Reviews and Reflections (Asynchronous Session)
Supervisory Monitoring Scheme: Implications for Teaching and Learning View Digital Media
Paper Presentation in a Themed Session Nilda San Miguel, Elymar Pascual
This study focuses on determining the impact of supervisory monitoring scheme, particularly classroom observation, to the learner performance. Forty-two teachers from 10 elementary schools in the District of Victoria, Laguna, Philippines became part of the study by undergoing classroom observations and answering the survey questions pertaining to the (1) teaching-and-learning process, (2) learners’ behavior, (3) teachers’ and learners’ enthusiasm, and (4) effect to learner performance. The authors made use of qualitative techniques in doing research as responses to qualitative questions were recorded, sorted, and analyzed. Themes were developed from the responses of teachers as situations with and without classroom observations are compared and contrasted. For teaching-and-learning process, it was found out that supervisory monitoring aid in the realization of proper teaching-and-learning process. The flow of teaching becomes smooth because teachers are directed by guiding principles in teaching. For learner behavior, it was found out that classroom supervision is a classic solution to problems arising from learners’ misbehavior. For learner and teacher enthusiasm, it was found out that supervision and monitoring are good machineries for teachers and learners to work harder and sustain their energy. And for the impact of classroom observation to learner performance, it was found out that classroom climate changes when there is classroom observation. Recommendations to sustain the impact of classroom observation on learner performance were given to school heads, master teachers, classroom teachers, advisers, parents and community.
Assessment, Recognition, and the ‘Contact Zone’: How Much Is ‘Enough’? View Digital Media
Paper Presentation in a Themed Session Christine Price, Arlene Hillary Archer
Design education programmes have a responsibility to validate the resources and experiences students bring to their learning environment. However, designing assessment practices that encourage diverse students to draw on their resources in order to both access and challenge disciplinary discourses can be complex. This paper is framed in terms of how students balance their own experiential knowledge whilst engaging with the disciplinary discourse. It aims to interrogate students’ negotiation of the ‘contact zone’ (Pratt 1999); how they negotiate their brought-along resources with assessment guidelines. A multimodal social semiotic approach is taken to explore ways of contributing to a socially just pedagogy by enabling recognition of a range of students’ resources, whilst at the same time acknowledging the need to access the conventions of the discipline. We argue for recognition as the positive side of assessment which could enable more diverse students’ resources to be acknowledged. We interrogate the meaning-making trajectories of two students, Xola and Sonwabo, in a first-year landscape architecture course. While both students bring their own resources into a spatial model project, they each have varying ‘success’ in mediating these in relation to the dominant conventions of landscape architectural design.
Upside-down Leadership Development: Waking the Learner in the Leader View Digital Media
Paper Presentation in a Themed Session Randy Siebold
For too long, leadership development has had a core approach with one simple rule—get "great" presenters to inspire large audiences and everyone walks away happy. However, great leaders are learners, they are curious and humble. This study argues that leadership development should be turned upside-down; it will show that the foundations of experiential learning—practice, reflection, theory, experiment (repeat)—are the primary tools of developing Upside-Down Leadership Development.
Reflections of an Afro-Latina Spanish Language Instructor
Paper Presentation in a Themed Session La Verne Seales
Spanish language educators in the U.S. fit a specific mold as it refers to race and ethnicity. On the one hand, we have the expected Latin American or Spanish looking and speaking instructor, on the other, the American who has embraced the language and culture and is the language instructor; but when that Spanish instructor happens to be a Black woman, from the Spanish Speaking World, it becomes problematic. The U.S.' academic world understanding or lack of knowledge of race and ethnicity in the Spanish Speaking World is challenging. The experience of being a Black, immigrant woman whose legitimacy as a Spanish Language instructor is routinely contested merits examining. Drawing from research and personal experiences, the triple condemnation of being Black, an immigrant, and a woman within the U.S. academic world will be the focus of this paper. This study is centered around the realities of race and ethnicity in the U.S. through an Afro-Latina Spanish Language Instructor's journey. It is written as an autoethnography through the lens of feminist, postcolonial, and critical race theories. It serves as an uncovering of experiences that demonstrate the role that U.S. academic institutions, society, and culture have had in furthering and perpetuating the othering of Afro-Latinos. With these combined factors in mind, this topic is approached with a renewed sense of urgency in the hopes that the larger African Diaspora’s lived experiences are acknowledged and stories revived at a time when race relations in the U.S. are at a critical point.
Acquisition and Assessment of Spanish by Haitian Secondary School Students in Chile View Digital Media
Paper Presentation in a Themed Session Karina Cerda Oñate, Gloria Toledo, Andrea Lizasoain
This study is framed in the field of Applied Linguistics in Spanish as a Foreign Language. A practical application for teaching based on assessment and error analysis of Haitian students in Chilean secondary schools is presented. This work is particularly relevant given that the most socioeconomically vulnerable schools in the country have received a significant influx of non-native Spanish speakers without any linguistic policy in place to help these students improve their poor general academic performance. Two analyses were carried out based on students’ written texts: a meta-analysis of evaluation rubrics completed by secondary school language teachers and an error analysis by the researchers. Both of these analyses point to significant deficiencies in the use of Spanish on the part of the students, but they differ in terms of the specific factors that they indicate for greater evaluative focus and subsequent feedback and coverage in the classroom.
A Correlational Study of Elementary Students’ Academic Performance towards Self-Regulated Learning Strategies and Conceptions of Learning View Digital Media
Paper Presentation in a Themed Session Lois Jamin Tambuyat
A correlational study examined relationships between academic performance to students’ self-regulated learning strategies and conceptions of learning for 87 students from 4th to 6th graders. To know the students’ conceptions of learning and self-regulated learning strategies, Purdie and Hattie’s (2002) questionnaire and Motivated Learning Strategies Questionnaire that was developed by Pintrich, Smith, Garcia and Mckeachie (1991) were administered in elementary students of a private school in Manila. The students’ academic achievement was also measured. The results show a significant relationship between academic performance to conceptions of learning and self-regulated learning strategies. All self-regulated learning strategies have an effect to the academic performance of the students, however it was revealed that “rehearsal” has the most influential factor to achieve better academic performance. Additionally, among different conceptions of learning, learning as remembering, using, and understanding affects the most students’ learning.
