Studenters motivasjon for språkmakkerarbeid og syn på seg sjøl som språklige ressurser

Biologically inspired design (BID) in engineering is a convergent, systematic approach that uses analogies from biological organisms to develop solutions for human engineering and design problems. Based on outcomes from prior studies of integrating BID in higher education, incorporating BID into pre-college education is a logical evolution. For effective BID instruction of these convergent concepts in pre-college education, teachers need to be well-equipped with biological, engineering, and pedagogical knowledge, both in general and those unique to the convergent, still evolving discipline. In this paper, we investigate the Professional Learning (professional learning) environment designed to foster engineering teachers' understanding of BID integration in engineering and to determine to what extent the evolving professional learning environment fostered engineering teachers' conceptual knowledge of BID across the three-year project. This design study applies conjecture mapping with design-based research (DBR) to examine a professional learning environment that changed over three summers and its impact on teachers' conceptual understanding of BID integration in engineering. The analysis indicates that a combination of experiential and informal learning experiences along with engagement in a formal design challenge promoted teacher enthusiasm and a conceptual understanding of BID across the three years. Professional learning fostered teachers' understanding of BID integration in engineering and enabled them to integrate BID into their engineering teaching practice.

This study examined relationships between sources of efficacy information available in teachers' professional learning environments and teacher self-, work-group collective and faculty collective efficacy beliefs. An argument is presented that teachers' individual and collective efficacy beliefs are vital factors that mediate linkages between professional learning and meaningful change in schools. School professional learning environments are hypothesized to provide efficacy information that may serve to enhance teachers' beliefs in their abilities to accomplish tasks that are linked to effective teaching and learning. Social cognitive theory and triadic reciprocal causation provided the framework for this research. Self-efficacy theory, a sub-theory of social cognitive theory, and studies of the sociopsychological characteristics of learning environments provided the conceptual foundation for the study. A critical review of the literature related to teacher self-efficacy beliefs was included. Additionally, two new measures were developed and used in this study. These included the three-part Teachers' Efficacy Beliefs System and the Sources of Efficacy Information in Professional Learning Environments Scale.

Reading Aloud as a Technique for Developing Teachers’ Awareness of English Phonology

We still have only a limited understanding of the effectiveness of schools in promoting citizenship, the factors explaining this effectiveness and the way in which these aspects interact. Using elaborate cross-sectional data from students, teachers, team leaders and school leaders at 78 Dutch secondary schools, this study empirically examines a school effectiveness model of citizenship education in order to achieve a more comprehensive explanation of citizenship competence acquisition. Using multilevel structural equation models, we analyze direct and indirect school-level predictors of student knowledge, attitudes and self-evaluated skills regarding citizenship. Four aspects of citizenship education are examined: the school’s policies regarding citizenship education, its teaching practices, and its professional and pedagogical learning environment (i.e., teaching community and classroom climate). With respect to school policies, positive effects are found for the attention paid to citizenship education in staff meetings. The professional learning environment is related to students’ citizenship competences mainly indirectly, via the average classroom climate. Effects of teaching practices vary: more emphasis on monitoring is more frequently found at schools with lower average levels of citizenship competences, whereas schools that let students choose their own topics in class have on average higher levels of citizenship competences.

Learning strategies are steps taken by students to improve their own learning. Learning strategy is desired learners to achieve certain goals and manifest in various types. The use of this learning strategy appears in the specific actions or behaviors that the learners do to improve their language skills, for example by imitating, repeating, transferring into other languages, improving speech, asking for clarification, and so on. This research is more emphasis on affective strategy. This strategy refers to feelings, attitudes, motivations and values. There are three main sets of affective strategies (demeaning your worries, pushing yourself, and getting your emotional temperature). The general objective of this research is to describe the effectiveness of the model of affective strategy integration in learning subject course of Indonesian language and literature study program IKIP Budi Utomo Malang. Specifically, the purpose of this study is to obtain a significant description of the difference between the verbal skills in the 2014A and 2014B classes of Indonesian language and literature education programs IKIP Budi Utomo Malang and obtain a significant description of the difference in effectiveness between the learning ability of speech before and after. This research uses experimental design with non equivalent control group design. The data analysis technique used to find the difference is using paired paired t test formula for one sample and t test of the independent variable for different samples. The sample of this research is student of class of 2014A and 2014B of Indonesian language and literature education program IKIP Budi Utomo Malang. Experiments were conducted by dividing experimental and control groups. The experimental group is a student of Indonesian language and literature education program class of 2014A, while the control group is a student of language and literature education program class of 2014B, by taking pretest value and postes value. Based on the research that has been done, the result of pretest in the experimental group is still low with an average of 56,375 after being given affective strategy treatment on average value rose 20,25 points to 76,625, while the mean in control group at pretest 58,38 up 0,222 points at the postes being 58.61. The effectiveness between the postes value of the experimental group and the control group is very different. In the control group the score also increased but more increase in the experimental group. It shows the model of affective strategy integration in learning subject course of individual speech of Indonesian language and literature education program IKIP Budi Utomo Malang. From the research findings, the researcher suggested that lecturers in the environment of IKIP Budi Utomo Malang should implement learning strategies to improve student achievement and students do not feel bored.

The purpose of this study was to examine the effects of initial first and second language proficiencies as well as the language of instruction that a student receives on the relationship between native language ability of students who are English language learners (ELLs) and their development of early literacy skills and the second language. This study investigated the development of early language and literacy skills among Spanish-speaking students in 2 large urban school districts, 1 middle-size urban district, and 1 border district. A total of 1,016 ELLs in kindergarten participated in the study. Students were administered a comprehensive battery of tests in English and Spanish, and classroom observations provided information regarding the Spanish or English language use of the teacher. Findings from this study suggest that Spanish-speaking students with high Spanish letter name and sound knowledge tend to show high levels of English letter name and sound knowledge. ELLs with low Spanish and English letter name and sound knowledge tend to show high levels of English letter name and sound knowledge when they are instructed in English. Letter name and sound identification skills are fairly highly positively correlated across languages in the beginning of the kindergarten year. In addition, phonological awareness skills appear to be the area with the most significant and direct transfer of knowledge, and language skills do not appear to be a factor in the development of phonological awareness. Finally, the relationship between oral language skills across languages was low, suggesting little relationship between oral language skills across languages at the beginning of the kindergarten year. Results from this study suggest that pedagogical decisions for ELLs should not only consider effective instructional literacy strategies but also acknowledge that the language of instruction for Spanish-speaking ELLs may produce varying results for different students.

This study explored the organizational nature of the professional learning environments of teachers, administrators, and other peer professionals in schools. A conceptual model of the organizational structure and effects of instructional supervisory practices was developed to guide the empirical investigation. The model is based on an organizational conception of instructional supervision in which the variety of supervisory behaviors, interactions, and decision making engaged in by school personnel contributes to a unique organizational/supervisory (O/S) climate infusing a school's professional learning environment. Six meaningful dimensions of O/S climate were empirically derived. Climate variable linkages to various indices of school effectiveness were posited and explored using quantitative and qualitative methods. The study's qualitative findings revealed additional school-level, organizational context factors which further explicated the O/S climate and professional learning environment constructs and quantitative supervisory climate/effectiveness linkages identified in the study's original conceptual model.

Thorough academic studies and pressing needs to meet professional demands in Brazil were the driving force guiding this work, which catered to map out non-native English teachers regarding to their oral skills. The research, within the context studied, identified the profile of practitioner's (oral skills) teaching primary and secondary levels, within the public and private sectors and an educational cooperative language school, Cooplem Idiomas, in the capital of Brazil. We aimed to find out whether or not the target language (English) circulated in the classrooms observed between 2014 and 2016, and analyzed how the recruitment and selection process worked to identify the teaching oral skills of the non-native English language teachers. The results of the observations pointed out that the same teacher taught in the target language in one educational sector, but taught the target language in the mother tongue (Portuguese) in another sector. It was, also, identified that teaching target language in the mother tongue can be a result of poor oral language skills, lack of awareness to teach English in English and specific school policies. Therefore, we concluded that we would like to see the Brazilian government bringing more investment into education, and assess teachers oral skills before entering into teaching, so proper and effective funding can foster better results for the nation, concerning to language teaching.

PurposeThe use of three-dimensional virtual worlds (3DVWs) is increasingly becoming a common practice in language education to provide digital learning environments for second-language (L2) communicative classes. This study aimed to identify the key factors underlying communication in 3DVWs that can improve the communication skills of L2 learners.Design/methodology/approachTo achieve this, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to validate the identified factors affecting communication in 3DVWs. A self-reported questionnaire with 47 items on a five-point Likert scale was administered to 513 pre-service teachers, teachers and lecturers in the field of language education.FindingsThe results of the EFA revealed four factors that contribute to communication in 3DVWs, namely learner motivation, interaction pattern, language development and learner autonomy. CFA results provided support for the updated model, with statistically significant Chi-square results (χ² (df = 83) = 181.049, p < 0.001) indicating a good fit between the model and the data.Originality/valueThe findings suggest that the four EFA-derived parameters are valid and can assist instructional designers and L2 instructors in creating 3DVWs that enhance L2 learners' communication abilities. This study provides valuable insights for educators, instructional designers and researchers in the field of language education and technology-enhanced learning.

The article highlights the effectiveness of practical invocation of basic emotions by means of media educational content with the development of oracy skills in primary school students. It has been proven that the balanced use of materials in the media content that elicit emotions of pleasure — joy, interest — excitement, distress — grief, surprise — fright, shyness — awkwardness — humiliation, disgust — dislike, anger — indignation, disdain — contempt, fear — horror, indifference — negligence will significantly improve the memorization and perception of educational material, as well as have a positive effect on the development of students’ oracy skills. The importance of a primary school teacher’s possession of subtle taste, facial expressions, gestures, diction and a well-placed voice for the successful use of media content in the practice of school education in order to form students’ oracy skills is determined. The process of development of oracy skills in primary school students by means of emotionality in media education is a synthesis of sensual and rational reflection of reality, in which the emotional factor plays a significant and sometimes decisive role. According to how the students’ oracy skills improves and under favorable extracurricular conditions of the student’s development, the ratio of the sensual and the rational reaches a balance, sometimes the rational prevails. In primary school students, sensory cognition is expressed by a complex trinity of sensations, perceptions and ideas: first, sensation as a signal to reveal what is sought, then, much more fully, perception and, finally, sensoryvisual representation. The mental development of a primary school student is a highly intensive process, during which the mental processes of attention, imagination, memory, thinking, speech undergo significant changes and improvements, voluntary regulation of behaviour development; the foundations of personality are laid. In this period, the teacher’s role in shaping the student’s social and personal qualities, his abilities to master language and literature education is especially significant. It can be argued that there are no limits to a child’s abilities, if the teacher shows an optimistic and creative attitude towards him.

Since 2003, Indiana University School of Medicine (IUSM) has undertaken an unique and courageous experiment—the Relationship-centered Care Initiative (RCCI) 1 , a four-year effort to initiate self-sustaining culture change throughout the entire medical school. The intent was to foster widespread reflection on, and mindfulness of, the values being conveyed in everyday personal interactions and organizational behavior. The goal was to cultivate a social and professional learning environment (the informal curriculum) that consistently reinforced and exemplified the values and principles of the competency-based formal curriculum in the domains of professionalism, communication, ethics and self-awareness.

The preparation of quality teachers, as important factor affecting student performance (Rivkin, Hanushek, Kain, 2005), gains attention within the ET 2020 strategy (European Commission, 2010), highlighting the complex role of teachers as mediators/facilitators within a changing educational system that aims to respond to a rapidly evolving world. Appropriated teachers' education should mix activities that promote formal and non-formal/informal learning, through social interaction, as part of a context of professional development (Villegas-Reimers, 2003; OCDE-TALIS, 2010; Margiotta, 2007); this has been proven to be a key issue of teachers' continuing commitment with innovations and quality of learning at school (Barber &amp; Moursher, 2007; Ellerani &amp; Paricchi, 2010). To this regard, the Web is creating new opportunities for learning, where teachers education and continuing training could also take place effectively (Twining, 2011; Raffaghelli &amp; Tosato, 2011). As emphasized by the networked learning perspective, interconnectedness between resources, peers and trainers, allow effective learning. This definition is coherent with the new perspectives on teachers' professional development (Zenios et al, 2004; Hanraets et al. 2011) . In line with this, the present paper studies how teachers' conceptions on pedagogical practices changed through the participation to networked learning experiences within the frame of a transnational project (COMENIUS LLP P.I.N.O.K.I.O project: "Pupils for Innovation as Key for Intercultural and Social Inclusion"); to do this, teachers' narratives about exploration and implementation of the project's method within professional practice were analyzed. The conclusions emphasize the links between learning biographies and teachers' discourses within networked learning experiences. These elements could be considered as increasingly indistinguishable in a lifelong learning perspective of the teaching profession, since teachers connect their own identities with the results of meaning making processes in the several, interconnected learning spaces on the Web; by adopting technological tools and spaces, they connect the several learning cultures, resources and pedagogical conceptions underlying practices, with their own personal/professional narrative of the self. These results allow us to understand how significant changes in teachers' lifelong learning cycle can be rooted in specific networked learning practices. In this sense, connections with specific resources; "learning rituals", and educational values lead to shape symbolic constellations as part of professional identity on complex, open networks. This will surely configure a new frontier for TPD, where professional learning environments will be supported by complex processes of networked learning.

As a collective, African Americans and their language(s) are no stranger to shared struggle in education. Black students, Black Language, and their ways of knowing, are in search of solidarity in a language education that honors their race, their culture, and their linguistic flexibility. An antiracist language and literacy education that pledges itself to the fight for linguistic justice commits to honoring the humanity of Black students. To provide an antiracist language and literacy education is to teach in a way that respects and cares for the souls of students in language arts classrooms. In this paper, I examine antiracism as a pedagogy within the institution of education by providing an overview of research on antiracist language and literacy education. Antiracist Pedagogy aims at transformation by challenging the individual as well as the structural systems that perpetuate racism (Kailin, 2002; Blakeney in JCP 2:119–132, (2005)). Specifically, I address an antiracist language and literacy education from a pedagogical approach, an Antiracist Black Language Pedagogy (Baker-Bell, 2020), that centers the linguistic, cultural, racial, and intellectual needs of Black students and Black Language speakers. The language and literacy education of Black students requires an approach that names, interrogates, and dismantles the linguistic violence, persecution, dehumanization, and marginalization Black Language speakers experience in and out of schools (Baker-Bell 2020).

We investigated the comorbidity of low language and reading skills in 6- to 8-year-old monolingual Polish-speaking children (N = 962) using three different approaches: norming data to determine the prevalence of co-morbid difficulties, group comparisons of profiles on key cognitive-linguistic measures, and a case series analysis examining the frequency of single versus multiple deficits. We identified four groups of children based on their oral language and reading skills: children with low oral language skills alone, low reading skills alone, comorbid low language/reading skills, and typically developing chronological-age controls. We characterized the four groups (n = 38 per group) in terms of oral language and reading skills measured with normed test batteries, and in terms of the cognitive-linguistic profiles measured by the phonological awareness test (PA), rapid automatized naming test (RAN), and nonword repetition tests (NWR). We found that 24–31% of children with one type of difficulty had comorbid difficulties in the other domain. All groups differed significantly in cognitive-linguistic profiles. For each measure, the comorbid group had the lowest results. The group of children with isolated low language skills had better results than the comorbid group in (1) Sentence repetition (sub-test in an oral language test), (2) discrimination-based, blending-based, and elision-based PA sub-tests, (3) RAN (both digits and letters). The group with isolated low reading skills had better results than the comorbid group in: (1) discrimination-based PA sub-test, (2) NWR tests. The results indicate differences in cognitive-linguistic profiles between the groups with low language and/or low reading skills. They highlight the need to control for both types of difficulties in researching low language and/or reading skills, and to screen for comorbid issues while diagnosing children.

Background: It is thought that students’ perceptions of educational and clinical learning environments improve the effectiveness of curricula and professional standards. It is essential to examine the educational and clinical learning environments in which nursing students learn, as well as how nursing students evaluate particular factors of these environments. Objectives: The objectives of this study were to (1) identify nursing students’ perceptions on professional competence and learning environments in the classroom and clinical settings and (2) test a hypothetical model of variables that influence and predict students’ perceptions of learning environments and professional competencies. Methods: The study employed a descriptive cross-sectional methodological design. Five hundred and eighteen undergraduate nursing students were recruited from three Saudi Arabian universities using a convenient sampling technique. Using valid and reliable self-reported questionnaires, including the Dundee Ready Educational Environment Measure (DREEM), the modified Clinical Learning Environment Inventory (CLEI), and the Nurse Professional Competence Scale-Short (NPCS-SF), data were collected. Results: Perceptions of professional competence and learning environments were positive among nursing students. With satisfactory fit indices, the final model found that students’ perceptions of clinical competence were significantly predicted by their perceptions of the clinical environment (B = 0.43, p < 0.001), students’ perceptions of university environments (B = 0.29, p < 0.001), ward type (B = 0.12, p < 0.001), and students’ year of study (B = 0.11, p < 0.001). The students’ perceptions of clinical environments were significantly predicted by their perceptions of the university environment (B = 0.31, p < 0.001), gender (B = 0.13, p < 0.001), students’ year of study (B = 0.12, p < 0.001), and ward type (B = 0.11, p < 0.001). Moreover, the students’ perceptions of the university environment were significantly predicted by gender (B = 0.11, p < 0.001) and length of training (B = 0.12, p < 0.001). Conclusions: A range of factors might influence students’ perceptions of their professional competence and learning environments. Improving the learning environments and clinical experiences of students could enhance their clinical competence. This study’s findings provide evidence for how to enhance the learning environments in the classroom and clinical settings in order to improve students’ clinical competence, which will ultimately result in better patient outcomes. It is a top priority for nursing educators all around the world to improve classroom and clinical learning settings that foster students’ learning and professional competencies.