A5033543334- Educational and Psychological Assessments
- Language Development and Disorders
- Teacher Education and Leadership Studies
- Innovative Teaching and Learning Methods
- EFL/ESL Teaching and Learning
- Parental Involvement in Education
- Collaborative Teaching and Inclusion
- Behavioral and Psychological Studies
- Early Childhood Education and Development
- Family and Disability Support Research
- Reflective Practices in Education
- Second Language Acquisition and Learning
- Education and Critical Thinking Development
- Natural Language Processing Techniques
- Reading and Literacy Development
- Lexicography and Language Studies
- Critical and Liberation Pedagogy
Purdue University West Lafayette
2023-2024
Loyola University Chicago
2020-2022
University of Chicago
2021
Shiraz University
2015-2017
Lorestan University
2017
Many theoretical claims have been made about the role and effectiveness of Dynamic assessment (DA) in L2 learning. It has, for example, suggested that this kind approach provides learners with appropriate timely feedback a supportive interactive environment ways can maximize development (Poehner & Lantolf, 2013). However, issues remain how to measure effects DA these compare those traditional providing feedback. This qualitative case study explores interactional writing skills. Three...
This paper reports on a study delving into the efficiency of two types Group-Dynamic Assessment (GDA, concurrent and cumulative) in teaching English articles. To this aim, intact classes thirdgrade high school students were included randomly assigned to Cumulative G-DA (n= 34) Concurrent 33) groups. The homogeneity was determined their knowledge articles, prior after treatment, measured by administering parallel cloze tests. sessions lasted for three sessions, during which both groups worked...
Our understanding of assessing L2 reading has significantly expanded in recent years, including both theoretical and practical aspects. There is a growing consensus that comprehension involves multiple skills subskills. Classroom-based assessment practices reflecting such conceptualizations have also become widely utilized. This article explores the Vygotskyan sociocultural theory (SCT) its implications for assessment, with specific focus on dynamic as an effective classroom-based approach...
As a result of the Every Student Succeeds Act (ESSA), schools and districts are encouraged to implement school-wide initiatives improve outcomes for all students. In accordance with ESSA, this research study investigated relationship between school improvement planning implementation interventions. The examined survey extant data from five high in Midwestern state analyze academic behavior-related efforts their improvement. showed statistically significant state's report card student...
Research into the construct of science teacher identity has gained momentum over past decade in an effort to achieve a more comprehensive, holistic understanding learning and development. As yet few studies have examined unique challenges career changers. A dialogical approach conceptualization informed this longitudinal, qualitative study exploring different aspects, or I-positions, two individuals who had changed careers teach high-school biology. The identified moments disequilibrium...
Professional identity tensions are a common part of teachers' experience and have been shown to present opportunities for professional growth when approached as learning opportunity. This study investigated the use questionnaire tool within an at-tension pedagogical approach. Authors collected data from six teacher candidates enrolled in 13-month post-baccalaureate preparation programme, including written responses questionnaire, participant reflection notes, instructor journals. Analysis...
Taking a case study approach, this investigated the differential potentials of interactionist and interventionist Dynamic Assessment (DA) as diagnostic tools for investigation difficulties faced by five Farsi-speaking learners English argumentative writing. The was conducted part an EFL academic writing course which aimed to improve learners’ ability present strong arguments based on revised version Toulmin’s model (Qin, 2009). focus process rather than product learning, with aim gaining...
Abstract Situated within Sociocultural theory (SCT), this article analyzed an existing data set (Toth, 2021a, 2021b, 2021c, available at https://www.iris-database.org ) to investigate learners’ development through participation in a dialogic approach grammar instruction called PACE. The target of was the Spanish pronominal clitic se . Microgenetic analysis interaction between teacher and learners used track two students’ during both small‐group work whole‐class instruction. To analyze...
The present study aimed at exploring the influence of a repeated exposure to Metacognitive Awareness Listening Questionnaire (MALQ) on EFL learners’ level metacognitive awareness. Participants were forty intermediate university students who randomly assigned experimental (n=20) and control groups. group completed MALQ in odd sessions (seven total) across semester. group, other hand, it first last course as pre‐test post‐test, respectively. Results showed that questionnaire benefited...
Abstract Schools have an increased focus on implementing schoolwide initiatives (e.g., multi-tiered systems of support; MTSS) to address risk factors related dropping out. These interventions can involve multiple domains, including academic, behavioural, and social emotional supports. Although researchers suggest that are effective, school staff may need help various content behaviour) domains into a cohesive plan. This preliminary study focused nine schools in the Midwestern United States...