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Source or target first? Comparison of two post-editing strategies with translation students
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In: https://hal.archives-ouvertes.fr/hal-03546151 ; 2022 (2022)
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| 2 |
A shared cabin in the woods: The presence and presents of writing in residential academic writing retreats
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The Complex, Dynamic and Co-adaptive Relationship between Pronunciation Teachers’ Cognitions, Pedagogical Practices and Wider Contexts: A Case from Vietnamese Tertiary Education
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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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Understanding the Learning Experiences of Highly Educated refugees from Iraq and Syria en route to Economic Integration in Luxembourg
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Speech and Debate Educators’ Perceptions About the Programs in Primary School
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| 7 |
Exploring the Learning Experiences of Study Abroad Participants
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| 8 |
Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation
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| 9 |
Teachers’ Transition From Teacher-Centered to Learner-Centered Classrooms Using the Next Generation Science Standards as a Tool
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Abstract:
This is a study of teachers transition after a professional development (PD). The purpose was to document and characterize the teachers’ experiences as they transitioned toward use of the Next Generation Science Standards (NGSS) and more learner-centered teacher practices. The teachers participated in a PD workshop that provided information on the use of the NGSS (NGSS Lead States, 2013). Following the PD workshop, the teachers’ experiences as they transitioned in their classroom teaching practices were documented and analyzed. This study used a mixed-methods (qualitative and quantitative evidence) design and emphasized two of the eight science practices: Asking questions and Engaging in argument from evidence. To examine the teachers’ transition to learner-centeredness, Webb’s depth of knowledge chart and learner-centered rubric and the Survey of Science Instructional Practices were used. Four high school science teachers volunteered to participate in this study and were observed, audio-recorded, and interviewed over 9 weeks to document and analyze their transition toward a more learner-centered classroom. Classroom observations started after the teachers participated in a full-day PD workshop. Classroom observations, recordings, and interviews were used to note the frequency with which the participants and their students engaged in the target science practices over the 9 weeks of the study and to identify factors that facilitated or inhibited the teachers’ transition toward learner-centered instruction. The teachers demonstrated a mostly transitional approach over the 9-week observational period. The results showed that during the first through the final classroom observation, the teachers’ practices became more learner centered, but the pattern of progress varied. There was no linear progression from the first through the last observation. The teachers provided a rich and informative narrative about the factors that facilitated or inhibited their transition from a traditional- to a student-centered learning environment. For example, all of the participants stated that the PD was integral in helping them implement the target practices but that they did not receive enough support from colleagues and administrators to fully transition to learner-centered instruction. In addition, the New York State Regents Examinations in June 2019 seemed incompatible with the new science and engineering practices of the NGSS. This study provides insight into teachers’ challenges as they adopt the NGSS and implement the NGSS science and engineering practices in their classrooms. The research is particularly beneficial to teachers who have been textbook-oriented and seek a shift to a learner-centered classroom using the science practices of Asking questions and Engaging in argument from evidence.
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Keyword:
High school teachers--Training of; Science teachers--Training of; Science--Study and teaching
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URL: https://doi.org/10.7916/rbez-6343
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| 10 |
Professional Testimony: Construction and Analysis of a “Graphic Object” in a Physics Class in a 12th Grade Science Major
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In: Objects to Learn About and Objects for Learning 1 ; https://hal.archives-ouvertes.fr/hal-03589558 ; Joël Bisault, Roselyne Le Bourgeois, Jean-François Thémines, Mickaël Le Mentec, Céline Chauvet-Chanoine. Objects to Learn About and Objects for Learning 1, Wiley, 2022, Online ISBN: 9781119902171 Print ISBN: 9781786306715. ⟨10.1002/9781119902171.ch5⟩ (2022)
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| 11 |
Implicit Instruction of Direct and Indirect Object Pronouns in Spanish through Technology-Mediated Task-Based Language Teaching
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| 12 |
Thirty Years of Machine Translation in Language Teaching and Learning: A Review of the Literature
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In: L2 Journal, vol 14, iss 1 (2022)
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| 13 |
A “Hands-On” Approach to Raise Awareness of Technologies: A Pilot Class and its Lessons
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In: L2 Journal, vol 14, iss 1 (2022)
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| 14 |
Current Practices in Translation and L2 Learning in Higher Education: Lessons Learned
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In: L2 Journal, vol 14, iss 2 (2022)
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| 15 |
Lessons from a distanced stage: embedding a Zoom-mediated drama workshop in a language classroom
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In: L2 Journal, vol 14, iss 3 (2022)
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A Comparative Study of Mathematics Classroom Practices in Chile, Colombia, and Mexico
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| 17 |
The use of online translators by students not enrolled in a professional translation program: beyond copying and pasting for a professional use
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In: EAMT2022 (European Association for Machine Translation) ; https://hal.archives-ouvertes.fr/hal-03656029 ; EAMT2022 (European Association for Machine Translation), Jun 2022, Ghent, Belgium ; https://eamt2022.com/ (2022)
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| 18 |
Didactique de l’oral et interactions : rétrospective méthodologie et expérimentation en contexte algérien
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In: ISSN: 0077-2712 ; EISSN: 1952-4250 ; Mélanges CRAPEL ; https://hal.archives-ouvertes.fr/hal-03630135 ; Mélanges CRAPEL, Centre de recherches et d'applications pédagogiques en langues, 2022, Enseignement du français parlé aujourd’hui : Recherches et expériences de terrain, Mélanges CRAPEL (43/1) ; https://www.atilf.fr/wp-content/uploads/publications/MelangesCrapel/Melanges_43_1_6_Cortier_et_al.pdf (2022)
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| 19 |
Adopter une approche diachronique et contextualisante pour explorer le rapport à l’écrit : l’intérêt d’une prise en compte des répertoires langagiers et des environnements de socialisation.
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In: ISSN: 2706-6312 ; EISSN: 2708-0633 ; Akofena - Revue scientifique des Sciences du Langage, Lettres, Langues & Communication, ; https://hal.archives-ouvertes.fr/hal-03551355 ; Akofena - Revue scientifique des Sciences du Langage, Lettres, Langues & Communication, , L3DL-CI, Université Félix Houphouët-Boigny, 2022 (2022)
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| 20 |
Teaching of Urdu in France : Issues and challenges ; L’enseignement de l’ourdou en France : enjeux et défis
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In: International Scientific Conference, “Herzen’s Readings, Foreign languages ; https://hal-inalco.archives-ouvertes.fr/hal-03558821 ; International Scientific Conference, “Herzen’s Readings, Foreign languages, Apr 2022, Saint-Petersburg, Russia (2022)
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