Pedagogy eJournal最新文献_第5页

Innovations in Integrating Language Assistants: Inter-Collaborative Learning 整合语言助手的创新:协同学习

Pedagogy eJournal Pub Date : 2018-12-31 DOI: 10.17323/2411-7390-2018-4-4-54-62

Fumie Kato

{"title":"Innovations in Integrating Language Assistants: Inter-Collaborative Learning","authors":"Fumie Kato","doi":"10.17323/2411-7390-2018-4-4-54-62","DOIUrl":"https://doi.org/10.17323/2411-7390-2018-4-4-54-62","url":null,"abstract":"A language assistant (LA) program was introduced into a university-level Japanese program. The LAs in this program consisted of Japanese study abroad students, that is English as a second language students, coming to study from Japanese universities for either one semester or one academic year, as well as American learners returning from a one-year academic study abroad program in Japan. In the southeastern region of the United States, the Japanese language is not yet considered a major foreign language, thus few opportunities exist for American learners to connect with native speakers of Japanese. The LA program endeavors to ease this limitation. It has been extremely beneficial for our American learners to have opportunities to communicate regularly with Japanese study abroad students in the classrooms. Furthermore, it was found tremendously valuable for Japanese study abroad students and greatly helpful for the instructors as well. This paper describes the procedures and examines the effectiveness of introducing an LA program into Japanese language classes. To analyze the program, questionnaires were distributed to LAs (N=20); five department instructors wrote comments concerning the program; and five Japanese language learners submitted reflection papers. Analyses of the qualitative data indicate that the LA program has many advantages for everyone participating.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122282988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Child Care Subsidies with One- and Two-Parent Families 单亲和双亲家庭的儿童保育补贴

Pedagogy eJournal Pub Date : 2018-12-22 DOI: 10.2139/ssrn.3330902

Emily Moschini

{"title":"Child Care Subsidies with One- and Two-Parent Families","authors":"Emily Moschini","doi":"10.2139/ssrn.3330902","DOIUrl":"https://doi.org/10.2139/ssrn.3330902","url":null,"abstract":"The implementation of child care subsidies has varied widely across countries and states, as well as over time, ranging from universal to poverty-tested eligibility. I study the implications of eligibility rules for child care subsidies in a general equilibrium, overlapping generations framework where altruistic parents invest in child skill. I allow for one- and two-parent families, and endogenize family formation with a marriage market. This explicitly incorporates single mothers, who currently parent 20% of children under 5 in the United States. Using individual-level data from the US Department of Education, I estimate how mother time, father time, and non-parental child care affect child skill for each family structure. These estimates allow me to account for the differential effect of child care subsidies on one- and two-parent families. My general equilibrium framework accounts for the effect of the subsidy on government expenditures as well as the skill distribution and, through that, on endogenous tax rates. I find that universal subsidies yield ex ante welfare gains of 5.9 percentage points, while targeting child care subsidies to one-parent families or poor families yields welfare gains of 2.4 and 2.0 percentage points, respectively. Universal subsidies more fully insure newborns against the risks they face than targeted subsidies, and do not disincentivize skill investment as happens with subsidies to the poor.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"109 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117294083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

National Evidence on the Test Score Performance Effects of Structural Switching 结构转换对考试成绩表现影响的国家证据

Pedagogy eJournal Pub Date : 2018-11-08 DOI: 10.2139/ssrn.3119481

R. DiSalvo

引用次数: 0

Labor Market Effects of High School Science Majors in a High Stem Economy 高Stem经济下高中理科生的劳动力市场效应

Pedagogy eJournal Pub Date : 2018-11-01 DOI: 10.2139/ssrn.3286167

Tarun Jain, A. Mukhopadhyay, Nishith Prakash, Raghav Rakesh

引用次数: 4

Analysis of the Socio-Demographic Profile of Bulacan State University College of Education Students 布拉干州立大学教育学院学生社会人口特征分析

Pedagogy eJournal Pub Date : 2018-10-25 DOI: 10.2139/ssrn.3409716

Ruben E. Borja II

{"title":"Analysis of the Socio-Demographic Profile of Bulacan State University College of Education Students","authors":"Ruben E. Borja II","doi":"10.2139/ssrn.3409716","DOIUrl":"https://doi.org/10.2139/ssrn.3409716","url":null,"abstract":"The family influences the lives and outcomes of their children. They play a significant role in the school performance of their children which serves as primary socialization agent that may give low or great influences over interest in school and even aspirations in life as well. A person’s education is closely linked to their life chances, income and well-being (Battle and Lewis 2002). Hence, it is therefore necessary to have a clear and better understanding of what benefits or hinders one’s academic or educational achievements. This study was designed to analyze the socio-demographic profile of the freshmen students of the College of Education at Bulacan State University and to propose an intervention program. The study includes the 838 freshmen students of the College during academic year 2018-2019. The study employed both quantitative and qualitative methods of research and employ mean and percentage as statistics of the study. The results showed that students are in their adolescence age, Roman Catholic and came from the General Academic Track in their Senior High School years. Their parents are mostly High School graduates, their fathers are public transport drivers while their mothers are housewives. Freshmen students live below the poverty threshold with monthly income below the standard of the government for a family with five members. They do not have any health insurance and no other members of the family supporting their education. Based on the result of the study an intervention program is hereby suggested.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125390703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Improving Student Performance through Loss Aversion 通过损失厌恶提高学生表现

Pedagogy eJournal Pub Date : 2018-10-06 DOI: 10.2139/ssrn.3048028

Ben O. Smith, R. Shrader, Dustin R. White, Jadrian Wooten, John Dogbey, Steve Nath, Michael J. O'Hara, J.D., Ph.D., Nan Xu, R. Rosenman

引用次数: 0

Quantile Regression Estimates of the Effect of Student Absences on Academic Achievement 学生缺勤对学业成绩影响的分位数回归估计

Pedagogy eJournal Pub Date : 2018-10-01 DOI: 10.2139/ssrn.3286172

S. Gershenson, Jessica Rae McBean, Long Tran

引用次数: 2

Academic Subject Areas and English Language Learning Strategies: Any Relationships? 学术学科领域和英语学习策略:有关系吗?

Pedagogy eJournal Pub Date : 2018-09-30 DOI: 10.17323/2411-7390-2018-4-3-58-68

Dr Ahmad Nazari, Tanvi Warty

{"title":"Academic Subject Areas and English Language Learning Strategies: Any Relationships?","authors":"Dr Ahmad Nazari, Tanvi Warty","doi":"10.17323/2411-7390-2018-4-3-58-68","DOIUrl":"https://doi.org/10.17323/2411-7390-2018-4-3-58-68","url":null,"abstract":"This study is an attempt to resolve the contradictory findings concerning the relationship between learners’ English language learning strategies and their academic subject areas. A two-phased mixed-methods research approach, consisting of a questionnaire and a semi-structured interview, was adopted for the study. 250 students speaking English as a second language and studying five different subject areas at various London universities responded to a questionnaire on the English language learning strategies they used. The results showed that the preference for learning strategies differed significantly between students of different subject areas. Whilst cognitive strategies were reported to be the most commonly used ones by medicine and finance students, metacognitive, memory-related and social strategies were mostly used by law, music and social science students respectively. The least common set of strategies reported to be used by law and finance students was affective strategies, whereas compensatory, cognitive and metacognitive strategies were the least used ones by medicine, music and social science students in turn. A semi-structured interview was conducted with 10 of the participants to disclose the reasons behind these learners’ choices of learning strategies and the contributory factors which might influence their choices. The results showed that the participants attributed their choices to factors such as the nature of their academic exposure, of their academic instructions, their learning styles, their motivations and their domestic backgrounds. The pedagogical and research significance of the study are described in the concluding remarks.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"8 s1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133077687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The Influence of Students’ Sociocultural Background on the IELTS Speaking Test Preparation Process 学生的社会文化背景对雅思口语考试准备过程的影响

Pedagogy eJournal Pub Date : 2018-09-30 DOI: 10.17323/2411-7390-2018-4-3-69-76

G. Pavlovskaya, A. Lord

{"title":"The Influence of Students’ Sociocultural Background on the IELTS Speaking Test Preparation Process","authors":"G. Pavlovskaya, A. Lord","doi":"10.17323/2411-7390-2018-4-3-69-76","DOIUrl":"https://doi.org/10.17323/2411-7390-2018-4-3-69-76","url":null,"abstract":"The article is aimed at highlighting the sociocultural factors a teacher/IELTS instructor should consider preparing Russian students for the IELTS exam. The main focus of the study was on four speech functions most frequently used in the IELTS Speaking Test: explaining and paraphrasing, expressing personal opinion, providing personal information, and summarizing. The study aims to question the assumption that the problems arising in the use of these speech functions are provoked by the students’ low language level and to investigate if there are any sociocultural issues connected with the use of the above-mentioned speech functions influencing students’ performance during the IELTS Speaking Test. The study was conducted among first-year students at the Higher School of Economics (HSE) in the Faculty of Computer Science. To see the problem from a different perspective, the study involved not only the first-year students who seem to struggle with the speech functions but also their English teachers who can provide trustworthy first-hand information on the problems the students frequently face. The results of the study demonstrate that the cause of problems students encounter using the speech functions should not be attributed only to their language knowledge, as do the majority of interviewed teachers. The way students tend to explain, paraphrase, summarize, express their opinion and provide personal information is culturally defined which influences students’ ability to perform these functions effectively. To help Russian students avoid sociocultural problems preparing for the IELTS Speaking Test, a teacher/IELTS instructor should aim to increase students’ sociocultural awareness of the pitfalls in the use of the essential speech functions and sociocultural competence in a foreign language.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116722556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Learning About College Major Match: Microfoundations From Dynamic Course-Taking 了解大学专业匹配:动态选课的微观基础

Pedagogy eJournal Pub Date : 2018-09-19 DOI: 10.2139/ssrn.3274259

Julian Hsu

引用次数: 1