Titlebook: Blended Language Program Evaluation; Paul Gruba,Mónica S. Cárdenas-Claros,Katherine Ric Book 2016 The Editor(s) (if applicable) and The Au

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Meso-Level Evaluation,und little research to do with the ways modern language departments are structured, how they operate, or how they meet the demands of the institution and students. We did find, however, that departments are ‘usually the most important organizational level for defining institutional values, norms, an

套索

Macro-Level Evaluation,g initiatives that affect the integration of technology are understood by instructors and program administrators in a collegial environment. In this chapter, we discuss blended language program evaluation at the macro level. Characteristically, the macro level is made up of senior administrators and

支架

A Micro-Level Case Study in Chile,ons suggested by Gruba and Hinkelman (2012), we are interested in delving into the multimodal interactions among teachers, students, technology, tools, and texts to see what happens in actual classrooms. From experience, we have found that it is teachers who decide whether or not to integrate techno

愛得痛了

A Meso-Level Case Study in the USA,ng in the English Language Institute (ELI) at the University of Hawai’i at Mānoa, USA. By conducting this study, I aimed to model an argument-based approach and attempted to illustrate how it could be used as an epistemological framework for program evaluation that transcends a view of program evalu

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挑剔為人

A Macro-Level Case Study in Australia,is chapter can be seen as a pilot study that seeks to answer two key questions: Does the framework that we adopted and developed in earlier chapters actually work? If applied, what sort of information does an analysis of macro level factors yield that can help to improve a blended language program?

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