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Log In Sign Up. Papers People. Textbooks play a central role in teaching and learning processes, and textbook evaluation helps teachers to be familiar with merits and demerits of a particular textbook, to adapt and supplement textbooks, and to develop new materials Textbooks play a central role in teaching and learning processes, and textbook evaluation helps teachers to be familiar with merits and demerits of a particular textbook, to adapt and supplement textbooks, and to develop new materials.
Descriptive statistics and chi square goodness-of-fit analyses were applied. The paper concludes that student"s books and workbooks of Prospect series did not cater for the interpersonal, kinesthetic, musical, and naturalistic intelligences of IJHSS.
The findings of the study may have some implications for textbook designers to take into account all types of intelligences to satisfy teachers and learners, and thus to make textbooks more interesting and more effective. Save to Library. III research proposal. Ren Mark M. Style - the Garden of Forking Paths. The clarification presents possible statements regarding the components and mechanisms of style. The thesis assumes that style is anchored in The thesis assumes that style is anchored in the themes of truth and method, and that these subjects are founded upon an array of concepts divided into categories beneath them; at the same time, style is anchored in an array of basic consciousness mechanisms that enables the formation of understanding and motivates its development.
In these respects, the thesis reveals that according to Gadamer, the mode of understanding is characterized as a dynamic understanding circle founded upon the categories of truth, accuracy, absoluteness, correspondence, representation, understanding, temporality, irony, application, and personality; additionally, the thesis demonstrates that the motion of thinking in the circular understanding mode, identifying A as if it were B, is enabled due to two basic consciousness mechanisms: the first is characterized as lack of knowledge that assumes perfection, and is termed the absence structure; the second is characterized by attentive intent toward the datum, as active and acted intention, and is termed intentionality.
A correlational study on the factors affecting learning style. This study determines and analyzes the learning styles and multiple intelligences of the selected Bachelor of Science in Business Administration students of the University of San Carlos.
The results of this study provide implications for pedagogy, teaching styles, curriculum, and workbook preparation, especially in Purposive Communication intended for School of Business and Economics students. The predictive power of fifth graders' learning styles on their mathematical reasoning and spatial ability. The present study was an attempt to investigate the relationship between styles of creativity and achievement motivation in EFL and Non-EFL learners.
There were few studies conducted on the relationship between styles of creativity and There were few studies conducted on the relationship between styles of creativity and achievement motivation among nursing, midwifery and foreign language learners.
To this end, an ex-post facto study was done. It was a correlational descriptive study and sampling method was convenient. The values of these variables were measured through-Creativity Questionnaire Duckworth, ; Runco, and Motivation Questionnaire Vallerand, Cronbach's alpha coefficient for achievement motivation was 0.
However, another creativity styles and achievement motivation were not statistically significant.
Learning Styles and Multiple Intelligences
The results also revealed that there were significant differences between learner's creativity in two groups on RIBS scale, avoiding novelty scale and academic self-efficacy scale. The results of the test have also shown that there were significant differences between learners' creativity in two groups in RIBS Scale.
Therefore, the creativity of individuals changes the direction of achievement motivation. As implications, educators and teachers can apply efficient strategies and techniques in language classes in order to promote positive motivation and increase creativity among the students to learn language and raise the proficiency of their learners.
One of the most significant current discussions in learning and teaching communicative methods, especially in informal and communicative language, is the teaching and learning of American slang. There are few studies related to American Here there is a gap, so this study concentrated on finding any possible relationship among Gender, Kolb's approaches and teaching and learning slang among students.
The test and the questionnaire answered by the participants were scored. Using the descriptive statistics, correlation, regression and t-test, the data into the SPSS22 were analyzed. The outcomes of the study indicated that the Abstract Conceptualization, followed by the Active Experimentation, are the most dominant teaching and learning styles among the students.
In terms of the descriptive statistics, both genders were found to have similar performances on both slang test and the Kolb's Learning Style Inventory questionnaire with partial differences. The outcomes of the correlation illustrated the significant and high positive correlation between the Kolb's teaching and learning model and slang teaching and learning.
The study demonstrated the highest correlation between the experiential teaching and learning style Concrete Experience and the slang teaching and learning. Meanwhile, the study showed non-significant correlation either between gender and slang learning.
The implication of this study may be useful for all persons who are concerned with language teaching and learning.
Intelligence and Environmental Complexity. I begin by introducing the distinction between intelligence and the g factor and by assessing the recent change in the epistemological status of theories critical of g. After explaining the usefulness of defining intelligence as both the After explaining the usefulness of defining intelligence as both the ability to learn quickly and thoroughly, and the capacity to deal with environmental complexity, I offer five key observations about why g matters for everybody everywhere, followed by five key observations about why g matters for geography and environmental studies.
In the conclusion, I will argue it is wise to embed the study of intelligence within the critical project in geography. Teaching Argument Diagrams to a Student who is Blind. This paper describes how bodily positions and gestures were used to teach argument diagramming to a student who cannot see. After listening to short argumentative passages with a screen reader, the student had to state the conclusion After listening to short argumentative passages with a screen reader, the student had to state the conclusion while touching his belly button.
When stating a premise, he had to touch one of his shoulders.
Premises lending independent support to a conclusion were thus diagrammed by a V-shaped gesture, each shoulder proposition going straight to the conclusion. Premises lending dependent support were diagrammed by a T-shaped gesture, the shoulder premises meeting at the collar bone before moving down to the belly button. Arguments involving two pairs of entailments were diagrammed by an I-shaped gesture, going from the collar bone to a mid-way conclusion above the abdomen before travelling to the final conclusion at the belly button.
Voluminous research conducted by educational psychologists and teachers has indicated that learning processes vary from every individual to another due to the existence of diverse psychological and biological factors. Once teachers become Once teachers become aware of the fact that learners are dissimilar in learning, they feel inclined to determine students' learning styles and accommodate their needs accordingly.
This study aimed to investigate the existence of any possible correlation between learning styles and degree of success of applicants who attended a teacher recruitment test in Iran Language Institute. Participants of the study were classified into either failed-group or succeeded-group.
Learning styles and multiple intelligences pdf download
To achieve the objective of the study, Ehrman and Leaver's Questionnaire was administered to the participants. Then each participant was included in one of the two groups of ectenic or synoptic learners.
Pearson Product Moment Correlation Coefficient was calculated to find any significant relationship between participants' scores in the teacher recruitment test and their scores as an ectenic L2 learner or a synoptic L2 learner.
The obtained value of R was 0. While synoptic scores were positively correlated with participants' scores in teacher recruitment test, ectenic scores were negatively correlated with participants' scores in the test.
It is concluded that there is a significant correlation between learning styles and degree of success in the teacher recruitment test. And successful teaching candidates in Iran can be grouped synoptically. The aim of the present study was to explore the relationship between self-efficacy beliefs, writing strategies, and writing abilities of Iranian EFL learners. The study first investigated the relationship between self-efficacy and writing The study first investigated the relationship between self-efficacy and writing strategies, then examined the relationship between self-efficacy and writing ability.
Data were gathered by means of a writing strategies questionnaire, a self-efficacy belief questionnaire, and an IELTS writing task.
The results of Pearson correlation tests showed that there were significant relationship between self-efficacy and writing strategies on the one hand, and self-efficacy and writing ability on the other hand. The results have some implications for teaching writing in the EFL context.
Citations that have only page numbers refer to that work. This examination of Magliocco's sociological analysis brings an additional cross-disciplinary element by This examination of Magliocco's sociological analysis brings an additional cross-disciplinary element by suggesting that personality traits are a salient factor in the adoption of and development of individual Pagan identities. A special relationship between analytical psychology and Pagan identities is also considered.
Further etic approaches may be justified in order to further substantiate the theory of a direct relationship between the Openness construct and Pagan identity formation.
This paper also discusses Magliocco's findings in light of a range of western philosophical schools of thought. Building on the notational principles of C. Apart from its intrinsic interest, this project serves as a concrete test of Historians occasionally use timelines, but many seem to regard such signs merely as ways of visually summarizing results that are presumably better expressed in prose.
Challenging this language-centered view, I suggest that timelines Challenging this language-centered view, I suggest that timelines might assist the generation of novel historical insights. To show this, I begin by looking at studies confirming the cognitive benefits of diagrams like timelines. I then try to survey the remarkable diversity of timelines by analyzing actual examples. Finally, having conveyed this mostly untapped potential, I argue that neglecting timelines might mean neglecting significant aspects of reality that are revealed only by those signs.
My overall message is that, once we accept that relations are as important for the mind as what they relate, we have to pay closer attention to any semiotic device that enables or facilitates the discernment of new relations. Drawing from the author's experience of teaching English to software developers working for international companies in Moscow, Russia, the paper examines several strategies of teaching the future and their implications for Russian Drawing from the author's experience of teaching English to software developers working for international companies in Moscow, Russia, the paper examines several strategies of teaching the future and their implications for Russian students with a dominant logical-mathematical intelligence.
Taking into account typical problems faced by students with highly developed logical-mathematical intelligence when studying some more ambiguous aspects of expressing the future, the paper contributes to a discussion of relevant and efficient ways of presenting English grammar to Russian learners, suggesting using the concept of purpose to explicitly clarify and facilitate analytical comprehension of futurity by the students.
Rather than calling for their dismissal without leaving an Rather than calling for their dismissal without leaving an alternative , learning styles should be re-evaluated for their strengths and continue to be employed for specific uses in the classroom and the development of graduate teachers. Preston Cumming.