Academic Discourse

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Eric.ed.gov – Threshold Concepts: From Personal Practice to Communities of Practice. Proceedings of the National Academy’s Sixth Annual Conference and the Fourth Biennial Threshold Concepts Conference [E-publication] (Dublin, Ireland, June 27-29, 2012)

Posted on by Troels Gannerup Christensen - Læst 13 gange

eric.ed.gov har udgivet: The 6th Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (NAIRTL) and the 4th Biennial Threshold Concepts Conference was held at Trinity College Dublin, Ireland, on June 27-29, 2012. The NAIRTL is a collaborative initiative between University College Cork, Cork Institute of Technology, National University of Ireland Galway, Trinity College Dublin, and Waterford Institute of Technology. It is supported by the Higher Education Authority under the Strategic Innovation Fund. The proceedings from the 2012 NAIRTL conference bring together “key insights” on the topic of Threshold Concepts. This publication includes a selection of papers from the conference. The papers provide insights into how to apply the Threshold Concepts idea to gain a deeper understanding of how students learn, and also how to… Continue Reading →

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Eric.ed.gov – Impacts of a Discussion-Based Academic Language Program on Classroom Interactions in 4th through 7th Grades

Posted on by Troels Gannerup Christensen - Læst 14 gange

eric.ed.gov har udgivet: This paper presents an exploratory analysis of treatment-control differences in the quality of classroom interactions in 4th through 7th grade urban classrooms. Word Generation (WG) is a research-based academic language program for middle school students designed to teach novel vocabulary and literacy through language arts, math, science, and social studies classes. Previous research found significant positive effects of WG on classroom discussion quality, and this study extends that work by examining whether specific classroom interactions that are integral to the WG program, such as those promoting analysis and inquiry or engaging adolescent perspectives, are higher quality in WG classrooms as compared to control classrooms. As part of the Institute of Education Sciences funded project “Catalyzing Comprehension through Discussion and Debate” (CCDD), the data for this study were… Continue Reading →