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Results 81-90 of 1418

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Asian Journal of English Language Teaching

Vol. 23 (2013) through current issue

"Asian Journal of English Language Teaching" includes articles that integrate theory, research, and pedagogy, and relate to teaching English to Asians at the university level. Book reviews and reports of ongoing projects are also included. It is a member of the Council of the Editors of Learned Journals (CELJ)and is also recognized as an important academic publication by the international organization, Teachers of English to Speakers of Other Languages (TESOL).

Aspects of Land Grant College Education Cover

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Aspects of Land Grant College Education

With Special Reference to the University of Minnesota

Palmer Johnson

The author here presents a wealth of data pertaining to a group of land grant colleges and universities having more or less similar objectives, in a form that enable the reader to compare the policies of one institution with those of others in the group. The volume is based on official records in the United States office of education, particularly the data collected in the course of its recent survey of land grant institutions, and on additional data assembled by the author himself. The opening chapters, which deal with the financial problems of land grant institutions, include a comparative study of the fiscal policies of five large universities — California, Illinois, Minnesota, Ohio, and Wisconsin. The author then proceeds to an analysis of the libraries of fourteen comparable institutions. One chapter deals with faculty personnel of the University of Minnesota, and the remainder of the book with students — their “migrations” from their home states, the carious types of higher educational institutions they enter, their social and economic characteristics, and their educational history. Also included are extensive tabulations of the occupational destinations and economic status of alumni.

Aspects of Land Grant College Education was first published in 1934. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.

Assessing Deaf Adults  Cover

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Assessing Deaf Adults

Critical Issues in Testing and Evaluation

Judith L. Mounty and David S. Martin, Editors, Foreword by Oscar P. Cohen

Historically, deaf and hard of hearing people have demonstrated various levels of competence in a multitude of professions, but they also have experienced discrimination and oppression. In five critical sections, this volume responds to the tidal wave of high-stakes testing that has come to dominate educational policy and qualification for various occupations. It provides a digest of relevant research to meet the testing challenge, including work done by educational researchers, legal experts, test developers, and others. Section I frames the contexts facing deaf and hard of hearing individuals and those who test them, including a telling historical perspective. In Section II, chapters explore how deaf and hard of hearing candidates can meet the rigors of test-taking, how to level the playing field with a new approach to assessment, and what to consider to develop fully accessible licensing tests. The final chapter in this part examines the psychometric properties of intellectual assessments when used with deaf and hard of hearing people. Administrative issues constitute Section III, beginning with legal considerations related to equity testing for deaf adults. An exploration of the potential of sign language interpretation in the testing environment follows. Section IV provides case studies of deaf and hard of hearing adults from a variety of professions, including certification testing for therapeutic recreation, preparation strategies for university students, and ways to maximize access to licensure for social workers. A separate chapter addresses the impact of recent federal mandates on assessment of deaf and hard of hearing teachers and teaching candidates. The final section summarizes the current situation and presents recommendations to manage it, concluding with an epilogue on directions for the future.

Assessing English Language Learners in the Content Areas Cover

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Assessing English Language Learners in the Content Areas

A Research-into-Practice Guide for Educators

Florin Mihai

Assessing English Language Learners in the Content Areas: A Research-into-Practice Guide for Educators seeks to provide guidance to classroom teachers, staff developers, and test-item designers who want to improve ELL assessment outcomes, particularly in the areas of math, science and social studies. The first two chapters of the book establish the background for the discussion of content-area assessment for ELLs, examining several important characteristics of this rapidly growing student population (as well as critical legislation affecting ELLs) and providing a description of various forms of assessment, including how ELL assessment is different from the assessment of English-proficient students. Important assessment principles that educators should use in their evaluation of tests or other forms of measurement are provided. Other chapters review ELL test accommodations nationwide (because, surprisingly, most teachers do not know what they can and cannot allow) and the research on the effectiveness of these types of accommodations. The book analyzes the characteristics of alternative assessment; it discusses three popular alternative assessment instruments (performance assessment, curriculum-based measurement, and portfolios) and makes recommendations as to how to increase the validity, reliability, and practicality of alternative assessments. The book proposes fundamental assessment practices to help content area teachers in their evaluation of their ELL progress.

Assessing the Teaching of Writing Cover

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Assessing the Teaching of Writing

Twenty-First Century Trends and Technologies

Edited Amy E. Dayton

Although fraught with politics and other perils, teacher evaluation can contribute in important, positive ways to faculty development at both the individual and the departmental levels. Yet the logistics of creating a valid assessment are complicated. Inconsistent methods, rater bias, and overreliance on student evaluation forms have proven problematic. The essays in Assessing the Teaching of Writing demonstrate constructive ways of evaluating teacher performance, taking into consideration the immense number of variables involved.

Contributors to the volume examine a range of fundamental issues, including the political context of declining state funds in education; growing public critique of the professoriate and demands for accountability resulting from federal policy initiatives like No Child Left Behind; the increasing sophistication of assessment methods and technologies; and the continuing interest in the scholarship of teaching. The first section addresses concerns and advances in assessment methodologies, and the second takes a closer look at unique individual sites and models of assessment. Chapters collectively argue for viewing teacher assessment as a rhetorical practice.

Fostering new ways of thinking about teacher evaluation, Assessing the Teaching of Writing will be of great interest not only to writing program administrators but also to those concerned with faculty development and teacher assessment outside the writing program.

Assessing Writing, Assessing Learning Cover

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Assessing Writing, Assessing Learning

A Practical Guide to Evaluating and Reporting on Writing Instruction Programs

Dudley W. Reynolds

The goals of this resource are broader than many standard books on writing assessment, which focus on evaluating an individual’s ability to create an effective piece of writing for a particular purpose. Assessing Writing, Assessing Learning seeks to support teachers, administrators, program directors, and funding entities who want to make the best use of the resources at their disposal to understand what students are learning and why and then take actions based on what they have learned. It also seeks to provide a common basis for communication among all the interested parties—the writing professionals, the people who identified the need for the program, and the students. The book has sections on planning, tools (different ways of collecting data and links to instruments), and reporting (examples provided). Each section includes a discussion of issues and advice for working through the issue along with numerous examples, plus a list of resources to consult to learn more. The final chapter provides worksheets that may be reproduced and used to help those in charge of setting up and delivering a writing program to think through the issues presented. A glossary of terms is also included.

Assessment for Learning Cover

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Assessment for Learning

Rita Berry

This book reflects current thinking of assessment with a stated focus on assessment for learning (AfL). It informs teachers about the latest developments and provides teachers with important tools for integrating assessment in the classroom.

Assessment in the Second Language Writing Classroom Cover

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Assessment in the Second Language Writing Classroom

Deborah Crusan

Assessment in the Second Language Writing Classroom is a teacher and prospective teacher-friendly book, uncomplicated by the language of statistics. The book is for those who teach and assess second language writing in several different contexts: the IEP, the developmental writing classroom, and the sheltered composition classroom. In addition, teachers who experience a mixed population or teach cross-cultural composition will find the book a valuable resource. Other books have thoroughly covered the theoretical aspects of writing assessment, but none have focused as heavily as this book does on pragmatic classroom aspects of writing assessment. Further, no book to date has included an in-depth examination of the machine scoring of writing and its effects on second language writers. Crusan not only makes a compelling case for becoming knowledgeable about L2 writing assessment but offers the means to do so. Her highly accessible, thought-provoking presentation of the conceptual and practical dimensions of writing assessment, both for the classroom and on a larger scale, promises to engage readers who have previously found the technical detail of other works on assessment off-putting, as well as those who have had no previous exposure to the study of assessment at all.

Assignments across the Curriculum Cover

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Assignments across the Curriculum

A National Study of College Writing


In Assignments across the Curriculum, Dan Melzer analyzes the rhetorical features and genres of writing assignments through the writing-to-learn and writing-in-the-disciplines perspectives. Presenting the results of his study of 2,101 writing assignments from undergraduate courses in the natural sciences, social sciences, business, and humanities in 100 postsecondary institutions in the United States, Assignments across the Curriculum is unique in its cross-institutional breadth and its focus on writing assignments.

The results provide a panoramic view of college writing in the United States. Melzer's framework begins with the rhetorical situations of the assignments—the purposes and audiences—and broadens to include the assignments' genres and discourse community contexts. Among his conclusions is that courses connected to a writing-across-the-curriculum (WAC) initiative ask students to write more often, in a greater variety of genres, and for a greater variety of purposes and audiences than non-WAC courses do, making a compelling case for the influence of the WAC movement.

Melzer's work also reveals patterns in the rhetorical situations, genres, and discourse communities of college writing in the United States. These larger patterns are of interest to WAC practitioners working with faculty across disciplines, to writing center coordinators and tutors working with students who bring assignments from a variety of fields, to composition program administrators, to first-year writing instructors interested in preparing students for college writing, and to high school teachers attempting to bridge the gap between high school and college writing.

At A Loss For Words Cover

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At A Loss For Words

How America Is Failing Our Children

Betty Bardige

Drawing on the latest research on development among toddlers and preschoolers, At a Loss for Words lays out the importance of getting parents, policy makers, and child care providers to recognize the role of early literacy skills in reducing the achievement gap that begins before three years of age. Readers are guided through home and classroom settings that promote language, contrasting them with the "merely mediocre" child care settings in which more and more young children spend increasing amounts of time. Too many of our young children are not receiving the level of input and practice that will enable them to acquire language skills—the key to success in school and life. Bardige explains how to build better community support systems for children, and better public education, in order to ensure that toddlers learn the power of language from their families and teachers.

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