ethanporcaro/eric-fulltext-meta huggingface dataset:
Language and Gender Representation in Chinua Achebe&apos;s &quot;Things Fall Apart&quot;
Author: Ijem, Blessing U.
Date: 2019-00-00
Type: Journal Articles
Subjects: Novels,African Culture,Gender Bias,Sex Role,Gender Differences,Grammar,Language Usage,Literary Devices,Social Stratification,Masculinity,Sex Stereotypes

This article examines the linguistic construction of gender in Chinua Achebe's &quot;Things Fall Apart.&quot; It shows how this reflects the social reality of the relationships between women and men in society, which is firstly structured in the unconscious mind. The examination of language use in constructing genders in the novel is important as it unveils the relationships between the male and the female in society. This is because gender representation is influenced by unconscious and hidden desires in man. This study specifically examines Achebe's use of grammatical categories in the construction of the male and female genders in &quot;Things Fall Apart.&quot; To this end, it reflects the pre-colonial Igbo society in its socially stratified mode, which language served as the instrument for both exclusion and oppression of women. This article shows that the male and female genders dance unequal dance in a socially, politically and economically stratified society where the generic male gender wields untold influence over women in that pre-colonial Igbo society. The study further shows that Achebe used language in &quot;Things Fall Apart&quot; to glorify masculine gender while portraying the female gender as docile, foolish, weak and irresponsible second-class citizen.
The Change and Construction of Chinese National Image in 1949-2019
Author: Hailong, Zhu
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Change,Social Systems,Foreign Policy,Strategic Planning,Intercultural Communication,Time Management,Democracy,Civil Rights,Marketing,Communications,Information Dissemination,Confucianism,Cultural Awareness,Asian Culture,International Cooperation,Cultural Education

The image of country is overall impression and evaluation of the country itself given by countries and people at home and abroad. It is a concrete expression of the country's strategic resources and overall strength. Since the founding of the People's Republic of China, its national image has evolved over the past 70 years. It has realized the transformation from a monist image of &quot;political supremacy&quot; to &quot;democracy, livelihood, and civil rights&quot;, from a poor and backward country in the East to a rich and advanced socialist country, and from &quot;hard power&quot; to &quot;soft power&quot;. In the future, the national image construction needs to improve the theoretical building and strengthen the top-level design, highlight the strategic perspective of the international communication system, expand the communication path, and enhance the time-effectiveness of the dissemination of the Chinese national image.
Integration in Flipped Classroom Technology Approach to Develop English Language Skills of Thai EFL Learners
Author: Kawinkoonlasate, Pongpatchara
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,English (Second Language),Second Language Learning,Teaching Methods,Class Activities,Homework,Technology Integration,Educational Technology,Second Language Instruction,Language Teachers,Language Skills,Foreign Countries,Independent Study

The technology of flipped classroom technology approach implies such organization of the educational process in which classroom activities and homework assignments are reversed. Nowadays, the flipped classroom technology approach is altering how we collect information, conduct research, and share data with others in the Thai educational system. New technological tools are changing the education community and how the instructors pass on knowledge to learners. With this new tool, the flipped classroom technology approach is being integrated into the classroom at larger scales in most educational levels, especially in Thailand. With more electronic resources available for instructors, new teaching methodologies are being used to improve both EFL and ESL learners. The aims of this academic paper are to acknowledge the significance of applying the flipped classroom technology approach for instructors and language skill development in learners, to discuss the process of integration into the classroom, and review possible usages with the introduction of flipped approach into the English classroom with regards to reading, writing, listening, and speaking. Throughout this paper, the term flipped classroom technology approach and integration have been defined. An explanation of the use of the flipped approach is given. Previous studies and research on the use of the flipped classroom technology approach, in order to improve English language learning skills, in the classroom have been reviewed and discussed. Positive ways this teaching methodology could be used to assist learners to improve their English language skills are also suggested.
The Use of Blog Activities to Promote Reflection in an ELT Practicum
Author: Bener, Esra
Date: 2019-08-00
Type: Journal Articles
Subjects: Electronic Publishing,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Preservice Teachers,Communities of Practice,Language Teachers,Practicums,Teacher Education Programs,Student Teachers,Student Attitudes,Foreign Countries,Web 2.0 Technologies

Informed by the theories of critical reflection and community of practice, this study aimed to explore the integration of blogs to promote reflection among eighteen pre-service English language teachers registered in a practicum course at a public university in Turkey. Fourteen blog activities were designed and implemented to guide the reflective process of student teachers. Data were collected through archival documents of participants' blog entries, two focus group interviews and two surveys. A total of 457 entries were analysed in terms of depth of reflection and the analysis revealed evidence of medium or high level reflection in most (61%) of the entries and highest level of reflection in 12% of the entries. The results indicated that the blog activities guided and systematically promoted reflectivity among pre-service teachers and thus have given them an opportunity to engage in deeper levels of reflection.
An Evaluation of the Use of an Online Demonstration School
Author: Whannell, Robert
Date: 2019-08-00
Type: Journal Articles
Subjects: Program Evaluation,Demonstration Programs,Virtual Classrooms,Preservice Teacher Education,Preservice Teachers,Practicums,Online Courses,Educational Change,Program Effectiveness,Nontraditional Education,Educational Benefits,Educational Development,Faculty Development,Video Technology,Technology Uses in Education

In 2016, a change was made to the approach taken for delivery of the first practicum placement experience for initial teacher education students at [the university]. Rather than the traditional 20- day in-school observation placement, an alternative 10-day online experience, called the Online Demonstration School (ODS), was developed. The ODS provided students with a fully online practicum experience involving viewing videos of a variety of classroom situations developed in conjunction with local schools. Subsequent reflection and collaboration with peers and academics allowed targeted aspects in the classroom situations to be examined in depth. This article summarises the literature supporting this change and presents a comparison of the effectiveness of these two alternative approaches based upon an analysis of mentor teacher grading of the second practicum placement completed. The analysis indicates that there are few significant differences in grading of the second in-school practicum placement by mentor teachers based upon whether students complete the in-school placement or the ODS. The benefits of the use and possible future development of the ODS are discussed.
Current Issues and Future Directions in Australian Special and Inclusive Education
Author: Dally, Kerry A.
Date: 2019-08-00
Type: Journal Articles
Subjects: Special Education,Inclusion,Foreign Countries,Educational Trends,Futures (of Society),Students with Disabilities,Faculty Development,Educational Needs,Special Education Teachers,Teacher Competencies,Civil Rights,Social Justice,Medical Services,Teacher Collaboration,Standards,Educational Environment

In this article we review the medical, human rights, social and social interactionist models of disability, and consider how these differing perspectives have influenced the provision of educational services to students with disability in Australia. We contend that the shift in educational policy and provision, from supporting to including students with disability, has engendered a need for targeted professional development for both general and special education teachers. A model illustrating the unique skills of special educators and the common skills, knowledge and attitudes required by all teachers to implement effective inclusive education is presented and priorities for future research discussed.
Can Secondary Teaching Graduates Support Literacy in the Classroom? Evidence from Undergraduate Assignments
Author: Moon, Brian R.
Date: 2019-08-00
Type: Journal Articles
Subjects: Educational Policy,Secondary School Teachers,Content Area Reading,Content Area Writing,Foreign Countries,Teacher Education Programs,Secondary School Curriculum,Pedagogical Content Knowledge,Literacy Education,Teacher Qualifications,Teaching Methods,Undergraduate Study,Assignments,Interdisciplinary Approach,Physical Education,Home Economics,Drama,Music,Performance,Science Instruction,Mathematics Instruction,Academic Failure,Grades (Scholastic)

Education policy in Australia and comparable countries requires that all secondary content teachers actively teach the literacy of their learning area and support the literacy development of students in their classes. In this paper we present evidence on the capacity of graduating teachers to meet that obligation. We review assessment data from 393 Initial Teacher Education students who completed a core unit in secondary curriculum literacy prior to graduation. We report that while the majority met the unit requirements, approximately 30% graduated as teachers with marginal or inadequate capacity to teach the literacy of their subject or support student learning through literacy. Approximately 12% of the sampled cohort failed the unit on their first attempt; yet 76% of those who failed went on to graduate. We show that such performance is consistent across the secondary disciplines included in the survey. We pose the questions as to whether secondary teachers with a marginal command of literacy strategies and poor literacy knowledge can be expected to provide effective literacy support, and whether education policy goals and provision of training in this area are therefore realistic.
Social Studies Teachers&apos; Opinions and Practices Regarding Teaching Controversial Issues
Author: Kus, Zafer
Date: 2019-08-00
Type: Journal Articles
Subjects: Social Studies,Controversial Issues (Course Content),Foreign Countries,Teaching Methods,Teacher Attitudes,Socioeconomic Status,Teacher Behavior,Pedagogical Content Knowledge,Content Analysis,Democracy,Teacher Role,Instructional Materials,Secondary School Teachers,Secondary School Students

In today's globalised world, many issues have become controversial. These controversial issues affect society and the individuals who form them. It is inevitable that these topics are brought into social studies classrooms, because this learning area is profoundly related to society. Social studies teachers' behaviours, attitudes, and professional knowledge are crucial in teaching controversial issues. The goal of this study was to investigate social studies teachers' opinions and practices regarding teaching controversial issues in Turkey. The study utilised a mixed method in which both quantitative and qualitative research methods were used. The quantitative data for this study were collected from 646 social studies teachers in different cities in Turkey. The qualitative data were collected through observation of eight social studies teachers who were working in schools situated in areas at four different socioeconomic levels in the Kirsehir province. The content analysis method was used to analyse the qualitative data. The results indicated that there are differences between the teachers' opinions and their practices in teaching controversial issues. The study also found that teachers are faced with academic, professional, and emotional challenges in teaching controversial issues.
Teaching Primary Students about War
Author: Potts, Anthony
Date: 2019-08-00
Type: Journal Articles
Subjects: War,Teaching Methods,Elementary School Students,Educational Resources,Outcomes of Education,Self Concept,History Instruction,Photography,Painting (Visual Arts),Political Attitudes,Conflict,Television,Internet,Foreign Countries,Course Content

This article examines Australians at War: Primary Schools Education Resource and what it teaches students. This resource, for grades 4-6 students, has as its learning outcomes: knowledge of Australia's involvement in various conflicts; students' empathising with the experiences of war; the use of a variety of sources about war; engaging with people about war and their experiences of war; and reflecting on Australia's wartime involvement in the development of identity and heritage. The article first locates the teaching approaches used in the resource within the research on history teaching and the political and public debates on what we should teach students about war. It then proceeds to examine Australians at War and its use of photographs, paintings and diaries to determine what is taught to students about war. The article exposes the difficulties and tensions inherent in teaching primary school students about armed conflict and the interest groups who want to shape what is taught. The article illustrates how Australians at War often presents a sanitised version of the horrors of war when compared to the realities portrayed on television and the internet.
Using Inquiry-Based Experiments to Improve Pre-Service Science Teachers&apos; Science Process Skills
Author: Güler, Bekir
Date: 2019-00-00
Type: Journal Articles
Subjects: Inquiry,Teaching Methods,Science Experiments,Science Instruction,Science Process Skills,Preservice Teachers,Preservice Teacher Education

The purpose of this study was to investigate the effect of inquiry-based experiments on pre-service science teachers' science process skills. The study group consisted of 60 pre-service teachers in total, enrolled in the undergraduate program of Science Teacher Education, Faculty of Education at a state university. The study which used randomized quasi-experimental design with pre-test -- post-test and control group, designed as a mixed method study. Experimental practices were performed within a 10- week period. Science Process Skills Observation Form, developed by the researchers, was used as data collection tool in the study. IBM SPSS Statistics software was used for the analysis of quantitative data and content analysis was employed for analyzing the qualitative data. As a result of the analyses, inquiry-based experiments were more successful than confirmatory ones in terms of improving the science process skills of pre-service teachers. It is estimated that the results of this study will significantly contribute to the planning processes of teacher education programs as well as to the future studies on inquiry-based learning.
On Reading &quot;Harry Potter&quot; in French
Author: Macalister, John
Date: 2019-10-00
Type: Journal Articles
Subjects: Case Studies,Novels,Second Language Learning,Vocabulary Development,Second Language Instruction,Reading Processes,Generalization,Grammar,Learning Strategies,Computer Software,Recreational Reading,Phrase Structure,Teaching Methods,Word Frequency,Adolescent Literature,Literature,Teacher Attitudes

Jeff McQuillan offers case studies of intermediate level language learners who read young adult and adult fiction successfully as an argument against explicit vocabulary instruction. Case studies provide useful insights into whatever is being investigated but may not always be generalizable. However, McQuillan's reference to case studies has made author John Macalister reflect on his own experience of reading in a foreign language. Macalister offers these reflections as a way of adding to the case study literature, and as a further response to some of the points McQuillan raises. In this article, he describes his experience engaging with language learning apps to maintain and practice his French and as part of this experience reading &quot;Harry Potter&quot; books &quot;for pleasure&quot; in French. He goes on to describe the challenges he faced from unknown vocabulary, challenging words, repeated words, and multiword units as well as the insights he learned from these challenges. He concludes that his own awareness through reading &quot;Harry Potter&quot; in French is that explicit instruction--not just of vocabulary but also of learning strategies and grammar features--would enhance the reading experience. He has also gained a better understanding of what language learners go through when their teachers ask them to read &quot;for pleasure,&quot; and the support that teachers can usefully provide. Part of that support remains the explicit instruction of appropriate high frequency vocabulary.
Early Childhood Education Teachers&apos; Experiences on Moral Dilemmas and Suggestions for Morality and Ethics in Education Course in Faculty of Educations
Author: Durmus, Yeliz Temli
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Childhood Teachers,Moral Values,Ethics,Values Education,Teacher Influence,Family Influence,Role Models,Mass Media Effects,Social Values,Foreign Countries

Every human confronts daily moral problems, and education process enhances problem solving skills. Especially novice teachers hesitate between making decisions about creating extra time for moral education or focusing on students' academic success and cover the units of a curriculum. The aim of this study is to investigate early childhood education teachers' experiences and observations related to ethical dilemmas and teachers' efforts for promoting moral education of children. This qualitative study was conducted in Usak, a small city in the west of Turkey, and 28 early childhood education teachers voluntarily participated in the study. The findings showed that teachers and families affect students' moral perceptions, and ethical issues create a major difficulty in moral education. The limitations for moral education were listed as family effect, lack of effective role models in students' life, media, and ignorance of national values. According to the participants, families raise selfish people deliberately because they believe someone else can shoulder responsibilities for their children in the future and their children can lead a comfortable life. Another theme is Endangered Values which participant teachers are anxious about losing such as justice, honesty, friendships, tolerance, and kindness.
Turkish Adaptation of Achievement Motivation Measure
Author: Karaman, Mehmet Akif
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Measures (Individuals),Psychometrics,Turkish,Undergraduate Students,Gender Differences,Young Adults,Test Validity,Test Reliability,Translation,Student Motivation,Cultural Context

For decades, researchers have attempted to define and measure what motivates individuals to achieve. Numerous attempts have sought to measure achievement motivation by using self-report tests. The concepts of motivation and achievement motivation have a rich history of being discussed among different cultures. The purpose of this study was to adapt and report psychometric properties of Turkish-language version of the Achievement Motivation Measure. We conducted confirmatory factor analyses and correlational analysis for factor structure and measurement invariance of Achievement Motivation Measure. Participants were 336 undergraduate students and CFA findings were acceptable for the sample, x[superscript 2] (62) = 155.94, p&lt; 0.001, X[superscript 2] /df= 2.51; GFI= 0.93, CFI= 0.91, SRMR= 0.056, and RMSEA= 0.067 (90% CI= 0.054- 0.081), supporting the 13-item two factors model. Moreover, the Achievement Motivation Measure had partial measurement invariance across gender. Results were consistent with the original Achievement Motivation Measure.
Effect of Augmented Reality Environments on Cognitive Load: Pedagogical Effect, Instructional Design, Motivation and Interaction Interfaces
Author: Ibili, Emin
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Simulation,Cognitive Processes,Difficulty Level,Educational Technology,Technology Uses in Education,Teaching Methods,Instructional Effectiveness,Instructional Design,Student Motivation,Interaction,Computer Interfaces

The aim of this study was to explain the relationship between cognitive load and the effects of augmented reality (AR) learning environments. To achieve this aim, firstly, the studies of systematic literature reviews on the potential and limitations of AR learning environments were examined. Afterwards, the effect of AR was categorized in terms of (1) pedagogical effect, (2) instructional design, (3) motivation and (4) interaction interfaces. Finally, the relationship between cognitive load and the emerging categories related to the potential and limitations of AR was explained and recommendations were presented. From a pedagogical point of view, AR helps to reduce extraneous cognitive load and to increase germane cognitive load. On the other hand, the effect of AR systems, which are difficult to use and complex in terms of instructional design, on cognitive load was revealed. Some teaching methods and design principles that can be effective as solutions were presented. In addition, the effects of motivational stimuli on the prevention or extension of cognitive capacity among students were described. Finally, the potential and limitations of AR interaction interfaces on cognitive load were explained. The results of this research provide important clues for AR developers and instructional designers in terms of reducing cognitive load and the elimination of working memory limitations.