Дисертації: "Language of standards"

1

Mims, Pamela J., Angel Lee, Tracie-Lynn Zakas, Diane M. Browder, and L. Bastian. "Teaching to Standards: English Language Arts." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu_books/171.

Повний текст джерела

Анотація:

Research demonstrates high effectiveness with teaching skills that align to grade-level standards. This curriculum provides materials at three literacy levels: object/photo, symbols, and text. Skill areas include persuasive writing, elements of story grammar, and research endeavors. The authors adapted 15 popular works (like Holes, Number the Stars, and Dragonwings) into simplified text with repeated story lines and symbol supports. Genres include fiction, nonfiction, plays, and poetry. The 32 progressive lessons are scripted and incorporate evidencebased teaching procedures. They are organized into four units: Change, Values and Decision Making, Social Justice, and Global Awareness. These themes help students grasp the big ideas as well as specific ELA skills. The curriculum seamlessly integrates traditional formats, like books and manipulatives, with the software and iPad app. This blended approach helps you to teach all students effectively and creates an engaging learning process. In the software and app, students explore eight works of literature through a five-step instructional sequence: preview, vocabulary, read the book, comprehension questions, and story sequence. The curriculum now comes with two new components, including the consumable Daily Writing Journal Student Workbook and the Task Analysis Teacher Extension Book. Curriculum Includes: The Implementation Guide, Alignment to Standards booklet, two Teacher’s Guides, one Assessment Response Book, one Student Response Book, Right On Readers 1 and 2, one Daily Writing Journal Student Book, one consumable Daily Writing Journal Student Workbook, graphic organizers, 250 teaching cards, PDFs on disc with a classroom license for printouts, a Task Analysis Teacher Extension Book, and the Access Language Arts Software and iPad App. Curriculum Plus Includes: the Teaching to Standards: ELA Curriculum plus a total of 10 consumable Daily Writing Journal Student Workbooks, the GoWorksheet Maker iPad App, a set of GoWorksheet activities, samples of communications overlays, four sets of the Right On Readers, and one copy of Holes, We Beat the Street, The Outsiders, Number the Stars, and Dragonwings.
https://dc.etsu.edu/etsu_books/1191/thumbnail.jpg

Стилі APA, Harvard, Vancouver, ISO та ін.

2

DiLoreto, Elizabeth. "American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

3

Bonner, Brooke Alexis. "AMERICAN SIGN LANGUAGE CORE STANDARDS AND EVIDENCE BASED INSTRUCTION." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1397302571.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

4

Neer, Stacia Renee. "How we can help English language learners learn science standards while meeting the English language development standards for the Ontario-Montclair School District." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2599.

Повний текст джерела

Анотація:

This project addresses the needs of English language learners through the context of science. Included is a discussion on how people learn, effective science instruction, and strategies to support learning English in the classroom.

Стилі APA, Harvard, Vancouver, ISO та ін.

5

Fraser, Christopher J. "Similarity and standards : language, cognition, and action in Chinese and western thought /." Thesis, Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20933964.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

6

Hilton, Nanna Haug. "Regional dialect levelling and language standards : changes in the Hønefoss dialect." Thesis, University of York, 2010. http://etheses.whiterose.ac.uk/973/.

Повний текст джерела

Анотація:

This is a sociolinguistic investigation of regional dialect levelling and the role that standardised language plays for this particular type of dialect change. This study combines a quantitative variationist investigation of linguistic variation and change in East Norwegian cities Hønefoss and Oslo with experimental and qualitative studies of attitudinal data in Hønefoss. The aim of the study is to shed light on the role that standard language ideologies play for loss of localised dialects. Varieties of East Norwegian spoken in the small city Hønefoss and the capital city Oslo are becoming increasingly alike. Oslo speech is an influential factor in the loss in Hønefoss of local linguistic variants in variables 3pl personal pronouns and . The force behind the regional dialect levelling is not the Oslo dialect only, however. Overt and covert attitudinal data show that the influence is twofold and that the codified written variety of Norwegian, Bokmål, largely influences speakers’ usage of local variants for linguistic variables stress in loanwords and plural definite article suffixes. The investigation considers linguistic ideals that speakers link to codification of language (correctness), education or the capital city and attest that language that can be linked to all these ideals is becoming more widely used in the East Norway region. Speech that can be linked to the codified variety Bokmål is an overt as well as a covert ideal to speakers in Hønefoss. Covert positive attitudes towards speech from Oslo are also found. This study shows that the social and political context of language must be taken into account in the study of loss of linguistic features. The social meaning of language is crucial in informing us about the social mechanisms behind dialect change.

Стилі APA, Harvard, Vancouver, ISO та ін.

7

Al-Tenaijy, Mozah. "Court Interpreting in the United Arab Emirates: Recruitment Policies, Training Opportunities and Quality Standards." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1448916912.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

8

Youngworth, Laura Roché. "Language Proficiency: Perceptions and Mediated Actions of a Kentucky World Language Educator." UKnowledge, 2014. http://uknowledge.uky.edu/edc_etds/7.

Повний текст джерела

Анотація:

Since the inception of the Kentucky Educational Reform Act in 1990, Kentucky has undergone numerous educational changes. Regarding world languages, recent changes include a new state World Language Standard, a K-12 world language program review, and university language proficiency entrance requirements. These changes create an interesting context in which world language educators negotiate their perceptions and pedagogical choices. This study explored the perceptions, influences, and pedagogical choices of one Kentucky world language educator regarding language proficiency and cultural tools of context, standards and assessments. A constructivist framework guided the case study design. Data collection included interviews, observations, and artifact collection and data analyses followed the comparative analysis process (Yin, 1994; Merriam, 1998). Findings suggest that the participant's perceptions of language proficiency reflect characteristics of the communicative competence language proficiency model of Uso-Juan and Martinez-Flor (2008). In addition, the participant's pedagogical choices regarding context, standards and assessments reflect organizational, policy, and personal influences (Grant, 2003) and characteristics of mediated action (Wertsch, 1998). This study highlights the importance of understanding world language educators' perceptions during a time of contextual change and the need for professional development supporting educators’ pedagogical choices.

Стилі APA, Harvard, Vancouver, ISO та ін.

9

Enbody, Catherine Levander. "Integrating technology into standards-based instruction for second grade English language learners." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2373.

Повний текст джерела

Анотація:

Rapid growth in the use of technology and the need for education reform resulted in the need for educators to integrate technology and standards-based instruction into their daily lessons. The growing number of students whose first language is not English requires a diverse set of teaching strategies and assessments to provide these students with optimal opportunities for achieving high standards.

Стилі APA, Harvard, Vancouver, ISO та ін.

10

Boffy, Holly Franks. "Progression of Elementary Teachers in Implementing Language Arts Common Core State Standards." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/878.

Повний текст джерела

Анотація:

The challenges of implementing the Common Core State Standards at the classroom level resulted in political pushback to the reform initiative after the local media covered poor implementation decisions. This study explored how elementary school teachers and instructional leaders described teachers' progress along the implementation continuum for the standards. The concerns-based adoption model served as the conceptual framework for this study. This multicase study design consisted of 16 interviews of teachers and instructional leaders from 4 schools. Data were analyzed through a process that began with open coding followed by axial coding to identify themes. Teacher collaboration driving implementation progress emerged as a theme. The following needs also emerged: (a) training to make the required instructional shifts, (b) common processes to monitor implementation progress, and (c) aligned resources. The results led to a semester-long professional development project pairing a quality improvement process popular in other fields with the existing professional learning community structure to address the problem. This project built on the implementation progress made through working collaboratively to meet the training needs of the teachers; the project also included mechanisms for monitoring teachers' progress in implementing the standards. The project study provides insight and specific steps for teachers and leaders working to implement the standards. Students will be the ultimate beneficiaries of this project study through improvements in their teachers' instructional practice.

Стилі APA, Harvard, Vancouver, ISO та ін.

11

Dempsey, Michelle L. "Teacher Perceptions of the Effect of Differentiated Instruction on the Standards-Based Report Card in Conjunction with the Common Core State Standards." Thesis, McKendree University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426189.

Повний текст джерела

Анотація:

This study investigated the perceptions of teachers of grades three, four, and five regarding differentiated instruction in conjunction with Standards-Based Report Card as aligned to the Common Core State Standards. The purpose of this study was specifically seeking teacher perceptions on how these phenomenon interact, as well as teacher to parent communication, student awareness of standards, and reassessment practices.

The sample (n = 140) consisted of regular education teachers, grades three, four, and five from districts in both Illinois and Missouri. These districts used a Standards-Based Report Card at one or more of these intermediate grade levels. The participants completed a survey designed to determine teacher perceptions of the effect of differentiated instruction on the Standards-Based Report Card in conjunction with the Common Core State Standards. This survey was developed to answer the six research questions.

The researcher analyzed the data descriptively and inferentially. The researcher concluded that districts need more training and need to promote teacher buy-in. The descriptive results demonstrated teacher perceptions about communication, student awareness, and reassessment. Overall, teachers do not perceive that they are communicating more due to the Standards-Based Report Card. Teachers tend to agree that students are aware of their progress as a result of the Standards-Based Report Card and that they are reassessing in math and ELA. The researcher concluded the study by suggesting recommendations for further research in the area of Standards-Based Report Cards at the intermediate level.

Стилі APA, Harvard, Vancouver, ISO та ін.

12

Cassidy, James P. "A case study of standards-based learning and assessment at the Middlebury College language schools : implications for policy and practice /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055676.

Повний текст джерела

Анотація:

Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 236-267). Also available for download via the World Wide Web; free to University of Oregon users.

Стилі APA, Harvard, Vancouver, ISO та ін.

13

Asay, Danielle Patricia. "What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6192.

Повний текст джерела

Анотація:

Culture is an integral part of the FL classroom, yet teachers often face difficulties when incorporating it into their curricula. This survey study gathered data from teachers of many different languages, including ASL, all at the secondary level in the state of Utah. The study attempts to describe how secondary FL teachers view the role of culture in language teaching. It also details which models, means, or methods teachers use to communicate culture to their students, as well as the amount of culture included in their lesson planning, instruction, and assessment. Factors that contribute to more culture inclusion in the secondary classroom are also discussed. Findings from this study support previous research in the field, but also reveal particular definitions, insights, and dilemmas. These ideas form a basis to suggest pedagogical implications and further research for an effective model of culture integration for the FL teaching profession.

Стилі APA, Harvard, Vancouver, ISO та ін.

14

Schulz, Fawn M. "A critical discourse analysis of current composition theory use in IRA/NCTE standards for the English language arts, Ohio middle school English language arts standards and Ohio state writing assessments." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595859435945569.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

15

Doering-Fiedler, Sara K. "Developing a standards-based curriculum for the St. Anthony Middle School Spanish program." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007doering-fiedlers.pdf.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

16

Dunlea, Jamie. "Validating a set of Japanese EFL proficiency tests : demonstrating locally designed tests meet international standards." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/618581.

Повний текст джерела

Анотація:

This study applied the latest developments in language testing validation theory to derive a core body of evidence that can contribute to the validation of a large-scale, high-stakes English as a Foreign Language (EFL) testing program in Japan. The testing program consists of a set of seven level-specific tests targeting different levels of proficiency. This core aspect of the program was selected as the main focus of this study. The socio-cognitive model of language test development and validation provided a coherent framework for the collection, analysis and interpretation of evidence. Three research questions targeted core elements of a validity argument identified in the literature on the socio-cognitive model. RQ 1 investigated the criterial contextual and cognitive features of tasks at different levels of proficiency, Expert judgment and automated analysis tools were used to analyze a large bank of items administered in operational tests across multiple years. RQ 2 addressed empirical item difficulty across the seven levels of proficiency. An innovative approach to vertical scaling was used to place previously administered items from all levels onto a single Rasch-based difficulty scale. RQ 3 used multiple standard-setting methods to investigate whether the seven levels could be meaningfully related to an external proficiency framework. In addition, the study identified three subsidiary goals: firstly, toevaluate the efficacy of applying international standards of best practice to a local context: secondly, to critically evaluate the model of validation; and thirdly, to generate insights directly applicable to operational quality assurance. The study provides evidence across all three research questions to support the claim that the seven levels in the program are distinct. At the same time, the results provide insights into how to strengthen explicit task specification to improve consistency across levels. This study is the largest application of the socio-cognitive model in terms of the amount of operational data analyzed, and thus makes a significant contribution to the ongoing study of validity theory in the context of language testing. While the study demonstrates the efficacy of the socio-cognitive model selected to drive the research design, it also provides recommendations for further refining the model, with implications for the theory and practice of language testing validation.

Стилі APA, Harvard, Vancouver, ISO та ін.

17

Kantarcioglu, Elif. "Relating an institutional proficiency examination to the CEFR : a case study." Thesis, University of Roehampton, 2012. https://pure.roehampton.ac.uk/portal/en/studentthesis/relating-an-institutional-proficiency-examination-to-the-cefr-a-case-study(1d4a85bd-cc50-4b40-9ac6-1e7e9c23a4f9).html.

Повний текст джерела

Анотація:

The primary aim of this study is to investigate the contributions of the CEFR linking process, as stipulated by the Manual for Relating Examinations to the Common European F ramework of Reference for Languages: learning, teaching, assessment (Council of Europe, 2003), to the validation argument of a university level English language proficiency examination. It also aims to explore the impact of the linking process on the pre-determined or desired level of the examination under study. This study uses both qualitative and quantitative methods to address the above areas and is comprised of three phases. Phase 1 explores every stage of the CEFR linking process as they are being carried out through field notes, interviews, questionnaires and statistics in order to investigate how well the Manual suggestions capture aspects of validity and guide users in this respect. In Phase 2, the study focuses on an overall investigation of the process through a questionnaire after all stages of linking, viz. familiarisation, specification, standardisation and empirical validation, have been conducted. Finally, Phase 3 examines the Manual itself and its suggestions with respect to validation through a critical analysis of the Manual, a questionnaire and interviews. The study showed that the CEFR linking process helps users focus on particularly the context, cognitive and scoring aspects of validity at all stages, but mostly at the standardisation stage of the process. Provided that data are accumulated systematically at different stages, at the end of the linking process, those undertaking a linking study can put forward a complete validation argument for the examination in question. However, the Manual fails to provide a model that guides users in this respect. The iii process also highlights areas to be considered, should the users set out to design or modify an existing examination to measure at the set desired standards.

Стилі APA, Harvard, Vancouver, ISO та ін.

18

Fish, Jo Anna Baarda. "Teachers implementing literacy instruction in a performance-standards environment a collective case study in second grade /." restricted, 2007. http://etd.gsu.edu/theses/available/etd-12032007-131900/.

Повний текст джерела

Анотація:

Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Dana L. Fox, committee chair; Celeste Compton Bates, Joyce E. Many, Amy Seely Flint, Joel Meyers, committee members. Electronic text (165 p. : ill.) : digital, PDF file. Description based on contents viewed Aug, 21, 2008. Includes bibliographical references (p. 142-150).

Стилі APA, Harvard, Vancouver, ISO та ін.

19

Guerrero-Nieto, Carmen Helena. "National Standards for the Teaching of English in Colombia: A Critical Discourse Analysis." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195935.

Повний текст джерела

Анотація:

The spread of English in the world today is not only the result of colonizing campaigns (Canagarajah, 1999, 2005; Pennycook, 1994a, 1998a, 2000; Phillipson, 1992, 2000) but also of the compliance of the governments associated with the "expanding circle" (Kachru, 1986). In part, this compliance is a consequence of the different mechanisms of the circulation of discourse, in particular the idea that speaking English is a sine qua non condition to be a worldwide citizen. Colombia is a good example of this phenomenon, because its national government is implementing a National Bilingualism Project (PNB) where there is an explicit interest in the promotion of English over all other languages spoken in the country. This dissertation is a critical discourse analysis of the handbook Estándares básicos de competencias en lenguas extranjeras: Inglés. Formar en lenguas extranjeras, el reto" (Basic standards for competences in foreign languages: English. Teach in foreign languages: the challenge) published by the Ministry of Education of Colombia. This handbook is aimed at establishing the national standards for the teaching of English in Colombian public schools. The objective of the study is to offer an interpretation of the way in which bilingualism, English, and teachers are constructed through the language used in the handbook. The analysis of data follows Fairclough’s textual analysis and is supported by other written texts and informed by scholarly articles. The analysis of data shows that the official discourse creates a whole new meaning for “bilingualism” since it indexes exclusively the learning of English in Colombia. Along with this, the authors of the handbook perpetuate mainstream concepts and ideas about the symbolic power of English as the one and only necessary tool for academic and economic success. This is achieved by a redundant discourse on the neutrality of English on the one hand, and the benefits it brings to its speakers, on the other. In relation to the portrayal of teachers in this document, the data show that their role is either downplayed or made invisible, which also correlates with the low prestige that school teachers have in Colombia. The study leads to the conclusion that a document that contains national standards for the teaching of a language should include multiple voices where local knowledge gets the same recognition as global knowledge, and where the diversity of the country is represented, respected and promoted. In that way, official institutions would be legislating to benefit the majority of the population, and not the small number of elites of the country.

Стилі APA, Harvard, Vancouver, ISO та ін.

20

Collins-Browning, Amanda Rashelle. "The Language of Mathematics: Virginia Standards of Learning Mathematical Pictionary for Grades K-3." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1874.

Повний текст джерела

Анотація:

My experience teaching in Virginia schools, pacing and aligning instruction to the Virginia Standards of Learning, caused me to recognize the need for a mathematics tool to simplify and transition K-3 mathematics vocabulary usage and instruction. The language of mathematics uses three linguistic tools: words, symbols, and diagrams. Within this thesis I developed an instructional tool, a "Mathematics Pictionary", to accommodate primary grades K-3 and transition mathematical language and vocabulary skills between the primary grades aligned to the instruction and guidelines of the Virginia Standards of Learning. The Pictionary may be used coherently with lesson plans, available from the Virginia Department of Education, for instructional use in teaching mathematical vocabulary usage throughout the primary grade levels, K-3.

Стилі APA, Harvard, Vancouver, ISO та ін.

21

Bowers, Jack. "Language Documentation and Standards in Digital Humanities : TEI and the documentation of Mixtepec-Mixtec." Thesis, Université Paris sciences et lettres, 2020. http://www.theses.fr/2020UPSLP040.

Повний текст джерела

Анотація:

Cette thèse porte sur un projet de documentation linguistique concernant la langue mixtèque de mixtepec (ISO 639-3: mix). Le mixtèque de mixtepec est une langue otomangue essentiellement parlée par une population de 9000-10000 locuteurs dans les municipalités de San Juan Mixtepec dans la région Juxtlahuaca dans l’État d’Oaxaca, Mexique. Elle est aussi parlée par quelques milliers de locuteurs qui résident dans l’État de Baja Californie, Tlaxicao, et Santiago Juxtlahuaca en Mexique. Aux Etats-Unis, elle concerne également différentes populations significatives, en particulier dans les environs de Santa Maria et Oxnard en Californie ainsi que dans les États d’Oregon, Floride, et Arkansas. Les principaux objectifs de ce projet sont a) de créer une collection de ressources langagières pour la langue sous licence ouverte, et la communauté des locuteurs b) évaluer les logiciels, les standards et les procédures utilisés dans le champ de la documentation linguistique par rapport à celles du champ des humanités numériques et c) démontrer comment les directives de la TEI (Text Encoding Initiative) et les technologies liées à XML peuvent être utilisées pour l’encodage, les métadonnées, et pour l’annotation et le traitement d’une collection de ressources lexicales, dans le cas d’une langue pour laquelle peu de sources primaires sont disponibles. Concrètement, les ressources créées sont les suivantes : un dictionnaire multimédia et multilingue (mixtèque, espagnol, anglais) ; une collection d’enregistrements audio publiés et archivés publiquement et ouvertement chez Harvard Dataverse ; un corpus de textes dérivés d’une combinaison de transcriptions de la langue parlée ainsi que des textes annotés conformément aux directives de la TEI ; une description sommaire des caractéristiques linguistiques et lexicales. En raison de l’étendue des données et des ressources produites au cours de ces travaux, cette entreprise est composée d’éléments qui tombent également dans le champ des humanités numériques, de la documentation linguistique, de la linguistique descriptive, et de la linguistique de corpus. De par ces chevauchements disciplinaires et dans le respect des meilleurs pratiques disciplinaires, les travaux décrits dans cette thèse cherchent à combler les fossés entre les questions méthodologiques et techniques de ces différents champs
This project concerns a language documentation project covering the Mixtepec-Mixtec variety of Mixtec (ISO 639-3: mix). Mixtepec-Mixtec is an Oto-Manguean spoken by roughly 9000- 10000 people in San Juan Mixtepec Municipality in the Juxtlahuaca district of Oaxaca, Mexico and by several thousand speakers living in Baja California, Tlaxiaco, Santiago Juxtlahuaca. There are also significant populations in the United States, most notably in California, around Santa Maria and Oxnard, as well as in Oregon, Florida, and Arkansas. The core facets of the work are: the creation a body of linguistic resources for the MIX language and community; the evaluation the current tools, standards and practices used in language documentation; an account of how the TEI and related XML technologies can be used as the primary encoding, metadata, and annotation format for multi-dimensional linguistic projects, including under-resourced languages. The concrete resources produced are: a multilingual TEI dictionary; a collection of audio recordings published and archived on Harvard Dataverse; a corpus of texts derived from a combination of spoken language transcriptions and texts encoded and annotated in TEI, as well as linguistic and lexicographic descriptions and analyses of the Mixtepec-Mixtec language. Due to the array of different data and resources produced, this project has components that equally fall within the fields of: digital humanities, language documentation, language description and corpus linguistics. Because of this overlapping relevance, over the processes of attempting to carry out this work in line with best practices in each sub-field, this work addresses the need to further bring together the intersecting interests, technologies, practices and standards relevant to, and used in each of these related fields

Стилі APA, Harvard, Vancouver, ISO та ін.

22

Maloney, Katherine Anne. "A writer's workshop approach to teaching the California English-language arts standards in writing." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1713.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

23

Ferch, Taryn. "Goal one, communications standards for learning Spanish and level one Spanish textbook activities a content analysis /." Akron, OH : University of Akron, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1123082750.

Повний текст джерела

Анотація:

Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies, 2005.
"August, 2005." Title from electronic dissertation title page (viewed 12/18/2005) Advisor, Susan Kushner Benson; Committee members, Susan Colville-Hall, Catharine Knight, Lynn Smolen, Matt Wyszynski; Department Chair, Walter Yoder, Jr.; Dean of the College, Patricia Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Стилі APA, Harvard, Vancouver, ISO та ін.

24

Lewis, Linda Kathleen. "Public Standards/Personal Standards: A Descriptive Study of Eighth Grade Students' Selection Processes for Writing Samples to Include in an Assessment Portfolio." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277637/.

Повний текст джерела

Анотація:

The purpose of this study was to describe the criteria that students reported using when selecting writing samples for an assessment portfolio. Specifically, the study involved content analysis of student responses to five prompts which asked the students to give selection criteria for writing samples in language arts portfolios prepared for assessment. The population consisted of twelve eighth grade students in three urban middle schools. The students were in classes that were participating in the New Standards Portfolio Assessment Field Trial. In addition to the responses to prompts, students also submitted writing samples to be scored using New Standards rubrics. The writing samples were evaluated to determine if the students successfully selected pieces of their writing to provide evidence of standards attainment. Through the analysis of the student responses to the prompts, two categories of selection criteria were noted. Public standards were the standards that corresponded with the criteria that were presented to the students through their use of New Standards performance standards, portfolio exhibit requirements, and entry slips. Personal standards were criteria that did not correspond to the published criteria presented to the students. Ten sub-categories were identified. These ten sub-categories became the instrument for analysis and tabulation of the students' reported criteria for selecting writing samples for their portfolios. Findings indicated that students were willing to use the public standards and that they used them more frequently than personal standards in justifying selections for the assessment portfolio. However, student identification of appropriate criteria did not guarantee that the writing samples that the student submitted received scores that would indicate standards attainment.

Стилі APA, Harvard, Vancouver, ISO та ін.

25

Kosoff, Zoe M., and Zoe M. Kosoff. "Register variation in Arabic translations of the WPAI: Balancing localization standards and Arabic language norms." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/626393.

Повний текст джерела

Анотація:

How does localized translation relate to the Arabic language? According to the Localization Industry Standards Association, localization “involves taking a product and making it linguistically and culturally appropriate to the target locale (country/region and language) where it will be used and sold,” (Esselink 2000a, p. 3). In monoglossic situations, localized translation involves producing translations that reflect regional language variation. Localizing Arabic translations presents a greater challenge because the Arabic language is characterized by both register variation and regional variation (Badawi 1973/2012; Bassiouney 2009; Ferguson 1959/1972). Existing literature addresses both localized translation and Arabic translation, but does not address localized Arabic translation specifically. Within the field of outcomes research, a public health subfield that studies patient populations health and well-being, prior studies that analyze Arabic translations of outcomes research documentation focus solely on the validity of universal, not localized translations. Studies in other specialized fields such as law also fail to include analysis of localized Arabic translation. This study analyzes register and regional variation in one universal and twenty-seven localized Arabic translations of the Work Productivity and Activity Impairment Questionnaire (WPAI), a clinical outcome assessment that is frequently localized for use in internationally sited clinical trials (Margaret Reilly Associates 2013). To determine the degree to which the Arabic WPAIs are localized, twenty-one variables including linguistic lexical items, morphological forms, and syntactic structures were coded as either salient Modern Standard Arabic (MSA) or localized. Localized variables include salient Levantine Arabic (LA), Gulf Arabic (GA), and Egyptian Arabic (EA) features, shared MSA/LA/GA/EA variables and simplified variables. Then residual analysis of the expected and observed frequencies of each variable determined the overall degree of localization for each variable. Results indicate that salient MSA variables and localized variables are used in all twenty-eight WPAIs while localized salient LA, GA, and EA variables are completely absent. Although the inconsistent use of localized shared and simplified variables throughout the one universal and twenty-seven L-, G-, and E-WPAIs indicates that localization standards are met inconsistently, all twenty-eight WPAIs are successful within a functionalist framework because the use of salient MSA, shared, and simplified variables ensures that the text is accessible to a lay audience, which is the ultimate function of the target text (TT). This study sheds light on the inherent challenges of localized Arabic translation, which is caught between localization standards and Arabic language norms. Motivations for using salient MSA, shared, and simplified variables are discussed and implications of this study include improving methods for producing localized Arabic translations.

Стилі APA, Harvard, Vancouver, ISO та ін.

26

O'Neill, Ciarán. "Teaching Standards or Standard Teaching? : An analysis of the Swedish national curriculum for English at upper-secondary school level." Thesis, Södertörn University College, Lärarutbildningen, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-694.

Повний текст джерела

Анотація:

English is the most expansionist language in the world today. Currently, native speakers are outnumbered by non-native speakers by a ratio of 3:1, a ratio that is set to grow to 10:1 within the next ten years. One of the consequences of a language growing so rapidly is that its new users tend to ignore already accepted standards. In what linguists refer to as the outer and expanding circles of English-speakers (mainly in Africa and Asia) new varieties and standards of English are now being invented.

In this study, the effects of the current expansion of English on the teaching of English in Swedish upper-secondary schools are explored. Questions raised include: Should teachers of English in Sweden reflect the changing nature of English in their teaching? Should they readily adopt the New Englishes that are emerging or should they teach with the standard they have always used? The national curriculum for the teaching of English in Sweden is discussed in some detail. The guidelines therein are evaluated in terms of their ability to capture the changing face of English as well as their ability to give solid guidance to teachers in a classroom situation.

Findings derive from linguistic literature and from interviews conducted with English teachers at upper-secondary level. One of the main conclusions of the study is that whilst the national curriculum recognises the global diversity of English, its goals are overambitious in what it tries to achieve and thus it fails to provide teachers with practical guidance in their day-to-day teaching. A recommendation, therefore, is that the curriculum should be clearer in spelling out the importance of adhering to native standard varieties of English. However this does not mean that teachers should ignore the cultural diversity of the English-speaking world.

Стилі APA, Harvard, Vancouver, ISO та ін.

27

Millard, Michelle. "Problem-based learning: meeting the common core state standards for grade 9/10 english language arts." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/883.

Повний текст джерела

Анотація:

Each of these four units use the exemplar texts outlined by CCSS and highlight four different genres in Literature: Fiction, Nonfiction, Poetry, and Drama.; The purpose of this project design Problem- Based Learning (PBL) Units that would meet the Common Core State Standards (CCSS) for a 9/10 grade English Language Arts (ELA) classroom. The CCSS, newly adopted into Florida public schools, were created to provide students with the skills necessary to be successful in both higher education and ultimately, the global economy. PBL has been practiced in some of the country's leading medical schools for decades, and recently, has begun to play a leading role in designing math and science curricula. Until now, few attempts have been made incorporating the structures of Problem- Based Learning into the secondary English Language Arts classroom. My intention in tapping PBL was to utilize a tool that would foster critical thinking skills and create real world relevance in the curriculum for my future ELA students. With the ever increasing shift into a more inquiry- based teaching approach in today's schools, these units will not only meet the CCSS, but they will provide real world application in both research and collaborative learning. PBL utilizes an "ill-structured scenario" that provides the student with a role that gives them ownership into solving a problem (Lambros, 2004). In order to create these scenarios, I examined the 9/10 Grade exemplars offered throughout the CCSS. I then used the CCSS to identify which standards would be met by each unit. I also evaluated the Brevard County District calendar to identify the constraints on time that a teacher might typically encounter in the classroom. The result is four PBL units that meet the CCSS for Grade 9/10 English Language Arts. I developed these units with the idea that they would be the main methods of instruction in an ELA classroom and therefore provided time frames for each unit to be completed. The time frames account for research, project completion and presentation.
B.S.
Bachelors
Education and Human Performance
Teaching, Learning and Leadership

Стилі APA, Harvard, Vancouver, ISO та ін.

28

Newman, Charles. "Tthe alignment of response to intervention with the Common Core State Standards for English language arts." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665662.

Повний текст джерела

Анотація:

The purpose of this qualitative exploratory research study was to examine the perceptions of K-12 educational leaders who have experience related to Response to Intervention (RtI) and Common Core State Standards (CCSS). This study was guided by the following three research questions: 1. What do K-12 educational leaders who have systems knowledge and experience, related to Response to Intervention and CCSS, perceive as the potential modifications needed to align the assessment components (universal screening and progress monitoring) of Response to Intervention with the CCSS for Language Arts? 2. What do K-12 educational leaders who have systems knowledge and experience, related to RtI and the CCSS, perceive as challenges that may result from any modifications to the assessment components needed to aligning the assessment components of RtI with the CCSS for Language Arts at? 3. What strategies do K-12 educational leaders who have systems knowledge and experience, related to RtI and CCSS, perceive might be utilized to address any challenges regarding aligning the assessment components (universal screening and progress monitoring) of RtI with the CCSS for Language Arts?

This research study utilized a qualitative exploratory design and involved eight educational leaders from Southern California. The findings from this study supported five practice recommendations. The first recommendation was for LEAs to develop a shared vision in regards to the role of RtI in supporting the CCSS for ELA. The second recommendation was for LEAs to develop teams of stakeholders to participate in the development of a comprehensive plan, throughout all phases of implementation, to align their RtI assessment tools to the CCSS for ELA. The third recommendation was for LEAs to develop RtI assessment tools that aligned to the CCSS for ELA. The fourth recommendation was for LEAs to select a College and Career Readiness (CCR) or 21st century framework, in order to help teachers to support the CCR skills embedded in the CCSS. The fifth recommendation was for LEAs to create strategic professional development plans to ensure that teachers receive adequate training to teach the College and Career Readiness skills embedded in the CCSS for ELA.

Стилі APA, Harvard, Vancouver, ISO та ін.

29

Mims, Pamela J., and Linda Schreiber. "English-Language Arts Instruction Aligned to Standards for Middle School Students With Moderate-to-Severe Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/187.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

30

Sharp, L. Kathryn, and Melody Hobbs. "Teaching Young Writers: Making It Work with the New Standards." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4261.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

31

CARVALHO, MONICA TORREAO. "5 CS AND 1 CONTEXT: AN EXPERIENCE IN TEACHING PORTUGUESE AS FOREIGN LANGUAGE ACCORDING TO USA STANDARDS FOR THE TEACHING OF FOREIGN LANGUAGE - SFLL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7086@1.

Повний текст джерела

Анотація:

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Esta dissertação tem por objetivo analisar, a partir dos conceitos de contexto e identidade nacional, os parâmetros norte- americanos para aprendizagem de língua estrangeira - Standards for Foreign Language Learning - conhecido como os 5 Cs do ensino de línguas estrangeiras, documento elaborado pelas principais associações e conselhos de ensino de LE dos Estados Unidos da América, . Esta análise tem como eixo orientador o relato de uma experiência de ensino de português, por um ano letivo, em Boston College, com o qual busca-se perceber as implicações das propostas do documento para o desenvolvimento de um programa de ensino de português como língua estrangeira - PLE.
This dissertation aims to analyze through the concepts of context and cultural identity the Standards for Foreign Language Learning, a document elaborated for the development of national content standards for foreign language education in the United States of America, as a collaborative project of ACTFL and eight others important foreign language associations. The analysis is oriented by the description of a two semester experience of teaching Portuguese as foreign language at Boston College. Such description intends to point out the implications of the document for the development of a Portuguese as foreign language curriculum.

Стилі APA, Harvard, Vancouver, ISO та ін.

32

Kulsiri, Supanit, and n/a. "A Critical Analysis of the 2001 National Foreign Language Standards-Based Curriculum in the Thai School System." University of Canberra. Education & Innovation, 2006. http://erl.canberra.edu.au./public/adt-AUC20070813.123324.

Повний текст джерела

Анотація:

The status of English language has increased over the years as a tool for international communication. The Thai government emphasises that English language education has now become part of the full driving force for national development. This research implies that in order to cultivate Thai learners of English to meet social demands, sound theoretical and coherent philosophical bases of curriculum are essential in the curriculum planning process. This research analyses the new official English language curriculum for the Thai school system: "English language learning strands and standards under Basic Education curriculum 2001" (English language standards-based curriculum, ESB Curriculum), which in 2001 was promulgated as the new official English language curriculum. This research reveals both the coherence and incoherence of the theoretical and philosophical bases of the Thai ESB curriculum, identifies strengths and weaknesses of the curriculum and makes recommendations for curriculum revision and curriculum development that could result in positive and effective changes in English language teaching and learning in Thailand. This thesis rests on the premise that principles underlying decisions made in curriculum planning will have a major impact on the effectiveness of the curriculum. It follows that difficulties with foreign language education nowadays are a consequence of the incoherence of philosophical, theoretical, and social bases of curriculum design. This research analyses the English language curriculum by asking questions about who was involved in the curriculum planning process and what were the decisionmaking mechanism and processes involved in its planning. The research is different from other research in curriculum studies in Thailand that aim only at curriculum implementation and evaluation. Three sources of data have contributed to the analysis of the curriculum: curriculum-related documents, interviews with the curriculum committees, and interviews and questionnaires with school teachers. The analysis has shown that (1) the curriculum was developed with input from numerous experts and various groups of stakeholders which affected the underlying principles, philosophical and theoretical bases of education and English language teaching and learning; (2) the theoretical and philosophical bases of the curriculum were found to be incoherent among curriculum elements; (3) the curriculum has problems at the level of meaning and this has led to the difficulty of conveying the philosophy of Thai education to the school level. The study has found that the incoherence of the theoretical underpinnings of the curriculum elements leads to misunderstanding, misinterpretation and misuse of the curriculum. The implication for future research is to stress a critical literacy approach to English language education and curriculum development. In this way, English language is seen as a language for empowerment, knowledge enhancement, social development and development of learners as a part of Globalisation and Information Age in the 2 lst Century as also stated in the Thai National Education Act 1999.

Стилі APA, Harvard, Vancouver, ISO та ін.

33

Chippa, Onaiza. "Using Picturebooks to Enhance Third Grade Science Instruction and Meet the English Language Arts Core State Standards." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1549.

Повний текст джерела

Анотація:

Teachers are constantly being asked to use innovative ways to teach core subjects, especially science. Teachers need to get students engaged and actively learning, at all times and that is not an easy task. The purpose of this project was to explore the use of quality children’s literature in enhancing science instruction in the third grade curriculum while implementing and helping students meet the English Language Arts Common Core State Standards (ELA CCSS). I researched how using children’s literature in the science curriculum may be beneficial for students. I have created a handbook that third grade teachers can use as a resource to enhance their science curricula. This handbook breaks down the four bodies of knowledge (Life Science, Earth and Space Science, Physical Science, and Nature of Science) and eleven big ideas for the third grade NGSSS. It includes titles and short descriptions of picturebooks that relate to those benchmarks. It also relates the third grade science benchmarks to the ELA CCSS through activities teachers can use to teach any given benchmark.
B.S.
Bachelors
Education and Human Performance
Teaching, Learning and Leadership

Стилі APA, Harvard, Vancouver, ISO та ін.

34

Coombes, Sharon-Marie. "Factors which may improve standards of speech and language in the first year of Key Stage 1." Thesis, University of Brighton, 2007. https://research.brighton.ac.uk/en/studentTheses/c2a61c73-9df9-4c48-95bc-407af9ef4f04.

Повний текст джерела

Анотація:

Using case study method comprising multiple cases developed over three years, this. research identifies and explores factors which may have a positive impact on the standards of speech and language of children in the first year of Key Stage 1 in one school serving an area of high socia-economic deprivation. The study is framed within the context of national concern regarding the perceived low level of children's speech and language skills on entry to Nursery and Reception classes, alongside the project school's perception of the failure of the National Literacy Strategy and the more recent Primary Strategy to address and redress this problem during the lifetime of this research. Sharie Coombes EdD 2007 Abstract: Factars which may improve standards of speech and language in the first year of K51 The research identifies the critical role of oracy in language development and tracks three. Year 1 cohorts by measuring the impact on the children's speech and language scores of a specifically devised teaching intervention and a Foundation Stage approach to curriculum delivery. Interpretation of the numerical results is developed through the analysis of qualitative data from interviews, observations, document scrutiny and description of the intervention. The findings suggest that the re-instatement of a less formal, constructivist, oral-rich early years curriculum, up to and including Year 1, which includes dedicated time for supporting children's language skills through social interaction may positively contribute to improved standards of speech and language, to improved learning in literacy, to children's attitude to learning as well as to their view of their own learning competence. The thesis argues that a too-early start to formal literacy learning actually impedes effective language development. It is suggested that the implementation of the revised Strategy Frameworks should encourage schools to decide when to introduce formal teaching of literacy on the basis of their learners' perceived needs.

Стилі APA, Harvard, Vancouver, ISO та ін.

35

Dolezal, Ashley Gayle. "International public relations : perceptions of the effects of language usage and culture on codes of professional standards." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/722.

Повний текст джерела

Анотація:

This -study identifies how language usage and culture affect international PR practitioners in three Western cultures-- America, England and Australia. Likewise, this study examined how language usage and culture affect three major PR organizations-- PRSA in America, CIPR in England and PRIA in Australia. Content analysis and in-depth interviews were conducted with PR practitioners and members of all three PR organizations to address the following three research questions: (1) What is the impact of language usage on the ethics and professional practice of professional public relations? (2) What is the impact of culture on the ethics and professional practice of professional public relations? and (3) How does language usage and culture effect the professional practice of international organizations?

Стилі APA, Harvard, Vancouver, ISO та ін.

36

Reeves, Cynthia. "HIGH STANDARDS FOR ALL STUDENTS? THE KENTUCKY EDUCATION REFORM ACT AND IMMIGRANT HIGH SCHOOL STUDENTS." Lexington, Ky. : [University of Kentucky Libraries], 2004. http://lib.uky.edu/ETD/ukyanth2004d00170/CRdis.pdf.

Повний текст джерела

Анотація:

Thesis (Ph. D.)--University of Kentucky, 2004.
Title from document title page (viewed Jan. 6, 2005). Document formatted into pages; contains ix, 224p. : ill. Includes abstract and vita. Includes bibliographical references (p. 200-220).

Стилі APA, Harvard, Vancouver, ISO та ін.

37

Ferch, Taryn L. "Goal One, Communication Standards for Learning Spanish and Level One Spanish Textbook Activities: A Content Analysis." University of Akron / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=akron1123082750.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

38

Love, Beverly Joyce. "The Inclusion of Bloom's Taxonomy in State Learning Standards: A Content Analysis." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1791777751&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.

Повний текст джерела

Анотація:

Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009.
"Department of Curriculum and Instruction." Keywords: Bloom's taxonomy, English language arts, Higher order thinking skills, Learning standards, Taxonomic levels, Taxonomies, Bloom, Benjamin S. Includes bibliographical references (p. 129-151). Also available online.

Стилі APA, Harvard, Vancouver, ISO та ін.

39

Milhorn, Edward Robert. "An application of contemporary technical writing standards to Benjamin Franklin's works." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0716104-160527/unrestricted/MilhornE080204f.pdf.

Повний текст джерела

Анотація:

Thesis (M.A.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0716104-160527 Includes bibliographical references. Also available via Internet at the UMI web site.

Стилі APA, Harvard, Vancouver, ISO та ін.

40

Frizzell, Matthew. "Maryland Educators’ Perceptions of Informational Reading and Nonfiction Writing Instruction during the Implementation of the Common Core State Standards." Thesis, The George Washington University, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=27668370.

Повний текст джерела

Анотація:

The Common Core State Standards for English Language Arts (CCSS-ELA) call for a greater focus on informational reading and nonfiction writing during high school instruction. The ELA standards assume that teaching reading and writing will become a shared responsibility within a school and include standards for teachers of science and social studies as well as English. However, not all teachers may be prepared to incorporate informational reading and nonfiction writing into their curriculum and instruction. Using a basic qualitative research methodology, this study examined how educators in one Maryland school district—including English, science, and social studies teachers and school administrators—made sense of the CCSS-ELA and how these educators worked, or did not work, to incorporate more informational reading and nonfiction writing into their classrooms. Educators’ understanding of the CCSS-ELA was shaped, in part, by their district’s curriculum frameworks and a district-required literacy project. This study found (a) that while most of the educators interviewed supported the Common Core, teachers were generally overwhelmed with multiple competing or conflicting polices that made it difficult to focus on implementing the standards; (b) educators had mixed responses to the district-offered supports intended to help them implement the CCSS-ELA; (c) the departmentalization inherent in most high school structures limited collaboration around the standards among teachers of different subjects (d) improving student writing proved to be particularly difficult. The study suggests a need for increased policy alignment at the district and state levels to facilitate implementation of key aspects of the Common Core. Another implication is the continued need for differentiated professional development and other implementation supports based on the subject taught and level of teacher experience.

Стилі APA, Harvard, Vancouver, ISO та ін.

41

Zenasni, Sarah. "Extraction d'information spatiale à partir de données textuelles non-standards." Thesis, Montpellier, 2018. http://www.theses.fr/2018MONTS076/document.

Повний текст джерела

Анотація:

L’extraction d’information spatiale à partir de données textuelles est désormais un sujet de recherche important dans le domaine du Traitement Automatique du Langage Naturel (TALN). Elle répond à un besoin devenu incontournable dans la société de l’information, en particulier pour améliorer l’efficacité des systèmes de Recherche d’Information (RI) pour différentes applications (tourisme, aménagement du territoire, analyse d’opinion, etc.). De tels systèmes demandent une analyse fine des informations spatiales contenues dans les données textuelles disponibles (pages web, courriels, tweets, SMS, etc.). Cependant, la multitude et la variété de ces données ainsi que l’émergence régulière de nouvelles formes d’écriture rendent difficile l’extraction automatique d’information à partir de corpus souvent peu standards d’un point de vue lexical voire syntaxique.Afin de relever ces défis, nous proposons, dans cette thèse, des approches originales de fouille de textes permettant l’identification automatique de nouvelles variantes d’entités et relations spatiales à partir de données textuelles issues de la communication médiée. Ces approches sont fondées sur trois principales contributions qui sont cruciales pour fournir des méthodes de navigation intelligente. Notre première contribution se concentre sur la problématique de reconnaissance et d’extraction des entités spatiales à partir de corpus de messages courts (SMS, tweets) marqués par une écriture peu standard. La deuxième contribution est dédiée à l’identification de nouvelles formes/variantes de relations spatiales à partir de ces corpus spécifiques. Enfin, la troisième contribution concerne l’identification des relations sémantiques associées à l’information spatiale contenue dans les textes. Les évaluations menées sur des corpus réels, principalement en français (SMS, tweets, presse), soulignent l’intérêt de ces contributions. Ces dernières permettent d’enrichir la typologie des relations spatiales définies dans la communauté scientifique et, plus largement, de décrire finement l’information spatiale véhiculée dans les données textuelles non standards issues d’une communication médiée aujourd’hui foisonnante
The extraction of spatial information from textual data has become an important research topic in the field of Natural Language Processing (NLP). It meets a crucial need in the information society, in particular, to improve the efficiency of Information Retrieval (IR) systems for different applications (tourism, spatial planning, opinion analysis, etc.). Such systems require a detailed analysis of the spatial information contained in the available textual data (web pages, e-mails, tweets, SMS, etc.). However, the multitude and the variety of these data, as well as the regular emergence of new forms of writing, make difficult the automatic extraction of information from such corpora.To meet these challenges, we propose, in this thesis, new text mining approaches allowing the automatic identification of variants of spatial entities and relations from textual data of the mediated communication. These approaches are based on three main contributions that provide intelligent navigation methods. Our first contribution focuses on the problem of recognition and identification of spatial entities from short messages corpora (SMS, tweets) characterized by weakly standardized modes of writing. The second contribution is dedicated to the identification of new forms/variants of spatial relations from these specific corpora. Finally, the third contribution concerns the identification of the semantic relations associated withthe textual spatial information

Стилі APA, Harvard, Vancouver, ISO та ін.

42

Godwin, Scott Douglas. "Gender issues, core curriculum, and statewide content standards." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2100.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

43

Cooper, A. K. (Antony Kyle). "Standards for exchanging digital geo-referenced information." Diss., University of Pretoria, 1993. http://hdl.handle.net/2263/23151.

Повний текст джерела

Анотація:

The purpose of this dissertation is to assess digital geo-referenced information and standards for exchanging such information, especially the South African National Exchange Standard (NES). The process of setting up a standard is exacting. On the one hand, the process demands a thorough scrutiny and analysis of the objects to be standardised and of all related concepts. This is a prerequisite for ensuring that there is unanimity about their meaning and inter-relationships. On the other hand, the process requires that the standard itself be enunciated as succinctly, comprehensibly and precisely as possible. This dissertation addresses both these facets of the standards process in the context of standards for exchanging digital geo-referenced information. The dissertation begins with an analysis of geo-referenced information in general, including digital geo-referenced information. In chapters 2 and 3, the various aspects of such information are scrutinised and evaluated in more detail. The examination of concepts is backed up by a comprehensive Glossary of terms in the domain under discussion. Chapter 4 examines the nature of standards. It also proposes a novel way to approach a standard for the exchange of digital geo-referenced information: namely, that it can be viewed as a language and can accordingly be specified by a grammar. To illustrate the proposal, NES is fully specified, using the Extended Backus-Naur Form notation, in an Appendix. Apart from the advantages of being a succinct and precise formal specification, the approach also lends itself to deploying standard tools such as Lex and yacc for conformance testing and for developing interfaces to NES, as illustrated in a second appendix. As a final theme of the dissertation, an evaluation of such standards is provided. Other standards that have been proposed elsewhere for purposes similar to that of NES are surveyed in chapter 5. In chapter 6, features of NES are highlighted, including the fact that it takes a relational approach. Chapter 7 concludes the dissertation, summarising the work to date, and looking ahead to future work. AFRIKAANS : Die doel van hierdie verhandling is om versyferde geo-verwysde inligting en standaarde vir die uitruil van sulke inligting te ondersoek, met spesifieke verwysing na die Suid- Afrikaanse Nasionale Uitruilstandaard (NES). Die proses om ’n standaard op te stel is veeleisend. Aan die een kant vereis die proses ’n volledige bestudering en ontleding van die objekte wat gestandaardiseer gaan word, asook van al die verwante konsepte. Hierdie is ’n voorvereiste om te verseker dat daar oor hul betekenisse en onderlinge verwantskappe eenstemmigheid bestaan. Aan die ander kant vereis die proses dat die standaard so kernagtig, volledig en presies moontlik gestel moet word. Hierdie verhandeling spreek beide hierdie fasette van die standaardiseringsproses aan, en wel in die konteks van standaarde vir die uitruil van versyferde geo-verwysde inligting. Dié verhandling begin met ’n oorhoofse analise van geo-verwysde inligting, insluitend versyferde geo-verwysde inligting. In hoofstukke 2 en 3 word verskeie aspekte van dié inligting in meer detail ondersoek en geëvalueer. Hierdie ondersoek van konsepte word deur ’n omvattende woordelys van terme in die veld onder bespreking gesteun. Hoofstuk 4 ondersoek die aard van standaarde. Dit stel ook ’n nuwe manier voor om ’n standaard vir die uitruil van versyferde geo-verwysde inligting te benader, naamlik dat dit as ’n taal beskou kan word, en dat dit gevolglik deur middel van ’n grammatika gespesifiseer kan word. Om die voorstel te illustreer, word NES volledig in ’n aanhangsel deur middel van die Uitgebreide Backus-Naur Vorm notasie gespesifiseer. Afgesien van die voordeel van ’n kernagtige en presiese formele spesifikasie, ondersteun die benadering ook standaardgereedskap soos Lex en yacc wat vir konformeringstoetsing en vir NES koppelvlakke gebruik kan word, soos in ’n tweede aanhangsel illustreer word. As ’n finale tema van die verhandeling word ’n evaluasie van tersaaklike standaarde voorsien. Standaarde wat elders vir soortgelyke doeleindes aan dié van NES voorgestel is, word oorsigtelik in hoofstuk 5 beskou. In hoofstuk 6 word kenmerkende eienskappe van NES uitgelig, insluitend die feit dat dit op ’n relasionele benadering gebaseer is. Hoofstuk 7 sluit die verhandeling af met ’n opsomming van werk tot op datum en ’n blik op toekomstige werk.
Dissertation (MSc)--University of Pretoria, 1993.
Computer Science
unrestricted

Стилі APA, Harvard, Vancouver, ISO та ін.

44

Papageorgiou, Spiros. "Setting performance standards in Europe the judges' contribution to relating language examinations to the common European framework of reference." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504193.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

45

Crews, Charla Faulkner. "The effects of using Bloom's Taxonomy to align reading instruction with the Virginia Standards of Learning Framework for English." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

46

Sharp, L. Kathryn, and Melody Hobbs. "Supporting Writing in Early Childhood Classrooms: Making It Work with the New Standards." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4264.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

47

Wilson, Jessica E. "Third Grade Students’ Perceptions of Reading Motivation and the Implementation of Informational Text with the English Language Arts Common Core State Standards." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426511595.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

48

Lenssen, Emily Bucknor. "High school English teachers and ELLs in the mainstream : perceptions, accomodations and supports for their work in an era of standards-based reform /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7561.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

49

Sofija, Maričić. "Самовредновање као детерминанта квалитета педагошког рада школе". Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=101007&source=NDLTD&language=en.

Повний текст джерела

Анотація:

У овом раду теоријски и истраживачки се анализира појам и процессамовредновања као сегмент утицаја на унапређење квалитета педагошког рада школе.У теоријском делу рада утврђују се појмови квалитета, стандарда, вредновања исамовредновања и њихов међусобни однос у систему педагошког рада школе. Процессамовредновања рада школе се детаљније одређује у односу на епистемолошку иметодолошку заснованост. Приказани су и детаљно анализирани Стандарди квалитетаваспитно-образовне установе који се примењују у процесу самовредновања рада школе.Реализовано истраживање је емпиријско и претежно дескриптивног карактера.Основни предмет овог истраживања је утврђивање и анализа ставова наставника оутицају установљеног система самовредновања на квалитет педагошког рада школе,као и развијање конкретних предлога промена у систему самовредновања педагошкограда школе које утичу на континуирани развој и подизање квалитета рада школе.Истраживањем је утврђено да наставници нису у довољној мери упознати саСтандардима квалитета рада школе (школски програм и годишњи план рада, настава иучење, образовна постигнућа ученика, подршка ученицима, етос, организација радашколе и руковођење и ресурси) и не примењују континуирано процес самовредновања усвојој педагошкој пракси. Утврђено је да наставници процењују значај самовредновањаза унапређење квалитета рада школе и дају конкретне предлоге за побољшањеметодологије овог процеса.На основу анализе теоријског и истраживачког дела студије, начињен је низконкретних предлога са циљем унапређења испитиваних аспеката процесасамовредновања рада школе
U ovom radu teorijski i istraživački se analizira pojam i processamovrednovanja kao segment uticaja na unapređenje kvaliteta pedagoškog rada škole.U teorijskom delu rada utvrđuju se pojmovi kvaliteta, standarda, vrednovanja isamovrednovanja i njihov međusobni odnos u sistemu pedagoškog rada škole. Processamovrednovanja rada škole se detaljnije određuje u odnosu na epistemološku imetodološku zasnovanost. Prikazani su i detaljno analizirani Standardi kvalitetavaspitno-obrazovne ustanove koji se primenjuju u procesu samovrednovanja rada škole.Realizovano istraživanje je empirijsko i pretežno deskriptivnog karaktera.Osnovni predmet ovog istraživanja je utvrđivanje i analiza stavova nastavnika outicaju ustanovljenog sistema samovrednovanja na kvalitet pedagoškog rada škole,kao i razvijanje konkretnih predloga promena u sistemu samovrednovanja pedagoškograda škole koje utiču na kontinuirani razvoj i podizanje kvaliteta rada škole.Istraživanjem je utvrđeno da nastavnici nisu u dovoljnoj meri upoznati saStandardima kvaliteta rada škole (školski program i godišnji plan rada, nastava iučenje, obrazovna postignuća učenika, podrška učenicima, etos, organizacija radaškole i rukovođenje i resursi) i ne primenjuju kontinuirano proces samovrednovanja usvojoj pedagoškoj praksi. Utvrđeno je da nastavnici procenjuju značaj samovrednovanjaza unapređenje kvaliteta rada škole i daju konkretne predloge za poboljšanjemetodologije ovog procesa.Na osnovu analize teorijskog i istraživačkog dela studije, načinjen je nizkonkretnih predloga sa ciljem unapređenja ispitivanih aspekata procesasamovrednovanja rada škole
This study deals with theoretical and research analyzes of concept and process of selfevaluation,as an important part of influence on improving the quality of pedagogical work ofthe school. In the theoretical part of study were defined the concepts of quality, standards,assessment and self-evaluation and their relationship in the system of pedagogical school work.The process of self-evaluation of school work in more detail was determined in relation to theepistemological and methodological foundation. Standards of quality of educationalinstitutions were presented and analyzed in detail, that were applied in the process of selfevaluationof school work.The research was based mainly on empirical and descriptive method. The main objectof this research is the identification and analysis of teachers' views on the impact of theestablished system of self-evaluation on the quality of the educational work of the school, andto develop concrete proposals of changes in the system of self-evaluation of pedagogical schoolwork affecting the continued development and improving the quality of school work.The study found that teachers are not sufficiently familiar with the Standards of qualityof education (school program and annual working plan, teaching and learning, the educationalachievements of pupils, support for pupils, ethos, organization and management of school workand resources) and do not apply continuous process of self-evaluation in their pedagogicalpractice. It was found that teachers assess the importance of self-evaluation to improve thequality of school work and give concrete proposals for improvement of the methodology of thisprocess.Based on the analysis of theoretical studies and research work, this study made a seriesof concrete proposals aimed at improving the investigated aspects of the process of selfevaluationof school work.

Стилі APA, Harvard, Vancouver, ISO та ін.

50

Hardy, Sandra L. "Constructing Exemplary Practice in the Teaching of Writing and Professional English Language Arts Standards: Implications for Novice Special Education Teachers." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/467.

Повний текст джерела

Анотація:

This qualitative dissertation research explored the case studies of four novice special education teachers who were the primary instructors for English language arts for students in grades three through eight with an I.E.P. This study addressed the teachers' perspectives, beliefs, practices, and related induction needs concerning their construction of exemplary practice in the teaching of wtiting. Exemplary writing instruction is defined by the inclusion of (a) the professional standards found in the state of Illinois Professional Teaching Standards, Illinois English Language Arts Standards for All Teachers and (b) the Exceptional Needs Specialist Standards of the National Board for Professional Teaching Standards. Data were obtained over the course of three months from audio-taped, semi-structured interviews, three full class period non-participant observations, and an open-ended written questionnaire addressing the following primary research questions: (1) How do the descriptions by special education teachers of exemplary practice in the instruction of writing align with the professional standards? (2) What do special education novice teachers percieve as the role of teacher educators, mentors, other teachers, administrators, as well as classroom and school contexts, in learning and applying the professional standards in their writing practices? (3) How do novice special education teachers' beliefs about the learning and instruction of writing influence their acquisition of pedagogical knowledge pertaining to the professional standards in their writing practices? All data were transcribed and analyzed from a theoretical perspective of socially situated constructivist learning first by open coding and then coded by research question through cross-case analyses. Data were then analyzed by open-coding, followed by the coding of each research question utilizing a case-by-csae analyses. Data were further analyzed by comparative analyses of data collected by interviews, observations, and open-ended questionnaires to determine emerging patterns, categories, themes, and discrepencies. Findings indicated five emergent themes or issues and associated sub-themes of teacher as learner as common across cases and within- case findings were distributed throughout. These five major themes were (1) k-12 experience in learning to write, (2) learning to teach writing in teacher education programs, (3) learning to teach writing as practicing teachers, (4) preferred ways to learn to teach writing, and (5) novice special education teachers' beliefs about the learning and instruction of writing. The novice special education teachers' need for professional development induction support networks pertaining to the acquisition of pedagogical content knowledge for writing was another emergent category that was addressed in the findings for research question two. The findings were presented and discussed to illuminate the novice teachers' perspectives, beliefs, practices, and needs concerning teacher education, induction, and professional development in constructing exemplary writing instruction. Implications for teacher education, induction, professional development and further research were also discussed.

Стилі APA, Harvard, Vancouver, ISO та ін.

Дисертації з теми "Language of standards"

Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями