Thesis (Ed.D.)--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. / The purpose of this study was to determine the efficacy of a Home Language Program on the oral expressive skills of educable mentally retarded (EMR) children attending special classes at the primary level. It sought to answer the following questions: 1. Will there be a statistically significant increase in the verbal fluency of educable mentally retarded children in terms of an increase in vocabulary, number of concepts expressed, and mean length of response (MLR) as a result of a Home Language Program? 2. Will there be a statistically significant increase in the total verbal output of educable mentally retarded children (EMR) as a result of a Home Language Program? / 2031-01-01

The need for an increase in the learning of foreign languages in primary schools in Australia was noted by the Senate Standing Committee on Education and the Arts (Report on a National Language Policy, 1984, Recommendation 78, p230). The introduction of the Japanese language program at Macquarie Primary School, ACT, in 1984, was a response to this need, combined with the expressed wish of the local community. Within this program it was decided that an unpublished curriculum developed and used in the ACT by a native speaker of Japanese, would be trialled. The purpose of this study, within a Master of Education degree, was to evaluate Book 1 of this curriculum, and the process by which it was implemented at the school, during the first year of operation of the program. The framework around which the evaluation was organised was Sanders and Cunningham's (1973) Structure for Formative Evaluation in Product Development. The evaluation sought to answer five questions which focussed on the validity, appropriateness and consistency of the broad goals of the program, and the extent of achievement of those goals by the students; the effect of the implementation of the program on school organisation; unexpected outcomes of the program; and revisions and modifications which were necessary to the program as the curriculum was trialled. A number of data gathering techniques was used to obtain the information required to answer these questions. The results of this study suggest that the curriculum being trialled was based on an eclectic approach to the teaching of a foreign language (Prator, 1980; Bell, 1981), selecting from various theories and methodologies, components deemed appropriate for primary age students in their first year of Japanese. The study also provided evidence that, after one year's participation in the Japanese program all children were, to an extent, achieving both broad goals of the program. There was some evidence however, that achievement of the goals was mediated by several learner characteristics, the most influential of these falling into the broad category of 'attitude'. It was discovered also, that the introduction of such a program into an already crowded school curriculum affected aspects of organisation within the school, and that all the outcomes of the program were not necessarily planned, or expected. Finally, certain changes, both organisational and to the curriculum, were made and implemented during the 'formative interim evaluation' stage. The conclusions of this thesis are offered at two levels: conclusions concerning the evaluation process itself, and those arising from the teaching of Japanese to primary age students.

Using a grounded theory approach, the purpose of this research study is to generate a learning-how-to-learn training model for learners in flipped language course. The model is grounded in the interactions and comments from college students enrolled in an elementary Spanish I class at a large Midwestern university. The study participants video recorded themselves on two occasions during the semester as they worked online to study and learn new vocabulary. Twice during the semester the participants discussed with their classmates how they approached the online course work, offering tips and suggestions to one another. Finally, the participants met with me individually to view recordings of themselves working online and to reflect on their behaviors. The study addressed research questions pertaining to (a) their online interactions with three online components, (b) the insights gained from discussing their online interactions with their peers, (c) the insights gained from watching and reflecting on video clips of themselves working online, (d) the supports needed to help learners learn in a flipped course. The grounded theory analysis of the three data sources—recorded think-aloud sessions, focus groups, and individual sessions with the researcher— provides a clear picture of how students learn in an online environment and what supports they need to become more effective language learners in a flipped course environment The study identified communication as the core construct that emerged from the data. Communication was found to be central to the types of supports that learners in a flipped course need and essential to the learning-how-to-learn training model. The training model considers the learner as well as the director and instructors and communication at each level is vital to the learners’ understanding of flipped learning and subsequent interactions. Autonomy, guidance, and reflection are the three concepts that support the core construct by addressing ways to support learners. A major contribution of this study is to explore the culture of flipped learning from the students’ perspective, since previous research on flipped learning is weighted toward the instructor side. The findings suggest that training in a flipped course be ongoing to increase communication and in-class to bridge the disconnect between face-to-face time and online time. The pedagogical implications, which consider the entire language program from the program level to the classroom level, describe ways to guide learners in building their autonomous learning skills and practices, along with the practice of reflection, both of which are fundamental to learning in a flipped course. The need for ongoing and in-class training is presented in addition to pedagogical implications at the program level, instructor level, student level, and the classroom level.

Specifications are necessary for communicating decisions and intentions and for documenting results at many stages of the program development process. Informal specifications are typically used today, but they are imprecise and often ambiguous. Formal specifications are precise and exact but are more difficult to write and understand. We present work aimed toward enabling the practical use of formal specifications in program development, concentrating on the Clear language for structured algebraic specification. Two different but equivalent denotational semantics for Clear are given. One is a version of a semantics due to Burstall and Goguen with a few corrections, in which the category-theoretic notion of a colimit is used to define Clear's structuring operations independently of the underlying 'institution' (logical formalism). The other semantics defines the same operations by means of straightforward set-theoretic constructions; it is not institutionindependent but it can be modified to handle all institutions of apparent interest. Both versions of the semantics have been implemented. The settheoretic implementation is by far the more useful of the two, and includes a parser and typechecker. An implementation is useful for detecting syntax and type errors in specifications, and can be used as a front end for systems which manipulate specifications. Several large specifications which have been processed by the set-theoretic implementation are presented. A semi-automatic theorem prover for Clear built on top of the Edinburgh LCF system is described. It takes advantage of the structure of Clear specifications to restrict the available information to that which seems relevant to proving the theorem at hand. If the system is unable to prove a theorem automatically the user can attempt the proof interactively using the high-level primitives and inference rules provided. We lay a theoretical foundation for the use of Clear in systematic program development by investigating a new notion of the implementation of a specification by a lower-level specification. This notion extends to handle parameterised specifications. We show that this implementation relation is transitive and commutes with Clear's structuring operations under certain conditions. This means that a large specification can be refined to a program in a gradual and modular fashion, where the correctness of the individual refinements guarantees the correctness of the resulting program.

Thesis (Ph.D.)--University of Waikato, 2006. / Includes bibliographical references (p. 157-170)

In response to the scant studies comparing the language content of the employment-related units in Australia's Adult Migrant English Program (AMEP) and Canada's Language Instruction for Newcomers to Canada (LINC) program, the present study examines the curriculum guidelines and the selected instructional materials of AMEP's Certificate in Spoken and Written English (CSWE) III and LINC level 4 and investigates four instructors' implementation of the curricula (two instructors from each program). Through qualitatively analysis using NVivo, the results show that both LINC 4 and CSWE III exhibit strengths and limitations, and also alignment and misalignment, as compared to their theoretical frameworks. While LINC 4 covers more components in the framework, CSWE III demonstrates greater depth in implementing its theoretical foundation. Further, LINC 4 instructors mostly implement a task-based approach; the CSWE III instructors incorporate multiple approaches, while the curriculum claims text-based teaching as its main approach. This study suggests that in teaching English for employment purposes, more content that introduces the different functions of language use and communication strategies would be beneficial, and authentic texts and learner experience can also be valuable. The incorporation of different teaching approaches may be advantageous. Future research can further examine newcomer language program outcomes by comparing language production data from learners of similar programs in different contexts, in order to evaluate the impact of language training on learners’ ability to engage in employment-purposed communication. / Graduate

This paper is an empirical study examining the reasoning behind Swedish adults’ choices of attending Korean language programs in the Republic of Korea. By using anthropological modes of inquiry and methods such as participant observation and different qualitative interviews, the focus of the research is on the mental processes behind these choices. Through a utilization of the analytical concept of imagination, what is argued is that these individuals’ choices are engendered and regulated by several factors, such as engagement with Korean culture-products and certain practical conditions, but that the greatest importance lies with their own understandings and agency.

Program evaluation (PE) is important for ESL programs but also difficult. As the scope of PE has grown, student voices have increasingly been included. Alumni provide unique perspectives, but Portland State University's (PSU) Intensive English Language Program (IELP) currently has no exit survey. Furthermore, little research uses alumni data, so this constructivist, mixed-methods study used data triangulation to compare the perceptions of former IELP students with those of three other stakeholder groups -- the topic: IELP student preparedness for PSU. Both online surveys and interviews were conducted, and participants included 63 former and 33 current IELP students, 27 IELP faculty members, and 29 PSU faculty members. Overall, respondents often praised the program with regard to how it prepares international students for mainstream classes. However, many also expressed that students were less ready for reading, in comparison to other language skills. Additionally, there was agreement regarding emotional challenges, limited faculty supportiveness, vocabulary, and speaking to and in front of native speakers, among other topics. While there are implications for the IELP, perhaps more importantly, there are implications for PSU.

O objetivo do presente estudo foi demonstrar que as informações produzidas pelos trabalhos científicos, quando organizadas e colocadas em formato eletrônico (digital), facilitam a utilização por pessoas a quem venham interessar. Foi desenvolvido um projeto em mapeamento geotécnico, utilizando-se um sistema de informação geográfica e um projeto dentro do ambiente de uma linguagem de programação(elaboração de um aplicativo). Observou-se que esses instrumentos proporcionam facilidade e rapidez na manipulação, na busca, no armazenamento, na visualização, na consulta e na análise da informação. A Pesquisa teve lugar na região de Ribeirão Preto (SP) e, utilizando-se o desenvolvimento do projeto de mapeamento geotécnico na escala 1:50.000 (escala regional), foi feita a análise das formas de organização das informações no formato eletrônico considerando o sistema de informação geográfica e usando um aplicativo externo ao SIG. Puderam- e verificar vantagens e desvantagens do uso desses instrumentos, em relação ao formato não-eletrônico (e forma de papel). Além do SIG (SPRING4.0, desenvolvido pelo Instituto Nacional de Pesquisas Espaciais – INPE) e o aplicativo desenvolvido na linguagem de programação Visual Basic (comercializada pela Microsoft), recorreu- e a um visualizador de informações georeferenciadas (TERRAVIEW, desenvolvido pelo INPE) e um programa (um anplet SPRINGWEB, desenvolvido pelo INPE) que ajuda a disponibilizar as informações na Internet. Ficou comprovado que a informação armazenada eletronicamente é mais fácil de ser manipulada, organizada e consultada. / This research had proposed to show that the information produced by scientific jobs, when this information is organized and electronically, this facilitated the use for other interested people. Therefore, a geological engineering mapping design was developed using a geographical information system (GIS) and another project about the elaboration computer program. It was observed that theese tools proposed easier and faster manipulation, search, storage, display, reference and the analysis of geo-referential information. The research was realized in Ribeirão Preto and region in the state of São Paulo, using the development of the geological engineering mapping desing on a scale of 1:50,000 (regional scale). Analyse of the ways of organizing of the information electronically: in GIS and using a computer program apart from GIS. You can verify the advantages and disadvantages when using these tools on paper as well. In addition to using GIS (SPRING, it was developed by Instituto de Pesquisas Espaciais - INPE) and the computer program, in this research which was developed in Visual Basic (it was sold by Microsoft), a displayer for geo-referential information (TERRAVIEW, it was developed by INPE) and a software were also used, wich offers the visualization of the information in the internet (SPRINGWEB is an anplet which was developed by INPE). And it proved that the electronically stored information is easier to be manipulated, visualized, organized and consulted

The first aim of the research was to determine the applicability of certain variables from the Health Belief Model (HBM), the Theory of Reasoned Action (TRA), the risk dimensions from the Psychometric Paradigm, the Common-Sense Model of Illness Representations and the Locus of Control to Italian women’s beliefs and behaviours in relation to screening mammography. These models have predominantly been derived and evaluated with English-speaking persons. The study used quantitative and qualitative methods to enable explanation of research-driven and participant-driven issues. The second aim was to include Italian women in health behaviour research and to contrast the Italian sample with the Anglo-Australian sample to determine if differences exist in relation to their beliefs. In Australia many studies in health behaviour research do not include women whose first language is not English. The third aim was to evaluate the Anti-Cancer Council of Victoria’s (ACCV) Community Language Program (CLP) by: (a) identifying the strengths and weaknesses of the program as seen by the participants; and (b) assessing the impact of the program on women’s knowledge and beliefs about breast cancer, early detection of breast cancer, self-reported and intended breast screening behaviours. The CLP is an information service that uses women’s first language to convey information to women whose first language is not English. The CLP was designed to increase knowledge about breast and cervical cancer. The research used a pre-test-intervention-post-test design with 174 Italian-born and 138 Anglo-Australian women aged 40 years and over. Interviews for the Italian sample were conducted in Italian. The intervention was an information session that related to breast health and screening mammography. Demographic variables were collected in the Pre-Test only. Qualitative open-ended questions that related specifically to the information session were collected in the Post-Test phase of the study. Direct logistic regression was used with the participants’ beliefs and behaviours to identify the relevant variables for language (Italian speaking and English-speaking), attendance to an information session, mammography screening and breast self-examination (BSE) behaviour. Pre- and Post-Test comparisons were conducted using chi-square tests for the non-parametric data and paired sample t-tests for the parametric data. Differences were found between the Italian and Anglo-Australian women in relation to their beliefs about breast cancer screening. The Italian women were: (1) more likely to state that medical experts understood the causes of breast cancer; (2) more likely to feel that they had less control over their personal risk of getting breast cancer; (3) more likely to be upset and frightened by thinking about breast cancer; (4) less likely to perceive breast cancer as serious; (4) more likely to only do what their doctor told them to do; and (5) less likely to agree that there were times when a person has cancer and they don’t know it. A pattern emerged for the Italian and Anglo-Australian women from the logistic regression analyses. The Italian women were much more likely to comply with medical authority and advice. The Anglo-Australian women were more likely to feel that they had some control over their health. Specifically, the risk variable ‘dread’ was more applicable to the Italian women’s behaviour and internal locus of control variable was more relevant to the Anglo-Australian women. The qualitative responses also differed for the two samples. The Italian women’s comments were more general, less specific, and more limited than that of the Anglo-Australian women. The Italian women talked about learning how to do BSE whereas the Anglo-Australian women said that attending the session had reminded them to do BSE more regularly. The key findings and contributions of the present research were numerous. The focus on one cultural group ensured comprehensive analyses, as did the inclusion of an adequate sample size to enable the use of multivariate statistics. Separating the Italian and Anglo-Australian samples in the analyses provided theoretical implications that would have been overlooked if the two groups were combined. The use of both qualitative and quantitative data capitalised on the strengths of both techniques. The inclusion of an Anglo-Australian group highlighted key theoretical findings, differences between the two groups and unique contributions made by both samples during the collection of the qualitative data. The use of a pre-test-intervention-post-test design emphasised the reticence of the Italian sample to participate and talk about breast cancer and confirmed and validated the consistency of the responses across the two interviews for both samples. The inclusion of non-cued responses allowed the researcher to identify the key salient issues relevant to the two groups. The limitations of the present research were the lack of many women who were not screening and reliance on self-report responses, although few differences were observed between the Pre- and Post-Test comparisons. The theoretical contribution of the HBM and the TRA variables was minimal in relation to screening mammography or attendance at the CLP. The applicability of these health behaviour theories may be less relevant for women today as they clearly knew the benefits of and the seriousness of breast cancer screening. The present research identified the applicability of the risk variables to the Italian women and the relevance of the locus of control variables to the Anglo-Australian women. Thus, clear cultural differences occurred between the two groups. The inclusion of the illness representations was advantageous as the responses highlighted ideas and personal theories salient to the women not identified by the HBM. The use of the illness representations and the qualitative responses further confirmed the relevance of the risk variables to the Italian women and the locus of control variables to the Anglo-Australian women. Attendance at the CLP did not influence the women to attend for mammography screening. Behavioural changes did not occur between the Pre- and Post-Test interviews. Small incremental changes as defined by the TTM and the stages of change may have occurred. Key practical implications for the CLP were identified. Improving the recruitment methods to gain a higher proportion of women who do not screen is imperative for the CLP promoters. The majority of the Italian and Anglo-Australian women who attended the information sessions were women who screen. The fact that Italian women do not like talking or thinking about cancer presents a challenge to promoters of the CLP. The key theoretical finding that Italian women dread breast cancer but comply with their doctor provides clear strategies to improve attendance at mammography screening. In addition, the inclusion of lay health advisors may be one way of increasing attendance to the CLP by including Italian women already attending screening and likely to have attended a CLP session. The present research identified the key finding that improving Anglo-Australian attendance at an information session is related to debunking the myth surrounding familial risk of breast cancer and encouraging the Anglo-Australian women to take more control of their health. Improving attendance for Italian women is related to reducing the fear and dread of breast cancer and building on the compliance pattern with medical authority. Therefore, providing an information session in the target language is insufficient to attract non-screeners to the session and then to screen for breast cancer. Suggestions for future research in relation to screening mammography were to include variables from more than one theory or model, namely the risk, locus of control and illness representations. The inclusion of non-cued responses to identify salient beliefs is advantageous. In addition, it is imperative to describe the profile of the cultural sample in detail, include detailed descriptions of the translation process and be aware of the tendency of Italian women to acquiesce with medical authority.