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Littérature scientifique sur le sujet « Individualized Writing »

Auteur : Grafiati
Publié le 9 mars 2023
Mis à jour le 10 mars 2023

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Articles de revues sur le sujet "Individualized Writing"

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Moran, Mary Ross. « Individualized objectives for writing instruction ». TOPICS IN Language Disorders 7, no 4 (septembre 1987) : 42–54. http://dx.doi.org/10.1097/00011363-198709000-00006.

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Reid, Richard J. « A toolkit for individualized compiler-writing projects ». ACM SIGCSE Bulletin 22, no 1 (février 1990) : 81–85. http://dx.doi.org/10.1145/319059.319090.

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Hojeij, Zeina, et Pinar Ozdemir Ayber. « Effectiveness of Using Digital Feedback on EFL Student Writing Skills ». International Journal of Computer-Assisted Language Learning and Teaching 12, no 1 (janvier 2022) : 1–18. http://dx.doi.org/10.4018/ijcallt.291111.

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This research study investigated the effects of digital feedback on EFL students’ writings in ubiquitous learning. Feedback on students’ writings, especially at university level, must be constructive to enhance their overall academic writing skills and requires purposeful planning. . In this study, teachers created digital screen-recorded feedback to deliver individualized oral feedback to the students. Findings of this study explore the impact of digital feedback on improving the quality of academic writing for EFL undergraduate female learners. Data collected showed that using digital feedback created a positive and active learning environment and promoted learner autonomy. This digital platform also allowed learning to be continuous and ubiquitous. The results present several practical pedagogical implications and suggestions for future research.
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Deng, Xinxia. « Female Repetition in Meaning and Space ». BCP Social Sciences & ; Humanities 14 (17 décembre 2021) : 157–62. http://dx.doi.org/10.54691/bcpssh.v14i.186.

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The film "Little Big Women" has created a rich image of women. Through the individualized thinking of women in the modernization process, the overwriting meanings presented in the writing of different film subjects show the transformation of the individualized process of modern women in social changes.
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Kelenyi, Gabrielle Isabel. « For the Love of Writing : Writing as a Form of (Self-) Love ». Writers : Craft & ; Context 2, no 1 (23 février 2021) : 16–24. http://dx.doi.org/10.15763/issn.2688-9595.2021.2.1.16-24.

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In this paper, I describe my writing process and theorize it as an act of self-love by examining what makes writing hard for me and what makes it easy for me; additionally, I present a brief argument for teaching writing as or for love as a manner by which to avoid (re)producing systemic inequities in literacy education. As such, this autoethnography aims to inform readers of my lived experience as a writer and, in so doing, share ways in which writing instruction in school contexts can help students develop individualized writing processes that help them love writing even when it’s hard.
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Regan, Kelley S., Margo A. Mastropieri et Thomas E. Scruggs. « Promoting Expressive Writing among Students with Emotional and Behavioral : Disturbance via Dialogue Journals ». Behavioral Disorders 31, no 1 (novembre 2005) : 33–50. http://dx.doi.org/10.1177/019874290503100107.

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Written dialogue journals are intended to improve writing and encourage positive social skills by promoting individualized written discussions between a teacher and students' emotional and behavioral needs. This study investigated expressive writing using dialogue journals with five elementary students with emotional and behavioral disturbance (EBD), using a multiple baseline design across baseline, intervention, maintenance, and generalization phases. Students were randomly assigned to treatment order to meet randomization test assumptions. Baseline data were collected from student responses to traditional writing prompts. Individualized dialogue journals, in which students and teachers communicated daily to observed social behavioral issues, were implemented for the duration of the intervention. Dependent measures included student attention to task, length and quality of student written entries, and a student satisfaction survey. Visual analysis indicated an increase in time on task for all participants, and an increase in length of writing and writing quality for four of the five participants. Randomization tests applied to these data yielded significant results for all writing measures. In addition, survey results suggested that participants regarded the dialogue journals with mild satisfaction overall. Implications for future research are discussed.
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Hu, Yuanyan. « Intertextualities in English Writing of EFL Learners in the Context of Chinese University ». Journal of Language Teaching and Research 10, no 2 (1 mars 2019) : 271. http://dx.doi.org/10.17507/jltr.1002.08.

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When the writing subject is communicating with the addressee, their texts simultaneously communicate with the present and the past texts. The author carries out an empirical study to find out issues to be addressed in the context of Chinese university in EFL learners’ English writing with respect to intertextuality. The study examines the manifestations of three types of intertextualities---material intertextuality, generic intertextuality and cultural intertextuality and finds out that there are obvious material intertextualities between students’ individualized texts and exterior texts. Certain generic intertextualities manifesting in the repetition of specific structures are deficient. And in terms of cultural intertextuality, it is found that the exterior texts have exerted an obvious cultural intertextual influence on activating pertinent schema texts of participants, promoting the comprehension of the writing theme as well as further affecting the completions of their writings.
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Shirvani, Maryam, et Reza Porkar. « Online-Based L2 Writing Courses and Practicing Metacognitive Strategies : Teacher-Regulated or Individualized ? » Theory and Practice in Language Studies 12, no 7 (4 juillet 2022) : 1419–27. http://dx.doi.org/10.17507/tpls.1207.23.

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Research findings show the usefulness of employing metacognitive strategies in writing classes. However, the approach toward teaching the strategies is not mainly addressed. The present study investigated the impact of two methods on metacognitive strategies in an online writing course. In doing so, 20 intermediate EFL learners (n1=n2=10) in two classes were randomly assigned to two treatment conditions. A sample of the IELTS test administered at the onset of the study verified the participants’ homogeneity regarding English proficiency. In one group, Teacher-regulated Metacognitive Instruction (TRMI), the teacher taught metacognitive strategies during the different stages of writing tasks. In the second group, Individualized Metacognitive Practices (IMP), the teacher did not teach the metacognitive strategies and only had a facilitating role. The learners used a questionnaire (Zhang & Qin, 2018) to practice the strategies. After the treatment, the groups sat for a writing posttest and answered a metacognitive strategies questionnaire. The independent samples t-test revealed that the IMP outperformed the TRMI in argumentative essay writing. The frequency count obtained from the respondents’ answers to the questionnaire showed that IMP used more strategies in the three levels of planning, monitoring, and evaluating. The study has implications for EFL/ESL teachers and scholars interested in reflective practices.
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Van Coller, H. P. « Between nostalgia and parody : The representation of childhood and youth in Afrikaans literature of the nineties ». Literator 19, no 2 (30 avril 1998) : 47–60. http://dx.doi.org/10.4102/lit.v19i2.521.

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White Afrikaans literature of the sixties can be seen as typically modernist, work of the later part of the eighties and of the nineties clearly shows all the characteristics of postmodernism. Against this backdrop recent Afrikaans prose writing dealing with the representation of childhood and youth can be discussed on the basis of a few of the best and most representative texts. A tentative conclusion is that Afrikaans writing in the nineties focuses on the individualized past, an approach Linda Hutcheon calls "historical metafiction". The authorial stance in these texts fluctuates between what can be termed nostalgia and parody, and should be seen as part of a traumatic psychological process facing white South Africans in particular, namely having to deal with the past. In Afrikaans prose writing the nostalgic stance is especially prevalent in the (traditional) prose writings of authors on the right of the political spectrum. In contrast the parodic stance (dominant in recent Afrikaans prose writings) not only leans toward postmodernism - the prevailing paradigm in the Afrikaans literary context - but can almost without exception be termed "leftist" and "progressive".
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KAIZU, Akiko, Katsutoshi SATOU et Megumi WAKUI. « Teacher Support for Writing Individualized Education Plans : Conclusions From a Survey ». Japanese Journal of Special Education 43, no 3 (2005) : 159–71. http://dx.doi.org/10.6033/tokkyou.43.159.

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Thèses sur le sujet "Individualized Writing"

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Ricker, Curtis Eugene Fortune Ron. « Teaching writing through conferencing a survey and a study of its effect on basic writers / ». Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806866.

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Thesis (D.A.)--Illinois State University, 1987.
Title from title page screen, viewed August 30, 2005. Dissertation Committee: Ron Fortune (chair), Mack Bowen, Irene Brosnahan, Elizabeth McMahan, Maurice Scharton. Includes bibliographical references (leaves 185-194) and abstract. Also available in print.
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Corbett, Steven J. « Rhetorics of close collaboration : four case studies of classroom-based writing tutoring and one-to-one conferencing / ». Thesis, Connect to this title online ; UW restricted, 2008. http://hdl.handle.net/1773/9524.

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Ruzicka, Dennis Edward Neuleib Janice. « Cognitive style and individualized instruction in a community college composition program ». Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914573.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 11, 2006. Dissertation Committee: Janice Neuleib (chair), Julia Visor, Jerry Weber, Heather Graves. Includes bibliographical references (leaves 169-176) and abstract. Also available in print.
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Ballard, Robin Richards. « Writing individualized education plans for students with specific learning disabilities compliance after the No Child Left Behind Act / ». Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-06212006-125859.

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Blair, Peter J. « A Descriptive Case Study of Writing Standards-Based Individualized Education Plan Goals Via Problem-Based Learning in a Virtual World ». DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5697.

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The goal of this study was to examine the professional development experiences of two participants while they were creating standards-based individualized education plan (IEP) goals using a virtual world called TeacherSim. The focuses of the study were how did special educators engage with the task of creating standards-based IEP goals using TeacherSim and how did TeacherSim support or hinder this? This research used a descriptive case study selecting two participants from the larger data set of seven participants. The data was analyzed using qualitative coding which compared the observed experiences with the case propositions. This case study demonstrated that special education professionals can work at a distance to learn the process of creating standards-based IEP goals while using the technology of a virtual world. Similarly, the use of virtual world technology appeared to facilitate feelings of physical and social presence, which aided in online collaborative activities.
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Rhodes, Joan Anne. « A Comparison of the Effects of Individualized Writing Instruction With and Without Phonemic Segmentation on the Standard Spelling Performance of At-Risk First Graders ». VCU Scholars Compass, 1998. https://scholarscompass.vcu.edu/etd/5269.

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This study investigated the effects of individualized writing instruction with and without phonemic segmentation on the standard spelling performance of at-risk first graders. Forty-two students from fifteen non-public elementary school Chapter I programs participated in the study. Subjects were pretested using the Yopp-Singer Test of Phoneme Segmentation to determine their phonemic awareness level. Students were matched in triads and placed in one of two treatment groups or the control group using a constrained random assignment procedure. The Basic Achievement Skills Individual Screener (BASIS) spelling subtest was administered to assess standard spelling performance. The first treatment group received individualized writing instruction using a phonemic segmentation procedure based on the work of D. B. Elkonin and used in the Reading Recovery program for at-risk first graders. The second treatment group received individualized writing instruction where teachers supplied correct spellings. The control group received no additional writing instruction emphasizing spelling. Treatment occurred twice weekly for twelve weeks. Following treatment students were re-evaluated using the BASIS spelling subtest and Yopp-Singer Test of Phoneme Segmentation. The Cognitive Abilities Test was also administered to determine a cognitive ability level for each subject. Data were analyzed using a 3X3X3 analysis of covariance. Due to the impact phonemic awareness and cognitive ability have on spelling performance, the study stratified students into high, medium and low phonemic awareness levels and high, average and low cognitive ability levels. Results indicated there were no differences among the groups following treatment. As the data analysis progressed a question as to whether either treatment improved phonemic awareness arose. Analysis of variance on the mean differences of phonemic awareness scores indicated there were no significant differences among the three groups. Study results suggested that use of the Elkonin analysis phonemic segmentation procedure in isolation may have limited benefits in improving spelling for at-risk first graders. Additionally, the study pointed to the need for further research on phonemic awareness training programs and the importance of earmarking financial resources for students who will benefit most from phonemic awareness instruction.
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POZZI, SILVIA. « Gerenhua xiezuo : una scrittura individualistica ? Chen Ran, Hai Nan, Hong Ying, Lin Bai, Xu Kun e Xu Xiaobin e la letteratura femminile cinese degli anni ’90 ». Doctoral thesis, Ca' Foscari, 2004. http://hdl.handle.net/10281/28811.

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A in-depth analysis of the literary production by a group of female authors labelled by Chinese literary critics as "Individualized Writers", all born in the 60s of the last century and displaying some common features both in contents and style
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Afonso, Priscila Benitez. « Aplicação de um programa informatizado de ensino de leitura e escrita por familiares de indivíduos com deficiência intelectual ». Universidade Federal de São Carlos, 2011. https://repositorio.ufscar.br/handle/ufscar/6017.

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Researchers have made great efforts on building effective teaching methodologies for learners with diverse repertoires. In this direction, a group of behavior analysts developed a computerized teaching program that has been widely used in laboratory context and has been recently used in school context. Satisfactory results have been obtained on teaching reading and writing basic skills in both contexts. The program, named Aprendendo a Ler e a Escrever em Pequenos Passos (ProgLeit), was developed based on literature on the formation of equivalence classes of stimuli. It has some of the features established as favorable for learning to read by anyone: speed and degree of difficulty are individually programmed and constant feedback is provided to the performance of the learner. Considering the positive results in controlled environments and school situation, it was possible to extend the controlled use of the teaching program to broader contexts, such as the student s residence. The application of the program in home context by relatives or families trained to monitor and record the sessions created the opportunity to benefit a greater number of children. This study evaluated reading learning by children with intellectual disabilities when trained on the tasks of Module 1 of ProgLeit by their relatives or families in their homes. Concomitantly, the behavior of relatives as ProgLeit monitors was evaluated. For this purpose, a computer with the program was provided for relatives for the duration of Module 1 application. The researcher had trained and supervised the relatives to provide constant monitoring and evaluation of results. Six students from a special school participated in this study, among which five have completed Module 1. Single subject design guided data analysis. Five out of the six students went from zero performance and less than 20% accuracy in reading words printed on pre-test for average performance in the pos-test was near to 89.3% for trained words and 52% for generalization words. Furthermore, they required a reduced number of sessions of each step to reach the learning criteria along the exposure to the procedure. These results replicated those obtained in studies conducted in laboratory and school settings with the same teaching program. The behavior of relative members as monitors was evaluated in terms of providing cues and application frequency. The number of cues provided by them decreased as the student reached the learning criteria in each step, showing greater efficiency teaching program to control the response of the learner. The control of some environmental variables related to the program application such as the local conditions where it is applied, the monitors training and the type of cue provided by them during the application may be important to obtain results even more promising for students with intellectual disabilities. The results indicate that the program application by relatives in the residence of the participants may be a promising learning condition for this population. Furthermore, data showed evidence of the generality of ProgLeit efficiency in other contexts as well as laboratory and school context.
Pesquisadores têm empreendido esforços para a construção de metodologias eficazes de ensino que atendam às necessidades de aprendizes com repertórios diversificados. Nessa direção, um grupo de analistas do comportamento desenvolveu um programa de ensino informatizado para aplicação indivualizada que vem sendo largamente utilizado, em ambiente controlado de laboratório e, mais recentemente, em situação escolar, com resultados comprovadamente positivos no ensino de habilidades básicas de leitura e escrita. O programa, denominado Aprendendo a Ler e a Escrever em Pequenos Passos (ProgLeit), foi desenvolvido com base na literatura sobre a formação de classes de estímulos equivalentes e dentre suas principais características podem-se destacar: consequências diferenciais para o desempenho e a progressão gradual do conteúdo a ser ensinado, conforme o ritmo do aprendiz. Tendo em vista os resultados positivos em ambientes controlados e em situação escolar, foi possível estender o uso controlado do programa de ensino para contextos mais abrangentes, como a residência do aprendiz. A aplicação doméstica do programa por um familiar treinado para monitorar e registrar as sessões gerou a possibilidade de beneficiar maior número de aprendizes. Esta pesquisa objetivou avaliar a aprendizagem de leitura de aprendizes com deficiência intelectual, quando expostos ao Módulo 1 do ProgLeit aplicado pelos seus familiares em suas residências e investigar o comportamento dos familiares enquanto monitores do ProgLeit. Para tal finalidade, foi fornecido para as famílias, por um período limitado ao tempo de aplicação do Módulo 1, um computador com o programa necessário para sua execução. Foi implementado um esquema de treinamento, acompanhamento e avaliação dos resultados. Participaram dessa pesquisa seis aprendizes de uma escola especial, dentre os quais, cinco finalizaram o Módulo 1. Os dados foram coletados e analisados pelo delineamento de sujeito único. Dos seis aprendizes, cinco passaram de desempenhos nulos e inferiores a 20% de acertos na leitura de palavras impressas no pré-teste para desempenho médio próximo a 89,3% para palavras de treino e 52% para palavras de generalização no pósteste. O número necessário de sessões dos passos para alcance dos critérios de aprendizagem diminuiu, ao longo da exposição ao procedimento, replicando os resultados de estudos prévios realizados em situação laboratorial e escolar. O comportamento dos familiares enquanto monitores foi avaliado em termos de fornecimento de dicas e frequência de aplicação. O número de dicas fornecido por eles reduziu conforme o aprendiz atingia os critérios de ensino programados em cada passo, evidenciando maior eficiência do programa de ensino no controle do comportamento do aprendiz, em relação ao controle exercido pelo monitoramento dos pais. O estudo mostrou que o controle das variáveis ambientais relacionadas à aplicação do programa, como o local de aplicação, o treinamento dos monitores e o tipo de dica fornecida por eles durante a aplicação pode ser importante para a obtenção de resultados cada vez mais promissores para aprendizes com deficiência intelectual. Os resultados indicam que a implementação na residência dos aprendizes e a aplicação pelos familiares pode ser uma situação promissora de aprendizagem para essa população, demonstrando a generalidade da aplicabilidade do ProgLeit para além do contexto laboratorial e escolar.
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Moon, Do-Sik. « Impact of contract learning on learning to write in an EAP class : case studies of four international graduate students' experience / ». Urbana, Ill. : University of Illinois, 2007. http://proquest.umi.com/pqdweb?did=1481657971&sid=1&Fmt=2&clientId=36305&RQT=309&VName=PQD.

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Meyer, Craig A. « Infusing Dysfluency into Rhetoric and Composition : Overcoming the Stutter ». Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1374080750.

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Livres sur le sujet "Individualized Writing"

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M, Herr Cynthia, dir. Writing Measurable IEP Goals and Objectives. Verona, WI, USA : IEP Resources, 2003.

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Edward, Burns. IEP-2005 : Writing and implementing individualized education programs (IEPs). Springfield, IL : Charles C Thomas, 2006.

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Taylor, Dyches Tina, dir. Guide to writing quality individualized education programs : What's best for students with disabilities ? Boston : Allyn and Bacon, 2000.

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Teaching writing to visual, auditory, and kinesthetic learners. Thousand Oaks : Corwin Press, 2006.

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Robert, Algozzine, Obiakor Festus E, Boston Jean N et Council for Exceptional Children, dir. Publish and flourish : A guide for writing in education. Reston, Va : Council for Exceptional Children, 1998.

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Rita, King, dir. Differentiated instructional strategies for writing in the content areas. 2e éd. Thousand Oaks, Calif : Corwin Press, 2010.

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Barker-Sandbrook, Judith. 101 independent study projects for the OACs in English. Don Mills, ON : Professional Development Committee, O.S.S.T.F., 1986.

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1938-, Giuliani George A., dir. Understanding, developing, and writing effective IEPs : A step-by-step guide for educators. Thousand Oaks, Calif : Corwin Press, 2007.

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Let's talk : One-on-one, peer, and small-group writing conferences. Portland, Maine : Stenhouse Publishers, 2015.

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Indiana University, Bloomington. Family Literacy Center., dir. Teach a child to read with children's books : Combining story reading, phonics, and writing to promote reading success. Bloomington, IN : ERIC Clearinghouse on Reading, English, and Communication, 1996.

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Chapitres de livres sur le sujet "Individualized Writing"

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Sack, Warren, Elliot Soloway et Peri Weingrad. « Re-Writing Cartesian Student Models ». Dans Student Modelling : The Key to Individualized Knowledge-Based Instruction, 355–76. Berlin, Heidelberg : Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-662-03037-0_13.

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Connor, Dawn. « Accessing the Curriculum and Writing Individualised Targets ». Dans Supporting Children with Autism in the Primary Classroom, 34–53. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2018] : Routledge, 2018. http://dx.doi.org/10.4324/9780203712580-4.

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Kintsch, Walter, et Eileen Kintsch. « LSA in the Classroom ». Dans Applied Natural Language Processing, 158–68. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-741-8.ch009.

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LSA is a machine learning method that constructs a map of meaning that permits one to calculate the semantic similarity between words and texts. We describe an educational application of LSA that provides immediate, individualized content feedback to middle school students writing summaries.
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Morrissey, Kathleen. « Debility as Disability ». Dans Joyce Writing Disability, 91–105. University Press of Florida, 2022. http://dx.doi.org/10.5744/florida/9780813069135.003.0005.

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As disability scholars have identified, modernist fiction represents a shift towards normalizing the representation of disability. James Joyce’s fiction, in particular, contains many physically disabled characters. Maren Linett argues that Joyce’s representation of these figures challenges political and bodily conformity, which was heavily enforced in his time. Now that disability is expanding further to consider various psychological conditions, it is valuable to examine how modernists like Joyce may have represented such psychological experiences in their rejections of normativity. This essay participates in the expansion of disability studies by considering psychological debility in young Stephen Dedalus and his relationship to food. Stephen’s beliefs and behaviors are not read through the lens of diagnosis; “diagnosing” a character reifies the medical model of disability, and affirms the idea that disability should be exclusively engaged through an individualized, accommodationist perspective. Instead, this essay considers systemic debilitation, which, as Jabir K. Puar argues, intervenes on the disability/ability binary. Such an approach invites the reader to consider how social suffering as a result of material conditions can be psychologically debilitating to individuals. I interpret Stephen’s toxic disorderly eating as an expression of various social pressures: the imposition of a religious environment that normalizes suffering as a consequence of spiritual labor, his frustration with his father’s patriotic masculinity, his family’s economic precarity, the cultural trauma of hunger, and the tension between Irish liberation and the influence of the Catholic faith.
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Herbeck, Jason. « Righting/Writing the Faulted House in Édouard Glissant’s La Lézarde ». Dans Architextual Authenticity. Liverpool University Press, 2018. http://dx.doi.org/10.5949/liverpool/9781786940391.003.0003.

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Set in Martinique, Glissant’s La Lézarde (1958) focuses on the years leading up to the departmentalization of France’s overseas colonies in 1946. In exploring the “spatial logic” (Hitchcock) of Martinican space found in the novel, and the links that characters have with specific parts of this signifying landscape, initial textual analyses demonstrate how these individualized relationships inform each person’s views and actions, and, together, are representative of the competing interests and perspectives involved when attempting to negotiate expressions of French-Caribbean identity. In the context of these conflicting positions articulated by different members of the novel’s young revolutionary group with respect to determining Martinique’s future and chronicling the country’s elusive past, both the conspicuous placement and (in)occupancy of the novel’s principle architectural structure—the Maison de la Source—and La Lézarde’s own (meta)construction serve to illustrate how identity-building in the French Caribbean is fraught with conflict and uncertainty.
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Collier, Stephen J., Martin Høyem, Christopher Kelty et Andrew Lakoff. « Limn ». Dans Collaborative Anthropology Today, 102–14. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501753343.003.0007.

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This chapter centers on Limn, a scholarly magazine that focuses on tensions arising at the intersection of politics, expertise, and collective life. It describes Limn as an experiment in scholarly publishing in the interpretive human sciences that aims to make possible new kinds of communication and collective work. It also mentions Martin Høyem, who custom designed Limn with a range of imagery and graphic material related to the contributions, including a featured graphic that links diverse contributions in a common conceptual problem-space. The chapter discusses Limn as a vehicle for exploring new forms of collaboration in the interpretive human sciences. It recounts the changing field of American anthropology during the 1990s and 2000s in which discipline encouraged individualized work and valorized virtuosic interpretation and writing, with little space for collaborative inquiry.
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Aitken, Joan E. « Parental Communication About the Needs of Their Children ». Dans Communication Technology for Students in Special Education and Gifted Programs, 230–41. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-878-1.ch018.

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The purpose of this chapter is to analyze parental use of an online support group about their children with disabilities. A content analysis was conducted of 1,718 emails from a listserv support group for parents of children who have been diagnosed as eligible for special education services. The findings suggest that parents use the group for the following purposes: (a.) expressive story-telling, (b.) seeking and giving advice, (c.) seeking or offering validation or encouragement, (d.) seeking or providing information, (e.) seeking or suggesting resources, and (f.) sharing celebrations and telling success stories for hope. Parents often discussed: How to deal with professionals (e.g., teachers, physicians), family, testing and diagnosis of disability, communicating with educators and the school context, Individualized Education Program (IEP) team meetings and reports, and family dynamics. The communication skills parents are most concerned about are writing and reading.
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Martin, Travis L. « The Veteran Storytellers ». Dans War & ; Homecoming, 108–38. University Press of Kentucky, 2022. http://dx.doi.org/10.5810/kentucky/9780813195643.003.0005.

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Chapter Four draws upon creative works from the non-profit Military Experience and the Arts, an organization that provides workshops, writing consultation, and publishing venues to veterans and their families. "Veteran storytellers" harness their symbolic authority, demonstrate awareness of stereotypes, and develop individualized versions of veteran identity. Examples discussed in the chapter include a Marine who tells stories of homecoming through interpretive dance, an Army veteran who teaches veterans how to transform their old uniforms into art, an author and an artist forcing their audiences to face the realities of Military Sexual Trauma (MST), and a continual return the theme of veterans and civilians talking over one another. These "veteran storytellers" escape the silencing pressures and conformity experienced by "heroes" and "wounded warriors," and they provide other veterans with examples of resilience and post-traumatic growth to model during homecoming.
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Ololube, Nwachukwu Prince, Andrew Egba Ubogu, Daniel Elemchukwu Egbezor et Ugbomah Nwachukwu. « Evaluating Faculty Teaching of Research Methodology to Undergraduate Geography Students in a Nigerian University ». Dans Advancing Education with Information Communication Technologies, 29–42. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-468-0.ch003.

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The effective ways of teaching research methods to students is a process closely connected to socializing students towards writing an effective research project before graduation and determines how successful and effective they are in conducting individualized research. Several factors apart from setting up a successful learning community are essential, but competencies determine faculty effectiveness. This paper appraises students’ evaluation of faculty (SEF). It evaluates students’ perception of competencies required by faculty in teaching research methodology to undergraduate geography students at the Ahmadu Bello University in Nigeria. Using a questionnaire to gather data for the study, the paper argues that by evaluating the performance of faculty members, their knowledge, expertise, skills, and by applying certain adaptation mechanisms in teaching, the experience and effectiveness of teaching students’ research methodology can be significantly improved. The authors use this medium to encourage colleges and universities, education planners and policy makers in Nigeria of the need to introduce and carry out SEF along side other evaluation techniques in determining faculty performances and effectiveness.
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Venis, Linda. « E-Mentoring the Individual Writer within a Global Creative Community ». Dans Cases on Online Tutoring, Mentoring, and Educational Services, 98–116. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch008.

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This chapter presents a case study of how the UCLA Extension Writers’ Program, which is America’s largest continuing education provider of online creative writing and screenwriting courses and services, offers individualized feedback and mentoring to 1,000’s of aspiring and practicing writers worldwide. Writing creatively is singularly private and can be isolating; the Writers’ Program’s 220 annually-offered online courses in fiction writing, memoir, personal essay, children’s literature, playwriting, poetry, publishing, feature film writing, and television writing provide access to in-depth instructor/student, student/student, and student/advisor relationships designed to help meet individual writing goals. Writing education is particularly well-suited for online delivery because writers write: students submit their work in writing; the teacher and fellow students give their feedback in writing. For students, the act of learning to write online reinforces their accountability to create in a disciplined way and allows time to absorb and respond to critiques with reflection. For teachers, e-mentoring requires unusual rigor and preciseness in order to give thoughtful feedback on each piece of creative work, and the 80 professional writers who teach the Writers’ Program online courses employ a range of pedagogical strategies to do so. In addition, the Writers’ Program provides personalized guidance and advice on writing online through its student advisors as well as an array of services, including one-on-one manuscript and script consultations; feature film mentorships for which students sign up monthly and receive “on demand” guidance on their projects; and a first-of-its-kind course limited to six advanced students in which they hold virtual internships at production companies and studios as script readers. The chapter begins with an overview of UCLA Extension and the Writers’ Program’s history, mission, products, services, and managerial structure, and then describes the origins and current status of the Writers’ Program’s online curriculum and educational services. The ways in which writing education comprises a near-perfect match for a virtual delivery system are explored, followed by a discussion of what makes Writers’ Program’s products and services uniquely suited to deliver e-mentoring for a global, mostly post-baccalaureate student body who puts a high premium on results and quality of interaction. The chapter next outlines how clear expectations, course design, lectures and critiquing guidelines ensure successful response to creative work (instructor/student and student/peers), and then focuses on “best practices” techniques and strategies that online Writers’ Program instructors use to shape and deliver critiques, including a common critiquing vocabulary and methodology, use of technological tools to provide sustained, personalized feedback, and ways to cultivate the individual writer’s sense of place in the global literary and entertainment communities. The chapter concludes by addressing technological, pedagogical, and economic challenges and future directions of e-mentoring aspiring creative writers and screenwriters.
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Actes de conférences sur le sujet "Individualized Writing"

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Reid, Richard J. « A toolkit for individualized compiler-writing projects ». Dans the twenty-first SIGCSE technical symposium. New York, New York, USA : ACM Press, 1990. http://dx.doi.org/10.1145/323410.319090.

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« STUDENT PERCEPTIONS OF AI-POWERED WRITING TOOLS : TOWARDS INDIVIDUALIZED TEACHING STRATEGIES ». Dans 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022). IADIS Press, 2022. http://dx.doi.org/10.33965/celda2022_202207l010.

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Thomann, Robert C., Matthias Gerspach et Steffen Noehte. « Vibration non-sensitive lithographic system for writing individualized holograms for data storage and security applications ». Dans Microlithography 2005, sous la direction de R. Scott Mackay. SPIE, 2005. http://dx.doi.org/10.1117/12.605320.

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KKoželuhová, Eva, Lenka Zemanová, Radka Wildová et Ondřej Koželuh. « EXPERIENCES OF PARENTS OF FIRST GRADERS IN CZECH REPUBLIC PERCEIVE EDUCATIONAL PROCESS OF READING AND WRITING DURING COVID-19 PANDEMIC ». Dans NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/06.

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"The period of the covid pandemic changed day-to-day full-time teaching into distance learning. Teachers, but also parents without any prior training, had to react immediately. What has long been theoretically talked about professionally, namely the use of digitization of teaching in the online environment, has suddenly become a reality. Long discussions about the innovation of the curriculum for primary schools in terms of the scope and quality of educational content were suddenly solved by the teachers themselves using their professional skills and experience. Most of the surveys show [22], [15] that the teachers handled this situation very responsibly and that it can be stated that they managed it within the specific possibilities. Teachers, parents, and especially first-year primary school pupils had a very specific role during the pandemic, and thus the transition to distance learning. It is for this reason that we focused on this group, in our opinion the most affected by pandemics. The present study describes the experience of parents with distance learning reading and writing in the first grades of primary schools at the time of closing schools in the Czech Republic in the school year 2020/2021. The aim of the survey was to describe the effects of distance learning on the development of initial literacy, the differences between day-to-day and online teaching; problems, challenges, pros and cons that the distance learning period brought. The research was carried out as a multi-case study, in which interviews were conducted with six mothers of children - first-class pupils. The results showed that distance learning did not affect the quality of children's acquisition of reading and writing techniques, it only slowed it down. However, there was a decline in pupils' interest in reading and a disruption of their relationship with education in general. It was difficult for parents to motivate children to learn, to help them in case of difficulties with reading and writing techniques, and to evaluate their learning outcomes. On the other hand, distance learning has made it possible to further individualize education with regard to the needs of children and has deepened cooperation between school and family. Distance learning placed increased demands (physical and mental), especially on mothers, when it was necessary for their intensive involvement in the teaching process. Based on the evaluation of the course of distance learning, the paper brings general recommendations applicable to both distance and full-time teaching reading and writing."
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Kovaleva, A., et Olga Anchugova. « TOPOLOGY OF DISTANT LEARNING PLATFORMS IN ELT ». Dans eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-130.

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Digital educational platforms are widely used in improving the quality of language learning, blended education and managing distance teaching. There are different types of digital platforms which are aimed at specific aspects of language teaching: opened, partly opened and closed. Knowledge of potentials, advantages and disadvantages of these platforms helps to organize the educational process. Many usual methods of teaching can be computerized. Most work that we conduct during language teaching includes reading, writing, listening and grammar exercises can be conducted with the help of digital environment. This technology provides access to the resources any time, makes them available any place and expands opportunities of language learning. Platforms individualize language learning tuning the interface of exercises, speed of work and offering many various tasks with different types of check. They assist students' communication all over the world and make international exchanges possible. Platforms have similar core but each one has some specific features to attract users. Some of them are accessible only for authorized teachers and students. They are closed platforms with strict plan of course and without possibility of change. Partly opened platforms with opportunity of uploading necessary additional materials. Both these platforms are paid but provide participants with course, materials and support. Opened platforms are free and any concerned user can create the course. These platforms are suitable exactly for teachers with much educational material and wish to collect it on one contemporary resource for fast access and updating. Most platforms require different skills and of computer knowledge for manipulating smooth uninterrupted educational process and achieving the aims.
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