Research on mathematics achievement has become increasingly important with today's technological advances and demand for specialized knowledge. Though there is much literature regarding mathematics achievement in monolingual speakers, little is known regarding the mathematical abilities of Dual Language Learner (DLL) Latino children. This study examined the early numeracy skills in English and Spanish of 132 DLL Latino children attending Head Start programs in five counties across Florida. Relationships and differences among their performance in both languages were examined, along with the contribution of specific parent demographic variables to math achievement. Findings indicated that DLL Latino Head Start children's performance on early numeracy tasks in both English and Spanish ranged from average to low average when compared to national normative samples of monolingual peers. Child participants' performance on early numeracy tasks in English and Spanish was related to some extent. In addition, multiple regression analyses revealed that combined demographic variables predicted math performance in English and Spanish, but only mothers' level of education uniquely predicted the child participants' math performance in Spanish. This study is an important contribution to the literature, as it provides data regarding the early numeracy skills of DLL Latino Head Start children, as well as implications for the field of school psychology. Future directions for research are also discussed.

The fundamental of surgical training is the traditional apprenticeship method introduced by William Halsted which has been used for the last 100 years. It is based on learning in the operating room (OR) where the resident is guided by an experienced surgeon and gradually and methodically exposed to surgery. The continuous development of surgical methods together with the growing awareness of medical errors and ethical considerations have made the Halsted method outdated and there is an obvious need to be able to learn the skills of surgery without risking patient safety. New methods such as laparoscopy and endoscopy demand specific skills and abilities that may not be met by everyone. At the same time, the physical limitations of these new methods have made it possible to construct virtual reality (VR) simulators to practise and learn the skills necessary. This study is about the construction and evaluation of a VR-simulator for the training of transurethral resection of the prostate (TURP). It also concerns the specific abilities needed to become a good surgeon. A simulator for training TURP was developed after a face validity study where 17 experienced urologists gave their opinion of the specific content necessary for the training of this procedure. After a content validity study by nine experienced urologists and application of necessary improvements, a group of 11 medical students and nine experienced urologists performed a construct validity test where the urologists showed significantly higher levels of both skill and effectiveness compared to the inexperienced students when performing a simulated TURP procedure. The students showed a positive learning curve, but did not reach the levels of the urologists. The results of the experienced urologists were used as the minimal criterion level when 24 urology residents practised the procedure. Training took place while on a course on benign enlargement of the prostate and its treatment options, with emphasis on the “gold standard” treatment – TURP. During the course they performed three guided and video-taped TURP-procedures each on selected patients. Between two of the procedures they performed criterion-based training in the simulator. This VR-to-OR study showed improvement in operative skills with the same patient outcome as in the normal clinical situation. It also showed that simulator training improved their skills even more. During their time on the course their personality traits (TCI) and cognitive abilities (Rey complex figure and recognition trial, tower of London, WAIS-III) were tested. The results showed that a better learning curve in the OR was associated with a better simulator learning curve and a good visuospatial memory. The associated personality traits were high levels of goal directedness, impulse control, responsibility, anticipation of harmful events and a balanced attachment style. In conclusion, we have demonstrated that it was technically possible to construct a useful simulator for the training of TURP (PelvicVision®) which may now be considered clinically validated for this purpose. Novice training and performance in the simulator improves the learning curve and predicts the resident’s performance in the OR. The results support the implementation of validated simulation technology in a criterion-based training curriculum for residents. Furthermore, the results showed preliminary data on personality traits and visuospatial abilities that are important for learning a complex surgical procedure.

Research conducted in South Africa indicates that many South African students who register for undergraduate study each year are under-prepared for university education and that many of these English Second Language students also have low levels of reading ability. This has an adverse effect on their chances of academic success. These students very often become part of the "revolving door syndrome". In order to meet the reading needs of students in the 21" century, educators are pressed to develop effective instructional means for teaching strategic reading at tertiary level. In order to help students acquire the strategic reading abilities deemed necessary for a successful academic experience, the Department of English at Potchefstroom University implemented a content-based strategic reading module. This module was offered to students via Varsite (technology-enhanced aspect of the module); a learning content management system developed at Potchefstroom University. This system provides an integrated environment for developing, managing and delivering learning content. The purpose of this study was to: discuss the structure and format of the content-based strategic reading module as developed and implemented for delivery within a distributed learning environment; determine what the reading comprehension and reading strategy use profile of first-year students at Potchefstroom University looks like; determine whether the students in the experimental group, who completed the strategic reading component of the English for Professional Purposes course in a technology-enhanced environment, attained statistically as well as practically significantly higher mean scores on their end-of-semester English, Communication Studies, and TOEFL reading comprehension tests, than did the students in the control group, who were not exposed to the technology-enhanced environment; determine whether the students in the experimental group differed statistically as well as practically significantly from the students in the control group in terms of their reading strategy use; determine the scope of the reading problem among the first-year students participating in this study; identify the strengths and weaknesses in the reading assessment profiles of one efficient and one inefficient student; make recommendations in terms of the reading support needed by these students; identify the factors that can affect first-year English Second Language (ESL) students' acceptance and use of the technology-enhanced component of a strategic reading module offered via mixed mode delivery; determine which factors can be considered as statistically significant predictors of technology acceptance and use by first-year ESL students; and discuss the implications of the above-mentioned results for the designing of technology-enhanced courses as well as the support that should be given to ESL learners who must use the technology. In this study a combined qualitative and quantitative research method was used. A Dominant-Less Dominant design was used. The qualitative research approach was consistent with naturalistic case study methodology. For the quantitative research component a quasi-experimental non-randomised pre-test post-test control group design was used. The participants in this study included the entire population of one hundred and thirty-one students taking the English for Professional Purposes module. The students included speakers of Afrikaans and Setswana. These students majored in Communication Studies and Psychology. Ten paper-and-pencil instruments were used in this study. In addition to the paper-and- pencil instruments, various qualitative data collection methods were also used, namely semi-structured interviews, e-mail messages, informal conversations and the researcher's field notes. The data were analysed by means of descriptive (i.e., means, standard deviations) as well as multivariate statistics (i.e., Pearson product moment correlations; t-tests; factor analyses; and stepwise multiple regression). The results of the study can be summarised as follows: The strategic reading module of the English for Professional Purposes course was designed for mixed mode delivery. The structure and format of the strategic reading module consisted of an interactive study guide, contact sessions, and Varsite (i.e., a learning content management system). The results indicated that the students who received strategic reading instruction in the technology-enhanced environment received both statistically and practically significantly higher marks on three reading comprehension measures than did the students in the control group. This was true for successful students, as well as for those considered to be at-risk. The post-test results indicated that the students in the experimental group used certain strategies statistically (p<0.05), as well as practically significantly (small to large effect sizes), more often than the students in the control group. An analysis of the reading assessment profiles of the students participating in this study indicated that they experienced problems across all aspects of the reading components assessed (vocabulary, fluency, and reading comprehension and reading strategies). An analysis of the successful student's reading assessment profile indicated that his/her profile was far flatter than that of the at-risk student; the successful student had far fewer ups and downs in his/her profile than the at-risk student (i.e., the majority of the successful student's mean reading assessment scores were scattered around or above the norm/guidelines for first-year students). The results of an exploratory factor analysis indicated that computer self-efficacy, ease of use, enjoyment, outcome expectations, usefulness, and quality of resources were major factors affecting ESL students' acceptance and use of the technology-enhanced component of a strategic reading module. In addition, the results of the multiple regression analysis indicated that approximately 71% of the total variance of Varsite acceptance and use was explained by computer self-efficacy, ease of use, enjoyment, and outcome expectations. Usefulness and the quality of the resources also contributed to the total variance, but the contribution was not statistically significant. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2004.

This thesis adapts cooperative learning methods for the College English teaching context in China. Its focus is on investigating the effects of cooperative learning on students' English language proficiency, learning motivation and social skills, in comparison with traditional whole-class instruction, by employing a pre-test-post-test control group quasi-experimental design. The first chapter clarifies the context for the research, which includes an introduction about the importance of English language teaching in China, a description of the widely used traditional approach, as well as its negative consequences. Observations are made regarding the characteristics of College English teaching and recent nationwide College English reform, which have spurred a transformation of the traditional approach at the tertiary level, with a focus on enhancing students' listening and speaking abilities in English. This is followed by a brief overview of cooperative learning, as well as its potential to contribute to College English teaching. The overall aim of the research and the specific research questions addressed are presented at the end of this chapter. The second chapter consists of a review of the literature regarding the history of cooperative learning, the fundamental theoretical underpinnings of cooperative learning, major cooperative learning methods, basic elements of cooperative learning, and its positive outcomes. This chapter also elaborates on key issues in implementing cooperative learning in the classroom and the cultural appropriateness of cooperative learning in China. In accordance with the specific context for this research, this chapter addresses the relevant connections of cooperative learning to second and foreign language teaching, tertiary education, and large-class instruction. An extensive review is also included regarding recent studies on using cooperative learning in second and foreign language teaching around the world as well as in China. The review locates a gap in the existing studies; the effectiveness of cooperative learning in teaching English as a foreign language to tertiary learners in China, which constitutes the focus of this thesis. The third chapter starts with some key concepts essential for quantitative methodology used in this research. It is followed by an introduction of participants and the general research procedure, which includes a pilot study and a main study employing a pre-test-post-test control group quasi-experimental design. Details of the intervention procedure are provided, focusing on different teaching methods used in the cooperative learning classroom and the traditional classroom. This chapter also provides details of the three measures used in this research: the College English Test, the Language Learning Orientations Scale, and the Social Skills Scale for Chinese College English Learners. At the end of the chapter there is an explanation of specific techniques and principles for data analysis. In chapter four, results are presented based on analysis of the data from the three measures. In general, the results focus on seven aspects: mean scores, standard deviations of pre- and post-test scores for each group, effect sizes of Cohen's d from pre- to post-test for each group, alpha values of paired-samples t-tests for each group, alpha values of interaction effect between group and time from ANOVAs, alpha values of post-test difference between groups from one way ANCOVAs, and means plots for each of testing areas. The findings provide evidence in favour of cooperative learning in some areas, for instance, in teaching speaking, listening and reading, in generating intrinsic motivation, and in incorporating students' equal participation and individual accountability into learning. The final chapter includes a discussion of the findings on the three measures in relation to the findings of previous research. It goes on to discuss implications for the practice of English language teaching, with a focus on the challenges of using cooperative learning in Chinese tertiary institutions. These challenges mainly include designing appropriate cooperative learning tasks, extra workload involved in preparing and implementing cooperative learning lessons, limited teaching hours and a large curriculum to cover, as well as students' use of the first language in teamwork. The chapter ends with a discussion about the major contributions and limitations of the current study, as well as recommendations for future research.

The research focused on the importance of and the problem of English proficiency/literacy regarding Grade 12 learners exiting the school system and seeking entry at Institutions of Higher Learning (IHLs). Grade 12 learners’ final results have been used as a benchmark for admission into tertiary education for many years. These results have come under scrutiny over the past few years. IHLs are faced with the problem to generate ways to address the access of ill-prepared learners exiting Grade 12 and then to solve the problem of low levels of throughput and high drop-out rates among first year students, therefore the multi-faceted nature of access into South African IHLs was discussed, as well as alternative routes to enter IHLs. The researcher has experienced that the dropout rates of first year BEd English major students have been rather high. The purpose of this research was to determine what the predictive power of two measures, the English matric results of the National Senior Certificate (NSC) and the English Literacy Skills Assessment (ELSA) were on the academic success of first year BEd English major students of the North-West University on the Vaal Triangle Campus. This was primarily done to improve first year BEd English major students’ English proficiency/literacy, as well as to increase their throughput rate. The major findings of this study pointed to the lack of English language proficiency/literacy of first year BEd English major students and the low throughput rate of these students. Although the ELSA proved to be the best predictor of academic success for first year BEd English major students, the Grade 12 English results also showed a statistical significant prediction capability. The results showed that there was no significant difference between ELSA 1 (which was used as pre-test) and ELSA 2 (which was used as post-test). An improvement in the ELSA 2 results was expected, as it was written as a post-test at the end of the first year BEd English major modules, indicating that the curriculum of the first year BEd English major students had little or no positive influence on the results of the ELSA 2. This resulted in the recommendation that it would be to the advantage of first year BEd English major students to change the current first year BEd English major curriculum in order to improve students’ English proficiency/literacy, as well as their throughput rate, which will result in improved academic success. / PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012

This dissertation examines the language proficiency of school-aged deaf pupils from a bilingual perspective. The first aim of the study is to investigate the Swedish L2 skills of the pupils. This includes testing the validity of the Processability Theory on deaf learners of Swedish as an L2. The second aim is to investigate whether there is a correlation between proficiency in Swedish and Swedish Sign Language (SSL) as suggested in earlier research on deaf bilingualism. This study is cross-sectional and contains data from 38 pupils (grades 5 and 10) from a school for deaf and hearing-impaired pupils in Sweden. The data consists of retellings of a cartoon in written Swedish and of free stories in SSL. For the first part of the study, the Swedish data has been analyzed according to Processability Theory (PT).  For the second part of the study, narrative structure in both the Swedish and SSL data has been analyzed. As a theoretical framework, Labov’s narrative model is applied. The results show that there is an implicational order in the informants’ development of Swedish following the predicted grammatical learning order described by PT. The results therefore suggest that PT is a valid theory also for deaf learners of L2 Swedish. The conclusions regarding SSL proficiency suggest that more research about sign language as such is needed to get a deeper understanding of SSL proficiency. The results show that one narrative component of Labov’s model - Evaluation - is an important component in SSL proficiency. The results from the comparative analysis show that there is a positive statistical correlation between some Swedish and SSL variables used in this study, suggesting that skills in Swedish correlate with skills in SSL. This means that a well-developed sign language is important for the deaf to learn any written language as a second language.

Research conducted in South Africa indicates that many South African students who register for undergraduate study each year are under-prepared for university education and that many of these English Second Language students also have low levels of reading ability. This has an adverse effect on their chances of academic success. These students very often become part of the "revolving door syndrome". In order to meet the reading needs of students in the 21" century, educators are pressed to develop effective instructional means for teaching strategic reading at tertiary level. In order to help students acquire the strategic reading abilities deemed necessary for a successful academic experience, the Department of English at Potchefstroom University implemented a content-based strategic reading module. This module was offered to students via Varsite (technology-enhanced aspect of the module); a learning content management system developed at Potchefstroom University. This system provides an integrated environment for developing, managing and delivering learning content. The purpose of this study was to: discuss the structure and format of the content-based strategic reading module as developed and implemented for delivery within a distributed learning environment; determine what the reading comprehension and reading strategy use profile of first-year students at Potchefstroom University looks like; determine whether the students in the experimental group, who completed the strategic reading component of the English for Professional Purposes course in a technology-enhanced environment, attained statistically as well as practically significantly higher mean scores on their end-of-semester English, Communication Studies, and TOEFL reading comprehension tests, than did the students in the control group, who were not exposed to the technology-enhanced environment; determine whether the students in the experimental group differed statistically as well as practically significantly from the students in the control group in terms of their reading strategy use; determine the scope of the reading problem among the first-year students participating in this study; identify the strengths and weaknesses in the reading assessment profiles of one efficient and one inefficient student; make recommendations in terms of the reading support needed by these students; identify the factors that can affect first-year English Second Language (ESL) students' acceptance and use of the technology-enhanced component of a strategic reading module offered via mixed mode delivery; determine which factors can be considered as statistically significant predictors of technology acceptance and use by first-year ESL students; and discuss the implications of the above-mentioned results for the designing of technology-enhanced courses as well as the support that should be given to ESL learners who must use the technology. In this study a combined qualitative and quantitative research method was used. A Dominant-Less Dominant design was used. The qualitative research approach was consistent with naturalistic case study methodology. For the quantitative research component a quasi-experimental non-randomised pre-test post-test control group design was used. The participants in this study included the entire population of one hundred and thirty-one students taking the English for Professional Purposes module. The students included speakers of Afrikaans and Setswana. These students majored in Communication Studies and Psychology. Ten paper-and-pencil instruments were used in this study. In addition to the paper-and- pencil instruments, various qualitative data collection methods were also used, namely semi-structured interviews, e-mail messages, informal conversations and the researcher's field notes. The data were analysed by means of descriptive (i.e., means, standard deviations) as well as multivariate statistics (i.e., Pearson product moment correlations; t-tests; factor analyses; and stepwise multiple regression). The results of the study can be summarised as follows: The strategic reading module of the English for Professional Purposes course was designed for mixed mode delivery. The structure and format of the strategic reading module consisted of an interactive study guide, contact sessions, and Varsite (i.e., a learning content management system). The results indicated that the students who received strategic reading instruction in the technology-enhanced environment received both statistically and practically significantly higher marks on three reading comprehension measures than did the students in the control group. This was true for successful students, as well as for those considered to be at-risk. The post-test results indicated that the students in the experimental group used certain strategies statistically (p<0.05), as well as practically significantly (small to large effect sizes), more often than the students in the control group. An analysis of the reading assessment profiles of the students participating in this study indicated that they experienced problems across all aspects of the reading components assessed (vocabulary, fluency, and reading comprehension and reading strategies). An analysis of the successful student's reading assessment profile indicated that his/her profile was far flatter than that of the at-risk student; the successful student had far fewer ups and downs in his/her profile than the at-risk student (i.e., the majority of the successful student's mean reading assessment scores were scattered around or above the norm/guidelines for first-year students). The results of an exploratory factor analysis indicated that computer self-efficacy, ease of use, enjoyment, outcome expectations, usefulness, and quality of resources were major factors affecting ESL students' acceptance and use of the technology-enhanced component of a strategic reading module. In addition, the results of the multiple regression analysis indicated that approximately 71% of the total variance of Varsite acceptance and use was explained by computer self-efficacy, ease of use, enjoyment, and outcome expectations. Usefulness and the quality of the resources also contributed to the total variance, but the contribution was not statistically significant. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2004.

This study focuses on the English Second Language (ESL) learner with inadequate English proficiency. The Schools Act allows parents to choose their children's Language of Learning and Teaching (LOLT). Consequently, many parents choose English as LOLT for their children, believing that it will guarantee success for their children in the world of school and work. ESL learners with inadequate English proficiency experience barriers to learning. Most educators do not have the knowledge or the tools to support these ESL learners. Consequently, many ESL learners are recommended for retention or defined as "slow" learners. A crucial need for a language enrichment programme to augment these ESL learners' inadequate English proficiency was identified. After an in-depth search no South African language enrichment programme could be found for Grade 4 mainstream educators to implement in the classroom. A questionnaire was designed, based on the literature research, and distributed to determine what the needs of Grade 4 mainstream educators Concerning a language enrichment programme were. Grade 4 educators were targeted as a population since Grade 4 has been reported by educators as a critical period in the learners' education and also falls into the researcher's sphere of responsibilities. A great need for a language enrichment programme was confirmed. From the questionnaire it was deduced that educators felt comfortable using a story as medium for the language enrichment programme. A language enrichment programme suitable for the mainstream classroom was compiled for Grade 4 ESL learners based on the literature research and the responses of the questionnaire. 40 Grade 4 Language, Literacy and Communication (LLC) educators with knowledge on how to support learners with barriers were requested to implement the language enrichment programme over a six week period in their classroom. A short questionnaire to assess the suitability of implementation was completed by them afterwards. The response from the educators was exceptionally positive. The results of this study suggest that the story-based language enrichment programme can be implemented with success in the mainstream classroom to augment ESL learners' inadequate English proficiency, making the road to academic and career success so much smoother. / This study focuses on the English Second Language (ESL) learner with inadequate English proficiency. The Schools Act allows parents to choose Their children's Language of Learning and Teaching (LOLT) consequently, many parents choose English as LOLT for their children, believing that it will guarantee success for their children in the world of school and work. ESL learners with inadequate English proficiency experience barriers to earning. Most educators do not have the knowledge or the tools to support these ESL learners. Consequently, many ESL learners are recommended for retention or defined as "slow" learners. A crucial need for a language enrichment programme to augment these ESL learners' inadequate English proficiency was identified. After an in-depth search no South African language enrichment programme could be found for Grade 4 mainstream educators to implement in the classroom. A questionnaire was designed, based on the literature research, and distributed to determine what the needs of Grade 4 mainstream educators concerning a language enrichment programme were. Grade 4 educators were targeted as a population since Grade 4, has been reported by educators as a critical period in the learners' education and also falls into the researcher's sphere of responsibilities. A great need for a language enrichment programme was confirmed. From the questionnaire it w deduced that educators felt comfortable using a story as medium for the language enrichment programme. A language enrichment program suitable for the mainstream classroom was compiled for Grade 4 El learners based on the literature research and the responses of the questionnaire. 40 Grade 4 Language, Literacy and Communication (LLC) educators with knowledge on how to support learners with barriers were requested implement the language enrichment programme over a six week period their classroom. A short questionnaire to assess the suitability of implementation was completed by them afterwards. The response of the educators was exceptionally positive. The results of this study suggest that the story-based language enrichment programme can be implemented with success in the mainstream classroom to augment ESL learners' inadequate English proficiency, making the road to academic and career success so much smoother. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2004.

The purpose of the present study is to investigate the predictive validity of the BUEPE through the use of the three-parameter IRT model&amp / #8217 / s ability estimates. The study made use of the BUEPE September 2000 data which included the responses of 699 students. The predictive validity was established by using the departmental English courses (DEC) passing grades of a total number of 371 students. As for the prerequisite analysis the best fitted model of IRT was determined by first, checking the assumptions of IRT / second, by analyzing the invariance of ability parameters and item parameters and thirdly, by interpreting the chi-square statistics. After the prerequisite analyses, the best fitted model&amp / #8217 / s estimates were correlated with DEC passing grades to investigate the predictive power of BUEPE on DEC passing grades. The findings indicated that the minimal guessing assumption of the one- and two-parameter models was not met. In addition, the chi-square statistics indicated a better fit to the three-parameter model. Therefore, it was concluded that the best fitted model was the three-parameter model. The findings of the predictive validity analyses revealed that the best predictors for DEC passing grades were the three-parameter model ability estimates. The second best predictor was the ability estimates obtained from sixty high information items. In the third place BUEPE total scores and the total scores obtained from sixty high information items followed with nearly the same correlation coefficients. Among the three sub-tests, the reading sub-test was found to be the best predictor of DEC passing grades.

The purpose of the study is to reveal pre-service teachers&rsquo / technology competencies during their four-year teacher training program at Burdur School of Education, S&uuml / leyman Demirel University in Turkey. The sample size is 1086 students from Primary School Teacher Education department. 262 is 1st year, 269 is 2nd year, 288 is 3rd year, and 265 is 4th year students. 435 are males, and 644 are females. The research design is non-experimental survey. Technology Use Self-Competency scale (TUSS) was used for the study. Reliability of the instrument is .96. The study is indicated that most of the pre-service teachers felt themselves as intermediate technology user. The descriptive, correlation, regression and higher-way ANOVA are applied. Gender, years of computer use and computer ownership and having access to internet variables are associated with significantly to technology use self-competency scores. Also the most useful predictor of technology use self competency is years of computer use. Finally, there is significant difference among categories of computer ownership and internet access, gender, years of computer on technology use self-competency. The recommendations and directions to future researches are presented.