Minutes Of Class Research Articles

Surface Strategy Taxonomy in Errors Analysis: Made by the Students of Senior High School

This research was conducted to find out and analyze the grammatical errors in translating Indonesian procedure text into English. The aim of this research was to find out and analyze the errors and their types. This problem was categorized under grammatical errors using four types of Dullay’s Strategy Taxonomy, they are omission, addition, misformation, and misordering. The researcher used descriptive qualitative method. Generally, there are several techniques to collect data needed such as the researcher prepared two Indonesian procedure texts, then gave the texts to the students. The researcher used test technique to collect the data needed and the test was done for 60 minutes in class. The data were presented in the form of table and ordered based on each of the translation problems to make it easier for the analysis. The result of the data analysis reveals that the problems which occurred in the students’ worksheet are related to the types of grammatical errors (33,48 %) omission errors, (4,21 %) addition errors, (4,44%) misformation errors, (57,84%) misordering errors. The most identified error belongs to misordering error which is given the highest score to the total number of errors identified (57,84%) and the least identified one belongs to addition error category (4,21%). The fact indicates that there are some students who have adequate knowledge in translating the texts. In other words, there are also students who have problems in translating Indonesian procedure texts into English

Las emociones positivas y su relación con el rendimiento académico en la materia de métodos de investigación

Las emociones positivas modelan la percepción de la realidad. En ambientes escolares universitarios, es necesario que exista un clima de positividad que facilite el proceso de enseñanza-aprendizaje, lo cual se puede lograr a través de actividades que generen ese tipo de emociones. Se realizó un estudio cuasi-experimental, comparativo, longitudinal y prospectivo con dos grupos de estudiantes de primer año de la licenciatura en Teología en la materia de Métodos de Investigación. En el grupo experimental se realizaron actividades planificadas que generaran emociones positivas durante los primeros cinco a siete minutos de clase, comprobando la influencia de un clima de positividad sobre el desempeño en la asignatura. Se utilizó otro grupo control para comparación, donde no se hizo intervención alguna. Ambos grupos tuvieron una composición demográfica similar. Al someter los resultados a análisis estadísticos, el grupo experimental obtuvo mejores calificaciones en los productos de aprendizaje y en la nota final de la materia. Se propone incentivar el uso de las herramientas que la psicología positiva ofrece en función de la educación integral, al reproducir este tipo de intervenciones generadoras de emociones positivas en contextos educativos más amplios. Los beneficios serán más abarcantes que un mejor rendimiento académico, pues el aumento del bienestar subjetivo se incrementa proporcionalmente a este tipo de actividades.

A-31 Association Between Cognitive Activity and Recovery Outcomes in College Students Following Concussion

Abstract Objective To evaluate the relationship between self-reported cognitive activity and recovery outcomes (symptom reporting, recovery time) in college students following concussion. Method Cognitive activity was defined as self-reported minutes spent in class and studying during the first 5 days following concussion. Self-reported symptoms were reported at day 5 post-injury using the Post-Concussion Symptom Scale (PCSS). The PCSS evaluates 22 symptoms on a 7-point Likert Scale from 0 (none) to 6 (severe). Recovery time was defined as total days from injury to unrestricted medical clearance. Separate Spearman’s rank correlations assessed the relationship between total cognitive activity (minutes in class and studying) and recovery outcomes (symptom total (22), symptom severity (132), and recovery time). Alpha level set a priori at 0.05. Results Twenty-one participants (14 female, 7 male, 19.5 ± 1.3 years) averaged a total of 653[IQR = 348] minutes of cognitive activity during the first 5 days after concussion (334[IQR = 149] minutes in class, 273[IQR = 313] minutes studying). Five days after injury, participants self-reported 3[IQR = 8] total symptoms yielding a severity of 4[IQR = 12]. Participants took 15 [IQR = 8] days to reach unrestricted medical clearance. No associations were found between total cognitive load and any post-concussion recovery outcomes (symptom total: Rs = −.299, p = .19; symptom severity: Rs = −.230, p = .32; recovery time: Rs = −.041, p = .86). Conclusions Preliminary analyses suggest that concussed college students can be encouraged to gradually return to normal levels of cognitive activity, as it may not be associated with future symptom reporting or recovery time. Future research is needed to assess specific cognitive activities immediately influence on post-concussion symptom reporting.

An exchange rate risk experiment with multiple currencies

In this article, the authors describe a classroom experiment on exchange rates appropriate for undergraduate courses in macroeconomics, international economics, and money and banking. Student teams compete by managing virtual portfolios of six foreign currencies over a period of several weeks. Trading requires a few minutes in class. Students gain an understanding of currency movements, financial risk, and portfolio management. The experiment allows for a test of the efficient markets hypothesis. A single class spreadsheet is used to record the history of trades and portfolio balances, assist in formulation of team strategy, and provide the raw data for students to analyze their performance in an end-of-semester reflection paper. Sample outcomes from classes in money and banking and international economics are discussed.

Applying the Science of Learning to Classroom Teaching: The Critical Importance of Aligning Learning with Testing

Applying the Science of Learning to Classroom Teaching: The Critical Importance of Aligning Learning with Testing

Collecting and Applying Usability Data from Distance Learners

ABSTRACTGrowth of their college's off-campus and online course offerings led librarians at SUNY Oswego to run usability tests with off-campus students to compensate for a lack of responses from this population during earlier usability testing. Constraints on testing with off-campus students included lack of funding and librarian time, as well as difficulty in attracting student participation. A brief usability study that could be completed by students in the first 10 minutes of class was devised, consisting of a first click test, a survey question, and a top task analysis activity. The study was conducted with 22 students from a satellite-campus Master's in Education program. Discussion includes selecting appropriate tests, analysis of study results, and application of data for improving Website design and information literacy instruction in an academic library.

Effect of post‐organizers on preservice teachers' content knowledge and understanding of effective teaching behaviors

The purpose of this study was to investigate the effects of 2 types of post‐organizers on undergraduate students' content knowledge and understanding of effective teaching behaviors. Students enrolled in the same methods course were randomly assigned to either the control or experimental post‐organizer group. The control and experimental students attended all class sessions together and received the same instruction for the first 130 minutes of class. The control and experimental students were then separated for the last 15 minutes of each class session. The control group participated in post‐organizers that involved review of the content taught during class. The experimental group participated in post‐organizers that involved review of the effective teaching behaviors that were modeled during class. No significant difference between the groups was noted regarding content knowledge, but a significant difference was found between the groups related to understanding effective teaching behaviors. Implications for college level instruction are discussed.

An Interview with Ernest J. Gaines

AN INTERVIEW WITH ERNEST J. GAINES Ernest J. Gaines Ernest J. Garnes is the author ofsix novels, including OfLove and Dust, The Autobiography of Miss Jane Pittman and A Gathering of Old Men, and one collection of stories, Bloodline. His most recent novel, A Lesson Before Dying, won the National Book Critics Circle Award in 1993. He has received a Uterary award from the American Academy of Arts and Letters, a Guggenheim Fellowship and a MacArthur Foundation Fellowship. Gaines was born on a plantation near New Roads, Louisiana. He now divides his time between Lafayette, Louisiana, and San Francisco. This interview was conducted by Jennifer Levasseur and Kevin Rabalais on the University of Southwestern Louisiana campus in Lafayette on August 26, 1998. An Interview with Ernest J. Gaines/ Jennifer Levasseur and Kevin Rabalais Interviewer: You've been writer-in-residence at the University of Southwestern Louisiana since 1984. What do you feel are your responsibilities as a teacher of creative writing? Gaines: I approach the teaching of creative writing—if you can possibly teach creative writing—from the Socratic method. The students have their material ready on Tuesdays, and they will have read and written critiques of the material by the next time we meet. I write a critique as well. Each Tuesday night, we discuss two students' work. The students who have stories being discussed that night read aloud for five or ten minutes so we can feel the rhythm. After the student reads, I open it up for discussion. I don't lecture. I sit back and direct the discussion; if it slows down, I speed it up, or if no one has anything to say, I raise a question. This is my approach to "teaching" writing. I set requirements. I believe the students should all write critiques of each other's work, and they must also discuss the stories in class. I feel students usually learn as much about writing from discussion among their peers as they do from me. I don't assign books for them to read because they should read everything. I always recommend books— the Bible, Strunk and White's The Elements of Style. My six words of advice to writers are: "Read, read, read, write, write, write." Writing is a lonely job; you have to read, and then you must sit down at the desk and write. There's no one there to tell you when to write, what to write, or how to write. I tell students if they are going to be writers, they must sit down at a desk and write every day. The Missouri Review · 97 Interviewer: The students read from their own work for the first few minutes of class so readers can get the sound of the rhythm. You've also said you write your stories to be read aloud. Gaines: When people hear stories, they identify more closely with the characters. When I read aloud, people always come up to me and say, "I understand it much better now that I've heard you read it. I can hear the characters' voices much clearer." Many of the students use dialects or words and phrases we are not familiar with, but once we hear it, we tend to understand it much better. Interviewer: Dialogue is something you've said you are proud of in your work. Gaines: In dialogue, I'm dealing with the sounds I've heard. One of the reasons I often write from first person or multiple points of view is to hear the voices of different characters. Omniscient narration becomes a problem because, for me, the omniscient is my own voice narrating the story and then bringing in characters for dialogue. Interviewer: There is a strength in the many voices in your work, a weight you give to each character's voice no matter how small a role he or she plays. One very minor character, a drunk in In My Father's House, gives Reverend Martin directions. When he speaks, his voice is as strong as any in the novel. Gaines: My ear is pretty good. As a smaU chUd, I listened to radio a lot. During that time—this was...