Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Five study guides prepared for two productions of I, Claudia by Kristen Thomson will serve as a case study to determine the nature and orientations of the tools provided by theatre companies to pedagogues, who in turn teach students how to understand and read theatrical performance. More specifically, this case study will seek to explain how processes typical of “cultural mediation” help students accumulate what Pierre Bourdieu names “cultural” or “social capitals”, both necessary when training future citizens. This thesis will thus serve as a first critique of the workings, strengths and failings of a sociological mechanism typical of English Canadian theatre designed to help teachers mediate theatre and create more informed audience members.

The Scholastic Aptitude Test (SAT) is taken each year by two fifths of the high school graduates (Cameron, 1989). The perception that high SAT scores will either open the door of selective colleges and generate scholarships or that low SAT scores will close off opportunities for the rest of one’ life, makes virtually every student who invests the three hours of time required to take the test extremely anxious about doing as well as possible (Whitla, 1988). Significant relationships between identified preparation techniques and the perceived effectiveness of those techniques by students and staff can be very useful information for educators when counseling and/or assisting students who want to improve their performance on the SAT. This study describes perceptual opinions from students, teachers, counselors, and administrators from 10 Portland, Oregon metropolitan area schools about the effectiveness of three SAT preparation techniques. The following research questions were examined: 1. What is the perceived effectiveness of three SAT preparation techniques: SAT computer programs, SAT preparation classes, and specific SAT information taught in general classes? 2. Are students who regard the SAT as important more likely to know about, use, and perceive effective the three preparation techniques than students who do not? 3. Are students who regard the SAT as important more likely to perceive their teachers or administrators as valuing the SAT than students who do not? 4. Are students who perceive that their teachers or administrators regard the SAT as important more likely to perceive the preparation techniques effective than students who do not? The results of this study indicated some specific groups of students and teachers did perceive one preparation technique to be effective. Their perceptions validated belief in specific SAT information taught in general classes as an effective preparation technique. It also revealed that there was lack of awareness, use, and perceived effectiveness of both SAT computer programs and SAT preparation classes. Lastly, the study showed that both students and teachers who perceived the SAT to be important, agreed that their administrators valued the SAT.

The purpose of this project was to develop a beneficial resource guide for teachers of the updated (2002) General Education Development (GED) examination.

The Exclusive System to Learn-Not Just Memorize-Essential Words A powerful vocabulary opens a world of opportunity. Building your word power will help you write more effectively, communicate clearly, score higher on standardized tests like the SAT, ACT, or GRE, and be more confident and persuasive in everything you do. But in order to truly increase your vocabulary, you need a system that works. With most guides, you end up only memorizing the new words for a short time, often not even long enough to use them in tests. Fiske WordPower is different. Using the exclusive Fiske system, you will not just memorize words, but truly learn their meanings and how to use them correctly. This knowledge will stay with you longer and be easier to recall-and it doesn't take any longer than less-effective memorization. How does it work? This book uses a simple three-part system: 1. Patterns: Words aren't arranged randomly or alphabetically, but in similar groups that make words easier to remember over time. 2. Deeper Meanings, More Examples: Full explanations-not just brief definitions-of what the words mean, plus multiple examples of the words in sentences. 3. Quick Quizzes: Frequent short quizzes help you test how much you've learned, while helping your brain internalize their meanings. Fiske WordPower is the most effective system for building a vocabulary that gets you clear and successful results. / https://dc.etsu.edu/alumni_books/1024/thumbnail.jpg

Here are the 250 most important words students need to know to be successful in college and beyond, from the former education editor of the New York Times and a leading authority on college admissions. Each entry contains information on the word origin, a complete definition, and example sentences, making it both the perfect gift for high school graduation and an effective tool for expanding a student's vocabulary, increasing word comprehension, and honing their writing skills. This is the perfect book for giving young adults entering college or starting a career a clear advantage before they begin / https://dc.etsu.edu/alumni_books/1025/thumbnail.jpg

The purpose of this study was to evaluate a Theatre For Young Audiences (TYA) paper and multimedia study guide and to investigate teachers' perceptions of study guides created for TYA. It used current literature surrounding TYA performances, supplemental materials for the elementary classroom, and multimedia in performance and education, to glean critical elements for creating a useful TYA study guide. These elements provided the framework for creating a rubric to evaluate a TYA study guide's potential success in the classroom. The mixed methods study then used the created rubric to evaluate etc . . .'s (Educational Theatre Company) 2005 Hey Diddle Diddle! The Rhymes and Rhythms of Mother Goose study guide. This data was combined with surveys administered to elementary teachers. The study guide rated high on the rubric and teachers' perceptions were generally positive. Overall the analysis yielded information useful for the creation of future guides and research.

The primary purpose of the project is to develop a web site where students can practice entry level mathematics questions.

This study aims to explore students’ use of study guide websites when assigned novels and similar literary works in the EFL classroom in Swedish upper secondary schools. The study is based on the mixed-method approach and the findings reveal that all students that participated in the questionnaire and the interviews used study guide websites in a sense. By further exploring the reasons behind the use of these websites, three categories were discovered based on the conducted interviews: time, comprehension and interest. The findings also reveal that a few students used the study guide websites as an aid, other students used them to substitute reading the assigned literary work, while a few students used the study guide websites both as an aid and as a substitute. Finally, the study concludes that all the participants from the interviews acknowledge that study guide websites cannot substitute literary works entirely and even though they acknowledge the use of them, they do not believe that these websites include enough detailed information about the literary work.

Thesis (MPhil (General Linguistics))--University of STellenbosch, 2010. / ENGLISH ABSTRACT: The gap which exists between the academic culture represented by lecturers and the nonacademic- culture represented by students at a residential university is even greater at a distance learning institution (DLI). At a DLI, lecturers and students are faced with a number of challenges. Firstly, the majority of distance learning students are older than the average residential student and have added responsibilities related to their families and jobs. Secondly, they come from a wider variety of cultural, educational and socio-economic backgrounds than residential first-years. Finally, the majority of these students have a relatively low proficiency in their second language (L2) English, which is usually their third or fourth language rather than their second language, and which is the language of instruction at South African DLIs. At a DLI, there is little or no face-to-face contact between lecturers and students, and teaching takes place primarily by means of printed study material, specifically study guides. Study guides substitute for the lectures and other contact periods that residential students receive. In addition, study guides have to facilitate the student in the world of a new and sometimes intimidating culture, namely the (tertiary) academic culture. However, many students may have trouble understanding the type of language used in study material (essentially, academic language), sometimes because lecturers do not understand the challenges faced by DLI students and/or because they write in a formal, academic style, which is often not easily accessible to first-year students. This could pose a barrier for learning, as well as for the transition of the student from the non-academic culture to the academic culture. The aim of the study reported in this thesis was to identify the linguistic criteria which a successful study guide for L2 speakers of English should adhere to. These criteria were extracted from literature on effective writing/teaching in general, then discussed in terms of their relevance for the specific purpose of writing effective study guides, and finally applied to critically evaluate the language used in three DLI study guides. The thesis ends with some concluding remarks, a discussion of the implications of the findings of the research, and some recommendations for further research. / AFRIKAANSE OPSOMMING: Die gaping tussen die akademiese kultuur wat verteenwoordig word deur dosente en die nieakademiese kultuur wat verteenwoordig word deur studente by 'n residensiële universiteit is selfs groter by 'n afstandsonderriginstelling (AOI). By 'n AOI kom studente en dosente voor 'n aantal uitdagings te staan. Eerstens is die oorgrote meerderheid afstandsonderrigstudente ouer as die gemiddelde student aan 'n residensiële universiteit en het hulle bykomende verantwoordelikhede met betrekking tot hul gesinne en werkplekke. Tweedens kom hulle uit 'n wyer verskeidenheid van kulturele, opvoedkundige en sosio-ekonomiese agtergronde as eerstejaarstudente van residensiële universiteite. Ten laaste is die meerderheid van hierdie studente se taalvaardigheid in hulle tweedetaal (T2) Engels relatief laag. In die meeste gevalle is Engels hulle derde of vierde taal eerder as hul tweede taal, terwyl dit ook die taal van onderrig is by Suid-Afrikaanse AOIs. By 'n AOI is daar geen of min persoonlike kontak tussen dosente en studente, en onderrig vind meestal plaas deur middel van gedrukte studiemateriaal, veral studiegidse. Studiegidse dien as plaasvervanger vir die voorlesings en ander kontaksessies wat 'n student by 'n residensiële universiteit ontvang. Ook moet studiegidse die student voorthelp in die wêreld van die nuwe en soms intimiderende kultuur, die (tersiêre) akademiese kultuur. Tog sukkel baie studente om die tipe taal (akademiese taal) wat in die studiemateriaal gebruik word te verstaan, wat soms veroorsaak word deur dosente wat nie 'n goeie begrip het van die uitdagings wat AOI-studente in die gesig moet staar nie, en/of omdat hulle in 'n formele, akademiese styl skryf wat nie maklik toeganklik vir eerstejaarstudente is nie. Dit kan 'n struikelblok vir leer wees, sowel as vir die oorgang van die student vanaf die nie-akademiese kultuur na die akademiese kultuur. Die doel van die studie waaroor daar verslag gelewer word in hierdie tesis was om die linguistiese kriteria te identifiseer waaraan 'n suksesvolle studiegids vir T2 sprekers van Engels moet voldoen. Hierdie kriteria is afgelei uit die literatuur oor effektiewe skryf/onderrig oor die algemeen, en vervolgens bespreek in terme van hulle relevansie vir die spesifieke doel van die skryf van effektiewe studiegidse. Laastens is hierdie kriteria gebruik om die taalgebruik in drie AOIstudiegidse krities te evalueer. Die tesis word afgesluit met enkele slotopmerkings, 'n bespreking van die implikasies van die bevindinge van die navorsing, en enkele aanbevelings vir verdere navorsing.