Suchergebnisse

Acquiring writing skills requires an entire academic lifetime but acceptable levels of proficiency should be covered in compulsory education. This research verifies the beginner, intermediate and advanced levels of writing skills in the Spanish education system. It compares both the development of knowledge and the associated difficulties in interviews with 40 students from the even years of primary and secondary education. Descriptive and correlational analyses were made, after coding their statements according to the theoretical model used. They revealed an unexpected stagnation, depending on the levels, with important educational implications. ; This research was financed by the Andalusian Regional Government (Spain) and the ERDF (European Regional Development Fund), Programme for STRENGTHENING R&D&I at the University of Granada.

Effective writing skills are vital for students' development as proficient communicators and critical thinkers within the realm of education. Nevertheless, numerous students encounter difficulties when it comes to content development in their writing. This study endeavors to enhance students' content development in writing, a foundational skill essential for fostering effective communication and critical thinking. The research assesses the efficacy of the Four-Square Writing Method in improving writing content among EFL students at MAN 1 Parepare, an Islamic state senior high school in South Celebes, Indonesia. Using a pre-experimental methodology with a one-group pretest-posttest design, 18 EFL students from class XI IPA 2 were selected through cluster random sampling. Data were collected through written tests before and after the intervention and analyzed using Data Analysis of Microsoft Excel. The results demonstrate a significant improvement in students' writing content at MAN 1 Parepare, with average scores increasing from 59.44 (fair) to 89.63 (very good). A t-test revealed a substantial difference between pretest and posttest scores, with a t-value of 15.46, surpassing the critical t-table value of 2.11. These findings indicate that the Four-Square Writing Method effectively addresses content development challenges in student writing, highlighting its potential as an alternative teaching method in diverse educational settings to enhance students' abilities in planning, organizing, and developing written content.

This paper reviews and reflects on developments in classroom-based research on second or foreign language (L2) writing from 2001 to 2020, based on scholarship drawn from the Journal of Second Language Writing, the flagship journal of the field. The review covers a total of 75 classroom-based studies and examines the major research themes and key findings under three research strands: (1) students and student learning of writing; (2) teachers and teaching of writing; and (3) classroom assessment and feedback, as well as the key theories and research methodologies adopted in extant classroom-based studies on L2 writing. The article ends with a discussion of the practical implications arising from the review, as well as potential research gaps that inform future directions for L2 writing classroom-based research. By providing a state-of-the-art review of developments in classroom-based research on L2 writing, this article contributes to a nuanced understanding of salient issues about learning, teaching and assessment of writing that take place in naturalistic classroom contexts, with relevant implications for both L2 writing practitioners and researchers.

In Part 2 of this extended essay on writing the history of development, I examine the most important historiographical trends of recent years. If the demise of the Cold War and the "crisis" of development first led historians and other social scientists in the 1990s to study development as history , then the events of September 11, 2001 set the stage for the newer literature on development. Since 9/11, scholars have moved beyond the binary and homogenous depictions that marked the "first wave" of historical writing, offering instead more contextualized, complex, and ambiguous narratives of development's past. The Cold War timeframe has been jettisoned in favor of the longue durée , pivoting more to the earlier origins and colonial precedents of the postwar project. The earlier importance of metropolitan-centered ideas and discursive frameworks has been replaced by concern for actual development practices and impacts on the people who inhabit the territories of the global south. The most significant realignment, I argue, and one that has only just begun, is towards conceptualizing development as a global and transnational enterprise, one that encompassed more than the American and Western European experiences and included a diversity of historical actors and trajectories.

The rise of neoliberalism and the end of the Cold War ushered in a prolonged crisis of "development" as applied to the peoples of Africa, Asia and Latin America. Faced with an impasse, historians and other social scientists set out on a novel journey to examine development as history . They proposed using history as the methodology for understanding development, rather than constructing development theories to explain history and model the future. In this first of a two-part article, some of the most important contributions to the "first wave" of writing the history of development are examined. Poststructuralist analysts were the first to lay out a genealogical framework, but they were soon followed by scholars in the field of U.S. diplomatic history who initiated a parallel investigation of the history of modernization. Much of the scholarship produced in the 1990s centered on the importance of discourse, particularly high policy statements, theories, and ideologies. The concern with discourse shaped the new field in crucial ways: researchers fixed their attention on conceptual or intellectual frameworks, and perceived development from a Western and elitist perspective. Consequently, development's totalizing claims and undifferentiated impact were accepted largely at face value. The limitations of this type of approach had become manifest by the end of the decade.

2014 Summer. ; Despite numerous efforts by educators and U.S. government agencies to improve the public education system, students continue to struggle with writing, mathematics, science and reading. Researchers and educators have employed a wide range of interventions, but proficiencies are still not at desired levels. One intervention that lacks empirical research is writing to learn (WTL). Social constructivist learning theory and cognitive learning theory of information processing provide an explanation as to why WTL promises to be an effective tool for improving content knowledge and writing skills. Further, the theoretical literature on WTL and the research on general writing mirror such theories of learning. However, despite over thirty years of theoretical and inductive research, little research examines the generalizability of WTL's effectiveness on writing and other content areas. Before measuring the effects of WTL on students, it is necessary to address teacher knowledge and efficacy of WTL. Therefore, the purpose of this proposed study is to develop an instrument to measure teacher knowledge and efficacy of WTL in the content areas of mathematics, science, social studies and language arts (which includes reading). Using the theories of self-efficacy (Bandura, 1977) and using the literature on effective teaching of writing, WTL and theories of learning. This study began with item development using the literature and teacher input. Next, experts were used to test content validity and appropriate item response. The result was a six factor model to be tested empirically. Internal consistency measures using alpha and omega, exploratory factor analysis and confirmatory factor analysis were used to check the response processes of the measure. The scale was correlated with other measures and differences tests were used to examine attributes of respondents. Results indicated problems with the first, second and last factors. The remaining two factors, perceived relevance of writing to the content and efficacy of teaching with writing showed the best fit indices, though future research is needed to refine them. The final two factors negatively correlated with writing apprehension, positively with teacher efficacy (with little explained variance) and positively correlated with number of years teaching. Difference tests indicate a strong difference between content areas of teachers on both factors and a small difference in efficacy to teach writing given gender. No differences were found between urban, rural and suburban teachers and none were found between middle school and high school teachers. This research adds to the body of work by developing a measure of teacher readiness to use WTL. However, future research is needed to refine the instrument to a usable state so that intervention research and staff development can use it.

This book is a rich selection of speeches and writings of Professor Widjojo Nitisastro of the University of Indonesia, who has radically changed the command economy under Soekarno into development planning using economic analysis under Soeharto. He is one of the most respected and influential economists of the twentieth century. He is also the first Indonesian demographer. This background has contributed to his wide focus on development issues such as poverty, food security, education, health, and family planning. This book provides invaluable insight for all who are interested in Indonesia's economic development. It is divided into six parts: Indonesia's Development Plan; Implementation of Indonesian Development; Facing Economic Crises; Foreign Debt Management; Equity and Development; and Indonesia and the World

This book is a rich selection of speeches and writings of Professor Widjojo Nitisastro of the University of Indonesia, who has radically changed the command economy under Soekarno into development planning using economic analysis under Soeharto. He is one of the most respected and influential economists of the twentieth century. He is also the first Indonesian demographer. This background has contributed to his wide focus on development issues such as poverty, food security, education, health, and family planning. This book provides invaluable insight for all who are interested in Indonesia's