Relevant bibliographies by topics / Xhosa language – Study and teaching (Elementary)

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

Academic literature on the topic 'Xhosa language – Study and teaching (Elementary)'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Xhosa language – Study and teaching (Elementary)"

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Carroll, Brandon. "Teaching FSL with AIM? An elementary school case study." SURG Journal 4, no. 2 (2011): 21–22. http://dx.doi.org/10.21083/surg.v4i2.1261.

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The publication of the Roadmap for Canada’s Linguistic Duality 2008 – 2013 by the Canadian government has presented a challenge to the country’s ministries of education: to double, by the year 2013, the number of graduates from Canadian secondary schools who have acquired acquired a functional knowledge of their second language. The goal set out by this publication has yet again heightened the polemic around the most effective way to learn a second language. Contributing to the corpus of instructional materials for the teaching of FSL in Canada, Wendy Maxwell, a French teacher in British Colum
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Sato, Takahiro, Jennifer Walton-Fisette, and Insook Kim. "Elementary physical educators’ positioning in teaching English language learners." European Physical Education Review 25, no. 1 (2017): 203–20. http://dx.doi.org/10.1177/1356336x17715771.

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Public schools in the United States (US) have become more linguistically diverse. With the rise of English as a global language, English Language Learners (ELLs) experience “transnationalism”, which requires them to gain a critical and reflective knowledge of diverse cultures and the valuing of a new language and culture. Many teachers do not recognize the importance of language as a tool for teaching academic subjects. Teachers struggle to shape and guide conversations using language to help ELLs further their development. The purpose of this study was to explore elementary physical education
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Gates, Bailey K., and Millicent M. Musyoka. "Technology Integration: Teaching Elementary Deaf Student English Language Arts." Journal of Education and Training 7, no. 2 (2020): 63. http://dx.doi.org/10.5296/jet.v7i2.17566.

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This study examined an elementary deaf education teacher’s experiences and practices regarding the integration of technology into an English/Language Arts (ELAR) classroom. Most deaf students experience challenges acquiring and learning English as a second language. Research continues to indicate deaf students graduate high school with a fourth-grade reading level. Specifically, the study investigated how technology was used to support the development of English/Language Arts skills in deaf students based on McCrory’s model on technological integration (McCrory, 2006). McCrory’s (2016) technol
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Milawati, Milawati. "English Language Teaching in Elementary School: Effective or Not?" JET ADI BUANA 4, no. 2 (2019): 122–30. http://dx.doi.org/10.36456/jet.v4.n2.2019.2075.

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Recently curriculum in elementary school has posed the English subject as an extracurricular subject. However, the meeting is done once in a week during effective learning hours. It challenges the English teacher to formulate English learning activities. This study is aimed to describe the teaching-learning activities, including the English teacher’s strategy, material, and media. An English teacher and 29 students of 4A were chosen as the subjects. Mix methods; observation, interviews, and questionnaires were chosen to collect data. The results of observation indicate that the English teacher
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Miftakh, Fauzi, and Kelik Wachyudi. "Teaching tolerance through intercultural English language learning to elementary students." ELT in Focus 2, no. 2 (2020): 41–50. http://dx.doi.org/10.35706/eltinfc.v2i2.3053.

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This study aims to find out how the intercultural English language learning can foster values of tolerance in elementary school students, as well as how it is implemented by teacher in the classroom. This research used a case study research design and the subjects in this study were a teacher and 20 6th grade students at an elementary school in Karawang. Data collection techniques were carried out by observation in 4 class meetings to observe the learning activities and interview with a teacher and 6 students. From the observations, this study showed that intercultural English language learnin
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Fhonna, Rahmi, and Yunisrina Qismullah Yusuf. "Indonesian Language Learning Methods in Australian Elementary Schools." Journal of Language and Education 6, no. 2 (2020): 106–19. http://dx.doi.org/10.17323/jle.2020.10080.

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Previous studies have largely focused on the importance, problems, and challenges of teaching second languages in Australian schools, but very few have investigated the teaching methods used in the classroom to do so. Therefore, the purpose of this study is to identify the methods applied by teachers who teach Indonesian as a second language in one of the public primary schools in South Australia to enable their Australian students to comprehend the instruction in the Indonesian class. The data were collected through observational field notes and video recordings of three class meetings from t
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Cimermanová, Ivana. "Creativity in Foreign Language Teaching." International Journal for Innovation Education and Research 1, no. 3 (2013): 7–14. http://dx.doi.org/10.31686/ijier.vol1.iss3.110.

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The author deals with a topic quite often discussed by not only pedagogy and psychology. Creativity is present everywhere and the author suggests it should be a part of University education preparing pre-service teachers. Even though there are researches proving that creativity can be learnt and developed (to certain extent) it is still missing at our schools. Students and pupils still claim that they are asked to memorize the facts rather than to discuss their own opinions and perception.The study briefly presents part of the data gained in the research focused on using creativity at elementa
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Septiyan Rahayu, Galih Dani, and Ruli Setiyadi Setiyadi. "EFFECT OF TEACHING MATERIALS BIKIN DONGENG YUK! LEARNING OUTCOMES OF CLASS V PRIMARY SCHOOL." PrimaryEdu - Journal of Primary Education 2, no. 2 (2018): 109. http://dx.doi.org/10.22460/pej.v2i2.1045.

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The research entitled the influence of teaching materials bikin dongeng yuk! towards the learning outcomes of elementary school students. This research is motivated by the low student learning outcomes in Indonesian language learning, especially the material elements of the story and the lack of teaching materials about language learning in elementary schools. The use of existing language teaching materials still cannot maximize learning due to the lack of interesting teaching materials. The purpose of this study was to improve the learning outcomes of elementary students in Anggrawati I Eleme
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금미숙. "A Case Study on Teaching Dilemmas of Elementary Special Education Teachers : focused on teaching Korean Language Class." Journal of Inclusive Education 10, no. 2 (2015): 129–50. http://dx.doi.org/10.26592/ksie.2015.10.2.129.

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Dokter, N., R. Aarts, J. Kurvers, A. Ros, and S. Kroon. "Academic language in elementary school mathematics." Dutch Journal of Applied Linguistics 6, no. 2 (2017): 213–30. http://dx.doi.org/10.1075/dujal.17007.dok.

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Abstract Students who are proficient academic language (AL) users, achieve better in school. To develop students’ AL register teachers’ AL input is necessary. The goal of this study was to investigate the extent of AL features in the language input first and second grade teachers give their students in whole class mathematics instruction. Five key features could be distinguished: lexical diversity, lexical complexity, lexical specificity, syntactic complexity and textual complexity. Teachers used all features, but the amount in which they used them varied. While all teachers used lexical speci
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Dissertations / Theses on the topic "Xhosa language – Study and teaching (Elementary)"

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Fulani, Ntombekhaya Cynthia. "An investigation into literacy development in Grade 4 English and isiXhosa home language textbooks : a comparative study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018914.

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The 2006 Progress in International Reading Literacy Study (PIRLS) painted a gloomy picture of South African literacy when South Africa came last out of 40 countries. It was from this background that my study set out to investigate two English and two isiXhosa grade 4 home language textbooks with their accompanying teachers’ guides from two publishing houses, together with the home language curriculum documents for English and Xhosa because they are an important component in literacy development. It is important to emphasise that this study examined textbooks, not how teachers mediate such text
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Mngqibisa, Mandla Daniel. "The comparative case study of the use of English and isiXhosa as medium of instruction in a grade five class." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003336.

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The aim of this study was to compare the quality of oral interaction between a grade 5class and their teacher when either English or isiXhosa was used as medium ofinstruction in two different lessons and of their writing which arose out of the lessons. The research was carried out within the interpretive paradigm and took the form of a casestudy. The researcher took the stance of being a non-participant observer. A variety oftechniques were used to collect data, namely, piloting, video recording and transcribing lessons, observing and making field notes, questionnaires and an interview. The in
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Jackson, Mary-Jane. "Exploring linguistic thresholds and reading comprehension and skills-transfer in a grade 6, isiXhosa-English additive bilingual context." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006353.

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Reading is the key to knowledge and learning and by implication, life success. Most South African children „learn to read‟ in their home languages (HL), such as isiXhosa in the Eastern Cape, and then at the beginning of Grade 4 are expected to make two significant transitions: they must begin to „read to learn‟ and they must do so in an additional language (usually English). The research evidence is damning: Intermediate Phase children are failing to read and failing to learn. This study is concerned with two of the possible, and often conflicting, reasons for the reading problem: 1) that too
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Knoetze, Susanna. "An investigation into the mathematics teaching practices of non-isiXhosa-speaking teachers teaching isiXhosa-speaking 3rd Graders through the medium of Afrikaans." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018910.

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There is a considerable body of literature on the challenges faced by learners who speak an African language at home but who are taught through the medium of English. Less research has focused, however, on contexts where isiXhosa-speaking learners have Afrikaans as their Language of Learning and Teaching (LoLT), especially in Foundation Phase classrooms where teachers may not speak their learners’ home language. Such learners face the triple challenge of simultaneously learning a second language, learning to read in that language, and also learning new content and concepts through it. Using a
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Mazwi, Ntombomzi Rose-May. "Complexity accuracy and fluency in task-based instruction for Xhosa second language at tertiary level." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51660.

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Thesis (MA)--Stellenbosch University, 2000.<br>Full text to be digitised and attached to bibliographic record.<br>ENGLISH ABSTRACT: This study explores a framework for the implementation of task-based instruction for Xhosa second language at tertiary level. Central to the task-based approach to second language learning are the goals of complexity, accuracy and fluency as outcomes. The principles of task-based instruction to syllabus design are examined as this approach to syllabus design is believed to provide an effective base for successful second language acquisition. Theoretical assu
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Styoshwana, Ntombenani. "An evaluation of the problems of equivalence and non-equivalence in the Intermediate Phase (IP) IsiXhosa home language workbooks of the Department of Basic Education." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14356.

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Language plays an important part in our lives and the effects of language are remarkable and include much of what people believe. This study is about language and seeks to evaluate the extent of the problems of equivalence and non-equivalence in the texts translated from English into IsiXhosa by identifying those problems in the translated text. Translators strive to carry the meaning across from one language to another, as much as they can. Sometimes a translation shows non-equivalence and therefore the meaning gets lost. There are a number of reasons why this occurs. This study will examine
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Dweba, Constance Xoliswa. "Uhlobo lwengcingane yohahlelo yenkcazelo yezentlalo kwimbalo zesixhosa." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53203.

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Thesis (MA)--University of Stellenbosch, 2002.<br>ENGLISH ABSTRACT: This study investigates the genre-theoretic analystic properties of social commentary texts in isiXhosa which are extracted from the Bona magazine. These five articles are genres which all just deal with social commentary issues. This study will first explore the broad genre-based theoretical approach to the investigation of the isiXhosa texts as social commentary texts. The genre-theoretic approach will be utilized as framework for discourse properties of the Xhosa texts and a review will be given of the linguistic com
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Nomlomo, Vuyokazi Sylvia. "Science teaching and learning through the medium of English and isiXhosa: a comparative study in two primary schools in the Western Cape." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5834_1257246912.

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<p>This thesis compared science teaching and learning in English and isiXhosa in the Intermediate Phase (Grades 4-6) in two primary schools in the Western Cape. It explored the effects of using learners' home language (isiXhosa) and second language (English) as languages of learning and teaching science. The study is part of a broader project called the Language of Instruction in Tanzania and South Africa (LOITASA). The study was conceived against the background of English as a means of social, economic and educational advancement, and the marginalization of African languages in education.</p>
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Dugmore, Cuan Patrick. "The status of Xhosa and communicative competence in Cape Education Department schools." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/14225.

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Bibliography: leaves 196-201.<br>The empirical survey of Xhosa amongst Standard 10 pupils in Cape Education Department Schools (CED) sought to verify or negate two central concerns which surf aced in a pilot study of five Western Cape schools. This thesis contends that little has changed throughout South Africa's colonial and apartheid history with regard to the status of African languages within South Africa and particularly in CED schools. The second contention is that various factors, including the lack of second language expertise and contact with mother tongue speakers, continue to underm
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Venter, Edith Christina. "Framework for a task-based approach to the teaching of Xhosa as a second language for local government purposes." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52853.

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Thesis (MA)--University of Stellenbosch, 2002.<br>ENGLISH ABSTRACT: The purpose of this study is to apply contemporary theories about language and language learning in a South African and Western Cape context in order to address the specific needs of isiXhosa second language learners in local government. This study explores the use of communication tasks for vocational language teaching. It aims at providing a sound theoretical foundation of second language learning principles that support a task-based approach to language teaching for specific purposes. The perspectives of a broad ran
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Books on the topic "Xhosa language – Study and teaching (Elementary)"

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DiStefano, Philip. Elementary language arts. Macmillan, 1986.

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Language arts: Content and teaching strategies. 4th ed. Pearson Prentice Hall, 2008.

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Mills, Maureen. Language skills. Folens, 1991.

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Monson, Dianne L. Language arts: Teaching and learning effective use of language. Scott, Foresman, 1988.

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Monson, Dianne L. Language arts: Teaching and learning effective use of language. Scott, Foresman, 1988.

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Elser, Tammy. Model teaching units: Language arts : elementary level. Montana Office of Public Instruction, 2010.

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Elser, Tammy. Model teaching units: Language arts : elementary level. Montana Office of Public Instruction, 2010.

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Elser, Tammy. Model teaching units: Language arts : elementary level. Montana Office of Public Instruction, 2010.

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Teaching about language in the primary years. David Fulton Publishers, 1997.

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H, Ytreberg Lisbeth, ed. Teaching English to children. Longman, 1990.

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Book chapters on the topic "Xhosa language – Study and teaching (Elementary)"

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Carter-Cram, Kim. "Game On! Teaching Foreign Language Online." In Cases on Critical and Qualitative Perspectives in Online Higher Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5051-0.ch011.

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This case discusses the development and delivery of a course designed to teach elementary French at the university level in a fully online environment. Included in the discussion are issues related to the problematics of creating an interactive locus where effective communication in the target language can take place both between the instructor and the student and between students. The study examines attitudes about teaching (and learning) language online, how the textbook industry has attempted (or not) to deal with the advent of more online second language instruction, and how advances in tools available to instructors in the Learning Management System can both help and hinder the successful development and deployment of a course in second language instruction. Also examined here are questions of student motivation and retention, and proposed solutions to both problems via innovative quest-based gamification of course lessons and materials.
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Alnajjar, Marwa, and Billy Brick. "Utilizing Computer-Assisted Vocabulary Learning Tools in English Language Teaching." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch049.

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This study explores five in-service teachers' perceptions with regards to the technical and pedagogical usability of digital flashcards in English language teaching. All the teachers were enrolled in a one-year Masters of Art in English Language Teaching program at Coventry University and had previous teaching experience ranging from elementary to university level. The study adopted a quan→QUAL mixed-method research design, combining elements of surveys and case studies, to examine the factors that affected the teachers' perceptions in addition to how they view three specific websites: Cram, Quizlet, and StudyStack. Participants explored these websites and created sets of flashcards in a computer lab, then completed a survey and participated in a focus group interview. Findings suggest that although the teachers were willing to integrate digital flashcards in their future teaching, it is dependent on several factors, including: learners' age, the quality of graphics in the websites, and the teachers' prior experience as students on their MA program. Nonetheless, the “wow” factor seemed to influence their perceptions of the usability of these websites, which can either be extreme positive or negative initial reactions as a result of the websites' presentational scheme.
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Liu, M., C. Navarrete, E. Maradiegue, and J. Wivagg. "A Multiple-Case Study Examining Teachers’ Use of iPod Touches in Their Pedagogical Practices for English Language Learners." In Mobile Pedagogy and Perspectives on Teaching and Learning. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4333-8.ch010.

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Mobile technology has been noted as a valuable resource for students in K-12 education and potentially for English Language Learners (ELL). ELL students enter schools with different levels of English proficiency and teaching such a population often presents a daunting academic challenge. Using mobile devices for learning, holds certain potentials as the literature indicates. Benefits of mobile technology such as flexibility, accessibility, interactivity, and motivation and engagement have been documented. This multiple-case study examines ELL teachers’ use of the iPod touch in their instruction at elementary, middle, and high school levels to understand how such mobile devices are used and the teachers’ perception of using them.
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Chapman, Don. "Grammar is the Key." In The History of Grammar in Foreign Language Teaching. Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463724616_ch03.

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Ælfric, a tenth-century English monk, produced a grammar, glossary, and colloquy to help oblates learn Latin. His grammar, as the first Latin grammar written in English, reflects the emphases on both grammar and bilingual education from his own training. He adapted his grammar in several ways to help beginners learn to read Latin and prepare for advanced language study, such as using English instead of Latin as the medium of instruction, including full paradigms, organizing the discussion around declensions and conjugations, using familiar specimen terms, providing simple explanations, etymologizing the grammatical terminology, and using story-like examples. These features must have been appreciated, since Ælfric’s grammar became one of the most popular elementary grammars in eleventh-century England.
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Kim, Hoe Kyeung. "Use of Interactive Online Games in Teaching English as a Foreign Language." In Advances in Game-Based Learning. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-713-8.ch008.

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The purpose of this study is to examine how the use of multiplayer English teaching online games influences students’ self-efficacy and their English performance scores. The participants of this study were sixty elementary students in Korea. They were selected based on the scores on the social-affective value test and then divided into two groups-high and low groups. During five weeks, the participants played with an English teaching online game two hours per week. The students’ self-efficacy scores were collected before and after they played the online game. Their English performance scores on the online game were collected to compare the two groups. The findings indicated that their online game experience increased self-efficacy. Interestingly, students with low social-affective values showed more improvement than those with high social-affective values in both self-efficacy and performance scores.
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Kamagasako, Masatoshi, Nobuhiko Shishido, and Shigeru Ikuta. "Learning Support System for Programming Language Python." In Advances in Early Childhood and K-12 Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1400-9.ch007.

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In the new course of study starting next year, programming education starts in all elementary schools in Japan. However, the definition of programming education is not so clear, and an independent compulsory subject for programming education is not available, yet. Almost all of the teachers are not good at programming; they do not have enough ideas on how to teach “programming” in ordinary required subjects. It is expected, however, that this new engagement on programming education at elementary school will promote the development of new ways of teaching programming education in junior and senior high schools. The authors developed a new client-server web system that can help teachers teach Python programming and also help gifted and talented students learn by themselves. In this chapter, the authors detail such a client-server Web system and the activities performed at a juku (private tutoring) school.
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Kosmas, Panagiotis. "The integration of embodied learning in a language learning classroom: conclusions from a qualitative analysis." In Tertiary education language learning: a collection of research. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.51.1258.

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Embodied Learning (EL) is now an emerging teaching paradigm that takes into consideration the impact of bodily movements into the learning process. This paradigm, in combination with movement-based technologies, provides strategies and methods for delivering a more engaged and interactive lesson. Following previous empirical evidence, this study presents the results of an educational intervention, based on EL, in the context of language learning in mainstream elementary schools. The study aims to examine whether this practice would improve students’ language performance and enhance their engagement in, and motivation for, learning a language. One hundred and eighteen (N=118) elementary students and six teachers were involved in this investigation. Data were collected from video recordings of 12 intervention sessions in the classroom. The analysis of video recordings provided rich information about the engagement of the students in the classroom during the sessions. It revealed that the EL practice enabled students to actively engage in the lesson, increasing their motivation and participation. Finally, the manuscript discusses the use of such an EL approach in language learning and teaching.
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Grigoropoulos, Jenny E., Heike Arnold, and Christina J. Rocha. "The i2Flex Instructional Methodology Implemented in K-12 Classes for ESL and Foreign Language Learners." In Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7760-8.ch021.

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The intention of this chapter is to demonstrate the implementation of the innovative instructional i2Flex methodology in Elementary School, Middle School, and High School classes for young EFL, ESL, and Foreign Language learners. Within a conceptual framework consisting of the ACS educational philosophy, reference features of foreign language teaching and the terminological definition of i2Flex, the three authors will outline a detailed explanation of their methodological and educational procedures, translating the i2Flex into practice in their foreign language classes. In a common conclusion of the three study cases, the authors will critically evaluate their experiences in their classrooms and the learning outcomes. They will then give insights and recommendations on how to consolidate the mutual symbiosis between face-to-face and flexible guided student learning supported by technology, guided towards independent and inquiry based student learning, in order to create a long-term, meaningful, academic blended learning in accordance to the i2Flex methodology and practice.
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Pellerin, Martine. "Digital learning environments, multimodal and sensory affordances: reshaping the second language experience for a new era." In CALL for widening participation: short papers from EUROCALL 2020. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1201.

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The paper examines how the game Minecraft can be used as a new digital learning environment in the context of second language teaching and learning. It explores how the concepts of digital space and digital place within the new 3D digital environment can contribute to reshaping the language learners’ experience and promote greater engagement in the target language. The study involved one language teacher and his grade 6 (upper elementary) students in a French immersion program in Canada. Digital artifacts created by the students in Minecraft were collected and qualitative analysis was carried out. The findings reveal that the use of a new digital environment allows for the emergence of a sense of digital place (emotional connection), greater engagement, and a sense of agency and control on the part of learners. Higher levels of collaboration, creativity, and imagination were also observed in the language tasks.
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Boyle, Christina, Maria Wills, Lauren E. Jackson, Nicole Kammer, and Tracy Mulvaney. "How School Leaders Can Support Teachers With Program Implementation." In Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5557-6.ch009.

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Continuous reflective practices are a driving agent in allowing educational stakeholders to understand the consistent need for recurring change in P-12 learning settings. In this chapter, school leaders describe how they are supporting teachers and ancillary instructional staff with implementing transformative action-based programs. Four transformative leadership initiative case studies will be described. The authors bring various perspectives of supporting program implementation due to their roles in school districts as an elementary ELL teacher, a teacher coach and math teacher, and a district supervisor of Early Childhood education. The first case study will walk readers through how the infusion of a literacy program was conducted using transformational read-alouds to boost reading engagement and motivation amongst English language learners. Next, a teacher coach and math teacher will share how professional learning communities (PLCs) were utilized to promote collaboration amongst K-5 teachers throughout the implementation of a new core mathematics program. The third case study examines a doctoral student project that provided evidence based professional development on early science inquiry. Finally, a Supervisor of Early Childhood details how teachers were supported with the implementation of a three-tiered instructional intervention designed to aid preschool students with developing kindergarten readiness skills to close an identified transitionary achievement gap between preschool and kindergarten classrooms in the participating school district.
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Conference papers on the topic "Xhosa language – Study and teaching (Elementary)"

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Felice, Laura, Liliana Martinez, and Claudia Pereira. "A Formal Approach to the Teaching of Abstract Data Types." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2477.

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In this paper we present a methodology for the teaching of programming applied to an elementary course of the System Engineering career at the Universidad Nacional del Centro de la Provincia de Buenos Aires. This methodology starts with the formal specifications of abstract data types and concludes with an implementation of an efficient algorithm in C++ language. We describe the methodology, and a case of study showing the proposed methodology.
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Sun, Rong, and Zhen Li. "A Contrastive Study of Culture Items in Elementary Chinese and American Textbooks of Teaching Chinese as a Foreign Language Taking Integrated Chinese and a Course in Contemporary Chinese as Examples." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.118.

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Thompson, Tobi, and Ingrid Massey. "Preparing Effective Literacy Educators Through Professional Development." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8246.

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Abstract:
Since changes to the reading/language arts State Subject Area Test (SSAT) in late 2010, elementary education teacher candidates at a teacher training college in the Southern United States have experienced declining scores resulting in test failure and delaying student teaching and graduation. The purpose of this case study was to identify factors that students and faculty perceived as most beneficial in preparing students to pass the SSAT. Constructivism served as the conceptual framework for this study addressing the effects of collaboration, hands-on learning, and application of knowledge. P
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