A catalogue record for this book is available from the British Library ISBN 0 521 82347 1 hardback ISBN 0 521 53032 6 paperback Contents List of tables page vii Preface to the second edition ix Preface to the first edition xii 1 Why a global language? 1 What is a global language? 3 What makes a global language? 7 Why do we need a global language? 11 What are the dangers of a global language? 14 Could anything stop a global language? 25 A critical era 27 2 Why English? The historical context 29 Origins 30 America 31 Canada 36 The Caribbean 39 Australia and New Zealand 40 South Africa 43 South Asia 46 Former colonial Africa 49 Southeast Asia and the South Pacific 54 A world view 59 v Contents

English as a global language

I. INTRODUCTION TO EVALUATION. 1. Evaluation's Basic Purpose, Uses, and Conceptual Distinctions. 2. Origins of Modern Program Evaluation. 3. Recent Developments and Trends in Evaluation. II. ALTERNATIVE APPROACHES TO PROGRAM EVALUATION. 4. Alternative Views of Evaluation. 5. Objectives-Oriented Evaluation Approaches. 6. Management-Oriented Evaluation Approaches. 7. Consumer-Oriented Evaluation Approaches. 8. Expertise-Oriented Evaluation Approaches. 9. Adversary-Oriented Evaluation Approaches. 10. Participant-Oriented Evaluation Approaches. 11. Alternative Evaluation Approaches: A Summary and Comparative Analysis. III. PRACTICAL GUIDELINES FOR PLANNING EVALUATION. 12. Clarifying the Evaluation Request and Responsibilities. 13. Setting Boundaries and Analyzing the Evaluation Context. 14. Identifying and Selecting the Evaluative Questions and Criteria. 15. Planning How to Conduct the Evaluation. IV. PRACTICAL GUIDELINES FOR CONDUCTING AND USING EVALUATIONS. 16. Dealing with Political, Ethical, and Interpersonal Aspects of Evaluation. 17. Collecting, Analyzing, and Interpreting Quantitative Information. 18. Collecting, Analyzing, and Interpreting Qualitative Information. 19. Reporting and Using Evaluation Information. 20. Evaluating Evaluations. V. EMERGING AND FUTURE SETTINGS FOR PROGRAM EVALUATION. 21. Conducting Multiple-Site Evaluation Studies. 22. Conducting Evaluations of Organizations Renewal and Training in Corporate and Nonprofit Settings. 23. The Future of Evaluation. Appendix: Some General Areas of Competence Important in Education Evaluation.

http://platform.almanhal.com/Files/?ID=T2-41793-MLA0011322.pdf

تقويم البرنامج : طرق بديلة و إرشادات عملية = Program evaluation Alternative Approaches and Practical Guidelines

Розвиток та імплементацію навчальних мовних програм можливо здійснювати декількома шляхами, кожен з яких має різні імплікації дизайну курикулуму. У статті робиться спроба описати та порівняти три курикулумних підходи. Поняття форвардного, центрального та зворотного дизайну забезпечує ефективне модельне уявлення про різноманітні підходи дизайну курикулуму та їх практичне застосування. Ключові слова: навчальний план; форвардний, центральний та зворотний дизайн; методи, методика, оцінювання.

Curriculum development in language teaching

教育學用語辭典 = The dictionary of education

There are many theories explaining the disinhibited behaviors on the Internet.Based on the current documents,the paper introduced the concept and characteristics of the disinhibited behaviors on the Internet,and explained the causes from different theoretical point of view.

Causes and Implications of Disinhibited Behaviors on the Internet

/pdf/an-investigation-into-university-students-foreign-language-2ss5i6gzls.pdf

An Investigation into University Students Foreign Language Speaking Anxiety

Correlation among High School Senior Students' Test Anxiety, Academic Performance and Points of University Entrance Exam.

/pdf/school-principals-roles-in-establishing-collaborative-18yvgv8xlm.pdf

School Principals’ Roles in Establishing Collaborative Professional Learning Communities at Schools

Investigating the Effect of Audio Visual Materials as Warm-up Activity in Aviation English Courses on Students’ Motivation and Participation at High School Level

Bu makale ile Anadolu Lisesi ogrencilerinin Matematik dersine yonelik ozduzenleme ve bilisustu beceriler, cinsiyete, sinif duzeyine ve alanlara gore farklilasip farklilasmadigi belirlenmeye calisilmistir. Arastirmanin calisma grubunu Milli Egitim Bakanligina bagli Anadolu lisesinde ogrenim goren 314 ogrenci olusturmaktadir. Arastirmada veri toplamak amaciyla, Pintrinch ve De Groot (1990) tarafindan gelistirilen ve dilsel esdegerligi Uredi (2005) tarafindan yapilan “Ogrenmede Motive Edici Stratejiler ” olceginde yer alan “Ozduzenleme” ve“Bilisustu” alt boyutlari olcegi kullanilmistir. Verileri analiz etmek amaciyla, t-testi ve iliskisiz gruplarda tek yonlu varyans analizi kullanilmistir. Bulgular, cinsiyete ve lise sinif duzeyine gore ogrencilerin ozduzenleme ve bilisustu becerilende anlamli farkliliklar oldugunu buna karsin alanlara gore soz konusu becerilere iliskin bir farklilik olmadigini ortaya koymustur.

/pdf/lise-ogrencilerinin-matematik-dersine-yonelik-ozduzenleme-ve-3m9hmg2zgm.pdf

Bülent Alcı

Papers

An Investigation into University Students Foreign Language Speaking Anxiety

Correlation among High School Senior Students' Test Anxiety, Academic Performance and Points of University Entrance Exam.

School Principals’ Roles in Establishing Collaborative Professional Learning Communities at Schools

Investigating the Effect of Audio Visual Materials as Warm-up Activity in Aviation English Courses on Students’ Motivation and Participation at High School Level

Lise Öğrencilerinin Matematik Dersine Yönelik Özdüzenleme ve Bilişüstü Becerileri, Cinsiyete, Sınıfa ve Alanlara Göre Farklılaşmakta mıdır?