Journal of Academic Perspectives
Journal of Academic Perspectives

Volume 2014 No 1

A Critical Review of the Fundamental Directions on Language Learning Strategy Research

David Wray, and Anas Hajar, University of Warwick, UK

 

Female Leadership in Times of Crisis: A Feminist Response to the Penn State Sexual Assault Scandal

Susan Russell, Penn State University, US

 

Strategies for Teaching Adults in the Online Environment

Susan J. Nix, West Texas A&M University, US

 

Prescribed Curriculum: An Analysis of Student Achievement in Texas School Districts Who Use the Curriculum Model CSCOPE in Grades 5 and 8 Mathematics

Chassidy Green, Twyla Miranda, Patsy Robles-Goodwin and Torres Elias, Texas Wesleyan University, US

A Critical Review of the Fundamental Directions on Language Learning Strategy Research

David Wray, and Anas Hajar, University of Warwick, UK

The unsatisfactory results from a focus on the products of language teaching led some language learning researchers since the mid-1970s to place the learner at the heart of the learning process and hinge upon the language learning strategies (LLSs) that advanced multilingual speakers often deploy to improve their language skills. This growing interest on LLS research was based on the grounds that language learners ‘may be empowered to manage their own learning’ if they are taught ‘to work out the answers for themselves’ through using effective LLSs (Griffiths 2013, 1). Although LLS research is very prolific and much has been written and discussed the LLS types and the correlation between strategy use and successful language learning across different learning contexts, very few publ
Wray.pdf
Adobe Acrobat document [486.8 KB]

Female Leadership in Times of Crisis: A Feminist Response to the Penn State Sexual Assault Scandal

Susan Russell, Penn State University, US

The Penn State Sexual Assault Scandal, its documents, and its outcomes offer a unique opportunity for a Research One University. If Penn State brings all of it vast resources together in order to study what occurred in its own community, it may be possible to not only demystify the local systems that allowed the crimes of Jerry Sandusky to take place, it may also be possible to identify global practices that permit violence against women and children and protect the perpetrators. Creating such a watershed moment in my local community will require identifying and unpacking entrenched systems of gender, class, race, religion, education, and law, and once the cultural practices of these systems are exposed and questioned, the foundations of everything we, in State College, Pennsylvania consid
Russell.pdf
Adobe Acrobat document [593.2 KB]

Strategies for Teaching Adults in the Online Environment

Susan J. Nix, West Texas A&M University, US

This study examined the development of an online course in relation to Adult Learning Theory to determine if the course met the needs of adult learners. A comparison of pedagogy to andragogy assists with this purpose. Recommendations are made based on the results of an analysis of online course design impact in relation to adult learner characteristics.
Nix.pdf
Adobe Acrobat document [734.3 KB]

Prescribed Curriculum: An Analysis of Student Achievement in Texas School Districts Who Use the Curriculum Model CSCOPE in Grades 5 and 8 Mathematics

Chassidy Green, Twyla Miranda, Patsy Robles-Goodwin and Torres Elias, Texas Wesleyan University, US

What is the effect of using prescribed curriculum in order to increase achievement on state-mandated tests? Does implementation of such curriculum increase readiness for such tests? Would teacher experience contribute to students’ success? The purpose of the research project was to determine the relationship, if any, regarding school districts’ teachers’ average years of service, number of years of implementation of a prescribed mathematics curriculum model called CSCOPE, and student achievement on the STAAR (State of Texas Assessments of Academic Readiness) mathematics scores in Grades 5 and 8. One hundred and sixty-six districts were used in the study with student achievement data collected on the following student subgroups: White, African-American, Hispanic, Limited English P
Green et al..pdf
Adobe Acrobat document [614.1 KB]

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