TEACHING READING USING MAGAZINE

Secondary school students are reportedly deficient in English language reading comprehension, and this partly accounts for the poor results recorded in English language at public examinations. Studies indicate that some students really have low interest in reading, just as a number of researchers have queried availability of reading materials for students’ poor achievement in reading comprehension. The argument is that availability and use of appropriate instructional resources will tend to facilitate effective learning in schools. Thus, the study examined students’ interest in reading and availability of reading materials as they relate to and predict students’ achievement in English reading comprehension in Lagelu Local Government Area (LGA) of Oyo State, Nigeria. Survey research design of the correlational type was adopted for the study, which was guided by four research questions. The study population comprised SSS II students in this LGA. Five secondary schools were randomly selected; and a simple random technique was used to select 40 students from each school, thus, a total of 200 participants in the study. Three properly validated instruments – English Reading Comprehension Achievement Test, Students’ Interest in Reading Scale, and Availability and Utilization of English Reading Materials’ Inventory – were used to gather data, which was analyzed using frequency count, percentage, Pearson product moment correlation and multiple regressions. Results show that the current level of students’ achievement in English reading comprehension is generally low. There is no significant relationship between students’ interest in reading and academic achievement (r=0.04, p>0.05). There is a statistically significant and positive relationship between reading materials and students’ achievement (r=0.14, p<0.05). A linear relationship exists among the variables in the study, R=0.14, R 2 =0.02 and Adj. R 2 =0.01. However, availability of reading materials [β=0.14, t(200)=1.93, p<0.05] is a potent and significant predictor of achievement in English reading comprehension. The study concludes that students’ interest in reading and availability of reading materials are significantly related to students’ achievement in English reading comprehension, though only reading materials could substantially predict students’ achievement in reading comprehension. Governments should increase reading materials in schools. There should be adequate and regular supervision of the use of instructional materials in all schools to enhance effective teaching and learning towards boosting students’ achievement. Teachers should always try their best to make use of available instructional materials, or improvise, to make lessons more interesting. Principals should provide teachers with enabling environment for the use of available instructional materials to make learning more meaningful. Article visualizations:

The concept of communication is a polyphonic concept that is in the junction point of most disciplines. The communication is evaluated as a process in the concept descriptions within the communication theory. in the communication process that brings the mutual interaction forward basically, it is thought that there are personal differences in terms of transferring emotion, thoughts and information and of reaching them to individuals. In this study that was a part of a more extensive study that mathematics communication process were analyzed in different dimensions ,the interactions in learning environment based on teacher-student interaction were handled and scrutinized within communication process. The interaction in question was evaluated by “Shannon-Weaver Model” in terms of the perspective of teacher, student and subject. In the study done by case study within qualitative paradigm, the communication of 9th grade students consisting the study group in mathematics courses was observed within the scope of process evaluation. After investigating the written records students kept during the courses, document analysis was performed. The data obtained were evaluated by doing descriptive analysis. It was observed that – after solving problems with students in a verbal communication way- the student misused mathematical terminology. The mathematical language used in these courses stirred an incoherent jungle of symbols for students

This study is to research and explore the combination of music appreciation and reading exercise, and its integration into the 9-year ‘Art and humanity’ courses, in the form of ‘class music & reading event. The researcher bases the study group at the bilingual elementary school she teaches, focusing on the 9th year students. This is in hope to amend and improve the course teaching ideology, the planning of the teaching events, as well as evaluate the students’ learning process and learning outcome; as well as further developments and suggestions of the teachers. This study thus hopes that through the re-evaluation and teaching process, an assessment of the ‘class music & reading event’ program can be carried out, and a reference to other senior elementary year teachers can be established. Through this study, the following conclusions can be made: 1. Music teachers can use music stories, operas, ballets, musicals or even oratorios’ storyline, using simple methods to guide the students’ musical interest, and elevate their abilities. 2. Referring to literature, the senior elementary students’ interest in reading exercises should be explored and various reading be encouraged to develop their linguistic intellect. 3. In accordance to the difficulties the ‘class music & reading event’ teaching has run into, the study suggest the following method to overcome such issues: (1) The design of course and the selection of material: the first and foremost issue of the ‘class music & reading event’ faces is the selection of material; the selection must be of literature basis but at the same time possesses the musical advantage. Therefore the course must be thoroughly designed to arouse the student’s interest and encourage their learning. (2) The teacher: the teacher of the ‘class music & reading event’ must have the ability to teach in both literature and music appreciation. The teacher should also research in literature backgrounds, or ask for guidance from experts and masters, in order to solve arising issues. The preparation must be sufficient; assistance from the helpful parents can also be obtained to allow the event going smoothly. (3) The use of multimedia: CDs and DVDs for musical appreciation are very commonly obtained. But the teacher must make the effort to select and review the content; converting the content into a PowerPoint presentation is another useful option, it will also help the teachers integrate their abilities in information technology into teaching, so as to coincide with the theory of ‘music & reading event’, to avoid the event become a purely video viewing course, and lose track of the actual musical appreciation aspect. (4) The students’ ability to read should be promoted with the joint effort of the parents, and the school. The teacher can refer to the ‘reading account book’ the researcher’s school uses; each semester, in accordance to the accumulated points on the reading account, the students are given the honours of ‘Dr. of reading’ or ‘MA of reading’, so as to encourage the reading interest of the entire school. 4. Through the teaching design, execution, recollection, amendments of the ‘class music & reading event’, the study’s conclusion and analysis has raised concrete suggestions of musical education and reading education, as well as future researches.

This study examined the intensity of a collaborative communication process in a computer supported and distributed social collaborative design-build project. It focused on how different design-build professional’s concept knowledge can be saved, retrieved, and reused from their local computer system. It also centered on how these concepts can be shared in a virtual distributed social communication environment to enhancement the effect of the multi-professions collaboration. Extensive prior research has revealed that the communication process is the most important collaboration study problem. The design-build stakeholders jointly form a shared understanding through a process of defining the problem, exploring the space of solutions and searching for information. Much research has concluded that a shared understanding is a critical element in successful, collaborative design. This paper describes a distributed computation (agent-based) approach for identifying shared understanding in design-build communication process by analyzing communication data. By mining the relationship between collaborative participants of a shared understanding, specifically a common interest of document reference and a similar voice, a shared design-build concept knowledge and relationship of the design can emerge. Communication support tools built around shared understanding would be more effective in directing and alerting the design-build team to relevant information. The result of this paper was that not only the design data itself emphasized the value of communication but also the hidden relationships among data which generated shared understanding. We constructed the distributed social communication data model to support user to save, retrieve, and analyze among the communication process in a design-build project. We also implemented an exhaustive recommender data mining model as the clustering engine to exposing the hidden relationships among communication data. This communication data relationship also can be regarded as a user’s familiarity index with the design concept, which can be shared with others in the design-build collaborative team. Two real world design-build projects were used to test, validate, modify, and confirm the function of distributed social collaborative design-build system, implemented by this paper. In conclusion, the distributed collaborative system turned out to be highly collaborative in respect of design concept and was utilized intensely in organizing the design-build process.

論 文 摘 要 全球環境的急遽變動引發了社會種種混亂的現象，因此突顯出家庭教育以及培育後代成長的重要性。歐美各國（特別是英國）有許多推動幼齡兒童閱讀的經驗，引起國內重視幼兒教育團體或政府的關注，例如信誼基金會就積極地把國外Bookstart計畫引進台灣。台中縣是台灣推動Bookstart計畫的首創地，於民國92年（2003）起，率先透過轄內鄉鎮市立圖書館（以下簡稱鄉鎮圖書館），由每年1-2個計畫試辦點的「閱讀起跑線」開始，在短短六年內成為國內第一個自發性，轄內21個鄉鎮市全數參與推動Bookstart計畫的縣（市）。由於成績斐然，教育部已於民國98年度起，在全國各鄉鎮圖書館推動是項計畫。 本研究主要是從政策執行的面向切入，探討台中縣執行Bookstart的歷程，深入評估其執行成效，側重於剖析執行單位之執行困境、影響計畫執行與執行成效的因素、以及持續推動計畫和提高執行成效的方案。本研究的討論集中於鄉鎮圖書館內部組織資源、外部環境因素、上級政府和非營利組織這三個面向，對於Bookstart計畫執行成效的影響；研究方法採深度訪談法，以立意取樣，擇選台中縣八個鄉鎮圖書館館長、縣文化局計畫承辦課員，以及配合文化局推動Bookstart計畫的信誼基金會主管為訪談對象。 本研究發現鄉鎮圖書館的執行困境大多涉及組織內部資源條件，又以組織人員為關鍵性因素；而組織外在環境結構特性中，亦以「人」的觀念與態度為影響計畫執行成效的最重要因素；活動設計規劃的妥適性為Bookstart執行成效的關鍵，然組織內外資源條件的優劣，限縮了各館活動設計規劃能力和執行成效；從組織外在環境結構而言，所謂的「妥適性」意指活動設計應考量因地制宜與涵蓋民眾如何被說服、被教育，民眾透過活動參與才能擴大執行的成效。 本文對於鄉鎮圖書館的政策建議包括：1.積極主動與首長溝通；2.廣結社區資源與運用；3.積極加強宣導；4.開設親子共讀學習課程；5.充實嬰幼兒讀物與推薦閱讀；6.活動規劃應考量Bookstart精神內涵。對於縣文化局的建議為：1.結合各項資源擴大宣傳；2.籌組培訓縣級師資志工團；3.加強輔導機制；4.重視Bookstart的核心價值；5.人力、經費、資源整合提供；6.改善邀請卡信封設。對於教育部的建議則是：1.認清Bookstart的意涵；2.持續與信誼及其他幼教專業團體多元結盟；3.協助各鄉鎮圖書館體質改善。

The development of modern society is impossible without a constant flow of information, information flows, daily envelop all aspects of any organization. At this stage of development of the world community, the role of communications is constantly increasing. Today, communications are not only social, but also economic. This is due to the constant development of scientific-technical progress, the opening of new technologies and techniques of information exchange. The role of communication in an organization cannot be overemphasized. Communication provide more effective management of production processes, improve the level of satisfaction of the personnel of the organization, creates a sense of inclusion and cohesion in the organization. Often have the wrong idea that the whole process of communication is formed « by itself » , but it should be noted that this process is and should be managed and where necessary corrected. Ineffective communication always causes a number of problems associated with the management process in the organization and as a result is the main cause of violations of all production cycles. An effective leader is one who is effective in communications. This article examines the process of communication in the organization, the exchange of information is what everyone is involved on a daily basis.

Objective To evaluate the application effect of teaching-picture archiving and communication system （T-PACS） in training image reading ability of eight-year-program students. Methods Sixty students were divided into two groups： control group （applying traditional teaching method） and experimental group （applying traditional teaching method and T-PACS） when doing clinical medical image reading ability training. Making multimedia teaching movie, clinical image reading teaching and establishing image database by T-PACS were used in experiment group. Mean-while, reading room was set up and classroom teaching and problem-oriented assignments were in-creased. Finally objective evaluation of image recognition ability and questionnaire were used to compare the teaching effect. Measurement data were expressed as x±s. Total scores of image reading were am-alyzed by t test. Full score rates were analyzed by X2 test. Results The results showed that the score of medical image reading ability was higher in experimental group （90.08±4.52） than in control group （86.92±4.68） （P=0.010）. There were differences in respiratory and orthopedic full score rate （P=0.006;P=0.035）. Most students thought that application of T-PACS could effectively improve the teaching and learning quality. Conclusions Application of T-PACS can improve the medical image reading ability of eight-year-program medical students and is worth further promoting. Key words: Teaching-picture archiving and communication system; Clinical medicine; Eight-year-program; Medical imaging teaching

in 21st century globalization and information era, information become one critical resource that determining global competence. Meanwhile, education role become determining factor that encourage technology transfer, adaptation and its propagation. One of technology effect in education and learning are availability learning resources and media for learner. Therefore, teacher, instructor, or lecturer not becomes only one information source. Because learning process identical with information transmission process or communication process, therefore learning media have to be more innovative and interactive, example learning multimedia designed with computer aided known as CBI or Computer-Based Instructional.

This research identifies important features of mathematics learning from the accounts of early school leavers. These students were enrolled in a Youth Reconnected Program at a Technical and Further Education [TAFE] college. Specifically, it examines the relationship between their experiences of mathematics learning in two different social contexts, the program and secondary school classrooms, the discourses and associated discursive practices of these two contexts, and the forms of identities of participation that are constructed in them. Drawing on a social theory of learning and critical discourse theory, the research identifies the processes by which membership in communities of learning is achieved and identities discursively constructed. It draws on the accounts of forty-three early school leavers and six staff members located in a Youth Reconnected Program, a program designed to re-engage early school leavers in education and or training, about their prior experiences of secondary school and their current experiences of TAFE. From these accounts, the thesis seeks to explicate their experiences of learning mathematics in both contexts and to consider the implications of different student experiences of learning for mathematics education. Critical discourse analysis provides the means for applying this framework to examine the discourses, discursive practices, identities, and forms of participation constructed in the accounts. It views the accounts as constituted by their social context. It shows how the language of the accounts works to construct particular versions of reality and how relations of power construct particular identities. It allows a richer qualitative exploration of the reported practices of mathematics classrooms with particular regard to linking the theoretical and practical concerns of this study. It makes transparent the relations between the social (including relations of power and domination), discourse, and discursive practice, thus enabling a more in-depth reading of the participants‘ accounts. Discourses about two different experiences of mathematics learning were identified—one about mathematics learning in the Youth Reconnected Program (TAFE) and the other about mathematics learning in secondary schools. The discourses and their associated discursive practices—differing application of instructional style, communication and interaction, source of authority, pace of instruction, grouping of students and assessment— were found to contribute significantly to the construction of particular student identities and forms of participation. Student experiences emphasised the importance of four characteristics for membership in a community of learners—mutual engagement, joint enterprise, shared repertoire and access. These characteristics and practices were shown to contribute substantially to the construction of identities of participation in mathematics learning for most of the students who participated in this study. There was strong evidence to indicate that small class sizes impacted significantly on student engagement and participation in learning. A crucial factor here rests with the role of the teachers and tutors and how, given the opportunities for reduced class size, they implement, sustain and maintain interactions with the students for effective teaching and learning to occur. If in this context, consistent interactions are provided that also includes clear and explicit explanations, discussion, and negotiation, students are more likely to maintain their interest and actively participate in mathematics learning. This study‘s significance is twofold. It lies in the critical importance of the issue it addresses—student participation in mathematics learning—and the articulation of a social theory of learning with critical discourse theory to enable a different and more effective understanding of the significance of discourses, identities and communities of participation in mathematics learning. Although the study cannot claim generalisability across other populations of learners or across all mathematics and TAFE classrooms because of the small select sample of early school leavers drawn upon, by highlighting these accounts of students‘ learning experiences in some mathematics classrooms and the TAFE program, and their associated experiences of them, it draws attention to a different perspective on mathematics learning. In this alternative framing, learning as a social process is contingent on access to the discourse of mathematics learning and the discursive practices that support learning, participation, and membership in a community of mathematics learners. An attention to the social processes of mathematics learning infers a significant role for mathematics teachers in enabling student access to certain discourses and communities of learning. Such a role is often neglected in current contexts of accountability that specify a focus on achieving syllabus outcomes.

The project was a feasibility study into the usefulness of a collaborative consideration of observational material in an early years special education provision. Children were referred, often for only two terms before returning to their mainstream schools where there was an expectation that the concerns would have been improved or resolved. A Child Psychotherapist observed the classes from behind a screen. These were filmed and then written up later in the tradition of Tavistock young child observation. This material was discussed with the teachers in an exploratory session and then a month later there was a review of this process to see if it had been helpful to the teacher’s thinking about the children. The whole process was repeated to allow for some learning from the first phase to be carried forward. A secondary aim of the study was to explore the aspects of the teacher-pupil relationship that promote learning. This study encompasses the use of observation and video along with consultation in schools to assist work with teachers in early years settings. The themes drawn from the data revealed a passive and active interaction between conscious and unconscious processes as they occurred in the classroom as well as in the discussion of the observations. These themes describe the progression of learning as it was observed. There emerged a preference among the teachers for the filmed material which yielded a rich data set. It highlighted the importance of the relationship between teacher and child and the extent of the non-verbal nature of this communication. The written observations worked as a foil to the acceptability of video and provoked discussion in post observation sessions. Whilst technically and ethically demanding the use of video here revealed an increasing desire and orientation toward visual media and its application in work with vulnerable children.

(1958). Measuring Reading Comprehension. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 32, No. 6, pp. 343-345.

Acquiring a foreign language requires a student to master the two elements of language, vocabulary and grammar, and the four language skills, listening, speaking, reading, and writing. Within each skill, these two language elements play a considerably essential role since they are seen as the very core aspects of language learning and that they are regarded inherent in each of these skills. Thus, vocabulary and grammatical aspects cannot be separated from the four language skills in language acquisition as without any one of which each skill is never acquired. Since the implementation of communicative approach in 1984 to the application of the competency-based language teaching in Indonesia, English programs at high schools have been meaning or message based rather than language usage or form oriented. As a result, grammar learning has been significantly kept aside if not totally ignored in class interactions, and that communication success becomes the main target in instructional objectives. This study attempts to map grammatical errors the students make in their speech productions. It employs an interview technique for data collection by recording the conversations of twenty respondents - - junior and senior students - - on a selected issue of a particular topic and transcribing them in the form of written transcripts which are then to be analyzed from a grammatical perspective with the reference of grammar books. Those violating the grammatical norms will be considered as grammatical errors. It has been found out that learners’ grammatical errors are derived from two major causes - - translating concepts of L1 into L2 and their approximative system. This study concludes that the communicative classrooms which utilize the competency-based language teaching bring about a positive impact upon grammar learning. This research is significant as it gives a great contribution to structure and speaking class teachers, students, as well as to the department for policy making.

(1989). Abandoning the basal: Some aspects of the change process. Theory Into Practice: Vol. 28, Perspectives On Basal Readers, pp. 288-294.

BRIEF SESSION DESCRIPTION: Conscious attention to reading improves all students’ comprehension of complex content and provides a strong basis for effective writing. Strategies developed at INTO Mason can be used to prepare students for more advanced summary and synthesis writing and to teach students to write for different audiences by developing genre awareness and critical thinking skills and by teaching them to use common rhetorical elements in their own writing. These strategies can be used across a range of disciplines. After attending the session, participants will be able to identify common rhetorical elements in written texts and to use rhetorical elements to structure reading and writing assignments in order to help students improve their understanding of course content and expectations and become more effective writers. **Participants should bring an assignment (on paper) they want to revise/change and a reading (PDF) that can be connected to the assignment (as a source or a sample). _______________________________________________________________ FULL ABSTRACT: Research on multilingual learners has found that receptive skills (reading and listening) are the foundation of successful production (writing and speaking) (Haan and Mallett 2016). Conscious attention to reading improves all students’ comprehension of complex content and provides a strong basis for effective writing. In this workshop, participants will practice identifying common rhetorical elements in written texts, analyzing those elements, and using those elements to begin shaping a writing project for undergraduate or graduate students in any discipline. Participants should bring an assignment (on paper) they want to revise/change and a reading (PDF) that can be connected to the assignment (as a source or a sample). After attending the session, participants will have identified at least one research-supported strategy (small change) that they can incorporate in their teaching to address a challenge or need in their course. Participants will also be aware of resources (books, websites, video series) to help them continue the process of identifying and implementing small changes. Finally, they will be connected to colleagues who are also interested in making small changes and can provide support and accountability moving forward. (We'd be thrilled if new teaching development groups emerged from the session.) **Participants should bring an assignment (on paper) they want to revise/change and a reading (PDF) that can be connected to the assignment (as a source or a sample).A‚ _______________________________________________________________ FULL ABSTRACT: Research on multilingual learners has found that receptive skills (reading and listening) are the foundation of successful production (writing and speaking) (Haan and Mallett 2016). Conscious attention to reading improves all studentsA¢â‚¬â„¢ comprehension of complex content and provides a strong basis for effective writing. In this workshop, participants will practice identifying common rhetorical elements in written texts, analyzing those elements, and using those elements to begin shaping a writing project for undergraduate or graduate students in any discipline. Participants should bring an assignment (on paper) they want to revise/change and a reading (PDF) that can be connected to the assignment (as a source or a sample). After attending the session, participants will have identified at least one research-supported strategy (small change) that they can incorporate in their teaching to address a challenge or need in their course. Participants will also be aware of resources (books, websites, video series) to help them continue the process of identifying and implementing small changes. Finally, they will be connected to colleagues who are also interested in making small changes and can provide support and accountability moving forward. (We'd be thrilled if new teaching development groups emerged from the session.)

The paper analyzed the current status of medical information literacy education home and abroad, stated the gap between home and abroad on the aspects of educational objectives, educational pattern, educational content, and the main problems of traditional medical information literacy teaching. Flipped classroom teaching model brings a new opportunity for the reform of medical information literacy education by reconstructing the teaching process and mobilizing the collaboration and interaction between teachers and students sufficiently. In this background, medical information literacy education in China should facing scientific research task; make teaching design on the basis of different stages of scientific research project and scientific research activities; conduct theoretical research and practice based on flipped classroom teaching; promote the improvement of the information literacy of the medical scientific researchers in China. Furthermore, the paper initially explored the design and implementation of medical information literacy flipped classroom teaching facing scientific research from the aspects of the teaching time, teaching site, teaching content, teaching pattern, and teaching syllabus. Key words: Medical information literacy; Flipped classroom; Education reform