Academic literature on the topic 'Traditional reading strategies'
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Journal articles on the topic "Traditional reading strategies"
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Valizadeh, Mohammadreza. "The Effect of Reading Strategies Instruction on EFL Learners’ Reading Performances." Shanlax International Journal of Education 9, S1-May (May 10, 2021): 74–80. http://dx.doi.org/10.34293/education.v9is1-may.4002.
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This study, using pretest-intervention-posttest, investigated whether instructing English as a foreign language (EFL) learners’ in the use of reading strategies when they read English passages affects their English reading performances. The participants were 51 Turkish learners of English, who were at elementary level of language proficiency,based on the results of the Oxford Quick Placement Test. The whole treatment/control period lasted for 20 sessions during 10 weeks on a Reading course. The experimental group (n = 26) received instruction in reading strategies (i.e., previewing, finding the main idea, scanning, identifying examples, identifying definitions, identifying time and sequence words, reading numerical tables, making inferences, reading statistical tables, distinguishing fact from opinion) and the control group (n = 25) received instruction based on traditional teaching methods (i.e., reading, paraphrasing, translating, and answering the exercises).Data were collected via a reading proficiency test. The result of the independent samples t-test showed that the experimental group significantly outperformed the control one.
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Smith, Peet, James Cohen, and John Evar Strid. "Engaging English Learners in the Reading Classroom: New Perspectives on Traditional Strategies." Illinois Reading Council Journal 48, no. 4 (September 25, 2020): 11–24. http://dx.doi.org/10.33600/ircj.48.4.2020.11.
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Hare, Thomas Blenman. "Reading Writing and Cooking: Kūkai's Interpretive Strategies." Journal of Asian Studies 49, no. 2 (May 1990): 253–73. http://dx.doi.org/10.2307/2057296.
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Contemporary readers of philosophy, literary criticism, and related modes of discourse face a constant challenge. Even as we doubt, or indeed, fain to reject outright, the adequacy of traditional understandings of language, we are compelled to follow its insidious rules, and in rebellion we succumb to complicity with the system we suspect. The mechanics of interpretation, the possibility of consensus on the meaning of any given word, the relation between language and physical reality or thought, the hope for communication—all these things are thrown open to severe suspicion, and even under indictment, they control the flow of evidence and the disposition of judgment. “The mastery of (a) language” no longer means the inception of babbling autonomy in a toddler, a student's competence with a foreign tongue, or critical acclaim for a new writer's genius. Now perhaps it's language that's the master. The signal ambiguity inherent in that preposition “of” both sets up and already deconstructs this possibility.
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Valizadeh, Mohammadreza. "Instructing Reading Comprehension Strategies: Effects on EFL Learners’ Self-Efficacy in Reading." Shanlax International Journal of Education 9, S1-May (May 10, 2021): 69–73. http://dx.doi.org/10.34293/education.v9is1-may.4001.
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This experimental study, using pretest-intervention-posttest design, investigated whether or not teaching English as a foreign language (EFL) learners to use comprehension strategies when they read English passages, increases their self-efficacy in reading. The participants were 55 EFL learners in Turkey who were at lower-intermediate level based on the results of the Oxford Quick Placement Test. Data were gathered via a Reading Self-Efficacy Questionnaire. The whole treatment/control period lasted for 11 weeks during a reading course. The experimental group (n = 28) received instruction in reading comprehension strategies (i.e., previewing, scanning for details, skimming, identifying the topic and main idea, finding supporting details, making inferences, understanding the author’s purpose, making predictions, dealing with unfamiliar words, using context clues, and summarizing). The control group (n = 27) received instruction by traditional teaching methods (i.e., reading, paraphrasing, translating, and answering the exercises).The results of the Mann-Whitney U Test indicated that instruction in English reading comprehension strategies had a positive effect on EFL learners in terms of increasing their self-efficacy in reading.
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Valizadeh, Mohammadreza. "The Effect of Reading Comprehension Strategies Instruction on EFL Learners’ Reading Anxiety Level." Shanlax International Journal of Education 9, S1-May (May 10, 2021): 53–58. http://dx.doi.org/10.34293/education.v9is1-may.3999.
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This experimental study, using pretest-intervention-posttest design, investigated whether or not teaching English as a foreign language (EFL) learners to use comprehension strategies when they read English passages, decreases their English reading anxiety. The participants were 55 EFL learners in Turkey who were at lower-intermediate level based on the results of the Oxford Quick Placement Test. Data were collected via Saito, Garza, and Horwitz’s (1999)Foreign Language Reading Anxiety Scale (FLRAS). The whole treatment/control period lasted for 11 weeks during a reading course. The experimental group (n = 28) received instruction in reading comprehension strategies (i.e., previewing, scanning for details, skimming, identifying the topic and main idea, finding supporting details, making inferences, understanding the author’s purpose, making predictions, dealing with unfamiliar words, using context clues, and summarizing). The control group (n = 27) received instruction by traditional teaching methods (i.e., reading, paraphrasing, translating, and answering the exercises).The results of the Mann-Whitney U Test indicated that instruction in English reading comprehension strategies had a positive effect on EFL learners in terms of reducing their English reading anxiety.
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Yan, Tsun. "The Current State and Strategy of the National Program of Support and Development of Reading in China." Bibliotekovedenie [Library and Information Science (Russia)], no. 3 (June 28, 2014): 100–105. http://dx.doi.org/10.25281/0869-608x-2014-0-3-100-105.
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Proposing and propelling nationwide reading is the basic state policy of many countries, and reading is of vital importance for progress of nation. This article analyzes the current situation and gives characteristic of the nationwide reading in China in the recent decade. The article lists some strategies of the levels of national policy, industry collaboration, reading carrier and special groups, and digital reading that China adopts for propelling nationwide reading, in the era when traditional reading and digital reading coexist and mutually complement. These strategies ensure continuous and effective development of nationwide reading activity, and enhancement of national quality.
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Jackson, Leonard. "Inclusion Matters! Strategies For Improving Reading And Test Skills Of Special Education Students." Scholar Chatter 2, no. 1 (March 15, 2021): 15–31. http://dx.doi.org/10.47036/sc.2.1.15-31.2021.
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The purpose of this quantitative retrospective quasi-experimental study was to determine if there was a statistically significant difference between sixth, seventh, and eighth-grade classrooms filled with both general education and special education students (mild to moderate disability) receiving multiple instructional strategies and sixth, seventh, and eighth-grade classrooms filled with general education students receiving only traditional instructional strategies. Students scoring 800 or above met reading standards for the year. Results of the analysis indicated students receiving traditional instructional strategies achieved a mean score of 830. The inclusion students receiving multiple instruction interventions also showed grade-level reading proficiency on the standardized test with a mean score of 818. The researcher focused on the issue to show there are positive outcomes from implementing inclusion. Recommendations involving a reading intervention such as guided reading groups, backwards design planning, and collaborative instruction were noted. A one-way Analysis of Variance (ANOVA) analysis tested significance and two-way ANOVA tested interaction. Both analyses were set at the.05 significance level to interpret the data. Keywords: Special education, General education, Disabilities, Inclusion, CRCT, Standardized Reading Tests.
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Khadawardi, Hanadi. "Transfer of Print-Based Academic Reading Strategies to On-Screen Reading." International Journal of English Language Education 9, no. 1 (December 18, 2020): 60. http://dx.doi.org/10.5296/ijele.v9i1.18091.
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This article contributes to the existing body of research on academic reading practices in the 21st century, by focusing on on-screen reading in the technological age. The study offers an insight into the nature of on-screen reading and reflects the authentic on-screen academic reading experiences of international postgraduate readers in the UK educational context. This was achieved by investigating participants’ reading comprehension strategies while reading on-screen academic research articles, compared with those employed when engaged in print-based reading. This study also scrutinizes L2 readers’ use of digital affordances and their use of e-resources while comprehending on-screen texts. Case study and interpretive qualitative approaches have been adopted in the present research study. Thematic and content analysis and a constant comparative method (CCM) have been applied to analyze the data. Although new on-screen reading strategies emerged from the data, the results reveal a transfer of print-based reading techniques to on-screen reading. This demonstrates a move from a traditional literacy to a digital one in which readers manipulate the strategies that they are already aware of, and are capable of, in order to read a text on-screen. Surprisingly, readers were much more effective: and employed more strategies and interacted more deeply with the printed text than with the on-screen text. The results from this study have led to the proposal of suggested models for interpreting on-screen L2 academic reading interactions. A number of pedagogical practices are suggested and recommended for preparing L2 readers for further academic study which could be equally applicable and useful for L1 academic reading instructions in the 21st century, including the reshaping of reading skills textbooks to accommodate and meet the needs of reading comprehension practices in the technological age and promoting learners’ digital academic literacy. These practices may be useful to teachers when teaching on-screen reading strategies for specific academic purposes in digital universities.
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Xu, Haohao. "Research on Strategies to Effectively Promote English Reading Teaching in Junior High School." Learning & Education 9, no. 2 (November 10, 2020): 55. http://dx.doi.org/10.18282/l-e.v9i2.1398.
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Reading is not only one of the purposes of English teaching, but also an important way of English learning. Students’ knowledge of English reading enables them to read effectively. At this time, students’ reading focus will gradually shift from learning to using English to obtain information and experience the real purpose of English reading. The traditional junior high school English reading teaching can’t meet the requirements of the new curriculum reform and helps students achieve their initial learning goals. Based on the basic theoretical knowledge of English reading teaching, this article analyzes the problems encountered by teachers and students in the process of English reading teaching, and puts forward the corresponding countermeasures, hoping to promote the level of junior high school students’ English reading teaching.
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Crowe, Linda K. "Comparison of Two Reading Feedback Strategies in Improving the Oral and Written Language Performance of Children With Language-Learning Disabilities." American Journal of Speech-Language Pathology 12, no. 1 (February 2003): 16–27. http://dx.doi.org/10.1044/1058-0360(2003/049).
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Twelve school-age children with language-learning disabilities (LLD) participated in a study comparing the effects of two reading feedback strategies for improving their oral and written language performance. Children were matched for age, disability, gender, and general reading performance. Participants were assigned to one of three study groups, Treatment 1 (T1), Treatment 2 (T2), or Control (C). Children were pre- and posttested on standardized tests of reading and oral vocabulary. T1 and T2 participated in 6 weeks of reading intervention. T1 used traditional decoding-based feedback strategies, and T2 used meaning-based feedback strategies, termed Communicative Reading Strategies (CRS). Significant differences across groups were found for reading comprehension, oral reading, and expressive vocabulary measures. Pairwise comparisons indicated that T2 performed significantly better than T1 and C on reading comprehension at posttest. Though not reaching levels of significance, T2 made greater gains than T1 and C on oral reading and expressive vocabulary measures. Results are discussed with implications for using CRS (T2) with school-age poor readers.
Dissertations / Theses on the topic "Traditional reading strategies"
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Creason, Linda Marie Garavalia Linda S. "Relationships among community college developmental reading students' self-regulated learning, Internet self-efficacy, reading ability and achievement in blended/hybrid and traditional classes a program review /." Diss., UMK access, 2005.
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Thesis (Ph. D.)--School of Education and Dept. of Psychology. University of Missouri--Kansas City, 2005."A dissertation in education and psychology." Advisor: Linda S. Garavalia. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 124-134). Online version of the print edition.
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McCauley, Yvette Joyce. "Adult Literacy Program Evaluation for First Year Traditional College Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1974.
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First year traditional college students required to register in a sequence of remedial courses prior to enrollment in credit-bearing courses often get discouraged by the financial burden and time commitments of this additional work and, subsequently, decide to drop out. The purpose of this qualitative program evaluation was to examine the effectiveness of the remedial adult literacy program being used at a 4-year urban college in the northeast and assess the curriculum alignment with the Council for Higher Education Accreditation (CHEA) standards. Knowles theory of andragogy, which suggests that adults are self-directed and expect to take responsibility for their own decisions, was the conceptual framework for this study. Research questions addressed participants' perceptions of the current adult literacy program. All 60 students enrolled in the adult literacy program completed open-ended questionnaires and participated in focus group interviews. Two faculty and 3 administrators responsible for the adult literacy program completed questionnaires and participated in individual interviews. Thematic coding and member checks allowed for data triangulation to analyze the findings. Three themes emerged to improve the quality and effectiveness of the current program: reform of instructional program, technology intervention, and enhancing student learning through assessment. Staff members did not think curriculum aligned with CHEA standards. The majority of students and staff preferred a media versus text-based curriculum. Social change is promoted by continued program evaluation and integrating technology in adult literacy programs to improve student achievement and self-efficacy, prompting greater college completion and workforce preparation.
Books on the topic "Traditional reading strategies"
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Doyle, A. Conan. Hound of the Baskervilles: Annotated with Reading Strategies. Jacksonville, FL, USA: open source, 2017.
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Burnett, Frances Hodgson. The Secret Garden (Webster's Chinese-Traditional Thesaurus Edition). ICON Group International, Inc., 2006.
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Barlas, Asma. Islam. Edited by Adrian Thatcher. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199664153.013.001.
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This chapter analyses the Qur’an’s position on theology, sexuality, and gender, with the intent of challenging readings of Islam as a patriarchy. It illustrates that missing from Islam’s scripture is the imaginary of God as father/male and endorsements of father-rule (the traditional form of patriarchy), as well as any concept of sexual differentiation that privileges males (more modern forms of patriarchy). Indeed, many Qur’anic teachings can be read on behalf of the principle of sexual equality since they establish the ontological equality of women and men and emphasize the need for mutual care and guardianship between them. Both by re-reading some of the ‘anti-women’ verses and by applying a hermeneutical method to interpret the Qur’an—which is implicit in the text itself—the chapter also demonstrates that different interpretive strategies can change our understanding of textual meaning.
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Skiba, Laurie. Reading Strategies Resource with Standardized Test Practice (Literature and the Language Arts ,The British Tradition). EMCParadigm, 2003.
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The EMC Write-In Reader The America Tradition Reading Strategies and Test Practice Pine Level (Pine Level). EMC/Paradigm Publishing Company, 2005.
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Ben-Herut, Gil. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190878849.003.0001.
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The introduction refers to modern scholarly notions about the origins of the Vīraśaiva tradition and the perceived narrative about the egalitarian and protestant dispositions of the twelfth-century devotees considered as the forefathers of the tradition. Building on recent critique of the long-standing reliance on vacanas (devotional poems associated with the twelfth-century devotees) as the main historical source about the early tradition, the introduction turns to consider previously unread Kannada hagiographies about the twelfth-century saints, which complexify common notions about the early tradition, its claimed egalitarian and iconoclastic nature, its ideological separation from the greater society and competing religious sects, and its nomenclature, including the tradition’s accepted titles today, vīraśaiva and liṅgāyata, which are absent from the early texts. In addition, the introduction argues for a greater and more integrative role of devotional poets in the history of Kannada literature and presents several strategies for close reading the relevant saints’ biographies.
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Literature and the Language Arts, the American Tradition: Reading Strategies Resource with Standardized Test Practice (Literature and the Language Arts: The American Tradition, Grade 11). EMC Paradigm Publishing, 2003.
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El Shakry, Hoda. The Literary Qur'an. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823286362.001.0001.
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The Literary Qurʾan: Narrative Ethics in the Maghreb mobilizes the Qurʾan’s formal, narrative, and rhetorical qualities, alongside its attendant embodied practices and hermeneutical strategies, to theorize Maghrebi literature. Challenging the canonization of secular modes of reading that occlude religious epistemes, practices, and intertexts, it attends to literature as a site in which the process of entextualization obscures ethical imperatives. To that end, the book engages the classical Arab-Islamic tradition of adab—a concept demarcating the genre of belles lettres, as well as the moral dimensions of personal and social conduct. Reading Islam through its intersecting ethical and epistemological dimensions, it argues that the critical pursuit of knowledge is inseparable from the spiritual cultivation of the self. Foregrounding questions of form and praxis, The Literary Qurʾan stages a series of pairings that invite paratactic readings across texts, languages, and literary canons. Reflecting both critical methodology and argument, it places twentieth-century novels by canonical Francophone writers (Abdelwahab Meddeb, Assia Djebar, Driss Chraïbi) into conversation with lesser-known Arabophone ones (Maḥmūd al-Masʿadī, al-Ṭāhir Waṭṭār, Muḥammad Barrāda). Blending literary and theological methodologies, conceptual vocabularies, and reading practices, the study builds upon an interdisciplinary body of scholarship across literary theory, Islamic and Qurʾanic studies, philosophy, anthropology, and history.
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Ryding, Karin Christina. Second-Language Acquisition. Edited by Jonathan Owens. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199764136.013.0017.
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This article begins with an overview of Arabic second-language acquisition (SLA) research. It discusses some SLA theories; the distancing of SLA research and theory from the traditional applied linguistics fields of methodology and teacher training; and major issues in current Arabic SLA research, which center on the development of skills in both primary and secondary discourses and efforts to balance these in formal and informal learning environments. The article then reviews published studies in Arabic SLA. This is followed by a discussion of five strands of research that distinguish themselves in the analysis of Arabic SLA: (1) studies on reading comprehension and word recognition; (2) listening comprehension; (3) learning strategies; (4) attitude and motivation; and (5) acquisition order of morphosyntactic features.
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Smith-Christopher, Daniel L. Biblical Lamentations and Singing the Blues. Edited by Danna Nolan Fewell. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199967728.013.48.
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Scholars working on the connection of literature, narrative, and trauma have made important connections between an individual’s ability to maintain a coherent sense of self (a personal narrative) and their own psychological and social well-being. Some literary expressions from traumatic circumstances, therefore, can be read as individual attempts to repair personal narratives. The biblical book of Lamentations may well be such an exercise in narrative repair. Using these ideas to introduce ways of reading the biblical book of Lamentations, the chapter makes the connection with African American blues traditions as another form of narrative repair very much in the spirit of the biblical material. In fact, the comparison with the blues may well lead to new reading strategies for Lamentations as well.
Book chapters on the topic "Traditional reading strategies"
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Quiring, Johanna, and Franziska Vogt. "Shared Reading for Valuing Diversity and Fostering Language Acquisition." In Migration, Religion and Early Childhood Education, 3–22. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29809-8_1.
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Abstract It is not unknown that children with a migration background often have fewer chances for a successful school career. Traditionally, a lack of skills in the common language is considered the cause of this inequality. Current discussions however offer multidimensional approaches and emphasise the fact that there are many more factors that account for this development. Nonetheless, good knowledge of the common language does support school success and thus remains an important factor. From an early childhood education perspective, the approach of incorporating language acquisition into it in everyday activities seems to be auspicious. Specific strategies to foster language skill acquisition in children that can be incorporated into everyday activities have been discerned. Among other methods, dialogic book reading is widely accepted as an evidence-based method to support children in enhancing their language skills. As important as the development of a conductive environment for the acquisition of language skills in institutions is the inclusion of the children’s parents into this discussion. One possibility is to encourage parents to invest in the children’s first language.
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Bollinger, Chelsey M. Bahlmann, Sarah M. Lupo, and Brian A. Sullivan. "“Nobody Really Does the Reading”." In Handbook of Research on Integrating Digital Technology With Literacy Pedagogies, 433–55. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0246-4.ch019.
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Although quizzes and written summaries are more traditional ways to hold students accountable for reading, more than two thirds of college students report not completing assigned readings, references show. In this mixed-methods study, the researchers explored whether various technology strategies motivated undergraduate literacy education students to not only read, but also learn from these assigned texts. Collecting survey data from our literacy preparation courses, the authors examined how the students perceived these strategies.
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"Identifying and Describing Constructively Responsive Comprehension Strategies in New and Traditional Forms of Reading." In Handbook of Research on Reading Comprehension, 93–114. Routledge, 2014. http://dx.doi.org/10.4324/9781315759609-15.
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Klobucar, Andrew, and Megan O'Neill. "Reading and Collaboration." In Human-Computer Interaction and Technology Integration in Modern Society, 177–202. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5849-2.ch008.
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The introduction of digital media into university writing courses, while leading to innovative ideas on multimedia as a rhetorical enhancement means, has also resulted in profound changes in writing pedagogy at almost all levels of its theory and practice. Because traditional approaches to examining and discussing assigned texts in the classroom were developed to help students analyze different genres of print-based texts, many university educators find these methods prohibitively deficient when applied to digital reading environments. Even strategies in reading and text annotation need to be reconsidered methodologically in order to manage effectively the ongoing shift from print to digital or electronic media formats within first year composition. The current study proposes one of the first and most extensive attempts to analyze fully how students engage with digital modes of reading to demonstrate if and how students may benefit from reading digital texts using computer-assisted text analysis (CATA) software.
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Baron, Naomi S. "Print Reading: A Gold Standard?" In How We Read Now, 40–62. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190084097.003.0004.
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Chapter 3 looks at how much reading adolescents and young adults are now doing. Their amount of leisure reading is startlingly low. The picture is equally worrisome for completing school reading assignments. After reviewing previous studies of college reading compliance, the chapter presents a study conducted by the author and a Norwegian colleague exploring faculty perspectives on student reading: how much faculty are assigning, how much reading they believe students are doing, and perceived effects of digital technology on both. It’s common to assume print as a “gold standard” against which to measure digital reading. But in reality, most readers most of the time don’t measure up when using print. The chapter concludes by considering a range of traditional strategies for reading print in learning contexts and asks which strategies might apply to digital or audio reading, and which are actually effective for print.
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Dubbles, Brock. "Video Games, Reading, and Transmedial Comprehension." In Handbook of Research on Effective Electronic Gaming in Education, 251–76. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-808-6.ch015.
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In this qualitative study, literacy practices of “struggling” seventh and eighth graders were recorded on videotape as they engaged in both traditional and new literacies practices in an after-school video games club. These recordings were analyzed in the context of building comprehension skills with video games. The students struggled with reading and are characterized as unmotivated and disengaged by the school, which may be at the root of their inability to use comprehension strategies. Playing video games is viewed here as a literate practice, and was seen to be more engaging than traditional activities (such as reading school text, writing journals, etc.). The conclusion of this observation makes connections to current research in comprehension and provides a basis for teachers to use games to develop comprehension and learning.
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Chaney, Michael A. "Richard McGuire’s Here as an Autography of Place." In Reading Lessons in Seeing. University Press of Mississippi, 2017. http://dx.doi.org/10.14325/mississippi/9781496810250.003.0007.
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This book concludes with an analysis of Richard McGuire's graphic novel Here to show how profoundly the architecture of place pervades our reading and seeing. It argues that, like many so-called graphic novels, Here makes use of temporality as if it were the only logic able to make sense of place, with its non-human ontic timelessness. It also considers Here to be ideal for identifying how autobiography operates when it is not a generic paradigm but a mode, precisely because the text is neither künstlerroman nor autography in the traditional sense. There are no recognizable self-portraiture of the artist hard at work, but Here still conjures the work behind the work and the creator who both carries out and covers over that labor. The fact that Here is not a self-announced autobiography helps to conceal the apprenticeship strategies in reading and viewing that structure it.
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Zheng, Robert Z. "Influence of Multimedia and Cognitive Strategies in Deep and Surface Verbal Processing." In Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities, 162–83. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0249-5.ch009.
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The traditional view of linguistic-verbal intelligences focuses on individual linguistic abilities at the levels of phonology, syntax, and semantics. This chapter discusses the individual linguistic abilities from a text-comprehension perspective. The chapter examines the roles of multimedia and cognitive prompts in deep and surface verbal processing. Drawn from research in working memory, multimedia learning, and deep processing, a theoretical framework is proposed to promote learners' deep and surface learning in reading. Evidence from empirical studies are reviewed to support the underlying theoretical assumptions of the framework. The theoretical and practical significance of the theoretical framework is discussed with suggestions for future research.
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Cresap, Linda. "Preparing University Students for Flipped Learning." In Implementation and Critical Assessment of the Flipped Classroom Experience, 175–95. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7464-6.ch010.
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Flipped learning is a pedagogy that emphasizes higher levels of learning by inverting the traditional in-class faculty lecture and information-discovery phase with the typical out-of-class student practice phase through homework activities. In this chapter, the author shares experiences in creating and implementing flipped learning using traditional textbook reading out of class and active learning strategies in class. The initial experience of flipped learning led the author to determine that university students require preparation for flipped learning, especially when students are required to read the textbook as out-of-class preparation and to engage in collaborative activities in class. The purpose of this chapter is to provide strategies for preparing university students for flipped learning. A brief review of the literature related to flipped learning and a look at the author's initial flipped learning experience are reviewed to provide support for the need for student preparation.
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Perrotta, Maria Antonella. "Theater School." In Handbook of Research on Didactic Strategies and Technologies for Education, 462–72. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch041.
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The “Teatro a Scuola” (Theater School) project, directed at 14-18 year-old, Real innovation lies in the involvement of students as writers, in a collaborative theatrical storytelling. During the theater workshop the teacher in charge of the project planned and implemented with the participants experimental activity that was inserted within the Italian program. Its purpose is to stimulate participants’ creativity. It aims at to become an integral part of the activities foreseen by the school syllabus and to offer, next to the traditional learning method, a form of learning by doing. The project consists in three distinct, yet interdependent, moments: a first theoretical stage, which foresees a short series of lessons on the history of theater; a second stage dedicated to a theater workshop (elocution, lively reading, mime, song, dance etc.); and a final show, i.e. a genuine theatrical representation for the whole school and all citizens. Characteristics of innovation and experimentation of the project were that: students were not only actors but also authors and screenwriters; also, the project involved elders of the University of the Third Age (NGO)
Conference papers on the topic "Traditional reading strategies"
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Răducu, Camelia Mădălina. "LEARNING STRATEGIES AND SCHOOL MOTIVATION IN EXPERIENTIAL LEARNING VS. TRADITIONAL LEARNING." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact032.
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"Introduction: In recent years, European innovation policies in education have focused on preventing early school leaving and functional illiteracy. In this context of innovation in education, experiential learning has proven to have unique qualities for both teachers and students. Thus, the main motivation of this paper was to show that experiential teaching methods and techniques in primary education are able to produce significant improvements in learning strategies and school motivation in young students. Objectives: The aim of this this study was to explore the differences in learning strategies and school motivation on young students who had benefitted from Experiential Learning, in contrast with those following direct learning instructional methods Methods: This study was performed using two groups of subjects. The first group (experimental group) included 60 students taught by experiential methods and the second group (control group) included 60 students taught by traditional methods. All students were in the fourth grade in an urban school. Differences in learning strategies and school motivation were explored by applying School Motivation and Learning Strategies Inventory - SMALSI (Stroud & Reynolds, 2006) to both the experimental group and the control group. SMALSI is structured in 9 dimensions - 6 strengths: study strategies, note-taking / listening skills, reading / comprehension strategies, writing skills / research, strategies used in tests, techniques for organizing / managing time; and 3 weaknesses are: low academic motivation, test anxiety, concentration difficulties / paying attention. To determine the differences in the students’ mean scores, descriptive as well as inferential statistical analyses were performed on the data. Results: The results showed that an experiential teaching model produces positive results in all evaluated strengths and in two of the three weak points investigated, namely in academic motivation and test anxiety. Statistically insignificant effects are in terms of attention / concentration difficulties, they may be more dependent on physiological and psychological maturation and less on the teaching methods, but also may be a direction of further research. Conclusions: The findings of this study could significantly help teachers looking for viable solutions to optimize students school results, increase school motivation and improve learning strategies in primary school."
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Cheng, Karmun, Mona Abdolrazaghi, Sherif Hassanien, and Charles Watt. "Effect of Calibration of Measurements on Integrity Reliability Analysis." In 2016 11th International Pipeline Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/ipc2016-64430.
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The emphasis on pipeline safety through reliability analysis strategies in the pipeline industry has pushed the process of uncertainty quantification towards advanced statistical techniques. Probabilistic modeling of pipeline threats and inline inspection (ILI) validation/tool performance assessment are areas that have all benefited from advances in uncertainty quantification. More recently, the statistical calibration of measurement uncertainty has developed as a promising approach for reducing the effect of measurement errors that exist in both ILI and field non-destructive examination (NDE) measurement readings. Using traditional methods for estimating measurement error quantities in ILI data, calibration provides a robust and simple approach towards incorporating the error information towards obtaining an improved estimate of the true value. Since calibration is performed at the individual feature-level, its combination with probabilistic modeling using statistical distributions at the parameter-level can potentially provide an opportunity to understand its effect on the probabilistic analysis (leak or burst limit state). In this work, the impact of applying statistical calibration towards identifying/utilizing ILI and NDE measurement uncertainty in conjunction with probabilistic modelling is explored through an investigated problem.
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Galić, Matej, Petra Popek Biškupec, and Marko Galić. "ASSESSMENT OF MANAGEMENT CONTROLLING IN PANDEMIC TIMES." In EU 2021 – The future of the EU in and after the pandemic. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2021. http://dx.doi.org/10.25234/eclic/18351.
Full textAbstract:
The emergence of coronavirus led to evident consequences for the global economy. During the previous financial crisis, organisations have already determined the elements of crisis management so they could met the new corona crisis readily. Global changes, like the current pandemic situation, provide a different view toward the future expectations. The pandemic has caused new way of functioning under special circumstances such as various restrictions in many European countries, restrictions on people’s mobility and other novelties that have encountered for the first time. Characteristics of this crisis include novelty and pressure in a business environment, which can reveal various vulnerabilities in organisations. Managers were affected by major business changes, and there appeared a need for rapid reorganisation of the current way of functioning. Management had to introduce new control systems that refer to their strategies for exchanging information and decision-making. In general, each crisis is a new opportunity for seeking modern and appropriate models and tools for business improvement. When business situations are challenging, managers are more oriented toward controlling. Therefore, organisations that focus on traditional management models are not very successful in normal circumstances, and even less so in a crisis. This study aims to examine the extent of the structure and function of management control systems in pandemic conditions in Croatian organisations. An overview of current systems in organizations was given, as well as management challenges of the pandemic situations. This study includes the analysis of management control system during the pandemic times. The research was conducted using survey method what referred to analyses of strategic plans, performance evaluation systems, and management controls for performance evaluation in Croatian organisations. The factor analysis of the main components was conducted in order to examine the contribution of predictor variables in explaining the broad-scope management control system. In order to examine the contribution of gender, age, work experience, education, company size, aggregation, timeliness, and integration for explaining of broad-scope the management control system hierarchical regression analysis was conducted. The results confirm that integration is significant predictor in the crisis controlling model, but at the same time, when the integration and timeliness should have positive connection, greater timeliness does not increase to the greater availability. This withdraws the conclusion that uncertainty of environment extents the speed of business processes. Despite of the equal integration during pandemic crises the remote working conditions caused the decrease of the promptness of reporting collected information, which requires new models of controlling in unpredictable situations.
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Ray, Tapan K., Pankaj Ekbote, Ranjan Ganguly, and Amitava Gupta. "Second-Law Analysis in a Steam Power Plant for Minimization of Avoidable Exergy Destruction." In ASME 2010 4th International Conference on Energy Sustainability. ASMEDC, 2010. http://dx.doi.org/10.1115/es2010-90144.
Full textAbstract:
Performance analysis of a 500 MWe steam turbine cycle is performed combining the thermodynamic first and second-law constraints to identify the potential avenues for significant enhancement in efficiency. The efficiency of certain plant components, e.g. condenser, feed water heaters etc., is not readily defined in the gamut of the first law, since their output do not involve any thermodynamic work. Performance criteria for such components are defined in a way which can easily be translated to the overall influence of the cycle input and output, and can be used to assess performances under different operating conditions. A performance calculation software has been developed that computes the energy and exergy flows using thermodynamic property values with the real time operation parameters at the terminal points of each system/equipment and evaluates the relevant rational performance parameters for them. Exergy-based analysis of the turbine cycle under different strategic conditions with different degrees of superheat and reheat sprays exhibit the extent of performance deterioration of the major equipment and its impact to the overall cycle efficiency. For example, during a unit operation with attemperation flow, a traditional energy analysis alone would wrongly indicate an improved thermal performance of HP heater 5, since the feed water temperature rise across it increases. However, the actual performance degradation is reflected as an exergy analysis indicates an increased exergy destruction within the HP heater 5 under reheat spray. These results corroborate to the deterioration of overall cycle efficiency and rightly assist operational optimization. The exergy-based analysis is found to offer a more direct tool for evaluating the commercial implication of the off-design operation of an individual component of a turbine cycle. The exergy destruction is also translated in terms of its environmental impact, since the irretrievable loss of useful work eventually leads to thermal pollution. The technique can be effectively used by practicing engineers in order to improve efficiency by reducing the avoidable exergy destruction, directly assisting the saving of energy resources and decreasing environmental pollution.