Research and theory driven insights: ten suggestions for L2 reading instruction

[EN]Research and theory on second language reading has reached heightened dimensions in recent years. It is through reading that learners access much information concerning the target language and culture, and consequently reading is an important part of almost all language programs across stages of acquisition. The purpose of this article is to offer informed suggestions for the foreign language instructor of reading. The ideas given in this paper constitute a collaborative project that developed as part of a graduate seminar on L2 Reading and Writing taught at Washington University in St. Louis.

CLIL materials in Secondary Education: focusing on the language of instruction in the subject area of Mathematics

[EN]Applying a CLIL methodological approach marks a shift in emphasis from language learning based on linguistic form and grammatical progression to a more ‘language acquisition’ one which takes account language functions. In this article we will study the elements of the “language of instruction” of the area of Maths in Secondary Education, by focusing on the analysis of the communicative functions, and the lexical and the cultural items present in the textbook in use. Our aim is to present the CLIL teacher with the linguistic and didactic implications that he or she should take into consideration when implementing the bilingual syllabuses with their students. In order to do that, we will present our conclusions emphasizing the need for coordination in different content areas, linguistic and communicative contents, between the foreign language teacher and the CLIL subject one.

Untersuchungen am Drei-Eichbosonen-Vertex der elektroschwachen Wechselwirkung mit dem ALEPH-Detektor

In der vorliegenden Arbeit werden vom ALEPH-Detektor am Speicherring LEP des CERN in Genf genommene Datenmengen aus den Jahren 1997 bis 1999 analysiert und sowohl Kopplungsparameter am Drei-Eichbosonen-Vertex derW-Boson-Paarproduktion, als auch die Anteile longitudinal beziehungsweise transversal polarisierter W-Bosonen, bei Schwerpunktsenergien von 183 GeV bis 202 GeV bestimmt. Betrachtet wird der rein leptonische Zerfallskanal, in dembeide W-Bosonen in ein Elektron-Neutrino- oder ein Myon-Neutrino-Paar zerfallen, der einen geringen Wirkungsquerschnitt aufweist, aber eine klareDetektorsignatur. Die aufgezeichneten Ereignisse werden selektiert und dabei eine Reinheit von durchschnittlich 72% erreicht. Der Hauptuntergrund besteht aus W-Boson-Paaren, bei denen zumindest ein W-Boson in ein Tauon-Neutrino-Paarzerfällt. Dieser Kanal zeigt ein sehr signalähnliches Verhalten. Die selektierten Ereignisse werden kinematisch rekonstruiert, um die Winkelverteilungen der Zerfallsprodukte der W-Bosonen zu extrahieren. Aus den Polarwinkelverteilungen der geladenen Zerfallsprodukte der W-Bosonen werden die Anteile longitudinal beziehungsweise transversal polarisierterW-Bosonen durch Anpassung der theoretischen Vorhersage an die selektierten Daten bestimmt. Dabei wird gefunden, daß f? = (71,6 ? 6,4_{stat.} ? 3,7_{syst.}) % der produzierten W-Bosonen transversal polarisiert sind, in Übereinstimmung mit der Vorhersage des Standardmodells (75,1%). Dieser Wert ist ein erster Hinweis auf die Kopplungsparameter am Drei-Eichbosonen-Vertex. Die CP-erhaltenden allgemeinen Kopplungsparameter $g_{rm Z}^1$, $kappa_gamma$ und $lambda_gamma$ werden bestimmt zu: $g_{rm Z}^1 = {{1,19^{+0,13}_{-0,16}}_{stat.}} {^{+0,09}_{-0,09}}_{syst.}$,$kappa_gamma = {{1,06^{+0,27}_{-0,09}}_{stat.}} {^{+0,08}_{-0,08}}_{syst.}$,$lambda_gamma = {{0,16^{+0,11}_{-0,13}}_{stat.}} {^{+0,08}_{-0,08}}_{syst.}$. Das Standardmodell sagt $g_{rm Z}^1 = 1$, $kappa_gamma = 1$ und $lambda_gamma = 0$ voraus. Mit diesen Kopplungsparametern lassen sich das magnetischeDipolmoment und das elektrische Quadrupolmoment der W-Bosonen bestimmen zu: $mu_{rm W} = frac{e}{2m_{rm W}} cdot (2,22^{+0,31}_{-0,19})$,$q_{rm W} = - frac{e}{m_{rm W}^2} cdot (0,90^{+0,32}_{-0,18})$. Die Messung der Kopplungsparameter stellt einen wichtigen Test des minimalen Standardmodells dar. In einem Jahr wird es möglich sein, diesen Test mit allen Daten aus der Phase II des Betriebs von LEP durchzuführen und die Genauigkeit durch Kombination mit anderen LEP-Experimenten zu erhöhen.

Evaluation of a web-based application versus conventional instruction in the undergraduate curriculum of fixed prosthodontics

The present study aims to investigate the implications of web-based delivery of identical learning content for time efficiency and students' performance, as compared to conventional textbook resources.

Investigation of the effect of using data collection technology on students' attitudes to science instruction

The purpose of this project was to investigate the effect of using of data collection technology on student attitudes towards science instruction. The study was conducted over the course of two years at Madison High School in Adrian, Michigan, primarily in college preparatory physics classes, but also in one college preparatory chemistry class and one environmental science class. A preliminary study was conducted at a Lenawee County Intermediate Schools student summer environmental science day camp. The data collection technology used was a combination of Texas Instruments TI-84 Silver Plus graphing calculators and Vernier LabPro data collection sleds with various probeware attachments, including motion sensors, pH probes and accelerometers. Students were given written procedures for most laboratory activities and were provided with data tables and analysis questions to answer about the activities. The first year of the study included a pretest and posttest measuring student attitudes towards the class they were enrolled in. Pre-test and post-test data were analyzed to determine effect size, which was found to be very small (Coe, 2002). The second year of the study focused only on a physics class and used Keller’s ARCS model for measuring student motivation based on the four aspects of motivation: Attention, Relevance, Confidence and Satisfaction (Keller, 2010). According to this model, it was found that there were two distinct groups in the class, one of which was motivated to learn and the other that was not. The data suggest that the use of data collection technology in science classes should be started early in a student’s career, possibly in early middle school or late elementary. This would build familiarity with the equipment and allow for greater exploration by the student as they progress through high school and into upper level science courses.

How do we teach usability? An Investigation of Usability Instruction in Technical Communication

This dissertation investigates the curricular implementation of usability instruction in technical communication. Though there are a plethora of publications and studies on usability in technical communication, little discussion focuses on usability instruction in the classroom or its implementation in the curriculum. Thus, this exploratory qualitative research seeks to contribute to a better understanding about technical communication students' and instructors' knowledge of and experiences with usability practices in the classroom, the challenges that impacted their usability efforts, and their recommendations on how their efforts could be improved. The study results demonstrate the need for more productive discussion on this issue and for developing more effective strategies for implementing usability in the classroom.

An Experience-Driven Pedagogy for the Instruction of Software Testing in Computer Science

In the realm of computer programming, the experience of writing a program is used to reinforce concepts and evaluate ability. This research uses three case studies to evaluate the introduction of testing through Kolb's Experiential Learning Model (ELM). We then analyze the impact of those testing experiences to determine methods for improving future courses. The first testing experience that students encounter are unit test reports in their early courses. This course demonstrates that automating and improving feedback can provide more ELM iterations. The JUnit Generation (JUG) tool also provided a positive experience for the instructor by reducing the overall workload. Later, undergraduate and graduate students have the opportunity to work together in a multi-role Human-Computer Interaction (HCI) course. The interactions use usability analysis techniques with graduate students as usability experts and undergraduate students as design engineers. Students get experience testing the user experience of their product prototypes using methods varying from heuristic analysis to user testing. From this course, we learned the importance of the instructors role in the ELM. As more roles were added to the HCI course, a desire arose to provide more complete, quality assured software. This inspired the addition of unit testing experiences to the course. However, we learned that significant preparations must be made to apply the ELM when students are resistant. The research presented through these courses was driven by the recognition of a need for testing in a Computer Science curriculum. Our understanding of the ELM suggests the need for student experience when being introduced to testing concepts. We learned that experiential learning, when appropriately implemented, can provide benefits to the Computer Science classroom. When examined together, these course-based research projects provided insight into building strong testing practices into a curriculum.

Two Approaches to Collaborative Information Literacy Instruction at a Small Engineering School

Two librarians at a small STEM academic library have partnered with professors to develop and teach chemistry and writing courses. These librarians have successfully worked with professors to serve as an active presence within the classroom. This article describes the challenges of navigating the typical obstacles librarians face when attempting to integrate information literacy into the curriculum, reflects on the benefits of these collaborations, and touches on strategies for implementing similar programs at other institutions. It outlines two distinct approaches to collaborating with professors on credit-bearing information literacy courses, along with the key steps involved in planning and implementing these courses, including generating institutional buy-in, identifying potential collaborators, negotiating workload and responsibilities with collaborators, and planning to sustain courses beyond a single academic year. Suggestions for overcoming obstacles, supplemented by experience-based recommendations, are discussed.