Relevant bibliographies by topics / Degree Discipline: English Literature

Academic literature on the topic 'Degree Discipline: English Literature'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Degree Discipline: English Literature"

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Kyrykylytsia, Valentyna, Aida Trotsiuk, and Oksana Yasinska. "THE FORMATION OF SCIENTIFIC COMMUNICATION KNOWLEDGE IN ENGLISH IN MASTER’S DEGREE PROGRAM STUDENTS OF NATURAL SCIENCES AND MATHEMATICS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (April 27, 2022): 90–96. http://dx.doi.org/10.31499/2307-4906.1.2022.256190.

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The article justifies the importance of studying the academic discipline “Scientific Communication in aForeign Language” according to the Master’s degree educational program. The research aims atfinding the ways of the formation of scientific communication knowledge in English. To achieve thisgoal, such methods of pedagogical research as analysis, synthesis, comparison, generalization oftheoretical scientific literature and advanced practical pedagogical experience were used. It has beennoted that the main didactic purpose of this discipline is to develop students’ knowledge of the scientificresearch methodology and the ability to present their own research results. The basic knowledge thatstudents gain in the process of studying the course has been indicated: awareness of the main featuresof scientific style and elements of academic texts; understanding of the rhetoric, stylistics and genreorganization of modern scientific discourse; skills formation of writing the scientific texts of differentgenres (summary, scientific article, abstract, review); awareness of the requirements for writing andpresenting conference abstracts. The conclusion about the effectiveness of the suggested methods ofstudying the scientific aspect in English by Master’s degree program students of natural sciences andmathematics has been made. It has been proposed to conduct further research in the direction of findingthe new effective ways to study the scientific aspect of a foreign language, in particular with the use ofthe latest information and advanced communication technologies. Keywords: scientific communication; Master’s degree program; English; academic discipline;scientific aspect; educational-scientific program; Master’s degree program students; academic text;research.
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Pope, Randolph D. "Why Major in Literature—What Do We Tell Our Students?" PMLA/Publications of the Modern Language Association of America 117, no. 3 (May 2002): 503–6. http://dx.doi.org/10.1632/003081202x61278.

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The progression from language instruction or composition to the higher discipline of literature is no longer the only or even preferred path everywhere. For example, MIT stresses that its literature program goes beyond the traditional:The program in Literature leading to the degree of Bachelor of Science in Literature is equivalent to the curricula in English (or literary studies) of the major liberal arts universities. The Literature curriculum is notable also for its inclusion, along with traditional literary themes and topics, of materials drawn from film and media, from popular culture, and from minority and ethnic culture. (“Major”)
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Khan, Shahzeb, and Amra Raza. "Influencing the ‘Plastic Mind’ Catechetics of Imperialism in Instituting English Literary Studies in British Punjab." Academic Journal of Social Sciences (AJSS ) 4, no. 4 (February 4, 2021): 1013–25. http://dx.doi.org/10.54692/ajss.2020.04041361.

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This paper pivots on catechetics of imperialism which were identified in an archival study of question papers of MA English examinations which were conducted by Punjab University, Lahore, between 1882 and 1918. This catechetical strategy, the study reveals, was needed due to pedagogically imperial needs of the discipline and rested on the double-helical foundation of imperial literature and history. The double-helical foundation, the paper argues, was necessitated because of the exclusive and imperial conception of the discipline which was resistant to any initiatives which might disturb this arrangement. A couple of aberrations in this formulation, a book of translated poems from local literature which was made part of the poetry curriculum in 1884, and the subject of Comparative Grammar were thus quickly dispensed with. The exclusive focus on English writers, culture, literature, and history created a metanarrative of English cultural prowess and enabled the creation of pliant subjectivities suitable for the fulfillment of colonial operations. The study relies on a tranche of question papers for the masters in English degree. The paper is thus an attempt to reveal clandestine, grand narratives of cultural imperialism that lurk beneath the innocuous texts that are stockpiled in a curriculum which are disseminated through a catechetical strategy.
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Melnik, Alla, Katerina Ribakova, and Tetiana Tron. "Professional entrance exam in English curriculum: for Kyiv National Linguistic University applicants. Specialty: 014 secondary education Specialization: 014.021 the English language and literature Educational and professional curriculum: teaching Europ." Scientific and methodological journal "Foreign Languages", no. 3-4 (December 30, 2022): 58–65. http://dx.doi.org/10.32589/1817-8510.2022.3-4.269681.

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Professional exam in English for applicants to study in the specialty 014 Secondary education, specialization 014.021 English language and literature, educational and professional program Teaching European languages on the basis of combined technologies (English and another Western European language) (hereinafter referred to as the Professional Exam) is a form of entrance examination for admission on the basis of the obtained bachelor's degree, which provides for the verification of scientific, theoretical and practical training of applicants for admission to Kyiv National Linguistic University for the second (master's) level of higher education.The professional exam aims to determine the level of knowledge and skills of applicants in the main aspects of the practical English language course, a number of theoretical disciplines of the linguistic cycle, as well as their level of proficiency in written language of different functional styles, which determines their readiness to obtain a master's degree.
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Guo, Wei, and Xin Zhang. "Regional Tourism Performance Research: Knowledge Foundation, Discipline Structure, and Academic Frontier." SAGE Open 12, no. 1 (January 2022): 215824402210880. http://dx.doi.org/10.1177/21582440221088013.

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In order to promote the prosperity and development of the research on “regional tourism performance” and better guide the practice of regional tourism development, this paper gives a basic and comprehensive review of the research activities on “regional tourism performance.” Data were collected from 418 English papers (2004–2020) collected from the Web of Science database. This study uses CiteSpace and Gephi to analyze the development of the thematic research from four dimensions: research overview, knowledge base, discipline structure, and research frontier. The study found that “regional tourism performance” is still a hot spot of the future. The existing literature on “regional tourism performance” mainly focuses on constructing models, exploring influencing factors, and innovating management models to improve tourist satisfaction, enhance regional tourism competitiveness, and promote regional economic growth. Panel data, entropy index, data envelopment analysis, bootstrap truncated regression models, coupling coordination degree, and spatial variation are the main research methods. Since 2016, cultural tourism, heritage tourism, rural tourism, tourism destinations competitiveness, and regional tourism governance have become hot topics in the thematic research. This paper is helpful to improve the research efficiency of the thematic research, promote the theoretical results to better guide the practice, and improve the level of regional tourism performance. However, this paper has limitations in terms of concept differentiation and data accuracy.
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Caballero Aceituno, Yolanda, and Aroa Orrequia-Barea. "English Studies and Literary Education in the Era of Media Manipulation: Context, Perceptions, Feelings and Challenges." Revista Alicantina de Estudios Ingleses, no. 33 (December 23, 2020): 119. http://dx.doi.org/10.14198/raei.2020.33.02.

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This article analyses the components of a method of literary education aimed at strengthening critical awareness. It discusses whether the current academic context is hospitable to a literary education that fights against the over-simplification of our epistemological horizons. The popularisation of a utilitarian version of university study, the neglect of reflective practices and the marginalisation of the usefulness of the discipline of literature within the field of English Studies are some of the realities that we currently face. Within this context, a literary education involving activism can play an important role in promoting resistance against the pandemic of media manipulation we are in the midst of. After having examined the views of a group of students at the University of Jaén (Spain) concerning the importance of studying an English Studies degree in contemporary society, it is clear that such an education needs to be based on emotional aspects, paying special attention to the students’ feelings and perceptions. The results of our corpus-based study using Sentiment Analysis techniques evidence the emotional disaffection of students from certain subjects, namely literature, which are specifically aimed at encouraging critical thinking. Thus, one of the future challenges that must be faced is to foster positive emotions in our literature lessons, as they are essential to promote the students’ critical awareness and activism.
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Ramakrishnan, J., G. Ravi Sankar, and K. Thavamani. "Literature of Aesthetic Plastic Surgery: A Bibliometric Study." Asian Journal of Information Science and Technology 12, no. 1 (April 26, 2022): 8–17. http://dx.doi.org/10.51983/ajist-2022.12.1.3030.

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This paper contributes the literature examine inside the discipline of Aesthetic Plastic Surgery. The bibliographic database specifically MEDLINE which covered in the Pub Med had been used in this look at. The literature included for the duration i.e. from the year 2001 to 2020 became considered. A total of 15711 records of literature were observed in the field of Aesthetic Plastic Surgery. In the year 2020 was covered the maximum publication of records (11.7%) and the other years were showed that every year the records of Aesthetic Plastic Surgery were increased compared to the previous year’s except the year 2018. A total of 10607 records were journal articles. A total of 15233 data were in English language forming 96.96% of the total followed by; Chinese (126 records), German (124 records), French (122 records), Turkish (17 records), Italian (15 records), etc. Only three journals are needed to supply one-third of the journal articles for zone-1. In the journal analysis “Aesthetic plastic surgery” contributed 2307 journal articles in the first position and followed by Plastic and reconstructive surgery (911) and The Journal of craniofacial surgery (698) in the second and third position respectively. The United States covered 14 core journals out of 29 core journals. 32.03% of citations listed with the term ‘Aesthetic Plastic Surgery’ in the MEDLINE database for the period of this study have more than five authors. A total of 90.5% of papers are written by means of multi-authors and the average degree of collaboration is arrived at 0.91.
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Palytsya, Galyna, and Oksana Storonska. "PEDAGOGICAL UNIVERSITY STUDENTS’ PERCEPTION OF THE COURSE ON INTRODUCTION TO GERMANIC LINGUISTICS." Advanced Education, no. 19 (December 29, 2021): 12–19. http://dx.doi.org/10.20535/2410-8286.236512.

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The present article investigates foreign language teacher training quality enhancement by surveying pedagogical university students’ opinions on important aspects of the course of Introduction to Germanic Linguistics within the Educational Programme for Bachelor’s Degree in Education. The prime purpose is to study the perception of the above-mentioned optional course by Drohobych Ivan Franko State Pedagogical University (DIFSPU) students, with a focus on its content, organization and relevance to foreign language teacher training as well as on its professional competence formation efficiency. The complexity of the problems involved requires a combination of different methods, i.e. empirical, theoretical and statistical ones. 42 undergraduate DIFSPU students majoring in 014 “Secondary Education (English Language and Literature)” and 014 “Secondary Education (German Language and Literature)” took part in the experiment. The main survey tool was a questionnaire reflecting the parameters of assessing the course of Introduction to Germanic Linguistics. The data collected provides a solid basis for the revision of the course content, structure, organization, educational significance and efficiency, based on the direct participants’ assessments and comments. The students’ feedback reveals: 1) unanimous approval of the content and organizational principles of the discipline; 2) mixed opinions on its importance in the structure of the Educational Programme for Bachelor's Degree in Education; 3) variability of the course efficiency assessments. The data obtained allow for determining the conditions of an efficient implementation of Introduction to Germanic Linguistics into educational practice, such as prior familiarization of students with its aim and essence, emphasis on its applicability and optionality as well as its adaptation to the level and needs of future teachers. The data interpretation equally contributes to establishing the prospects of enhancing the course: 1) proportionalizing diverse types of educational activities; 2) increasing flexibility and variability in the educative process organization; 3) more efficiently interiorizing its content in terms of professional education priorities for future teachers of the English and German languages.
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Alder, Emily. "Becoming a student of English: Students’ experiences of transition into the first year." Arts and Humanities in Higher Education 17, no. 2 (January 29, 2016): 185–203. http://dx.doi.org/10.1177/1474022216628303.

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This study explored the transition to university as experienced by first-year students of English studies. The first year has been identified by existing research as a critical time for new students in terms of their persistence and success on their degree programme. However, there is a need for further research in the current UK higher education climate, especially within subject disciplines. Attempts to account for successful transition have investigated students’ social integration, the institutional environment, and theories of approaches to learning. In particular, the study drew on research into academic socialisation and academic literacies to examine students’ accounts of joining first year and their development of student identities. While describing anxieties and concerns about adjusting to the new practices and discourses of English literature at university level, students’ identification with their chosen subject appeared closely implicated in their engagement with university study and their academic identity formation. The study adopted a phenomenographic methodology suited to suggesting interpretative narratives of the experiences of small groups of participants.
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Calkin, Siobhain Bly. "Carleton University." Florilegium 20, no. 1 (January 2003): 109–10. http://dx.doi.org/10.3138/flor.20.031.

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Medieval Studies at Carleton University are in a state of change right now. Recent retirements in some departments have meant that some offerings have disappeared, while recent hirings in other departments have led to an increase in the number and variety of courses offered there. A self-directed interdisciplinary B.A. in Medieval Studies is currently on the books, but has not often been taken up in recent years. Students usually study the Middle Ages as part of a more traditional disciplinary degree program (B.A. in History, B.A. in English). In the History department right now, one course on the Middle Ages is offered, a survey of the history of medieval England, and medieval history is listed as one of the supervised fields for the M.A.. In the College of the Humanities, students have the opportunity to take a more general introduction to the history of the Middle Ages, or a survey of medieval philosophy. Offerings in history and philosophy thus consist mainly of survey courses at the undergraduate level. Survey courses of medieval and Renaissance literature are offered by the French and English departments. Students in French may also take a course in History of the French Language and occasionally a fourth-year seminar in medieval French literature. In the English department, undergraduate students may pursue medieval studies beyond the survey level in a 300-level Chaucer course or in a 400-level seminar in medieval literature whose specific topic varies each year. Graduate courses in medieval literature are also offered each year in the English department's M.A. program. Independent reading courses, too, are offered, while courses such as History of the English Language (which has not been offered in recent years) are being revived. Thus, in some disciplines at Carleton the opportunity to study the Middle Ages has declined, but in others that opportunity has increased and will continue to do so.
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Dissertations / Theses on the topic "Degree Discipline: English Literature"

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McDougall, Kathleen Lorne. "Discipline and savagery : the spectacle of the post-apartheid South African school." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/11072.

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Bibliography: leaves 194-203.
In describing and evaluating a South African semiotic of order and disorder, this dissertation traces representations of school discipline through examples of colonial and apartheid to key contemporary discursive practices. In this interdisciplinary dissertation three contemporary sets of texts are analysed: the department of education policy document, Alternatives to corporal punishment (2001), news articles on school disruption from the Business Day, Mail & Guardian and the Sowetan newspapers (1996-2002), and photographs on delinquency and discipline taken by a group of Cape Town public secondary school students.
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Bådagård, Elsa. "Dialectal Speech in Literature and Translation : Bachelor Degree Thesis in English Linguistics." Thesis, Högskolan Dalarna, Engelska, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:du-10126.

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This essay studies how dialectal speech is reflected in written literature and how this phenomenon functions in translation. With this purpose in mind, Styron's Sophie's Choice and Twain's The Adventures of Huckleberry Finn are analysed using samples of non-standard orthography which have been applied in order to reflect the dialect, or accent, of certain characters. In the same way, Lundgren's Swedish translation of Sophie's Choice and Ferres and Rolfe's Spanish version of The Adventures of Huckleberry Finn are analysed. The method consists of linguistically analysing a few text samples from each novel, establishing how dialect is represented through non-standard orthography, and thereafter, comparing the same samples with their translation into another language in order to establish whether dialectal features are visible also in the translated novels. It is concluded that non-standard orthography is applied in the novels in order to represent each possible linguistic level, including pronunciation, morphosyntax, and vocabulary. Furthermore, it is concluded that while Lundgren's translation intends to orthographically represent dialectal speech on most occasions where the original does so, Ferres and Rolfe's translation pays no attention to dialectology. The discussion following the data analysis establishes some possible reasons for the exclusion of dialectal features in the Spanish translation considered here. Finally, the reason for which this study contributes to the study of dialectology is declared.
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Rondeau, Carol Tripoli. "Tell me a story about feathers: Teaching discipline through literature." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2735.

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This project contends that the instructional time given to language arts is the appropriate time to teach discipline. Sample lesson plans incorporating the teaching of discipline into California's third grade curriculum are offered to inspire and inform educators to become teachers of self-discipline.
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Donnelly, Dianne J. "Establishing Creative Writing Studies as an Academic Discipline." Scholar Commons, 2009. http://scholarcommons.usf.edu/etd/3809.

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The discipline of creative writing is charged "as the most untheorized, and in that respect, anachronistic area in the entire constellation of English studies (Haake What Our Speech Disrupts 49). We need only look at its historical precedents to understand these intimations. It is a discipline which is unaware of the histories that informs its practice. It relies on the tradition of the workshop model as its signature pedagogy, and it is part of a fractured community signaled by its long history of subordination to literary studies, its lack of status and sustaining lore, and its own resistance to reform. These factions keep creative writing from achieving any central core. I argue for the advancement of creative writing studies. As a scholarly academic discipline, creative writing studies explores and challenges the pedagogy of creative writing. It not only supports, but welcomes intellectual analyses that may reveal new theories.Such theories have important teaching implications and insights into the ways creative writers read, write, and respond. My study explores the history of creative writing, its workshop model as its primary practice, and the discipline's major pedagogical practices. Through its pedagogical and historical inquiry of the field, this study has important implications to the development of creative writing studies. Its research includes a workshop survey of undergraduate creative writing teachers as well as scholarship in the field. My argument envisions a more robust, variable, and intelligent workshop model. It considers how an understanding of our pedagogical practices might influence our teaching strategies and classroom dynamics and how we might provide more meaning to the academy, our profession, and our diverse student body. At a curricular level, my study offers course and program development, and it justifies the importance of including graduate level training for teacher preparation to further explore the field's history and pedagogy. Through my inquiries and research, I advance creative writing studies, define its academic home, and better position the discipline to stand alongside composition studies and literary studies as a separate-but-equal entity, fully prepared to claim it own identity and scholarship.
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Dingman, Toni SuzAnne. "Facilitating creativity through the discipline of craftsmanship within the writing process." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/770.

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Carson, Karen Michelle. "The function and failure of plantation government: interpreting spaces of power and discipline in representations of slave plantations." FIU Digital Commons, 2000. http://digitalcommons.fiu.edu/etd/2060.

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This investigation focuses on representations of the physical construction and landscape of Southern slave plantations in order to explore the power relationships among inhabitants of those plantations and how those power relationships attempted to function and failed to establish a system of discipline and governance. While every plantation functioned violently in some form, many plantations appear to have attempted to instill a sense of place and permanence of status in slaves with more than just physical violence or obvious and overt forms of mental coercion and abuse. As a supplement to the strategic (and oftentimes random) physical violence inflicted on slaves in the attempts to control their behaviors, owners seem to have also attempted to discipline their slaves through strategic constructions of the plantation landscapes. While concluding that this strategy ultimately failed, this thesis examines attempts by owners to implement particular strategies in regulating and disciplining the behavior of slaves which can be compared with the strategies implemented in a panoptic system as described by Michel Foucault.
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Eleni, Tzimopoulou. "Epistemic Modality in Linguistic and Literature Essays in English : A comparative corpus-based study of modal verbs in student claims." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22477.

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This study is a corpus-based comparison between student essays written in the subject areas of English linguistics and literature at undergraduate level. They are 200 Bachelor degree theses submitted at a variety of university departments (such as English, Language and Literature, Humanities, Social and Intercultural Studies) in Sweden. The comparison concerns frequencies of core modal verbs and how often they occur together with the I, we and it subject pronouns and in the structures this/the [essay, study, project, thesis] when students attempt to communicate their personal claims. Quantitative and qualitative analyses of the essays show few similarities in the ways that core modal verbs appear in both disciplines. The results indicate mainly distinct differences, especially in relation to clusters and variation of performative verbs. Specific patterns in the ways that students use core modal verbs as hedges have also been identified.

Engelska

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Cooke, Simon. "Encyclopaedic fiction, cultural value, and the discourse of the great divide : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Arts in English Literature /." ResearchArchive@Victoria e-thesis, 2009. http://hdl.handle.net/10063/1312.

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Blackton, Rhona R. "A study of the correlation between the degree of acculturation and scholastic achievement and English gain of ESL students, grades 2-5, Beach School, Portland, Oregon." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3560.

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The purpose of this study is to determine if a correlation exists between the degree of acculturation and achievement in English, reading and math of English as a Second Language (ESL) students in grades 2 to 5. This study is intended to provide insights about the acculturating ESL student, and suggests how educators can best meet students' needs.
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Hubbard, Gillian Chell. ""Acquire and beget a temperance" : the virtue of temperance in The faerie queene book II and Hamlet : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in English Literature /." ResearchArchive@Victoria e-thesis, 2010. http://hdl.handle.net/10063/1261.

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Books on the topic "Degree Discipline: English Literature"

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Green, Andrew. Starting an English Literature Degree. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-05225-4.

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English language, English literature: The creation of an academic discipline. London: Mansell, 1985.

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English language, English literature: The creation of an academic discipline. Hamden, Conn: Archon Books, 1985.

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Lay piety and religious discipline in Middle English literature. Cambridge: Cambridge University Press, 2008.

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Challenging theory: Discipline after deconstruction. Aldershot,England: Ashgate, 1999.

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Literature and degree in Renaissance England: Nashe, bourgeois tragedy, Shakespeare. Newark: University of Delaware Press, 1994.

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The living principle: "English" as a discipline of thought. Chicago: Ivan R. Dee, 1998.

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Frow, John. The social production of knowledge and the discipline of English. St. Lucia, Qld: University of Queensland Press, 1990.

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1940-, Raymond James C., and Alabama Symposium on English and American Literature (19th : 1993 : University of Alabama), eds. English as a discipline, or, Is there a plot in this play? Tuscaloosa: University of Alabama Press, 1996.

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Guy, Josephine M. Politics and value in English studies: A discipline in crisis? Cambridge [England]: Cambridge University Press, 1993.

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Book chapters on the topic "Degree Discipline: English Literature"

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Longstaffe, Stephen. "Employability and the English Literature Degree." In English Studies: The State of the Discipline, Past, Present, and Future, 83–99. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137478054_7.

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Green, Andrew. "Initial bearings." In Starting an English Literature Degree, 1–22. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-05225-4_1.

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Green, Andrew. "Teaching and learning at university." In Starting an English Literature Degree, 23–41. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-05225-4_2.

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Green, Andrew. "Independent study." In Starting an English Literature Degree, 42–67. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-05225-4_3.

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Green, Andrew. "Seminars and workshops." In Starting an English Literature Degree, 68–89. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-05225-4_4.

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Green, Andrew. "Lectures." In Starting an English Literature Degree, 90–111. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-05225-4_5.

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Green, Andrew. "Reading." In Starting an English Literature Degree, 112–50. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-05225-4_6.

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Green, Andrew. "Writing." In Starting an English Literature Degree, 151–74. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-05225-4_7.

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Green, Andrew. "Using ICT." In Starting an English Literature Degree, 175–89. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-05225-4_8.

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Green, Andrew. "Final thoughts." In Starting an English Literature Degree, 190–91. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-05225-4_9.

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Conference papers on the topic "Degree Discipline: English Literature"

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Armie, Madalina, José Francisco Fernández Sánchez, and Verónica Membrive Pérez. "ESCAPE ROOM AS A MOTIVATING TOOL IN THE ENGLISH LITERATURE CLASSROOM AT TERTIARY EDUCATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end058.

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The escape room, also known as escape game, is a gamification tool that aims to promote increased motivation and improved teamwork (Wood & Reiners, 2012). Recently, escape rooms have achieved prominence in the classroom as pedagogical instruments valid for any type of discipline. In the educational field in particular, the escape room can be defined as an action game in real time where the players, in teams, solve a series of puzzles or problems and carry out tasks related to the curricular contents worked on throughout the course, in one or more rooms with a specific objective and at a specific time (Nicholson, 2015). To do this, learners must put into practice the knowledge acquired about a particular subject, as well as their creative and intellectual abilities, and deductive reasoning. Despite being a pedagogical tool that has emerged as an innovative element in the last five years or so, the use of escape rooms for teaching-learning the English language at different educational levels has been studied qualitatively and quantitatively (Dorado Escribano, 2019; López Secanell & Ortega Torres, 2020). However, there is no study on the applicability of the escape room in the English literature classroom at the tertiary educational level. This paper aims to demonstrate how the inclusion of this innovative pedagogical tool can serve not only for teaching the language, but also for working on theoretical-practical contents of subjects focused on literary studies of the Degree in English Studies. In order to achieve the proposed objectives, the study will focus on the identification of types of exercises to implement as part of the educational escape room aimed at a sample of students; the preparation of tests/ exercises based on the established objectives; the design of a pre- and a post- questionnaire based on the established objectives; the implementation of the escape room in the literature class and the evaluation of the impact of this educational tool to foster students’ motivation.
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Li, Fang. "A Study of College English Learners’ Satisfaction Degree: from the perspective of College English and High School English Connections." In 6th Annual International Conference on Language, Literature and Linguistics (L3 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-3566_l317.119.

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Kochkonbaeva, Sonaim I., Cholpon A. Tynybekova, Adelya D. Babaeva, Dinara A. Salieva, and Arzykan N. Shamuratova. "Conceptual foundations for forming students’ communicative competence through the use of multimedia technologies in the process of studying English." In Innovations in Medical Science and Education. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsms.oakw8094.

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In terms of international integration processes in the system of higher education of the Republic of Kyrgyzstan and an increase in the proportion of foreign students, the issue of development of the communicative competence of future specialists becomes crucially acute. An analysis of foreign practice shows that the developed foreign concepts of teaching the “English language” academic discipline are being implemented with great difficulties. The scientific novelty of the study lies in the attempt made by the authors to answer the research question posed in the article related to the substantiation of the conceptual foundations for the formation of communicative competence in the course of studying the “English language” academic discipline using multimedia technologies. The assessment of the reliability of the presented results is based on an integrative approach, on the methods of analysis and synthesis of scientific literature. A comparative analysis of foreign experience in the formation of students’ communicative competence shows that the problem under study has not been sufficiently developed. The components of communicative competence are substantiated. The existing foreign concepts of the formation of communicative competence are analyzed. The analysis of domestic and foreign studies made it possible to establish that most of the scientific provisions put forward in the concept, characterizing the features of the formation of communicative competence using multimedia technologies, have been confirmed in other studies and do not contradict them. The results of the study are important for the theory and methodology of teaching English in higher education.
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Pearce Churchill, Meryl, Daniel Lindsay, Diana H Mendez, Melissa Crowe, Nicholas Emtage, and Rhondda Jones. "Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4912.

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Aim/Purpose This paper investigates the association between publishing during doctoral candidature and completion time. The effects of discipline and of gaining additional support through a doctoral cohort program are also explored. Background Candidates recognize the value of building a publication track record to improve their career prospects yet are cognizant of the time it takes to publish peer-reviewed articles. In some institutions or disciplines, there is a policy or the expectation that doctoral students will publish during their candidature. How-ever, doctoral candidates are also under increasing pressure to complete their studies within a designated timeframe. Thus, some candidates and faculty perceive the two requirements – to publish and to complete on time – as mutually exclusive. Furthermore, where candidates have a choice in the format that the PhD submission will take, be it by monograph, PhD-by-publication, or a hybrid thesis, there is little empirical evidence available to guide the decision. This pa-per provides a quantitative analysis of the association between publishing during candidature and time-to-degree and investigates other variables associated with doctoral candidate research productivity and efficiency. Methodology Multivariate logistic regression analyses were used to examine the predictors (discipline [field of research], gender, age group, domestic or international student status, and belonging to a cohort program) of doctoral candidate research productivity and efficacy. Research productivity was quantified by the number of peer-reviewed journal articles that a candidate published as a primary author during and up to 24 months after thesis submission. Efficacy (time-to-degree) was quantified by the number of Full-Time Equivalent (FTE) years of candidature. Data on 1,143 doctoral graduates were obtained from a single Australian university for the period extending from 2000 to 2020. Complete publication data were available on 707 graduates, and time-to-degree data on 664 graduates. Data were drawn from eight fields of research, which were grouped into the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. Contribution This paper addresses a gap in empirical literature by providing evidence of the association between publishing during doctoral candidature and time-to-degree in the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. The paper also adds to the body of evidence that demonstrates the value of belonging to a cohort pro-gram for doctoral student outcomes. Findings There is a significant association between the number of articles published and median time-to-degree. Graduates with the highest research productivity (four or more articles) exhibited the shortest time-to-degree. There was also a significant association between discipline and the number of publications published during candidature. Gaining additional peer and research-focused support and training through a cohort program was also associated with higher research productivity and efficiency compared to candidates in the same discipline but not in receipt of the additional support. Recommendations for Practitioners While the encouragement of candidates to both publish and complete within the recommended doctorate timeframe is recommended, even within disciplines characterized by high levels of research productivity, i.e., where publishing during candidature is the “norm,” the desired levels of student research productivity and efficiency are only likely to be achieved where candidates are provided with consistent writing and publication-focused training, together with peer or mentor support. Recommendations for Researchers Publishing peer-reviewed articles during doctoral candidature is shown not to adversely affect candidates’ completion time. Researchers should seek writing and publication-focused support to enhance their research productivity and efficiency. Impact on Society Researchers have an obligation to disseminate their findings for the benefit of society, industry, or practice. Thus, doctoral candidates need to be encouraged and supported to publish as they progress through their candidature. Future Research The quantitative findings need to be followed up with a mixed-methods study aimed at identifying which elements of publication and research-focused sup-port are most effective in raising doctoral candidate productivity and efficacy.
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Holland, Brian. "Finding Opportunity in Complexity: A Case for Tackling More, Not Less, in Beginning Design Studio." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.17.

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This paper addresses the understudied educational space of what is commonly understood as the preprofessional portfolio- development studio. It describes a design pedagogy developed to serve preprofessional and non-design-major students from liberal-arts colleges pursuing admission to a first-professional graduate degree program in architecture. Starting from the premise that in complexity lies myriad opportunities for discovery and growth, this studio establishes a robust platform for this unique group of students to encounter the richness and expansiveness of the discipline, and to understand and explore architecture’s capacities as an agent of positive change in the world. It is further argued that what a complex, case study-based design project facilitates for these beginning design students is a depth and richness of engagement, and that like a great work of literature, a complex architectural problem asks students to wrestle all at once with its many layers—with its clarity and contradictions, its strengths and shortcomings—and to evaluate its evolving place in, and meaning to society. In this light each student’s efforts to define their own approach can be shown to reveal insights not only about the object of study, but also about themselves and their own nascent interests in design, architecture, and the built environment.
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Stan, Maria Magdalena. "Self-Management Skills and Student Achievement – A Pilot Study." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/34.

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The adaptation pressure of youths to a labor market with a low predictability degree determines the necessity of developing certain competences which can be easily transferrable and which can ensure the personal and professional success. We have considered non cognitive abilities (attitudes, emotions, behaviours) which proved to be significant predictors of success and mental health (Heckman, 2008) and which contribute significantly to a rise in emotional strength and to a wide range of adaptative strategies imposed by contemporary society (Opre et al., 2018). The speciality literature confirms the importance of non-cognitive abilities in the students’ / pupils’ academic success (Heckman et al., 2006; Heckman, 2008; Deming, 2015; Balica et al., 2016). The predictability degree of diverse non cognitive abilities over academic success is different as most studies do not supply relevant data about abilities such as self-efficacy, growth mindset or social awareness (Claro & Loeb, 2019), while abilities like self-management defined as the ability to regulate one’s emotions, thoughts, and behaviors in different situations (Duckworth & Carlson, 2013) represents a good predictor of academic achievement (Blair & Raver, 2015; Riggs et al., 2016). We consider self-management as being that umbrella construct which refers to abilities such as self-control, self-regulation, self-discipline, will power and self-power (Duckworth & Kern, 2011). Under the circumstances in which students with major risk abandonment participate in specific activities to develop personal, socio-emotional and learning management abilities, our study proposes to examine the variation of self-management abilities of students who participated in these activities and of students who did not participate in the activities and who are not prone to risk abandonment. Also, we wish to investigate if there is a relation between students’ self-management abilities and student achievement.
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Robinson, Stefanie L., and Jennifer A. Mangold. "Implementing Engineering and Sustainability Curriculum in K-12 Education." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66693.

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Introducing students to engineering concepts in early education is critical, as literature has shown that students’ degree of comfort and acceptance of science and technology is developed very early on in their education. While introducing engineering as a potential profession in K-12 classrooms has its own merits, it has also proven itself to be useful as a teaching tool. Engineering can lend itself to concepts that can engage students in critical thinking, problem solving, as well as the development of math and science skills. In engineering higher education there has been an increased focus on industrial ecology and sustainability in order to help students understand the environmental and social context within today’s society. The authors of this paper discuss the importance of these attributes when introducing engineering to K-12 students. Engineering and sustainability are not two mutually exclusive concepts, but sustainability should be considered throughout the practice of the engineering discipline. The ADEPT (Applied Design Engineering Project Teams) program at the University of California, Berkeley was established to design and deploy a standards-based engineering curriculum for middle schools and high schools (grades 6–12) designed to integrate mathematics and science concepts in applied engineering projects, inspire secondary students, and strengthen the classroom experience of current and future faculty in math, science, and engineering. This paper discusses the importance of introducing engineering and sustainability in K-12 classrooms. Example modules that were developed through the ADEPT program are presented as well as a set of recommendations that were designed as a guideline for educators to incorporate engineering and sustainability in K-12 classrooms. While the module discussed here was designed for middle school students, the curriculum and criteria recommended can be adapted to primary and secondary education programs.
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Cruz-Cárdenas, Jorge, Ekaterina Zabelina, Olga Deyneka, Carlos Ramos, and Andrés Palacio Fierro. "Consumer Behavior in Product Disposal: Mapping the Field." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002265.

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The disposal of products within the framework of the discipline of consumer behavior is a decision-making process. In this process, consumers make at least two decisions: the first to stop using a still usable product and the second to select a disposal method. Among the most common methods of disposal are storing products, giving them away, donating them, selling them, or throwing them away. The main difference between disposal and recycling behavior is that in the former the product is still usable, while in the latter the decision is regarding the waste of a product. Product disposal behavior has notable consequences for both consumers and society, which is why a growing number of academics have been attracted to this field of study. Given the growing body of literature that is being generated, the present study aims to generate an image of the body of existing documents on this subject in order to guide future research. The present study used the Scopus database to search for content, as it is a database that presents a good balance of quality and coverage. The search keywords were disposal AND {consumer behavior}. The search was carried out in November 2021. The results were limited only to literature generated in English. As a result, 158 documents were obtained. On this basis of documents, the present study carried out various bibliometric analyses. There is an increasing annual trend in the number of publications (19 in 2019, 29 in 2020, and 39 in 2021). The United States and its institutions are the main countries of affiliation of the authors. Additionally, the European Commission is the main funder. In order to determine the main topics of interest of the research, an analysis of the co-occurrence of words in the contents of the titles and abstracts was carried out using the VOSviewer software. The results showed the existence of three content clusters: 1) decision-making for disposal, 2) types of products disposed of, highlighting electronics, clothing, and food, and 3) social and environmental implications of the disposal of products. The current study ends by discussing the implications of these results.
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