According to Bales, 1999, the concept behind SYMLOG is that "every act of behavior takes place in a larger context, that it is a part of an interactive field of influences." Further, "the approach assumes that one needs to understand the larger context -- person, interpersonal, group, and external situation -- in order to understand the patterns of behavior and to influence them successfully." With SYMLOG, measurement procedures are

Perhaps the clearest and most direct way to make the reading and general learning experience more personally relevant, however, is to include an analysis of text-to-self-connections in reading lesson plans and tasks. Not only does this lead explicitly to every individual developing their own context for reading a given text, making them consciously aware of the different perspectives that exist in literature and in the wider world, but a lack

The critical discourse analysis was conducted in the context of ethnographic data collected over two years in this classroom. Extensive field notes, interviews, audio and videotaped lessons and discussions, support the researcher's understandings of the transcripts analyzed for this paper and collections of student work.(Dutro et al., 2006) Findings: The findings are discussed over several pages where the researchers discuss how the students felt regarding various aspects of the survey they

Gurin, Patricia, Dey, Eric, Hurtado, Sylvia, and Gurin, Gerald. Diversity and Higher Education: Theory and Impact on Educational Outcomes. Harvard Educational Review. Fall 2002. Volume 72. Issue 3. PG 330-366. In light of the current divisiveness of the affirmative action debate, the researchers and educational authors Patricia Gurin, Eric L. Dey, Sylvia Hurtado, and Gerald Gurin, through their article on "Diversity and Higher Education: Theory and Impact on Educational Outcomes" offer

Learning Objectives for Adult Education Managing and Exploiting the Impact of Classroom Diversity in Adult Arts Education As the American population becomes increasingly diverse, so goes classroom diversity (Cooper, 2012). By the end of the current decade, a White majority will no longer exist among the 18 and under age group. This rapid progression towards a plurality has already impacted primary schools, but the trend toward increasing diversity is beginning to affect

In many ways, the concepts of separating out individuals that are different has been fostered by the construction of the educational format. Tomlinson notes the fallacy of such an arrangement and provides some excellent advice with regard to classroom inclusiveness. "A classroom is -- or at least ought to be, in my opinion -- a microcosm for the world we live in. It is a community of individuals in