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Second Language Reading Comprehension and Patterns
No full textThe purpose of this study was to explore the role first language plays in second/foreign-language acquisition as well as how adult learners shift their first language and second/foreign language in their reading process to acquire reading comprehension of a second/foreign language. More specifically, this study concentrated on the second/foreign-language reading process in order to explore the common strategies and patterns that adult learners use to read a second language in an academic setting. For quite a long time, there has been a general belief among many second/foreign language learners and educators that first language use is an obstacle to learning a new language. However, the fact is that first language use still exists in second/foreign language classrooms and adult learners still have bilingual dictionaries at their side when they learn a second/foreign language. The question of whether learners’ first language is always an obstacle for second language learning, could be asked from this contradiction. The purpose of this study was to explore the role of first language in second/foreign language acquisition. More specifically, this study concentrated on second/foreign language reading processes in order to determine how adult learners demonstrated second language reading to acquire reading comprehension, and how a learner’s first language functions in second language reading. A qualitative research method was used in this study. The results showed that some common reading patterns do exist among 23 advanced second language readers in a context of “time.” A common thread of these reading patterns is that participants constantly switch reading strategies, top-down and bottom-up in a reading activity, depending on different reading focuses. Also, they switched between first and second language during a reading activity in order to help them acquire reading comprehension, especially when they encounter barriers. When they memorize incoming information, the language switching is more obvious. The results of this research suggest that the using of various reading strategies is an effective way to acquire second language reading comprehension. The results also show that advance second language readers do use their first language to help acquire second language reading comprehension. However, first language usage is limited in certain situations. In conclusion, first language does play a role as a helper and supporter in acquiring second language reading comprehension
LOVE OF NEIGHBOR AS THE ESSENCE OF SOCIAL JUSTICE AND OF CHRISTIANITY
Get PDFChristianity in the 2 I 51 century runs the risk of becoming just another religion fit keeps distancing itself.farther and farther from its Jesuan and apostolic origins which must always remain as the benchmarks for evaluating its authenticity. The lemptation has always been, and continues to be, to accommodate itse(f to the ways of the world, to go for earthly success, numbers of converts, power, security etc. Already in the early 3rd century this accommodation began to shape the Constantinian turnaround that made the Christian church an ally of the Roman state and of the rich and powerful in the early 4th century. It encountered resistance, however, and the Good News of Jesus announced to the poor and the weak was preserved intact by many Christian communities; hence the many reform movements and saintly lives which, throughout the centuries, have constantly tried to return to the pristine example of the church of the first two centuries. The church\u27s faithfulness to the Good News of the Reign announced to the poor, now usually referred to as the preferential option for the poor, will always remain as the one unique trait that translates Jesus\u27 central command to love thy neighbor as thyse(f (Mt 5: 42-48; 12: 19; 19: 22, 39-40; Jn 13: 34-35; 15: 12-17; Rm 13: 8-10; 1 Cor 13: 1- 18). This faithfulness in fashioning God\u27s Reign cannot be genuine unless Christianity upholds and exempl[fies the example of Jesus in terms of insisting that the wealth of the earth must benefit all ofGod\u27s children and that poverty is the result of injustice
SOCIAL JUSTICE: THE DIALECTICS OF DAILY LIVING
Get PDFI argue that for social justice to be real. ii has lo be understood in its essence as a relational requirement 1rhereby every individual human being must be equitab(v and permanenl(V contemplated in everything that a society or community values so that people can become totally human. Its complex and ubiquitous nature is discussed. while I present some experiences lo emphasize that formal education can contribute to some understanding and operationalization of social justice principles. I posit further that though social justice is collective. only individuals can make it a possibility. Finally. there is a reminder about the need to transfer priorities (,-om social justice discourse to actively living social justice in an unquestionable manner
An Exploration of Recidivism and the Shared Experience of Incarceration Through Feature Film
No full textThis dissertation, based on reaction papers and survey data at a Texas Department of Criminal Justice unit of incarceration, focuses on feature films as true depictions of crime and incarceration, explores select feature films to modify attitudes that lead to recidivism and examines the shared experience of those serving time behind bars. This study analyzes the responses of 50 incarcerated college students to see if the depictions in three selected feature films are accurate in their portrayal of life in prison. There are a number of feature films released each year whose main characters are incarcerated, but few, if any, accurately portray the day to day life or major events of life spent behind bars. Much scholarship exists to support that viewing feature film forms anti-social attitudes and behaviors, but few studies explore the use of feature film for pro-social purposes. Ultimately, I explore the data for information to better inform educators, social workers and criminal justice experts of what it is really like to live behind bars. If most feature films use prison as a means or device to communicate a certain human struggle without much attention to the realities and meaning of a life behind bars, then the question remains. What can their shared experience behind bars tell us? Therefore, recidivism’s detrimental strain on the prison system, and the cuts in rehabilitative services within prisons nationwide, demonstrate that any inquiry into the incarcerated person’s experience that could provide some understanding of how we can reduce recidivism should be examined
A Comparative Analysis of the Effects of Reform and Traditional Pedagogy on Content Knowledge and Mathematics Affect in College Algebra Classes
No full textThe purpose of this research is to determine whether students who are taught College Algebra by means of reform pedagogy—student-centered, inquiry-based instruction, including the use of calculator technology—learn more mathematics content than students who are taught by means of traditional pedagogy—teacher-centered, direct instruction, with an emphasis on discrete tasks. Pre- and post-test content knowledge comparisons revealed significant gains in achievement for the reform pedagogy cohort over the traditional pedagogy cohort, irrespective of gender, traditional versus non-traditional student status, or major field. Also, significant correlation was found between content test differences and affect differences for both treatments as measured by the Attitudes Toward Mathematics Inventory. When students were classified according to the Index of Learning Styles Questionnaire, significant content gains were noted for the reform cohort over the traditional cohort for all learning styles except Global Learners, while significant affective gains were found for Visual Learners compared to Verbal Learners within the reform cohort. A small qualitative study was incorporated into the research in order to complement the findings by allowing the student participants to describe their experiences in the course, especially as relates to the pedagogy used in the reform course. Also included was a research journal noting observations of both the researcher and the students during the reform pedagogy class
Happiness is Service in the Spirit of Vincent de Paul and Frederic Ozanam a Youth Ministry Catechesis for Service Learning Formation
Get PDFThe Capstone Project and subsequent writings incorporated in this portfolio, referred to as Phase II, is a cumulative and collaborative effort between two colleagues from The Pastoral Institute of The University of the Incarnate Word, San Antonio, Texas. The first phase was successfully completed to fulfill requirements for a Master of Arts in Religious Studies. Phase I was intended to: plan, implement and evaluate a catechesis pilot program for a senior high school CCD class. This pilot was to have its foundation in the Gospel readings of the liturgical calendar. More importantly, this program was designed to afford youth and young adults enrolled in this catechesis curriculum, an opportunity to put their faith in action through active participation in service learning projects. A mini-session (encompassing a three to four week period of time) approach is utilized in the structuring of this catechesis plan. The cycle consisted of: Week I - Gospel readings; interpretation, open discussion on content, modem practical example of message; Week II - Service Learning Project; based on the message of the Gospel readings, and Week III - Evaluation; both oral and written, which serves to examine the practicality of the mini-session as well as the success and/or failure of the service learning project. This first phase has been completed and was proven successful, as a pilot program.
The second phase of the total Capstone Project is to: plan, implement and evaluate results utilizing this same catechesis curriculum on an individual or small group setting. This CCD curriculum has proven successful with an entire class of students within a CCD setting. Now the test is to attempt utilization of this same program on an individual and/or family basis. The original work will continue to be edited and modified as deemed necessary in order to adapt for individual or small group design. The completion of this portion, Phase II, of this Capstone Project is also submitted to fulfill degree requirements for a Master of Arts in Religious Studies
REFLECTIONS ON THE DEATH PENALTY AND CATHOLIC SOCIAL TEACHING
Get PDFCatholic social teaching has a great deal to guide us on the topic of the death penalty. especially with respect to the inherent dignity of the human person. The death penalty remains a staple of the American criminal justice system.for a majority ofthefifiy slates and.federal government, hut public sentiment is becoming increasingly skeptical about its ultimate effectiveness. In thefollmrinx I revinv that part of Catholic social teaching that speaks to the death penalty and I reflect on the struggle to abolish the death penalty
Athletes\u27 Perceived and Preferred Leadership Behavior of Basketball Coaches at Universities in Taiwan
No full textThe purpose of this study was to explore the possible relationship between athletes’ perceptions of and preferences for leadership behavior of basketball coaches at universities in northern Taiwan and the differences in the perceptions and preferences among demographic groups. The sample population of this study included Ji Long city, Taipei city, Taipei county, Tao Yuan county, and Xin Zhu county. Within this area, data were collected from 19 universities and 323 players who played in the Universities Taiwan Basketball Association (UTBA) in 2005. Data were collected through the use of a self-designed demographic information questionnaire and the revised Leadership Scale of Sports (LSS), which was used to measure the perceived and preferred coach’s leadership behavior. Data analyses used descriptive statistics included paired-samples t-test, independent sample t-test, Pearson product-moment correlation coefficients, and one-way ANOVA. Primary findings included the following: (a) significant differences were found between preferred and perceived leadership behavior of coaches’ for training and instruction, autocratic behavior, and social support; (b) there were no significant correlation between percentage of wins and leadership behaviors; (c) male athletes indicated a higher preference for autocratic behavior from the coaches than did female athletes; (d) male athletes perceived their coaches to demonstrate more autocratic behavior than did female athletes; and (e) athletes perceived the male coaches as being more autocratic than the female coaches
An Investigation of the Use and Effects of Instruction Time in Middle School Mathematics Classrooms
No full textThe purpose of this study was to determine if classes that employed 90 minutes of daily mathematics teaching in the middle school had any differences in curriculum and teaching practices, overall levels of mathematics anxiety, with regards to testing and class related activities, and performance on the mathematics content area of the Texas Assessment of Knowledge and Skills (TAKS), when compared to the traditional 45 minute daily classes. Teaching and learning always needs improvement. The National Council of Teachers of Mathematics (NCTM) has expressed an interest in obtaining research that will help them continue to improve mathematical education so that students are provided with curriculum that is both challenging and effective. One topic of interest has been the use of instructional time in the mathematics classroom. Teacher data was gathered on curriculum and teaching practices and student data was gathered on their level of mathematics anxiety and the scores they received on the mathematics portion of the TAKS test. Results are displayed in the form of 5 case studies to provide a better understanding of the differences in the two class settings. Results indicate that teachers support the idea of having additional time in the mathematics classroom and those who are in an extended time classroom setting are able to explore mathematics topics with more depth. They have the opportunities to conduct investigations without time constraints and are allotted more time for discussion. There is lower level of mathematics anxiety and an increase in scores for the mathematics portion of the TAKS test for those students in a 90 minute class period
School and Community: A Study of Secondary Suburban School and Community Relationships
No full textThis case study is an investigation of the social relationships existing between a suburban high school and the immediate community in which it is located. Current building trends within communities throughout the southwest U.S. tend to contribute to the need to build large structures to house growing student populations. The newly developed suburban community offers a family not only with a new home, but a new school as well. The school is built with the newest technology for each classroom and the proper size to hold two thousand plus student populations. Large populations are the byproduct of developmental trends, i.e., builders providing concentrated housing stock in specific locales of metropolitan areas. The community of choice seems to be reflective of economic opportunities, geographic amenities, and infrastructural support. A parent deciding to move into a newly developed neighborhood may do so not only because of an increase in socioeconomic opportunities, but also because of the prospects of a new school