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Effects of non-linear curriculum des...

Berbeco, Steven.

Effects of non-linear curriculum design on Arabic proficiency.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	Effects of non-linear curriculum design on Arabic proficiency.
作者:	Berbeco, Steven.
面頁冊數:	53 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-09, Section: A, page: 3123.
Contained By:	Dissertation Abstracts International72-09A.
標題:	Language, Linguistics.
標題:	Education, Foreign Language.
標題:	Middle Eastern Studies.
ISBN:	9781124751207
摘要、提要註:	In this study I propose a strong and innovative model of teaching that centers on the student, and I report on the efficacy of this model using quantitative research procedures. This model of teaching is systematized in the Marhaba! curriculum, a method of teaching first year high school Arabic that I designed, tested, and evaluated.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3463118

Effects of non-linear curriculum design on Arabic proficiency.
Berbeco, Steven.

Effects of non-linear curriculum design on Arabic proficiency. - 53 p.

Source: Dissertation Abstracts International, Volume: 72-09, Section: A, page: 3123.

Thesis (Ed.D.)--Boston University, 2011.

In this study I propose a strong and innovative model of teaching that centers on the student, and I report on the efficacy of this model using quantitative research procedures. This model of teaching is systematized in the Marhaba! curriculum, a method of teaching first year high school Arabic that I designed, tested, and evaluated.

ISBN: 9781124751207Subjects--Topical Terms:

423211
Language, Linguistics.

Effects of non-linear curriculum design on Arabic proficiency.
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020 $a 9781124751207
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040 $a UMI $c UMI
100 1 $a Berbeco, Steven. $3 506684
245 1 0 $a Effects of non-linear curriculum design on Arabic proficiency.
300 $a 53 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-09, Section: A, page: 3123.
500 $a Adviser: Bruce Fraser.
502 $a Thesis (Ed.D.)--Boston University, 2011.
520 $a In this study I propose a strong and innovative model of teaching that centers on the student, and I report on the efficacy of this model using quantitative research procedures. This model of teaching is systematized in the Marhaba! curriculum, a method of teaching first year high school Arabic that I designed, tested, and evaluated.
520 $a The Marhaba! curriculum is founded on best practices and is a natural outgrowth of contemporary education theories, including non-linear curriculum design and multiple-modality teaching materials that take into consideration students' diverse learning styles.
520 $a Analysis of data indicates that use of the Marhaba! curriculum positively influences student proficiency in Arabic. In particular, students become proficient regardless of a student's gender, grade, socioeconomic status, or parent educational background. Also, student proficiency is not dependent on a student's attitude to learning or engagement in class, or a student's attitude toward the curriculum.
590 $a School code: 0017.
650 4 $a Language, Linguistics. $3 423211
650 4 $a Education, Foreign Language. $3 475290
650 4 $a Middle Eastern Studies. $3 506685
690 $a 0290
690 $a 0444
690 $a 0555
710 2 $a Boston University. $3 422950
773 0 $t Dissertation Abstracts International $g 72-09A.
790 1 0 $a Fraser, Bruce, $e advisor
790 $a 0017
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3463118

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