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Relevant bibliographies by topics / Writing instruction and curricular design

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Academic literature on the topic 'Writing instruction and curricular design'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Writing instruction and curricular design"

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Lin, Nina, Marina Chung, Hong Zeng, Youping Zhang, and Chaofen Sun. "Integrating National Standards in the curricular development, implementation, and student outcomes of a post-secondary Chinese language program." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 53, no. 1 (2018): 41–74. http://dx.doi.org/10.1075/csl.17009.lin.

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Abstract This paper chronicles the development of a post-secondary Chinese program after the establishment of the Language Center at Stanford University in 1995. It outlines a continuous process of curriculum development aiming to be consistent with the National Standards for Foreign Language Learning (ACTFL, 2006) and World-Readiness Standards for Learning Languages (ACTFL, 2014). It also describes assessment programs implemented to obtain data on students’ oral and writing proficiency levels at the end of 150 hours of instruction (completion of first-year Chinese) and at the end of 300 hours

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Dhawan, Amrita, and Ching-Jung j Chen. "Library instruction for first-year students." Reference Services Review 42, no. 3 (2014): 414–32. http://dx.doi.org/10.1108/rsr-04-2014-0006.

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Purpose – This paper aims to discuss the background, design and implementation of the new library instruction. When a new core curriculum for first-year students was adopted at the City College of New York in the fall of 2008, the City College Library took this opportunity to establish a new approach to teach library research to freshmen. Two library workshops were embedded into a six-credit combined content and writing course. Design/methodology/approach – This paper documents the process by which the City College Library successfully transitioned to the new system and also reflects on the th

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Jensen, Amber. "Fostering preservice teacher agency in 21st century writing instruction." English Teaching: Practice & Critique 18, no. 3 (2019): 298–311. http://dx.doi.org/10.1108/etpc-12-2018-0129.

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Purpose This paper aims to recommend that English educators engage preservice teachers (PSTs) in thinking and acting agentively in twenty-first century writing instruction by prompting them to examine and (re)construct discourses around identity, beliefs and teaching contexts. It explores metacognitive interventions that supported one PST to assume agency to implement twenty-first century writing pedagogies that challenged institutional and curricular norms. Design/methodology/approach A case study design was used to explore how one PST enacted agency in teaching twenty-first century writing d

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White-Farnham, Jamie, and Carolyn Caffrey Gardner. "Crowdsourcing the curriculum." Reference Services Review 42, no. 2 (2014): 277–92. http://dx.doi.org/10.1108/rsr-09-2013-0046.

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Purpose – The purpose of this article is to describe the rationale, process and results of an integrated curricular intervention for information literacy instruction in a first-year writing program. Design/methodology/approach – The information literacy coordinator collaborated with writing instructors and the Writing Program Administrator on the initial design of information literacy outcomes. The librarian and instructors created a modular curriculum with multiple lessons and activities aligned to each outcome. The curriculum was housed in the course management system for easy updating and d

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Freivalds, Andris, and Joseph H. Goldberg. "Integration of Human Factors, Job Design, and Writing into One Course." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 37, no. 6 (1993): 464–67. http://dx.doi.org/10.1177/154193129303700603.

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There are pressing needs to enhance the quality of undergraduate engineering instruction, including human factors engineering. Specific curricular and philosophical issues include: 1) integration of work measurement and human factors topics, 2) applications driven laboratories, 3) open-ended design problems, and 4) reinforcement of technical writing skills. In summary, the end goals of this laboratory development are innovative job design and evaluation workstations, which can provide students with real-world, open-ended problems. Two different types of workstations have been implemented: a wo

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Smith, Sean J., K. Alisa Lowrey, Amber L. Rowland, and Bruce Frey. "Effective Technology Supported Writing Strategies for Learners With Disabilities." Inclusion 8, no. 1 (2020): 58–73. http://dx.doi.org/10.1352/2326-6988-8.1.58.

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Abstract Recent literature has shown the positive impact of supporting writing instruction with technology for students who struggle with writing, including those with intellectual and developmental disabilities (IDD). Based on a yearlong study involving general and special education teachers serving students in inclusive classrooms, we identified specific learning strategies that, when supported with efficient and effective technology, enhance writing outcomes for students with and without disabilities in inclusive settings. To facilitate data collection and assist teachers in identifying nee

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Collins, Ginger, and Julie A. Wolter. "Morphological Awareness Strategies to Promote Academic Success at Tier 1 Through Interprofessional Collaboration." Perspectives of the ASHA Special Interest Groups 4, no. 5 (2019): 781–89. http://dx.doi.org/10.1044/2019_pers-sig1-2019-0006.

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Purpose Many school-based speech-language pathologists (SLPs) are interested in interprofessional collaborations with teachers to provide classroom-based services but are often unsure how to design and implement these services in a way that will meet teachers' curricular standards and serve the specific language needs of students. The purpose of this article is to provide SLPs an interprofessional model for providing quality classroom-based language–literacy instruction that facilitates language success for children with and without language–literacy deficits using a morphological awareness st

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Levine, Adina, Orna Ferenz, and Thea Reves. "A computer-mediated curriculum in the EFL academic writing class." ReCALL 11, no. 1 (1999): 72–79. http://dx.doi.org/10.1017/s0958344000002111.

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AbstractThe purpose of this study was to investigate the application of a computer mediated curriculum in the instruction of advanced written academic communication skills in a non-immersion situation. While previous studies have focused upon collaborative writing within a computer networked environment (Gregor & Cuskelfy 1994), the use of computer-tutorial programs (Warschauer, Turbee & Roberts 1996), or the additive effects of supplemental computer-based instruction (Chun 1994), the present study dealt with the implementation of a fully computer based EFL writing curriculum through t

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Regan, Kelley, Anya S. Evmenova, Kevin Good, et al. "Persuasive Writing With Mobile-Based Graphic Organizers in Inclusive Classrooms Across the Curriculum." Journal of Special Education Technology 33, no. 1 (2017): 3–14. http://dx.doi.org/10.1177/0162643417727292.

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As writing instruction expands beyond the language arts classroom, students with disabilities, English language learners, and others who struggle with writing continue to need support with written expression. A timely practice to support student writing is the use of technology. This study used a quasi-experimental group design to examine the effects of a mobile-based graphic organizer (MBGO) with embedded self-regulated learning strategies and strategy instruction on the persuasive writing of middle school students in an inclusive classroom. After given opportunities to practice writing in th

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Tsiriotakis, Ioanna K., Valia Spiliotopoulos, Matthias Grünke, and Costas Kokolakis. "The Effects of a Cognitive Apprenticeship Model on the Argumentative Texts of EFL Learners." Journal of Education and Learning 10, no. 5 (2021): 63. http://dx.doi.org/10.5539/jel.v10n5p63.

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In the present study, a quasi-experimental pre-post test design was used to assess the effects of an argumentative writing strategy (POW+TREE) on the performance of grade five and six students of Greek origin who were learning English as a foreign language (EFL) in a Greek setting. The Self-Regulated Strategy Development (SRSD) cognitive apprenticeship model was utilized to improve the text composition skills of the students. In the experimental group (N=77), participants received instruction on general and genre-specific strategy use for planning and writing argumentative essays, on procedure

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Dissertations / Theses on the topic "Writing instruction and curricular design"

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De, Maci Lola De Julio. "Curriculum design in creative writing." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1012.

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Kelley, Linda. "The dynamics of literacy acquisition and learning: focusing on gifted learners in a language arts-art collaborative class." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1117561280.

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Unzueta, Caridad H. "The Use of a Computer Graphic Organizer for Persuasive Composition Writing by Hispanic Students with Specific Learning Disabilities." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/110.

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Many culturally and linguistically diverse (CLD) students with specific learning disabilities (SLD) struggle with the writing process. Particularly, they have difficulties developing and expanding ideas, organizing and elaborating sentences, and revising and editing their compositions (Graham, Harris, & Larsen, 2001; Myles, 2002). Computer graphic organizers offer a possible solution to assist them in their writing. This study investigated the effects of a computer graphic organizer on the persuasive writing compositions of Hispanic middle school students with SLD. A multiple baseline design a

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Alvero, Aaron J. "Efficacy and Implementation of Automated Essay Scoring Software in Instruction of Literacies to High Level ELLs." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2569.

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This thesis explored the integration of automated essay scoring (AES) software into the writing curriculum for high level ESOL students (levels 3, 4, and 5 on a 1-5 scale) at a high school in Miami, Fl. Issues for Haitian Creole speaking students were also explored. The Spanish and Haitian Creole speaking students were given the option to write notes, outlines, and planning sheets in their L1. After using AES in the middle of the writing process as a revision assistant tool, 24 students responded to a Likert Scale questionnaire. The students responded positively to the AES based on the results

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Morales, Zoe A. "Using a Repeated Measures ANOVA Design to Analyze the Effect Writing in Mathematics Has on the Mathematics Achievement of Third Grade English Language Learners and English Speakers." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2719.

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The gap that exists between English language learners and English speaking students’ achievement in mathematics continues to grow. Moreover, students are now required to show evidence of their mathematics knowledge through writing in standardized assessments and class assignments. The purpose of this study was to analyze students’ writing in mathematics and the metacognitive behaviors they portrayed through their writing as they solved mathematics problems. The instruments included a pretest, two biweekly tests, and a posttest. The writing instruction encompassed students learning to solve pro

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Bless, Martha Marie. "Impact of Audio Feedback Technology on Writing Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3282.

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High school writing teacher self-efficacy has suffered because the workload and emotional energy of grading papers is arduous, and despite their efforts to provide formative written feedback, many teachers believe students ignore or misunderstand it. Although audio feedback holds promise for improving the clarity of instructor feedback and the self-efficacy of writing instructors in higher education, its usefulness for improving high school teacher self-efficacy has remained unexplored. This multiple case study investigated how high school teachers believed Kaizena, a digital audio feedback te

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Cherbow, Kevin. "Exploring the Teacher-Storyline Relationship: Curricular Design and Enactment for Coherence from the Student Perspective." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109069.

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Thesis advisor: Katherine L. McNeill<br>Recent K-12 science reforms necessitate a shift in curriculum and instruction to support coherence from the students’ perspective. This coherence emerges when students see their science work as addressing and making progress on their questions and problems. Storyline curricular units afford student coherence, but teachers need support to craft coherent instruction from storyline materials. This three-paper dissertation involved research into one teacher’s storyline design work. The first empirical paper explores how one expert teacher interpreted the sto

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Morizawa, Grace Hisaye. "Nesting the Neglected "R" A Design Study| Writing Instruction within a Prescriptive Literacy Program." Thesis, University of California, Berkeley, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685964.

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<p> Teaching writing has long been neglected as in schools. Findings from the National Assessment of Educational Progress (NAEP) indicated that most students have basic writing skills, but cannot write well enough to meet the needs of employers or for college. The writing programs in prescriptive literacy programs, which were adopted to ensure student achievement have not proven to be effective for developing proficient student writers. This design study is an attempt to provide teachers trained to teach in a prescriptive literacy program with the writing content and pedagogical knowledge nece

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Sawyer, Paul R. Rutter Russell. "Evaluating the design and delivery of an online technical writing course." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819898.

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Thesis (Ph. D.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 29, 2006. Dissertation Committee: Russell Rutter (chair), James Kalmbach, Gerald Savage. Includes bibliographical references (leaves 158-162) and abstract. Also available in print.

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Landon-Hays, Melanie M. "I Would Teach It If I Knew How: Inquiry, Modeling, Shared Writing, Collaborative Writing, and Independent Writing (IMSCI), a Model for Increasing Secondary Teacher Self-Efficacy in Integrating Writing Instruction in the Content Areas." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1361.

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Framed in theories of pragmatism, self-efficacy, and ecology, this design-based research study attempted to make explicit connections between theory and field-based research. The pedagogical goal of this study was to expose in-service teachers to a scaffolded model of professional development for writing (IMSCI) that could be implemented in their own teaching. This model of professional development also served to place research participants in a professional learning community. Teachers worked in focus groups made of another teacher in their own discipline, and a collective focus group, and wo

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Books on the topic "Writing instruction and curricular design"

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Curriculum design for writing instruction: Creating standards-based lesson plans and rubrics. Corwin Press, 2005.

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Glass, Kathy Tuchman. Curriculum design for writing instruction: Creating standards-based lesson plans and rubrics. Corwin Press, 2005.

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Kemp, Jerrold E. Designing effective instruction. Merrill, 1994.

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R, Morrison Gary, and Ross Steven M. 1947-, eds. Designing effective instruction. 2nd ed. Wiley, 1999.

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Kemp, Jerrold E. Designing effective instruction. 2nd ed. Merrill, 1998.

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Rigorous curriculum design: How to create curricular units of study that align standards, instruction, and assessment. Lead Learn Press, 2010.

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Tornquist, Elizabeth M., 1933- author, ed. Writing winning proposals for nurses and health care professionals. Springer Publishing Company, LLC, 2015.

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The ultimate guide to video game writing and design. Watson-Guptill Publications, 2007.

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Dille, Flint. The ultimate guide to video game writing and design. Watson-Guptill Publications, 2007.

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Janet, Bately, ed. A palaeographer's view: The selected writings of Julian Brown. H. Miller Publishers, 1993.

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Book chapters on the topic "Writing instruction and curricular design"

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McKeeby, Jon, Yael M. Moses, and Rachelle S. Heller. "WISH: Writing Instruction Script in Hebrew." In Human-Machine Communication for Educational Systems Design. Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-85104-9_35.

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Kim, ChanMin, Anne Mendenhall, and Tristan E. Johnson. "A Design Framework for an Online English Writing Course." In Learning and Instruction in the Digital Age. Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-1551-1_21.

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Mitchell, Thomas D., and Silvia Pessoa. "8. Scaffolding Second Language Disciplinary Writing in Qatar: A Case Study of a Design Teacher’s Development." In Second Language Writing Instruction in Global Contexts, edited by Lisya Seloni and Sarah Henderson Lee. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788925877-012.

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Thompson, Robert, Steven Tanimoto, Virginia Berninger, and William Nagy. "Design Studies for Stylus and Finger-Based Interaction in Writing Instruction on Tablets." In Human–Computer Interaction Series. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31193-7_4.

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Faszer-McMahon, Debra. "Design Thinking, Pre-Service Teachers, and the Advanced Grammar Course." In Engaging Teacher Candidates and Language Learners With Authentic Practice. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8543-5.ch011.

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This chapter focuses on the theoretical concept of design thinking and how it has helped reinvigorate upper level grammar instruction for one Spanish teacher education program, particularly through the integration of community engagement, technological innovation, and writing proficiency assessment. The chapter begins by discussing the challenges of helping students reach ACTFL's advanced low proficiency level in oral and written communication, and argues that design thinking, particularly as described by Gwendolyn Barnes-Karol in the Centenary edition of Hispania, can empower university faculty to re-envision the upper-level curriculum in creative, engaging ways that lead toward higher oral proficiency attainment. After analyzing design thinking and the challenges of oral and written proficiency for pre-service teachers, the essay details four specific projects that have been used at a small liberal arts college in Western Pennsylvania to reinvigorate grammar and writing instruction, engage the community, and help students move up the proficiency scale.

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Fidelak, Deanna, and Kristin Rodier. "Incorporating Academic Strategy Instruction in Assignment Design to Remove Barriers to Writing Assignments in Philosophy." In Handbook of Research on Applying Universal Design for Learning Across Disciplines. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7106-4.ch005.

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In early 2020, there was a faculty development workshop at MacEwan University on how to design philosophy writing assignments with fewer barriers commonly experienced by students with disabilities. This chapter streamlines the workshop and surveys barriers common to philosophy assignment guidelines: length, jargon, single-format, and a “don'ts” section. The authors contextualize these characteristics within the values, norms, and practices of academic philosophy. They present a case study of transforming Rodier's introductory philosophy guidelines before and after a UDL consult with Fidelak. They demonstrate the reasoning behind the transformation, including specific UDL applications and incorporating techniques from academic strategy instruction that address the hidden curriculum. In addition, they outline changes to in-class teaching that support students in completing assignments.

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Bourelle, Tiffany, and Beth L. Hewett. "Training Instructors to Teach Multimodal Composition in Online Courses." In Handbook of Research on Writing and Composing in the Age of MOOCs. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1718-4.ch021.

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This chapter addresses practical strategies for training teachers to teach multimodal composition in online courses. Specifically, trainers should focus on at least four skill sets: developing and scaffolding multimodal assignments; creating multimodal instructional tools; incorporating technology labs within the curriculum; and adopting and adapting the multimodal ePortfolio as a reflective document for showcasing student learning. Teachers particularly benefit from these skill sets, which enable them to guide students in acquiring such multimodal literacies as learning to design rhetorically effective multimodal projects for various audiences and purposes. The chapter offers theoretical and practical advice for trainers where the instruction will occur in online settings as well as the training itself. This advice also is useful for teachers of face-to-face (onsite) multimodal courses when using a robust learning management system (LMS) for student support.

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Walker, Allison Smith, and Georgeanna Sellers. "I See What You Mean." In Visual Imagery, Metadata, and Multimodal Literacies Across the Curriculum. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2808-1.ch009.

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The infographic represents a combination of visual imagery and big data, and it can be implemented successfully as a teaching tool across multiple educational settings. The infographic is also, by definition, a multimodal genre. It incorporates visual and textual elements, statistical evidence, research, graphic design, and digital literacy for both the creation and distribution of an effective data visualization through 21st century mechanisms of social action and interaction. In the following chapter, the authors, two instructors at a small, private, liberal arts university in the suburban South, will present examples of infographic curricula from undergraduate courses in first-year writing and professional writing in the medical humanities and analyze the effectiveness of this approach on student learning, particularly in relation to the impact of infographic instruction on the skills of synthesis, public resonance, transfer and social action.

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Mackh, Bruce M. "Writing as Instruction and Assessment." In Higher Education by Design. Routledge, 2018. http://dx.doi.org/10.4324/9781351133715-6.

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"Writing-to-Learn Instruction that Works." In Design Principles for Teaching Effective Writing. BRILL, 2017. http://dx.doi.org/10.1163/9789004270480_005.

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Conference papers on the topic "Writing instruction and curricular design"

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Bannerot, Richard, Chad Wilson, and Colley Hodges. "Integrating Technical Communications Into an Early Design Course." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-79556.

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This paper describes the integration of a significant amount of instruction and technical communications assignments into an early design course in the BSME program at the University of Houston. While many of the examples presented in this paper were initially introduced into the course without outside involvement, many more have been developed and the initial assignments have been improved through collaborations with the recently established University of Houston Writing Center (2000) and the even newer (2004) Technical Communications Across the Curriculum Program in the Cullen College of Eng

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Webster, Rustin, and Joseph Dues. "Polytechnic Design Thinking From the Beginning." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59090.

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In August 2013, the Purdue University President and Board of Trustees designated the transformation of the College of Technology into the Purdue Polytechnic Institute as one of Purdue’s “Big Moves”. This transformation requires changes of enormous breadth and depth for everyone in the college. Now, almost half-way through the transformation, milestones and expectations continue to be met. However, much work is still to be done to fully execute a successful transformation. The transformation continues to allow faculty extraordinary opportunities to revise many parts of the college, including cu

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Duan, Shanzhong, and Andrew Ries. "Promoting Active Learning in Teaching the Course of Design of Machine Elements." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41665.

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For certain topics in the curriculum the pendulum of engineering education is swinging from a full focus on pure theory to a balance between theoretical analysis and solid experiences. Undergraduate students are required to obtain both theoretical knowledge and hands-on experiences to meet the need of job markets. Active learning/teaching has become a commonly-used instructional approach in response to this change of the balance. In the authors’ institute, the Design of Machine Elements (DOME) course has been used as a candidate for exploration on how to engage students in active learning in r

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Meina Luo, Chenyin Zhong, and Yishu Fei. "The design of online English writing instruction for middle schools." In 2010 International Conference on Artificial Intelligence and Education (ICAIE). IEEE, 2010. http://dx.doi.org/10.1109/icaie.2010.5641090.

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Das, Shuvra. "Experiences of Teaching Hands-on Classes in Places Where They Are Rare." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24492.

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Abstract Engineering education in many countries still follows a traditional model where the curriculum is broadly divided into lecture-based theory classes and laboratory classes where experiments are conducted by students using step by step instructions. This type of curriculum has heavy emphasis on theory and less on exploration, application and design. In this model, opportunities for students to do hands-on activities such as building hardware and deal with troubleshooting, writing simulation models and learning by failing, etc. are quite limited. Also, many instructors in these systems a

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Deng, Lianmei. "Design of English Writing Assisted Instruction Teaching System Based on Intelligent Cloud Service Platform." In 2018 International Conference on Intelligent Transportation, Big Data & Smart City (ICITBS). IEEE, 2018. http://dx.doi.org/10.1109/icitbs.2018.00080.

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Öman, Anne. "Design and Redesign of a Multimodal Classroom Task – Implications for Teaching and Learning." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2242.

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Digital technologies are increasingly implemented in Swedish schools, which impact on educa-tion in the contemporary classroom. Screen-based practice opens up for new forms and multi-plicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advert

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Mason, Neal, James Harrigan, and Ryan Yonk. "Collaborative Contagion: A Case Study in Curriculum Development, Distribution, and Adoption." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2681.

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The collaborative contagion model is a byproduct of a three-year endeavor to identify and address curricular deficiencies in business ethics and entrepreneurship (BE&amp;E) courses. Designed to increase curriculum adoption using professional educators’ established networks, the model combines a series of four-day disruptive innovation workshops with an online forum to promote collaboration in the design of BE&amp;E materials, and to provide ongoing support for educators with unique contextual constraints. Our primary goal in developing the collaborative contagion model was to create a

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Renu, Rahul Sharan, and Lynn Hanson. "A Rule-Based Decision Support System for Authoring Technical Instructions." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67427.

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The objective of this research is to investigate the viability of a decision support system for technical instruction authors who write instructions in free text. The foundation for the decision support system relies on mapping computational linguistic metrics to guidelines for authoring technical instructions. For example, the guideline Limit each sentence to 25 words or fewer maps to the computational linguistic metrics Word Count. As another example, the guideline Begin each step with a command (an imperative verb) maps to the Location of first imperative verb metric. Testing the decision s

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Kautz, Christian H., and Gerhard Schmitz. "Probing Student Understanding of Basic Concepts and Principles in Introductory Engineering Thermodynamics." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41863.

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We report on an ongoing research study on student understanding of thermodynamic concepts and principles in the context of an introductory engineering thermodynamics course at Hamburg University of Technology (TUHH). Through analysis of student responses to mostly qualitative questions, we have identified prevalent and persistent difficulties. In this paper, we describe the research methods, present some preliminary results, and discuss the implications of our work for instruction and the development of curricular materials. We also illustrate the use of interactive lecture questions as an ins

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Reports on the topic "Writing instruction and curricular design"

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Hwa, Yue-Yi, Michelle Kaffenberger, and Jason Silberstein. Aligning Levels of Instruction with Goals and the Needs of Students (ALIGNS): Varied Approaches, Common Principles. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/022.

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Abstract:

In this Insight Note, we present a set of principles shared by varied approaches that have all succeeded in improving foundational learning in developing countries. These approaches were not explicitly designed with this list of principles in mind; rather, the principles emerged through analysis and synthesis of successful approaches. We call such efforts ALIGNS approaches, which stands for Aligning Levels of Instruction with Goals and the Needs of Students. ALIGNS approaches take many forms, ranging from large-scale policy and curricular reforms to in-school or after-school remedial programme

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