Standards, Standards Everywhere and Not a Spot to Think

Thomas, Paul L.

doi:10.1007/978-1-4020-8981-7_2

Cited by 3 publications

(1 citation statement)

References 2 publications

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“…The debate on instructional methods continues to divide the profession (Hoffman, 2006). Many teachers feel they must teach grammar in isolated units because the standardized testing calls for students to have those skills (Thomas, 2001). Many teachers agree that meta-language must be taught and then at least miniunits on grammar should accompany lessons in the context of literature and writing (Hoffman, 2006), asserting that the progressive method does not work without the essential background.…”

Section: Teaching Grammarmentioning

confidence: 99%

Perception and Practices of Teaching Grammar in Higher Secondary Schools in Bhutan.

Wangchuk

Sharma

et al. 2021

Jour, Eng, Fore, Lang, Teach, Reser

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This paper reports a survey of Bhutanese teachers’ Perception and Practices of Teaching Grammar in Higher Secondary Schools in Bhutan. The teaching of grammar in Bhutanese school is predominately guided by curriculum, whereby context-based teaching is mostly encouraged. The descriptive analysis based on quantitative findings of the study indicated that Bhutanese teachers generally believed that the formal study of grammar is essential to the eventual mastery of a foreign or second language. The study also showed that grammar is generally believed to be best taught explicitly, inductively or deductively, but not implicitly. Moreover, the teachers' remark on the importance of systematic practice of grammatical features and detailed error correction suggests that there is a preference for more extensive treatment of grammatical issues. The findings of the present study also indicate that, like the teachers reported in the 2002 and 2008 studies, teachers in Bhutan appreciate the centrality of grammar in their language teaching. This descriptive analysis based on quantitative findings would be beneficial to the curriculum developers, teachers, and lecturers in developing students’ grammar skills and providing professional development to teachers for effective delivery of grammar lessons

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Section: Teaching Grammarmentioning

confidence: 99%

Perception and Practices of Teaching Grammar in Higher Secondary Schools in Bhutan.

Wangchuk

Sharma

et al. 2021

Jour, Eng, Fore, Lang, Teach, Reser

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Student Perceptions of Literacy after the Ontario Secondary Literacy Course: A Qualitative Inquiry

Wal¹,

Ryan

2014

Brock Education Journal

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Adolescent literacy has emerged via the high-stakesstandardized test known as the Ontario Secondary School Literacy Test (OSSLT)as a critical area of debate and study. Research has indicated a directconnection between literacy and identity, and that student literacy practicesdiffer from traditional measures of literacy located in school curriculum andevaluated via standardized tests such as the OSSLT. Outcomes such as limitedachievement, difficulties with literacy and the development of literacy skills,and subsequent below standard scorescan diminish student self-concept, lower self-esteem, and impede self-efficacy.This ethnographic case study illuminated the impact of OSSLT and subsequentmandatory enrolment in the Ontario Secondary School Literacy Course usingsemi-structured interviews involving high-school students from a northernOntario secondary school. Previous related research outcomes, whichdemonstrated a connection between standardized test scores and self-concept,were realized via participants’ understanding and perception of literacy, andthrough mitigating factors impacting literacy engagement and achievement.

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Iowa teachers' perceptions regarding the effectiveness of agriculture teacher education programs in addressing teaching standards and criteria

Hulela

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Standards, Standards Everywhere and Not a Spot to Think

Cited by 3 publications

References 2 publications

Perception and Practices of Teaching Grammar in Higher Secondary Schools in Bhutan.

Perception and Practices of Teaching Grammar in Higher Secondary Schools in Bhutan.

Student Perceptions of Literacy after the Ontario Secondary Literacy Course: A Qualitative Inquiry

Iowa teachers' perceptions regarding the effectiveness of agriculture teacher education programs in addressing teaching standards and criteria

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