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The interaction between grammatical knowledge and explicitness in L2 written corrective feedback
Get PDFThis study investigates the relative effectiveness of different types of written corrective feedback (WCF) relative to error type and grammatical knowledge in developing second language (L2) accuracy in writing. Findings on the effectiveness of WCF have been mixed regarding which types of feedback are more effective, however, recent evidence has suggested potential benefits for direct methods (i.e., supplying students with the correct forms) in developing grammatical accuracy over time (Kang & Han, 2015; Russell & Spada, 2006; van Beuningen, de Jong, & Kuiken, 2012). The opinions of several researchers, teachers, and students, however, support the use of indirect WCF (i.e., indicating the location and type of error for students through use of a code) because it is argued to encourage students’ analytic reflection, engagement, and processing of the feedback they receive (Ferris, 2010, 2011; Lalande, 1982). Several learner-internal and learner-external variables have been hypothesized to moderate the effectiveness of different WCF methods (e.g., learners’ perceptions, proficiency, developmental readiness, the nature of the linguistic target, grammatical knowledge), with limited evidence to support any of these claims. This study reports on a controlled classroom-based quasi-experiment conducted in an EFL university context ( N = 127) that investigates the role of grammatical knowledge in moderating the effectiveness of direct vs. indirect WCF on six target grammatical error types. Results provide further evidence in support of moderate effectiveness of WCF for both direct (Cohen’s d = .28) and indirect methods (Cohen’s d = .43), which outperformed the control after five treatments. No clear relationship was found between prior grammatical knowledge and gains in accuracy at the group level, although further analysis of the top and bottom quartile of test scorers across error types suggests advantages for direct WCF for students with prior grammatical knowledge. Pedagogical and theoretical implications are discussed, as well as suggestions for future research on WCF
Pushing back: A pedagogy of boxing
Get PDFHistory repeats itself. Time and memory circle around and round, only to loop and touch again like a continuous figure eight, creating a vacuum where Indigenous students dwell. Their memory pulls one way while a post-modern society pulls in the opposite direction. The Indigenous student is caught in the middle of a road called bi-culturation, and it leads right into a dead-end. The desire to stay strong to their culture is inherent in the Indigenous student, it is a resistance that will never be extinguished. This thesis describes an Indigenous Pedagogy, a pedagogy which supports Indigenous students and is built around a Rite of Passage. From lived experience I weave this thesis with an unbridled format and in the spirit of pedagogy. A modern form of rite of passage, the Pedagogy of Boxing fills the gap in Indigenous Pedagogy and Education. Boxing quenches the thirst for a symbol into man-hood, releasing a level of achievement to which we will all bear witness in years to come
Mindfulness in the professional lives of K-12 educators
No full textCurrent research with K-12 educators indicates that benefits from mindfulness practice include improvements in stress management, well-being, social-emotional regulation and relationships with students (Jennings, Frank, Snowberg, Coccia & Greenberg, 2013; Roeser, Skinner, Beers & Jennings, 2012). Examples of habits of mind needed by effective educators include emotional regulation, reflecting in a nonjudgmental way, empathy and compassion (Jennings & Greenberg, 2009; Roeser et al., 2012). This interpretive case study explains how K-12 educators enrolled in an 8-week Stress Management and Relaxation Techniques (SMART) in Education mindfulness program experience, conceptualize and apply mindfulness in their professional lives. This case study uncovers that participants believed the effects of mindfulness practice improved relational quality in both professional and personal lives. Participants with regular mindfulness practice experienced greater benefits and deeper insights. This unique type of professional development served to support praxis and counter neoliberal forces present in schools. Mindfulness for educators presents opportunities for school transformation, although change may be influenced by systemic support and privilege
Principal leadership style as perceived by teachers in elementary schools
No full textThis study used a correlational design to determine if there were differences between the leadership styles of elementary principals. The three leadership styles that were referenced were transactional, transformational, and transcendental. The teachers of eight elementary schools in southern Arizona were surveyed to determine the leadership style of their building principals. In addition, four of the eight schools functioned as Positive Behavior Intervention and Support (PBIS) schools while the other four schools were considered non-PBIS schools. From the results of the surveys, a comparative analysis was done to determine what the differences were in the three leadership styles in PBIS and in the non-PBIS. The leadership styles were then analyzed to determine if there was a correlation between the leadership styles.The measurement tools that were used to determine the leadership styles were the MLQ 5X-Short to collect data on transactional and transformational leadership traits and a modified version of the Existential Well Being Scale to collect data on transcendental leadership traits. Descriptive demographic questions were included in the instrumentation to collect data on the individual characteristics of the participants in the study.The overall outcomes of this study revealed that there was not a significant difference between the PBIS and non-PBIS school principal leadership styles in transactional leadership however data did reveal that the leadership styles of elementary principals from PBIS schools had a greater tendency to exhibit transformational and transcendental leadership characteristics than those functioning in non-PBIS school environments.In relation to whether or not there was a correlation between the three leadership styles, data revealed that there was a significant negative correlation between transformational and transactional leadership styles and there was a significant positive correlation between transcendental and transformational leadership styles.In addition, there were positive correlations between the length of time that a teacher had worked at the same school and with the same principal. Also, those principals who worked with the same teachers for a longer period of time exhibited more transcendental leadership characteristics
Optimization of polymer-amended fly ash and paper pulp sludge millings mixture as a landfill liner alternative
No full textIn 2012 the City of Flagstaff partnered with researchers at the Dept. of Civil Engineering, Construction Management and Environmental Engineering at Northern Arizona University to develop a mix design utilizing sludge derived from the manufacturing of recycled paper millings and fly ash as components of a landfill cap. This research has been extended to amend paper millings and fly ash with polymers to determine whether it is a suitable replacement for a clay based EPA Subtitle D-approvable landfill liner. An EPA Subtitle D landfill liner is not to exceed a hydraulic conductivity of 1 × 10 -7 cm/sec in order to assure that leachate release is minimized.Cinder Lake Landfill (CLL) serves several communities in Northern Arizona and is managed by the City of Flagstaff. CLL does not have a reliable source of clay required to construct an approved landfill liner, which is necessary for the upcoming 108-acre landfill expansion. However, CLL receives approximately 100 tons of recycled paper millings daily from a local tissue manufacturing plant. Paper millings are currently used as daily cover at the landfill and was tested for use as a component of a landfill cap. Incorporating polymers in alternative materials such as paper millings and fly ash has the potential to meet performance criteria and be approved by state and federal regulators, and has the potential to save the City millions of dollars over conventional composite liners of geomembrane and clay.Different mixtures of paper millings, fly ash, soil and multiple polymers were subjected to testing for the following: Hydraulic Conductivity, Shear Strength, Proctor Compaction, Optimum Moisture Content, Specific Gravity, Organic Content, Atterberg Limits (plasticity), and USCS Soil Classifications. The optimal mixture of paper millings and fly ash was then blended with a range of polymer concentrations. The goal of this project is to find an optimal mix of paper millings to achieve regulatory standards related to hydraulic conductivity, along with other desirable properties such as strength and flexibility.This project determined the polymers increased the hydraulic conductivity of the materials subjected to this treatment. The polymers did not appear to significantly influence the strength of the paper millings and fly ash mixture. This study was able to determine that paper millings should be amended with highly plastic clays to reduce the hydraulic conductivity below 1 × 10-7 cm/sec. The mixture which met the EPA hydraulic conductivity requirement included at minimum 15% bentonite clay and were compacted with Modified Proctor compactive effort
How did we engage our faculty?
Get PDFA review of how well The Faculty Professional Development Program (FPDP) reached out to campus during the 2014-2015 year. Results show increased campus participation, increased target group participation, launching new initiatives, and continued strong collaboration
Brief yoga interventions for pediatric populations experiencing anxiety disorders
Get PDFAnxiety disorders are the most common mood disorders among the pediatric population with between six and 13 percent of children and adolescents diagnosed annually in the United States (Ramsawh, Chavira, & Stein, 2010). Recently, yoga has been used as a clinical practice providing a sense of calm to combat anxiety. This article reviews the current research on yoga and mindfulness techniques that can be applied in brief settings, such as integrated behavioral health and school settings
Clinical implications of humor styles and their effect on intimate partner conflict
Get PDFRegulating and resolving conflicts between intimate partners is a central component to relationship satisfaction. Conflict can result in a wide range of feelings and possible relational consequences, and is also associated with higher physiological arousal. Humor has garnered increasing research support as a factor that can exacerbate or placate conflict between intimate partners. Martin, Puhlik-Doris, Larsen, Gray, and Weir, (2003) delineated four qualitatively different humor styles (affiliative, self- enhancing, aggressive, and self-defeating humor). This categorical breakdown of humor styles allows an exploration in this article of how affiliative, self-enhancing, aggressive, and self-defeating humor affect conflict, and what implications this has in a counseling setting
NAU is abuzz about career
Get PDFIn 2013, NAU Career Development implemented a robust 3 year assessment strategy. Year One, showcased at the 2015 Assessment Fair, focused on assessing the Reach of our program. In Year Two, we continued to assess Reach and added measures of Perception, including satisfaction surveys targeted towards students, employers, and campus partners, as well as interviews with faculty. Assessing outcomes of both quantitative and qualitative data analyses, our results demonstrated something exciting….NAU is Abuzz about Career! The busy bees at NAU Career Development are having an impact, resulting in prepared students, engaged partners, and satisfied employers. Our data is reviewed throughout the year, and continues to inform future priorities and next steps. Come see what the buzz is about
Advancing 21st century policing: Exploring the Phoenix Police Department's best practices for community engagement
Get PDFIn light of recent conflicts between law enforcement and community members, particularly in communities plagued with a high crime rate and a large minority population, President Obama ordered the 21st Century Policing Task Force to identify strategies for promoting crime control while simultaneously building trust between law enforcement and the community (President’s Task Force, 2015). Based on their findings, the Task Force outlined six main pillars that will foster a positive police and community relationship (i.e., advance 21st Century Policing).
While each of the six pillars focuses on an area vital to the successful implementation of 21st Century Policing, evidence suggests that pillars 1-4, which promote community engagement, form a vital foundation from which the other pillars can grow. The development of community engagement rests upon the trust and legitimacy a police department establishes with its community. As such, effective police departments must pay particular attention to community perceptions (i.e., how the community views its police department), for community members must believe the officers serving the community are doing so with legitimacy and honesty. Following the recently publicized, nationwide police shootings involving African American community members, many police departments have experienced troubling community conflicts. However, the Phoenix Police Department (PPD), which serves a large diverse community (U.S. Census Bureau, 2010), has been able to maintain collaborative police community dialogues and facilitate peaceful community protests, even when its officers engage in questionable activities. To assist police departments throughout the country build similar relationships with their respective communities, this White Paper will highlight some of the PPD’s noteworthy community engagement strategies