Relevant bibliographies by topics / Reluctant learners

Academic literature on the topic 'Reluctant learners'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Reluctant learners"

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Sanacore, Joseph. "Turning Reluctant Learners into Inspired Learners." Clearing House: A Journal of Educational Strategies, Issues and Ideas 82, no. 1 (September 2008): 40–44. http://dx.doi.org/10.3200/tchs.82.1.40-44.

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Valmont, William J. "MAKING VIDEOS WITH RELUCTANT LEARNERS." Reading & Writing Quarterly 10, no. 4 (October 1994): 369–78. http://dx.doi.org/10.1080/1057356940100408.

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Evans, J. Gary. "In my View: Motivating Reluctant Learners." Kappa Delta Pi Record 35, no. 2 (January 1999): 55–56. http://dx.doi.org/10.1080/00228958.1999.10518415.

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Raschke, Donna, Charles Dedrick, and Marion Thompson. "Motivating Reluctant Learners: Innovative Contingency Packages." TEACHING Exceptional Children 19, no. 2 (January 1987): 18–21. http://dx.doi.org/10.1177/004005998701900205.

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Calder, Nigel, and Anthony Campbell. "Using Mathematical Apps with Reluctant Learners." Digital Experiences in Mathematics Education 2, no. 1 (February 3, 2016): 50–69. http://dx.doi.org/10.1007/s40751-016-0011-y.

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Short, Geoffrey. "Reluctant learners? Muslim youth confront the Holocaust." Intercultural Education 24, no. 1-02 (May 24, 2013): 121–32. http://dx.doi.org/10.1080/14675986.2013.772324.

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Collins, Lydia. "Unlocking the Doors ‐‐ Reluctant Learners and the Wordprocessor." Educational Media International 24, no. 3 (January 1987): 165–69. http://dx.doi.org/10.1080/0952398870240312.

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Riddick, Paul. "Motivating reluctant learners. Practical strategies for raising attainment." Educational Psychology in Practice 30, no. 3 (June 4, 2014): 325–26. http://dx.doi.org/10.1080/02667363.2014.920564.

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Raschke, Donna. "“Delicious” Incentives: A Technique to Motivate Reluctant Learners." TEACHING Exceptional Children 19, no. 1 (September 1986): 66–67. http://dx.doi.org/10.1177/004005998601900120.

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Dressler, Roswita. ""There is no space for being German": Portraits of Willing and Reluctant Heritage Language Learners of German." Heritage Language Journal 7, no. 2 (August 30, 2010): 162–82. http://dx.doi.org/10.46538/hlj.7.2.2.

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Some heritage language learners (HLLs) are comfortable identifying themselves as such, while others are decidedly reluctant to adopt this term (Piño & Piño, 2000). HLLs in this paper are defined as those students having a parent or grandparent who speaks German or those who have spent a significant part of their childhood in a German-speaking country (as suggested in Beaudrie & Ducar, 2005, p. 13). This paper highlights case studies of six HLLs of German at the post-secondary level who are participants in a motivation study (Dressler, 2008). Three students are ‘willing’ HLLs. The additional three case studies are of students that I will call ‘reluctant’ HLLs of German, and this paper explores the reasons behind their reluctance and the components of self-identification, which include language identity (Block, 2007; Pierce, 1995); language expertise; affiliation and inheritance (Leung, Harris, & Rampton, 1997); cultural artifacts (Bartlett, 2007) and positioning (Block, 2007).
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Dissertations / Theses on the topic "Reluctant learners"

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Orchard, Patricia. "An examination of learner-centered professional development for reluctant teachers." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4835.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 28, 2007) Vita. Includes bibliographical references.
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Dinkebogile, Sebaetseng Maria. "Factors contributing to mainstream educators' reluctance to teach included learners with specific learning difficulties / Sebaetseng Maria Dinkebogile." Thesis, North-West University, 2005. http://hdl.handle.net/10394/2256.

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Thompson, Cynthia T. "Reluctance of Adolescents with Cerebral Palsy to Participate in an Online Intervention on Self-management: Lessons Learned from a Randomized Control Trial." eScholarship@UMMS, 2018. https://escholarship.umassmed.edu/gsn_diss/56.

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Purpose: Assess the effectiveness of an online intervention to encourage self-management in adolescents with cerebral palsy (CP). Specific Aims: (a) assess effectiveness of an online intervention to promote readiness for self-management in adolescents with CP, (b) describe health literacy and associations with readiness to assume self-management, and (c) evaluate adolescents’ exposure to the online intervention. Hypotheses: (a) intervention subjects would demonstrate improvement in self-management, and (b) subjects with higher health literacy would demonstrate higher self-management capabilities. Framework: Transtheoretical Model of Health Behavior Change Design: Randomized control trial, performed in a multidisciplinary CP clinic at a university based children’s hospital. Instruments used: (a) Transition Readiness Assessment Questionnaire (TRAQ) and (b) the Health Literacy Skills Instrument-SF (HLSI). Due to low engagement, the study terminated early. Intervention subjects were interviewed to assess their limited engagement. Results: Seventy-five percent of subjects demonstrated inadequate HL. Mean baseline TRAQ score (n=24) was 2.71 (SE = .24). Positive associations were found between TRAQ and age (.47, p = .00) and TRAQ and HL (.48, p = .00). Conclusion: Failure to engage with the intervention appeared to be related to: (a) low HL, (b) low TRAQ scores (indicating subjects in contemplation stage) (c) inconsistency between subjects’ preference for learning and delivery of information, and (d) low motivation for self directed learning. Online interventions should be easy to use and include learning preferences. Lessons learned will inform future development of interventions for this population.
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Snow, David R. "Teaching reluctant learners /." 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3270033.

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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.
Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2377. Adviser: Klaus Witz. Includes bibliographical references (leaves 157-170) Available on microfilm from Pro Quest Information and Learning.
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Bohney, Brandie Lee. ""Discovering" Writing With Struggling Students: Using Discovery Learning Pedagogy to Improve Writing Skills in Reluctant and Remedial Learners." Thesis, 2016. http://hdl.handle.net/1805/10786.

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Indiana University-Purdue University Indianapolis (IUPUI)
Few writing teachers will disagree that teaching writing conventions in isolation is a fruitless, even harmful, pedagogy which does little, if anything, to improve student writing. Teaching conventions, style, and usage (often collectively referred to as grammar) in context, however, proves difficult when struggling secondary students develop good ideas and evidence but fail to clearly articulate them because of their lack of understanding of various writing conventions. The purpose of this study is to test the efficacy of a carefully designed discovery learning activity which intends to push students into metacognition about what they read, how it is structured, and how that structure affects the reader. Three sources of data were used to determine whether students who had learned by discovery were better able to avoid and revise run-on sentences than students who did not learn through discovery pedagogy. The data sources include two sets of essays, surveys taken by the students, and teacher analyses of essays for readability. The results of the data analysis indicate that use of run-on sentences, especially early in an essay, detrimentally affects the readability of student written work; discovery learning activities improve student understanding, application, and transfer of skill; and while students believe they understand more than their written work indicates, the results provide teachers direction for further instruction. The findings of this study indicate that use of discovery learning for writing instruction with struggling learners holds great promise: a group of students generally regarded as academically weak showed greater understanding and application of run-on sentence avoidance than slightly stronger students who learned without discovery methods. This indicates that discovery learning is a method that improves learning among reluctant secondary students, a population many teachers struggle to reach effectively. Discovery learning is not limited to conventions, though: the promise of its application potential extends into a variety of writing skills and concepts. In addition to the run-on sentence discovery activity studied here, discovery activities for various other skills—from semicolon use through creating characterization with dialogue—are included.
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Books on the topic "Reluctant learners"

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Grianna, Conall Ó. Irish for reluctant learners. [s.l: The author], 2000.

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Jackson, Robyn Renee. How to motivate reluctant learners. Alexandria, Va: ASCD, 2011.

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Alison, Jenifer. Not bothered?: Motivating reluctant language learners in key stage 4. London: CILT, 1993.

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Alison, Jennifer. Not bothered?: Motivating reluctant language learners in Key Stage 4. London: Centre for Information on Language Teaching and Research, 1993.

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Jobe, Ron. Info-kids: How to use nonfiction to turn reluctant readers into enthusiastic learners. Markham, Ont: Pembroke Publishers, 2002.

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1941-, Sakari Mary Dayton, ed. Info-kids: How to use nonfiction to turn reluctant readers into enthusiastic learners. Markham, Ont: Pembroke Publishers, 2002.

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Jobe, Ron. Info-kids: How to use nonfiction to turn reluctant readers into enthusiastic learners. Markham, Ont: Pembroke Publishers, 2002.

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Thomas, Audrey M. The reluctant learner: A research report on nonparticipation and dropout in literacy programs in British Columbia. Victoria, B.C: Province of British Columbia, Ministry of Advanced Education, Training and Technology, 1990.

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Thomas, Audrey M. The reluctant learner: A research report on nonparticipation and dropout in literacy programs in British Columbia. Victoria, B.C: the Ministry, 1990.

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The reluctant fathers' club (or how I learned to stop worrying and cautiously embrace parenthood). London: Short, 2009.

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Book chapters on the topic "Reluctant learners"

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Kafupi, Pendapala. "Working with Reluctant Male Learners in Grade 10 Geography Lessons." In Democratic Teacher Education Reform in Africa, 88–93. Routledge, 2019. http://dx.doi.org/10.4324/9780429045707-7.

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Petley, Rebecca, Jill Attewell, and Carol Savill-Smith. "Not Just Playing Around." In Wireless Technologies, 1429–42. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-101-6.ch518.

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MoLeNET is a unique collaborative initiative, currently in its third year, which encourages and enables the introduction of mobile learning in English post 14 education via supported shared-cost projects. Mobile learning in MoLeNET is defined by MoLeNET as “The exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning.” MoLeNET projects use a wide range of handheld devices with their learners including two handheld game platforms: the Sony PSP and Nintendo DS. A small number of projects have also experimented with educational and therapeutic use of the Nintendo Wii game console and experienced considerable success in engaging reluctant learners and supporting learners with difficulties and/or disabilities. This paper explores the impact that mobile game technologies have on teaching and learning for those involved in MoLeNET, including the development of academic and social skills and the improvement of mobility and health related issues.
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Fan, Xuying, and Li Li. "Breaking the Stereotypes." In Advances in Early Childhood and K-12 Education, 108–29. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6487-5.ch006.

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Creativity, critical thinking, problem-solving, communication, and collaboration are 21st-century skills that prepare individuals to succeed in the changing world. Therefore, there is a strong pedagogical need to promote these skills in EFL classrooms, given that meaningful language learning enables learners to use English as a tool for effective communication. However, the Chinese learning culture has long been criticised for being reluctant to develop thinking skills. Hence, this study aims to break the stereotypes and to find out how teachers promote thinking skills in Chinese primary EFL classrooms. The key finding reveals the use of silence as an opportunity to promote thinking, whereas challenges, such as insufficient pedagogical knowledge, are also identified from classroom interaction. Pedagogical suggestions are put forward for teacher educators and teachers in the field of language education.
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"Lessons Learned by a Reluctant Leader." In Effective Leaders Develop and Build Trust, 159–64. ASHP, 2020. http://dx.doi.org/10.37573/9781585286881.030.

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Runyon, Randolph Paul. "The Reluctant Immigrant." In The Mentelles. University Press of Kentucky, 2018. http://dx.doi.org/10.5810/kentucky/9780813175386.003.0002.

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This chapter contrasts the Parisian childhoods of Charlotte and Waldemar Mentelle, born in 1770 and 1769 respectively. Charlotte was raised, in the absence of her mother, by her physician father as if she were a boy, inuring her to hardship and teaching her the "manly arts" of fencing, hunting, and horseback riding. Waldemar's father, Edme Mentelle, was a prominent academician with ties to Louis XVI and led such an active social life that he left his son entirely to the care of his mother, who spoiled him. When Waldemar became a young man, his father took him to task for not having learned a profession, and sent him off to America in the hope he could make something of himself there. Charlotte and Waldemar had in the meantime become lovers.
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Foster, Ardyth, Joshua Lambert, and Jackie HeeYoung Kim. "An Exploration of Learner-Centered Professional Development for Reluctant Math Teachers." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development, 181–205. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0892-2.ch010.

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In recent studies, researchers found that, while 90 percent of teachers reported participating in professional development, most of those teachers reported that it was not effective for improving their practice (Darling-Hammond et al., 2009; Garet, Porter, Desimone, Birman, & Yoon, 2001; Desimone, Porter, Garet, Yoon, & Birman, 2002; Corcoran & Foley, 2003). These findings indicate that the real issue is not that teachers are not provided with professional development, but that the typical modes of professional development are ineffective at changing teacher practices and/or student learning. Therefore, there is a need to explore new ways of conducting effective professional development for teachers. This study investigates a learner-centered model of professional development, which is designed to maximize the impact of teacher training on student learning.
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Pulcini, Gabriella Giulia, and Valeria Polzonetti. "Managerial Mindsets in the Academic World." In Improving Business Performance Through Effective Managerial Training Initiatives, 210–22. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3906-3.ch010.

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Academic didactics has started implementing pedagogic strategies that overcome the traditional frontal lecture to reach a new aim: supporting the learning process. According to the leading connectivism principles, which are revolutionizing education, learning processes are a complex and dynamic concept. On one side, new technologies are promoted to support the learners' “cold” cognition. On the other, strategies boasting a “hot” cognition are acquiring more and more importance. The student-teacher relationship is facing change: teachers are required to consolidate their profession and tutor the learning process, regardless of the field of study. These new strategies, although carried out reluctantly, have been successfully implemented in some action research projects highlighting the learners' engagement on one side and the professors' hesitation on the other. This chapter explores this phenomenon.
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Deaton, Angus. "Introduction: Randomization in the Tropics Revisited, a Theme and Eleven Variations." In Randomized Control Trials in the Field of Development, 29–46. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198865360.003.0002.

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Development economists have been using randomized controlled trials (RCTs) for the best part of two decades,1 and economists working on welfare policies in the US have been doing so for much longer. The years of experience have made the discussions richer and more nuanced, and both proponents and critics have learned from one another, at least to an extent. As is often the case, researchers seem reluctant to learn from earlier mistakes by others, and the lessons from the first wave of experiments, many of which were laid out by Jim Heckman and his collaborators...
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Crook, Malcolm. "The Voters’ Choice." In How the French Learned to Vote, 69–92. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192894786.003.0004.

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Designated candidates seeking office play a central role in elections today, so it is a surprise to discover that in the past voters were free to name whom they wished on their ballot papers. In France, their choice was only restricted when declared candidatures were required for election to the Chamber of Deputies after 1889, though this liberty lasted much longer when it came to local elections. This raises the question of how individuals aspiring to office put themselves forward, in the absence of manifestos or publicity, when their talents were supposed to speak for themselves. Indeed, before the French Revolution, and even afterwards, to openly seek election was regarded as a disqualification, though this created confusion as votes were widely dispersed and those elected often declined to serve. Yet the reluctance to abandon this approach was not simply attachment to tradition, rather it constituted an assertion of the voters’ sovereign right to exercise an unfettered electoral choice, and to reject those offered to them as official candidates by the government or as the nominees of political parties.
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Schuett, Robert. "Kelsen’s Milieu." In Hans Kelsen's Political Realism, 36–65. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474481687.003.0003.

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Who shaped the early Kelsen’s style of thinking under the Kaiser? What were the intellectual circles in which he moved in fin-de-siècle Vienna and the interwar period before he left Austria for Cologne, Geneva, Prague, and the United States? The chapter explores ‘the other Kelsen’ by revisiting his formative years, as well as his work in the lecture halls of university and his high-profile roles in the War Ministry, Karl Renner’s state chancellery, and American foreign intelligence after escaping the fascist Continent. A reluctant jurist, Kelsen had a passion for philosophy and literature, and from Freud and the economists he learned that individual and social life was all about drives and desires, instincts and interests. Where Kelsen was, there was no land of utopia.
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Conference papers on the topic "Reluctant learners"

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FENG, LI, and JING XU. "THE STUDY OF THE STRATEGIES OF STUDENTS’ EFFECTIVE PARTICIPATION IN COLLEGE ENGLISH INTENSIVE READING TEACHING." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35662.

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The traditional college English intensive reading class is mostly taught by teachers, students are passive learners, and the learning atmosphere is serious and the study is inefficient, which cannot meet the high requirements of modern society for the practical knowledge and ability of contemporary college students. The traditional class education mode should now been changed. In English intensive reading class, students show negative participation or even non-participation, so the teacher has become the master of English class teaching. The communication between students and teachers in speech, behavior and emotion is not ideal, therefore, on the basis of the inability to interact, teaching becomes more boring, students are more reluctant to participate in it. To solve this problem, the author tries to analyze the internal factors that influence students’ effective participation in intensive reading class, and external factors affecting students’ effectiveness. The effective participation strategies are put forward.
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Li, Wenqian, and Jung-Yueh Tu. "Cross-Linguistic Perception of Utterances with Willingness and Reluctance in Mandarin by Korean L2 Learners." In Interspeech 2020. ISCA: ISCA, 2020. http://dx.doi.org/10.21437/interspeech.2020-1640.

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Fuchs, Kevin. "A Qualitative Assessment About Emergency Remote Teaching (ERT): A Case Study in Higher Education." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.002.

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ABSTRACT Online education, in its various modes, has been growing steadily worldwide due to the influence of new technologies, global adoption of the Internet, and intensifying demand for a workforce trained periodically for the ever-evolving digital economy. Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Higher education institutions working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating emergency remote teaching (ERT). Online distance education involves more than just uploading educational content; instead, it is a learning process that provides learners with support, responsibility, flexibility, and choice. Henceforth, the research aimed to examine undergraduate students’ (n=238) perceptions about their preferred mode of learning during COVID-19. The paper identified a significant reluctance towards emergency remote teaching from first-year students. The paper also qualitatively investigated the underlying reasons through thematic analysis. The themed findings were (1) lack of social interactions, (2) difficulties staying engaged while studying from home, and (3) technological boundaries related to the students’ Internet connections in rural areas. The paper concludes with recommendations that aim to provide institutions and educations with practical guidance on how to tackle the outlined issues. KEYWORDS: Online Education, Emergency Remote Teaching, COVID-19, Higher Education
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Louw, Jaysveree, and Molaodi Tshelane. "TEACHER-GENDER: EXPERIENCES OF MALE TEACHERS IN THE FOUNDATION PHASE IN SOUTH AFRICAN SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end031.

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"In South African primary schools, the Foundation Phase (Grade R, the year before formal schooling until Grade 3) is dominated by female teachers because few men enrol for a teaching qualification in this phase. There are various reasons why there is a reluctance by males to teach in this phase. These include parental nervousness around men who decide to seek employment in a traditionally female profession, scepticism in males’ abilities to teach young children as well as their female counterparts, the perception that men cannot handle the responsibility of taking care of young children and the perception that men who choose to teach young children are unnatural, homosexuals and deviants. The study was motivated by two factors: firstly, by the researcher’s interest in male teachers who teach young learners (because of the scarcity of male teachers in early education); and secondly, by the large number of students who enrolled for the B. Ed Foundation Phase degree at a South African university. The aim of the study was to explore the experiences of male teachers in the Foundation Phase. Data were collected through focus group and face-to-face interviews and were analysed thematically. The participants were nine male teachers who teach in the Foundation Phase. The researcher wanted to obtain narrative portraits and in-depth understanding of the participants’ experiences as males in a reality that is female-dominated. The results show that in many schools, male teachers experience gender prejudice and gender stereotyping from both male and female colleagues, and often from parents. For example, some of the male participants asserted that teachers make fun of them by saying that men cannot be ‘nannies’. However, some schools were happy to employ male teachers, regardless of the societal misconceptions about male teachers teaching young children. It is recommended that, amongst others male teachers in the Foundation Phase be encouraged and educated about strategies to cope with criticism in order to be resilient."
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