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Descriptors:
Educational Environment; Student Attitudes; Teaching Methods; Interdisciplinary Approach; Cooperation; Foreign Countries; Private Schools; Structural Equation Models; College Students; Satisfaction; Goodness of Fit; Secondary School Students

Abstract:
This article reports the quantitative phase of a mixed-methods study that was conducted to investigate the relationships between psychosocial learning environments and student satisfaction with their education as mediated by Agentic Personal Meaning. The interdisciplinary approach of the study integrated the fields of learning environment research, existential meaning research and positive psychology research. A postulated model was tested using structural equation modeling to determine goodness-to-fit with data obtained from secondary and college students in two progressive private schools in India. Findings indicate that the learning environment variables of Teacher Support, Task Orientation, Cooperation, Student Cohesiveness, Involvement and Equity were significantly correlated with student Satisfaction with Education and with Agentic Personal Meaning. Findings also provide evidence that existential meaning and life purpose mediates the relationships between the psychosocial learning environment variables of Teacher Support, Task Orientation and Cooperation and the outcome variable of student Satisfaction with Education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Health Services; Continuing Education; Research and Development; Theory Practice Relationship; Patients; Safety; Improvement; Differences; Stakeholders; Methods; Problems; Integrated Activities; Cooperation; Interdisciplinary Approach; Holistic Approach

Abstract:
Public and professional concern about health care quality, safety and efficiency is growing. Continuing education, knowledge translation, patient safety and quality improvement have made concerted efforts to address these issues. However, a coordinated and integrated effort across these domains is lacking. This article explores and discusses the similarities and differences amongst the four domains in relation to their missions, stakeholders, methods, and limitations. This paper highlights the potential for a more integrated and collaborative partnership to promote networking and information sharing amongst the four domains. This potential rests on the premise that an integrated approach may result in the development and implementation of more holistic and effective interdisciplinary interventions. In conclusion, an outline of current research that is informed by the preliminary findings in this paper is also briefly discussed. The research concerns a comprehensive mapping of the relationships between the domains to gain an understanding of potential dissonances between how the domains represent themselves, their work and the work of their "partner" domains. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Neurosciences; Educational Research; Interdisciplinary Approach; Intellectual Disciplines; Literature Reviews; Vocabulary

Abstract:
Within the emerging field of educational neuroscience, concerns exist that the impact of neuroscience research on education has been less effective than hoped. In seeking a way forward, it may be useful to consider the problems of integrating two complex fields in the context of disciplinary boundaries. Here, a boundary perspective is used as a lens for analyzing the results of a systematic review of the educational neuroscience literature. Recurring vocabulary used within the literature suggests indirect use of boundary principles, including the idea of connections and bridges between disciplines, inter-, multi-, and transdisciplinarity, and reference to tools (boundary objects) and people that may be useful in the evolving field of educational neuroscience. Analyzing the educational neuroscience literature through the lens of boundary principles indicates that the boundary between the two disciplines may itself be a bridging mechanism useful for the creation of a new discipline and new knowledge. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evaluation; Research Libraries; Information Literacy; Interdisciplinary Approach; Feedback (Response); Research Methodology; Communication Research; Research Skills; Case Studies; Outcomes of Education; Scores; Partnerships in Education; Cooperation; Higher Education; Librarians

Abstract:
This report offers an interdisciplinary approach for conducting assessment on learning outcomes in undergraduate communication research skills where information literacy is embedded in the expected outcome. A Communication Studies department and the University Library piloted a two-year program to develop strategies for coordinated assessment that give feedback to both the Department and the Library. This collaborative model could be applied to any type of communication learning outcome that is related to information literacy. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Philosophy; Departments; Higher Education; Surveys; Change; Tenure; Financial Support; Grants; Interdisciplinary Approach; Foreign Countries

Abstract:
The academy is widely reported to be going through a period of transformation: not just changes to what is taught, but threats to tenure and internal funding, perhaps balanced by new possibilities for external funding and interdisciplinary projects. This article discusses a recently conducted survey of US and Canadian Philosophy departments, in an effort to understand one discipline's perspective on and reaction to these changes. The survey found that, for the majority of departments, Philosophy has largely not changed over the last decade in terms of shifts in subfields, tenure and tenure criteria, internal funding and external grant awards. However, a minority of departments are demonstrating potentially transformative possibilities, especially as related to interdisciplinarity. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Philosophy; English (Second Language); Biblical Literature; Theological Education; Interdisciplinary Approach; Second Language Learning; Cross Cultural Studies; Communicative Competence (Languages); Second Language Instruction; Cultural Awareness; English for Academic Purposes

Abstract:
This article introduces English for Bible and Theology (EBT), an inherently interdisciplinary field that merges English language learning with the content of biblical and theological studies in a context that is, by nature, cross-cultural. Within this collaboration there exists the possibility not only to enable theological study, but also to enhance it through a focus on personal meaning and its communication, both of which are foundational to the communicative language classroom. That is, EBT seeks both to aid students worldwide in attaining the specialized language and cultural proficiency necessary to access English theological resources and to provide a community in which students can connect theological content to their lives. It is this second aim that provides EBT its relevance across a range of theological contexts, as native English-speaking students likewise stand to benefit from the application of EBT's principles. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Religious Education; Biblical Literature; Interdisciplinary Approach; Ideology; Adult Education; Educational Theories; Intercultural Communication; Teaching Methods; Educational Principles; Pictorial Stimuli

Abstract:
Biblical texts and ancient Near Eastern pictorial images and material culture are separated by thousands of years from people living in the 21st century. This not only represents a temporal divide, but also a significant ideological (or worldview) divide. Following a brief introduction to important principles of adult-educational theory, this article describes an experiment of using ancient Near Eastern images and material culture to connect modern, often secular, people to the world of the Bible. It suggests that these images represent helpful means to initiate a truly cross-cultural conversation, linking 21st-century people (outside of academia) to the concerns and issues of those living in the biblical world. (Contains 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Dyslexia; Outcomes of Treatment; Instructional Effectiveness; Reading Skills; Spelling Instruction; Workshops; After School Programs; Interdisciplinary Approach; Writing Skills; Special Needs Students; Decoding (Reading); Reading Writing Relationship

Abstract:
To identify effective treatment for both the spelling and word decoding problems in dyslexia, 24 students with dyslexia in grades 4 to 9 were randomly assigned to treatments A (n = 12) or B (n = 12) in an after-school reading-writers' workshop at the university (thirty 1-h sessions twice a week over 5 months). First, both groups received step 1 treatment of grapheme-phoneme correspondences (gpc) for oral reading. At step 2, treatment A received gpc training for both oral reading and spelling, and treatment B received gpc training for oral reading and phonological awareness. At step 3, treatment A received orthographic spelling strategy and rapid accelerated reading program (RAP) training, and treatment B continued step 2 training. At step 4, treatment A received morphological strategies and RAP training, and treatment B received orthographic spelling strategy training. Each treatment also had the same integrated reading-writing activities, which many school assignments require. Both groups improved significantly in automatic letter writing, spelling real words, compositional fluency, and oral reading (decoding) rate. Treatment A significantly outperformed treatment B in decoding rate after step 3 orthographic training, which in turn uniquely predicted spelling real words. Letter processing rate increased during step 3 RAP training and correlated significantly with two silent reading fluency measures. Adding orthographic strategies with "working memory in mind" to phonics helps students with dyslexia spell and read English words. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Research Methodology; Second Language Learning; Interdisciplinary Approach; Data Collection; Books; Language Research

Abstract:
The central goal of the field of second language acquisition (SLA) is to describe and explain how second language learners acquire the target language. In order to achieve this goal, SLA researchers work with second language data, which can take a variety of forms, including (but not limited to) such commonly used methods as naturalistic production, responses to questionnaires about motivation and attitudes, grammaticality judgments, and reaction times in online tests. Given the interdisciplinary nature of SLA, the field has drawn on the methodologies used in other fields, including linguistics, first language acquisition, psychology, sociology, and education, among others. As the number of data collection and analysis methodologies used in SLA has grown, so has the number of books describing and explaining these methodologies. In this review article, the author describes and evaluates the volume edited by Alison Mackey and Susan Gass (2012), which provides a comprehensive overview of a broad variety of different data collection and analysis methods used in SLA. She also evaluates selected chapters from the volume edited by Elma Blom and Sharon Unsworth (2010), which covers formal experimental methodologies for language acquisition in general; she evaluates only those chapters that have direct relevance for research in SLA. Finally, she briefly reviews the volumes by Zoltan Dornyei with Tatsuya Taguchi (2010, second edition) and by Kim McDonough and Pavel Trofimovich (2008), which take an in-depth look at two specific methodologies used in SLA research. All four books are evaluated with regard to their utility for courses on research methodology and design; features that make the books particularly useful for instructional purposes are pointed out. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Interdisciplinary Approach; Applied Linguistics; Journal Articles; Audiences; Biochemistry; Flow Charts; English for Special Purposes; Language Styles; Text Structure; Teaching Methods; Comparative Analysis; Second Language Instruction; Second Language Learning; Material Development

Abstract:
This article highlights aspects of an interdisciplinary (chemistry-applied linguistics) English for Specific Purposes (ESP) course- and materials-development project. The project was aimed at raising genre awareness among chemistry students and faculty, in addition to improving students' disciplinary reading and writing. As part of the project, full-length chemistry journal articles were analyzed. We describe select results of this analysis and the prominent role played by chemists in the process. Emphasis is placed on the organizational structure of chemistry journal articles, focusing on the Abstract, Introduction, Methods, Results, Discussion, and Conclusion (A-IMRDC) sections. Two predominant organizational patterns emerged from our analyses, specifically A-IMR[DC] and A-IM[R(DC)], with brackets signifying sections merged under one major heading. Move-analysis findings are converted into easy-to-interpret instructional tools labeled "move structures akin to flow charts" for two target audiences (chemistry students and faculty). The rhetorical structure of the chemistry journal article is then compared to journal articles published in biochemistry, an overlapping discipline. The article concludes with pedagogical implications and suggestions for ESP professionals engaged in genre analysis. (Contains 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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