Student Work - HELP

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    Evaluation Report for: The Spring 2010 Evaluation of the Teacher Induction Process at H.E.L.P.
    ( 2010) Kletzien, Jacob
    The present paper reports evaluation of teacher induction processes of HELP. After interviews of former and current HELP teachers were conducted, survey questionnaires additionally administered to the same participants. The analysis of the interviews and survey revealed the followings findings: (1) teachers at HELP found the peer mentoring to be extremely helpful, (2) the binders that were given to teachers were appreciated, but were found by many to be overwhelming and cluttered, (3) teachers were frustrated with the amount of time it takes to get paid, often taking 6 weeks or longer, but understood that the delay was most likely not HELP's fault. Further recommendations will be discussed.
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    HELP Evaluation Project, Spring 2008: Evaluation Report
    ( 2008) Brown, Dan ; Davis, John ; Nguyen, Ky
    The Hawaii English Language Program (HELP) Evaluation Project has endeavored to gather information regarding (1) why students generally choose to come to HELP; (2) why students specifically choose to come to HELP relative to other programs; and (3) whether student expectations are met. The primary source of data came from students directly (both past and current HELP students), but an effort was made to gather data from a wide variety of stakeholders, program experts, clients and institutional documentation. Findings are offered to assist HELP identify attractive aspects of the program, as well as areas needing improvement, inform recruitment efforts and guide development of the program.
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    On the Merits of Mixing Methods: A Language Program Evaluation
    ( 2010) Kletzien, Jacob
    The current evaluation study on a university-level language program intends to determine the viability of using a specific Virtual Learning Environment in all classes at the program. The evaluation that ensued followed a mixed methods design, mixing at least one quantitative and one qualitative method in the same study (Bergman, 2008b). This paper highlights the benefits of using mixed-methods in language program evaluation as seen in the professional literature and then through a practical example of an evaluation that benefited from the use of mixed methods. Despite the great amount that has been written in favor of mixing methods in all social science research, (e.g. Bergman, 2008a; Cronbach, et al., 1980) reports of actual examples are currently in small number in the professional literature despite the calls that have been made for more of such writing especially in the context of language program evaluation (Caracelli & Greene, 1997; Cronbach et al.,1980; Weiss, 1998). The report of this evaluation, which contains the extent to which methods were mixed and the benefits of that mixing of methods for the evaluation, is presented in response to those calls for such writing.
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    Curriculum Evaluation of HELP
    ( ?) Johnstun, Ann
    This project focuses on evaluating the existing curriculum and assisting in the rational building of the structure of goals and objectives of HELP. Specifically, the project seeks to answer the following questions: How did the current goals and objectives come into being? How do HELP teachers define and create the goals and objectives for their courses? How are teachers employing the course goals and objectives into the syllabi and into their teaching? How can we sequence the current goals and objectives to build upon each other in a rational structure? Based on a utilization-focused evaluation, interviews with a program administrators were conducted and survey questionnaire was administered to teachers at the program. Recommendations for curricular development of the program such as continual curriculum renewal are to be suggested.
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    Interactionist Dynamic Assessment in L2 Learning: A Case Study of Tutoring L2 English Oral Communication
    ( 2010) Orikasa, Mami
    Interactionist Dynamic Assessment (DA) is a language pedagogical approach that dialectically integrates assessment and instruction to co-construct a future between the learner and the mediator. Interactionist DA, based on a qualitative interpretation of Vygotsky’s Zone of Proximal Development (ZPD), focuses on helping learners perform optimally, which they cannot do independently, and develop to the next level through assistance and interactions with the mediator. The present paper attempts to conduct a case study of interactionist DA in the L2 learning context by tutoring L2 English oral communication to investigate how interactions between a mediator and a L1 Japanese student are negotiated and help develop the learner’s performance. The results indicated that interactionist DA in the L2 context was effective in helping the learner overcome problems and perform better through negotiated interactions with the mediator and revealing the learner’s actual competence.