Hits 1.261 – 1.280 of 1.280
1261 |
Inter-cultural issues in testing Chinese students' writing
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1263 |
"Weighing the turkey does not make it fat":a reappraisal of assessment of bilingual learners
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1264 |
Topic use following right hemisphere brain damage during three semi-structured conversational discourse samples
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1265 |
A 'Rough Guide' to the History of Mentoring from a Marxist Feminist Perspective
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1266 |
Independent, imaginative writing: lots of problems and some solutions
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1268 |
Formulaic sequences in second language teaching: principle and practice
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1269 |
Starting with ourselves : teacher-learner autonomy in language learning
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1272 |
Getting smarter? : inventing context bound feminist research/writing with/in the postmodern
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1273 |
Dyslexia/reading difficulty: reassessing the evidence for a developmental model
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1276 |
A study of English workshop provision
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Abstract:
During the past decade students with particularly low-level literacy skills have imposed special demands, some colleges of Further Education meeting their needs by means of workshops. There was an information-gap about how best to enable linguistic acquisition in 16+ mainstream students and that need prompted this investigation. The author set out to identify and describe good workshop practice in individual LEAs or colleges and to define the features of a model workshop. The central question was whether or not the workshop strategy was effective in meeting the literacy needs of FE students. After a preliminary survey to discover suitable colleges, students and tutors were interviewed. Workshop sessions were observed using two contrasting instruments and HE and LEAs surveyed. Teaching materials and the learning-environment were scrutinised. Two kinds of workshop emerged: the ILEA Communications Workshop and the Literacy-support workshop found in the non-ILEA colleges in the sample. Because of their individuality, it was not reasonable to delineate a model workshop. Nevertheless clear principles of good practice were established, for example that there was a need to create a careful balance between the following emphases: - learning individually and within groups; - experience of oral and written work; - practice in formal and informal talk; - the development of basic skills and wider learning-experiences; - student autonomy and teacher-guidance. As a result of the study it became clear that, whatever the lost opportunities discovered in individual workshops, in contrast with school they represented a positive educational experience for those who had been failed by traditional teaching-methods and students thought they were more effective in meeting their literacy needs. It also became clear that there was a need for staff development in the sample colleges and therefore probably in the FE sector as a whole in order to enable tutors to make more effective use of literacy workshops.
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Keyword:
LC Special aspects of education
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URL: http://gala.gre.ac.uk/id/eprint/8759/ http://gala.gre.ac.uk/id/eprint/8759/6/Jennifer%20Helen%20Ware%201993%20-%20redacted.pdf
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1277 |
A formative evaluation of the implementation of a new syllabus and coursebook for secondary schools in Niger
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1278 |
Intertextualities [Review of Language, structure and reproduction : an introduction to the sociology of Basil Bernstein, by Atkinson, P.]
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1280 |
A study of the introduction of industrial studies into the City and Guilds construction craft courses, and of its relationship to the General Studies component
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