Katie Angus
Dados Biográficos
| ID | 5435533 |
|---|---|
| NOME | Katie Angus |
| PRENOMES | Katie |
| SOBRENOME | Angus |
| ASSINATURA | ANGUS K |
| AFILIAÇÕES | University of Southern Mississippi |
| ORCID | 0000-0002-0645-1684 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 7 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2021 |
| ÍNDICE H | 2 |
Emergency Remote Language Teaching and U.S.‐Based College‐Level World Language Educators’ Intention to Adopt Online Teaching in Postpandemic Times
This study adopted a mixed methods approach to explore the impact of emergency remote language teaching (ERLT) in the spring of 2020 on 662 U.S.‐based college‐level world language educators’ intention to teach languages online in postpandemic times. Quantitative and qualitative data were collected from an online questionnaire and follow‐up interviews. The quantitative data were analyzed through exploratory factor analysis, confirmatory factor ana…
Chinese character instruction online
Facilitating technology‐based character learning in emergency remote teaching
The study reports pedagogical adaptations that Chinese language instructors made to support students' character learning during emergency remote teaching in 2020. Data from an online questionnaire and follow‐up interviews show that the handwriting requirement in the language curriculum was modified to give way to technology‐based instruction, making the conventionally isolated and solitary task of character learning more integrative and interacti…
Saying vs. Doing
Despite the sizeable portion of foreign language (FL) instruction provided by graduate students now as teaching assistants (TAs) and in the future as faculty, few studies have considered TAs’ perspectives on their own professional development. To inform the professional development of FL graduate students as teachers, the present study updated and expanded on Brandl (2000) and Gonglewski and Penningroth (1998), who surveyed FL TAs about their per…
Facilitating technology‐based character learning in emergency remote teaching
The study reports pedagogical adaptations that Chinese language instructors made to support students' character learning during emergency remote teaching in 2020. Data from an online questionnaire and follow‐up interviews show that the handwriting requirement in the language curriculum was modified to give way to technology‐based instruction, making the conventionally isolated and solitary task of character learning more integrative and interacti…
Saying vs. Doing
Despite the sizeable portion of foreign language (FL) instruction provided by graduate students now as teaching assistants (TAs) and in the future as faculty, few studies have considered TAs’ perspectives on their own professional development. To inform the professional development of FL graduate students as teachers, the present study updated and expanded on Brandl (2000) and Gonglewski and Penningroth (1998), who surveyed FL TAs about their per…
Chinese character instruction online
Saying vs. Doing
Despite the sizeable portion of foreign language (FL) instruction provided by graduate students now as teaching assistants (TAs) and in the future as faculty, few studies have considered TAs’ perspectives on their own professional development. To inform the professional development of FL graduate students as teachers, the present study updated and expanded on Brandl (2000) and Gonglewski and Penningroth (1998), who surveyed FL TAs about their per…
Emergency Remote Language Teaching and U.S.‐Based College‐Level World Language Educators’ Intention to Adopt Online Teaching in Postpandemic Times
This study adopted a mixed methods approach to explore the impact of emergency remote language teaching (ERLT) in the spring of 2020 on 662 U.S.‐based college‐level world language educators’ intention to teach languages online in postpandemic times. Quantitative and qualitative data were collected from an online questionnaire and follow‐up interviews. The quantitative data were analyzed through exploratory factor analysis, confirmatory factor ana…
Chinese character instruction online
Facilitating technology‐based character learning in emergency remote teaching
The study reports pedagogical adaptations that Chinese language instructors made to support students' character learning during emergency remote teaching in 2020. Data from an online questionnaire and follow‐up interviews show that the handwriting requirement in the language curriculum was modified to give way to technology‐based instruction, making the conventionally isolated and solitary task of character learning more integrative and interacti…
Psychology (4 obras) · Computer Science (3 obras) · EFL/ESL Teaching and Learning (3 obras) · Mathematics education (3 obras) · Artificial Intelligence (2 obras) · Character (mathematics (2 obras) · Language education (2 obras) · Multimedia (2 obras) · Online and Blended Learning (2 obras) · Pedagogy (2 obras)