WorldCat Identities

Wild, Justin

Overview
Works: 10 works in 14 publications in 2 languages and 33 library holdings
Genres: Academic theses  Interviews 
Roles: Author
Classifications: P40.85.T34, 830
Publication Timeline
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Most widely held works by Justin Wild
"Daring to dare" : an exploratory study of indigenous knowledge and context specific instruction in learning and teaching in Tanzania by Justin Wild( )

1 edition published in 2012 in English and held by 10 WorldCat member libraries worldwide

This exploratory study is unable to make broad conclusions about the uses of IK in Tanzanian schools, but, to the author's knowledge, is a first attempt to apply the theories present in IK literature to discuss instructional methods found in Tanzanian schools and by Tanzanian educators in relation to IK
Perception and use of Tanzania's language of instruction policy in a rural ordinary level secondary school : translating qualitative data into a quantitative instrument measuring the foreign language environment by Justin Wild( )

2 editions published in 2018 in English and held by 9 WorldCat member libraries worldwide

In Tanzania, the debate surrounding language of instruction has been rekindled with an announcement in February of 2015 that the language of instruction would be changed from English to Kiswahili in Ordinary Level secondary schools. European languages have perceived economic benefits, while researchers in cognitive learning argue foreign languages of instruction are often detrimental to a child's learning. However, this debate is studied largely at the national and international levels. This dissertation research investigates perceptions of language of instruction in a rural school community using critical theory, the theory of communicative action, and a language ecology framework. Qualitative analysis of community foreign language learning resources and a construct modeling approach was used to create and pilot a quantitative instrument in several rural secondary school communities for the purpose of measuring and acknowledging foreign language learning resources in a rural school community. Findings revealed participants' cultural attachment to Kiswahili in tension with the high utilitarian value they place on knowing the English language. Few participants believed there are many resources for learning English in or outside of school. Findings from the survey using descriptive analysis and item response theory revealed that few items captured the variability of the construct within the sample, yet exposed possible weaknesses and offered direction for further, future investigation. This study concludes with a discussion of the findings in relation to the theories and framework guiding this study, as well as a discussion of the child's right to learn
Examining the language of instruction in Tanzania : does Kiswahili dictating plausible paths for the future? by Justin Wild( Book )

1 edition published in 2017 in English and held by 4 WorldCat member libraries worldwide

Validation of scales and construction of scale scores( )

2 editions published in 2019 in English and held by 4 WorldCat member libraries worldwide

Sama'ell Fantasy - Horror - Western by Justin Wild( )

2 editions published in 2019 in German and held by 2 WorldCat member libraries worldwide

Sama'ell Western Horror by Justin Wild( )

2 editions published in 2019 in German and held by 2 WorldCat member libraries worldwide

Patient preference and compliance between Hawley retainers and vacuum-formed retainers following orthodontic treatment by Justin Wild( )

1 edition published in 2014 in English and held by 1 WorldCat member library worldwide

Introduction: The traditional Hawley retainer has been replaced in many orthodontic offices by vacuum-formed retainers (VFRs). There has yet to be a study that investigates preferences and reasons for noncompliance between Hawley and vacuum-formed retainers by allowing each to be worn within the same patient. Specific Aim: To determine differences in compliance and reasons for noncompliance between Hawley and VFRs. Hypothesis: There will be increased compliance with VFRs due to better esthetics, speech, and comfort. Methods: In consecutive months but in a different order, two treatment groups received a set of Hawleys and VFRs following comprehensive treatment. All patients were instructed to wear retainers full time. Patients filled out a standard questionnaire at recall appointments to gauge compliance and preferences between retainer types. Expected results: There will be an increase in preference for and compliance with VFRs within each group. The patients in both groups will report greater compliance the month they were given VFRs. Following 2 months, all patients will show a preference for VFRs. Reasons for choosing VFRs over Hawleys will include esthetics, fit, speech, and comfort. Conclusions: Vacuum-formed retainers when compared directly are preferred over Hawley retainers and lead to higher levels of compliance in the short-term orthodontic retention phase of treatment
SAMA'ELL by Justin Wild( Book )

1 edition published in 2019 in German and held by 1 WorldCat member library worldwide

Does Increasing Hours of Schooling Lead to Improvements in Student Learning? : Policy Brief No. 1 by Andrés Sandoval-Hernández( Book )

1 edition published in 2013 in English and held by 0 WorldCat member libraries worldwide

Increasing the number of hours students spend in school each year, on the assumption that this will improve student achievement, has become a widespread trend. However, the analysis reported here suggests that this trend can be misguided: the time students spend in the classroom is not always positively related to their academic achievement. Instead, it is effective teaching time that is most likely to have a positive impact on student achievement. As such, policies influencing how time at school is allocated can be a good way to improve educational outcomes. Included in this policy brief are answers to the questions: (1) Is increasing the amount of time children spend in the classroom an effective way of improving their academic achievement? and (2) In regard to other factors that might help improve student achievement, does the amount of effective teaching time (i.e., time devoted to purely teaching-related tasks) have a positive effect on student achievement?
Indiana's TIMSS 2011 Performance : Outperforming Much of the World in Math and Science, but Issues Remain for Gender Achievement and High Performers. Education Policy Brief. Volume 11, Number 1, Winter 2013 by David Rutkowski( Book )

1 edition published in 2013 in English and held by 0 WorldCat member libraries worldwide

Are U.S. and, in particular, Hoosier students competitive and ready to succeed in an ever-changing and increasingly global economic landscape? This question is frequently considered by K-12 education stakeholders at all levels, including national, state, and local officials. One of the central ways in which education systems can compare themselves internationally is through regularly administered education assessments, such as the Trends in International Mathematics and Science Study (TIMSS) or the Programme for International Student Assessment (PISA). Both PISA and TIMSS are large-scale international assessments for students, while the National Assessment of Educational Progress (NAEP), also referred to as the "Nation's Report Card," is designed to gather information that meets national and state needs. The important distinction here is that NAEP is a national assessment, and PISA and TIMSS are international assessments. Historically, the U.S. ranks consistently in the middle of the pack among national participants in most international education assessments. Given that the U.S. is a large country with diverse state and local education systems that can and do vary meaningfully, aggregating and reporting at the national level provides useful information for national policymakers, but does little for state and local policymakers. Fortunately, in 2011, Indiana participated in the latest round of 8th grade TIMSS assessments. To that end, this policy brief examines the 2011 TIMSS results for Indiana students in order to compare Hoosier 8th graders with their global peers, looking at averages for the Top 10 performing countries (averaging education systems at the country level, excluding the state of Indiana), the U.S., and the world. This brief presents the results in terms of system-level populations. Disaggregated results by gender and system-level comparisons across TIMSS benchmarks are also presented and discussed. The brief concludes with an examination of achievement trends in Indiana, and internationally, from 1999 to 2011, including a short discussion of what these results mean in the context of current education reforms in the state
 
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