptualized what the authors label “controlled autonomy” – a condition in which school leaders are expected to both make site-based decisions and be accountable to district oversight. The study aims to support more effective interactions between school and district leaders around controlled autonomy to increase performance. Design/methodology/approach Using schema as a framework to guide the inquiry, this paper uses qualitative methods and interviewing in particular to explore the questions of interest. Seven novice principals were each interviewed three times over the year each interview lasting approximately one hour (n=21). Data were analyzed thematically using both inductive and deductive coding techniques. Findings Findings show that principals tended to group potential district supports into four categories: operations, instruction, advocacy, and vision and their perceptions regarding the balance between their and the district’s control over activities in each category was dynamic, varied and dependent on views relating to issues as broad as values alignment to perceptions of bureaucratic efficiency. Research limitations/implications Because of the small sample size and methodological approach, it may be inappropriate to generalize the findings across all controlled autonomy contexts. Further research in additional settings is encouraged to support the proposed findings. Practical implications This paper has a number of implications for districts and school leaders. Among these is the need for districts to better articulate the parameters of controlled autonomy and for school leaders to receive more and more effective training and support to effectively utilize autonomy as a mechanism for reform. Originality/value This work fills a gap in the research regarding on how principals conceptualize controlled autonomy or, more specifically, how they view what school autonomy should look like relative to district control and is this paper’s focus. It also provides insights into practice and potential means to enhance a growing, but so far unevenly implemented and under performing reform initiative (i.e. controlled autonomy).
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Smith, Kirsten A., Felicity L. Bishop, Hajira Dambha-Miller, Mohana Ratnapalan, Emily Lyness, Jane Vennik, Stephanie Hughes, et al. "Improving Empathy in Healthcare Consultations—a Secondary Analysis of Interventions." Journal of General Internal Medicine 35, no. 10 (July 14, 2020): 3007–14. http://dx.doi.org/10.1007/s11606-020-05994-w.
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Abstract A recent systematic review of randomised trials suggested that empathic communication improves patient health outcomes. However, the methods for training healthcare practitioners (medical professionals; HCPs) in empathy and the empathic behaviours demonstrated within the trials were heterogeneous, making the evidence difficult to implement in routine clinical practice. In this secondary analysis of seven trials in the review, we aimed to identify (1) the methods used to train HCPs, (2) the empathy behaviours they were trained to perform and (3) behaviour change techniques (BCTs) used to encourage the adoption of those behaviours. This detailed understanding of interventions is necessary to inform implementation in clinical practice. We conducted a content analysis of intervention descriptions, using an inductive approach to identify training methods and empathy behaviours and a deductive approach to describe the BCTs used. The most commonly used methods to train HCPs to enhance empathy were face-to-face training (n = 5), role-playing (n = 3) and videos (self or model; n = 3). Duration of training was varied, with both long and short training having high effect sizes. The most frequently targeted empathy behaviours were providing explanations of treatment (n = 5), providing non-specific empathic responses (e.g. expressing understanding) and displaying a friendly manner and using non-verbal behaviours (e.g. nodding, leaning forward, n = 4). The BCT most used to encourage HCPs to adopt empathy behaviours was “Instruction on how to perform behaviour” (e.g. a video demonstration, n = 5), followed by “Credible source” (e.g. delivered by a psychologist, n = 4) and “Behavioural practice” (n = 3 e.g. role-playing). We compared the effect sizes of studies but could not extrapolate meaningful conclusions due to high levels of variation in training methods, empathy skills and BCTs. Moreover, the methods used to train HCPs were often poorly described which limits study replication and clinical implementation. This analysis of empathy training can inform future research, intervention reporting standards and clinical practice.
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YANG, LI. "GLASER, KAREN. Inductive or Deductive? The Impact of Method of Instruction on the Acquisition of Pragmatic Competence in EFL. Newcastle upon Tyne, UK: Cambridge Scholars Publishing, 2014. Pp. xvii, 615. $126.00, cloth. ISBN 978-1-44386-653-8." Modern Language Journal 99, no. 4 (December 2015): 798–99. http://dx.doi.org/10.1111/modl.12284.
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Senderowicz, Leigh, Erin Pearson, Kristy Hackett, Sarah Huber-Krum, Joel Msafiri Francis, Nzovu Ulenga, and Till Bärnighausen. "‘I haven’t heard much about other methods’: quality of care and person-centredness in a programme to promote the postpartum intrauterine device in Tanzania." BMJ Global Health 6, no. 6 (June 2021): e005775. http://dx.doi.org/10.1136/bmjgh-2021-005775.
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BackgroundProgrammes promoting the postpartum intrauterine device (PPIUD) have proliferated throughout South Asia and sub-Saharan Africa in recent years, with proponents touting this long-acting reversible contraceptive (LARC) method’s high efficacy and potential to meet contraceptive unmet need. While critiques of LARC-first programming abound in the Global North, there have been few studies of the impact of LARC-centric programmes on patient-centred outcomes in the Global South.MethodsHere, we explore the impact of a PPIUD intervention at five Tanzanian hospitals and their surrounding satellite clinics on quality of contraceptive counselling and person-centred care using 20 qualitative in-depth interviews with pregnant women seeking antenatal care at one of those clinics. Using a modified version of the contraceptive counselling quality framework elaborated by Holt and colleagues, we blend deductive analysis with an inductive approach based on open coding and thematic analysis.ResultsInterpersonal aspects of relationship building during counselling were strong, but a mix of PPIUD intervention-related factors and structural issues rendered most other aspects of counselling quality low. The intervention led providers to emphasise the advantages of the IUD through biased counselling, and to de-emphasise the suitability of other contraceptive methods. Respondents reported being counselled only about the IUD and no other methods, while other respondents reported that other methods were mentioned but disparaged by providers in relation to the IUD. A lack of trained providers meant that most counselling took place in large groups, resulting in providers’ inability to conduct needs assessments or tailor information to women’s individual situations.DiscussionAs implemented, LARC-centric programmes like this PPIUD intervention may decrease access to person-centred contraceptive counselling and to accurate information about a broad range of contraceptive methods. A shift away from emphasising LARC methods to more comprehensive, person-centred contraceptive counselling is critical to promote contraceptive autonomy.
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Ratto, M., P. C. Young, R. Romanowicz, F. Pappenberger, A. Saltelli, and A. Pagano. "Uncertainty, sensitivity analysis and the role of data based mechanistic modeling in hydrology." Hydrology and Earth System Sciences 11, no. 4 (May 3, 2007): 1249–66. http://dx.doi.org/10.5194/hess-11-1249-2007.
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Abstract. In this paper, we discuss a joint approach to calibration and uncertainty estimation for hydrologic systems that combines a top-down, data-based mechanistic (DBM) modelling methodology; and a bottom-up, reductionist modelling methodology. The combined approach is applied to the modelling of the River Hodder catchment in North-West England. The top-down DBM model provides a well identified, statistically sound yet physically meaningful description of the rainfall-flow data, revealing important characteristics of the catchment-scale response, such as the nature of the effective rainfall nonlinearity and the partitioning of the effective rainfall into different flow pathways. These characteristics are defined inductively from the data without prior assumptions about the model structure, other than it is within the generic class of nonlinear differential-delay equations. The bottom-up modelling is developed using the TOPMODEL, whose structure is assumed a priori and is evaluated by global sensitivity analysis (GSA) in order to specify the most sensitive and important parameters. The subsequent exercises in calibration and validation, performed with Generalized Likelihood Uncertainty Estimation (GLUE), are carried out in the light of the GSA and DBM analyses. This allows for the pre-calibration of the the priors used for GLUE, in order to eliminate dynamical features of the TOPMODEL that have little effect on the model output and would be rejected at the structure identification phase of the DBM modelling analysis. In this way, the elements of meaningful subjectivity in the GLUE approach, which allow the modeler to interact in the modelling process by constraining the model to have a specific form prior to calibration, are combined with other more objective, data-based benchmarks for the final uncertainty estimation. GSA plays a major role in building a bridge between the hypothetico-deductive (bottom-up) and inductive (top-down) approaches and helps to improve the calibration of mechanistic hydrological models, making their properties more transparent. It also helps to highlight possible mis-specification problems, if these are identified. The results of the exercise show that the two modelling methodologies have good synergy; combining well to produce a complete joint modelling approach that has the kinds of checks-and-balances required in practical data-based modelling of rainfall-flow systems. Such a combined approach also produces models that are suitable for different kinds of application. As such, the DBM model considered in the paper is developed specifically as a vehicle for flow and flood forecasting (although the generality of DBM modelling means that a simulation version of the model could be developed if required); while TOPMODEL, suitably calibrated (and perhaps modified) in the light of the DBM and GSA results, immediately provides a simulation model with a variety of potential applications, in areas such as catchment management and planning.
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A Rogers-Shaw, Carol, and Davin J Carr-Chellman. "Developing Care and Socio-Emotional Learning in First Year Doctoral Students: Building Capacity for Success." International Journal of Doctoral Studies 13 (2018): 233–53. http://dx.doi.org/10.28945/4064.
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Aim/Purpose: The purpose of this research is to explore and describe the role of care and socio-emotional learning in the first year of doctoral study. In particular, understanding the nature of the caring relationships doctoral students experience and their development of effective socio-emotional capacity are the primary foci of this study. It may provide institutions with data necessary to add specific supports to graduate orientation programs and/or introductory doctoral courses that will mitigate problems these beginning students face and lead to greater success and quality of life. Background: This study examines the caring relationships of students in two education doctoral programs using the features of socio-emotional learning (SEL), the ethics of care, and learning care to understand the effects of caring relationships on first year doctoral students and to explore how their subsequent use of socio-emotional skills impacts success and quality of life. Methodology: The study used a phenomenological methodology focusing on the initial experiences of returning adult doctoral students in the field of education during the first semester of their studies. A total of seven students from two different cohorts of Ph. D. and Ed. D. programs were interviewed. A deductive process was subsequently pursued, applying the central concepts of care and socio-emotional learning to the data as categories, resulting in the findings of this study. Contribution: As the importance of care is often trivialized, particularly in the most advanced levels of education, it is important for doctoral programs to examine what can be done to enhance relationship-building in order to increase student success and quality of life. This study calls for more attention to care in doctoral study. Findings: Participant responses identified self-awareness as key to how they managed stress, maintained motivation and academic discipline, organized their time in order to accomplish tasks and meet responsibilities, and set goals. Participants attributed their academic discipline and ability to handle stress to perseverance, drive, and work ethic. These doctoral students were very conscious of the decisions they made and the reasons behind these decisions. In their discussion of the relationships that supported them throughout their study, they clearly identified emotions triggered by these relationships, and they discussed how those who cared for them helped them to recognize their own strengths and gain more self-confidence. The presence of caring was clear as participants’ reasons for engaging in doctoral study were often rooted in their care for others in their family and their caring about marginalized populations in society. Recommendations for Practitioners: Examining the nature of the care doctoral students receive and their development of effective socio-emotional abilities may provide institutions with data necessary to add specific supports to graduate orientation programs and/or introductory doctoral courses that will mitigate problems these beginning students face, leading to future success. Recommendation for Researchers: While most research and instruction involving socio-emotional learning has focused on K-12 learners, this study investigates how the experiences of doctoral students reflect the importance of addressing the emotional side of learning at all levels of education. Despite the plethora of extant literature concerning doctoral student experiences related to socialization, the significance of socio-emotional learning, and the importance of care as a facilitator of learning, there are gaps in the literature connecting doctoral students in the first stages of their studies to affective learning. This study will fill that gap and opens the door to future qualitative studies, elaborating the lived experiences of caring relationships and socio-emotional learning. Additionally, these initial qualitative studies provide direction to quantitative researchers looking for ways to measure these concepts. Impact on Society: Elements of care, especially as they relate to socio-emotional learning correlate strongly with successful outcomes in educational contexts. To the extent that doctoral students and doctoral programs experience greater success and increased satisfaction and quality of life, this research will have significant societal impact. Future Research: As a qualitative study using inductive and deductive approaches, it is important for future research to translate the themes and concepts of this study into measurable, quantifiable, and replicable units. This translation will facilitate the generalizability of our findings. The application of the concepts of care and socio-emotional learning to first year doctoral students opens the door to additional qualitative approaches as well, which will greatly increase our understanding of what these concepts mean as they are lived-out.