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LISTENING COMPREHENSION AND ORAL PRODUCTION PROBLEMS OF SECOND-YEAR AUDIO-LINGUAL FRENCH STUDENTS
Title
LISTENING COMPREHENSION AND ORAL PRODUCTION PROBLEMS OF SECOND-YEAR AUDIO-LINGUAL FRENCH STUDENTS.
Creator
ADAMS, JUDITH MARCEC, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Languages, Linguistics and Comparative Literature
Date Issued
1971
PURL
http://purl.flvc.org/fcla/dt/13417
Subject Headings
Education, Language and Literature
Format
Document (PDF)
Computer-aided composition instruction in Florida's community colleges
Title
Computer-aided composition instruction in Florida's community colleges.
Creator
Kromhout, Elaine W., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description
Ubiquitous incorporation of computer-based, electronic technologies into American society has created intense pressure upon the composition instructors at Florida's community colleges to develop computer skills themselves and to develop curricula which routinely incorporate these technologies into their teaching responsibilities. This fact makes clear the need to assess instructors' readiness: What computer skills have they acquired and what computer-aided teaching methodologies have they...
Show moreUbiquitous incorporation of computer-based, electronic technologies into American society has created intense pressure upon the composition instructors at Florida's community colleges to develop computer skills themselves and to develop curricula which routinely incorporate these technologies into their teaching responsibilities. This fact makes clear the need to assess instructors' readiness: What computer skills have they acquired and what computer-aided teaching methodologies have they learned which make them capable of and willing to teach composition with the aid of computers? What support services on community college campuses seem to encourage instructors to take on the responsibility to teach computer-aided composition. After its pilot testing, a thirteen question survey was sent to the 473 known instructors of credit-level composition at Florida's twenty-eight community colleges. This study examined the characteristics of the 222 respondents, of whom 61 reported that they do teach computer-aided composition and 161 reported that they do not. One way analyses of variance applied to the survey responses of these groups compared them regarding their institutions' technology support services; regarding their familiarity with, training for, and uses of computer technologies in their personal and professional responsibilities; and regarding their participation in departmental, divisional, and institutional planning activities for technology enhancements. Findings revealed that, compared to those instructors who do not teach computer-aided composition, instructors who do are (1) more likely to be familiar with and use a greater variety of computer technologies for both personal and professional use, (2) more likely to serve on departmental committees which consider technology uses, (3) more likely to have in-office access to desktop computers, to have nearby full-service faculty/student computer labs, and to have greater access to computer hardware overall, and (4) more likely to have attended workshops and taken courses on computer technologies and on instructor methods for use of technologies. In responses to a Likert-like question, composition instructors who do teach with the aid of computer technology also expressed greater than expected professional satisfaction with computer-aided composition as compared to traditional methodology.
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Date Issued
1995
PURL
http://purl.flvc.org/fcla/dt/12417
Subject Headings
Education, Community College, Education, Language and Literature, Education, Technology
Format
Document (PDF)
Multicultural education and high school English teachers: a teacher awareness study
Title
Multicultural education and high school English teachers: a teacher awareness study.
Creator
Hamilton, Rebecca, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
Multicultural education has been mandated in the state of Florida as part of State Mandate 1003.42. In order for this mandate to be implemented, it is necessary for teachers to know what effective multicultural education is and how it is to be implemented. This study was designed to find out what English teachers know about the state mandate and multicultural education and how they use multicultural education in their classrooms. High school English teachers in one South Florida school...
Show moreMulticultural education has been mandated in the state of Florida as part of State Mandate 1003.42. In order for this mandate to be implemented, it is necessary for teachers to know what effective multicultural education is and how it is to be implemented. This study was designed to find out what English teachers know about the state mandate and multicultural education and how they use multicultural education in their classrooms. High school English teachers in one South Florida school district participated in an online survey, and 11 of those respondents also participated in a follow-up personal interview. According to multiple scholars, there are three categories for multicultural education: Recognition, Transformation, and Action, with Recognition serving to recognize and respect other cultures without any change to the mainstream curriculum and instruction, Transformation serving to transform the curriculum and instruction to reflect students and their various cultures while introducing them to others and meeting the various instructional needs of the students, and Action motivating students to take action to bring about social justice. Overall, high school English teachers’ understanding of effective multicultural education is on the Transformation level. The survey found that high school English teachers use multicultural education on the Action level; however, the follow-up interviews did not support that finding. Also based on the interviews, teachers are willing and eager to learn more and would like the district to implement their suggestions to help with their learning.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004376, http://purl.flvc.org/fau/fd/FA00004376
Subject Headings
Cultural pluralism, Curriculum planning, Educational equalization, English language -- Study and teaching (Secondary), English literature -- Study and teaching (Secondary), Ethnicity -- Study and teaching, Multicultural education -- Case studies, Teachers, Training of
Format
Document (PDF)