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E-Learners, 2007.
This paper is a research proposal to identify the differences in the motivation orientations, age and demographic factors of successful learners and poor learners in an e-learning environment.
7,010 words (approx. 28.0 pages), 62 sources, APA, $ 157.95
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Abstract
This paper explains that, if e-learning administrators and faculty were able to identify specific characteristics, including potential motivation orientations that contribute to successful learner choices, they would be better equipped to properly align current and prospective students with appropriate e-learning courses and programs and thereby increase students' chances for educational success. The author proposes a quantitative causal comparative study using inferential statistical analysis. The paper points out that five independent variables are motivation orientations, family status, employment status, financial status and age group and the one defendant variable is academic performance. The paper includes figures, charts, tables and a survey.
Table of Contents:
Introduction
Problem Statement
Research Questions
Literature Review
Motivation Orientation
Family Status
Employment Status
Financial Status
Age
Conceptual Framework and Theoretical Orientation
Hypothesis
Methodology
Research Design
Measures
Study Population
Data Collection Tools
Variables - Independent and Dependent Variables
Statistical Analysis
Appendix A: Items and Factor Loadings for the Intrinsic Motivation Scale
Appendix B: Items and Factor Loadings for the Extrinsic Motivation Scale
Appendix C: Survey
From the Paper
"Students are motivated to learn because of extrinsic motivation or intrinsic motivation. Academic intrinsic motivation is a factor that is essential for college success. A large number of students carry out education to or past the college level. The motivations behind such academic persistence vary across many intrinsic and extrinsic factors. Many college students find that their level of motivation is not sufficient enough to guide them in carrying out their academic careers. Motivation to learn can be extrinsic motivation or intrinsic motivation. Extrinsic motivation is an involvement as a means to an end. Intrinsic motivation is an involvement for its own sake. A survey will be used to determine the motivation orientations."
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Kinesthetic Learners in Technology Rich Classrooms, 2002.
Examines the impact and advantages that computer and technology learning has on kinesthetic learners.
4,601 words (approx. 18.4 pages), 18 sources, MLA, $ 119.95
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Abstract
This paper researches the impact of computer technologies on kinesthetic learners, one of seven learning intelligences identified by Howard Gardner in 1983. Because the characteristics of the kinesthetic learner include learning through touching, moving, interacting with space and processing knowledge through bodily sensations, only highly interactive technologies that appeal to this group such as multimedia, hypermedia, visualization, and interactive computer programs are included in this research. The research results of eight studies covering education and technology are summarized and then analyzed for their impact on learning and the learning process itself. These studies include:
The Challenge 2000 Multimedia Project
The Collaborative Visualization (CoVis) Project
The Apple Classroom of Tomorrow (ACOT) Project
SchoolNet /Rescol Report: The emerging contribution of
Online resources and tools to classroom learning and teaching
The American Culture in Context: Enrichment for Secondary Schools (ACCESS) Project
The Lehrer HyperAuthor Study
The Highly Interactive Computing Environments (HI-CE) research
The Lego/Logo Project.
Table of Contents
1.0 Introduction
2.0 Statement of the Problem
3.0 Hypothesis with Operational Definitions
4.0 Literature Review
4.1 Background
4.2 Computers and Kinesthetic Learning
4.3 Existing Research
4.3.1 The Challenge 2000 Multimedia Project
4.3.2 Collaborative Visualization (CoVis) Project
4.3.3 Apple Classroom of Tomorrow Project
4.3.4 American Culture in Context: Enrichment for Secondary Schools
(ACCESS)
4.3.5 SchoolNet /Rescol Report: The Emerging Contribution of Online Resources and Tools to Classroom Learning and Teaching
4.3.6 Lehrer HyperAuthor Study
4.3.7 The Highly Interactive Computing Environments (HI-CE) Group
4.3.8 Lego/Logo Project
5.0 Methodology
6.0 Results
7.0 Discussion
From the Paper
"Interactive technologies that are appealing to kinesthetic learning such as multimedia, hypermedia, and visualization in virtual learning environments hold great promise for enhancing the learning experience. A variety of research studies have produced results ranging from the ability of interactive computing not only to enhance the student's ability to absorb complex information, but also to fundamentally reshape the learning process.
Interactive computing holds exciting potential to create student-controlled learning environments in which students are more responsible for their own instruction. And, interactive computing may change the learning behavior of students leading them to carry over the concept of information associations in multimedia and hypermedia into their own thought processes where they reach out to a broader range of external resources; form a greater consideration of who their information will be presented to; interact in longer-term projects with a broader context; and make stronger connections to subsequent learning and events."
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Providing Learners with Specialist Support, 2007.
A look at the guidelines required for teachers on how to deliver the appropriate level of service to learners in need of specialist support.
1,404 words (approx. 5.6 pages), 7 sources, MLA, $ 46.95
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Abstract
This paper examines some of the U.K. guidelines and practical advice for teachers regarding the special needs of various groups of learners, such as those with partial hearing, partial sight, mental health problems, physical disability etc. The paper also provides a case study that highlights these issues.
Outline:
Introduction
The Disability Equality Duty
The Learner in Need of Specialist Support
Institutional Provision
Access to the ESOL Service Facilities
Teacher's Role in Providing Support
Conclusion
From the Paper
"The systemic failures in institutional provision begin with the enrolment process. Although there is a section on the enrolment form for students to declare disability, in practice this box is rarely if ever ticked. In Ye's case despite obvious physical evidence to the contrary, this box has not been ticked. Even if the disability box is ticked, there is no process for this information to be relayed to the tutor of the class in which the learner is eventually placed. Furthermore, this "flagging" system is dependent on either the enrolment tutor or the student themselves being able to identify the disability of area of special needs. Learners from poor educational backgrounds or countries where special needs support is less well developed may be unaware of their own needs. Likewise most tutors are not specialists and may miss signs of some learning difficulties. Dyslexia for example, may be confused with low English language ability."
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English Language Learners, 2004.
A look at English Language Learners in U.S. classrooms, some of the challenges they face and misconceptions about this student group.
1,130 words (approx. 4.5 pages), 9 sources, APA, $ 39.95
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Abstract
This paper discusses the myths and misconceptions of English Language Learners. The paper focuses on the training of Ell teachers, difficulties in teaching Ell and a brief discussion on strategies of effective Ell teaching.
From the Paper
"During the last decade, the number of English Language Learners (ELLs) has risen significantly in classrooms all over the US with the increasing diversity of American society. ELLs, as a group, has consistently fared far worse in standardized testing than their peers, especially in the case of language arts tests. Essentially, state tests indicate that ELL students typically score..."
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English Language Learners (ELLs), 2007.
This paper discusses writing strategies for English language learners (ELLs).
2,600 words (approx. 10.4 pages), 18 sources, APA, $ 78.95
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Abstract
This paper explains that the problem of English language learners (ELLs) learning to write English may be in the failure of the current educational system to distinguish between the differences in the oral and written traditions of the English language. The author points out that ELL students may acquire verbal English skills fairly quickly, which is often mistaken for complete English proficiency; however, research demonstrates that the conventions of written English are far different than spoken English and that ELL students develop written English skills at a rate far slower than the rate at which they develop spoken English skills. The paper relates that ELL students must have a clear understanding of the methodology behind the writing process in order for them to comprehend the general writing traditions of the English language.
Table of Contents:
Discussion
Time Expectations for Adaptation
Conversational English versus Written and Academic English
Failure to Distinguish Oral and Academic Communication in Teaching
Strategies for Teachers
Prewriting
Revising and the "Writer's Workshop"
Journal Writing
Reformulation
Benefits of Encouraging Primary Language Development
Conclusion
From the Paper
"The wide variance in writing conventions amongst different languages often forces ELL students to 'unlearn' the conventions of their first language. For example, if a student's first language is a mainly a symbolic, or logographic language, a student may have difficulty learning to form letters that in turn form a word. However, this aspect of language acquisition should not always be considered a hinderance in learning written English. It can also have positive benefits. If a student is already writing in their first language, it is likely that those skills can be utilized to advantage of teaching written English."
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English Language Learners, 2006.
This paper discusses what methods are best suited to meet the needs of rural English Language Learners.
2,115 words (approx. 8.5 pages), 12 sources, MLA, $ 66.95
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Abstract
This paper explains how ELL students (English language learners) have a higher potential to fail in school, particularly those from rural poor areas for many reasons. The paper examines what methods appear to work better for ELL to effectively acquire mastery of the English language. The paper researches this question and concludes that English language acquisition among rural students in the South Bronx is best facilitated through a community based learning methodology. Such a method is more likely to take into consideration the students' culture and familial background, which studies suggest are vital to English language acquisition in the classroom.
Contents:
Problem Statement
Research Question
Literature Review
Cooperative Learning
Hypothesis
From the Paper
"According to recent studies published by the National Clearinghouse for Bilingual Education (2002) more and more students are entering the U.S. public school system with languages other than English as their primary language (Mohr 18). Rapid proficiency of the English language is often very difficult, though many schools tend to focus on this rather than focus on finding effective teaching strategies or the most appropriate instruction for ELL's (Mohr 18). It is vital that educators find ways to better instruct and support ELL's using "an invigorated approach" that maximizes language acquisitions and encourages strong commitment from teachers and students (Mohr 18)."
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Adult Learners and Modern Technology, 2003.
Discusses educational needs of adult learners.
2,475 words (approx. 9.9 pages), 14 sources, $ 87.95
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Abstract
Considers two approaches to education: Andragony and pedagogy. Discusses adult education as a multifaceted process. Describes instructional technology. Examines the physical science concept and behavioral science concept, and the effectiveness of nonverbal instruction.
From the Paper
"This paper reviewed the effects of modern technology on the adult learner. Technological advances offer hope for the development of solutions to the adult education issue than will satisfy ..."
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Urban English Language Learners (ELL), 2006.
This paper is a complete research project to test the effectiveness of community/ collaborative-based learning approaches on urban English language learners (ELL).
3,755 words (approx. 15.0 pages), 8 sources, MLA, $ 103.95
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Abstract
This paper supports the hypothesis, based on preliminary literature research, that English language acquisition among urban students would be better facilitated through a community/collaborative based learning methodology, which is more likely to incorporate participative instruction, encourage collaboration in the classroom and include the use of technology, as opposed to traditional, linear methods. The paper points out that the subjects for this study were students from a South Bronx community school district, which is charachterized by lower incomes and is predominately Hispanic but also includes individuals with diverse ethnic heritages such as American Indian, Asian, African American and Caucasian. The paper relates that the design of this research study was (1) a random assignment of subjects, (2) within a two group pretest-posttest design and (3) with an untreated control group.
Table of Contents:
Statement of the Problem
Literature Review
Hypothesis
Method
Subjects
Instruments
Design
Assignment Summary
Procedure
Results
Discussion
Appendix 1: Directions for Administering the SOLOM
Appendix 2: Post Study Survey and Directions for Administering
Appendix 3: Table of Results
From the Paper
"There was also a limitation in regard to the instructor's observations of the students in an effort to complete the SOLOM matrix. The halo effect, or the individual biases of the instructor, may have biased their reporting of the language skills of students in either the pretest or the posttest. Additionally, the halo effect can bias observers from one category to the next. In other words, if an instructor rated a student particularly highly in reading comprehension, that instructor may also rate the student highly in other areas, even if the student is undeserving."
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Diverse Learners, 2008.
A discussion of the challenges presented by diverse learners in the classroom.
1,547 words (approx. 6.2 pages), 4 sources, MLA, $ 50.95
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Abstract
The paper discusses diversity in learning styles, gender differences, ethnicity and social class and students with disabilities. The paper focuses on five aspects of ethnicity that are potential sources of student-student and student-teacher misunderstandings: verbal communication, nonverbal communication, time orientation, social values and instructional formats and learning processes. The paper emphasizes how teachers must create instructional opportunities that are adapted to fit the needs of all the students in the classroom.
From the Paper
"A learning style can be defined as a consistent preference over time and subject matter for perceiving, thinking about, and organizing information in a particular way. As stated in Temple University's Performance standards for Teachers, "Teaching that facilitates active learning is characterized by competence in involving students in lessons by providing a non threatening environment which allows them to ask questions, seek solutions, share thinking about a theme or topic, and respond to other's viewpoints." "Standards IV: Diversity." [NBPTS Career and Technical Education Standards.]"
"Some students, for example, prefer to think about the nature of the task, collect relevant information, and formulate a detailed plan before taking action, while others prefer to run with the first idea they have and see where it leads. Some students prefer to work on several aspects of a task simultaneously, while others prefer to work on one aspect at a time in a logical sequence."
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Brain-based Research and Adult Learners, 2003.
Examines the importance of brain-based research when teaching adults.
2,300 words (approx. 9.2 pages), 12 sources, APA, $ 79.95
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Abstract
This paper discusses the importance of using brain-based education research for teaching adult learners. It examines findings from brain-based research, information regarding the adult learner, and the use of brain-based education for adult learners.
From the Paper
"This research paper presents the importance of using brain-based education research for the teaching of the adult learner. Findings from brain-based research information regarding the adult learner and the ..."
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Identify and Assess Learners' Needs, 2007.
This paper studies two individuals and examines their learning needs and styles.
1,657 words (approx. 6.6 pages), 8 sources, APA, $ 53.95
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Abstract
In this article, the writer analyzes two pupils and looks at their different learning needs. Through a series of questions, the writer looks in depth at the learner's background and learning needs and styles of the respective individuals. The writer notes that when looking at language as a social instrument it is necessary to consider the different social groups and what a person's speech can reveal about their circumstances and individuality and the way that communicative events accomplish their objectives. The writer concludes that assessing learners' styles is central to ensuring individuals may learn quickly and efficiently. The paper is written from a personal point of view.
Outline:
How Information is Gathered, Equal Opportunities and Potential Disabilities
Impact of Literacy and Numeracy on Learners
Methods used to Obtain the Information
What are we trying to achieve?
What do you find easy?
What do you find difficult?
Do you have any learning difficulties that you are aware of?
How the Information is used to Develop the Group's Learning
From the Paper
"There are a number of common misconceptions related to number associated difficulties. Family attitudes and peer group pressure can be negative simply because some see it as socially acceptable to have low numeracy skills. Being that numeracy is also often viewed as difficult or boring; it may be assumed that those with difficulties are simply being lazy or idle."
"Limited number attainment can however, seriously restrict individuals within the community. They may experience difficulties such as telling the time, calculating prices and handling change and estimating and measuring such things as car speeds.Those with limited number attainment may also find it hard to remember telephone numbers or use telephone books for example."
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Cooperative Learning and English Language Learners, 2004.
Presents an overview of why cooperative learning strategy is a preferred instructional strategy in linguistically diverse classrooms.
4,062 words (approx. 16.2 pages), 4 sources, APA, $ 109.95
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Abstract
This research paper begins with an introduction to cooperative learning strategy. The author then chose three articles that show how research over the years examine the way cooperative learning in bilingual classrooms benefits limited English proficient students and what activities teachers can integrate in classrooms in order to meet the needs of diverse language learners. The summary of the articles is followed by a discussion, specific examples of the implications for classroom practice, and ways that one can apply theory to practice.
From the Paper
"It is a challenge today for educators to meet the needs of culturally and linguistically diverse students. Yet, cooperative learning instructional strategy is found to be one of the most effective ways to promote successful academic achievement, language acquisition, and social development for English language learners. When classroom activities are meaningful, interesting, and relevant, learning is occurring at every level. In successfully organized groups, language minority students will gain proficiency in English, and their native language."
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At-Risk Learners, 2002.
A look at programs by various government agencies which assist in providing education opportunities to disadvantaged youth.
1,350 words (approx. 5.4 pages), 4 sources, MLA, $ 45.95
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Abstract
The writer of the paper defines the term "at risk" which applies to anyone who due to various circumstances, has not had the opportunity to complete schooling or studies. The paper looks at many programs being initiated and run by agencies to assist in helping these people better themselves and have a chance at a better future.
From the Paper
"The terminology of "at-risk" in this context is applied to those individuals who are unable to pursue their education or careers because of limitations in life's circumstances, environment or any other factor. Limitations in several such factors make it tough for them to achieve their educational or career objectives. In order to support such individuals and to help them in achieving their educational and career aspirations, several projects, studies and programs and programs are initiated by the government as well as by some private organizations. These programs may enable the "at-risk" students, irrespective of their sex, race, ethnicity or national origin, to overcome the limitations that are creating hindrances in the achievement of their goals. These programs are conducted at all levels including the schools with students between grades eight and twelve as well as the colleges and universities. "
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Online Learners, 2003.
Discusses Internet delivery of education.
900 words (approx. 3.6 pages), 9 sources, $ 31.95
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Abstract
Discusses the new roles of students and teachers, the need for students to play an active role in self-directed learning activities, the importance of time management, and the need for a teacher/facilitator to provide support and a positive environment.
From the Paper
"With the increasing use of the Internet as a means of delivering education, the roles of teachers and students are being redefined in the online learning environment (Bates, 2000; Wade, 1994). In this setting, students play an active role in their ..."
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Second Language Learners, 2007.
This paper discusses teaching methods for learning a second language and focuses on Stephen Krashen's theories on language acquisition.
750 words (approx. 3.0 pages), 6 sources, MLA, $ 26.95
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Abstract
In this article, the writer claims that one may say that Stephen Krashen is an advocate of total immersion teaching to encourage second language learning in and out of the classroom. The writer points out that Krashen's techniques are worth studying because they provide educators with new approaches to teaching a second language in the classroom. Further, the writer notes that his techniques and hypotheses also counter traditional lecture style teaching and encourage educators to adopt more comprehensive practices to help students master a new language. The writer concludes that Krashen's techniques are important to study because they can provide educators with new methods for teaching second languages to students in a helpful and comprehensible environment.
Outline:
Introduction
Acquisition Learning
Monitor
Natural Order
Input
Affective Filter
Summary and Conclusions
From the Paper
"This hypothesis is the basis of all other hypothesis presented by Krashen. The acquisition learning hypothesis focuses more on an individual's need to acquire skills in a second language than it focuses on the actual process of learning traditionally involved in a classroom setting. The whole basis of Krashen's concepts in fact, relies on one's ability to acquire language skills. The acquisition hypothesis suggests people have an acquired and learned system of entertaining a new language, with the acquisition process involving meaningful interaction in the "target language" . Using this hypothesis one may acquire language best through natural communications. Learned system process is the process of actually learning a language, like in a classroom environment."
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