Janis L Antonek
Biographic Data
| ID | 2276437 |
|---|---|
| NAME | Janis L Antonek |
| GIVEN NAMES | Janis L |
| FAMILY NAME | Antonek |
| SIGNATURE | ANTONEK J L |
| AFFILIATIONS | University of North Carolina at Greensboro |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 1996 |
| H-INDEX | 3 |
Documenting Growth in a Japanese FLES Program
This paper describes the implementation and evaluation of the second year of a three‐year pilot project to teach Japanese to all students in grades K through 5 at a Pittsburgh elementary school. Quantitative and qualitative evidence gathered From children's performance on various types of language tasks confirms that they have made notable progress in develop ing proficiency in Japanese. Furthermore, the gains we have documented were not limited …
Monitoring and Assessing a Japanese FLES Program: Ambiance and Achievement
This article reports on the third year of an ongoing research project to document and evaluate an innovative foreign language in elementary schools (FLES) program in Japanese for Grades K-5 (N=195). We report 2 strands of research. First, concerned with school and community ambiance, we attempted to describe systematically the attitudes and perceptions of various constituents of this curricular innovation. Second, we investigated the language ach…
A Multiple Perspectives Analysis of a Japanese FLES Program
This paper describes the development, implementation, and evaluation of the first year of a three‐year pilot project to teach Japanese to all students in grades K through 5 at a Pittsburgh elementary school. Curriculum development followed ACTFL recommendations for proficiency‐based instruction. End‐of‐year information was collected from learners, parents, the Japanese teacher, and other school teachers. Results of student oral interviews indicat…
A Multiple Perspectives Analysis of a Japanese FLES Program
This paper describes the development, implementation, and evaluation of the first year of a three‐year pilot project to teach Japanese to all students in grades K through 5 at a Pittsburgh elementary school. Curriculum development followed ACTFL recommendations for proficiency‐based instruction. End‐of‐year information was collected from learners, parents, the Japanese teacher, and other school teachers. Results of student oral interviews indicat…
Monitoring and Assessing a Japanese FLES Program: Ambiance and Achievement
This article reports on the third year of an ongoing research project to document and evaluate an innovative foreign language in elementary schools (FLES) program in Japanese for Grades K-5 (N=195). We report 2 strands of research. First, concerned with school and community ambiance, we attempted to describe systematically the attitudes and perceptions of various constituents of this curricular innovation. Second, we investigated the language ach…
Documenting Growth in a Japanese FLES Program
This paper describes the implementation and evaluation of the second year of a three‐year pilot project to teach Japanese to all students in grades K through 5 at a Pittsburgh elementary school. Quantitative and qualitative evidence gathered From children's performance on various types of language tasks confirms that they have made notable progress in develop ing proficiency in Japanese. Furthermore, the gains we have documented were not limited …
A Multiple Perspectives Analysis of a Japanese FLES Program
This paper describes the development, implementation, and evaluation of the first year of a three‐year pilot project to teach Japanese to all students in grades K through 5 at a Pittsburgh elementary school. Curriculum development followed ACTFL recommendations for proficiency‐based instruction. End‐of‐year information was collected from learners, parents, the Japanese teacher, and other school teachers. Results of student oral interviews indicat…
Documenting Growth in a Japanese FLES Program
This paper describes the implementation and evaluation of the second year of a three‐year pilot project to teach Japanese to all students in grades K through 5 at a Pittsburgh elementary school. Quantitative and qualitative evidence gathered From children's performance on various types of language tasks confirms that they have made notable progress in develop ing proficiency in Japanese. Furthermore, the gains we have documented were not limited …
Monitoring and Assessing a Japanese FLES Program: Ambiance and Achievement
This article reports on the third year of an ongoing research project to document and evaluate an innovative foreign language in elementary schools (FLES) program in Japanese for Grades K-5 (N=195). We report 2 strands of research. First, concerned with school and community ambiance, we attempted to describe systematically the attitudes and perceptions of various constituents of this curricular innovation. Second, we investigated the language ach…
Language proficiency (3 works) · Mathematics education (3 works) · Multilingual Education and Policy (3 works) · Pedagogy (3 works) · Psychology (3 works) · Curriculum (2 works) · Reading and Literacy Development (2 works) · Class (philosophy (1 works) · Computer Science (1 works) · Context (archaeology (1 works)