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Cultural Influences on ELT in Finland and Japan This study offers a framework for studying how teaching English as a foreign language (TEFL) is planned and executed in relation to the educational culture present in specific learning environments. The study examined language planning and textbook design, testing, learner and teacher attitudes, transcribed classroom discourse and lesson segmentation data gathered in the two countries over a five-year period. Mike Garant University of Helsinki, PL 94, 54101 Kouvola, Finland. It has been published in Finland. http://www.jyu.fi/library/julkaisu/mgarant.htm#abs Author seeks an international publisher. (899)
A Theoretical Approach to Creative Expression for School Counseling This exploratory manual for school counselors traces creative modalities in some of the performance arts, language arts and visual arts, from a theoretical perspective. Other populations served are college students and counselor educators who work indirectly with the vast majority of regular high school students in guiding their developmental growth. Some attention is also paid to elementary and middle school children. School counseling must undergo systemic change for students to take advantage of their many personal and social counseling needs. School counselors deal primarily with academics and career counseling, relying almost exclusively on verbal interventions. Children would benefit greatly from authentic counseling. For those occasional incidents, counselors simply talk to students. Many children do not benefit from the traditional "talk therapies" for several reasons. Moreover, the targeted population of regular students has been neglected in the schools and the research because their problems do not place them in an at risk or special needs category. Yet many of them have maturational issues and serious problems which need to be addressed. Creative expression substantially improves their mental health. It increases their self-esteem as they become more focused, self-aware and attuned to their feelings. Allowing for originality and expressiveness positively impact teenagers' struggles with identity, peer pressure and communication skills. Right brain cognitive functions are stimulated and social skills are enhanced. Techniques described allow freedom of expression, empowering students in decision -making, appropriate behavior and self-awareness. The manual begins with a background of experiential learning theories and practices. Successive chapters discuss theories and implications for adapta= tion to a school environment in the following: an overview of expressive arts for mental health, neuro-linguistic programming, psychosynthesis, gestalt, action methods, including drama therapy and psychodrama, synergy, and an original eclectic design, combin= ing elements from the others. Ronne Mickey 12501 SW 110 S. Canal St., Mia., Fl. 33186 (899)
Faculty instructional development and oral communication in freshman seminars at the college of William and Mary This study was an exploratory effort to describe the process and outcomes of a faculty instructional development program designed to promote pedagogical techniques focused on the improvement of oral communication skills in first-semester college students enrolled in a variable-content freshman seminar curriculum. The approach was to examine the participants' responses to the training, identify any instructional strategies adopted by faculty as a result of the training, and to explore the impacts of these strategies on classroom dynamics and on perceptions of student oral communication skill development. To this end, multiple data sources were utilized, including historical information, descriptive observations, assessment tools, surveys, interviews, and recordings of actual classroom communication. Two groups of freshman seminar instructors and their students were examined: a treatment group in which the instructors took part in the instructional development training, and a parallel comparative group in which the instructors did not participate in the training. Both faculty and student responses to the freshman seminar curriculum were positive. Instructional development participants observed that their students overcame communication apprehension and developed identity, critical thinking skills, and classroom community as a result of interactive teaching techniques. They also recognized the difficulties associated with interactive pedagogy and made a case for more peer and institutional support in this type of instructional development. Students in the treatment group reported higher perceptions of involvement and overall course value than those in the comparative group, despite the fact that actual classroom recordings did not indicate any significant difference in student involvement. Contact Info After August 1st: Tamara L. Burk, Ph.D. Director, Center for Excellence in Teaching and Learning University at Albany, SUNY University Library B34 Albany, NY 12222 (799)
Meritocratic Ideals, Educational Credentialism, and Education Mothers:Contemporary Motherhood in Japan and Korea. The purpose of this thesis is to discover the origins of the current role of the Japanese woman and Korean woman as "education mothers," and comment on this present state of motherhood and, ultimately, womanhood. The paper traces the evolution of credentialism by focusing on the historical changes in the two nations, highlights the changes in education during these periods, and discusses the transformation and meaning of motherhood with an emphasis on contemporary motherhood. Jonathan Zeljo 19 Payson Avenue, Easthampton, MA 01027 USA (799)
The Effect of Teacher-made CD ROMs on Students of Various Learning Styles and Intelligences. This research has been designed to evaluate the effects of teacher-made CD-ROM multimedia-based curriculum on students of various intelligences and learning styles. Two consecutive classes were evaluated to determine if there was a measurable difference in knowledge retention following a year of study. The control group received the traditional classroom and competency-based course of study, while the experimental group received the same instruction enriched with teacher made CD-ROM multimedia. Both groups completed lab assignments and were assessed with identical end of chapter exams at the conclusion of the year. Graduate Thesis, Workforce and Development Education The Pennsylvania State University, University Park, PA 16802 Randy Bish 1866 Ferguson Rd. Allison Park, PA 15101 (799)
Latin and Romance in legal documents from the 2nd half of the 11th-century The dissertation examines a corpus of Latin-Portuguese documents from the 2nd half of the 11th-century, and contains a study of several linguistic variables to find patterns of change in correlation to the Gregorian Reform of 1080. My aim is to observe whether the post-Reform texts present significant differences vis-a-vis earlier texts, i.e. whether the language was still "Latin-Romance" and not "Medieval Reformed Latin". I conclude that the results do not reflect a clearcut break between older and later texts: the observed data do not confirm Menéndez Pidal's "restoration of latinity" immediately after the Reform. António H. A. Emiliano Departament of Linguistics, Universidade Nova de Lisboa,Avenida de Berna 26-C, 1050 LISBOA PORTUGAL (799)
Taming the Lightning: American Telegraphy as a Revolutionary Technology, 1832-1860 This dissertation examines antebellum telegraphy as a revolutionary technology in two senses: as a revolution in technological practice and as a transformative technology with revolutionary social effects. I make two arguments. First, the telegraph was a technological revolution, a radical break from existing technical practices and communities, because it had strong links to recent scientific discovery and it was one of the first technologies organized as a system. Second, the telegraph did not usher in a communi- cations revolution by 1860. Instead, its impact upon American life was much more subtle and gradual than contemporaries and historians have allowed. David Hochfelder IEEE History Center, Rutgers University, New Brunswick, NJ 08901 USA (799)
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