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Search Results: 1 - 10 of 2418 matches for " inclusive English classrooms "
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Aulas de inglés inclusivas: requerimientos, implicaciones y limitaciones: -Un estudio de caso- Inclusive English classrooms: requirements, implications and limitations: -A qualitative case study-
Johanna Monta?o Moreno,Esperanza Vera Rodríguez
Folios , 2012,
Abstract: Resumen Este artículo presenta los resultados de un estudio de caso que buscaba responder a las siguientes preguntas de investigación: Cuáles son las percepciones que tiene la comunidad educativa de un centro educativo distrital acerca de la educación inclusiva en las aulas de inglés?, Cuáles son los parámetros que esta escuela sigue para trabajar con aulas de inglés inclusivas? Y Qué estrategias se utilizan en las aulas de inglés para responder a las necesidades individuales de los estudiantes? El estudio fue realizado durante ocho meses aproximadamente en el centro educativo en mención. Para realizar una descripción completa del proceso de inclusión en la institución se realizaron observaciones de clase, entrevistas a diferentes miembros de la comunidad educativa y se aplicaron cuestionarios a los estudiantes con necesidades educativas especiales y a sus docentes. Los hallazgos revelaron que aunque algunos pocos profesores utilizan estrategias personales para responder a las necesidades individuales de los estudiantes, hay aún muchos obstáculos que se constituyen en una barrera para el desarrollo exitoso de un proceso de inclusión y carencias que se deben atender y suplir. Abstract This article presents the results of a qualitative case study which attempted to answer the following research questions: What are the perceptions that the educational community has of inclusive education in the English language classrooms? What are the parameters that this school follows in order to work with inclusive English classrooms? And what strategies are being used in the classrooms in order to respond to students'individual needs? The study was developed approximately during eight months in a public school in Bogota. Class observations and interviews to different members of the educational community were done and questionnaires to teachers and students with special educational needs were applied in order to provide a thorough description of the processes of inclusion in the institution. The findings revealed that although some few teachers use some personal strategies in order to respond to some students'individual needs, there are still many obstacles that become a barrier for the successful development of an inclusion process in the institution and lacks that need to be attended to and supplied.
THE THEORY AND PRACTICE OF COMMUNICATIVE LANGUAGE TEACHING IN JAPAN
Barry Kavanagh
Academic Research International , 2012,
Abstract: Richards and Rogers (2001) describe Communicative Language Teaching (CLT) as causing a major paradigm shift within language teaching in the twentieth century and that such ramifications continue to exert an influence on the contemporary English language classroom. Whether regarded as revolutionary or evolutionary, it can surely be argued that CLT’s influence is far reaching and influential. Most classes,books andideologies claim to be communicative in some way. Nevertheless success in adopting a method created by English native speakers is less clear when attempting to utilize the approach in a country such as Japan where the culture of learning differs from themethods the approach advocates. In an analysis of how CLT has been adopted in Japanese secondary schools a host of socio-cultural and educational factors, such as the cultural appropriateness of the approach, the prevalence of grammar based University entrance exams and teacher perceptions are given for the apparent difficulties thatprevent the successful implementation of the approach. The Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) has strived to improve the communicative ability of secondary school students through various educational reform measures and teacher training which according to the teachers it is aimed at has caused confusion in how the approach can be, if at all, implemented within their teaching context. Mandating such educational reforms from the top isn’t always the easiest or most effective approach and judging from the analysis here a more grassroots bottom up approach may be more beneficial starting from how the teachers and students respond to it and how it can be adapted to fit the Japanese English as a Foreign Language (EFL) environment.
Formative Assessment: Opportunities and Challenges
Liqiu Wei
Journal of Language Teaching and Research , 2010, DOI: 10.4304/jltr.1.6.838-841
Abstract: As a learning tool, formative assessment has attracted the attention of more and more researchers. Based on the writer’s own innovation with the tool and relevant research, this paper first describes the use of formative assessment in college English classrooms in China, then provides recommendations and discusses future directions.
THE EFFECT OF PREVENTIVE CLASSROOM MANAGEMENT TRAINING PROGRAM ON APPROVAL AND DISAPPROVAL BEHAVIORS OF TEACHERS
Nevin Güner
International Journal of Instruction , 2012,
Abstract: In this study, the effect of Preventive Classroom Management Training Program (PCMTP) on approval and disapproval behaviors of teachers working in inclusive classrooms was investigated. The study group consisted of 45 teachers who were working in public schools and had students with special needs in their classrooms. Data were gathered using Teacher Behaviors Observation Form, which was developed by the researcher, and during one lesson which was videotaped in the classrooms of teachers in the experimental group (n=21) who had a training using PCMTP and the control group (n=24). The analysis of the research data revealed that PCMTP did not make significant differences in the approval/disapproval behaviors of the teachers in terms of the post-test results but the maintenance results showed that disapproval behaviors of the teachers were significantly lower.
Intelligent Guided E-Learning Systems for Early Learners with Autism Spectrum Disorder
Alma Barranco-Mendoza,E. Christina Belcher,Kenneth A. Pudlas,Deryck R. Persaud
Journal of Systemics, Cybernetics and Informatics , 2008,
Abstract: There is a burgeoning need to consider new ways of providing early educational services for young and often newly diagnosed children with Autism Spectrum Disorder (ASD) and their families. Such children do not respond naturally to linear curricular delivery, normally utilized in inclusive classrooms that predominate public education, but rather need an educational model incorporating intra and interpersonal development skills. In addition, there is an urgent need for the ability of keeping track of and addressing uneven progress in specific areas; characteristic of learners with ASD. It is suggested that a new curricular model be designed that integrates the advantages of e-learning for data management and communication exchange with the inclusion classroom learning. A multi-disciplinary approach to the problem has lead to the proposal of an alternate model using an Intelligent Guided E-Learning System, which can be of benefit to such learners, their parents, and their teachers. This system utilizes a Knowledge Representation model that incorporates the complex multidisciplinary data related with ASD, along with curricular information as well as other Artificial Intelligence techniques that guide the curriculum in a simple and directed, yet evolving, manner such that the complexity increases as the learner with ASD's understanding progresses.
Nurturing Social Experience in Three Early Childhood Special Education Classrooms
Susan L. Recchia,Eleni P. Soucacou
Early Childhood Research & Practice , 2006,
Abstract: This study explored the ways in which early childhood special education teachers supported children's social behavior within the context of their preschool classrooms. Data collected for six children through naturalistic classroom observations were coded and analyzed for emergent themes within a qualitative framework. Findings revealed a variety of strategies and behaviors used by early childhood special education teachers and their assistants to respond socially to the children in their classrooms. The data were grouped into five overarching themes: (1) teachers' adaptations to support positive social experiences, (2) positive emotional connections between teachers and students, (3) negative interactions between teachers and students, (4) teachers' promotion of positive social engagement with peers, and (5) teachers' help with conflict resolution. These data present multiple lenses through which to view children's and teachers' social experiences in the classroom, providing the potential for a richer understanding of both what is observed as well as how it actually transpires. The complexity of individual differences and classroom dynamics are discussed, with recommendations for practice and future research.
Materials Assessment: A Shared Responsibility among Teachers and Students
Becerra,Claudia Yolanda;
Profile Issues in Teachers` Professional Development , 2006,
Abstract: this article focuses on the development of a small-scale research project implemented in a public school in bogotá, colombia with a group of fourth graders who study english as a foreign language. the main goal of this research is to determine the criteria my fourth graders use when assessing the worksheets i provided them with in the english class. the data collection techniques that support the proposal are questionnaires, semi-open interviews, and the teacher’s journal. this study prompted a more collaborative environment among teacher and students regarding a basic activity of the curriculum as the materials used in class. finally, this paper emphasizes the importance of creating classrooms that are more democratic to enrich the educational process.
Materials Assessment: A Shared Responsibility among Teachers and Students
Becerra Claudia Yolanda
Profile Issues in Teachers` Professional Development , 2006,
Abstract: This article focuses on the development of a small-scale research project implemented in a public school in Bogotá, Colombia with a group of fourth graders who study English as a foreign language. The main goal of this research is to determine the criteria my fourth graders use when assessing the worksheets I provided them with in the English class. The data collection techniques that support the proposal are questionnaires, semi-open interviews, and the teacher’s journal. This study prompted a more collaborative environment among teacher and students regarding a basic activity of the curriculum as the materials used in class. Finally, this paper emphasizes the importance of creating classrooms that are more democratic to enrich the educational process. Key words: Materials assessment, evaluation, assessment, democratic classrooms, English innovation, foreign language innovation, curriculum Este artículo se centra en el desarrollo de un proyecto de investigación a peque a escala implementado en un colegio público en Bogotá, Colombia con un grupo de cuarto de primaria que estudia inglés como lengua extranjera. El principal fin de esta investigación es determinar el criterio usado por mis estudiantes de cuarto de primaria cuando evalúan los talleres que yo dise o para la clase de inglés. Las técnicas de recolección de datos que soportan esta propuesta son cuestionarios, entrevistas semiabiertas, y el diario del profesor como fuente secundaria. Este estudio promovió un ambiente de mayor diálogo entre profesor y estudiantes, teniendo en cuenta una actividad básica del currículo como son los materiales usados en clase. Finalmente, este trabajo enfatiza en la importancia de crear salones más democráticos para enriquecer el proceso educativo. Palabras claves: Evaluación de materiales, evaluación, seguimiento, salones democráticos, innovación-inglés, innovación-lengua extranjera, currículo
RETRACTED: Teachers’ Beliefs of Code Switching in the ESL Classroom  [PDF]
Nur Shazwani Binti Ja’afar, Nooreiny Binti Maarof
Open Journal of Social Sciences (JSS) , 2016, DOI: 10.4236/jss.2016.44030
Abstract:

The substantial portions of the text came from Joanna Tiffany Selamat's Master Thesis “Code Switching in the Malaysian ESL Classroom”.

This article has been retracted to straighten the academic record. In making this decision the Editorial Board follows COPE's Retraction Guidelines. Aim is to promote the circulation of scientific research by offering an ideal research publication platform with due consideration of internationally accepted standards on publication ethics. The Editorial Board would like to extend its sincere apologies for any inconvenience this retraction may have caused.

Mother tongue policies and mathematical terminology in the teaching of mathematics
Mercy Kazima
Pythagoras , 2011, DOI: 10.4102/pythagoras.v0i67.74
Abstract: The Department of Education in South Africa advocates collaborative and constructivist learning; however, observations indicate that little discussion occurs in most multilingual mathematics classes. In this paper we draw on a pilot study set in the Eastern Cape where teachers were introduced to the theory and practice of exploratory talk, and then tasked to perform an action research project on introducing discussion in their own multilingual mathematics classrooms. The results of the study suggest some successes in terms of teachers initiating exploratory talk and highlight the fact that these successes were only achieved where code switching between English and isiXhosa formed an integral part of the process.
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