Reading Teachers Are Asked "What is Relevant In the Classroom?"
One of the most crucial problems facing teacher education today is one of relevancy. This cry for relevance suggests that what we in higher education do as we prepare students to become teachers is not compatible with the real world of the classroom. Backman tells us that as teacher educators we are perceived as (1) delivering preparation programs which have little real influence on the way in which our graduates actually teach; and (2) being completely out of touch with the actual teaching conditions in contemporary schools (1984). READING TEACHERS ARE ASKED "WHAT IS RELEVANT IN CLASSROOM?" Donna Jamar and Leo W. Pauls Emporia State University Emporia, Kansas One of the most crucial problems facing teacher education today is one of relevancy. This cry for relevance suggests that what we in higher education do as we prepare students to become teachers is not compatible with the real world of the classroom. Backman tells us that as teacher educators we are perceived as (1) delivering preparation programs which have little real influence on the way in which our graduates actually teach; and (2) being completely out of touch with the actual teaching conditions in contemporary schools (1984).
PRESERVICE EDUCATION IN READING: WHAT DO THE TEACHERS SAY?
ABSTRACT The purpose of this study was to determine teachers’ perceptions of reading courses at the undergraduate level. Survey data obtained from graduates of 37 institutions were analyzed using frequencies, t‐test, analysis of variance, Duncan's Multiple Range Test, and orthogonal contrast to provide the following results: Graduates between 1970‐80 have not taken more reading courses than earlier graduates. Persons with degrees in elementaty education, early childhood education, and special education have taken reading courses while those in other areas of education have not. Graduates who have taken three or more reading courses feel prepared to teach reading. The most helpful topic in an undergraduate reading course is “how to plan a reading lesson.” The topic which needs to be added to the undergraduate reading courses is “how to organize and manage reading instruction.”
Automatic classification of TV news articles based on telop character recognition
The purpose of this study is to develop a multimedia database system for TV news video data. TV news video data consist of speech, characters and images. In this study, telop characters are recognized and given to the news articles as indices for classification. At first, telop frames which include telop characters are detected and then the telop characters are extracted and recognized. Through morphological analysis of the recognized telop characters, keywords are extracted which consist of more than two characters. Their keywords are used as indices to classify the TV news articles. We carried out experiments for 30 days of NHK 5 minutes news and obtained 95.4% telop character extraction rate, 81.4% character recognition rate and 83.8% article classification rate. We improved the article classification rate by 43.4% through character recognition improvement from 44.1% to 81.4%.