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In this study, the effectiveness of a Social Skills Teaching Program (SSTP) prepared for inclusive classroom teachers was investigated. The SSTP gauged (1) teachers' expectations related to social skills of students with special needs, (2) their knowledge levels related to teaching social skills, and (3) their use of social skills teaching techniques. Twenty-nine (29) teachers participated in this study, 12 of whom were assigned to an experimental group and the other 17 were assigned to a control group. This SSTP was prepared for teachers and comprised four sessions which lasted a total of six hours. A pretest-posttest control group design was used in order to assess the effectiveness of the SSTP as well as to collect data. To accomplish these goals, a Social Skills Rating System -Teacher Form, a Social Skills Teaching Knowledge Test, and a Teacher Behaviors Observation Form were used. The results showed that this SSTP was effective on the teachers' outcomes, and that these effects were maintained after having completed the training.

In this study, the effectiveness of a Social Skills Teaching Program (SSTP) prepared for inclusive classroom teachers was investigated. The SSTP gauged (1) teachers' expectations related to social skills of students with special needs, (2) their knowledge levels related to teaching social skills, and (3) their use of social skills teaching techniques. Twenty-nine (29) teachers participated in this study, 12 of whom were assigned to an experimental group and the other 17 were assigned to a control group. This SSTP was prepared for teachers and comprised four sessions which lasted a total of six hours. A pretest-posttest control group design was used in order to assess the effectiveness of the SSTP as well as to collect data. To accomplish these goals, a Social Skills Rating System -Teacher Form, a Social Skills Teaching Knowledge Test, and a Teacher Behaviors Observation Form were used. The results showed that this SSTP was effective on the teachers' outcomes, and that these effects were maintained after having completed the training.

In this study, the effectiveness of a Social Skills Teaching Program (SSTP) prepared for inclusive classroom teachers was investigated. The SSTP gauged (1) teachers' expectations related to social skills of students with special needs, (2) their knowledge levels related to teaching social skills, and (3) their use of social skills teaching techniques. Twenty-nine (29) teachers participated in this study, 12 of whom were assigned to an experimental group and the other 17 were assigned to a control group. This SSTP was prepared for teachers and comprised four sessions which lasted a total of six hours. A pretest-posttest control group design was used in order to assess the effectiveness of the SSTP as well as to collect data. To accomplish these goals, a Social Skills Rating System -Teacher Form, a Social Skills Teaching Knowledge Test, and a Teacher Behaviors Observation Form were used. The results showed that this SSTP was effective on the teachers' outcomes, and that these effects were maintained after having completed the training.

In this study, the effectiveness of a Social Skills Teaching Program (SSTP) prepared for inclusive classroom teachers was investigated. The SSTP gauged (1) teachers' expectations related to social skills of students with special needs, (2) their knowledge levels related to teaching social skills, and (3) their use of social skills teaching techniques. Twenty-nine (29) teachers participated in this study, 12 of whom were assigned to an experimental group and the other 17 were assigned to a control group. This SSTP was prepared for teachers and comprised four sessions which lasted a total of six hours. A pretest-posttest control group design was used in order to assess the effectiveness of the SSTP as well as to collect data. To accomplish these goals, a Social Skills Rating System -Teacher Form, a Social Skills Teaching Knowledge Test, and a Teacher Behaviors Observation Form were used. The results showed that this SSTP was effective on the teachers' outcomes, and that these effects were maintained after having completed the training.

In this study, the effectiveness of a Social Skills Teaching Program (SSTP) prepared for inclusive classroom teachers was investigated. The SSTP gauged (1) teachers' expectations related to social skills of students with special needs, (2) their knowledge levels related to teaching social skills, and (3) their use of social skills teaching techniques. Twenty-nine (29) teachers participated in this study, 12 of whom were assigned to an experimental group and the other 17 were assigned to a control group. This SSTP was prepared for teachers and comprised four sessions which lasted a total of six hours. A pretest-posttest control group design was used in order to assess the effectiveness of the SSTP as well as to collect data. To accomplish these goals, a Social Skills Rating System -Teacher Form, a Social Skills Teaching Knowledge Test, and a Teacher Behaviors Observation Form were used. The results showed that this SSTP was effective on the teachers' outcomes, and that these effects were maintained after having completed the training.

This study aimed at investigating the effect of a suggested EFL Flipped Classroom Teaching Model (EFL-FCTM) on graduate students' English higher-order thinking skills (HOTS), engagement and satisfaction. Also, it investigated the relationship between higher-order thinking skills, engagement and satisfaction. The sample comprised (67) graduate female students; an experimental group (N = 33) and a control group (N = 34), studying an English course at Taif University, KSA. The study used mixed method design; a pre-post HOTS test was carried out and two 5-Likert scale questionnaires had been designed and distributed; an engagement scale and a satisfaction scale. The findings of the study revealed statistically significant differences between the two groups in HOTS in favor of the experimental group. Also, there was significant difference between the pre and post administration of the engagement scale in favor of the post administration. Moreover, students satisfaction on the (EFL-FCTM) was high. Finally, there were high significant relationships between HOTS and student engagement, HOTS and satisfaction and between student engagement and satisfaction.

A study investigated how writing skills were taught and learned in one low-SES, urban, whole language primary classroom. Participants were three teachers who team-taught a group of primary-age children and 11 children who were considered conventional writers, 3 of whom had learning disabilities. Teachers and children were observed twice a month for a school year during literacy instruction, and six visits were tape-recorded. Children's writing folders and journal entries were collected in September and compared to their writing samples from spring. Five writing skills (fluency, a sense of audience and purpose, organization, use of written language, and use of lively or engaging language) were examined holistically, and the skills of using compound or lengthy sentences, end mark punctuation, capitalization, and spelling were examined through word and sentence counts and error rates. Results indicated that the teachers were effective in helping the children with some skills but not others. While they changed their instruction mid-year to meet the needs of learners, their instruction was not always a part of the children's writing. More opportunities for editing and publishing and more direct, explicit instruction on particular skills may be needed for some of the children. (Two tables of data are included; 79 references, scoring rubrics for students' journal entries and for letters, sample scoring for a journal entry and a letter, a narrative account of one portfolio examination, and pre- and post-journal writing exercises for one child are attached.) (Author/RS)

The main objective of this article is to motivate, engage and create interest to learn English among the college students. Also to encourage them to interact and participate in classroom activities .Students do not give importance to English as a subject/language. Hence they are incapable of communicating in English. They are ineffective in communicating in English. The teacher has to adopt different modern techniques in order to make the subject more interesting with new ideas either by audio/video or visual aids.

The main objective of this article is to motivate, engage and create interest to learn English among the college students. Also to encourage them to interact and participate in classroom activities .Students do not give importance to English as a subject/language. Hence they are incapable of communicating in English. They are ineffective in communicating in English. The teacher has to adopt different modern techniques in order to make the subject more interesting with new ideas either by audio/video or visual aids.

The main objective of this article is to motivate, engage and create interest to learn English among the college students. Also to encourage them to interact and participate in classroom activities .Students do not give importance to English as a subject/language. Hence they are incapable of communicating in English. They are ineffective in communicating in English. The teacher has to adopt different modern techniques in order to make the subject more interesting with new ideas either by audio/video or visual aids.

The main objective of this article is to motivate, engage and create interest to learn English among the college students. Also to encourage them to interact and participate in classroom activities .Students do not give importance to English as a subject/language. Hence they are incapable of communicating in English. They are ineffective in communicating in English. The teacher has to adopt different modern techniques in order to make the subject more interesting with new ideas either by audio/video or visual aids.

The main objective of this article is to motivate, engage and create interest to learn English among the college students. Also to encourage them to interact and participate in classroom activities .Students do not give importance to English as a subject/language. Hence they are incapable of communicating in English. They are ineffective in communicating in English. The teacher has to adopt different modern techniques in order to make the subject more interesting with new ideas either by audio/video or visual aids.

Children at high risk for problematic behaviors and emotional problems seem to show limited internal boundaries to control their direction and attention and violation of the boundaries of others. This study addressed the relative impact of a coping skills curriculum on locus of control in 4th-grade high risk students. Fourth grade students (N=96) from three high risk schools were chosen to participate in the study. The Enhancing Emotional Competence curriculum was used which has as a foundation exercise "The Turtle Story" in which a wise old turtle teaches younger turtles to recognize and accept their feelings, pause and gain their composure, think about their options for action, and act on their best choice. Five classrooms were assigned to participate in the three intervention modes: no curriculum; curriculum for 12 weeks; and curriculum for 24 weeks. The Nowicki-Strickland Locus of Control Scale was used for evaluation. Results indicated that the most significant impact occurred in the group receiving the 24-session intervention. There were virtually no changes in locus of control in the 12-session intervention, but there were significant differences between the 24-session and both the 12-session intervention group and the no intervention group. The 24-session group was the only group that also demonstrated significant progress from pre-test to post-test. (ABL)

Children at high risk for problematic behaviors and emotional problems seem to show limited internal boundaries to control their direction and attention and violation of the boundaries of others. This study addressed the relative impact of a coping skills curriculum on locus of control in 4th-grade high risk students. Fourth grade students (N=96) from three high risk schools were chosen to participate in the study. The Enhancing Emotional Competence curriculum was used which has as a foundation exercise "The Turtle Story" in which a wise old turtle teaches younger turtles to recognize and accept their feelings, pause and gain their composure, think about their options for action, and act on their best choice. Five classrooms were assigned to participate in the three intervention modes: no curriculum; curriculum for 12 weeks; and curriculum for 24 weeks. The Nowicki-Strickland Locus of Control Scale was used for evaluation. Results indicated that the most significant impact occurred in the group receiving the 24-session intervention. There were virtually no changes in locus of control in the 12-session intervention, but there were significant differences between the 24-session and both the 12-session intervention group and the no intervention group. The 24-session group was the only group that also demonstrated significant progress from pre-test to post-test. (ABL)

This manual contains a description of each of the instructional kits for teaching about Germany offered by the Goethe Institute. Each kit contains lessons plans, handouts, worksheets, color transparencies, and other support materials. This teaching packet provides information regarding the "best fit" of each lesson in the instructional materials packages to traditional social studies course topics. The materials provide students with the opportunity to address social studies topics and skills in an authentic context. The kits are listed in charts delineating the content and skills addressed in each area of the kit. (EH)

This manual contains a description of each of the instructional kits for teaching about Germany offered by the Goethe Institute. Each kit contains lessons plans, handouts, worksheets, color transparencies, and other support materials. This teaching packet provides information regarding the "best fit" of each lesson in the instructional materials packages to traditional social studies course topics. The materials provide students with the opportunity to address social studies topics and skills in an authentic context. The kits are listed in charts delineating the content and skills addressed in each area of the kit. (EH)

One formal operational schema, hypothetical-deductive reasoning, is seen as most important to effective decisionmaking in planning and carrying out classroom lessons. While it is clear that formal thought schema are widely used in teaching, it is also understood that these reasoning schema are themselves dependent upon the more fundamental cognitive processes. Prerequisite development includes, among other foundation processes, information processing skills which facilitate predecision actions through more efficient or increased sensitivity, receptivity, and use of internal and external stimuli. The problem investigated in this study was to determine the effects of intervention training in cue attendance on preservice teacher performance in observing details, asking questions, constructing alternative hypotheses, analysis of classroom teaching, and planning and teaching a classroom content unit. Included in the intervention instruction and in the dependent variables were detail attendance, information search questions, hypothesis generation, and designing strategies for hypothesis testing. Results of the study supported the hypothesis that teacher education courses focusing, at least partially, on prerequisite cognitive processes can increase teaching effectiveness. (JD)

One formal operational schema, hypothetical-deductive reasoning, is seen as most important to effective decisionmaking in planning and carrying out classroom lessons. While it is clear that formal thought schema are widely used in teaching, it is also understood that these reasoning schema are themselves dependent upon the more fundamental cognitive processes. Prerequisite development includes, among other foundation processes, information processing skills which facilitate predecision actions through more efficient or increased sensitivity, receptivity, and use of internal and external stimuli. The problem investigated in this study was to determine the effects of intervention training in cue attendance on preservice teacher performance in observing details, asking questions, constructing alternative hypotheses, analysis of classroom teaching, and planning and teaching a classroom content unit. Included in the intervention instruction and in the dependent variables were detail attendance, information search questions, hypothesis generation, and designing strategies for hypothesis testing. Results of the study supported the hypothesis that teacher education courses focusing, at least partially, on prerequisite cognitive processes can increase teaching effectiveness. (JD)

The development of a social skills curriculum for elementary-age emotionally disturbed children is described. Based on classroom observations leading to a list of 20 behaviors considered important for classroom adjustment and learning success (e.g., sitting still in a group, not disturbing others, and working independently), the program consists of 20 units. Designed to be presented on a weekly basis, each unit focuses on a particular behavior and includes the following components: (1) an introductory story; (2) a one-sentence definition or rule that defines or explains the appropriate behavior; (3) a rationale for working on the identified behavior; (4) worksheet objectives and general classroom objectives; and (5) student worksheets containing examples of students experiencing situations typical of classrooms in which the appropriate behavior would be expected. Students receive points for participating in the social skills group and for their performance on the worksheet. The program was subsequently field tested in both regular and special education classrooms. Now in its published form, the curriculum consists of 50 worksheets, 11 original stories, a teacher's manual with daily lesson plans, and a pre/posttest and placement inventory. (JW)

There is a general public concern in Kenya that majority of Form Four school leavers lack communicative and linguistic competence and thus cannot sustain conversation in English language without occasionally code switching to "Sheng" or Kiswahili. This study sought to find out the classroom activities used by teachers to promote learners' active participation in speaking skills lessons in eight secondary schools in Eldoret Municipality, Kenya. The study was based on Krashen's (1985), Monitor Model specifically the input and the affective filter hypotheses which emphasize that learners acquire target language when they are motivated and involved actively in the learning process. The study adopted mixed methods design and simple random sampling to select schools, students and English language teachers from National, Provincial and District schools. In certain cases, purposive sampling technique was also used. Data on classroom activities used to teach speaking skills were collected using Questionnaires administered to teachers and students, direct observation during speaking skills lessons in Form three classrooms. The data collected was analyzed using descriptive statistics. The study found out that: there was variation in use of classroom activities for example discussion was the most used classroom activity while oral drill was the least used, during classroom discussions, students code switched to Kiswahili or "Sheng" due to low oral skills and teachers did not integrate various classroom activities in one lesson thus denied learners chances of using authentic language in context. The study recommends that: 1) students should be given chances to practice using authentic English language in context, 2) teachers should integrate various activities in a lesson to meet learners' needs and 3) Curriculum to acknowledge learners' cultural backgrounds in order to enhance their learning outcomes. This study is useful to language educators and teachers of English language.

There is a general public concern in Kenya that majority of Form Four school leavers lack communicative and linguistic competence and thus cannot sustain conversation in English language without occasionally code switching to "Sheng" or Kiswahili. This study sought to find out the classroom activities used by teachers to promote learners' active participation in speaking skills lessons in eight secondary schools in Eldoret Municipality, Kenya. The study was based on Krashen's (1985), Monitor Model specifically the input and the affective filter hypotheses which emphasize that learners acquire target language when they are motivated and involved actively in the learning process. The study adopted mixed methods design and simple random sampling to select schools, students and English language teachers from National, Provincial and District schools. In certain cases, purposive sampling technique was also used. Data on classroom activities used to teach speaking skills were collected using Questionnaires administered to teachers and students, direct observation during speaking skills lessons in Form three classrooms. The data collected was analyzed using descriptive statistics. The study found out that: there was variation in use of classroom activities for example discussion was the most used classroom activity while oral drill was the least used, during classroom discussions, students code switched to Kiswahili or "Sheng" due to low oral skills and teachers did not integrate various classroom activities in one lesson thus denied learners chances of using authentic language in context. The study recommends that: 1) students should be given chances to practice using authentic English language in context, 2) teachers should integrate various activities in a lesson to meet learners' needs and 3) Curriculum to acknowledge learners' cultural backgrounds in order to enhance their learning outcomes. This study is useful to language educators and teachers of English language.

There is a general public concern in Kenya that majority of Form Four school leavers lack communicative and linguistic competence and thus cannot sustain conversation in English language without occasionally code switching to "Sheng" or Kiswahili. This study sought to find out the classroom activities used by teachers to promote learners' active participation in speaking skills lessons in eight secondary schools in Eldoret Municipality, Kenya. The study was based on Krashen's (1985), Monitor Model specifically the input and the affective filter hypotheses which emphasize that learners acquire target language when they are motivated and involved actively in the learning process. The study adopted mixed methods design and simple random sampling to select schools, students and English language teachers from National, Provincial and District schools. In certain cases, purposive sampling technique was also used. Data on classroom activities used to teach speaking skills were collected using Questionnaires administered to teachers and students, direct observation during speaking skills lessons in Form three classrooms. The data collected was analyzed using descriptive statistics. The study found out that: there was variation in use of classroom activities for example discussion was the most used classroom activity while oral drill was the least used, during classroom discussions, students code switched to Kiswahili or "Sheng" due to low oral skills and teachers did not integrate various classroom activities in one lesson thus denied learners chances of using authentic language in context. The study recommends that: 1) students should be given chances to practice using authentic English language in context, 2) teachers should integrate various activities in a lesson to meet learners' needs and 3) Curriculum to acknowledge learners' cultural backgrounds in order to enhance their learning outcomes. This study is useful to language educators and teachers of English language.

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Drawing on the numerous benefits of integrating literature in the EFL classroom, the present paper argues that the analysis of a fictional work in the process of foreign language acquisition offers a unique opportunity for students to explore, interpret, and understand the world around them. The paper presents strong evidence in favour of reader-centered critical reading as a means of encouraging observation and active evaluation not only of linguistic items, but also of a variety of meanings and viewpoints. The authors propose a model of teaching critical thinking skills focused on the reader's response to a literary work. The practical application of the method, which adopts the critical literacy approach as a tool, is illustrated through a series of activities based on the poem "If" by Rudyard Kipling.

A study skills course was evaluated for effects on results from the Learning and Study Strategies Inventory (LASSI) (D. Mealy, 1988). Subjects were students in a freshman level college study skills course. At pretest, there were 29 students in the treatment condition, and by the post-test 25 students remained. In a followup telephone survey, 21 students participated. Statistically significant differences in pretest and posttest scores were found for Anxiety, Information Processing, Main Ideas, Support Techniques, Self-Testing/Review, Test Strategies, and Preparing for Tests. In addition, providing course work in test strategies was effective in improving grade point average. Scores on the Test Strategies section were significantly correlated to cumulative grade point average. (Contains one table and eight references.) (Author/SLD)

A comprehensive educational program for teaching behavioral teamwork and team leadership skills was rigorously evaluated with 148 MBA students enrolled at an urban regional campus of a Midwestern public university. Major program components included (1) videotaped student teams in leaderless group discussion (LGD) exercises at the course beginning and end, (2) behavioral assessment of student teamwork and team leadership in the LGD's, (3) peer and instructor performance feedback and coaching after each LGD, (4) informational modules on teamwork and team leadership, and (5) multiple opportunities (classroom and field) to practice teamwork and team leadership skills. Prominent findings indicated (1) a statistically significant increase in overall teamwork and overall team leadership scores of, respectively, 14% and 8%, (2) no demographic differences in student improvements as a function of sex, age, or race/ethnicity, and (3) very favorable student responses to end-of-course questions concerning teamwork and team leadership skills improvement, self-confidence, and attitudes.

A comprehensive educational program for teaching behavioral teamwork and team leadership skills was rigorously evaluated with 148 MBA students enrolled at an urban regional campus of a Midwestern public university. Major program components included (1) videotaped student teams in leaderless group discussion (LGD) exercises at the course beginning and end, (2) behavioral assessment of student teamwork and team leadership in the LGD's, (3) peer and instructor performance feedback and coaching after each LGD, (4) informational modules on teamwork and team leadership, and (5) multiple opportunities (classroom and field) to practice teamwork and team leadership skills. Prominent findings indicated (1) a statistically significant increase in overall teamwork and overall team leadership scores of, respectively, 14% and 8%, (2) no demographic differences in student improvements as a function of sex, age, or race/ethnicity, and (3) very favorable student responses to end-of-course questions concerning teamwork and team leadership skills improvement, self-confidence, and attitudes.

The cooperative efforts of researchers and practitioners in building a model of essential teaching and classroom management skills as part of a process of educational reform are illustrated in this study by a local school administrator and university program directors and professors. The reform effort was part of the Arizona Career Ladder pilot program. The district within which the study was completed achieved great gains in restructuring and identifying needs concerning teacher performance characteristics and how they relate to student achievement. A model for profiling teacher characteristics and their relationship to student achievement was developed. The reliability and validity of the specially developed instrument, the Self-Perception Characteristics Survey, were established in close collaboration among school district and university personnel through a study involving 1,080 responses to the teacher self-description profile. Factor analysis of the 12 subsections of the instrument--setting goals and objectives, planning, making decisions, student assessment, self-assessment, time effectiveness, communicating, building and maintaining relationships, developing other staff, demonstrating commitment, improving instruction, and school effectiveness--indicated that in all cases, over 75% of the variance was accounted for by five or fewer factors. The results highlight the advantages of the collaboration between researchers and practitioners in the assessment and rebuilding of schools and in building and validating the connection between teacher characteristics and student achievement. An appendix contains 11 tables of factor loadings. (SLD)

This instructional booklet for the social studies classroom is a companion to a series about modern day Germany. The materials describe the documents in the series and present correlation charts for content and skills: (1) "A Kid Like Me across the Sea"; (2) "Communities and Regions"; (3) "Overview of Germany"; (4) "Germany in Europe"; (5) "Geography of Germany"; and (6) "Cultural Reflections." Content areas include geography, culture, communities, and symbols. Skill areas include map reading and construction; charts, graphs, time lines, diagrams; photograph analysis; language skills; and problem solving and research. (LB)

Bibliogr. à la fin des chap

Reading skills is a vital component of the English language. This is due to the fact that the practice of reading provides learners with genuine understanding and enhances their comprehension abilities. However, ESL learners of English experience numerous difficulties in developing reading skills, primarily because of challenges in articulating specific phonemes in the English language. Consequently, this paper emphasizes the enhancement of reading skills by teaching English phonetics to ESL learners, particularly focusing on undergraduate students in Odisha. The aim of this study is to assess the reading comprehension skills of first-year English Honours students who are being introduced to English Phonetics for the first time in their curriculum as per the New Education Policy 2020. This research utilizes both qualitative and quantitative methods, employing a pre-experimental approach. Data was gathered through a combination of pre-tests, post-tests, and questionnaires. The pre-test and post-test were utilized to evaluate whether the teaching method of English Phonetics has a positive effect on enhancing reading abilities. I employed the questionnaire to gauge the students' reactions to specific sounds in the English language, which aids them in reading texts. According to the observations made during the teaching of English phonetics in the classroom, students develop a positive understanding and clarity regarding the articulation of English consonants and vowels while reading.

Reading skills is a vital component of the English language. This is due to the fact that the practice of reading provides learners with genuine understanding and enhances their comprehension abilities. However, ESL learners of English experience numerous difficulties in developing reading skills, primarily because of challenges in articulating specific phonemes in the English language. Consequently, this paper emphasizes the enhancement of reading skills by teaching English phonetics to ESL learners, particularly focusing on undergraduate students in Odisha. The aim of this study is to assess the reading comprehension skills of first-year English Honours students who are being introduced to English Phonetics for the first time in their curriculum as per the New Education Policy 2020. This research utilizes both qualitative and quantitative methods, employing a pre-experimental approach. Data was gathered through a combination of pre-tests, post-tests, and questionnaires. The pre-test and post-test were utilized to evaluate whether the teaching method of English Phonetics has a positive effect on enhancing reading abilities. I employed the questionnaire to gauge the students' reactions to specific sounds in the English language, which aids them in reading texts. According to the observations made during the teaching of English phonetics in the classroom, students develop a positive understanding and clarity regarding the articulation of English consonants and vowels while reading.

Seventeen scholarly papers and twelve abstracts comprise the content of the twentieth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The twentieth Brick & Click Libraries Conference was held virtually. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2020 paper and abstract titles include: (1) From the Wild West to Teamwork: Faculty Driven Acquisitions (Randyn Heisserer-Miller, Stephanie Hallam, and Brad Reel); (2) Student Engagement: Exploring Primary Sources in the Library of Congress in an Online Course (Peggy Ridlen); (3) Object Oriented vs Functional Programming - Library Instruction in a Bite-Sized Functional Model (Billy Moore); (4) When People Count: Leveraging Internal Resources to Develop a Program for Tracking Building Usage (Terra Feick); (5) Interactive Introductions for International Students: Reworking How We Teach Information Literacy Skills (Kelly Hovinga); (6) Fostering Success for New Faculty Librarians (Karen Bleier); (7) We Did It, You Can Do It, Too: In-House Digital Preservation (Samantha Henning); (8) Stacking it Up: A Textbooks on Reserve Program (Katharine Baldwin and Jenise Overmier); (9) Teaching into the Gray Areas: Designing Learning Activities That Encourage Higher Order Thinking and Research Skills (Virginia L. Cairns); (10) Building a Teaching Strategy Toolkit to Engage Learners (Courtney Mlinar); (11) Cracking the Code: Building an Assessment Plan with Student Discussion Boards (Anthony Rodgers and Courtney Strimel); (12) Making the Most of LibApps (Kayla Reed); (13) Neither Rain, Nor Sleet, Nor Gloom of Night: Maintaining Library Services During a Medical State of Emergency (Rob Withers); (14) Psychological Safety and Building Effective Teams (Kara Whatley, Deborah Caesar, Amanda Watson, and Molly Nystrom); (15) Summer in the Stacks: A Weeding Experience Between Faculty and Library (Kayla Reed and Hong Li); (16) Puppies and Kitties Oh My!: Partnering with a Local PETPALS Organization (Leila June Rod-Welch and Jordan A. Newburg); (17) Unlocking Online Escape Rooms for Library Instruction (Sean Cordes); (18) Spectral Tales: Lessons Learned from Being Ghosted by Faculty (Tammi M. Owens, Meghan Salsbury, and Heidi Blackburn); (19) The Librarian's Guide to Zines for Classroom and Community (Claire Du Laney, Monica Maher, and Amy C. Schindler); (20) Professionalizing Student Employment: The Library Associates Program at Hendrix College (Janice Weddle); (21) Making It Easy to Read Harder: Implementing a Reading Challenge at Community College (Amy Fortner, Anthony Rodgers, and Gwen Wolfe); (22) Beyond the Humanities: Archives Instruction for Science and Medicine (Laurinda Weisse); (23) Library Collaboration with the Smithsonian: World War I Lessons and Legacies Exhibit (Leila June Rod-Welch and Julie Ann Beddow); (24) The Genesis of a Conduct Policy in a Medium-Sized Academic Library (John Baken); (25) Universal Design and Accessibility: A Checklist for LibGuides and Online Tutorials (Courtney Mlinar); (26) Anti-vaxxers, Sasquatch DNA and Other "Scientific" Findings: Actively Engaging Distance Students in Media Literacy (Joanna Nemeth); (27) All Good Things Must Come to an End: When Library Staff Pass Away (Rob Withers); (28) If "They" Build it, "They" Will Come (Martha Allen); and (29) Save the Earth - Earth Day Game Drive: Small Steps, Big Impact (Leila June Rod-Welch). [For the 2019 proceedings, see ED600185.]

Two studies are reported. The first investigated the feasibility of integrating learning strategy instruction into high school beginning and intermediate level Russian and Spanish classes. The second study assisted teachers and students of Japanese, Russian, and Spanish to implement informal assessment activities in their classrooms. A literature review examines previous research on learning strategies and the "good language learner," motivation, alternative assessment, and whether or not learning strategies can be taught. The two studies are then described, detailing the subjects, sites, instruments, and procedures for the three languages involved in the three years of the studies. Both studies were conducted in the Washington, D.C. area in three public school districts and one private school, with the collaboration of two Japanese teachers, four Russian teachers, and seven Spanish teachers. Instructional materials designed to teach learning strategies explicitly were developed for and integrated into the Spanish and Russian curricula. Teachers were provided with guidelines for instruction in vocabulary learning, listening and reading comprehension, speaking, self-regulated learning, and problem-solving. Major accomplishments included identification of relevant strategies, successful classroom implementation, development of instruments to assess the effectiveness of instruction, and increases in student self-confidence and language skills. Substantial related materials are appended. (MSE)

Two studies are reported. The first investigated the feasibility of integrating learning strategy instruction into high school beginning and intermediate level Russian and Spanish classes. The second study assisted teachers and students of Japanese, Russian, and Spanish to implement informal assessment activities in their classrooms. A literature review examines previous research on learning strategies and the "good language learner," motivation, alternative assessment, and whether or not learning strategies can be taught. The two studies are then described, detailing the subjects, sites, instruments, and procedures for the three languages involved in the three years of the studies. Both studies were conducted in the Washington, D.C. area in three public school districts and one private school, with the collaboration of two Japanese teachers, four Russian teachers, and seven Spanish teachers. Instructional materials designed to teach learning strategies explicitly were developed for and integrated into the Spanish and Russian curricula. Teachers were provided with guidelines for instruction in vocabulary learning, listening and reading comprehension, speaking, self-regulated learning, and problem-solving. Major accomplishments included identification of relevant strategies, successful classroom implementation, development of instruments to assess the effectiveness of instruction, and increases in student self-confidence and language skills. Substantial related materials are appended. (MSE)

Two studies are reported. The first investigated the feasibility of integrating learning strategy instruction into high school beginning and intermediate level Russian and Spanish classes. The second study assisted teachers and students of Japanese, Russian, and Spanish to implement informal assessment activities in their classrooms. A literature review examines previous research on learning strategies and the "good language learner," motivation, alternative assessment, and whether or not learning strategies can be taught. The two studies are then described, detailing the subjects, sites, instruments, and procedures for the three languages involved in the three years of the studies. Both studies were conducted in the Washington, D.C. area in three public school districts and one private school, with the collaboration of two Japanese teachers, four Russian teachers, and seven Spanish teachers. Instructional materials designed to teach learning strategies explicitly were developed for and integrated into the Spanish and Russian curricula. Teachers were provided with guidelines for instruction in vocabulary learning, listening and reading comprehension, speaking, self-regulated learning, and problem-solving. Major accomplishments included identification of relevant strategies, successful classroom implementation, development of instruments to assess the effectiveness of instruction, and increases in student self-confidence and language skills. Substantial related materials are appended. (MSE)

Two studies are reported. The first investigated the feasibility of integrating learning strategy instruction into high school beginning and intermediate level Russian and Spanish classes. The second study assisted teachers and students of Japanese, Russian, and Spanish to implement informal assessment activities in their classrooms. A literature review examines previous research on learning strategies and the "good language learner," motivation, alternative assessment, and whether or not learning strategies can be taught. The two studies are then described, detailing the subjects, sites, instruments, and procedures for the three languages involved in the three years of the studies. Both studies were conducted in the Washington, D.C. area in three public school districts and one private school, with the collaboration of two Japanese teachers, four Russian teachers, and seven Spanish teachers. Instructional materials designed to teach learning strategies explicitly were developed for and integrated into the Spanish and Russian curricula. Teachers were provided with guidelines for instruction in vocabulary learning, listening and reading comprehension, speaking, self-regulated learning, and problem-solving. Major accomplishments included identification of relevant strategies, successful classroom implementation, development of instruments to assess the effectiveness of instruction, and increases in student self-confidence and language skills. Substantial related materials are appended. (MSE)

Two studies are reported. The first investigated the feasibility of integrating learning strategy instruction into high school beginning and intermediate level Russian and Spanish classes. The second study assisted teachers and students of Japanese, Russian, and Spanish to implement informal assessment activities in their classrooms. A literature review examines previous research on learning strategies and the "good language learner," motivation, alternative assessment, and whether or not learning strategies can be taught. The two studies are then described, detailing the subjects, sites, instruments, and procedures for the three languages involved in the three years of the studies. Both studies were conducted in the Washington, D.C. area in three public school districts and one private school, with the collaboration of two Japanese teachers, four Russian teachers, and seven Spanish teachers. Instructional materials designed to teach learning strategies explicitly were developed for and integrated into the Spanish and Russian curricula. Teachers were provided with guidelines for instruction in vocabulary learning, listening and reading comprehension, speaking, self-regulated learning, and problem-solving. Major accomplishments included identification of relevant strategies, successful classroom implementation, development of instruments to assess the effectiveness of instruction, and increases in student self-confidence and language skills. Substantial related materials are appended. (MSE)

Includes bibliographical references and index

This paper is devoted to identify you about the importance of language classes in improving one’s English language. Nowadays, the English language classes are based on teaching all language skills through listening reading writing and speaking skills to improve language level. Most learners attend the classes to get higher results in their learning targeted language. This article lets you know the innovative teaching ways of courses and why English language learning helps to communicate. The description is widely carried on the advantages of language courses, benefits of getting good results, researches and development and why it is so important to improve your English language skills. The language courses are being taught through language skills as EFL English Foreign Language or ESL English Second Language . Accordingly, such courses involve the collaboration with classroom activities in order to affect to the learning strategies for the creating teaching and learning outcomes. Muladjanov Shuhrat Fazlidinovich "Learning English Language Skills and Classroom Teaching Activities" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-1 , February 2023, URL: https://www.ijtsrd.com/papers/ijtsrd52757.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/52757/learning-english-language-skills-and-classroom-teaching-activities/muladjanov-shuhrat-fazlidinovich

Project Based Learning (PBL) is a pedagogical approach that seeks to provide Year 7 pupils with independent and group learning skills to meet both the needs of the Year 7 curriculum as well as support their learning in future stages of their education. It particularly aims to improve their engagement in learning as well as practical literacy skills. This trial evaluates a specific type of PBL known as "Learning through REAL Projects", developed by the Innovation Unit--an independent social enterprise that aims to improve public sector services. A year long pilot project in 2013/2014 with eight schools (763 pupils) established the feasibility of a main trial. It provided the opportunity to develop the intervention and test the research procedures. The results contained in this report relate to a randomised controlled trial that took place between September 2014 and April 2016. Twelve intervention schools (2,101 pupils) and 12 control schools (1,973 pupils) were involved in the trial. REAL projects was delivered by teachers, supported in many instances by teaching assistants (TAs), with further support from senior leadership colleagues. It was delivered for a year in the intervention schools with a relatively large proportion of timetabled teaching (varying between 20% and 50%). In almost all cases it was delivered to mixed-ability Year 7 classes. The intervention used structured cross-subject "REAL Projects" planned by the delivery teachers who were supported by Classroom Coaches from the Innovation Unit. Schools were also supported by Leadership Coaches. REAL Projects are driven by an "essential question" which has significant educational content. The projects encouraged pupils to create an "excellent" product through drafting and redrafting and then to exhibit their work to an "authentic" audience. Visits were made to intervention schools at two time points and consisted of lesson observations, interviews, and focus groups with school leadership, project leads, class teachers, and pupils. Two case studies were also conducted in schools that it was agreed delivered the intervention well. Key conclusions are as follows: (1) Adopting PBL had no clear impact on either literacy (as measured by the Progress in English assessment) or student engagement with school and learning; (2) The impact evaluation indicated that PBL may have had a negative impact on the literacy attainment of pupils entitled to free school meals. However, as no negative impact was found for low-attaining pupils, considerable caution should be applied to this finding; (3) The amount of data lost from the project (schools dropping out and lost to follow-up) particularly from the intervention schools, as well as the adoption of PBL or similar approaches by a number of control group schools, further limits the strength of any impact finding; (4) From our observations and feedback from schools, we found that PBL was considered to be worthwhile and may enhance pupils' skills including oracy, communication, teamwork, and self-directed study skills; and (5) PBL was generally delivered with fidelity but requires substantial management support and organisational change. The Innovation Unit training and support programme for teachers and school leadership was found to be effective in supporting this intervention. Overall, the findings have low security. The trial was designed as a two-armed randomised controlled trial with schools being allocated to intervention or control groups. It was set up as an efficacy trial which aimed to test if the intervention can succeed under ideal conditions. However, 47% of the pupils in the intervention and 16% in the control group were not included in the final analysis. Therefore there were some potentially important differences in characteristics between the intervention and control groups. This undermines the security of the result. The trial results did not find that the PBL programme had an impact either on the pupils' literacy performance (as measured by Progress in English 12 tests), engagement, or attendance. The analysis did find a statistically significant negative impact on students eligible for free school meals (FSM), however no negative impact was found for lower-attaining pupils more generally, which makes it difficult to hypothesise why PBL might negatively impact FSM pupils specifically. This adds to the uncertainty of the finding.

Project Based Learning (PBL) is a pedagogical approach that seeks to provide Year 7 pupils with independent and group learning skills to meet both the needs of the Year 7 curriculum as well as support their learning in future stages of their education. It particularly aims to improve their engagement in learning as well as practical literacy skills. This trial evaluates a specific type of PBL known as "Learning through REAL Projects", developed by the Innovation Unit--an independent social enterprise that aims to improve public sector services. A year long pilot project in 2013/2014 with eight schools (763 pupils) established the feasibility of a main trial. It provided the opportunity to develop the intervention and test the research procedures. The results contained in this report relate to a randomised controlled trial that took place between September 2014 and April 2016. Twelve intervention schools (2,101 pupils) and 12 control schools (1,973 pupils) were involved in the trial. REAL projects was delivered by teachers, supported in many instances by teaching assistants (TAs), with further support from senior leadership colleagues. It was delivered for a year in the intervention schools with a relatively large proportion of timetabled teaching (varying between 20% and 50%). In almost all cases it was delivered to mixed-ability Year 7 classes. The intervention used structured cross-subject "REAL Projects" planned by the delivery teachers who were supported by Classroom Coaches from the Innovation Unit. Schools were also supported by Leadership Coaches. REAL Projects are driven by an "essential question" which has significant educational content. The projects encouraged pupils to create an "excellent" product through drafting and redrafting and then to exhibit their work to an "authentic" audience. Visits were made to intervention schools at two time points and consisted of lesson observations, interviews, and focus groups with school leadership, project leads, class teachers, and pupils. Two case studies were also conducted in schools that it was agreed delivered the intervention well. Key conclusions are as follows: (1) Adopting PBL had no clear impact on either literacy (as measured by the Progress in English assessment) or student engagement with school and learning; (2) The impact evaluation indicated that PBL may have had a negative impact on the literacy attainment of pupils entitled to free school meals. However, as no negative impact was found for low-attaining pupils, considerable caution should be applied to this finding; (3) The amount of data lost from the project (schools dropping out and lost to follow-up) particularly from the intervention schools, as well as the adoption of PBL or similar approaches by a number of control group schools, further limits the strength of any impact finding; (4) From our observations and feedback from schools, we found that PBL was considered to be worthwhile and may enhance pupils' skills including oracy, communication, teamwork, and self-directed study skills; and (5) PBL was generally delivered with fidelity but requires substantial management support and organisational change. The Innovation Unit training and support programme for teachers and school leadership was found to be effective in supporting this intervention. Overall, the findings have low security. The trial was designed as a two-armed randomised controlled trial with schools being allocated to intervention or control groups. It was set up as an efficacy trial which aimed to test if the intervention can succeed under ideal conditions. However, 47% of the pupils in the intervention and 16% in the control group were not included in the final analysis. Therefore there were some potentially important differences in characteristics between the intervention and control groups. This undermines the security of the result. The trial results did not find that the PBL programme had an impact either on the pupils' literacy performance (as measured by Progress in English 12 tests), engagement, or attendance. The analysis did find a statistically significant negative impact on students eligible for free school meals (FSM), however no negative impact was found for lower-attaining pupils more generally, which makes it difficult to hypothesise why PBL might negatively impact FSM pupils specifically. This adds to the uncertainty of the finding.

The study aimed to reveal the effectiveness of the use of certain classroom language activities in teaching English language in the development of oral linguistic performance and decision-making among intermediate third-grade students in Makah, and it revealed a statistically significant correlation relationship between the averages of the study sample scores, in the post application for linguistic performance test, and measure of decision-making; and to achieve the objectives of the study, the researcher used two methods: descriptive approach and quasi-experimental design, per experimental group. Ibn al-Qayam intermediate school was chosen randomly, and then the intermediate third grade was chosen deliberately, in the three grades altogether there were 90 students, in each class 30 students; and 3/3 experimental groups, of 30 students each were drawn, and represented the study material in linguistic classroom activities in the English language. Two tools were used: oral linguistic performance test in the English language, and the measure of decision-making; where they were applied on the study sample; after checking their validity and reliability, in the second semester in 2013, and after the end of the training period on linguistic classroom activities in English language classes, they were re-applied to determine the level of the students in each of: oral linguistic performance and the skill of decision-making. The study yielded many results of which the most important were: the presence of statistically significant differences between the average score of the sample study in the two applications, pre and post for linguistic performance estimate card and the measure of decision-making; in each axis separately, and in the linguistic performance overall in the English language; and the skill of decision making; in favor of the post application, and the presence of statistically significant correlation relationship between the average scores of the sample study in the post-application linguistic performance estimate card; and the measure of decision-making. Based on the findings of the study results, there are a number of recommendations including: the need to give linguistic classroom activity programs their educational value and status in teaching English in general education, hold regular sessions for teachers and supervisors; to train them to employ linguistic classroom activities to learn English, and the integration of thinking in teaching English language; in order to provide them with modern educational trends in the field of active learning and development of thinking skills.

p. cm

1Twas the Night Before Christmas (A Visit From St. Nicholas)

By Clement Clarke Moore

LibriVox volunteers bring you nine different readings of Clement C. Moore's <em>'Twas the Night Before Christmas</em>, a weekly poetry project. (Summary by Annie Coleman)

2Greener Than You Think

By Ward Moore

Do remember reading a panic-mongering news story a while back about genetically engineered “Frankengrass” “escaping” from the golf course where it had been planted? That news story was foreshadowed decades previously in the form of prophetic fiction wherein a pushy salesman, a cash-strapped scientist, and a clump of crabgrass accidentally merge forces with apocalyptic consequences. A triple-genre combo of science fiction, horror, and satire, Greener Than You Think is a forgotten classic that resonates beautifully with modern times. This is a faithful reading of a 1947 first edition text. (Summary by Lee Elliot)

In 1921, American poet H.D. collected and published a selection of previously published poems by Marianne Moore. Although this angered Moore, as it was entirely unauthorized, she later accepted the edition as well made and used it as the basis for her own 1924 publication of Observations. Moore's unique poetry matches the experimentation underway during the American Modernist movement. Much of it incorporates seemingly out-of-place quotations into complex free verse that often uses Nature as a subject matter. <BR><BR> Today, despite the self-motivated alteration of her poetry in later life, done much to the dismay of her devotees, scholars consider Moore a significant American poet worthy of intense study in an a unalterable place in the canon.<br /> (Summary by Oscar Goff)</br>

4Esther Waters

By George Moore

“She stood on the platform watching the receding train. A few bushes hid the curve of the line; the white vapour rose above them, evaporating in the pale evening. A moment more and the last carriage would pass out of sight. The white gates swung forward slowly and closed over the line”. Thus opens the novel about Esther Waters, young, pious woman from a poor working class family who, while working as a kitchen maid, is seduced by another employee, becomes pregnant, is deserted by her lover, and against all odds decides to raise her child as a single mother. Esther Waters is one of a group of Victorian novels that depict the life of a “fallen woman”. It is considered to be Moore’s best novel. (Summary from Wikipedia, revised by Stav Nisser.)

LibriVox volunteers bring you 16 recordings of <em>While Gazing on the Moon's Light</em> by Thomas Moore. This was the weekly poetry project for May 10th, 2009.

6Drink To Her

By Thomas Moore

LibriVox volunteers bring you 18 recordings of <i>Drink To Her</i> by Thomas Moore. This was the weekly poetry project for July 5th, 2009.

7Day-Dream

By Thomas Moore

LibriVox volunteers bring you 9 recordings of The Day-Dream by Sir Thomas Moore. This was the fortnightly poetry project for July 12th, 2009.

George Edward Moore, usually known as G. E. Moore, (1873 – 1958) was a distinguished and influential English philosopher. He was, with Bertrand Russell, Ludwig Wittgenstein, and (before them) Gottlob Frege, one of the founders of the analytic tradition in philosophy.

9In the Morning of Life

By Thomas Moore

LibriVox volunteers bring you eight recordings of In the Morning of Life by Thomas Moore. This was the Weekly Poetry project for September 13th, 2009.

LibriVox volunteers bring you 11 recordings of ’Tis the Last Rose of Summer by Sir Thomas Moore. This was the Fortnightly Poetry project for November 15th, 2009.

11Visit From Saint Nicholas

By Clement Clarke Moore

LibriVox volunteers bring you 24 recordings of A Visit From Saint Nicholas by Clement Clarke Moore. More commonly known today as 'Twas the Night Before Christmas. This was the Fortnightly Poetry project for December 13th, 2009.

12Believe Me, if All Those Endearing Young Charms

By Thomas Moore

LibriVox volunteers bring you 17 recordings of <i>Believe Me, If All Those Endearing Young Charms</i> by Thomas Moore. This was the Weekly Poetry project for February 14th, 2010.

13To...With all my soul

By Thomas Moore

LibriVox volunteers bring you 22 recordings of To...:"With all my soul, then, let us part" by Thomas Moore. This was the Weekly Poetry project for May 16th, 2010.

14So Warmly We Met

By Thomas Moore

LibriVox volunteers bring you 19 recordings of So Warmly We Met by Thomas Moore. This was the Weekly Poetry project for August 22nd, 2010.

15Love's Young Dream

By Thomas Moore

LibriVox volunteers bring you 8 recordings of Love's Young Dream by Thomas Moore. This was the Weekly Poetry project for September 26th, 2010.

16My Heart and Lute

By Thomas Moore

LibriVox volunteers bring you 12 recordings of My Heart and Lute by Thomas Moore . This was the Weekly Poetry project for December 12th, 2010<br><br>"My Heart and Lute" is a song/poem by Thomas Moore. In Through the Looking-Glass by Lewis Carroll, Alice recognizes the tune used in the song called Haddocks' Eyes sung by the White Knight. (Summary by Wikipedia)

17Oh, No - Not Even When First We Loved

By Thomas Moore

LibriVox volunteers bring you 18 recordings of Oh, No - Not Even When First We Loved by Thomas Moore. This was the Weekly Poetry Valentine's project for February 13, 2011.<br><br>Thomas Moore (28 May 1779 – 25 February 1852) was an Irish poet, singer, songwriter, and entertainer, now best remembered for the lyrics of The Minstrel Boy and The Last Rose of Summer. He was responsible, with John Murray, for burning Lord Byron's memoirs after his death. In his lifetime he was often referred to as Anacreon Moore. (summary by Wikipedia)

18Celibates

By George Moore

The author is considered the first great Irish writer of realist fiction and is said to have been an inspiration for James Joyce. Celibates is a novel of three characters: Mildred Lawson, John Norton and Agnes Lahens.They have nothing in common other than an absolute love of themselves and an inability to sympathize with others. In that vein, it constitutes a striking image of our own modern day self-absorbed society. (Introduction by James Carson)

19For Every Music Lover

By Aubertine Woodward Moore

A series of essays for music lovers, covering many topics. From music appreciation, to violin and symphony, music education, to piano and, in fact, the very origins of music, there is sure to be something for everyone. (Summary by prwells32)

LibriVox volunteers bring you 18 recordings of On Passing Deadman’s Island by Thomas Moore. This was the Fortnightly Poetry project for July 22, 2012.<br><br>Thomas Moore was an Irish poet, singer, songwriter, and entertainer. In 1803 he was appointed registrar to the Admiralty in Bermuda, he found his work very light and uninspiring, so only spent around three months on the island. Because of his brief stay there he has sometimes been treated as an unofficial poet laureate of Bermuda.<br>After leaving Bermuda he travelled across the United States and Canada in a Grand Tour. His stay in Nova Scotia was possibly the inspiration for this poem. (Summary from Wikipedia)

21Here, Take My Heart

By Thomas Moore

LibriVox volunteers bring you 23 recordings of Here, Take My Heart by Thomas Moore. This was the Weekly Poetry project for July 29, 2012.<br><br> This weekly poem is one of the many love poems by the 19th-century Irish poet Thomas Moore. Some of his poems were composed. One of his best known poems is The Last Rose Of Summer. (Summary by Stav Nisser)

22Oh, Call It by Some Better Name

By Thomas Moore

LibriVox volunteers bring you 15 recordings of "Oh, Call It by Some Better Name" by Thomas Moore.<br><br> Thomas Moore was an Irish poet, singer, songwriter, and entertainer, now best remembered for the lyrics of The Minstrel Boy and The Last Rose of Summer. (Summary by Wikipedia)

LibriVox volunteers bring you 16 recordings of The Meeting of the Waters by Thomas Moore. This was the Fortnightly Poetry project for November 25, 2102.

George Moore, an Irish writer involved with the Celtic Revival was influenced by the French Realists and particularly by the work of Émile Zola. Often considered as the first modern Irish novelist he became involved with Lady Gregory and William Butler Yeats in the establishment of the Irish Literary Theatre. As part of his involvement with the Literary Revival, he wrote a set of short stories set in Ireland, drawn from his experiences growing up on his family’s estates in Co. Mayo. The stories were intended to be translated into Irish as a part of a new tradition of Gaelic Literature. <br> The stories were later published in English as The Untilled Field, in 1903. Moore was initially influenced by Ivan Turgenyev’s collection of short stories, Tales of a Sportsman and in turn they are thought to have been an influence on James Joyce’s Dubliners collection. Moore’s stories look at Irish rural life at the end of the 19th Century and examines the role that the clergy played in the lives of those who remained after mass emigration denuded the Irish countryside. - Summary by Noel Badrian