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Exploring teachers' beliefs regarding the concepts of culture and intercultural communicative competence in EFL Palestinian university context: A case studyAbu Alyan, Abdrabu 01 January 2011 (has links)
This study explores Palestinian university teachers' beliefs regarding the concepts of culture and intercultural communicative competence (ICC) and the impact of their perception on classroom teaching practices. The study argues that in the age of globalization, spread of English as a lingua franca, and growing opportunities of intercultural communication, the focus on linguistic competence or literary competence may not be adequate to enable Palestinian university students to use English communicatively and interculturally. Further, the current objectives of teaching English as a foreign language (EFL), which seem to exclude the cultural/intercultural dimension, can be expanded through integrating ICC into English language classes. Using a case study of one of the leading Palestinian Universities, the study explores the aforementioned assumptions and investigates teachers' beliefs regarding the concepts of culture and ICC in the Palestinian university context. Analyzing data from interviews, observations, and documents, the study reveals that EFL Palestinian participants perceived culture as a way of life that comprises a shared system of values, beliefs, ways of thinking, and behaviors. To them, language and culture are interwoven components, and without culture, language acquisition might be difficult to achieve. Additionally, ICC was perceived as the ability to communicate with people from other cultures through gaining cultural knowledge about English /American culture and promoting personality traits. Data analyses disclose that the linguistic competence had the upper hand in classroom teaching practices, and that the target culture(s) was used as a background to assist language learning. However, ICC was absent in EFL Palestinian university classes, and it was perceived, to some extent, as an equivalent to communicative competence. The study concludes with sets of recommendations to local Palestinian English departments, teachers, international textbooks designers, and future research.
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IDEA EARLY INTERVENING SERVICES POLICY IMPLEMENTATION IN SIX SCHOOL DISTRICTS: REDUCING OVERIDENTIFICATION AND DISPROPORTIONALITYHarvey, James 28 July 2010 (has links)
No description available.
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Performance Funding of State Public Higher Education: Has it Delivered the Desired External Accountability and Institutional Improvement?Polatajko, Mark M. 30 November 2011 (has links)
No description available.
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Who Knows What?: A Study of the Role of Epistemic Communities in the Making of the No Child Left Behind ActDotterweich, Lisa J. 03 April 2009 (has links)
No description available.
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Distributed Leadership In Ohio: The Ohio Improvement ProcessPrice, Jeffrey S. 25 November 2013 (has links)
No description available.
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A Series of Sensitivity Analyses Examining the What Works Clearinghouse's Guidelines on Attrition BiasLewis, Marsha S. January 2013 (has links)
No description available.
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The Process of Implementation and Its Impact on the School Improvement Turnaround Model: Lessons Learned During the First YearHarrelson, Rodney T. 17 April 2014 (has links)
No description available.
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Green Pedagogy: How STEM Teachers Understand and Enact Environmental ProjectsJorgenson, Simon 14 October 2014 (has links)
No description available.
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Teachers' Perceptions of Self-Efficacy: The Impact of Teacher Value-AddedGerman, Julie M. 25 April 2014 (has links)
No description available.
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CANADIAN IDENTITY, MULTICULTURALISM, AND A COSMOPOLITAN FUTURESilverman, Bryan A. 07 August 2014 (has links)
No description available.
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