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Critical Condition : Replacing Critical Thinking with Creativity. by Finn, Patrick.;
Cover -- Contents -- Acknowledgements -- Preface: An Invitation -- Chapter 1 A Foolish Question: Isn't It Time We Replaced Critical Thinking? -- Chapter 2 The Baby and the Bathwater: The Birth of Critical Thinking -- Chapter 3 A Hitch or Two: Polemic, Violence, and the Case for Critical Thinking -- Chapter 4 We Can't Go On Together (with Suspicious Minds) -- Chapter 5 An Immodest Proposal: Let's Replace Critical Thinking with Creative, Loving, Open-Source Thought -- Chapter 6 "Sure, It Works in Practice, but Will It Work in Theory?" -- Chapter 7 Conclusion: An Open Invitation - Some Final Ideas and Questions -- Notes -- Bibliography -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- U -- W -- Y.Should we stop teaching critical thinking? Meant as a prompt to further discussion, Critical Condition questions the assumption that every student should be turned into a "critical thinker." The book starts with the pre-Socratics and the impact that Socrates' death had on his student Plato and traces the increasingly violent use of critical "attack" on a perceived opponent. From the Roman militarization of debate to the medieval Church's use of defence as a means of forcing confession and submission, the early phases of critical thinking were bound up in a type of attack that Finn suggests does not best serve intellectual inquiry. Recent developments have seen critical thinking become an ideology rather than a critical practice, with levels of debate devolving to the point where most debate becomes ad hominem. Far from arguing that we abandon critical inquiry, the author suggests that we emphasize a more open, loving system of engagement that is not only less inherently violent but also more robust when dealing with vastly more complex networks of information. This book challenges long-held beliefs about the benefits of critical thinking, which is shown to be far too linear to deal with the twenty-first century world. Critical Condition is a call to action unlike any other.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2018. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; Creative thinking -- Study and teaching (Higher).; Creative thinking; Critical thinking -- Study and teaching (Higher).; Critical thinking; Thought and thinking -- Study and teaching (Higher).; Thought and thinking;
On-line resources: CGCC online access;
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Quality Assurance in Asia-Pacific Universities : Implementing Massification in Higher Education. by Neubauer, Deane E.(DLC)1598944; Gomes, Catherine.;
Acknowledgments -- Author Biographies -- Contents -- List of Figures -- List of Tables -- Chapter 1: Creating Cultures of Quality Within Asia Pacific Higher Education Institutions -- Introduction -- The Context -- Quality Issues Within the Context -- Notes -- Appendix A -- Context -- Purpose -- Principles -- References -- Part I: Country Examples -- Chapter 2: Development of the Self-Accrediting System in Taiwan and Its Impact on Higher Education Institutions: A Case Study of Fu Jen Catholic University -- Introduction -- Development of a Self-Accreditation System -- Taiwan Policy -- Research Method and Subjects: The Case of Fu Jen Catholic University -- Major Findings -- Design and Mechanism -- Understanding and Engagement -- Self-Study Report Writing -- On-site Visits -- Self-Accreditation Impact -- Discussion and Conclusion -- References -- Chapter 3: From Strategic Thinking to a Plan of Action: The Process of Mapping Organizational Quality: A Case Study of the USC Rossier School of Education -- Introduction -- Strategic Thinking Week -- USC Rossier 2012-2015 Strategic Plan Writing Process -- Developing the Strategic Plan as an Iterative Process -- Conclusion -- References -- Chapter 4: Assuring Quality in Transnational Higher Education: A Case Study of Sino-Foreign Cooperation University in China -- Introduction -- TNHE in China: Quality Concerns -- Case Study: Quality Assurance in a Sino-Foreign Cooperation University -- Conclusion -- Notes -- References -- Chapter 5: Creative Moments in Company: A Quality Pursuing Case of an International Graduate Education Program in a Chinese University -- Background of Study -- The Case of North University -- Challenges and Strategies for Quality -- A Brief Description of the Research Seminar -- Pursuing Quality Within the Research Seminar -- Quality of Higher Education and the Analytic Framework.Major Observations of Value -- Conclusion -- Notes -- References -- Statistics About Chinese International Students (Sources) -- Chapter 6: Higher Education Massification and Quality Assurance in Vietnam: A Case Study of Viet Nam National University Ho Chi Minh City -- Introduction -- Massification in Vietnam's Higher Education -- The Development of Quality Assurance in Vietnam -- IQA System of Viet Nam National University Ho Chi Minh City -- Background -- VNU-HCM's IQA System -- Quality Policy of VNU-HCM -- Internal Quality Assessment at Program Level -- Conclusion -- Notes -- References -- Chapter 7: Quality Assurance in the Era of Mass Higher Education in Japan -- Introduction -- Who Are the Evaluation Bodies? -- How Is Quality Generated at the Institutional Level? -- Defining Criteria -- The Practices at J. F. Oberlin -- Implications for Practice -- Conclusion: Changes in University Management Culture in the Era of Mass Higher Education -- Notes -- References -- Chapter 8: Quality Assurance and Quality Culture at a Public Higher Education Institution: A View from Within -- Introduction -- An Overview of Quality Assurance in Malaysian Higher Education -- Quality Assurance in the University of Malaya -- Quality at the University of Malaya: Assurance or Culture? -- Conclusion -- References -- Part II: Extending the Research of HE Quality Assurance -- Chapter 9: Creating a Culture of Quality: Navigating Change Toward a Culturally Responsive General Education Program -- Introduction -- Responsiveness of the Initiative to Current Trends in Higher Education -- Relationship of the Initiative to the Quality Movement -- General Education as a Culturally Responsive Curriculum -- References -- Chapter 10: Casting the Net Wider: Coping with an Increasingly Diverse International Student Body in Australia -- Introduction -- National Strategy.Value Placed on Industry and International Students -- The Challenge of Increasing Numbers and Diversity, and What Can Be Done -- Providing All Students with Both Global and Local Perspectives -- A Case Study of Teaching Large and Diverse Classes in the Humanities -- Stereotyping International Students -- International Students Are More Than Just Bad English Speakers and PR Hunters -- Lack of Local Friends -- Perception That Australians Are White and the Inability to Connect with Asian-Australians -- Conclusion -- Note -- References -- Chapter 11: Conclusion: When All Is Said and Done -- Introduction -- Quality Principles -- Conclusion -- Notes -- References -- Index.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; Education, Higher;
On-line resources: CGCC online access;
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Quality Assurance in Asia-Pacific Universities : Implementing Massification in Higher Education. by Neubauer, Deane E.; Gomes, Catherine.;
Intro -- Acknowledgments -- Author Biographies -- Contents -- List of Figures -- List of Tables -- Chapter 1: Creating Cultures of Quality Within Asia Pacific Higher Education Institutions -- Introduction -- The Context -- Quality Issues Within the Context -- Notes -- Appendix A -- Context -- Purpose -- Principles -- References -- Part I: Country Examples -- Chapter 2: Development of the Self-Accrediting System in Taiwan and Its Impact on Higher Education Institutions: A Case Study of Fu Jen Catholic University -- Introduction -- Development of a Self-Accreditation System -- Taiwan Policy -- Research Method and Subjects: The Case of Fu Jen Catholic University -- Major Findings -- Design and Mechanism -- Understanding and Engagement -- Self-Study Report Writing -- On-site Visits -- Self-Accreditation Impact -- Discussion and Conclusion -- References -- Chapter 3: From Strategic Thinking to a Plan of Action: The Process of Mapping Organizational Quality: A Case Study of the USC Rossier School of Education -- Introduction -- Strategic Thinking Week -- USC Rossier 2012-2015 Strategic Plan Writing Process -- Developing the Strategic Plan as an Iterative Process -- Conclusion -- References -- Chapter 4: Assuring Quality in Transnational Higher Education: A Case Study of Sino-Foreign Cooperation University in China -- Introduction -- TNHE in China: Quality Concerns -- Case Study: Quality Assurance in a Sino-Foreign Cooperation University -- Conclusion -- Notes -- References -- Chapter 5: Creative Moments in Company: A Quality Pursuing Case of an International Graduate Education Program in a Chinese University -- Background of Study -- The Case of North University -- Challenges and Strategies for Quality -- A Brief Description of the Research Seminar -- Pursuing Quality Within the Research Seminar -- Quality of Higher Education and the Analytic Framework.Major Observations of Value -- Conclusion -- Notes -- References -- Statistics About Chinese International Students (Sources) -- Chapter 6: Higher Education Massification and Quality Assurance in Vietnam: A Case Study of Viet Nam National University Ho Chi Minh City -- Introduction -- Massification in Vietnam's Higher Education -- The Development of Quality Assurance in Vietnam -- IQA System of Viet Nam National University Ho Chi Minh City -- Background -- VNU-HCM's IQA System -- Quality Policy of VNU-HCM -- Internal Quality Assessment at Program Level -- Conclusion -- Notes -- References -- Chapter 7: Quality Assurance in the Era of Mass Higher Education in Japan -- Introduction -- Who Are the Evaluation Bodies? -- How Is Quality Generated at the Institutional Level? -- Defining Criteria -- The Practices at J. F. Oberlin -- Implications for Practice -- Conclusion: Changes in University Management Culture in the Era of Mass Higher Education -- Notes -- References -- Chapter 8: Quality Assurance and Quality Culture at a Public Higher Education Institution: A View from Within -- Introduction -- An Overview of Quality Assurance in Malaysian Higher Education -- Quality Assurance in the University of Malaya -- Quality at the University of Malaya: Assurance or Culture? -- Conclusion -- References -- Part II: Extending the Research of HE Quality Assurance -- Chapter 9: Creating a Culture of Quality: Navigating Change Toward a Culturally Responsive General Education Program -- Introduction -- Responsiveness of the Initiative to Current Trends in Higher Education -- Relationship of the Initiative to the Quality Movement -- General Education as a Culturally Responsive Curriculum -- References -- Chapter 10: Casting the Net Wider: Coping with an Increasingly Diverse International Student Body in Australia -- Introduction -- National Strategy.Value Placed on Industry and International Students -- The Challenge of Increasing Numbers and Diversity, and What Can Be Done -- Providing All Students with Both Global and Local Perspectives -- A Case Study of Teaching Large and Diverse Classes in the Humanities -- Stereotyping International Students -- International Students Are More Than Just Bad English Speakers and PR Hunters -- Lack of Local Friends -- Perception That Australians Are White and the Inability to Connect with Asian-Australians -- Conclusion -- Note -- References -- Chapter 11: Conclusion: When All Is Said and Done -- Introduction -- Quality Principles -- Conclusion -- Notes -- References -- Index.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2019. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; Education, Higher.;
On-line resources: CGCC online access.;
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Higher-Order Thinking Skills [electronic resource] : Challenging All Students to Achieve by Williams, R. Bruce(SAGE)1873975;
Front Cover; Title Page; Copyright Page; Dedication; Contents; Introduction; Relevance; About Relevance; The Life Question; Understanding Information-Skills of Comparing and Contrasting; Generating Insight-Skills of Evaluating and Judging; Discerning Implications-Skill of Applying; Richness; About Richness; The Life Questions; Understanding Information-Skills of Classifying, Sorting, and Ranking; Generating Insight-Skills of Visualizing and Imagining; Discerning Implications-Skills of Creating, Innovating, and Inventing; Relatedness; About Relatedness; The Life QuestionsUnderstanding Information-Skill of ConnectingGenerating Insight-Skill of Forcing Relationships; Discerning Implications-Skill of Generalizing; Rigor; About Rigor; The Life Questions; Understanding Information-Skill of Explaining Why; Generating Insight-Skill of Inferring; Discerning Implications-Skills of Sequencing and Predicting; Recursiveness; About Recursiveness; The Life Questions; Understanding Information-Skill of Analyzing; Generating Insight-Skill of Making Analogies; Discerning Implications-Skill of Transferring; Conclusion; Appendix A: Brainstorming and Planning LessonsAppendix B: Blacklines of Graphic OrganizersBibliographyExplicit instruction in thinking skills must be a priority goal of all teachers. In this book, the author presents a framework of the five Rs: Relevancy, Richness, Relatedness, Rigor, and Recursiveness. The framework serves to illuminate instruction in critical and creative thinking skills for K-12 teachers across content areas.Each chapter treats one category of thinking skills. A chapter begins with a brief anecdote that illustrates the category, then discusses the skill, presents relevant life questions, and concludes by examining chosen strategies for the three thinking levels.
Subjects: Electronic books.; Cognitive learning; Thought and thinking -- Study and teaching (Elementary).; Thought and thinking -- Study and teaching (Secondary).; Thought and thinking;
© 2015., Skyhorse Publishing,
On-line resources: CGCC online access;
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Social Media in Higher Education : Case Studies, Reflections and Analysis. by Rowell, Chris.;
Intro -- Contents -- Acknowledgements -- Contributors -- Part One Introduction -- 1. From a Tweet to a Blog, to a Podcast, to a Book -- What is Social Media? -- Why This Book Is a Bit Different -- Thematic Organisation of the Book -- References -- 2. Social Media in Higher Education - The Podcast -- Professional Practice -- Teaching and Learning -- Leadership -- Building Networks -- Innovation -- The Personal Journey -- Part Two Professional Practice -- 3. Developing a Professional Online Presence and Effective Network -- Introduction -- Social Media -- What is a Professional Online Presence? -- How Do Others Perceive Your Online Presence? -- Blurring of the Boundaries -- Professional Social Networks -- The Value of Sharing -- Working Out Loud -- Celebrating Student Learning Gain and Teaching Excellence through Online Networks -- Taking Practical Steps -- Motivations for Developing an Online Presence -- Final Thoughts -- References -- 4. Re-Engineered Continuing Professional Development and Modelled Use of Cloud Tools and Social Media by Academic Developers -- Transforming Lecturer Practice and Mindset -- Case Study 1: Re-engineered CPD -- Case Study 2: PGCert in Higher Education (HE) -- Conclusion -- References -- 5. Ten Days of Twitter -- Introduction -- Ten Days of Twitter and Beyond -- Digital Badges -- Week 1 -- Week 2 -- Impact -- Day Eleven of Ten -- Challenges and Opportunities -- Satisfaction Survey -- Conclusions and Recommendations -- References -- 6. Open and Networked Scholarship -- Affordances and Barriers -- Open Scholarship in Higher Education -- Literacies for Meaningful Participation -- Power and Privilege -- References -- Part Three Teaching and Learning -- 7. Exploring the Use of Social Media in the Higher Education Classroom -- Introduction -- Smartphones and Classroom Dynamics -- Research Settings -- Results and Discussion.Continuous Connectedness -- Entertainment -- Educational Drift -- Catch of Advertisement -- Recommendations (for HE Practitioners) -- Conclusions -- References -- 8. The Use of Social Media Tools and Their Application to Creative Students -- Introduction -- Background to the Course -- Exploring the Related Learning Theories -- The Study -- The Results -- Pinterest -- Instagram -- Conclusion -- References -- 9. Role of Social Media in Learning: Benefits and Drawbacks - How Social Presence Theory Explains Conflicting Findings -- Introduction -- Methods -- Results -- Discussion -- Suggestions -- References -- 10. Bursting Out of the Bubble: Social Media, Openness and Higher Education -- Introduction -- The Context -- Where Did We Start, Then? -- Why Medium is Different -- Pedagogy of Open Assessment -- Beyond The Ivory Tower -- Reflecting on the Medium -- References -- 11. Cambridge Analytica, Facebook, and Understanding Social Media Beyond the Screen -- Introduction -- Students, Screens, and Social Media -- Cambridge Analytica: 'It's a Feature Not a Bug' -- Personal Data Exercises -- Exercise 1: Review Facebook's 'Statement of Rights and Responsibilities' or 'Terms of Service' -- Exercise 2: Activity log -- Conclusion -- Other Suggested Exercises: -- 1. Facebook company directory -- 2. Ad preferences -- 3. Platform and apps -- References -- Part Four Leadership -- 12. Leadership and Social Media -- Introduction -- Use It to Understand the Time Travellers and Body Shifters with Whom We Are Teaching and Working -- Use It to Raise the Profile of the University Internally and Externally -- Use it to Connect - to Build Relationships and a Personal Profile -- References -- 13. Leadership and Social Media: Challenges and Opportunities -- Introduction -- Motivations to Engage -- Being and Leading Online -- Visualising Practice and Change.Modelling Behaviour - Leading Change -- References -- Part Five Building Networks -- 14. Building Cohort Identity through Social Media -- Introduction -- References -- 15. Creating a Sense of Belonging and Connectedness for the Student Arrival Experience in a School of Arts and Humanities -- Introduction -- Why Does Belonging Matter? -- Facebook Live as the Connector -- Planning and Implementing a Facebook Live Event -- Storyboarding -- Practice Runs -- The Event -- Reflection on the Approach Taken -- Next Steps -- References -- 16. Joint Reflection on Twitter, Phenomenography and Learning Friendships -- What Is This All About? -- How It Used To Be… -- Working in the Dark, by Margy -- Phoning a Complete Stranger, by Chrissi -- Living in the Recent Now -- Margy (M): A question for Chrissy to start - what prompted you to post the request on Twitter? -- C: So Margy, you asked me why I reached out via Twitter in my desperation. I am curious to find out, what made you respond. Do you remember? -- M: I'm wondering now - how much of a response did you get and what prompted you to trust enough to engage with me? -- C: Now that we are writing this, maybe you could tell me how you felt about all my questions? -- M: Chrissi, we conversed through messages asynchronously for a couple of months before we set up a Skype… was there anything different about that mode of communication for you? -- C: What do you think Margy? -- So What Are We Taking Away? -- References -- 17. PressEd - Where the Conference Is the Hashtag -- References -- Part Six Innovation -- 18. Expertise in Your Ears -- Why You Should Jump on the Podcasting Bandwagon -- Introduction -- The First Decade of the Podcast -- The Business Case for Podcasting -- Podcasting and Higher Education -- Podcasting to Show off Your Expertise: The University of Liverpool Podcast.Podcasting for a Deep-Dive on Topical Subjects: Talking Politics -- Podcasting as a Window onto Campus Life: UNH Podcats, Rhymes with Orange, This Is Skidmore -- Podcasting to Highlight Your Alumni: The Low Down -- Conclusion -- References -- Further Reading -- Further listening -- 19. Etiquette for the Anthropocene -- References -- 20. Learning to Twalk: An Analysis of a New Learning Environment -- Introduction -- The Twalk as a Learning Space -- Learning and Walking -- Learning and Tweeting -- Multilogue -- Common Structures and Connected Spaces -- How to Plan a Twalk -- Theme -- Common sites -- Imagery -- Roles and Teams -- The Hashtag -- The Map -- Inside, Outside and Incorporation with Special Events -- Safety -- The Twalk as a Hybrid Learning Space -- References -- 21. Academics' Understanding of Learning Spaces: Attitudes, Practices and Outcomes Explored through the Use of Social Media -- Introduction -- Main Issues -- Walk the Walk, Tweet the Twalk -- Conclusions -- References -- Part Seven The Personal Journey -- 22. Somewhere in Between: My Experience of Twitter as a Tool for Continuous Personal Development -- References -- 23. The 'Healthy Academic', Social Media, and a Personal and Professional Journey -- Introduction -- Social Media in Healthcare -- Conclusion -- References -- Glossary -- List of Illustrations -- Chapter 3 -- Chapter 4 -- Chapter 5 -- Chapter 6 -- Chapter 8 -- Chapter 9 -- Chapter 11 -- Chapter 13 -- Chapter 15 -- Chapter 17 -- Chapter 19 -- Chapter 21 -- Index.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2019. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; Education, Higher-Effect of technological innovations on..; Education, Higher-Computer network resources..; Education, Higher-Computer-assisted instruction.;
On-line resources: CGCC online access.;
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Trivium 21 Century [electronic resource] : Preparing young people for the future with lessons from the past by Robinson, Martin(SAGE)1903184;
Cover; Praise; Title Page; Dedication; Epigraph; Foreword by Ian Gilbert; Contents; Introduction: An Unexamined Life is not Worth Living; Chapter 1: A Trivial Pursuit?; Chapter 2: The Trivium; Chapter 3: Our Dramatis Personae: The Grammarians, the Dialecticians, and the Rhetoricians; Chapter 4: The Liberal Arts: A New Curriculum is Born; Chapter 5: The Rise of the Rational: The Fall of the Trivial?; Chapter 6: Trivium: A Clash of Cultures; Chapter 7: A Crack in Everything: The Imperfect Arts; Chapter 8: Grammar: From Rules of Language to Cultural CapitalChapter 9: Dialectic: Logic, Dialectic, and LogosChapter 10: Rhetoric: Communication, Citizenship, and Community; Chapter 11: We Have a Montaigne to Climb; Chapter 12: The Professors; Chapter 13: The Grammarians vs the Dialecticians; Chapter 14: The Contemporary Trivium; PostScript:: A Bit of Trivia; Acknowledgements; Bibliography and Reading List; A, B, C; Index; D, E, F; G, H, I; J, K, L; M, N, O; P, Q, R; S, T, U; V, W, X; Y, Z; Copyright; Advertisement Education policy and practice is a battleground between sworn enemies. Traditionalists argue for the importance of a privileged type of 'hard' knowledge and deride 'soft' skills. Progressives deride learning about great works of the past; preferring '21stC skills' like critical thinking, and teamwork. Whilst looking for a school for his daughter, the author became frustrated by schools' inability to value knowledge, as well as creativity, foster discipline alongside free-thinking, and value citizenship alongside independent learning. Drawing from his work as a creative teacher Ro
Subjects: Electronic books.; Education, Higher -- History -- To 1500.; Education, Humanistic; Grammar, Comparative and general -- Study and teaching (Higher).; Logic -- Study and teaching (Higher).; Rhetoric -- Study and teaching (Higher).;
© 2013., Crown House Publishing,
On-line resources: Click here to view book;
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Whole Novels for the Whole Class [electronic resource] : A Student-Centered Approach by Sacks, Ariel.;
Cover; Jossey-Bass Teacher; Title Page; Copyright; About the Author; Acknowledgments; Contents; Dedication; Introduction; Part 1: Essential Practices; 1 A Case for Whole Novels for the Whole Class; LET THEM HAVE STORIES; A LOVE SUBVERTED: MY OWN STORY OF READING; BREAKING FREE OF THE CHIEF THINKER ROLE: PUTTING STUDENTS' INTERESTS FIRST; WHY STUDY WHOLE NOVELS AS A WHOLE CLASS?; WHY WE READ THE WHOLE BOOK FIRST; WHY NOT DISCUSS CHAPTER BY CHAPTER?; STUDENT-DRIVEN DISCUSSIONS: MAKING MEANING OF THE WHOLE EXPERIENCE; BUT WILL THEY READ IT?; LETTING GO OF PRECONCEPTIONS: THROWING THE BOOMERANGHELPING STUDENTS PREPARE FOR THEIR FUTUREWHOLE NOVELS HAVE REACH; Parts of the Whole: My Annual Curriculum Map; 2 Selecting the Right Books-Five Dimensions of Good Chemistry; CHOOSING FOR THE WHOLE CLASS: THINKING IN FIVE DIMENSIONS; SELECTING BOOKS THAT TRANSCEND PERSONAL TASTE: TAPPING INTO DEVELOPMENTAL THEORY; FROM IDENTIFICATION TO EXPLORATION: SELECTING TEXTS THAT OFFER MIRRORS AND WINDOWS; UNDERSTANDING STUDENTS' READING LEVELS: BUILDING CONFIDENCE, INCREASING COMPLEXITY; CREATING CONNECTED READING EXPERIENCES: ASSEMBLING COMMON THEMES AND STRUCTURAL ELEMENTSASSESSING THE STRENGTHS OF A NOVEL: FINDING A LITERARY FOCUS FOR THE STUDYA PROCESS FOR BOOK SELECTION THROUGHOUT THE YEAR; 3 Authentic Note Taking-Three Levels of Thinking, Three Levels of Response; MADELEINE'S FAMOUS THREE-WAYS-OF-THINKING LESSON; CORE MESSAGES TO STUDENTS ABOUT RESPONDING TO LITERATURE; MY STORY: LEARNING TO LISTEN TO MY OWN THOUGHTS; STRENGTHENING STUDENT RESPONSE HABITS THROUGH PRACTICE; HOW DO WE CATEGORIZE QUESTIONS?; COMBINING THREE WAYS OF THINKING: POWER STICKY NOTES; HELPING STUDENTS EXPAND THEIR NOTE-TAKING SKILLS; COMING FULL CIRCLE: BACK TO OPEN RESPONSEParts of the Whole: A View of Whole Novel Study from Start to FinishPROLOGUE; RITUAL LAUNCH; READING TIME; WHOLE GROUP RESPONSE PRACTICE; WHOLE CLASS CHECK-INS; MINIPROJECTS; MIDWAY READING CHECK; SUPPLEMENTAL EXPERIENCES; CREATIVE WRITING; DISCUSSIONS; WRITING PROJECT; 4 Whole Novel Discussions-Everyone Has a Voice; OVERVIEW OF DISCUSSION SEMINARS; SETTING UP FOR DISCUSSIONS; THE SEMINAR: STARTING WITH THE GO-AROUND; THE TEACHER'S ROLE: DRAWING OUT STUDENTS ' NATURAL RESPONSES; THE TOOLS OF REREADING AND FINDING EVIDENCE; STUDENT-GENERATED HOMEWORK QUESTIONSOPPORTUNITIES FOR INTRODUCING LITERARY TERMSCONNECTING REAL AND FICTIONAL WORLDS IN DISCUSSION; INCREASING STUDENT AUTONOMY IN DISCUSSIONS; STUDENT-LED DISCUSSIONS; Parts of the Whole: Lessons from Beginning Teachers on Whole Novels; 5 Making the Writing Connection-Harnessing Students' Drive to Say Something; DEVELOPING CLAIMS IN OPEN DISCUSSION; LITERARY ESSAYS WITH A PURPOSE; ESSAY STRUCTURE AND THOSE ANNOYING FIVE PARAGRAPHS; STUDENTS AS CRITICS OF AUTHOR'S CRAFT; LITERARY ESSAYS USING MULTIPLE SOURCES; CREATIVE WRITING IN THE WHOLE NOVELS PROGRAMPart 2: Making Whole Novels Work in Real-World ContextsWork with students at all levels to help them read novels Whole Novels is a practical, field-tested guide to implementing a student-centered literature program that promotes critical thinking and literary understanding through the study of novels with middle school students. Rather than using novels simply to teach basic literacy skills and comprehension strategies, Whole Novels approaches literature as art. The book is fully aligned with the Common Core ELA Standards and offers tips for implementing whole novels in various contexts, including suggestions for teachers in
Subjects: Electronic books.; Education -- Aims and objectives.; Education, Higher; Education;
© 2013., Wiley,
On-line resources: CGCC online access;
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Whole Novels for the Whole Class [electronic resource] : A Student-Centered Approach by Sacks, Ariel.;
Cover; Jossey-Bass Teacher; Title Page; Copyright; About the Author; Acknowledgments; Contents; Dedication; Introduction; Part 1: Essential Practices; 1 A Case for Whole Novels for the Whole Class; LET THEM HAVE STORIES; A LOVE SUBVERTED: MY OWN STORY OF READING; BREAKING FREE OF THE CHIEF THINKER ROLE: PUTTING STUDENTS' INTERESTS FIRST; WHY STUDY WHOLE NOVELS AS A WHOLE CLASS?; WHY WE READ THE WHOLE BOOK FIRST; WHY NOT DISCUSS CHAPTER BY CHAPTER?; STUDENT-DRIVEN DISCUSSIONS: MAKING MEANING OF THE WHOLE EXPERIENCE; BUT WILL THEY READ IT?; LETTING GO OF PRECONCEPTIONS: THROWING THE BOOMERANGHELPING STUDENTS PREPARE FOR THEIR FUTUREWHOLE NOVELS HAVE REACH; Parts of the Whole: My Annual Curriculum Map; 2 Selecting the Right Books-Five Dimensions of Good Chemistry; CHOOSING FOR THE WHOLE CLASS: THINKING IN FIVE DIMENSIONS; SELECTING BOOKS THAT TRANSCEND PERSONAL TASTE: TAPPING INTO DEVELOPMENTAL THEORY; FROM IDENTIFICATION TO EXPLORATION: SELECTING TEXTS THAT OFFER MIRRORS AND WINDOWS; UNDERSTANDING STUDENTS' READING LEVELS: BUILDING CONFIDENCE, INCREASING COMPLEXITY; CREATING CONNECTED READING EXPERIENCES: ASSEMBLING COMMON THEMES AND STRUCTURAL ELEMENTSASSESSING THE STRENGTHS OF A NOVEL: FINDING A LITERARY FOCUS FOR THE STUDYA PROCESS FOR BOOK SELECTION THROUGHOUT THE YEAR; 3 Authentic Note Taking-Three Levels of Thinking, Three Levels of Response; MADELEINE'S FAMOUS THREE-WAYS-OF-THINKING LESSON; CORE MESSAGES TO STUDENTS ABOUT RESPONDING TO LITERATURE; MY STORY: LEARNING TO LISTEN TO MY OWN THOUGHTS; STRENGTHENING STUDENT RESPONSE HABITS THROUGH PRACTICE; HOW DO WE CATEGORIZE QUESTIONS?; COMBINING THREE WAYS OF THINKING: POWER STICKY NOTES; HELPING STUDENTS EXPAND THEIR NOTE-TAKING SKILLS; COMING FULL CIRCLE: BACK TO OPEN RESPONSEParts of the Whole: A View of Whole Novel Study from Start to FinishPROLOGUE; RITUAL LAUNCH; READING TIME; WHOLE GROUP RESPONSE PRACTICE; WHOLE CLASS CHECK-INS; MINIPROJECTS; MIDWAY READING CHECK; SUPPLEMENTAL EXPERIENCES; CREATIVE WRITING; DISCUSSIONS; WRITING PROJECT; 4 Whole Novel Discussions-Everyone Has a Voice; OVERVIEW OF DISCUSSION SEMINARS; SETTING UP FOR DISCUSSIONS; THE SEMINAR: STARTING WITH THE GO-AROUND; THE TEACHER'S ROLE: DRAWING OUT STUDENTS ' NATURAL RESPONSES; THE TOOLS OF REREADING AND FINDING EVIDENCE; STUDENT-GENERATED HOMEWORK QUESTIONSOPPORTUNITIES FOR INTRODUCING LITERARY TERMSCONNECTING REAL AND FICTIONAL WORLDS IN DISCUSSION; INCREASING STUDENT AUTONOMY IN DISCUSSIONS; STUDENT-LED DISCUSSIONS; Parts of the Whole: Lessons from Beginning Teachers on Whole Novels; 5 Making the Writing Connection-Harnessing Students' Drive to Say Something; DEVELOPING CLAIMS IN OPEN DISCUSSION; LITERARY ESSAYS WITH A PURPOSE; ESSAY STRUCTURE AND THOSE ANNOYING FIVE PARAGRAPHS; STUDENTS AS CRITICS OF AUTHOR'S CRAFT; LITERARY ESSAYS USING MULTIPLE SOURCES; CREATIVE WRITING IN THE WHOLE NOVELS PROGRAMPart 2: Making Whole Novels Work in Real-World ContextsWork with students at all levels to help them read novels Whole Novels is a practical, field-tested guide to implementing a student-centered literature program that promotes critical thinking and literary understanding through the study of novels with middle school students. Rather than using novels simply to teach basic literacy skills and comprehension strategies, Whole Novels approaches literature as art. The book is fully aligned with the Common Core ELA Standards and offers tips for implementing whole novels in various contexts, including suggestions for teachers in
Subjects: Electronic books.; Education -- Aims and objectives.; Education, Higher; Education;
© 2013., Wiley,
On-line resources: Click here to view book;
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Co-Creation in Higher Education : Students and Educators Preparing Creatively and Collaboratively to the Challenge of the Future. by Chemi, Tatiana.; Krogh, Lone.;
Intro -- TABLE OF CONTENTS -- SETTING THE STAGE FOR CO-CREATION IN HIGHER EDUCATION -- RETHINKING CO-CREATION -- HIGHER EDUCATION: CHALLENGES -- WHY CO-CREATION? -- BOOK STRUCTURE -- NOTES -- REFERENCES -- 1. RE-THINKING CURRICULUM FOR 21ST-CENTURY LEARNERS: Examining the Advantages and Disadvantages of Adding Co-Creative Aspects to Problem-Based Learning -- INTRODUCTION -- THE PEDAGOGICAL MODEL - PROBLEM-BASED LEARNING -- Basic Principles of Problem-Based Project Work -- Practicing the PBL Project Work -- CO-CREATION IN EDUCATION -- CASE DESCRIPTION -- The Framework of the Programme -- Input for Change -- ORGANISING THE EXPERIMENT PEDAGOGICALLY- WHAT DID WE DO? -- EMPIRICAL DATA AND RESULTS -- CONCLUSION -- NOTES -- REFERENCES -- 2. CO-CREATING KNOWLEDGE: Students and Teachers together in a Field of Emergence -- CO-CREATION IN AN EDUCATIONAL SETTING -- IT ALL STARTS WITH COMMUNICATION! -- ROLES AND RESISTANCE -- THE 'CO' AND THE 'CREATION' -- A MATRIX -- FRAMING AND DESIGNING CO-CREATIVE LEARNING PROCESSES -- FINDING THE QUESTIONS -- CO-DESIGNING MICRO-PROTOTYPES -- CO-OPERATIVE PERFORMANCE -- EVALUATION -- CO-CREATIVE KNOWLEDGE PRODUCTION AND ITS FUTURE POTENTIAL -- REFERENCES -- 3. FACILITATING REFLECTIVE LEARNING AND CO-CREATIVE TEACHING BY PORTFOLIOS IN PROBLEM-BASED LEARNING (PBL) -- INTRODUCTION -- A Social Perspective to Learning and Reflection -- Reflectivity as a Key Principle of Co-Creation Curriculum -- Portfolio as a Tool for Promoting Reflective Capability -- Problem-Based Learning (PBL) as a Model of Co-Creation -- A CASE OF DEVELOPING TEACHING PORTFOLIO -- Background -- The Main Structure of the Portfolio -- Experiences and Learning Outcomes Recorded by Portfolio -- DISCUSSION -- Self-Enhancement by Reflective Teaching -- Self-Enhancement by Reflective Teaching -- CONCLUSION -- REFERENCES.4. TEACHING CO-CREATION IN HIGHER EDUCATION THROUGH DANCE EXERCISES -- INTRODUCTION -- THE CHALLENGES OF TEACHING CO-CREATION SKILLS IN HIGHER EDUCATION INSTITUTIONS -- CO-CREATION SKILLS AS THE ORGANISATION OF EXPERIENCE -- EMBODYING CO-CREATION -- Embodied Cognition -- Cognitive Metaphor Theory -- Body-Based Cognitive Metaphors -- Sensory Templates -- USING IMPROVISED COUPLES DANCE TO LEARN CO-CREATION SKILLS -- Dialogue -- Voicing -- Listening -- Respecting -- Suspending -- DISCUSSION -- REFERENCES -- 5. CO-CREATION IN PBL PROJECT WORK -- CO-CREATION IN PBL SUPERVISION -- PBL - Problem Based Learning -- Supervision in PBL -- DIALOGUE IN THE CO-CREATIVE SPACE -- SUPERVISING IN THE CO-CREATIVE SPACE -- CONSTRUCTING A CO-CREATIVE SPACE FOR SUPERVISION -- Atmosphere - Constructing an Inclusive Dialogue -- Approach - Focusing on a Problem-Oriented Supervision Style -- Involvement - Engaging in a Risky Inquiry -- Topology - Representing the Complexity of Science -- CONCLUSIONS -- REFERENCES -- 6. A COGENERATIVE DIALOGUE: Reflecting on Education for Co-Creation -- INTRODUCTION -- EXPOSITION: THE EDUCATIONAL BATTLE - A PROBLEM-BASED LEARNING INNOVATION -- PREPARING A CHAPTER AS A COGENERATIVE DIALOGUE -- Learning and Finding an Identity -- A Co-Construction at Three Levels -- Creative Thinking through Co-Construction -- Future Innovators -- CODA -- REFERENCES -- 7. THEATRE AS CO-CREATIVE SPACE AND AS INSPIRATION FOR HIGHER EDUCATION -- ACTORS WITHOUT SHOES -- THEATRE IS/AS CO-CREATION -- RE-FRAMING RELATIONSHIPS: FROM DAILY TO EXTRA-DAILY BEHAVIOUR -- PARTICIPATION AND LEADERSHIP -- PER-FORM-ANCE -- CREATION-ACTION -- LEARNING IN THE ART OF THEATRE -- CAN WE LEARN FROM THEATRE LABORATORY? -- REFERENCES -- 8. CO-CREATING THE JOY OF WRITING: Creative Analytical Writing Practices -- QUESTIONS -- WRITING IS A SOCIAL PRACTICE -- A PRAGMATIC APPROACH TO WRITING.THREE DRIVERS FOR CREATIVE CO-CREATED WRITING PRACTICES -- The Toolbox - The Way You Write -- The Building Materials - The Things You Write about -- The Building - Your Reason for Writing -- The Interaction between the Three Drivers -- TWO CASES -- Esther Starts from Scratch and Finds Her Direction -- Ann's Writing Crisis and How She Moved on -- ANSWERS -- AFTERWORD: IT'S ALL ABOUT YOU -- NOTE -- REFERENCES -- 9. CO-CREATING MEANING THROUGH ARTFUL INQUIRY -- INTRODUCTION -- METHOD, EMPIRICAL CASE AND DATA -- KEY CONCEPTS -- Co-Creation -- Co-Creating Learning Space -- The Concept of Artful Inquiry -- Crafting Artful Questions -- Constructing Powerful Questions -- Artful Inquiry -- Artistic Methods -- Reflection -- Reflexivity -- Application of Artful Inquiry -- ANALYSIS -- Drawing or Writing with Dominant and Non-Dominant Hand -- New Perspectives and Insights on Themselves -- The Impact of Leadership Icons -- Co-Creation with Materials That "Talk Back" -- Co-Creation with Tangible Materials -- CONCLUSION -- NOTES -- REFERENCES -- APPENDIX A: POWERFUL QUESTIONS FROM THE LAICS PROGRAMME -- 10. ARTS-INVOLVING BURNING MAN FESTIVAL AS CO-CREATION IN SOCIAL EDUCATION STUDIES -- INTRODUCTION -- BACKGROUND: "BURNING MAN" FESTIVAL AS ADULT PEDAGOGY FOR CO-CREATION? -- Why Focus on Co-Creation in the Educational System? -- Democracy and Citizenship: Why Are They Important in Social Education Studies? -- Co-Creation -- Inclusion -- Cultural Psychology -- METHOD AND THEORETICAL FRAMEWORK -- Burning Man Festival -- Arts Involvement -- Aesthetic Learning -- THE BURNING MAN FESTIVAL AS CO-CREATION WITHIN DEMOCRACY AND CITIZENSHIP -- ANALYSIS: CULTURAL PRODUCTION AND CO-CREATION OF MEANING -- CONCLUDING REMARKS AND PERSPECTIVES -- NOTE -- REFERENCES -- 11. BIZCHANGE: Co-Design Meetings to Enable Stakeholder-Supported Design Moves -- INTRODUCTION.CO-CREATION: FROM CONSUMER NEED TO DESIGN NEGOTIATION -- ZOOMING IN ON STRATEGIC CO-DESIGN -- RESEARCH METHOD -- COURSE SET-UP -- CASE ONE: DIGITAL BANKING SERVICE FOR HOUSE BUYERS -- CASE TWO: DIGITAL SERVICE FOR WASTE MANAGEMENT -- Reflections on Co-Design Meeting Set-up -- CASE THREE: SERVICE EXPERIENCE SUPPORTING CITIZENS' SUSTAINABILITY -- CROSS-COMPARISON DISCUSSION & TENTATIVE CONCLUSIONS -- Strategic Co-Design Tools -- Stakeholder Involvement and Constraints -- The Use of Experienced 'Peers' -- FUTURE SUGGESTIONS -- REFERENCES -- 12. TEACHING CO-CREATION: Paradoxes in Rock and Pop Ensemble Classes -- INTRODUCTION -- Institutional Background -- Limitations of the Aesthetic Learning Tradition -- MATERIALS AND RESEARCH METHODS -- Description of the Case Studied -- General Course Structure -- IDENTIFICATION OF THE DOMAIN-SPECIFIC CO-CREATIVE SKILLS -- Aesthetic Features of Arts-Based Rock and Pop -- CO-CREATIVE CONSIDERATIONS FOR THE EDUCATIONAL DESIGN STRUCTURE -- Problem-Finding Creativity -- Affirmation and Openness to Problems -- Action Learning and Problem-Finding Creativity -- APPLICATION OF THE EDUCATIONAL STRUCTURES IN CLASSES -- Action Learning through Co-Creation -- Instructor Facilitation of Reflection -- RESULTS -- The Co-Creative Workshop-Based Teaching Process -- DISCUSSION -- CONCLUSION -- ACKNOWLEDGEMENTS -- REFERENCES -- 13. DESIGNING LEARNING FOR CO-CREATION: Conceptual and Practical Considerations -- THEORETICAL DISCUSSION OF THE CONCEPT OF CO-CREATION -- The Co-Creation Continuum -- Exploring the Creative Potential of Co-Creation -- Loose and Tight Couplings in a Systemic Perspective on Organisational Functioning -- ORGANISATIONAL METHODOLOGICAL IMPLICATIONS REGARDING TRUST -- Organisational Trust Strategies -- Leading Potentiality in Learning Partnerships - Some Implications for a Learning Design.CO-CREATION AND THE LEARNING DESIGN -- Re-Innovation as a Way to Diffuse Co-Creation Competences in the Organisation -- Designing for Co-Creation and the Learning Design -- A Hybrid Learning Environment for Co-Creation -- Action Learning in Learning Partnerships -- CONCLUSION -- NOTES -- REFERENCES -- Weblinks -- ABOUT THE AUTHORS.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2018. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; College teaching.; Problem-based learning.; Student-centered learning.; Teacher-student relationships.;
On-line resources: CGCC online access;
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Teaching and Learning in Saudi Arabia : Perspectives from Higher Education. by Hamdan, Amani K.;
TABLE OF CONTENTS -- PREFACE -- ACKNOWLEDGMENTS -- INTRODUCTION -- 1. ASSESSING EFL COLLEGE INSTRUCTORS' PERFORMANCE WITH DIGITAL RUBRICS -- INTRODUCTION -- NEED FOR STUDY -- DEFINITION OF RUBRICS -- WHAT IS IRUBRIC? -- BUILDING THE TPA DIGITAL RUBRICS -- VALIDATING THE TPA IRUBRICS -- APPLYING THE TPA DIGITAL RUBRICS -- CONCLUSION -- NOTES -- REFERENCES -- APPENDIX A -- 2. A SYSTEM FOR TEACHING ENGLISH IN SAUDI ARABIA: A Model for English Language Acquisition with Reference to Study Skills, Multiple Intelligences, Thinking Based Learning and Group Work -- LITERATURE REVIEW -- Theories of Language Acquisition -- TEACHER TRAINING AND MOTIVATION -- A HISTORICAL BACKGROUND -- A BRIEF HISTORY OF EXPERIMENTS WITH THE SYSTEM -- RESULTS -- DISCUSSION OF RESULTS -- PRACTICAL STEPS TOWARDS LEARNING ENGLISH IN SAUDI ARABIA -- Internalization First, Sharpening Second -- Language Immersion Strategies -- THE SYSTEM -- Step One (Session 1): The System -- Step Two (Session 2): Listening and Speaking -- Step Three (Session Three): Add Vocabulary -- Step Four (Session Four): Introducing Writing -- HOW TO SHORTEN THE PERIOD -- GAINING FLUENCY -- GAINING AUTONOMY -- ABOUT GRAMAR AS A SHARPENING TOOL -- HAVING FUN WITH LEARNING -- CONCLUSION -- Limitations and Suggestions -- Final Words -- NOTES -- REFERENCES -- 3. ANALYSIS OF SYSTEMIC FUNCTIONAL LINGUISTICS PREPARATORY YEAR WRITING IN A SAUDI UNIVERSITY -- INTRODUCTION -- ENGLISH IN HIGHER EDUCATION IN SAUDI ARABIA: PREPARATORY PROGRAMS -- CONCEPT AND TERMS OF SFL -- Brief Overview of Textual Metafunction -- LITERATURE REVIEW -- International Research on L2 Academic Writing -- Regional Studies on L2 Academic Writing -- SFL RELATIONSHIP TO GENRE-BASED L2 WRITING -- METHODOLOGY -- Research Site and Preparatory Program -- Participants -- Research Design -- Autobiographical Recount Genre -- FINDINGS.Patterns of Coherence -- Logical Coherence -- CONCLUSION -- Sentence Openers and In-Text Connectors -- Theme/Rheme -- Patterns of Cohesion -- Reference -- Substitution and Ellipsis -- Repetition -- Reiteration -- Summary and Implications -- ACKNOWLEDGEMENTS -- REFERENCES -- 4. THE POWER OF "I": Student-Driven Writing at an All Women's University in Saudi Arabia -- PROLOGUE -- INTRODUCTION -- WHAT I MEAN BY "I" -- ANTI-"I" WRITING AVOIDANCE TECHNIQUES -- THE PERSONAL NARRATIVE AND "I" -- RATIONALE -- EXCERPT(S) OF STUDENT NARRATIVES/ARGUMENTATIVE ESSAY -- HOW THE PNU WRITING STUDIO WAS BORN AND HOW IT SUPPORTS "I" -- MOVE TO THE NEW CAMPUS -- UNPACKING "I" IN THE WRITING STUDIO -- CONFERENCE PRESENTATIONS AND "I" -- CONCLUSION -- ACKNOWLEDGEMENTS -- REFERENCES -- APPENDIX A -- APPENDIX B -- 5. COOPERATIVE LEARNING: A Case for Creative and Efficient Teaching and Learning Supported by: Analysis of the Present Situation in the Preparatory Year Program in Health Profession Track -- COOPERATIVE LEARNING: A CASE FOR CREATIVE AND EFFICIENT TEACHING AND LEARNING -- Background -- What is Cooperative Learning? -- PURPOSE -- THEORETICAL BACKGROUND -- OBJECTIVES -- RATIONALE -- SUITABILITY OF THE STRATEGY TO MINISTRY OF HIGHER EDUCATION INITIATIVE -- COMMON LEARNING OUTCOMES -- Individual Performance -- Group Effectiveness -- ASSESSMENT -- SOME PRACTICAL CHALLENGES -- PRACTICAL APPLICATIONS IN THE CLASROOM -- Classroom Ideas -- Notes to Students -- Teaching and Learning Group -- Preparation to Teach by Pairs -- Practice/Consulting Pairs -- Teaching and Learning Group -- Monitoring of the Group Work -- Evaluation and Processing -- AN EXPERIENCE OF COOPERATIVE LEARNING IN THE COLLEGE OF MEDICINE, UOD -- ASSESSMENT -- REFERENCES -- APPENDIX A.6. THE RELATIONSHIP BETWEEN STATISTICAL ANALYSIS ABILITIES AND THE PRODUCTION OF RESEARCH AMONG SAUDI FACULTY -- INTRODUCTION -- LITERATURE REVIEW -- RESEARCH METHODS -- POPULATION -- THE SAMPLE -- INSTRUMENT -- RESULTS AND DISCUSSION -- CONCLUSION -- RECOMMENDATIONS -- REFERENCES -- 7. A SYNTHESIZED MODEL OF FACULTY MOTIVATI ON IN SAUDI ARABIA'S HIGHER EDUCATION SECTOR -- INTRODUCTION -- METHODOLOGY -- A SCHOLARLY DISCUSSION OF MOTIVATION IN HIGHER EDUCATION -- FACULTY PERSPECTIVES ON MOTIVATION IN SAUDI ARABIA -- RECOMMENDATIONS -- CONCLUSION -- REFERENCES -- 8. CURRICULUM DESIGN QUALITY ASSURANCE OF DISTANCE EDUCATION IN SAUDI ELECTRONIC UNIVERSITY: A Case Study -- BACKGROUND TO THE STUDY -- RESEARCH OF PROBLEM -- AIMS OF THE STUDY -- RESEARCH QUESTIONS -- SIGNIFICANCE OF THE STUDY -- LIMITATIONS OF THE STUDY -- OVERVIEW -- DIMENSIONS OF QUALITY ASSURANCE IN EDUCATION -- PROGRES IN DISTANCE EDUCATION -- DISTANCE EDUCATION IN SAUDI ARABIA -- SAUDI ELECTRONIC UNIVERSITY -- QUALITY ASSURANCE IN CURRICULUM DESIGN IN DISTANCE EDUCATION -- CONSTRUCTIVE ALIGNMENT -- LEARNING OUTCOMES ASSESSMENT -- THEORETICAL FRAMEWORK -- CONCEPTUAL AND PRACTICAL FRAMEWORK -- REFERENCES -- 9. EAP AS AN INDEX OF ACADEMIC EXCELLENCE IN MEDICAL STUDIES AT MAJMA'AH UNIVERSITY -- INTRODUCTION -- METHOD -- Participants -- Instruments -- Procedure -- RESULTS -- Interview with EAP Management -- Interview with Subject-Specific Faculty -- Students' Interview -- DISCUSSION -- CONCLUSION AND IMPLICATIONS -- REFERENCES -- 10. BEST PRACTICES IN ENGLISH LANGUAGE TESTING AT THE UNIVERSITY PREPARATORY YEAR PROGRAMS -- BEST PRACTICES IN ENGLISH LANGUAGE TESTING -- Types of Language Tests -- The Qualities of Language Tests -- AUTHENTICITY -- INTERACTIVENESS -- IMPACT -- PRACTICALITY -- TEST SPECIFICATIONS.FINAL EXAMINATION FOR THE PREPARATORY YEAR -- General Statement of Purpose -- The Test Battery -- Reading Test -- DESIGNING AND DEVELOPING TESTS -- TYPES OF TEST ITEMS -- MULTIPLE-CHOICE QUESTIONS (SELECTED RESPONSE) -- WRITING TESTS (EXTENDED PRODUCTION RESPONSE) -- Beginners -- Intermediate -- Advanced -- SPEAKING TESTS -- TRIALLING TEST MATERIAL -- Alternative Assessment -- CONCLUSION -- REFERENCES -- 11. EFL FACULTY PERSPECTIVES ON TECHNOLOGY-INTEGRATION STRATEGIES: A Case Study at Jazan University -- INTRODUCTION -- LITERATURE REVIEW -- STATEMENT OF THE PROBLEM -- PURPOSE OF THE STUDY -- SIGNIFICANCE OF THE STUDY -- METHODOLOGY -- Research Design -- Participants of the Study -- Questions of the Study -- Description of Data Collection Instruments -- Validity and Reliability of the Questionnaire -- DATA PROCESSING -- RESULTS AND DISCUSSION -- STATISTICAL ANALYSIS OF THE DEMOGRAPHIC FACTORS -- RESEARCH QUESTIONS -- Research Question 1 -- Research Question 2 -- Research Question 3 -- FINDINGS -- CONCLUSION -- RECOMMENDATIONS -- REFERENCES -- CONTRIBUTORS -- THE EDITOR -- AUTHORS.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2016. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.;
On-line resources: CGCC online access;
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