ABSTRACT English-Spanish cognates are an important subset of words in both the English and Spanis... more ABSTRACT English-Spanish cognates are an important subset of words in both the English and Spanish languages. Cognates are words that possess identical or nearly identical spellings and meanings in both languages as a result of being derived from Latin and Greek. Of major importance is the fact that many of the more than 20,000 cognates in English are academic vocabulary words, terms essential for comprehending school texts. The Pura Belpré Children's Book Award has been given since 1996 to outstanding children's and young adult literature that represents, affirms, and celebrates the Latino cultural experience. The books are judged for their literary and artistic quality. There are many English-Spanish cognates in each of the Pura Belpré picture books. The purpose of this article is to introduce the Pura Belpré Cognate Database, which lists all of the English-Spanish cognates for each of the children's picture books that have won the award or have been designated as honor books. Ideas for vocabulary, spelling, and morphology lessons or mini-lessons are also presented.
Science Activities Classroom Projects and Curriculum Ideas, 2010
Students struggle with the transition from learning to read narrative text in the early grades to... more Students struggle with the transition from learning to read narrative text in the early grades to reading expository text in the science classroom in the upper grades as they begin reading and writing to gain information. Science teachers can adapt their teaching materials to develop students’ reading comprehension and recall by writing summaries of scientific text. Using technology, teachers can
Http Dx Doi Org 10 2466 Pr0 105 3 970 974, Aug 11, 2010
ABSTRACT The English and Spanish languages share over 20,000 cognates. Cognates are words that ar... more ABSTRACT The English and Spanish languages share over 20,000 cognates. Cognates are words that are orthographically, semantically, and syntactically similar in two languages. In 2009, Montelongo, Hernández, and Herter collected orthographic transparency ratings for over 2,000 Spanish-English cognate nouns and cognate adjectives drawn from the Juilland and Chang-Rodríguez' Frequency Dictionary of Spanish Words. The present analysis of the cognate adjectives in the Montelongo, et al. norms identified orthographic and morphological characteristics which affected ratings of cognate transparency. The analysis identified an initial-letter effect: the earlier an English word deviates from its Spanish equivalent, the lower it is rated. Similarly, the more orthographically similar an English suffix is to its Spanish suffix equivalent, the higher its rating.
... Roberta Herter California Polytechnic State University, San Luis Obispo, CA, USA rherter@calp... more ... Roberta Herter California Polytechnic State University, San Luis Obispo, CA, USA [email protected] ... It allows a richer exploration of our stated research question compared to methods that propose frameworks a priori by addressing the agents of change and their roles ...
2012 Frontiers in Education Conference Proceedings, 2012
ABSTRACT Although lifelong learning is among the most critical skills required of today's... more ABSTRACT Although lifelong learning is among the most critical skills required of today's engineering graduates, the complex processes through which individuals develop the attitudes, beliefs, and skills of lifelong learners remains unclear. Instructors have only begun to understand the impacts of academic background, institutional climate, and pedagogy on students' development of the motivations and learning strategies characteristic of lifelong learners. In this ongoing mixed-methods investigation, we draw on existing motivation and self-regulated learning theories to examine how undergraduate students at a small private college and a large public university become more self-directed as they progress through the first two years of their engineering programs. Preliminary findings indicate that first-year students at the two institutions report significant differences in their motivations and goal orientations. Students at the small private college express higher intrinsic motivation and learning orientation, and lower external regulation and grade orientation, compared to students at the large public university. The two groups also show differences in their beliefs about individual versus social learning. We briefly discuss how differences in motivations, goals, and beliefs may impact student responses to early program experiences, and require instructors to tailor their approaches to support the needs of emerging lifelong learners.
2012 Frontiers in Education Conference Proceedings, 2012
ABSTRACT Although self-direction is among the most critical skills required of today's en... more ABSTRACT Although self-direction is among the most critical skills required of today's engineering graduates, the complex processes through which individuals develop the attitudes, beliefs, and skills of lifelong, self-directed learners remains unclear. In this ongoing mixed-methods investigation, we draw on existing motivation and self-regulated learning theories to examine how undergraduate students at two institutions develop as self-directed learners during their first two years of their engineering programs. Preliminary findings indicate that both groups of first-year students make progress as self-directed learners, even after their first semester of college. However, the data indicate marked differences in specific areas of self-directed learner growth at the two institutions. Compared to those at the large public university, students at the small private college report stronger learning goal orientations, help-seeking behaviors, and metacognitive strategy use. We discuss how the learning opportunities and environments may contribute to these differences in learner development.
President Baker announced the promotion of 45 faculty members and the award of tenure to 25 facul... more President Baker announced the promotion of 45 faculty members and the award of tenure to 25 faculty members effective in the 2008-09 academic year. The promotions include 24 to the academic rank of Professor, 22 to the rank of Associate Professor, and one to the rank of Student Services Professional-Academic Related III. President Baker extended his congratulations and appreciation to the following faculty members receiving promotion and/or tenure (listed alphabetically by college/area):
ABSTRACT English-Spanish cognates are an important subset of words in both the English and Spanis... more ABSTRACT English-Spanish cognates are an important subset of words in both the English and Spanish languages. Cognates are words that possess identical or nearly identical spellings and meanings in both languages as a result of being derived from Latin and Greek. Of major importance is the fact that many of the more than 20,000 cognates in English are academic vocabulary words, terms essential for comprehending school texts. The Pura Belpré Children's Book Award has been given since 1996 to outstanding children's and young adult literature that represents, affirms, and celebrates the Latino cultural experience. The books are judged for their literary and artistic quality. There are many English-Spanish cognates in each of the Pura Belpré picture books. The purpose of this article is to introduce the Pura Belpré Cognate Database, which lists all of the English-Spanish cognates for each of the children's picture books that have won the award or have been designated as honor books. Ideas for vocabulary, spelling, and morphology lessons or mini-lessons are also presented.
Science Activities Classroom Projects and Curriculum Ideas, 2010
Students struggle with the transition from learning to read narrative text in the early grades to... more Students struggle with the transition from learning to read narrative text in the early grades to reading expository text in the science classroom in the upper grades as they begin reading and writing to gain information. Science teachers can adapt their teaching materials to develop students’ reading comprehension and recall by writing summaries of scientific text. Using technology, teachers can
Http Dx Doi Org 10 2466 Pr0 105 3 970 974, Aug 11, 2010
ABSTRACT The English and Spanish languages share over 20,000 cognates. Cognates are words that ar... more ABSTRACT The English and Spanish languages share over 20,000 cognates. Cognates are words that are orthographically, semantically, and syntactically similar in two languages. In 2009, Montelongo, Hernández, and Herter collected orthographic transparency ratings for over 2,000 Spanish-English cognate nouns and cognate adjectives drawn from the Juilland and Chang-Rodríguez' Frequency Dictionary of Spanish Words. The present analysis of the cognate adjectives in the Montelongo, et al. norms identified orthographic and morphological characteristics which affected ratings of cognate transparency. The analysis identified an initial-letter effect: the earlier an English word deviates from its Spanish equivalent, the lower it is rated. Similarly, the more orthographically similar an English suffix is to its Spanish suffix equivalent, the higher its rating.
... Roberta Herter California Polytechnic State University, San Luis Obispo, CA, USA rherter@calp... more ... Roberta Herter California Polytechnic State University, San Luis Obispo, CA, USA [email protected] ... It allows a richer exploration of our stated research question compared to methods that propose frameworks a priori by addressing the agents of change and their roles ...
2012 Frontiers in Education Conference Proceedings, 2012
ABSTRACT Although lifelong learning is among the most critical skills required of today's... more ABSTRACT Although lifelong learning is among the most critical skills required of today's engineering graduates, the complex processes through which individuals develop the attitudes, beliefs, and skills of lifelong learners remains unclear. Instructors have only begun to understand the impacts of academic background, institutional climate, and pedagogy on students' development of the motivations and learning strategies characteristic of lifelong learners. In this ongoing mixed-methods investigation, we draw on existing motivation and self-regulated learning theories to examine how undergraduate students at a small private college and a large public university become more self-directed as they progress through the first two years of their engineering programs. Preliminary findings indicate that first-year students at the two institutions report significant differences in their motivations and goal orientations. Students at the small private college express higher intrinsic motivation and learning orientation, and lower external regulation and grade orientation, compared to students at the large public university. The two groups also show differences in their beliefs about individual versus social learning. We briefly discuss how differences in motivations, goals, and beliefs may impact student responses to early program experiences, and require instructors to tailor their approaches to support the needs of emerging lifelong learners.
2012 Frontiers in Education Conference Proceedings, 2012
ABSTRACT Although self-direction is among the most critical skills required of today's en... more ABSTRACT Although self-direction is among the most critical skills required of today's engineering graduates, the complex processes through which individuals develop the attitudes, beliefs, and skills of lifelong, self-directed learners remains unclear. In this ongoing mixed-methods investigation, we draw on existing motivation and self-regulated learning theories to examine how undergraduate students at two institutions develop as self-directed learners during their first two years of their engineering programs. Preliminary findings indicate that both groups of first-year students make progress as self-directed learners, even after their first semester of college. However, the data indicate marked differences in specific areas of self-directed learner growth at the two institutions. Compared to those at the large public university, students at the small private college report stronger learning goal orientations, help-seeking behaviors, and metacognitive strategy use. We discuss how the learning opportunities and environments may contribute to these differences in learner development.
President Baker announced the promotion of 45 faculty members and the award of tenure to 25 facul... more President Baker announced the promotion of 45 faculty members and the award of tenure to 25 faculty members effective in the 2008-09 academic year. The promotions include 24 to the academic rank of Professor, 22 to the rank of Associate Professor, and one to the rank of Student Services Professional-Academic Related III. President Baker extended his congratulations and appreciation to the following faculty members receiving promotion and/or tenure (listed alphabetically by college/area):
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