As writing about writing (WAW) research enters its "second wave," characterized not only by an increase in data-driven studies that theorize and assess the effectiveness of WAW curricula (Downs) but also by an increase in its prominence and adaptation, particularly among emerging writing studies scholars and teachers (e.g., Bird et al.), a space has opened for more and varied types of research, especially empirical research, to determine its effectiveness and to produce more solid recommendations for training and curriculum development, especially for those who are new to the field. This case study, which highlights how a novice teacher responds to a new teaching experience, aims to address the dearth of empirical research on WAW curricula and to aid other graduate instructors interested in teaching WAW or program administrators interested in implementing WAW. The study reports results from data collected (e.g., interviews, in-class observations, teachings logs) on the experience of a second-year MA graduate student in composition and rhetoric as he taught a WAW-based curriculum in a first-year composition (FYC) class in the beginning of 2016. His twenty students were also research subjects, but only a small portion of their data is reported here. The instructor's experience, chronicled in narrative form, began optimistically, though with a hint of skepticism, and ended in discouragement and even pessimism. These results were largely unexpected due to the instructor's confidence with and knowledge of WAW history, assumptions, and pedagogy and experience teaching FYC. However, his struggle with the approach reveals and confirms several important points for anyone hoping to teach or implement WAW. Particularly, new WAW instructors need sustained training, support, and mentoring to help them properly temper their expectations for the course, correctly and usefully interpret their experiences teaching WAW, successfully transfer prior teaching knowledge and methods to the WAW classroom, and ultimately find their place in WAW instruction.

As writing about writing (WAW) research enters its second wave, characterized not only by an increase in data-driven studies that theorize and assess the effectiveness of WAW curricula (Downs) but also by an increase in its prominence and adaptation, particularly among emerging writing studies scholars and teachers (e.g., Bird et al.), a space has opened for more and varied types of research, especially empirical research, to determine its effectiveness and to produce more solid recommendations for training and curriculum development, especially for those who are new to the field. This case study, which highlights how a novice teacher responds to a new teaching experience, aims to address the dearth of empirical research on WAW curricula and to aid other graduate instructors interested in teaching WAW or program administrators interested in implementing WAW. The study reports results from data collected (e.g., interviews, in-class observations, teachings logs) on the experience of a second-year MA graduate student in composition and rhetoric as he taught a WAW-based curriculum in a first-year composition (FYC) class in the beginning of 2016. His twenty students were also research subjects, but only a small portion of their data is reported here. The instructors experience, chronicled in narrative form, began optimistically, though with a hint of skepticism, and ended in discouragement and even pessimism. These results were largely unexpected due to the instructors confidence with and knowledge of WAW history, assumptions, and pedagogy and experience teaching FYC. However, his struggle with the approach reveals and confirms several important points for anyone hoping to teach or implement WAW. Particularly, new WAW instructors need sustained training, support, and mentoring to help them properly temper their expectations for the course, correctly and usefully interpret their experiences teaching WAW, successfully transfer prior teaching knowledge and methods to the WAW classroom, and ultimately find their place in WAW instruction.

L1 attrition - which in the context of this study is defined as the decline of any native language skill (or portion thereof) in a healthy bilingual speaker (Ecke, 2004) - has been studied extensively for several decades. However, only few studies have examined the native speech of immigrants who use their L1 for professional purposes, such as language instructors (Isurin, 2007; Major, 1992; Porte, 1999, 2003). Furthermore, no research has been conducted comparing the L1 speech of such individuals with that of individuals who do not use their L1 for professional purposes. This study analyzed and compared L1 speech samples from two populations of German immigrants in the U.S., German Instructors and Other Professionals, and from a monolingual control group in Germany. It was hypothesized that German instructors may be less vulnerable to L1 attrition due to more frequent L1 use, a higher motivation to maintain the L1, and greater identification with the native language and culture. Data elicited through verbal fluency tasks, a film retelling task, a semi-structured interview, and a sociolinguistic questionnaire revealed significant differences between the control group and the two bilingual groups which point to L1 attrition (primarily as an access problem) in the bilingual speakers. The data also revealed significant differences between the German Instructors and the Other Professionals, suggesting that the severity of L1 attrition is not the same for all populations. In addition, a comparison of the two bilingual groups with regard to sociolinguistic variables, and correlations between linguistic measures and sociolinguistic variables also yielded interesting findings which have implications for L1 attrition research as well as L1 maintenance.

Current ESL instructors and theorists agree that university students of ESL have a need for a large passive vocabulary. This research was undertaken to determine the effectiveness of a semantic field approach to passive vocabulary acquisition in comparison to a traditional approach. A quantitative analysis of the short-term and long-range results of each approach is presented. Future research and teaching implications are discussed. The outcome of the experimentation lends tentative support to a semantic field approach.

This study is a very basic handbook of Farsi phonetics and syntax for use by English as a Second Language (ESL) instructors who have had little or no contact with the structure of the Persian language. Emphasis is placed on presenting an inventory of selected phonological and syntactic items which are problems for native Farsi speakers who want to learn English.

At a technical post-secondary school in the Northeast United States, campus leaders lacked formative data of faculty skills and knowledge needed for instruction in a hybrid format involving both face-to-face instruction and on-line instruction. Therefore, the delivery of appropriate professional development (PD) programs for faculty whose duties include hybrid format instruction has not been provided. The purpose of this study was to identify the faculty experiences of teaching in a hybrid-learning environment, and their perceived PD needs to provide effective instruction in a hybrid-learning environment. This study explored vocational teachers' experiences and perceived PD needs related to teaching in a hybrid-teaching environment. Using Kolb's model of experiential learning, a qualitative case study design was used to sample 8 vocational instructors who met the criteria of teaching in the hybrid-learning environment in the medical assistant or the dental assistant programs. Data were collected using face-to-face interviews and were analyzed using axial coding. Themes emerging from the findings included the changing role of the instructor, concerns of plagiarism, faculty PD for teaching in a hybrid-learning environment, and practice using the learning management system (LMS). Findings based on themes indicated PD on the learning management system (LMS), and pedagogy to teach in the hybrid-learning environment is needed for the teachers. A white paper recommending initial on-going systemic PD for faculty teaching in the hybrid-learning environment was developed. Implications for social change are that faculties will become more knowledgeable instructing in the hybrid-learning environment, which will the development of hybrid teaching skills and better-prepared dental and medical assistant graduates who will provide improved care for clients.

Students' interest in physics seems to be decreasing at all levels of education in most countries including Thailand. This problem is likely to be influenced by physics teaching and learning processes. Instructors' beliefs influence teaching strategies whereas students' beliefs, goals and motivation influence learning strategies. The investigation of factors influencing teaching and learning will provide useful information for improving the teaching and learning of physics. This research aims to explore physics instructors' beliefs about teaching and learning physics, students' beliefs, goals and motivation for studying physics in Thai Rajabhat universities. A questionnaire was administered to instructors who teach introductory physics courses in Rajabhats throughout Thailand at the beginning of second semester in 2002. Questionnaires were administered to first year students who enrolled in introductory physics courses at two Rajabhat universities in the south of Thailand at the beginning and the end of that semester. Four case studies were conducted with instructors and students at the two Rajabhats during the semester.

<p>Tidigare studier visar att förekomsten av ätstörningar är högre inom idrotten än i samhället i stort och är enligt Riksidrottsförbundet en viktig fråga för idrottsrörelsens arbete. Träningsanläggningar är en arena där många individer befinner sig dagligen. Studier kring träningsanläggningars förebyggande arbete mot ätstörningar saknas idag. Syftet med denna studie är att undersöka om och i så fall hur instruktörer på träningsanläggningar arbetar med insatser kring ätstörningar bland sina medlemmar. Studien genomfördes med enkät som datainsamlingsmetod där 26 instruktörer från tre olika träningsanläggningar i Sverige medverkade. Urvalet baserades på bekvämlighetsskäl efter anläggningarnas belägenhet och av tidigare personliga kontakter. Enkäten bestod av 11 frågor som utformades utifrån uppsatsens syfte och frågeställningar. Resultatet visade att ingen av de tre anläggningarna hade någon skriftlig eller dokumenterad handlingsplan/policy eller förebyggande arbete mot ätstörningar. Kunskap och medvetenhet om ätstörningar fanns hos flertalet av respondenterna. 23 av de 26 respondenterna såg sig själva som förebild för sina deltagare.</p>

<p>Sammanfattning</p><p> </p><p>Syftet med denna intervjustudie var att undersöka huvudhandledares och kliniskt utbildningsansvarigas uppfattning om undervisnings- och handledningssituationen på en anestesiklinik. Totalt intervjuades 6 huvudhandledare och 5 kliniskt utbildningsansvariga. Intervjuerna transkriberades och analyserades utifrån en fenomenografisk ansats enligt Starrin & Svenssons (2007) analysmetod. Huvudhandledaruppdraget uppfattades som att befinna sig i en oförutsägbar situation och en svårbedömd undervisningsmiljö, vilket ställde krav på noggrann planering och tydlig kommunikation, samt lösningar genom kompromisser. Huvudhandledarna uppfattade även att de hade en övergripande stödjande funktion gentemot överbelastade handledare, utsatta studenter och nyanställd personal. Utmärkande var den utpräglade ansvarskänsla för sitt huvudhandledaruppdrag som de gav uttryck för. Genom att ha en fungerande relation till handledare, studenter och universitet, kunde huvudhandledarna organisera undervisning och handledning så att även kravet på genomförda operationer kunde förenas med målsättningen att studenterna skulle uppnå målen för utbildningen. En viktig stimulans och drivkraft i arbetet fann huvudhandledare och kliniskt utbildningsansvariga i att utveckla undervisning och handledning. Främst gav de dock uttryck för den glädje som fanns i att vara anestesisjuksköterska, och stolthet i att inneha huvudhandledaruppdraget som gav dem möjlighet att introducera kommande kollegor i ett viktigt och ansvarsfyllt arbete.</p><p>Slutsats: Huvudhandledare och kliniskt utbildningsansvariga på anestesiklinik ställs i sitt arbete inför oförutsägbara situationer i en undervisningsmiljö som många gånger är svårbedömd.  Bra möjligheter för planering och en god kommunikation med studenter och företrädare för klinisk verksamhet och universitet är betydelsefullt för att kunna uppnå dels undervisningsmålen dels verksamhetens mål samt organisera en fungerande undervisnings- och handledningsmiljö.</p><p> </p><p> </p> / <p>Abstract</p><p>The purpose of this interview was to explore the head tutor’s and clinical education manager's perception of the teaching and tutoring situation at an anaesthesia clinic. A total of six head tutors and five clinical education managers were interviewed. The interviews were transcribed and analysed based on a phenomenographic approach according to Starrin & Svenssons (2007) analysing method. The head tutor assignment was perceived as being in an unpredictable situation and in an uncertain education environment, and it required careful planning and clear communication, and solutions through compromise. The head tutors also perceived that they had an overall supportive role in relation to overloaded tutors, vulnerable students and new staff. The main characteristic, which they expressed, was the distinct sense of responsibility for the head tutor assignment. By having a working relationship with tutors, students and universities, the head tutors were able to organise education and guidance so that the requirement for completed operations could be united with the objective that the students would achieve the goals of the education. An important incentive and motivation, the head tutors and clinical education managers found in the work of developing teaching and tutoring. Mostly, however, they expressed the joy of being a nurse anaesthetist, and the pride in the possession of the assignment of head tutor, which gave them the opportunity to introduce future colleagues to an important and responsible occupation.</p><p>Conclusion: In their work the head tutors and clinical education managers in the anaesthesia clinic confronts with unpredictable situations in a learning environment that often is uncertain. Good opportunities for planning and good communication with students and representatives of the clinical work and universities is important for the achievement of both educational goals and operational objectives, and organising an effective teaching and tutoring environment.</p><p> </p><p> </p>

Sammanfattning   Syftet med denna intervjustudie var att undersöka huvudhandledares och kliniskt utbildningsansvarigas uppfattning om undervisnings- och handledningssituationen på en anestesiklinik. Totalt intervjuades 6 huvudhandledare och 5 kliniskt utbildningsansvariga. Intervjuerna transkriberades och analyserades utifrån en fenomenografisk ansats enligt Starrin &amp; Svenssons (2007) analysmetod. Huvudhandledaruppdraget uppfattades som att befinna sig i en oförutsägbar situation och en svårbedömd undervisningsmiljö, vilket ställde krav på noggrann planering och tydlig kommunikation, samt lösningar genom kompromisser. Huvudhandledarna uppfattade även att de hade en övergripande stödjande funktion gentemot överbelastade handledare, utsatta studenter och nyanställd personal. Utmärkande var den utpräglade ansvarskänsla för sitt huvudhandledaruppdrag som de gav uttryck för. Genom att ha en fungerande relation till handledare, studenter och universitet, kunde huvudhandledarna organisera undervisning och handledning så att även kravet på genomförda operationer kunde förenas med målsättningen att studenterna skulle uppnå målen för utbildningen. En viktig stimulans och drivkraft i arbetet fann huvudhandledare och kliniskt utbildningsansvariga i att utveckla undervisning och handledning. Främst gav de dock uttryck för den glädje som fanns i att vara anestesisjuksköterska, och stolthet i att inneha huvudhandledaruppdraget som gav dem möjlighet att introducera kommande kollegor i ett viktigt och ansvarsfyllt arbete. Slutsats: Huvudhandledare och kliniskt utbildningsansvariga på anestesiklinik ställs i sitt arbete inför oförutsägbara situationer i en undervisningsmiljö som många gånger är svårbedömd.  Bra möjligheter för planering och en god kommunikation med studenter och företrädare för klinisk verksamhet och universitet är betydelsefullt för att kunna uppnå dels undervisningsmålen dels verksamhetens mål samt organisera en fungerande undervisnings- och handledningsmiljö. / Abstract The purpose of this interview was to explore the head tutor’s and clinical education manager's perception of the teaching and tutoring situation at an anaesthesia clinic. A total of six head tutors and five clinical education managers were interviewed. The interviews were transcribed and analysed based on a phenomenographic approach according to Starrin &amp; Svenssons (2007) analysing method. The head tutor assignment was perceived as being in an unpredictable situation and in an uncertain education environment, and it required careful planning and clear communication, and solutions through compromise. The head tutors also perceived that they had an overall supportive role in relation to overloaded tutors, vulnerable students and new staff. The main characteristic, which they expressed, was the distinct sense of responsibility for the head tutor assignment. By having a working relationship with tutors, students and universities, the head tutors were able to organise education and guidance so that the requirement for completed operations could be united with the objective that the students would achieve the goals of the education. An important incentive and motivation, the head tutors and clinical education managers found in the work of developing teaching and tutoring. Mostly, however, they expressed the joy of being a nurse anaesthetist, and the pride in the possession of the assignment of head tutor, which gave them the opportunity to introduce future colleagues to an important and responsible occupation. Conclusion: In their work the head tutors and clinical education managers in the anaesthesia clinic confronts with unpredictable situations in a learning environment that often is uncertain. Good opportunities for planning and good communication with students and representatives of the clinical work and universities is important for the achievement of both educational goals and operational objectives, and organising an effective teaching and tutoring environment.