The primary concern of the present study was to investigate the effective uses of computer-based software in teaching the listening skill in English as a Second Language (ESL) at higher education institutions. It aimed to find out if computer-based software can be used as a teacher replacement or supplement, either at the beginning or end of the listening lesson. This study also aimed to measure students' motivational reactions to instructional materials, to examine students' computer background, to examine any significant relationships between any of the variables and also to see if there are gender differences in any of these. In order to assess the effect of CALL use, an experimental study was carried out.The respondents consisted of 80 post-SPM students enrolled in Intensive English course at KUSZA, Malaysia. Two achievement post-tests and two sets of questionnaires were administered for data collection. The data results were analysed using SPSS (Statistical Package for Social Science) with statistical techniques of ANOVA, analysis of covariance, Pearson's product-moment correlation and t-tests for independent samples. The results of the study revealed that the way computerised material was used made a considerable effect on the achievement of the students. When it was used as a supplement at the beginning of the lesson, the students scored better results than those students received computerised treatment at the end of the lesson. When it was used as a teacher replacement, the students did not score well in the tests. The results also showed that non-computerised treatment was effective for teaching the listening skill.In the light of these results, certain recommendations were made for the teaching of the listening skill in ESL at KUSZA. It was recommended that computerised instruction be used as a supplement to teacher teaching at the beginning of the lesson rather than at the end of it. Further research is needed to be carried out with larger groups of respondents so that the findings can be generalised to other situations.

Thesis (M.A.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 72-76). Also available in print.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4261. Adviser: David M. Gardner. Includes bibliographical references (leaves 132-149) Available on microfilm from Pro Quest Information and Learning.

<p> The challenges of entrepreneurship make learning integral to the entrepreneurial process. However, many entrepreneurs work in relative isolation and lack opportunities to engage with peers in ways that promote meaningful reflection and learning. This study explores the experience of group coaching as a setting for meaningful learning and change in entrepreneurs. Scholars studying similar group settings have shown that social processes, including those related to peer learning and identity work, contribute to entrepreneurial learning (EL) and identity construction in important ways. Still, relatively little is known about how these social processes unfold or about the different types of social contexts in which EL occurs. This study advances the literature through a narrative exploration of eight entrepreneurs&rsquo; experiences navigating challenges related to entrepreneurial learning and identity in the social context of their coaching groups. </p><p> Data collection was accomplished via one-on-one, semi-structured narrative interviews with each participant. The data were interpreted using separate and sequential narrative/performative and thematic analytical methods to produce an in-depth, multi-dimensional understanding of the data. Participants&rsquo; stories depicted group coaching as a viable context for supporting entrepreneurial learning and change on multiple levels. In addition, the study findings contribute to an understanding of <i>where</i> or <i>under what conditions </i> EL unfolds within group coaching, and <i>how</i> or <i> in what ways</i> participant entrepreneurs experience learning in this context. Finally, the relational context of the interview itself was found to contribute to participants&rsquo; meaning making, directly influencing their constructions of past events and their meaning. The study presents practical implications for coaches, coaching educators, and entrepreneurs, as well as recommendations for future research.</p><p>

During the Ed.L.D. Residency, I served as the Director of Implementation for Character Lab, a start-up non-profit that translates psychology research into school-based experiences so students can learn and flourish. The focus of my strategic project was to help the organization translate a researched-based goal setting intervention called WOOP (wish, outcome, obstacle, plan). I was charged with designing the training and the dissemination methods that enable teachers to implement WOOP with fidelity. Given its status as a start-up, Character Lab had yet to develop the internal infrastructure and teaming processes to execute this project. Therefore, my research question focused on uncovering a process to do so. I sought to answer the question: “How can Character Lab internally structure itself to fail, learn, and simultaneously create impact with WOOP?” The execution of the strategic project led to the development of new internal systems that would serve as the operating blueprint within Character Lab going forward. Additionally, the learning harnessed from attempting to implement a psychology intervention in schools will inform Character Lab’s strategy on scaling. This leadership experience allowed me to grapple with the tension between managing the developmental needs of an organization and the urgency to create impact in the field.

Abstract not available.

<p> Adding technology to the classroom has been an instructional strategy used by many higher-education institutions to increase student success, but merely adding computers, multimedia devices, and other technology to the classroom with pedagogical arbitrariness has proven to have little effect. The purpose of this study was to determine if using the adaptive learning technology (ALT) tool, LearnSmart, in seated introductory business courses would result in a statistically significant difference in unit exam scores, to analyze changes in exam performance through different time increments used of the ALT, and to investigate correlations between the student&rsquo;s metacognition in the ALT module and his or her performance on the unit exam. The population of this study consisted of students in nine sections of introductory business courses at three large community colleges in the Midwest. The first group of students did not use LearnSmart before the exam, the second group of students completed a 20-minute LearnSmart module for each chapter before the exam, and the third group of students completed a 40-minute LearnSmart module for each chapter before the exam. From the data collected and analyzed in this study, there was a statistically significant positive difference in exam scores of students in an introductory business course who completed the 40-minute LearnSmart modules prior to the exam compared to students who did not use LearnSmart. There was also a statistically significant correlation between a student&rsquo;s metacognitive score and his or her exam score.</p>

Today, more than ever before, business and industry are requiring workers who are more skilled, better qualified, and more versatile. Since the secondary school is a major source of supply of personnel to fill office positions, it is important that these workers are prepared for the changing role of entry-level positions and advancement. The role of the Business Cooperative Education program, therefore, is important in meeting these training needs. / The purpose of this study was to determine if Business Cooperative Education programs in Florida were meeting the employment needs of students and employers. The study also provided a basis for any needed improvement and advancement of Business Cooperative Education programs in Florida. / Opinions of students, employers, and coordinators were used to assess their perceptions as to how well prepared BCE students were for entry-level jobs and advancement, the effectiveness of the program, the benefits and disadvantages of the program, and the status of the program, the benefits and disadvantages of the program, and the status of the program as outlined by the Florida Department of Education. / Data for the study were collected during the 1988-89 school year from randomly selected Business Cooperative Education students and their employers as well as coordinators who had permission from their county superintendents. Opinionnaires using checklists, Likert-type scales, and open ended questions were developed for data collection. / Based on the findings, the following recommendations were made: That the BCE program standards be revised to reflect changing community conditions as well as technological advancements; that school guidance counselors and administrators work more closely with BCE coordinators in the selection and placement of students; that students be encouraged to take not only Typewriting, Office Procedures, and Accounting but also courses which include computer related skills, machine transcription, and communications skills; that related class instruction be improved by enhancing the content and quality of instruction students receive; that employers play a more active role in the total BCE program, and that all coordinators visit the training station at least once a grading period. / Source: Dissertation Abstracts International, Volume: 51-01, Section: A, page: 0060. / Major Professor: Hollie B. Thomas. / Thesis (Ed.D.)--The Florida State University, 1989.

The purpose of this study was to examine the support and perceptions about associate business degree programs offered by the University of Maine System. / Four of the seven University of Maine baccalaureate institutions were included in this study. A triangulation research methodology was employed, including institutional data collection, surveys, and interviews. A random sample of a total of 584 day students, along with all business faculty and campus administrators was surveyed during the Fall semester of 1988. Interview schedules were developed on a stratified sample of a total of 22 faculty and 30 administrators during the Spring 1989 semester. Support variables encompassed issues and questions dealing with faculty, curriculum, and students. / Based on the findings in the study, it was concluded that baccalaureate missions of senior institutions may conflict with associate degree career programs. The administrative structure delivering the associate degree program seems to be a major factor underlining the degree of support that is given to associate business programs. Strong leadership and advocacy for 2-year programs are necessary for equitable treatment at the institutional planning level. / Differences in program support of 2-year and 4-year degree programs seem to have surfaced the most on the larger University of Maine and Southern Maine campuses, where limited support was perceived for 2-year programs by faculty and administrators. / T-tests on student perceptions and attitudes about University services across campuses clearly resulted in positive significant differences of 2-year students in comparison to 4-year students. Differences in 2-year student expectations about university life in general may have contributed to this phenomena. / And finally, it appears that business school professional accreditation by the American Assembly of Collegiate Schools of Business (AACSB) does impact on the level and type of support, not only of baccalaureate business programs, but also associate business programs that are delivered by the same institution. / Source: Dissertation Abstracts International, Volume: 51-07, Section: A, page: 2247. / Major Professor: Louis W. Bender. / Thesis (Ph.D.)--The Florida State University, 1990.

This study was designed to assess the perceptions of recent Florida Agricultural and Mechanical University graduates (1983-1993) regarding the relevance of the institution's undergraduate business teacher education curriculum to the requirements of the world of work. A second purpose was to identify the requirements for modification and improvement of the business teacher education curriculum. Specifically, the study collected data related to present occupation of business education graduates and their degree of preparation to teach business subjects. / The questionnaires were sent to 130 business education graduates employed in middle, secondary, postsecondary, vocational-technical, private business, government, and other enterprises throughout the United States. Fifty-four percent of the sample responded to the questionnaire. Data were analyzed using the following statistical procedures: Descriptive statistics of background descriptive data, t-Test for differences in means, Point Biserial Correlation, Spearman Rank-Order Correlation, and One-Way Analysis of Variance. / The primary conclusions of the study were: (1) Business education students perceived themselves to be less prepared in the instruction of computer-related courses than in other types of program offerings, (2) Demographic factors such as Present Occupation of Graduates, Highest Degree Earned, Number of Years in Teaching, Types of Inservice Training Received Since Graduation, and Length of Time Between Graduating and Obtaining Employment had little effect on the graduates' perception of the program in business education, (3) Business education graduates were receptive to changes in curriculum content that would make them better prepared for teaching business subjects, and (4) Graduates who were in teaching positions perceive themselves to be better prepared for employment than graduates who were in non-teaching positions. / Major recommendations for the Business Teacher Education curriculum at Florida Agricultural and Mechanical University are as follows: (1) An ongoing review of the curriculum should be conducted periodically by members of the business education faculty to ensure that content of the curriculum remains current and consistent with the changes in the workplace, (2) Faculty participation in workshops, seminars, short courses, and business and industry exchange is needed on a regular basis in an effort to keep business education faculty abreast of current trends and issues in business education, (3) Work with business and industry partnerships and partnerships with school districts to keep abreast of the needs of students and of the workplace, (4) Provide undergraduate business teacher education students with opportunities to observe and/or teach at various levels of education--elementary, secondary, vocational-technical, and private business schools, and (5) Replicate the study within the next five years to determine continued relevancy of course offerings and curriculum content. / Source: Dissertation Abstracts International, Volume: 56-10, Section: A, page: 3815. / Major Professor: Clyde Maurice. / Thesis (Ph.D.)--The Florida State University, 1995.