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VOLUME 16 NUMBER 3 March 2017
Table of Contents
Multicultural Problem-based Learning Approaches Facilitate ESP Language Acquisition ......................................... 1
Diane Boothe, DPA, Melissa Caspary, Ph.D., and Clifton D. Wickstrom, Ph.D.
Learning in Motion: Teachers Perspectives on the Impact of Stationary Bike Use in the Classroom ..................... 15
Julie Lynn Mueller, Amanada Wudarzewski and Yoad Avitzur
Expanding Areas of Influence at Azores University: Virtual Campus, Regional Clusters and Points of Presence 29
Rogerio L. Roth
Can You Tell Me Why: Two Extreme Cases in Translation Learning Results ............................................................. 38
Yvonne Ying-Ya Wen
Can Student Engagement in Online Courses Predict Performance on Online Knowledge Surveys? ....................... 73
Bernard BAHATI, Uno Fors, Matti Tedre
How Cooperating Teachers and Interns Understand Teaching for a Better World During Internship ............. 105
Twyla Salm, PhD and Val Mulholland, PhD
1
Introduction
There is an adage in the contemporary American education community
that seems most appropriate in the situation we address in this presentation. It
is: To teach them, you have to be able to reach them. In the multi-cultural ESP
environment, a language teacher must confront the confounding complexities
imposed by a largely ESOL student population. Reaching that student group is a
challenge that is difficult enough when teaching simple conversational English.
It becomes considerably more imposing when ESP is the language being taught.
As journal articles have noted, legal and medical English have an almost
exclusively Latinate character, which contributes to an easier understanding and
quicker grasp by those ESP students whose mother tongue is a romance
language. But other ESP focus areas may not offer so easy a path. This is
particularly true in the science and engineering disciplines that have emerged in
the late 19th and 20th centuries. The rapid development and global deployment of
these science, technology, engineering and mathematical (STEM) disciplines has
led to the accumulation of new words in the English lexicon that are simply
grabbed from the linguistic environment from which they were first observed.
Thus the ESP vocabulary of these disciplines is, while not filled, at least
sprinkled with terms that need specific explanation at first usage to provide clear
understanding of the term, even to the native English speaker. ESP researchers
in Asian nations have noted particular difficulties in this regard in recent
publications (Hoa & Mai, 2016; Liu, 2016: and Banditvilai, 2016), as will be
discussed in greater detail below. The recent literature also contains
methodological suggestions for increasing the effectiveness of ESP learning,
which will also be highlighted (Privas-Breaute, 2016; Kleanthos and Cordozo,
2016; and Wu, 2014)
Spanish and French have formal bodies that "authorize" the addition of
words to their officially recognized lexicon, which insist on consistency with
internal phonetic protocols for the formal inclusion of a word into the
languages. German often adds words by combination of existing simpler
German words into more complex structures that are then conjoined to generate
a more complex word form, similar to a phrase, which expresses the meaning.
The English language is primarily Germanic and Latinate in its origins as
any scan through the etymological segments of the Oxford English Dictionary will
illustrate. But, the near global reach of the British Empire led to the early
accumulation of many words in that lexicon not of European origins. This is not
a new phenomenon. The word "khaki", for example, is Hindi (from Sanskrit)
meaning dust or dusty in appearance. It came into English during the Raj in
the 18th and 19th Century to describe the tan colored cotton
field uniforms issued to local troops of the British colonial army elements. It
ultimately became the common term in English for any tan hard finish cotton
fabric, or even pants made from such fabric.
When one begins to teach ESP, you observe these types of terms
frequently, especially from science or engineering research and practice in non-
European areas. Where a local population has a term that describes an observed
item, phenomenon or event very specifically, that term has been incorporated
directly into English. The English vocabulary of the biological sciences is
literally filled with common plant and animal names used in the regions where
they were first identified. Thus we find baobab and saguaro, orangutan and
coatimundi in our lexicon along with violet and lily of the valley, and lion and
catfish. But the phenomenon is not unique to biology. Several examples will
follow to illustrate this point. This is in addition to English use of Italian,
Spanish, French or German words, as they are, without any anglification. Thus
portico, "arroyo", "creme de la creme", and "zeitgeist" are in our dictionary, and
common usage instead of, or in addition to, a distinct English term with the
same meaning. We just grab the term, and use it rather than "create" an English
word that fits the formal structures of the language.
To illustrate the pattern of simple inclusion of non-European origin terms
described above, as relates specifically to the sciences, one need only ask from
whence did the nouns monsoon, haboob, monadnock, alkali, taiga
and fynbos make their way into the ESP lexicons of meteorology, geology and
ecology? They are Hindi, Arabic, and a colloquial New England geographic
element, Egyptian Arabic, Russian and Afrikaans, respectively. It is easy to see
from these examples that a glossary at least, or a dictionary at best, is an
essential tool in any teaching of the ESP for the newer parts of the science realm.
So long as the terms in question are nouns, the situation is relatively
manageable, with a good glossary, without any etymological components
required. When we begin to incorporate English words that have identical
spelling for their noun and verb forms, or where the past tense of a verb is also
used as an adjective, for example, the situation becomes far more complicated.
Two examples come immediately to mind. The first is structure. As a verb it
means to construct, to build or to arrange. As a noun it means an object
that is built or constructed. The past tense of the verb, structured can also be
employed as an adjective, as in a structured vocabulary. A far more complex
example is the word stuff. As a verb it means to fill, frequently to capacity or
beyond. As a noun, it is a plural collective, referring to any assemblage of items,
without specific description. To further complicate the usage of stuff, the past
tense of the verb, stuffed is also used, at least colloquially, as an adjective,
frequently in cooking terms, to imply an object with a cavity that is filled with
other material, as in a stuffed goose.
Thus we see that the eclectic, complex character of English makes it more
difficult for the conversational ESOL learner, and the specialized ESP learner in
the Sciences is frequently, confronted with vocabulary not of traditional
Germanic or Latinate origins, adding to that difficulty. Addressing these issues
requires a very carefully planned approach where problem-based learning
methodologies can be employed to overcome these inherent complexities of
contemporary English, particularly within the science, technology, engineering
and mathematics (STEM) environments.
PBL has its origins in medical education in Canada, and thus has roots in a
discipline where ESP is an integral part of the educational process. It quickly
attracted attention and usage in the English-speaking medical education
community, and from there spread into post-secondary settings in the United
States and other Anglo-phone nations. Problem-Based Learning is a flourishing
approach to learning that is extremely useful in promoting critical and analytical
thinking, and in addressing the rapid technological changes and dynamic
workplace of the 21st Century (Nicolaides, 2012). PBL is founded on an
unconventional pedagogical model when viewed alongside the conventional
didactic one and it offers greater benefits to the quality of student learning
(Greening, 1998). The similarities to the case study methodologies employed in
the business education community were also quickly recognized. The
advantages of PBL over the case method were quickly recognized, since the
frequently complex case development process could be avoided by focusing on
an unstructured problem in the abstract, without the need of the detailed
background, setting and circumstance development that cases involve. This is
also the case relating to the science field and further attention is being devoted to
exploring active learning methodologies for language learners in the scientific
curriculum (Caspary & Boothe, 2016).
Problem-based learning is defined as an approach that challenges
students to learn through engagement in a real problem. It is a format that
simultaneously develops both problem solving strategies and disciplinary
knowledge bases and skills by placing students in the active role of problem-
solvers confronted with an ill-structured situation that simulates the kind of
problems they are likely to face in complex professional circumstances (Stover,
1998). Gvardjancic notes (2001) PBL emphasizes the learning part of the
teaching-learning process. It is based on the idea that learners learn what is
meaningful to them and learn better if they feel in control of what they are
learning. The philosophy behind Problem-based learning is that knowledge
and skills are acquired through a progressive sequence of contextual problems,
together with learning materials and the support of the instructor (eLearning
Industry, 2014).
PBL is not new. Stepien and Gallagher suggest that, it has been a major
success since the 1970s. PBL turns the instructional setting topsy-turvy, shifting
the learning environment from a teacher centered to a learner centered one. In
the place of covering the curriculum, learners probe deeply into issues searching
for connections, grappling with complexity, and using knowledge to fashion
solutions (Stepien & Gallagher, 1993). Yew and Goh (2016) focus on the process
and impact on learning provided by Problem-based learning, and examine its
effectiveness concluding that studies comparing the relative effectiveness of
PBL are generally consistent in demonstrating its superior efficacy for longer-
term knowledge retention.According to Stover (1998) PBL will increase
retention of knowledge, help students transfer concepts to new problems,
enhance students interest in the content and enhance self-directed learning.
Realistic problems are the key to the use of the PBL model. But what are
the characteristics of good problems? Duch (1996) lists some of the
characteristics of good problems as:
4. The initial questions in the problem should have one or more of the
following characteristics; they should be:
open-ended
connected to previously learned knowledge
controversial issues that will elicit divers opinions.
1. Learning takes place within the contexts of authentic tasks, issues, and
problems--that are aligned with real-world concerns.
2. In a PBL course, students and the instructor become co-learners, co-
planners, co-producers, and co-evaluators as they design, implement,
and continually refine their curricula.
3. The PBL approach is grounded in solid academic research on learning
and on the best practices that promote it. This approach stimulates
students to take responsibility for their own learning, since there are few
lectures, no structured sequence of assigned readings, and so on.
4. PBL is unique in that it fosters collaboration among students, stresses the
development of problem solving skills within the context of professional
practice, promotes effective reasoning and self-directed learning, and is
aimed at increasing motivation for life-long learning.
Kosel (2002) points out that use of PBL is relatively new in the field of
language teaching and learning. According to Gvarsjancic (2001), the teaching
approach was introduced with the desire to integrate language and content
study to facilitate autonomous learning. He contends that the idea to use PBL in
language learning was developed by a Leonardo da Vinci pilot project for the
year 1999/2000 entitled Teaching English for Technical PurposesTENTEC.
3. The model makes them better equipped with functional skills needed
for their professional careers and thus makes them more competitive on
the job market.
5. English is learnt while doing something else, which goes together with
the slogan Learn by Doing.
and then asked to imagine their ideal outdoor learning environment. They had
the opportunity to illustrate these thoughts and share them with a Masters of
Landscape Architecture student at the University of Georgia. The graduate
student then took the student designs and compiled their ideas into a conceptual
plan. The students assisted in the grading and planting of the site, as well as
engineering a rain garden with French drains, a bog, a brick pathway, and
retaining walls. The planting and installation of over 40 different native
perennial plant species ensured a botanical wealth of learning opportunities for
future classroom participants. The service-learning component of the project
provided equitable learning opportunities where language barriers could be
crossed through student collaboration toward a common goal.
This creation of the outdoor classroom required elementary students to
make a personal investment in their education and into the project, where they
were more likely to use their support network of parents, teachers, friends and
the community to help them meet the goals of the project. English language
learners who participated in the project were given a cooperative learning
environment to strengthen peer relationships. The hands-on nature of the project
created a sense of ownership among project participants and catered to a wide
range of skill and ability levels. The problem-based approach took the focus out
of the lecture-based classroom and into an environment where learning involved
doing, and ESOL students experienced a rich opportunity to develop specialized
language skills in an applied setting.
In an example from higher education, masters students in the College of
Environment and Design at the University of Georgia assisted in the creation of
a master plan for the State Botanical Garden of Georgia. These students brought
together skills from the fields of geography, archeology, architecture, art,
horticulture, and plant biology and worked as a dynamic and collaborative
whole toward addressing the infrastructure problems of an entire institution and
anticipating future needs of the facilities. English language learners in the group
found themselves on equitable footing with other members of the group. Any
language challenges students faced were resolved through the give and take of
peer interaction, where shortcomings in one area were matched with a display of
skill in other areas. The students were called on to demonstrate their proficiency
with technology through the use of mapping software, their skill in design, and
a competency at representing the conceptual plan in presentations to garden
staff. These project requirements all reinforced specialized language acquisition
for English language learners without drawing unwanted attention to individual
deficiency or necessitating abstract language acquisition techniques. Instead of
being allowed to go unattended in a classroom instructional setting, each
students needs were addressed in the light of achieving a common goal.
A new program aimed at improving international student performance
is now being offered to students at one United States university. Golden Gate
University (GGU) in San Francisco, California, is offering a specialized English
language program. The GGU Preparation in Language and University Studies
(PLUS) program has been designed specifically for ESOL students, who have
limited speaking and writing skills, to participate in a collaborative process to
improve their English proficiency. GGU has a large Asian international student
population, with students from Mongolia, South Korea, Japan, China and
achieve in their area of expertise supported by ESP achievement that fits the task
at hand. As English language skills and communication improves, the tools and
support are in place for impressive outcomes.
Krashen (1981) advocates the use of a natural approach to strengthen
new language acquisition. PBL supports his research and surpasses traditional
language acquisition methodologies. Students are required to make connections
as group communication is strengthened. By applying language skills to the
workplace, students develop survival skills for the working environment,
increase their workforce marketability, and prepare themselves for lifelong
learning.
The PBL model ensures that language skills are strengthened by
experience with a broader scope of disciplines at the same time. Collaboration
and hands-on learning will lower the affective filters that Krashen cautions will
deter students from successful language learning. By combining language with
new professional content knowledge using PBL, language skills are reinforced
through group dynamics, workplace reality, and content area knowledge.
Language learning and logical thinking are linked to future endeavors and the
students fields of work.
Flexibility and improvement of quality and achievement will be realized
when an opportunity to incorporate ESP learning and instruction is supported
through proven reinforcement activities that actively engage participants. There
is a significant need to strengthen English language skills, recalibrate
expectations, and better position native English speakers and professionals who
are employed in English language settings. Expertise in their discipline is greatly
appreciated, yet the greatest positive impact is realized when ESP is successfully
coupled with performance in their occupation. The result is a significant shift in
workplace expectations and needs. PBL makes the adjustments to collaborative
and innovative activities more workable. English language learning, solutions to
problems, and innovative advancements are realized simultaneously. Coupling
strong subject matter and language learning strategies eliminates disconnects
between content knowledge advancements in the workplace and English
language competency challenges. The greatest positive impact in both areas is
apparent as long as PBL activities are properly aligned to the learners
occupation.
On the assessment side, gains will be evident and incremental successes
will be enhanced, not just one time, but in an on-going and increasing basis
throughout the process as we seek solutions for balancing and restructuring ESP
and workplace endeavors. Specific experiences with PBL (Kaufman, et al, 1989)
and meta-analyses of outcomes (Albanese and Mitchell, 1993) from PBL
curricula in the medical school context have shown that content learning in PBL
matches that in a traditional curriculum. Additional outcomes in PBL include
greater retention of knowledge and greater satisfaction with the educational
experience.
When language accommodations are no longer required, additional time
and energy will be available for implementation of greater workplace skills
requirements. A program combining PBL and ESP strives to strengthen
accomplishments of employers and employees alike, and enhances strong
teamwork with an emphasis on creativity and innovation. As professionals are
walking down the situational paths relevant to the environment in which they
work, they can acquire new knowledge and language proficiency
simultaneously. Employing PBL and ESP strategies that change the context in
which we reach educational and occupational investments will result in
significant accomplishments and gains in both areas.
References
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Amanada Wudarzewski
Run for Life
Yoad Avitzur
Wilfrid Laurier University
Waterloo, Canada
Research across disciplines suggests that physical fitness and exercise have a
positive effect on brain activity, working-memory, executive function, and
emotion regulation, as well as a mitigating effect on age-related cognitive decline
and disease (Berg, 2010; Pontifex, Hillman, FernHall, Thompson, & Valentini,
2009; Van Praag, 2009; Ratey, 2008; Shanker 2012; Sibley & Beilock, 2007;
Tomporowski, Lambourne, & Okumra, 2011). Aerobic exercise acts as a
stimulant to the brain, increasing cerebral blood flow, synaptic activity and
neural connections, which potentially improve learning (Berg, 2010; Pontifex et
al., 2009). Multiple studies testing brain function before a period of moderate to
significant weekly exercise and afterward found that exercise improves overall
brain function (Van Praag, 2009).
The cognitive effects of exercise are not limited to an increase in overall brain
activation, but physical activity enhances neurotransmitter activity affecting
higher order cognitive functioning, executive control, and working memory as
well. A variety of studies have shown a relationship between exercise and
complicated task performance, including increased inhibitory control, increased
focus, and an improved ability to resist distractions (Hillman, Pontifex, Raine,
Casterlli, Hall, & Kramer, 2009; Hillman, Snook, and Jerome, 2003; Pontifex et al.,
2009; & Sibley & Beilock, 2007). It is therefore suggested that childrens ability to
regulate their emotions can be enhanced by aerobic activity which helps in the
management of anger, stress, fatigue, and restlessness which can present
roadblocks to on-task behaviour and readiness to learn (Berg, 2010; Mahar,
Murphy, Rowe, Golden, Shields, & Raedeke, 2006; Ratey, 2008).
The importance of physical activity to the overall functioning of the human
brain is recognized by scientific literature. One study found that aerobic exercise
led to improved behavioural and academic performance for children with
Attention Deficit Hyperactivity Disorder (ADHD) when compared to a control
(Pontifex, Saliba, Raine, Picchietti, & Hillman, 2013). Additionally, Ratey (2008)
describes the correlation between physical exercise and academic performance
in a case study of a secondary school in Naperville, Illinois. Naperville students
engaged in moderate to vigorous physical exercise before learning, resulting in
improvements to student achievement, including increased test scores and an
enhancement of students attention, alertness, and relaxation. In addition to
improving overall cognitive functioning, morning exercise increased students
capacity to ignore distractions and effectively regulate their emotions, thus
improving students ability to learn. The success of the Naperville Project
provided the impetus for the adoption of similar programs throughout the
United States, including the PE4life programs, which have trained over one
thousand educators and 350 schools to emulate their program (Stattlesmair &
Ratey, 2009, p. 370).
This evidence suggests that exercise can be used as a tool by teachers to help
maintain and facilitate cognitive functioning in children. Tranter & Kerr (2016)
identified physical exercise as an important up-regulating strategy, to be used
throughout the school day, particularly when students focus might dwindle.
Exercises included activities such as stretching, yoga, jumping jacks, and
dancing. In Ontario, Canada, the Ministry of Education mandated 20 minutes of
compulsory Daily Physical Activity (DPA) in response to research that identified
advantages to student self-regulated learning (SRL), including student attitude,
and willingness to meet the challenges of daily life (Ontario Ministry of
Education, 2005).
Self-regulation can be conceptualized as a process of ongoing mental
adjustment; one that requires the constant monitoring and modification of
Method
One hundred and seven Canadian teachers from urban, suburban, and rural
schools from across the country completed a 44-question online survey about the
use of stationary exercise bikes in their schools. Participating teachers worked in
Results
signal, e.g., Students can use a hand signal to ask to use the bike any time when
the teacher is at the front of the room teaching or explaining. Some teachers
created an open/closed sign for the bike, and opened the equipments use
during work periods or other independent work time and closed it during
instruction, while others allowed for constant student-controlled bike- use. The
second subcategory in the student regulated theme, granted the most student
control in determining bike-use. Decisions in this subcategory were based on a
first-come-first serve basis. If students felt the need to regulate because of
boredom, agitation, anxiety, or other distracting emotion or sensation, they were
allowed to simply get out of their seats and use the bikes.
The teacher regulated category included three subcategories that also varied
in degree of teacher control. The first subcategory included teacher-identified use
where the need for bike use was recognized by the teacher rather than the
student based on the students agitation, anxiety, or boredom. The teacher
recognized the need and suggested that the student use the bicycle, e.g., if I see
subtle cues to anxiousness I will ask if the student might like to jump on the
Spark Bike. A second subcategory divided access across students but with
some students having priority over others based on their specific needs, e.g.,
we have a schedule made so all students get an opportunity to use the bike.
However, some names are on the schedule more than others. The third
subcategory still included teacher control but in a scheduled approach. Turns on
the bikes were offered to all students equally and students were allowed to
choose to either take their turn or to forfeit it. An example illustrating this
subcategory is one teachers invention of The Bike Cup, which passed from
student to student. The student may choose to pass or ride the bike. If they
pass, the cup goes to the next student. If they bike, they bike for two-three
minutes and then pass the cup to the next student. In the morning, the cup is
placed on a random student's desk and they decide which direction the cup will
go.
Seventeen percent of teachers reported using both types of approaches
simultaneously, typically allowing for student-regulation, but electing students
to go when a students need to self-regulate goes unnoticed by that student. For
example, one teacher said the students decide when I am teaching and they feel
they have sat too long on the mat or when they are finished work; I decide when
they are needing a refocus.
Lastly, 9% of teachers described their experience as one in which the bikes
went through an initial period of teacher-control, and as students became more
familiar with the equipment they were granted more autonomy for regulation.
One teacher explains: At first, there was a class list and they went in order.
After a few days, we developed a signal (twirl your finger in the air). As the
novelty faded, kids don't require permission. They just hop on whenever they
want.
body movements, outdoor physical activity, and stationary activities in their seats.
Eighty-five percent of responses fit in the full body category, and included
activities like: BrainBreak, Gonoodle, Daily Vigorous Physical Activity (DVPA),
yoga, running on the spot, jumping around, dancing, Zumba, and stretching. A
smaller percentage (8%) of responses indicated that they took their students for
outdoor physical activity, and six percent had their students perform different
stationary activities in their seats, such as under-the-desk pedalling, active seating,
breathing exercises, and meditation.
Teachers were also asked if they modeled bike use in the classroom, and if
so, how often students saw them using the stationary bike, on a five-point scale,
ranging from 1 (Not at All) to 5 (More Than Once a Week). The mean score of 2.56
and standard deviation of 1.73 suggests significant variance amongst teachers,
wherein a large number (45%) of teachers do not model bike-use to their
students at all while 35% use the stationary bikes in front of their students at
least once a week.
students see their teacher using the stationary bikes; physical activities in the classroom
other than the bikes; and teacher perception of targeted use (whether the teacher
found that students with attention or behavioural difficulties were particularly
drawn to the stationary bike). The linear combination of these six measures was
significantly related to perceived positive outcomes, F (6, 94) = 10.51, p < .001.
The adjusted R square was .37, indicating that approximately 37% of the
variance of perceived positive outcomes can be accounted for by the linear
combination of the measures outlined above. Five out of the six independent
variable were statistically significant (smallest t= 2.12, p= .04 to largest t = 3.96,
p<.001). The only variable that did not significantly add to the regression was
how long the bike has been in its location, t=1.25, p=.21.
In addition to perceived positive outcomes, teachers were asked to use their
own words to describe any other benefits that they perceived to result from
student bike use. Thirty-six percent of participants provided answers that were
categorized by five themes describing benefits related to physical, cognitive,
emotional, and social development, as well as the learning environment. Teachers
reported observing several physical improvements in their students due to the
use of the stationary bikes, e.g., one kindergarten teacher said that the bike they
have in their classroom helps strengthen our students gross motor
development, while another reported that bike use increased better cardio in
students.
Perceptions that bike use led to cognitive improvements were detailed as an
increase in students attention capacities, time-management skills, and ability to
take effective breaks from learning. For example, one teacher reported that
some [students] are able to sustain attention longer than they were doing before
I got my bike, and that students [were] becoming more independent in their
break choices.
Improvement in students emotional development were primarily related to an
increased capacity for emotional regulation. For example, one teacher said that
they have found that for some students it helps to reduce anxiety to have that
physical release. They are also more aware of their own moods and feelings as it
has prompted us to do more focused learning of the recognition of these things.
Another teacher reported that students generally seem more relaxed and ready
to settle in to work, another that students are more aware of their bodies and
brain development, and lastly, as well as having a calming effect, it [the bike]
can also pep up tired students.
Indications of improvements to students social development were found in
teachers reflections on students ability to share objects, take turns, and avoid or
resolve conflicts with no teacher involvement. For example, [there is] less
conflict in cases where specific students who have issues around anger
management have shown a tendency, in part from use of the bike, to avoid
asserting themselves aggressively toward other students.
Finally, references to the stationary bikes impact on the learning environment
included comments such as students can remain in class more, as they can go
on a bike rather than going for a walk and when they work while they are on
the bike with the portable table that they put on the handles, they are more
focused on what they are doing.
classroom management concerns, difficulties with the bike itself, and access challenges.
Classroom management concerns accounted for the largest percentage of the
reported challenges (76%), and included student misconduct, horseplay, and
inappropriate use of the bicycles, problems with turn-taking, bikes being used
during inappropriate times, and bikes being used to avoid work. Examples of
these behaviours include reports of times that students are interrupting the
lesson to discuss who gets to use the bike or instances of students hogging the
bike, and disputes over who has the right to be on it. A smaller number of
additional problems involved difficulties with the bicycle itself, including reports
that students cannot do work on or read while they are biking, and complaints
over the bikes tension knob not working, or wheels becoming squeaky with use.
The remaining comments reported access challenges, including not having
enough bikes in the school/classroom and wanting more, issues with the cost of
the bikes, and challenges encountered while fundraising for the equipment.
Solutions to Challenges
Participants were asked to share some of their solutions to address the
challenges that they reported. Forty percent responded. The majority of
responses (79%) addressed classroom-management challenges, suggesting things
like students need to self-regulate the taking of turns, and having a sign-up
list has been helpful for some teachers in our school. Teachers also discussed
the importance of explaining the purpose of the bikes to students, namely the
principles of self-regulation and how these relate to different students needs.
One teacher asserted students should know that fair doesn't always mean even.
Many of my students require the bike more than others. Other teachers
stressed establishing clear expectations with students on the consequences that
might result from breaking guidelines by saying things like stay firm and
consistent on the consequences. Other proposed solutions to challenges
included using an open/closed sign for the bicycles to prevent their use during
inappropriate times, and providing safety/usage instructions.
A much smaller percentage of responses (13%) addressed access and
technical issues, and included suggestions on how many bikes a
school/classroom should have, fundraising tips, and ideas for how to modify
the bikes to make them better, e.g., having more bikes (2-3) per class; the
community [should] get involved in fundraising efforts; a table top for
completing work; or building a frame/box in front of the bike to allow
students to place something so they can work/read while they bike; and,
assembling a small tool kit with some extra parts so that it can be fixed easily
and promptly in case the bicycle malfunctions and requires repair.
Recommendations
When asked if they would recommend the implementation of stationary
bicycles to other teachers, 99% of respondents said they would and 38 teachers
gave a rationale. Favourable comments generally spoke to recommendations
based on the observed benefits related to physical exercise and self-regulation in
the classroom. Teachers suggested that the stationary bicycle provided students
with a convenient means of exercising and lead to an increased awareness of the
benefits of exercise. Teachers comments also noted that the bicycles had a role
Discussion
novelty effect that the bikes may elicit included having discussions around it
and development of rules by and with the students.
Qualitative responses regarding how bike use was regulated demonstrated
a spectrum of control from student-regulated to teacher-regulated and a
combination of both. According to respondents, as the novelty of this new
equipment faded, the bicycles became more available for students that would
benefit most from their use. Regulating students bicycle use sometimes evolved
as the class became better acquainted with the bike and teachers relinquished
control. Some teachers initially chose to heavily regulate bike-use to allow every
student to have a turn. After bike-use became normalized, some teachers
lessened their control to a permission-based strategy in which students self-
identified their need to use the bikes and then asked the teacher for permission
to do so. Some teachers adjusted the rules so that bikes were used on a first-
come-first-serve basis, in which any student who felt the need to self-regulate by
using the stationary bicycle could do so without being a distraction. When the
bike is implemented with the intent to develop self-regulation in students, it is
important that teachers recognize and use pedagogical approaches that allow for
student choice and decision-making. Differentiated instruction becomes the
norm.
If students are instructed to use the bicycles with moderate to vigorous
intensity until they feel relaxed and ready to learn whenever they feel hyper,
angry, tired, anxious, or any other distracting emotion, they begin to actively
monitor their emotions and act on their self-evaluations. This mindfulness
helps to mobilize SRL when coupled with a strategy (i.e. stationary bike use)
intended to help mitigate the distracting emotions and lead to increased
learning. The stationary bike is there for any student to just hop on until they
become calm, alert, and learning (Shanker, 2012).
Three key findings from this study include:
The most common challenge of implementing stationary bikes in the
classroom was the initial distraction. The distraction was limited,
however, and readily overcome through discussion and practice.
Introduction of the bike may have contributed to students ability to
recognize individual learning needs.
Teachers perceived a number of positive outcomes in relation to the
use of stationary bikes. The initial purpose of the bike, to improve
self-regulation leading to an increase in learning, was accomplished
on various levels, contributing to individual social, emotional, and
cognitive outcomes as well as an overall positive impact on the
classroom learning environment.
The results of this study identified a spectrum of control around the
use of the bike, ranging from student-regulated to teacher-regulated.
The position of control along that spectrum has implications for the
level of student self-regulation.
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Rogerio L. Roth
University of the Azores
Ponta Delgada, Portugal
Introduction
The University of the Azores (UAC) is a Portuguese public institution, created
within the framework of regionalization of higher education.
It is important to bear in mind that the issue of insularity in the region involves
specific solutions that fit to the geographical, economic and social realities of the
Azores archipelago, located in the middle of the northern hemisphere of the
Atlantic Ocean.
source: http://www.visitazores.com/en
source: http://pt.wikipedia.org/wiki/A%C3%A7ores
The issue of insularity provides a tripolar character to the region, with poles in
the cities of Ponta Delgada, Angra do Herosmo and Horta, which gave rise to
the present Azorean campuses.
In this paper I focus on analyzing the tripolar physical campus model used by
UAC, analyze similar institutions and propose a new model of expansion, based
on regional clusters, points of presence and a virtual campus.
The paper draws on findings from the research Implementation Strategies and
Development of an Open and Distance Education System for the University of
the Azores (Roth, 2013), funded by the European Social Fund. The main
objective of this research was to observe the recent events related to likely
paradigm shift in the educational area and propose to UAC the adoption of
solutions that can, at the same time, correct implementations already carried out
in previous experiments and respond to these new challenges.
After 36 years since its creation, the University continues to face challenges,
particularly arising from the inexorable process of globalization phenomenon
started in the 15th century with the era of Portuguese discoveries, of the
knowledge-based society and the policy effects of chronic underfunding of
public higher education in Portugal.
However, as well see, UAC has been unable to serve the entire archipelago with
the structure defined in 1976. This concept is being questioned today. The latest
concern is with old theories about the functioning and costs of the tripolar
infrastructure. There are those who are once again defending the centralization
of UAC on a single island, claiming that the three infrastructures is that it
hinders the financial management of the academy (Lima, 2012).
Referring to Portugal, Crato (2012) says that: the greatest debt that a country
can generate is the perpetuation of ignorance. However Morgado (2011),
previously in a self-criticism, recognizes the difficulties faced in the country:
think and talk is easy. But roll up their sleeves and put hands to work is
something else. We are a speaking society.
The analysis shows that the current structure does not serve physically the
whole archipelago forcing the movement of students and professors (Roth,
2013). In addition, it is impossible (in the current model), to have the pretension
to meet the natural demands (geographical vocation), services, industry,
interests (public and private) and personal choices of each citizen who does not
need to be limited to any demands, initiatives and existing course offerings
locally and always will determine the movement or to another island, or to the
mainland or overseas, often a path without return many azoreans are going to
study elsewhere and they do not come back to the Azores (exodus). However,
this can be bypassed.
Nowadays, it is possible to offer the world without the need to leave home,
city, island or region through partnerships and agreements with other national
and international institutions to offer and develop different kinds of courses,
targeting to specific needs, enabling multiple certifications and joint
development.
In recent years UAC has missed the train in relation to various demands, and
that applies in relation to e-learning, the lack of struggle against resistance of
professors in the use of technology; the lack of attention to migratory diversity of
the Azores, the lack of support to students in mobility; the lack of approximation
of departments that can be considered watertight areas that hardly
communicate with each other, compete among themselves and hardly
collaborate on joint projects; the failure to reply to the invitation to participate at
OpenCourseWare (OCW) Universia and the non-participation in calls that could
improve their infrastructure, reducing the effects of insularity, effective presence
in all the islands, reduction of maintenance costs, increased visibility, external
projection and internationalization by finding new customers outside its
surroundings (Roth, 2013).
Cabral (2012) points out the future challenges, doubts and related issues that the
azoreans themselves also seem to have doubts: our academy will also have to
make an effort to restructure and adapt to the new reality of these times. it is
necessary that the university engage more with the society, in order we realised
and be involved in supporting its operation. The university should clarify, to all
of taxpayers, which is the strategy it intends to take for their survival, and how
to solve numerous problems of management, exploitation and investments; for
which we keep hearing questions and major concerns.
Medeiros (2013) recognizes these difficulties, stressing that the University of the
Azores to become a true university of the 21st century would have to innovate
and transform themselves in order to follow these new concepts introduced by
the Europe 2020 strategy. These concepts will require a new dynamic only
possible by introducing new mobilizing structures, new working methods, new
ways of dealing with the community, new strategies in the fields of scientific
production, new capabilities to mobilize other audiences, new axes for social
and technological transformation and new ideas to intervene in society that
continues to see the university as the main promoter of qualification, innovation
and creativity.
This connection cannot be neglected, however UAb have not innovated in any
aspect and was fully based on the Spanish congener National University of
Distance Education (UNED). Ever since April 2008 there has been extensive
cooperation through a collaboration agreement for the establishment of forms of
cooperation regarding innovation in distance education; as well as the creation
of joint academic activities in various scientific fields (Activities Report, 2008).
http://www.uned.es/
Apparently, UAb (2008) has opted to follow completely this model rather than
adopt the updated format used by the also Spanish, Open University of
Catalonia (UOC) where the whole process, including assessments, can be
performed by distance. To wit, UAb migrated from previous pedagogical model
(correspondence courses via post system) in the same way as UNED and holds
the same aftereffects, unlike UOC which, since its creation, adopted the
technologies. The greatest implication of these sequels refers to assessments and
examinations that still take place through in-person tests, although there are safe
technologies to make it totally by distance as does UOC (Roth, 2007).
http://www.uoc.edu/
As a consequence, the model adopted in Portugal is not open, and cannot even
be fully applied at distance, which contradicts UAb motto: Portuguese Open
University Anywhere in the World, since it is not possible to make and
complete a course from anywhere or even totally at distance.
In this sense the model of UAb, without adaptations, is not best suited to the
Azores region, since it does not eliminate totally the displacements of students
and/or professors.
The creation of different problems and situations unique to each student inhibits
a behavior that has been verified also in other groups, trying to replicate the
answers given by others. Moreover, the freedom to use all possibilities available
including the internet such as it occurs in real life, comes not only to meet
new needs (problem-solving) as it reproduces our normal behavior of using all
possible means to find a solution.
The fact that UAC has not yet found its best way or even is not considered to be
the first domestic university to explore the technologies must be seen as an asset:
not to repeat the mistakes of other universities applying the premise attributed
to Otto von Bismarck (Gale & Buzzell, 1989).
Similarly, one of the main goals of studying history is not to repeat the mistakes
of the past. If the institutions do not learn from the mistakes of the congeners,
how can they avoid them in the future?
To meet the whole the Azorean archipelago, UAC has to adapt to the effective
use of technologies. However, replicating the UAb model does not mean any
innovation, but would only replicate the outdated model of UNED with all its
sequels. Before that, adopt the model of the UOC, or better still, evaluate all
existing models and extract the best that we can do with the different
technologies, not necessarily inventing or developing something new, but using
everything that already exists, often free of charge and developed by others.
Rodrigues (2012) launched an appeal: the University has to be of the Azores and
not only of the three islands. He spoke in the sense that UAC should be present
on every island, somehow (physical, blended or virtual learning). Perhaps it is
time to talk about it...
The lack of attention and sensitivity to regional demands, which does not always
mean additional costs on the contrary, could mean additional revenues have
been represented by a long process of internal disinterest of professors in
adopting effective technologies in supporting their educative actions, misguided
collaboration protocols, lack of interest in attending all islands and the opening
up of spaces so that the counterparts occupy the unwanted space (Roth, 2013).
The lack of a specific national legislation, at the same time allowing a high
autonomy and flexibility, ends up causing the lack of standards. And at some
point they will have to be established in order for accreditation and audit by the
Agency for Assessment and Accreditation of Higher Education (A3ES).
http://www.a3es.pt/
In terms of performance, UAC should already long ago have evolved the model
(inefficient, inadequate, insufficient and unsustainable) of three infrastructures,
for points of presence in all the islands (the 9 islands), more than one point on
each island, depending on the settlements. In other words, evolve towards the
direction of flexibility, through various forms of presence and performance not
only in three contact points but in numerous other places.
The costs of building and maintaining these traditional physical campuses make
any speech of expansion inviable, considering the economic times and the
current situation - the european debt crisis, the Portuguese economic crisis, the
chronic underfunding of education by the Portuguese state and the economic
situation of UAC. But it is not impossible. It is simply necessary to change the
focus, the means and ways. If it is not done now, another train will pass. And
this one will certainly not come back.
Roth (2013) argues that the best cost-benefit option is based on the deployment
of a decapolar structure (UAC10X), combining a fully virtual campus with nine
physical structures regional clusters in the whole islands with points of
presence (POPs) in various places of each island that can be associated with
existing ICT facilities.
Some previous experiences of UAC itself have shown the way, but they did not
follow ahead. People who do not want things to change are those that, for some
reason, feel they have a disadvantage with the change.
Probably effective changes will only be observed through mechanisms of
pressure, derived from the current situation where crisis, reduce costs and
budget constraints have become watchwords.
In the same way that UAb did not use financial resources from its own budget to
establish itself and maintain in the Azores, UAC can do the same to expand its
presence in its main area of operation before others do...
The CLA Ribeira Grande (So Miguel Island, Azores) is a partnership between
the Portuguese Open University and the Municipality of Ribeira Grande.
http://www.uab.pt/web/guest/organizacao/servicos/servicos-desconcentrados/cla/ribeira-grande
The CLA Praia da Vitoria (Terceira Island, Azores) is a partnership between the
Portuguese Open University and the Municipality of Praia da Vitoria.
http://www.uab.pt/web/guest/organizacao/servicos/servicos-desconcentrados/cla/praia-da-vitoria
The first UAb partnership with municipalities, for the establishment of CLAs,
was with the municipality of Praia da Vitoria, having been progressively
widening the network of CLAs the whole country, favoring inland counties
without higher education offer.
Roberto Monteiro, who spoke at a press conference (Lusa News Agency, 2008),
said that one of the axes of the county development will only be sustainable if
based on professional development and human resources skills. The project
with UAb, aims to educational development, training and technology in a
mode using the new generation of distance learning. The praiense
municipality is responsible for providing and maintenance of the facilities, as
well as financing of equipment, while UAb is responsible for service of exams,
salary of center coordinator and promotion of courses. UAb will provide short
courses and disciplines to complement and professional valuation, as well as
undergraduate courses, masters and doctorates.
The former rector of UAb, Carlos Reis, stressed that this partnership, the first in
this new format matches strategic priorities of the institution. These priorities
are collaboration and openness to civil society, cooperation with partners that
have similar concerns and the technical and pedagogical innovation. This new
teaching mode responds perfectly to the institutional vocation of the
university, that has a pedagogic provision for qualification and re-qualification
of human resources in the active. Domingos Monteiro, former pro-rector,
revealed that all the educational offer is in accordance with the restructuring
required by the Bologna Process and of distance learning, which included the
new information and communication technologies, as well as personalized
assistance to students. Will be made available over three hundred disciplines
that can be attended individually, in short courses, specifically created according
to the needs of students and the municipality of Praia da Vitoria.
In 2008, UAb had about 10 thousand students, of whom two thousand in Africa
and more than 300 in the Azores (Lusa News Agency, 2008).
Rocha (2016) demonstrates that there are increasingly more students are opting
for university education in the distance and the Portuguese Open University is
increasingly sought after in the Azores.
The last annual report (UAC, 2016, page 22) shows that the number of new
students (enrolled for the first time) continues to decline: 2011/2012 (954),
2012/2013 (811), 2013/2014 (741), 2014/2015 (724) and 2015/2016 (672).
The project should start by building a structure that allows the realization of
studies, trials and investigations related to the development of technology-
mediated education through creative and innovative approaches to teaching and
learning. It involves promoting training sessions and support directed to
departments, covering a set of varied themes on the various existing solutions
and didactically validated at trial groups. Seeking, this way, a professional and
organizational evolution to obtain a more effective education, through the
creation of a dynamic research, development and resource center that carries out
the exploration, testing, disclosure, dissemination, socialization and contribution
to the development of this area of knowledge, through active participation in
actions and collaborations at local, regional, national and international.
References
Activities Report (2008). Working meeting between the rectorate teams of the National
University of Distance Education (UNED) and the Portuguese Open University
(UAb) Noble Hall, April 14, 2008. Retrieved April 6, 2017, from
http://www.uab.pt/c/document_library/get_file?uuid=2e6123bc-3a09-466b-
8389-813371bbe093&groupId=10136
Cabral, O. (2012). Save the University (Salvar a Universidade). LusoPresse. Vol. XVI - n
276. Retrieved April 6, 2017, from
http://lusopresse.com/2012/276/Salvar_a_Universidade.aspx
Crato, N. (2012, May 11). Parliamentary Debates. Portuguese Parliament. page 6, series I,
number 107. Retrieved April 6, 2017, from
http://debates.parlamento.pt/catalogo/r3/dar/01/12/01/107/2012-05-
10?sft=true&pPeriodo=r3&pPublicacao=dar&pSerie=01&pLegis=12&pSessao=0
1&deputado=438
Evans, R. (2001). The human side of school change: Reform, resistance, and the real-life
problems of innovation. 1 ed. San Francisco: Jossey-Bass. 336 p. ISBN
9780787956110.
Gale, T. B, & Buzzell, R. D. (1989). Das PIMS-Programm strategien und
unternehmenserfolg. Wiesbaden: Gabler. 256 p. ISBN 9783663095460.
Lima, A. (2012, June 4). Autonomy or guerrilla warfare? (Autonomia ou guerrilha?).
Aoriano Oriental, p. 14. Retrieved April 3, 2017, from
http://www.acorianooriental.pt/pagina/edicao-impressa/2012-06-04/regional
Lusa News Agency (2008, January 9). Azores: Portuguese Open University opens
Learning Center in Terceira Island. Retrieved April 7, 2017, from
http://noticias.sapo.pt/lusa/artigo/ed97f8ed599924a3c73eb8.html
Medeiros, J. (2013, May 4). Letter from the Dean (Mensagem do Reitor). Retrieved April
6, 2017, from http://archive.is/fG6MO (archived from
http://www.uac.pt/mensagem/reitor) and
https://dre.pt/application/file/496853
Morgado, P. (2011, February 21). Jornal das 10. SIC Notcias. Retrieved April 3, 2017,
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Rodrigues, C. (2012, September 13-14). Meeting on online teaching and virtual learning
(Encontro sobre ensino e aprendizagem virtual). Ponta Delgada: UAC. Retrieved
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10p4.1uacrelatoriodeatividadesuac2015corrigido.pdf
Introduction
Between the end of 2013 and the beginning of 2014, the researcher conducted an
experiment in translation teaching methods, employing the traditional approach
of repositioning components in the control group in contrast with a more
innovative approach of mental images portraying in the experimental group
(Wen, 2014a). From the results of pretest and posttest, two extreme cases stood
1
Yvonne Ying-Ya Wen is a lecturer in the Department of Applied Foreign Languages in National
Formosa University, Taiwan as well.
out. To the surprise of the researcher, one participant (referred to as Tom in the
following discussions) in the control group, who was not supposed to do too
well, did make it nevertheless, while the other (referred to as Bob in the
following discussions) in the experimental group who got the highest score in
the pretest got the lowest score in the posttest. These two cases were too
distinctive to be ignored. The reasons behind these phenomena are worth
further exploring and, if figured out, are likely to be conducive to translation
learning and education in general as well.
In fact, Tom did not show up for two consecutive weeks right after the
beginning of the semester; that is, he missed 4 periods of classes. Therefore, the
instructor did not expect him to get a high score in the mid-term examination.
Yet he outdid 14 of his classmates in it. In his class of 27, hardly any students
had ever skipped classes. In other word, half of his class who, without fail,
attended all periods before mid-term failed to get a score higher than he did. As
for Bob, he ranked on top in the pretest. After the pretest, the instructor showed
participants their test results and explained how the pretest was scored. With
these explanations given, two more weeks of treatment in the control group, and
his success right at the start, Bob should have done better than the rest of his
class. How come he ended up ranking at the bottom in the posttest? There must
be a reason. The researcher decided to explore all possibilities as to the reasons
why these two cases took place: why Tom did better than his classmates who
hardly ever skipped a class and why Bob succeeded at first and failed at last.
Therefore, she invited both of these two participants to receive an in-depth
interview respectively.
Methodology
The purpose of this study is to find as many probable reasons underlying the
outstanding translation learning results of the two participants as possible. The
interest of the researcher lies mainly in finding more things behind the extreme
phenomena and describing them rather than verifying a hypothesis. The
approaches of case study and narrative inquiry were adopted, while
unstructured interviews remained the major research tools among others. Case
study can help the researcher understand the unique experiences of the
participants for the reference of other learners and instructors. Since many
stories of the interviewees are information-rich and inspiring, the researcher had
the interviewees tell their own stories in the first person narrative in a latter part
of this paper. Narrative inquiry also helps the participants make sense of the
experiences which they have gone through.
1. Case Study
The earliest use of case study research can be traced to Europe, predominantly to
France; in the United States it was most closely associated with The University of
Chicago Department of Sociology, where the Chicago School was preeminent in
the field and the source of a great deal of the literature from 1900's to 1935 (Tellis,
1997). As Stake (1995) points out, each case of interest in education and social
service is unique in many ways, and we seek to understand every one of them
and would like to hear stories of each case.2 According to Patton (1990), case
study is
This happens to coincide with the situations of the two cases in focus. The
two students are special and unique in a sense that they can be considered as
extreme cases. Therefore, case study is appropriate for looking further into these
cases. Stake (1995) declares that Case study is not sampling research. We do not
study a case primarily to understand other cases (p. 4), for sometimes an
unusual case helps illustrate matters we overlook in typical cases. This point
further endorses the use of case study approach in this study: These two special
cases are certainly extraordinary and cannot be taken light of in a
business-as-usual manner.
Merriam (1998) does not think that the sampling statistics in quantitative
research apply to qualitative research. The sampling method most often taken
for case study is purposive sampling (Lin, 2000). Cases are in the limelight
instead of variables now. Interpretations and explications can be complicated
and described around a person or an event; insights and rich details take the
place of statistics in quantitative research (Neuman, 2008). Hopefully, the
researcher will find insights that is conducive to others learning (Fraenkel, J. R.
& Wallen, 2003).
Though case study appears to be a poor basis for generalization, these cases
studied at length revealed some activities, problems, or responses coming up
again and again none the less; therefore, certain generalizations can still be
drawn in some cases as Stake (1995) suggested. Hitchcock and Hughes (1995)
also agree that a certain amount of generalization is possible in a case study.
However, Stake (1995) had it that they are not to be thought of as generalizations
and may need some label such as petite generalizations (p.7) which regularly
occur all along the way in case study. Nevertheless, Stake (1995) considered the
real business of case study to particularization rather than to generalization. For
him, the first emphasis is on understanding the case itself; that is, the first
objective of a case is to understand the case (Stake, 2006).
By definition, the prime referent in case study is the case, not the methods by
which the case operates (Stake, 2006). For Patton (1990), a case can be a person,
an event, a program, an organization, a time period, a critical incident, or a
community (p. 54). Yet Tellis (1997) considered the unit of analysis in a case
2
In this research, most of my data collected took the form of stories and remain this way.
the significance of multiple data sources. Creswell (2013) in his definition of case
study also mentions this; he considers case study to be a qualitative approach in
which the investigator explores a real-life, contemporary bounded system (a case)
or multiple bounded systems (multiple cases) through detailed, in-depth data
collection involving multiple sources of information, such as observations,
interviews, audiovisual materials, and documents and reports and then reports a
case description and case themes.
3. Narrative Inquiry
Narrative inquiry, or narrative research, is applied in part of the descriptions of
the two cases studied here, because both the interviewees stories in this study
are information-rich and inspiring; they can be best understood in the words of
the speakers themselves from the first persons point of view. According to F.
Michael Connelly and D. Jean Clandinin (1990):
The study of narrative is the study of the ways humans experience the
world. This general conception is refined into the view that education and
educational research is the construction and reconstruction of personal and
social stories; learners, teachers, and researchers as storyteller and
characters in their own and other's stories.
collaborative approach that involves the researcher and the participants in the
negotiation of the final text; a narrative constructed around the question, And
then what happened? It does not attempt to describe cultural images as
ethnography does; nor does it try to establish abstract theory as grounded theory
does (Wang & Wang, 2012).
For some authors, internal validity is to be improved by the use of narrative, for
participants are empowered to provide more concrete and specific details about
the topic discussed and to use their own vocabulary and conceptual framework
to describe life experiences; however, other researchers considered storytelling
to be a sense-making activity in the process that individuals are forced to reflect
on those experiences, to select the salient aspects, and to order them into a
coherent whole (Eliott, 2005). A further important issue in the validity of
narrative interview is the question of whether narratives are produced
specifically for the researcher in a qualitative interview or whether the narratives
told in interviews are closely related to those which occur spontaneously in
conversation and other aspects of daily life (Ibid.). To decide whether an
interviewee is telling the truth, the researcher need to consider what questions or
topic are being addressed in the research, and what type of truths or insights are
to be obtained from an interview (Ibid.). If the research focus is more on the
meanings attached to the individuals experiences and/or on the way that those
experiences are communicated to others, then narratives provide an ideal
medium for researching and understanding individuals lives in social context
(Ibid.). That is why narrative inquiry is appropriate for presenting part of the
research findings of this study: The researcher conducted this narrative inquiry
with a view to finding meaningful experiences of the interviewees. With the
words right form their mouth, the interviewees communicate directly their
personal experiences to the reader who may have a better understanding of
what they went through.
Research Background
As Susan Bassnett (2002) stated in the introduction to her Translation Studies,
translation studies is a young discipline. In an interview, Leo Tak-hung Chan
(Shan, 2015) said that translation studies have been conducted for thirty years.
Yet over the last three decades translation studies have developed into a
fledgling discipline (Zhang & Lee, 2014). Currently, questions generally accepted
as relevant and important enough to be asked in the field of translation studies
are very different from what they were; it has now come to mean something like
anything that claims to have anything to do with translation, whereas in the
past it meant only training translators(Basnett & Levevere, 1998). For example,
history is one of the things that happened to translation studies since the 1970s
(Ibid.). Geoge Steiner (1998) identified 4 stages of translation development and
listed famous translators with their works of different phases. In his
classification, we are now in the modern current. Posen Liao (2013) sorted out
Applied
Globalization is another trend that enters into the field of translation studies in
the twenty-first century. When he was asked by Teh-Hsing Shan (2015) about
types of research he has done in an interview, Leo Tak-hung Chan said that
raised in England and translated both ways from English to Finnish and Finnish
to English. Besides, he also conducted a case study by taking a close look
between two English translations of Dostoevsky, in which he found them to be
very similar. Shahhoseiny (2015) also presented a case study of first-year
translation students at a university of applied science and technology in Iran.
From the above cases, it is not too far-fetching to infer that case study is already
an accepted method of research for translation studies.
Research Process
In the unstructured interviews conducted, the interviewees were given the
freedom to talk about whatever that came to their mind in the beginning, while
near the end of the interviews they were asked which people or events in their
earlier education were considered helpful or relevant to their current translation
learning results. In the interviews, the two participants were making sense of
their past learning experiences and trying to find their relevance to their present
translation learning experiences. These interviews were conducted respectively
on 23 and 31 of May in 2014 as the second follow-up study of the mother
research (Wen, 2014a; See Fig. 2).
Fig. 2 Research Process. This figure was adapted and translated from the mother
research (Wen, 2014a) and the first follow-up study (Wen, 2014b). This research is
Follow-up Study 2.
Research Findings
I. Toms Case
The first participant interviewed was Tom, who, in the mother research (Wen,
2014a; See also Fig. 2), was in the control group, that received the more
traditional training of repositioning components as their major method of
translation. In the very beginning of the semester, Tom skipped classes during
the second and third weeks. In other word, he missed four periods while almost
all of his classmates had never missed any. Yet in the mid-term examination he
got a score higher than 14 classmates in the class that totaled 27; that is, he
outdid more than half (51.85%) of his class.
In the mother research (Wen, 2014a; See also Fig. 2) from which this study is
originated, the perfect scores for both pretest and posttest were 55. Tom got 23.5
in the pretest while the average of his classmates was 13 and the standard
deviation was 6.69. He came the second in the pretest; his score was higher than
20 (90.9%) of his group members (n=22). In the subsequent posttest, he got 42
while the average of his group members was 25.3 and the deviation was 9.25. He
still maintained his silver medal in the posttest.
In the first survey of the mother research conducted before pretest (i.e. pre-test
survey; See Fig. 2), Tom said that he read the handouts but did not finish doing
it, neither did 13 (33.33%) of the participants (N= 40) in the mother research.
Only 3 (7.5%) participants said that they finished reading the handouts for sure.
One of those in the control group won the gold medal in both the pretest and
posttest. Although Tom did not finish the assigned reading of handouts, he was
still one of the best. In the interview conducted on May 23, 2014, Tom disclosed
that he had a part-time job on weekends; Saturday and Sunday are his work
days. He was exhausted every weekend. That is the reason why he overslept for
two times and did not come to the class that was scheduled on Monday morning.
When asked how he made it in the mid-term examination and the posttest, Tom
explained the way he made up for the missed lessons: Firstly, he asked his
classmates what was taught and borrowed notes from them; secondly, he
downloaded the electronic versions of handouts from e-3 Campus Digital
Learning System of National Formosa University, which are in PowerPoint
format, rearranged them in his own order, and went over the handouts on his
own; thirdly, and finally, he went to the library, checked out the reference books
listed in the handouts, and read not only parts that were quoted but also those
that were not.
The researcher was overwhelmed by Toms hard work, for such painstaking
effort was hardly taken by any students, and she asked Tom why he was so
highly motivated. Tom revealed that, after he had skipped classes for two
consecutive weeks, he was warned by the researcher teacher that he was on the
verge of being flunked. He was told that, if he was absent again without any
justified cause, he was sure to fail this required course, Chinese-English
Translation I.3 After that he never dared to skip any class. Apparently, the
researcher teachers warning, or threatening, worked: It spurred Tom to work
harder than most of his classmates subsequently.
The next thing by which the researcher is much impressed is that Tom checked
out the references books in the library and went over the original literature from
which the handouts were adapted. The researcher remembered that at one point
he even offered a journal article to the researcher and recommended that she use
it in students oral presentations of mock conferences.4 In addition, Tom has his
own organization of the downloaded PowerPoint files. That means he has a
unique way of arranging these teaching materials. The researcher responded to
Tom by saying that most schoolmates who passed the qualifying examination in
her PhD program in the University of Taipei had their own arrangements of
materials, too.
Toms second point also reminded the researcher of one of her own journal
articles (Wen & Wang, 2008): Students reported that, when they, for whatever
reason, missed a period or two, they found it helpful to have a second chance by
visiting the virtual classroom online, where they were able to make up for their
loss by downloading the teaching materials available online and view their
classmates discussions on classroom activities.5
Toms case showed that a certain warning in time can motivate a student. In his
case, he took tremendous effort to make up for the missed course content and
eventually outdid not only most of his group members in the experiment but
also more than half of his classmates in the mid-term examination. However,
this may not be the only reason. Based on the classroom observations, the
researcher found that Tom obviously has a better command of the language in
reading and/or vocabulary. At one point the researcher gave the group a
translation assignment to do in class. Most of Toms classmates had a hard time
doing it, yet he finished doing it in no time. When his classmates were still
struggling with it, Tom went to the toilet and returned to the classroom where
not too many of his classmates were enjoying the freedom as he was. This is not
the end of the story, either. In the interview, Tom also admitted that attending
applied foreign language program in his senior high school days helps him
procure a solid base of vocabulary, whereas many of his classmates said in the
semi-structured interviews of Follow-up Study 1 that vocabulary is their
Stumbling Block Number One in doing translations (Wen, 2014b). Among the
7 types of translation strategies they offered in the semi-structured interviews, 5
(71.43%) were those dealing with new words they didnt know (Ibid.). Twelve
(60%) out of the 20 interviewees in the first follow-up study directly or indirectly
mentioned their difficulties in vocabulary. It is not far-fetching to make an
inference that Toms vocabulary knowledge to a certain degree gained ground
for him. Therefore, his senior high school education with specialization in
English can be another significantly favorable factor for his performance.
4 From the fall semester of Academic Year 2009 to winter 2014, the researcher
accommodated mock conference presentations in the curriculum as part of students
oral report/peer teaching.
5 Students in this class were asked to write weekly learning logs online onto the
discussion areas in the e-3 Digital Learning System of National Formosa University,
offering their reflections on what was learned in class.
I. Toms Narratives
1. Tom is a Lover of Literary Works of Art.
Int: Lets start from your childhood. Has your Mandarin Chinese always been good
ever since you were in the primary school?
Tom: Mme. My Mandarin Chinese was not especially good when I was in the
elementary school. I should be grateful to my junior high school Chinese teacher.
Int: Why?
Tom: She paid a lot of attention to our handwriting and pronunciation.
Int: Does that mean you are not supposed to miswrite a word?
Tom: Thats right.
Int: Well, is it like a floating that comes to the surface of the water, since your
learning results come to the fore after so many years?
Tom: Yes.
.
Tom: She told us the backgrounds of the articles in the textbook in great detail.
Tom: The next time when something similar came up, she would tell us those
backgrounds of these articles all over again. And she raised questions to see if we
still could remember. Then we had to try very hard to think of these background
story once again.
Int: It makes all the difference. When you think it over, you will be much impressed.
Tom: (Nodding.) And I am especially interested in literature.
Int: Do you get high marks in Chinese compositions?
Tom: Compositions? (Nodding.) Ever since childhood, my Mandarin Chinese
compositions have been good. But I am not good at sciences such as physics and
chemistry. I got low scores in them.
Int: Did you read many famous literary works of art since you were a child?
Tom: I did read some, but not too many.
Int: Of what kind?
Tom: When I was in the elementary school, I read things like folk tales. When I went on
to junior high school, I read translated modern Mandarin versions of ancient
Chinese novels like Journey to the West.
Int: Right! Right!
Tom: And then. I am interested in poetry, too.
Int: Childrens?
Tom: Yes. I also read novels. Modern novels mostly, such as Lung Ying-tais.
Int: Lung Ying-tai never wrote a novel. She wrote essays instead of novels.
Tom: Essays, essays, essays.
Int: Collections of essays.
Tom: In senior high school days, my Chinese teacher started to teach us literary works
of art.
Int: Have you ever been persecuted for reading these outside readings other than
your textbooks?
Tom: I like to read. My mother encouraged me to read more literary works of art.
Int: You have a great mom. My mother is a Chinese teacher, yet when I read modern
Chinese literary works of art, she persecuted me.
Tom: She bought many books for me to read.
Int: Really? I was scolded for reading such books.
Tom: [Gesturing a pile.] She bought sets of folk tales in Taiwan for me, and she made
me read them. She said those tales were very important.
Int: It makes all the difference. It makes all the difference. It makes all the difference. I
borrowed childrens version of world-famous literary works of art from the
library. They are pollution-free; if you read grown-ups versions translated from
the original, there are pollutions in the translations.
Tom: So, then. I read mostly essays. I also read some novels, but not too many.
Int: So, you yourself are a lover of literary works of art.
Tom: (Nodding.) I like to read.
Int: So do I. Would you tell me your mothers background? Why did she encourage
you to read?
Tom: There is nothing special in her background. She is just an ordinary woman, not
too well-educated.
Int: Most parents would like their children to focus on schoolwork. My mom
wouldnt allow me to read any other books.
Tom: She is concerned about my academic achievements; and she also knows that I like
to read literary works of art.
Int: She makes you who you are.
Tom: Yeah. She makes me who I am.
Int: Your mother is so great!
Tom: (Nodding.)
Int: She spends a lot of money cultivating you. I went to the library to borrow books,
and actually there were not many books in my parents house.
Tom: (Nodding.)
Int: Then I grew up and started to buy books for myself.
Tom: That was when I was a child. Now I am an adult. She tells me to borrow books
for myself.
Int: Yeah, you are a grown up now. You know how and where to get them.
2. Pleasure Reading and Influences from Junior High School Chinese Teacher
Int: Now what kind of books do you borrow from the library?
Tom: Later on, Later on, I borrowed those related to what I study.
Int: Course-related.
Tom: Yes, course-related. For example, I took Childrens English in my sophomore
year and I borrow childrens books from the library.
Int: In Mandarin or English?
Tom: English. [I read] English picture books. I even bought some very famous ones as
part of my collection.
Int: Oh, Huh-huh.
Tom: She started teaching us from the introduction to the article and then she moved
on to the introduction to the author. She told us the background of each writer
and their style.
Int: Was it done in a way of storytelling?
Tom: Yes, and she taught it in a vivid way, never rigid. And she made it fun. She told
us what had ever happened to the authors. Thats how she raised our interests.
Int: Yeah, yeah. One of my high school Chinese teachers was like that. She could
spend two hours telling us the life story of Tsai Yuen-pei (or Cai Yuanpei). I was
overjoyed, for it was storytelling. Students like stories.
Tom: And anecdotes of the ancient writers are interesting, such as who hated whom
and libeled against whom.
Int: Thats funny.
Tom: Yes, and who befriended whom.
Int: And your interest grows.
Tom: She never taught in a rigid way.
Int: Ancient Chinese scripts could be rigid, but she made it interesting.
Tom: Yes, in an enlivened way.
Int: Then students got interested in the text.
Tom: (Nodding.) And she cared about our handwriting. She did not like simplified
Chinese characters. If we write simplified Chinese characters, we would be
punished and write correct characters many many times.
Int: I hat simplified Chinese characters too. Huh-huh.
Tom: I myself do not like simplified Chinese characters, either. My classmates use
simplified Chinese characters, but I dont like it. Movies downloaded always
contain simplified Chinese subtitles, and I cant read them. My classmates told
me, If you see more movies with simplified Chinese subtitles, you will get it.
But I just dont like simplified Chinese.
Int: Low-level culture.
Tom: Low-level culture. We shall never do without traditional Chinese characters.
Int: No. Never.
Tom: Yes, this semester you taught us allocation. Then I went on line to look for
relative information. When I find some pieces of useful information, I save them
to My Favorites.
Int: That is, you have the self-learning habit of going on line?
Tom: Yes.
Int: Which search engine do you use?
Tom: Google.
Int: Do you find Google to be the best?
Tom: Yes.
Int: And you save what you find important?
Tom: Yes. I save them.
Int: So you look for related information by using Google Search Engine?
Tom: Yes, but if I find too few pieces of information, I will start looking for books.
Int: Your priority is the World Wide Web and books are your second choice?
Tom: Yes. It is more convenient to use the Internet.
Int: Your order reverses mine. I look for books first. If I dont find any, then I go
online.
Tom: I get online first.
Int: When did you start the habit of going online?
Tom: Since I was in senior high.
Int: Senior high. But you just said you went home late.
Tom: I did not work part-time when I was in high school. I went online over the
weekends then. But to tell the truth, I did not consult many pieces of information
on the Internet when I was in senior high. At that time, teachers gave you a lot of
information, so I did not have the need to go on line searching information by
myself. In class, could hardly catch up with my Chinese teacher, putting down
what she said. I did not need to look for more information. It is in college that
you ought to take up responsibility of your own learning.
Int: Yes. Yes. Yes. But not every one of your classmates thinks so. You really have to
take up the responsibility of your own learning. Really!
Tom: I used to put the blame on others when I was a freshman. I wondered why our
teachers taught us so few things. Then one of my classmates who always gets
good grades, told me, You are to look for it by yourself. In college, teachers are
not supposed to give you everything.
.
Int: Can you tell me what kind of books you read other than folk tales in Taiwan that
your mother bought you? Did you read detective stories like Sherlock Holmes?
Tom: No.
Int: How about martial arts novels [or kung-fu novels]?
Tom: No. I am not so interested in martial arts novels as essays.
Int: How about science fiction?
Tom: No.
Int: What you mean by essays includes commentaries like those by Ying-Tai
Lung?
Tom: Yes. That was when I was still in junior high. When I was small.
Int. What kinds of books did you read?
Tom: I read stories.
Int: Of what kind? Those in Taiwan or from overseas or?
Tom: In Taiwan, folk tales.
Int: So you read Taiwanese folk tales.
Tom: Yes, Taiwanese folk tales and childrens books, picture books. I read those since
childhood.
Int: And what series of childrens books in particular? Whats the name of the
publishers?
Tom: Publishers? I havent noticed.
Int: Are these all bought by your mother or borrowed from the library by yourself?
Tom: My mom bought them for me.
Int: Many of them are childrens picture books?
Tom: Yes. Very many.
Int: One of the students who ranked on the top in the mid-term exam years ago
shares this point with you.
Tom: There are fewer words in the picture books. Children are not able to read too
many words.
Int: Right. Starting from these picture books, children learn more words little by little.
The results can be amazing years later.
Tom: I am good at Mandarin Chinese. After attending your classes, my sensitivity to
Chinese characters is even more sharpened.
Int: I talked about differences between expressions.
Tom: (Nodding.) Before attending your classes, I didnt pay too much attention to the
details, because I wrote by typing Chinese characters. Since you direct our
attention to the structure, now I read what I type after writing a statement or a
paragraph to see if my structure is fine. My classmates found me to be.
Int: Meticulous?
Tom: Exactly.
Int: My translation teacher told us one of her friends was told by a net friend that she
must be more than 40 years of age for there is no mistyping in her net talk.
Tom: My classmates say I sound official [or bureaucratic].
Int: As if you were writing an article.
Tom: Exactly.
Int: People of my generation correct typographical errors all the time. If we mistype
anything and it was already sent out, we apologize for the mistake.
Tom: Me, too. And my friends always say it doesnt matter.
Int. So long as you get your points across,.
Tom: Yes.
Int: [To be a good translator,] you need to have a certain kind of insistence [on word
choices].
Tom: (Nodding.) Yes.
Int: I think both your Chinese teachers in senior and junior highs have a certain
influence on you.
Tom: Yes. Especially the Chinese teacher in my high school years, she rather hates
simplified Chinese characters.
6 At that time, the interviewer was still at sea about Bobs case.
to go to a cram school. Nor is it that I have no money for you to do so. It is just
that I hope you give it a try to study on your own. You can make it. Then from a
schoolmate I learned how to prepare for the examination by myself. She also
changed her major from art design to English just as I did. Then I know what to
read. Then I bought some of the books she recommended, and I also read some
relative materials online. During that time, I went directly to study after dinner
from 7:00p.m. till 1:00 or 2:00a.m. Every night I studied hard. And that last
throughout a whole year. When the Joint College Entrance Examination was
approaching, the scores I got in the mock test were very close to my first choice,
National Formosa University. Its not far from my home. My home is in Chiayi.
My mom said, It is close. If you try hard enough, you may get into National
Formosa University. The threshold for entering National Formosa University
was then 560 points. I got 550 in the mock test, very close to it. On the first day of
the Joint College Entrance Examination, I found that I know the answers to
nearly all the examination questions. In the past I hardly calculated how many
points I got right after a test. But that day I checked all my answers right after the
Joint College Entrance Examination.
Int: You were sure you would make it.
Bob: Yes, yes, yes. After taking the first days exam, my mom asked me, Will it affect
your exam tomorrow? Why dont you just wait until tomorrow? I said, But Im
confident. I knew I did quite well.
Int: You knew you would make it.
Bob: It turned out that I got very high scores. I thought I would have to study even
harder the next day, for the next day I would take the exam in math. And the
next day when the examination was over, I calculated my total scores, they added
up to at least 570 points.
Int: You made it.
Bob: Then I started to relax and have a good time, waiting for the result. I got 590
points in total, because there were still scores for my compositions. I was even
offered a scholarship. Therefore, I entered this university with a score much
higher than the threshold, which equaled 556. My mom asked me if I wanted to
attend National Yunlin University of Science and Technology. But their
minimum was 597. Also, with my score I could still go on to National First
Kaohsiung University of Science and Technology or National Kaohsiung
University of Applied Sciences. But I decided to attend National Formosa
University as was planned. And my mom kept her promise and bought me a car.
Int: Wow! Huh-huh-huh.
Bob: For it is not far from my home, I can drive home.
Int: Everyday?
Bob: No, on weekends and holidays. Ever since I went on to college, my family
members have tended to trust me. For example, I just have to tell them where I
was going, my mom will say, O.K. O.K. Go anywhere you want to.
Int: She trusts you.
Bob: Yes, she was. And my schoolmates in the applied foreign language program said
how come this person in the advertisement design program did better than the
rest of us. And their home room teacher told them, See, you have been
struggling for all these three years. He spent only one year studying English and
now he outdid you, you see. What have you been doing? Indeed some of them
went on to better universities than I did, such as National First Kaohsiung
University of Science and Technology.
Int: You got enough points for entering that university, too. But you just didnt go on
to college there.
Bob: I didnt go there. Some said I was a fool. But I thought, since I am a
higher-achiever, it will be easier for me to study here. And it wont cost me that
much. I dont have to worry that I might not be able to keep up with others,
either. My mom also said, You want to study in the department of applied
foreign languages? Why dont you just go on to Wenzao Ursuline University of
Languages? Their English is quite good, but it costs a lot more money to study
there.
Int: It is a private one, so it costs more. They do excel in language learning, though.
Bob: Indeed.
Int: Their graduates are competent to work as professional translators.
Bob. My friends in the Department of French said their oral training is very good.
Int: Yes, even their French majors English is better than that of the average college
students. How can it not be? They spent 19 hours weekly speaking English.
Bob: They listen and speak and then listen and speak all along. Though it costs them a
lot, they are surrounded by such outstanding English learners.
Int: You are not in need of money. Why did you not go on to Wenzao Ursline
University of Languages?
Bob: I come from a single-parent family.
.
a stick in his hand. He gave me a discipline. The worst part of it is not that. My
mom sent me back to school. It was hot at the time, and I wore short sleeved
shirts. There were blacks and blues all over my body. My teacher saw that I was
injured, took me to the nurse in school and had my wounds treated. I was much
impressed. Even the primary school principal found that out and came to comfort
me. He wanted to know whether I was O.K. and he wondered why my Dad had
beaten me so badly. My neighbors also saw my injuries. They asked me questions,
too: What happened a few days ago? Why were you beaten up? I said with a
smile, Nothing. I was not good."
Int: Huh-huh.
Bob: And I behaved myself for a time after that.
Int: After being beaten up, you changed.
Bob: Yes.
Bob: Aww! Yeah. I went to a cram school. It must be the reason why. It was when I
was a primary school boy.
Int: When was that? In which subject?
Bob: I studied in a cram school for nearly three years; I attended Chinese courses
there.
Int: So you went to cram school when classes were over? What kind of institution
was that?
Bob: It is. It is named Stanford. They offer after-school tutoring in the industry of
supplementary education.
Int: You studied English and Chinese there?
Bob: Yes, in the same cram school.
Int: But you would not go to school. How come you were willing to go to the cram
school?
Bob: It was my mom who made me go there. She said, Since you dont go to school,
you must go to the cram school. At least learn something there.
Int: How come you were willing to go to the cram school?
Bob: My mom made me go there.
Int: It was after you had been beaten up by your father?
Bob: Yes, after that. My mom made me go there. Then I did.
Int: Huh-huh-huh.
Bob: My teacher and I came face to face with each other. When I was writing my
homework, she would sit there to make sure I do it. When she taught me, I took
notes.
Int: Did she teach you how to write compositions?
Bob: Yes. She also taught me during summer and winter vacations. She gave me a
thick stack of examination questions and made me answer 2 sheets of them a day.
After I finished doing them, she would correct them for me. Then she taught me
something concerning composition writing.
Int: Which version of examination questions? In which subjects? Chinese?
Bob: Yes, in Chinese by Kang-hsuan.
Int: So they were examination questions on Chinese textbooks.
Bob: Yes.
Int: Were they helpful?
Bob: I also learn something other than schoolwork. Mme, its strange. Aww! Yeah. I
did many assessments. My parents bought a lot of such things.
Int: At home?
Bob: Yes. Before every monthly examination, my mom would tell me, This week you
are to complete answering this much of assessments. Next week that much.
Int: Who was it that corrected your answers for you?
Bob: My mom.
Int: With the answers in the appendix?
Bob: Yes. My mom corrected the answers for me. If she found mistakes, she would
check if I made them right after her corrections. If I still had the wrong answers,
she beat me up.
Int: Huh-huh-huh.
Bob: I can still remember this period. That was when I was still in the primary school.
Int: Werent you a bad boy in the primary school?
Bob: After I had been beaten up by my father, I became good, for I was afraid that I
might have been beaten up again. Every time the monthly examination was
coming, my elder brother and I had to stay home and behaved ourselves,
answering questions in the assessments. At one time, my elder brother found our
mom wasnt in and suggested that we copied the answers in the appendix. But I
dont think that makes any sense. So we were beaten up again and again for
answering wrong. During that time we did get higher scores in the monthly
examinations. It really worked. When I went on to junior high school, I became a
bad boy again. My mom said, Then you go on to study in the cram school.
Int: Huh-huh-huh. It is your elixir.
Bob: Go to the cram school and study there, she said, Ill pay for it.
Int: How many subjects did you study there? What are they?
Bob: Chinese, English, mathematics, and natural sciences.
Int: You also studied Chinese in the cram school.
Bob: Yes.
Int: Tell me what the teachers there did.
Bob: Teachers in cram school.
Int: Chinese teachers.
Bob: They scheduled the progress based on that of the school. The only difference was
that they used assessments by another publisher. Though the textbooks remained
the same, we had a different set of tests in the cram school. They corrected our
answers and explained in greater detail. It was not so in school. School teachers
just checked the answers for us and asked if anyone has questions. If no one
answered, then it was over. We just handed in our examinations. Even though I
studied in the cram school, I still made the same mistakes when I took the
monthly examinations in school. I did not like natural sciences. I am interested in
English and mathematics only. My Chinese is alright. But I didnt do well in
natural sciences. I couldnt figure out what my teacher in natural sciences said.
.
Int: How many students did the primary school Chinese teachers teach?
Bob: There were 20 students in general. But there were only 10 students in the Chinese
class, because many think we are native speakers.
Int: But she offers one-on-one service.
Bob: She usually taught us on the platform. After she finished teaching one lesson, she
would give us an examination. Then she came down to us and saw how we were
doing.
Int: One after the other.
Bob: Yes, one after the other. And she corrected our answers.
Int: Did she explain one answer after another?
Bob: Yes.
Int: So patiently. Can you tell me her educational background?
Bob: She said she graduated from Tunghai University. The other was a graduate from
Tamkang University. I found the latter to be the better, for I could understand her
explanations.
.
Bob: The one from Tamkang University taught me from junior high school to senior
high schools.
Int: What kind of outside readings did she want you to read?
Bob: Some martial art novels [or Kung-fu novels] by Yung Chin.
Int: Did you read them?
Bob: No, I didnt. She brought a lot with her and placed them in the classroom. She
asked us to take them home. But nobody heeded it.
Int: Oh, what a shame. What a shame!
.
Int: What do you think about the Chinese teachers in the cram school and those in
school? Which ones are more helpful?
Bob: Those in the cram school.
Int: Really?
Bob: I hardly paid attention to my schoolwork. It was boring.
Int: How about the Chinese teachers in your senior high school?
Bob Awful. Just awful.
Int: Is that all you can remember?
Bob: Very terrible.
Int: Thats all?
Bob: I had to rewrite many, many times those words that I miswrote. Maybe it is the
reason why my Chinese gets better.
Int: Yet you were much impressed in a negative way.
Bob: In a negative way. We were left standing as a punishment when we did not
answer correctly.
.
admitted that it was never boring in the researcher teachers classes. Even after he has
taken up a part-time job, he insists attending her classes, rejecting the demand by his
boss to stay and work overtime.
daily news can be tested now in entrance examinations. For parents, only what
is to be tested is to be studied by their children, just like what Tom Peters said,
What gets measured gets done.11 For this sake, parents today are more open
to books other than textbooks. It appears to be a positive change of mode of tests,
students are to learn real-life stuff, authentic issues, and to know more than just
what there is in the textbooks and how to take examinations, lest they should
learn only to get high marks instead of learning to think on their own.
As can be seen, both students are grateful to teachers in the discipline Chinese of
previous education. Their contributions were recognized and came to the fore
after as many as 10 years. Although some strict demands might make negative
impressions on learners, both Tom and Bob regard influences from Chinese
teachers in previous education as one possible reason why they did better than
their group members and classmates. Even the researchers warning can also
serve as a catalyst or incentive that spurred Tom to work harder.
In western educational theories, writers hardly agreed on the issue of corporal
punishment (Lin, 2005). There is a saying, Spare the rod, spoiled the child.
Many parents today do not discipline their children, for many of these children
are the only sons or only daughters in the family. But indulgence does not help
children grow to be a responsible person. It is said in the Holy Bible, Train up a
child in the way he should go: and when he is old, he will not depart from it
(Proverbs 22:6). It is also said, Withhold not correction from the child: for if
thou beatest him with the rod, he shall not die (Proverbs 23:13), for He that
spareth his rod hateth his son: but he that loveth him chasteneth him betimes
(Proverbs13:24). At least, it works in Bobs case. Without his parents disciplines
and persuasions, he might have gone astray long ago. Bob took up his
responsibility of studying on his own after the researcher had warned him. What
if the researcher had never grown to be aware of his absence? He might have
also stayed in bed sound asleep while he should have been in class. As educators,
what we do is not just teaching, we are also teaching students to be a responsible
person in the society. A timely advice can help change the course of a students
life. In Bobs case, he quit smoking, for his mother begged him to behave himself.
If she had never asked, Bob might have never grown out of it. As translation
teachers or educators, if we never maintained our standards or requirements,
students are bewildered: They do not know where they are up to. And we will
never know what can take place when we do ask.
Conclusion
In this follow-up research, two extreme cases in the mother research were
examined carefully. What is intriguing is that the one who seems most likely to
succeed did fail at last; furthermore, the one who seems most likely to fail
succeeded anyway. To know the reasons why, interviews were taken from both
11
Quoted in Head for the Edge: What Gets Tested Gets Taught by Doug Johnson
(2007), who offered an amusing reflection on this phenomenon. Obviously, it is not the
westerners privilege to do so.
extreme cases. It turned out that Tom succeeded as a result of his own make-up
learning; Bob failed because he simply took another strategy of translating.
In the narrative inquiry, both interviewees reviews on their previous education
and its possible contributions to their present achievements were presented.
Reading in Chinese, supportive parents and Chinese teachers in their earlier
education were considered to be possible conducive factors to their learning
results.
Bob, who was a bad boy in his primary school and junior high school days, was
able to attend a national senior high school and then to go on to a national
university of science and technology, for his loving parents have never ceased to
be caring for him. He was forced by them to go to school and cram school where
he has got most of the phrases he needs in doing translations from the Chinese
teachers there. Though he admitted that he does not like reading that much, he
did some pleasure reading of translations nevertheless. And that can also be a
favorable factor to his translations, too. Without the supervision of his parents,
Bob might not be able to become what he is today. Similarly, Toms mother
bought him outside readings, including Taiwanese folklores, and encourages
him to do a lot of pleasure reading. As a lover of literary works of art, Tom is
himself a reader. That can be part of the reason why he did translations better
than his group members: he has acquired rich phrases in Chinese to employ in
his translations. His previous education in the applied foreign English program
in his senior high school days also has built him a solid knowledge background
from which sufficiently abundant resources can be drawn to do translations.
Tom skipped classes in the beginning of the semester to a degree that the
researcher teacher had to warn him that he might have failed because of it.
Amazingly, he turned himself into a self-learner, made up for the classes missed,
and ended up a high-achiever in both the mid-term examination and the pre-test
as well as post-test in the experiment of the mother research. In these two
extreme cases, attention paid by seniors, including parents and teachers, plays
an indispensably significant role in their turning points. If not for their close
watch over these two learners, they might have gone astray and taken a wrong
turn in their life.
It is revealed in both cases that, as teachers, we had better keep an open mind to
students learning results since we never know who will really make it at the
end. It may not turn out as we expected; somehow the table might be turned any
time without our foreknowledge. What can be done is to offer our advice and
instructions, be mindful and keep watch in case any might fail. From Bobs case,
it can be seen that remedial education offered by cram school sometimes makes
up for what is initiated yet not completed by school education. For students who
do not enjoy going to school, there might as well be a second chance, another
choice, or just an alternative, where they can make it up for what cannot be
picked up in their formal educational experiences.
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interaction was critical because its failure could inhibit student learning. In this
interaction, interface refers to various technologies, platforms, and applications
students need to use and manipulate in order to interact with course content,
teachers and peers (Bourne & Moore, 2003). Ultimately, the student engagement
in online learning revolves around four dimensions as we conceptualise it in
Figure 1 for the purpose of this study.
outcomes and grades. In general, strong relationships have been found between
students time investment, interest, and effort in various educational activities
and increased performance, persistence as well as satisfaction on academic task,
Trowler (2010) and Kuh (2009) concluded that: "students gained more from their
studies and other aspects of the college experience when they devoted more time and
energy to certain tasks that required more effort than others".
Knowledge surveys consist of sets of questions that cover the entire content of
the course (Wirth & Perkins, 2005). They can serve as tools students can use for
analysing their understanding of the course contents, and teachers can use them
for organising and reviewing the curricula (Bell & Volckmann, 2011), like a sort
of self-evaluation procedure. The theoretical background of knowledge surveys
is rooted into metacognition, or the students abilities to predict their
performances on various tasks and monitor their current levels of mastery and
understanding" (Bransford et al., 1999). Knowledge surveys build on two key
features: breadth and depth. The breadth of a knowledge survey tool requires that
the survey questions cover the entire content of the course, while depth requires
the coverage of different levels of the cognitive domain (Wirth & Perkins, 2005).
Knowledge survey practices can serve formative assessment purposes by
providing students with an opportunity to monitor their understanding of the
learning material as the teaching and learning process goes on, to know where
and when they have deficiencies, to monitor their progress, and to get a prompt
feedback which allows them to continuously track learning gains as the course
unfolds (Nuhfer & Knipp, 2003). Knowledge survey also enhances student
confidence and self-efficacy (Johnson, 2017; Villafae et al., 2016) thus fostering
self-regulated learning (Nilson, 2013) although student self-confidence and self-
efficacy do not always translate into real skills or knowledge mastery (Forsberg
et al., 2016; Mac Giolla Phadraig et al., 2016; Pantziaras et al., 2015). More clearly,
knowledge surveys may support formative assessment purposes by serving as a
blueprint for students, explicitly laying out the expected competencies to be
learned from the class, indirectly evaluating these competencies and
immediately indicating students strengths and weaknesses which leads to a
more tailored learning experience (Baumgart & Hassemer, 2008).
The use of KS as an instructional tool has not been widely researched. Research
studies in this area focused on examining the link between pre-and post-KS and
student performance in final exams. By using pre-and post-knowledge surveys,
Bowers et al. (2005) claimed that KS was not a reliable measuring tool of student
learning as measured by final marks or exams, while Wirth & Perkins (2005)
compared knowledge survey responses and examination results and suggested
that knowledge surveys provide meaningful measures of learning gains. Later
on, still in contrast with Bowers et al. (2005), Bell & Volckmann (2011)
demonstrated that students confidence levels on knowledge surveys were
accurately reflected in their actual knowledge and Favazzo et al. (2014) showed
that knowledge surveys could be an effective assessment tool of knowledge in
terms of both breadth and depth.
Unlike previous studies that sought to examine the relationship between KS and
final summative exams by using pre-and post-KS, this study used KS not in a
pre-and post-format but rather as an online formative assessment tool that was
implemented throughout the course. This study sought to use KS not as a
diagnostic (pre-KS) and verification (post-KS) assessment tool, but as an
assessment for learning tool that was implemented throughout the course to
assess the student progress and not the end product (Smith, 2014). In addition,
this study focused on the relationship that was examined in this study was
between student engagement and performance on KS and not between KS and
student performance on final summative exams.
This study was conducted in one of the colleges of the University of Rwanda
(the College of Education) and focused on the undergraduate teacher training
program. The study was carried out amid drastic reforms in Rwandan public
higher education that led to a merger of all public higher learning institutions
into one University of Rwanda. Among other expected outcomes, the merger
aims at addressing the increasing demand for higher education by means of
streamlining Open and Distance Learning and introducing e-learning. In
addition, this study follows up and builds on others studies previously
conducted at UR in the same area. Ngendahayo (2014) advocated for increased
emphasis on assessment for learning practices. Ngendahayo & Askell-Williams
(2016) called for the use of new assessment methods and practices that focus on
collecting information on student learning and monitoring students learning
and progress, such as the use of technology in production, publication and
engagement with formative feedback in order to address time and large class
constraints (Bahati et al., 2016). These constraints were found to compromise in-
class formative assessment practices, and thus, overlooking students needs as
they prefer to be involved in assessment activities that are integral parts of the
teaching and learning process (Mugisha, 2010).
3. Methodology
3.1. Study design
In this study, a correlational study design was used to assess the relationship
between two continuous variables (SAGE research methods online [electronic
resource], 2011): student engagement in and online course (Integration of ICT in
Education) and performance on online knowledge surveys, gathered from all
students in a single course.
3.2. Research question and hypothesis
By assessing the relationship between the two variables mentioned above, this
study wanted to answer the following research question: Is there a significant
relationship between student engagement in an online course and performance
on online knowledge surveys? The reviewed literature shows links between
student engagement and performance, thus lending support to a testable
hypothesis that student engagement in online courses and and performance on
online knowledge surveys are positively and significantly related.
3.3. Sampling
The participants in this study were selected through convenience sampling.
The study sample was made of third-year student-teachers at the University of
Rwanda-College of Education. Selection of the students invited to participate
in this study was based on them being conveniently and readily available
(Salkind, 2010; Grove et al., 2014). Each and every third-year student-teacher is
required to take Integration of ICT in Education course (EDC 301). In view of
this, 109 students were enrolled in the course and were ipso fact conveniently
considered as research participants and they all gave their consent to voluntarily
participate in this study.
Knowledge surveys for EDC 301 were developed basing on three key elements:
learning objectives, the module content, and the revised Blooms Taxonomy of
learning objectives (Krathwohl, 2002). The KS question items were developed
using Moodle Feedback module and were sequenced along the four sections of
the module. Questions were distributed among the various levels of the revised
Blooms Taxonomy of learning objectives as follows:
Sample question-items taken from KSs that were administered to students are
presented in Table 3 below:
Knowledge surveys that were used in this study aimed at serving formative
assessment purposes by helping students to monitor their understanding and
progress throughout the EDC 301 module delivery. Prior to KSs delivery,
students were given explanations on how and why KSs were going to be used in
the EDC 301 module, and it was emphasised that KS was not an exam and thus
they were not expected to know and give all the correct answers. Rather, for
each question item of the KS, students were asked to rate their confidence in
ability to answer the question on a scale of 1 to 5, where 1 means "not confident
at all" and 5 means "absolutely confident."
The KSs were not formally graded. However, question items were assigned
scores using Moodle rated multiple choice questions whereby each option had a
numerical value associated with it using one point for "not confident at all"
response, two points for "neither confident or unconfident" response, three
points for "somewhat confident", four points for "confident", and five points for
"absolutely confident. Therefore, the higher the students score, the greater the
students confidence level in ability to answer the KS question-items.
Student engagement in EDC 301 course was measured by using a Moodle block
plugin called "level up". This Moodle plugin automatically captures and
attributes "experience points" to students actions in online course. The block
listens to various events triggered in a learning management system, and
captures and records some events based on pre-defined rules. In this study,
three pre-defined rules that were used to serve as "cheat guard included: (1) the
time frame for maximum actions was set to 60 seconds, which the student could
not exceed; (2) ten actions that would count for experience points during the
time frame and any subsequent actions were ignored; (3) the time required
between identical actions was set to 180 seconds.
4. Results
4.1. Analysis of knowledge survey results
The results from the students who completed the surveys (see Figure 2) show
that, in general, students were confident (KS1: 43%, KS2: 45%, KS3: 40%, and
KS4: 48%) in their ability to answer the KS questions.
Figure 3 shows that, for all of the four KSs, the distribution of students
performance in all four KSs is negatively skewed thus most of the students
scored above the average. The maximum score obtained for KSs was 150 out of
160 for KS1, 124 out of 135 for KS2, 125 out of 130 for KS3, and 113 out 115 for
KS4 and the minimum score was 64 for KS1, 58 for KS2, 52 for KS3, and 36 for
KS4. To determine whether students experience points could be used as
accurate predictors of students performance on KSs, we plotted KSs scores
against experience points (Figure 4) for each section of the online module EDC
301.
Figure 4 shows that there was no correlation (with Spearmans rho: 0.099)
between students scores on KS1 and students experience points in section one
of the course. The correlation coefficients for section two and three (with
Spearmans rho: 0.212 and Spearmans rho: 0.235) were relatively negligible but
more significant for section four (with Spearmans rho: 0.454).
Figure 4: Plot of the relationship between students performance on KSs and students
experience points
5. Discussion
This studys findings concur with some studies (Ehrlinger et al., 2016; Stankov et
al., 2014; Miller & Geraci, 2011; Bell & Volckmann, 2011; and Sieck et al., 2007)
conducted previously about the phenomenon of students overconfidence in
rating their ability to perform. Despite the aforementioned challenges and
uncertainty that students were facing in the course, the knowledge survey
results show that, for all of the four KSs (See Figure 2), more than 50% of the
students perceived themselves as confident or absolutely confident (KS1:59%,
KS2: 60%, KS3: 53%, and KS4: 69%) in answering the KSs questions. This was
also reflected in the students scores in knowledge surveys (see percentiles in
Figure 3) where, in all KSs, 75% of the students scored above 50% of the possible
obtainable score. The results indicate that 75% of the students who submitted
their answers scored at least 100 out 160 in KS1, 86 out of 135 in KS2, 78 out 130
in KS3, and 80 out 115 in KS4. We agree with Favazzo et al. (2014) who
suggested that asking students to provide a reason for their choices or rate their
confidence and answer the questions at the same time would decrease over-
estimated confidence.
This studys data do not support the hypothesis of a positive and significant
relation between student engagement in online course and performance on
online knowledge surveys. There was no correlation at all between student
engagement (as measured by students experience points) and student
performance on online KS (as measured by students scores in KSs) at the
beginning of the course. In subsequent sections of the course, the students level
of confidence in their ability to perform in the course did not follow a uniform
pattern. It increased in section two, decreased in section 3 and increased again in
section four. Although the correlation between their experience points and
scores in KS kept on increasing, it was still negligible. The highest correlation
coefficient (with Spearmans rho: 0.454) was observed in the last section of the
course. Our data suggests that student engagement in online course was
positivelybut weaklyrelated to student performance on KS and the strength
of this relationship increased as the teaching and learning progressed. In view of
this, we contend that student engagement in online course would not be an
accurate predictor of student performance on online knowledge surveys at the
beginning of an instructional process. When the focus is put on the middle and
towards the end of the semester, our data slightly deviate from Bowers et al.
(2005)s claim with regard to an increase in student confidence in their
knowledge of the course material. This studys results indicate that the
students confidence increased and decreased while the correlation between
their level of confidence and their performance in KSs kept on increasing.
Despite clear guidelines and clarifications that were provided to students, there
were some concerns about their ability to accurately rate their level of
confidence in ability to answer the KS questions and this might have impacted
the KS scores. We thought the students ability to self-assessment takes longer
to develop (Carroll, 2009) and can take more than just one course and go well
beyond one semester (King & Kitchener, 1994).
we think that this studys findings are not based on quite conclusive evidence
due to some limitations relating to the lack of well-established students self-
evaluative skills, the limited scope of the study in terms of the reduced number
of experimentation cases (only one course) during only one semester, and the
teaching and learning environment that was not as conducive as expected.
Therefore, the future research studies to be carried out in this area (and in more
or less similar context and teaching and learning environment) should take into
account these limitations.
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Introduction
Academic success is a pivotal component of a child's development.
Recently, executive functions (EF) have been a major focus of school-based
research that has examined factors associated with successful school
performance. Welsh (2002) broadly defined executive functions as the cognitive
processes that are critical for the development of goal directed behavior,
allowing an individual to concentrate on tasks and to control impulses.
Specifically, the core cognitive mechanisms that comprise an individuals EF
includes planning, problem solving, verbal reasoning, task switching, initiation,
cognitive flexibility, inhibition, monitoring of actions, attention, and working
memory (Barkley, 1997; Chan, Shum, Toulopoulou, & Chen, 2008; Monsell, 2003;
Traverso, Viterbori, Usai, 2015).
Research in education has focused on the cognitive mechanism of
working memory (WM) in order to increase learning among children. Working
memory can be generally described as a system with a limited capacity that
stores and processes information (Baddeley, 1986). More specifically, WM is a
higher cognitive process that involves short-term memory (i.e., the amount of
information that can be held over a brief period of time) and also includes other
processes such as attention, and is used to plan and carry out behavior (Miller,
Galanter, & Pribram, 1960). Working memory often requires retrieving
information while simultaneously performing distracting or interfering
activities.
Basic forms of WM are present early during development and continue
to increase rapidly during a child's school-age years (Carlson, Moses, & Claxton,
2004). Studies suggest that an individuals WM is related to a variety of real-
word abilities such as theory of mind (Perner & Lang, 1999) and academic
achievement (Biederman et al., 2004). In fact, performance on WM tasks has been
found to be predictive of academic skills such as literacy (Swanson, 1994) and
mathematics (DeStefano & LeFevre, 2004; Swanson & Jerman, 2006). Moreover,
working memory has also been shown to reliably predict performance on
reading and language comprehension (Daneman & Carpenter, 1980; King & Just,
1991); learning to spell and vocabulary building (Daneman & Green, 1986;
Ormrod & Cochran, 1988); following directions (Engle, Carullo, & Collins, 1991);
note-taking and writing (Benton, Kraft, Glover, & Plake, 1984; Kiewra & Benton,
1988); and reasoning and complex learning (Kyllonen & Christal, 1990; Shute,
1991).
Along with the demonstrated positive relationships between WM and
academic abilities, studies have also found low WM to be associated with
decreased academic abilities. For instance, children between the age of 7 and 14
years who perform poorly on measures of WM also tend to perform poorly on
national assessments of expected standards in science and mathematics
(Gathercole, Brown, & Pickering, 2003; St Clair-Thompson & Gathercole, 2006).
Similarly, working memory problems have been identified as a central issue for
children with mathematical disorders (given that WM plays such a large role in
the ability to solve arithmetic problems; Passolunghi, 2006), as well as with
children displaying reading disabilities and dyslexia (Melby-Lervag, Lyster, &
Hulme, 2012; Swanson, 2006), and have also been related to neurodevelopmental
disorders such as Attention-Deficit Hyperactivity Disorder (ADHD;
effects, and other studies showing evidence for distantly related transfer effects.
One of the issues raised by the conflicting research involves whether the setting
in which WM training occurs impacts its practical benefits or not.
delayed WM group. Finally, although we expect that both the delayed and
typical groups will have quantitatively different WM capacities after exposure to
the intervention, we predict that the gap between each group will decrease to the
degree that the differences between the two would no longer be significant.
Hypotheses
(H1) Children with delayed WM capacity are expected to significantly improve
in post-test verbal WM by a large magnitude compared to pre-test scores; (H2)
Children with delayed WM capacity are also expected to significantly improve
in post-test visual WM by a large magnitude compared to pre-test scores; (H3)
Children with typical WM capacity are expected to improve by a small
magnitude in post-test verbal WM compared to pre-test scores; (H4) Children
with typical WM capacity are also expected to improve by a small magnitude in
post-test visual WM compared to pre-test scores; (H5) Post-test improvement in
verbal WM for both delayed and typical WM capacity are predicted to not be
statistically different; (H6) Post-test improvement in visual WM for both delayed
and typical WM capacity are also predicted to not be statistically different; (H7)
Given the expected differences in training effects for both delayed and typical
WM groups, it is hypothesized that there will be an interaction for pre and post-
test verbal WM scores and group classification of WM; (H8) It is hypothesized
that there will be an interaction for pre and post-test visual WM scores and
group classification of WM.
Method
Participants
Participants consisted of 49 males and 32 females (N = 81), ranging from
11 to 18 years of age (M = 12.83). Recruitment of participants was conducted
during 2010 - 2013 and took place at a private school in Southern California. This
school specializes in providing education for students with learning disabilities
and related disorders. Specifically, 51 of the 81 participants received one or more
formal diagnosis(es); see Table 1 for the specific diagnoses. Participants in this
study were parent-referred or referred by a teacher. All participants were treated
in accordance to the Ethical Principles of Psychologists and Code of Conduct
(American Psychological Association, 2002).
Autism 3
Emotional Disturbances 5
Other Health Impairment 9
ADHD (including ADD) 13
Specific Learning Disabilities 43
Note. A total of 19 children had multiple diagnoses. The number of students with each
type of disorder (as identified in this table) does not sum to 51 because of the multiple
diagnoses.
Measures
Wide Range Assessment of Memory and Learning Second EditionTM
(WRAML2) was developed by Sheslow and Adams (2003) to provide an
assessment of memory for individuals, ages 5 to 90. The WRAML2 consists of a
battery of tests for general memory as well as optional subtests for working
memory and recognition. Specifically, the general memory battery consists of
tests to assess verbal memory, visual memory, and attention. These tests can be
combined into an index of general memory. The WRAML2 has been
demonstrated to have a high reliability for the general memory index (Sheslow
& Adams, 2003).
The Working Memory assessment consists of two tasks, one for symbolic
(or visual) working memory and the other for verbal working memory, which
have been normed for children ages 9 and older. The scores of both subtests can
be combined into a working memory index, which has been demonstrated to
have high internal reliability (Strauss, Sherman, & Spreen, 2006). Only the verbal
and symbolic working memory subtests (from the WRAML-2) were used during
the pre and post-test phases of this project.
Assessment of verbal working memory was based on a task where
participants were provided with a verbal sequence of animals and non-animals
and then instructed to recall the sequence. An additional requirement for the
participants, as they recalled the sequence, was to first report the animals and
then the non-animals. Participants were awarded one point for recalling the
animals correctly, another point for recalling the non-animals correctly, and a
bonus point for recalling both groups correctly without the intrusion of an
incorrect response. If the participants responded incorrectly across two
consecutive items, then the test was discontinued and the participant would
only earn the points up to the point of termination. The total number of points
was used to create an aggregate verbal WM raw score. The raw score was then
transformed into a standardized value.
The assessment of symbolic working memory was based on a task where
participants were provided with a verbal sequence of numbers and/or letters
and then instructed to point on a sheet to indicate the numbers and letters they
heard. Two levels of this test were administered for participants ages 9 and
older. Upon completion or discontinuation of the first level, the second level was
conducted. In the first level, participants were only verbally provided sequences
of numbers ranging from one to eight, and instructed to point on a sheet to
indicate the numbers they heard in order from least to greatest. Points were
summed in order to provide a total symbolic working memory raw score. The
raw score was transformed into a standard score.
Captain's Log, a computerized cognitive training program, was used as
the intervention for this study. Participants interacted with this training program
primarily through the use of a computer mouse and keyboard. Captain's Log is
designed to develop a wide range of cognitive skills through various brain
training exercises and is organized into three training sets: attention skills
training, problem solving skills training, and working memory training
(Sandford, 2007; Sandford & Browne, 1988). Only two of the working memory
training modules from the working memory set were used, specifically the
working memory skills and the auditory working memory modules. Captain's
Log was programmed to run each module for 15 minutes, with the first session
beginning at the simplest level and adjustments in difficulty were made based
on the child's performance. Specifically, the adaptive nature of Captain's Log
would adjust the difficulty of the modules to become easier if the participant
made an error, or harder if the participant selected a correct response.
Procedure
Assessment of WM was achieved through the use of WRAML2 and was
completed a week before the cognitive intervention. The WRAML2 is a norm-
referenced measure of memory that is administered using a standardized
format. Performance on the subtests of the WRAML-2 are reported in terms of a
scaled score, which have a mean of 10 and a standard deviation of 3. In clinical
settings, a criterion of one standard deviation below the mean is widely used to
establish clinical significance (Kraemer et al., 2003). This same approach was
used to establish a students classification of WM (i.e., delayed or typical) in this
sample. Therefore, participants who scored seven or greater on the WM
measures were categorized into the typical WM group. Conversely, those
students who scored six or below on the same measures were categorized into
the delayed WM group.
Following pretesting, participants began the computerized cognitive
training via the use of the Captain's Log (CL) program. Participants played CL
games/activities 30 minutes per day, four days a week, for a total of 20 hours
across 10 weeks. Students who were absent or late during sessions were given
respective make-up sessions in order to assure that all participants completed
the 20 hours of CL training. A week after CL training was completed, all
participants were assessed on their WM through the WRAML2. Assessment and
cognitive training both took place at the participants' school during the regular
school-day hours.
Analysis of Data/Design
A mixed design was used for this study based on a 2 within-subjects (i.e.,
pre-test vs. post-test) by 2 between-subjects (i.e., delayed vs. typical) pre-
experimental design. A paired samples t-test was used to assess differences
across pre-test and post-test scores of working memory and an independent
samples t-test was used to assess differences between delayed and typical
students. Furthermore, a factorial analysis of variance (ANOVA) was used to
determine the presence of any interaction effects on working memory
performance as a result of testing period (i.e., pre-test vs. post-test) and WM
ability (i.e., delayed vs. typical). Finally, the significance level criterion of p < .05
was used and practical significance was assessed through the use of a Cohens
D. (Ferguson, 2009).
Results
Summary descriptive statistics for delayed and typical WM scores are
presented in Table 2. An observed trend was that each group (i.e., delayed and
typical) showed improvement; however, each improvement was analyzed to
discern the statistical difference and magnitude.
Delayed WM
Pre-test Post-test
Verbal 5.45 [4.89, 6.0] 0.82 7.27 [6.10, 8.43] 1.73 -3.03 10 p < .05 1.42
Visual 5.43 [4.38, 6.47] 1.13 8.14 [6.59, 9.68] 1.67 -2.8 6 p < .05 1.93
Typical WM
Pre-test Post-test
Verbal 10 [9.5, 10.49] 2.07 10.21[9.6, 10.81] 2.53 -0.86 69 p =.39 0.09
Visual 9.67 [9.17, 10.16] 2.13 9.94 [9.27, 10.60] 2.89 -1.1 73 p =.27 0.1
t(73) = -1.10, p = .274, d = 0.10. Children with typical visual WM did not exhibit a
significant improvement as a result of exposure to CCT therefore hypothesis
four was not supported.
H5: In order to assess the expected similarity of post-test verbal WM
scores between children with delayed WM and children with typical WM, an
independent samples t-test was conducted. Results of the analysis indicated a
significant difference between the post-test scores of verbal WM of children with
delayed WM (M = 7.27, SD = 1.73) and children with typical WM (M = 10.21, SD
= 2.53), t(79) = -3.70, p = .001. Contrary to what was expected, children with
delayed verbal WM did not approach the verbal WM abilities of their typical
peers in terms of post-test scores, therefore hypothesis five was not supported.
H6: Similar to hypothesis five, the difference in post-test symbolic WM
scores between children with delayed WM and children with typical WM was
evaluated via an independent samples t-test. The analysis demonstrated that
there was no significant difference between post-test scores of symbolic WM of
children with delayed WM (M = 8.14, SD = 1.67) and children with typical WM
(M = 9.94, SD = 2.89), t(79) = -1.62, p = .109. As was expected, children with
delayed visual WM were able to approximate the post-test levels of their typical
peers as a result of exposure to CCT, therefore hypothesis six was supported.
H7: To assess the possibility of an interaction on verbal WM abilities, a
mixed-design 2x2 analysis of variance (ANOVA) with time of assessment (pre-
test, posttest) as the within-subjects factor and verbal WM classification
(delayed, typical) as the between-subjects factor was conducted. The resulting
analysis revealed a significant main effect for verbal WM classification F(1, 158)
= 9.58, p = .002, p2 = .057, but no significant main effect for time of assessment
F(1, 158) = 1.12, p = .290, p2 = .007 (see Table 3 for descriptive data). Similarly,
the predicted interaction of time of assessment and WM classification was not
significant, F(1, 158) = .087, p = .769, p2 = .001. As a result, hypothesis seven was
not supported. Both classifications of WM ability experienced similar rates of
gains in verbal WM as a result of exposure to CCT.
Variable df F eta p
Classification 1 9.57 0.057 0.01*
Time of 1 1.12 0.007 0.29
Assessment
Interaction 1 0.08 0.001 0.77
Note: * p < .05
Variable df F eta p
Classification 1 19.13 0.108 0.01*
Time of 1 4.65 0.029 0.03
Assessment
Interaction 1 3.12 0.019 0.07
Note: *p < .05, p approached significance
Discussion
Overall the results highlight a trend consistent with the hypotheses.
Specifically, students with delayed WM were observed to make greater
significant gains as a result of CCT in comparison to students with typical WM.
Because of this pattern of findings the results will be combined when discussing
their implications.
The first and second hypotheses were related to expected gains for
children with delayed WM as a result of exposure to CCT. Overall, both
hypotheses were supported, and demonstrated large effect sizes. Thus, it
appears that CCT improved this group of children's WM, despite their previous
classification as delayed WM. In fact, the magnitude of change was significantly
large that the post-test scores of this group would have enabled them to be re-
classified as typical WM, in terms of decision making for group classification.
This finding is similar to previous studies that have investigated gains made by
special education children after exposure to CCT (Alloway, Bibile, Lau, 2013;
Dahlin, 2011; Klingberg, Forssberg, & Westerberg, 2002; Klingberg et al., 2005).
This practical gain is important when considering the academic consequences
associated with WM deficits, including difficulty with arithmetic (Passolunghi,
2006) and reading (Melby-Lervag, Lyster, & Hume, 2012; Swanson, 2006).
The third and fourth hypotheses predicted gains for children with typical
WM as a result of exposure to CCT. These hypotheses were not supported.
Although children with typical levels of visual and verbal WM were able to
make a small degree of improvement as a result of CCT, these gains were not
statistically significant. Thus, it appears that children with typical WM abilities,
in both visual and verbal, did not noticeably benefit from exposure to CCT. A
possible explanation could be that levels of WM for this group may already be
near their peak performance leaving little room for improvement. Such a
conceptualization would be consistent with researchers who argue that working
memory has limited capacity (see Cowan, 2001).
The fifth and sixth hypothesis were related to expected similarities
between children with delayed and typical WM abilities at the conclusion of
computer training. The fifth hypothesis, related to verbal WM, was not
supported; however, the sixth hypothesis, related to visual WM, was supported.
Although the children with delayed WM were able to make increases in their
subtypes of WM. Specifically, among the older participants it was observed that
children were able to supplement their performance on visual processing tasks
by recoding visual information phonologically, which allowed them to
outperform younger children who lack this ability. Similar to the younger
children, it may be the case that children with delayed WM in the current study
were not able to supplement different domains of WM tasks by utilizing
additional WM skills to the same extent as their peers with typical WM.
Overall, the patterns of findings from this project support CCT as a
potential intervention for children with deficits in WM, particularly in the area
of visual WM. Given the relationship between working memory impairments
and poor academic outcomes, it appears that CCT has a strong potential to be
used in interventions for children at high risk for educational underachievement.
It would be expected that the gains experienced by the children with delayed
WM would translate into improved academic performance, although further
research is required to confirm this.
A possible limitation of this study may have been the unequal gender
distribution across groups. Two thirds of the participants were young males,
and one third of the participants were young females. Previous studies have
mentioned a lack of gender differences on WM assessments (Alloway et al.,
2006; Klingberg et al., 2005), whereas others shared similar distributions of
gender (Dahlin, 2011; Holmes et al., 2010; Klingberg et al., 2002; Mezzacappa &
Buckner, 2010; Prins et al., 2011; Shavlev et al., 2007). Despite expected
differences in occurrences of WM deficits between males and females (e.g.,
males are twice as likely to be diagnosed with ADHD than females; Polanczyk,
de Lima, Horta, Biederman, & Rohde, 2007), gender would not be expected to
function as a confounding variable.
Another possible limitation is that the number of children in the study
with delayed WM was relatively small compared to typical WM. This could
potentially affect the data analysis, however all distributions were found to not
violate homogeneity. Therefore, similar patterns would still be expected given a
larger number of delayed participants.
One final consideration involves a potential regression towards the mean
effect, specifically for the delayed group since their mean scores shifted towards
the overall mean during the post-test measurement. However, it is thought to be
unlikely that such regression towards the mean has occurred, due to the
utilization of a highly standardized and normed measured of WM (i.e., the
WRAML2). Moreover, the pretest and posttest means for verbal and visual
working memory among students in the delayed group were not at the extreme
end of scaled scores (which have a range of 1-19); this reality reduces the
likelihood of a regression to the mean effect.
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Introduction
Like other teacher education programs across North America, our faculty
has collectively made a considerable effort to better prepare teacher candidates
to teach diverse learners within the contemporary context and to attend to social
justice issues in education with more rigor and intention (Mills & Ballantyne,
2016; Edge, 2015; Attwood, 2011). Under the rubric of teaching for a better
world, our facultys mission statement to inspire and transform education
indicates the intent to fully integrate of social justice into the entire program, not
in particular courses. Several new Education Core Studies with a distinct social
justice orientation have been developed to realize the changes envisioned by our
faculty in the renewal process. Although exploring colonialism, racism and
indigenous knowledge in education (Dion, 2009; Earick, 2009) is a primary focus
of our teacher education programs, analysis of other isms such as sexual
orientation, ableism, and sexism are part of the mandate. Set within an anti-
racist/anti-oppressive framework a significant component of our program aims
to help interns raise questions about oppressive structures and systems that
continue to marginalize some while advantaging others. In an effort to
encourage coherence in our program and to establish a tangible connection
between course work and the major practicum experience, the evaluation tool
for the mandatory 16 week internship has also been revised. The changes to the
evaluation tool reflect substantial requirements for the interns to demonstrate
anti-racist and anti-oppressive teaching in their final practicum.
Although the Faculty offers a unique three-day in-service opportunity for
all cooperating teachers and their interns in which new aspects of the program
are addressed, the adoption and implementation of the anti-racist and anti-
oppressive methods that interns are expected to demonstrate in the field-
placement is often poorly understood, if not resisted by co-operating teachers
(authors, 2015). The task of evaluating interns in areas related to social justice
poses a considerable challenge, even for the cooperating teachers who are
recognized models and advocates in this area. For cooperating teachers who are
unfamiliar, consciously or unconsciously resistant to anti-racist and anti-
oppressive pedagogies, the task of creating an environment conducive for intern
growth in anti-oppressive pedagogy has proven to be a considerable challenge.
The purpose of the study is to determine how interns and cooperating teachers
translate the facultys expectations for teaching for social justice into practice
during internship.
& Ballantyne, 2016). And, even the few studies that have studied interns in
practice concluded that they were not always able to help interns create
meaningful change in their conceptualizations or teaching practices (Ah Lee,
2011; Larkin, Maloney, Perry-Ryder, 2016).
The gap between what happens in course work and how it is taken up in
practicum experiences has long plagued teacher education (Pitt et al., 2011), even
when the focus was technical-rational. Traditionally, a narrow technical focus
which is based on specific competencies and performance skills has over
shadowed the need for interns to engage in critical and culturally responsive
pedagogy in practice (Jackson, Green, Martin & Fasching-Varner, 2016). The
trend to more practice-based teacher education which in its technical approach
to teaching excludes elements related to cultural competency and critical social
action, further exacerbating the issue (Zeichner, 2012). The gap becomes even
more pronounced when internships are merely add-ons to course work and
are disconnected from tenured faculty involvement (Zeichner, 2010). At best, the
quality of internships tends to vary widely and can be structured quite
haphazardly for sake of convenience. Quality is also dependent on the way the
cooperating teachers are recruited, the extent to which they are guided and
supported, and degree to which expectations are placed on both the cooperating
teacher and the intern (Darling- Hammond, 2006). Exemplary programs recruit
cooperating teachers who have a sophisticated way of thinking about teaching, a
refined practice, and where university faculty can work in a reciprocally
beneficial way to ensure practices that are theoretically rich but also eminently
practical (Darling-Hammond, 2006, p. 154). Although our program recruits
many outstanding cooperating teachers, the scale of our program does not
permit every intern to be mentored by a cooperating teacher that is theoretically
rich in social justice pedagogy.
Even under less than ideal conditions, the primary purpose of a
practicum experience in a teacher education program is for the interns to have
an opportunity to practice, take risks and explore and breathe life into the course
concepts in a K-12 classroom. It is this kind of carefully coordinated practical
opportunity, supported by quality feedback and mentoring, that leads to deeper
learning and prepares the intern for complex teaching practices (Schultz, 2005;
Darling-Hammond et al, 2005; Zeichner & Conklin, 2005). However, if
cooperating teachers do not have the capacity to provide feedback that does little
more than support token activities that merely recognizes or celebrates diversity,
the opportunity to explore and practice social justice approaches to teaching
may be lost for the individual intern.
Providing feedback that eventually culminates in both formative and
summative assessment is one of the primary responsibilities of the cooperating
teacher in the practicum relationship; however, the quality of the feedback can
be questionable. After completing a comprehensive literature review on
cooperating teacher participation in teacher education, Clarke, Triggs & Nielsen
(2013) concluded that cooperating teacher feedback is often problematic because
it is narrow, particularistic and technical (p. 13). One might safely describe it
as idiosyncratic. These researchers also noted that they were surprised to find so
little research which has focused on the cooperating teachers role in evaluation
given the significance of this responsibility.
discourse. Even faculty advisors that are highly invested in providing quality
feedback to the intern are challenged to do so when evaluation tools are reduced
to checklists that reinforce teaching as a set of technical elements to be mastered.
In this way, we recognize the limitations of our evaluation tool and the processes
that we have used to train cooperating teachers in its use.
Bates & Burbank (2008) concluded that when faculty advisors perceived
the intern as having general competence in the technical aspects of teaching,
feedback then shifted focus to individual learning needs of a culturally diverse
classroom. However, if the intern was perceived to have weak technical skills,
feedback focused on specific technical performance standards. While most
programs involve a faculty advisor in some capacity, the quality and quantity of
involvement and feedback varies widely and the ultimate impact of this
feedback is largely unknown. According to Zeichner (2010), interns and their
cooperating teachers are often left to work out the daily business of student
teaching by themselves with little guidance and connection to campus courses,
and it is often assumed that good teaching practices are caught rather than
taught (p.91). By providing course work in social justice and by naming social
justice competencies on the evaluation template, our faculty deliberately staked
out an initial step in valuing and promoting anti-racist and anti-oppressive
pedagogy. The next step was to develop a deeper understanding of the context
in which these competencies are being interpreted.
Research Questions
The following research questions were formulated to guide the study:
1. What are the similarities and differences between the interns and
cooperating teachers receptiveness to teaching for social justice during in
internship.
2. How do interns and cooperating teachers differ in their perception of
being controversial and integrating world views and perspectives in
content and instructional approaches during internship.
Method
This study utilized a descriptive, anonymous questionnaire to determine
how receptive interns and cooperating teachers were to teaching for social
justice during internship in a teacher education program. The participants of the
study included 142 cooperating teachers (51% of population) and 54 interns (20%
of the population). All of the cooperating teachers and interns were invited by
email to respond to an online questionnaire after the completion of the sixteen
week internship. The questionnaire questions were derived from the
requirements outlined on the interns final evaluation template, which is called
the Internship Professional Profile (IPP). Successful completion of all 44 items on
the IPP is required to pass internship. Of the 44 items listed on the IPP, eight
items specifically refer to issues of social justice and demonstrate the necessity to
become competent in this area as well as in other more traditionally valued skills
such as daily planning and instructional competence. This study is specifically
focused on developing a deeper understanding of the eight items on the IPP that
refer to expectations for teaching for social justice.
Limitations
For good or ill, respondents represent a spectrum of attitudes to and
understanding of social justice at work in the field. Even though the return rate
on the questionnaire was high, we know that we do not have the full picture.
Anecdotally, returning interns report that many cooperating teachers tell interns
not to worry or bother about the social justice aspects of their work. We do take
satisfaction knowing that by making social justice competencies part of the
conversation during the seminar, very few evaluations are returned marked
Not Applicable in these categories as once was the case. We recognize, too,
that indicating fulfillment of a particular requirement may not be indicative of
full understanding.
Findings
The results will be reported in two categories that relate to each of the
two research questions. The first research question asked: what are the
similarities and differences between the intern and cooperating teachers
receptiveness to teaching for social justice during in internship? There were five
questions on the questionnaire that contributed to a deeper understanding of
research question #1. In the first question, the participants were asked to select
one of six possible responses that best represented how they made sense of the
items on the IPP that related to social justice. In other words, they identified the
degree of intern participation in teaching for social justice.
f- CT IN
%
Intern engaged in rigorous action related to social f 5 2
justice issues % 3.52 3.70
Intern found some opportunities to integrate social justice f 67 18
issues into teaching % 47.18 33.33
Intern and cooperating teacher discussed social justices f 22 10
issues regularly % 15.49 18.52
Intern & teacher discussed social justices issues only in f 28 11
the context of completing evaluation templates % 19.72 20.37
Intern found it difficult to integrate social justice issues f 30 7
into teaching % 21.13 12.96
Intern mostly did not integrate social justice issues f 11 6
into teaching % 7.75 11.11
Total 142 54
f: frequency, % percentage
CT: cooperating teacher: IN, intern
engagement, the cooperating teachers might have been satisfied with relatively
superficial efforts. More research in this area is warranted.
The second question that contributed to understanding the similarities
and differences between the intern and cooperating teachers receptiveness to
teaching for social justice during in internship asked the pair to identify the
degree to which interns ought to be expected to exhibit knowledge about
historical and social injustices and inequities. (See Table 2).
Overall, we were encouraged by the results in this section. The majority
of cooperating teachers (62.85%) and interns (66.04%) stated that exhibiting
knowledge about historical and social injustices and inequities is a priority or a
reasonable expectation. Given the limitations of the questionnaire, we are not
sure what they think constitutes historical and social injustices and inequities.
This query warrants further investigation in another study. Given, for example,
that a third of interns and cooperating teachers selected maybe in some
settings we wonder if some participants believe that learning about historical
and social injustices is only warranted if the participants live within a particular
demographic or geographical area which is recognized as a site of historical
injustice (St. Denis, 2011). Within the context in which the study is set, the social
and economic disparities between white-settler and Indigenous peoples are
readily apparent. As a demographic category, Indigenous people experience
higher rates of unemployment, poverty and other social ills, including under-
funded schools on reservations (Palmater, 2011). However, some of our teacher
education students grew up in relatively racially homogenous communities
dominated by white-settler populations. It is conceivable that participants from
such communities may not believe that learning about historical injustices
applies to their context. In fact, they often say as much. Although our course
work has attempted to disrupt this myth, a third of our interns continue to be
tentative about the necessity to exhibit knowledge about historical and social
injustices (Tupper & Cappello, 2008). Clearly, we have more work to do in this
area. While a small percentage of cooperating teachers (4.29%) and (1.89%)
interns reported that this competency was not a reasonable expectation, we
aspire to 0%. We are hopeful that resistance to acknowledging our shameful
past and complex present will decline over time.
We were also encouraged by the cooperating teachers overall response.
We know the kind of social justice concepts that are taught in our course work to
the interns and we expected a positive response in this area. It is difficult,
however, to know the quality and extent of cooperating teacher professional
development beyond the in-service we provide through the internship seminar.
The data suggests that some cooperating teachers have received a similar type of
professional development that supports a greater understanding of historical
and social injustices and inequities. This alignment with our field partners is
promising.
Table 2: Comparison of Responses: Need for Interns to Teach Historical & Social
Injustices Inequities
f-% CT IN
Yes this is a priority expectation f 31 9
% 22.14 16.98
Mostly- this is a reasonable expectation f 57 26
% 40.71 49.06
Maybe in some settings this might be f 47 17
reasonable % 33.57
32.08
No this is not a reasonable expectation f 6 1
% 4.29 1.89
Total 140 53
f: frequency, % percentage
CT: Cooperating teacher, IN: intern
The next three questions posed to the participants explored injustices and
inequities relating to ways interns had the opportunity to explore sexism,
racism, and ableism during internship. Specifically, the questions asked: in your
setting, do interns find multiple ways to explore injustices related to sexism,
racism and ableism? (See Table 3).
Of the three isms in play, both cooperating teachers and interns
suggest that interns are the least likely to explore issues related to sexism.
Similarly, ableism was just marginally more likely than sexism to be explored by
interns. Racism, however, was highlighted much more frequently as the most
likely issue to be explored by interns, according to both interns (68.52%) and
coops at (80.44%) respectively. The researchers were somewhat surprised by the
discrepancies between the isms. While our teacher education program
intentionally emphasizes race issues, sexism and ableism are also part of the
social justice agenda. This data suggests that sexism may not be taken up with
the same vigor or purpose as the other isms in our courses. Comparatively,
cooperating teacher participants selected responses in the true range
(definitely, mostly and somewhat) more often than did the interns. This
difference may be, at least in part, attributed to the age and experience of the
teachers who may be more familiar with ways sexism can be taken up in
classrooms or indeed, they may have had actually experienced sexism. Given
that there are plenty of ways sexism can be enacted in school settings, we
wondered if the participants, particularly the interns, resisted challenging
sexism in their classroom because it was too close to home. We recognize that
statistically there are more women than men engaged in teaching as profession.
The legacy of colonization in a white-settler society is the discourse associated
with the good woman, a salient figure in the settlement saga. Van Kirk (1980)
and Erickson (1995) studied the roles of white women in the civilizing of the
west, as partners to the men who broke the land but also as the virtuous
school marms who taught the values and language of the Empire to non-English
settler children and especially aboriginal children. Christian churches are
implicated in this Grand Narrative too, but the good woman fits in easily there.
She is busy saving those who might not even want saving. The echoes of the
good colonial woman discourses persist in many contemporary quarters, not
least in schools (Staples, 2010). Couple this history with the backlash to more
Table 3: Cooperating teachers responses to: Interns Have Multiple Ways to Explore
Sexism, Racism and Ableism
f-% DT MT ST SF MF DF T
Interns Have Multiple Ways f 21 35 43 16 26 4 140
to Explore Sexism % 15.00 5.00 30.71 11.43 18.57 2.86
Interns Have Multiple Ways f 38 34 39 19 2 6 138
to Explore Racism % 27.54 24.6 28.26 13.77 1.45
4.35
Interns Have Multiple Ways f 25 31 47 21 1 12 137
to Explore Ableism % 18.25 22.6 34.31 15.33 0.73 8.76
f: frequency, % percentage
DT: Definitely true, MT: mostly true, ST: somewhat true, SF: somewhat false, MF:
mostly false, DF: definitely false
T: total
Table 3a: Interns responses to: Interns Have Multiple Ways to Explore Sexism, Racism
and Ableism
f-% DT MT ST SF MF DF T
Interns Have Multiple Ways f 3 8 19 6 10 6 52
to Explore Sexism % 5.77 36.54 11.54 23.00 11.54
15.380.
Interns Have Multiple Ways f 8 14 15 5 7 9 54
to Explore Racism % 14.81 25.9 27.78 9.26 12.96
9.26
Interns Have Multiple Ways f 5 12 13 8 12 4 54
to Explore Ableism % 9.26 22.2 24.07 14.81 22.22
7.41
f: frequency, % percentage
DT: Definitely true, MT: mostly true, ST: somewhat true, SF: somewhat false, MF:
mostly false, DF: definitely false
T: total
f: frequency, % percentage
Y: Yes regularly controversial, M: Maybe if it fits the content, NS: I am not sure, No
they should avoid controversy
f-% Y ST R AN N
Total
Intern was able to integrate a
variety of world view and
perspectives (including
indigenous ways of knowing)
in content and instruction
Cooperating f 60 27 8 4 0 99
Teacher % 60.61 27.27 8.08 4.04 0
Intern f 24 21 3 6 0 54
% 44.44 38.89 5.56 11.11 0
f: frequency, % percentage
Y: Yes, ST: Sometimes, R: Rarely, AN: Almost Never, N: Never
f-% DT MT ST SF M DF T
F
Interns should be
expected to use
culturally responsive
classroom management
approaches?
f 64 38 24 9 2 2 139
% 46.3 27.5 17.39 6.52 1.5 1.45
Intern f 26 17 10 1 0 0 54
% 48.1 31.4 18.52 1.85 0 0
8
You were able to discuss
with your coop/intern
how your own biases
influence classroom
management
expectations?
Cooperating Teacher f 31 56 36 10 1 5 139
% 22.4 40.5 26.09 7.25 0.7 3.62
2
Intern f 8 21 9 5 3 7 53
% 15.1 39.6 16.98 9.43 5.7
2 13.21
f: frequency, % percentage
DT: Definitely true, MT: mostly true, ST: somewhat true, SF: somewhat false, MF:
mostly false, DF: definitely false
T: total
importance and their desire to teach for social justice, but the interns were more
concerned about their competency to engage in meaningful social action. There
appeared, however, to be a technical dimension to their call for this competency
in their request for more concrete descriptions and criteria and more
professional development for [cooperating] teachers. Even though their
comments tended to request a desire for more support on how to do it, there
was little question that they ought to engage in teaching for social justice. We are
left to wonder what social action and teaching for social justice activities and
attitudes were sufficiently developed during internship. A further examination
of the ways interns imagine themselves teaching for social justice would
augment this data from this study.
Conclusion
The significance of this study is that the results will act as a heuristic to
talk about how to move the social justice agenda ahead not only in our Faculty
but with field partners. In summary, we found that interns perceived their
internship as relatively receptive to teaching for social justice. Similarly,
cooperating teachers agreed, at even a higher rate, which we attempted to
explicate in our discussion of findings. The site of greatest tension between
interns and cooperating teachers appears to be in relation to discussing personal
biases and what it means to be intentionally controversial. Both co-operating
teachers and interns agreed that integrating a variety of world views in content
and instructional approaches, but we are not convinced that such positioning is
more tokenism than an indication of shared understanding consistent with the
tenets of social justice practice.
Over many years our Faculty has developed a strong relationship with
teacher partners in the field. In an effort to continue in a mutually beneficial
dialogue about how we move forward together, we will present the findings of
this study to the next cohort of cooperating teachers (n=270) and interns (n=270).
In our context, we have a forum, the internship seminar, where all cooperating
teachers and interns will hear the presentation and discuss the results with us in-
person. Just as the interns face trepidation as they aim to be purposefully
controversial, we share this apprehension knowing that it will disrupt a
normally comfortable and easy relationship between Faculty and field partners.
There is some safety in critiquing as the participants at the next seminar will
not be the same as the population that completed the study. There will, however,
be some overlap as there will be many teachers who regularly volunteer and will
be returning. Regardless, we are confident that some of the teachers and interns
will hear their personal sentiments reflected and analyzed in the study, even if
they were not participants. At the same time, much of what we believe to be true
reflects quite positively on a population of cooperating teachers and interns that
are no doubt struggling alongside us, but also embracing what it means to teach
for a better world.
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