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SyllabusChoi, Jaehoon 11 February 2011 (has links)
LING/PSY 201 Syllabus / This collection consists of learning objects developed for use in courses offered by the Department of Linguistics. Learning objects include lectures, presentations, quizzes, activities, and more. Access to this collection is restricted to authorized faculty and instructors.
For access to this collection, please contact Dr. Amy Fountain, Department of Linguistics, avf@email.arizona.edu.
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Syllabus approaches and teaching methods used in TEFL in Iraqi preparatory schools : Implications for the adoption of new techniquesAl-Amin, A. A. A. A. January 1984 (has links)
No description available.
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Tailor Made: Adapting Psychotherapeutic InterventionsHenry-Smith, Latanya Sherone 16 December 2013 (has links)
With increased diversity and globalization, there is increased emphasis on awareness of cultural influences on functioning and in fostering cultural competence. This is particularly important in the context of intervention planning and acceptability. The standard approach is through didactic coursework; however the extent to which the content of the courses is ‘universal’ and includes relevance for intervention is unknown. The purpose of this content analysis was to determine whether or not cultural competence is addressed in psychotherapeutic intervention coursework. Direct intervention syllabi from APA accredited school psychology doctoral programs were analyzed. Findings suggest that cultural competence is minimally addressed in intervention courses. Similarly, the mechanisms for culturally adapting interventions are rarely addressed. Findings further suggest that when addressing cultural competence intervention courses focus on applying knowledge to the delivery of services. Understanding the content of current curricula may provide trainers with information to aid in designing their curriculum so that pre service school psychologists may matriculate with a broader basic therapy skill set.
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An argument for a postcolonial canon of literature for upper-secondary schools in multicultural Sweden : Course book analysis and didactic questions regarding the teaching of literature in the English subjectSignell, Andreas January 2016 (has links)
This essay investigates the possibility of a postcolonial canon of literature for upper-secondary schools in multicultural Sweden. It uses an in depth course book analysis as a basis for looking at didactic questions regarding the teaching of postcolonial literature. The main argument is that since no real guidelines exist neither in course plans or course books as to what literature to use in education at the upper-secondary level in the English subject, a postcolonial canon of literature is both an interesting and effective way of fulfilling both the English curriculum, and the overall larger goals of the Swedish schools. Teaching postcolonial literature is introduced as a method of bridging cultural gaps and promoting tolerance in a practical way in the form of multicultural education. This is of growing interest in a multicultural Sweden that faces challenges with immigration, especially since education is one of the best methods of social integration into society. Questions asked by the essay are: 1. Does a canon of literature exist in Sweden for the English subject at upper-secondary level? If not, are there general guidelines to be found on how to select literature in the curriculum? 2. To what extent do English 6 course books include/promote a canon of literature (if at all)? If postcolonial texts are featured, are they relegated to their separate area (i.e. treated as Edward Said’s “the other”) or do the course books include postcolonial novels in said canon? and 3. What arguments can be made for teaching a postcolonial canon of literature overall and in what ways does this argument fit with the GY 2011 course plan for English, and to a larger extent, some specific goals (mentioned in the introduction) of the overall upper-secondary curriculum? The essay finds that while this is certainly not an all encompassing solution to the challenges facing Sweden, the argument of including a postcolonial canon in the teaching of literature for the English subject is a small, but important, and viable way of fulfilling both the criteria of the English subject and the general criteria of the upper-secondary schools.
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Course content and motivation in second language learning : an empirical studyBaird, Isabel Anne January 2000 (has links)
No description available.
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ENGR 1110 SyllabusCraig, Leendert 01 January 2022 (has links)
https://dc.etsu.edu/engr-1110-oer/1000/thumbnail.jpg
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Introduction to Writing for Children: The Child as an AudienceMcKenzie, Alexandra January 2015 (has links)
Thesis advisor: Margaret Cohen / Creative Writing is an area of study gaining much traction in English departments across the country. Many universities have writing workshops in genres such as fiction, creative nonfiction, magazine writing, business writing, and more. However, there is a glaring gap: the field of children’s literature. This work addresses the presence of this gap amongst university English departments and develops the syllabus for a course to remedy the problem: a creative writing workshop focusing on the study and writing of literature for children. / Thesis (BA) — Boston College, 2015. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Arts and Sciences Honors Program. / Discipline: Education.
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Towards an appropriate syllabus for the first year students at Hanoi Foreign Languages Teachers' CollegeTran, Thi Lang, n/a January 1985 (has links)
This field study is aimed at establishing
criteria for an appropriate syllabus for the first-year
students of English at the Hanoi Foreign Languages
Teachers' College.
Following an overview of the past and present
English language teaching in North Vietnam and at the
Hanoi Foreign Languages Teachers' College, the students
and their learning problems are analyzed with a view to
determining student needs. Such needs should be taken
into account when selecting appropriate syllabus content.
The relative advantages and disadvantages of
language syllabus and teaching methods are discussed.
The types of syllabus analyzed are : the structural
syllabus, the situational syllabus, and the functional
syllabus. The methods considered are:the grammar translation
method, the direct method, the audio-lingual
method and the communicative approach.
The study next identifies the constraints in
designing the first year syllabus for the Hanoi Foreign
Languages Teachers' College. The things to be considered
are the desired qualifications of the language teacher
and the program for teacher-training at the college. At
the same time, the first year students of English
are studied in terms of previous learning experience
and motivation.
The next stage brings together institutional
needs and methodological options in a discussion of an
appropriate syllabus for the first year.
1 . The syllabus aims and objectives : that is,
the production of proficiency in the four language skills,
especially the oral skills of speaking and listening.
2. The syllabus content : the general principles
as well as the actual selection of various functions and
topics.
3. The method : examination of an eclectic
method and the teacher's roles in the classroom as well
as the guidelines for more effective teaching.
4. Evaluation: the functions of and the techniques
for evaluation.
A sample of a language unit of the syllabus
follows the discussion of constraints.
After a general discussion of the teaching of
each of the four skills, the study comes to some of the
techniques for developing the oral skills of speaking
and listening, the main objectives of the first year
syllabus.
It is intended that this field study will
contribute a small part to the growing understanding
of the syllabus design which, for a long time, has been
so controversal an issue at the Hanoi Foreign Languages
Teachers' College.
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Varför religion? : En undersökning av hur eleverna i en skola upplever religionsämnetAbdallah, Wissam January 2010 (has links)
No description available.
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En jämförelse av kursplanerna i biologi Sverige och Kenya / A comparison between the syllabus in biology : Sweden and KenyaOlsson, Therése January 2002 (has links)
Skolans styrning genom användande av läroplaner och kursplaner kan skilja mellan två olika länder. Vilka dessa skillnader kan vara mellan Sverige, som ett industraliserat i-land och Kenya som en gammal koloni ännu under utveckling inom ämnet biologi är vad detta arbete är tänk att behandla. För att kunna utföra en bra jämförelse mellan de två kursplanerna har jag valt att studera läroplansteori. Läroplansteori formulerar hur innehåll för utbildningar, hur formulering av utbildningens mål och hur innehållet organiseras. Teorierna visar hur samhällets struktur påverkar skolans utformning och styrningsmetoder. Pedagogisk forskning angående hur arbetet bör bedrivas i skolan är en av de många faktorer som påverkar hur en läroplan och kursplan formuleras. Utifrån denna litteraturstudie har jag sedan jämfört de två olika kursplanerna i biologi för att se om det finns likheter i vad som anses som viktig kunskap i både Sverige och Kenya. Jämförelsen visade att det finns många likheter i grundkunskaperna men att det skiljer sig i hur kursplanern a uttrycker sina mål för undervisningen. Det förekommer mål i den kenyanska kursplanen som är anpassat för Kenya i det utvecklingsstadiet som landet befinner sig på. Den svenska kursplanen innehåller mer kunskapsmässiga mål som inte har en direkt användning för eleverna utan ska ge eleverna större kunskaper senare i livet. Den kenyanska kursplanen uttrycker en större vilja att eleverna ska kunna ha användning av skolans innehåll direkt då många elever slutar skolan tidigt.
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