ethanporcaro/eric-fulltext-meta huggingface dataset:
Towards Understanding Listening Comprehension in EFL Classroom: The Case of the Saudi Learners
Author: Bano, Farah
Date: 2017-00-00
Type: Journal Articles
Subjects: Listening Comprehension,English (Second Language),College Second Language Programs,Second Language Learning,Listening Skills,Performance Factors,Instructional Innovation,Experimental Teaching,Teacher Attitudes,Student Attitudes,Classroom Observation Techniques,Interviews,Classroom Techniques,Verbal Communication,Language Tests,Foreign Countries,Females,Observation

The present study aimed at making a pedagogical exploration into listening comprehension skills and examining the problems faced by learners in the English as a Foreign Language (EFL) classroom situation at Jazan University, Jazan city, Saudi Arabia. To analyze the problems, two very important processes were considered; namely, top-down and bottom-up process. The top-down process worked well because of their previous knowledge of the context to make sense of what is being said in the class. However, the bottom-up also worked as well.
Saudi Female Teachers' Perceptions of the Use of L1 in EFL Classrooms
Author: Al-Amir, Bayan Al-Hashemi
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,English (Second Language),Second Language Instruction,Language of Instruction,Immersion Programs,Teacher Attitudes,Questionnaires,Correlation,Language Proficiency,Women Faculty,College Second Language Programs,Preferences,Teaching Models,Teaching Methods,Statistical Analysis,Second Language Learning,Language Tests

In the literature of second language teaching and learning, the use of students' first language (L1) has been an issue of debate for many years. Despite the changing state of teaching and learning aspects over the years, the belief that L1 should not be used in English as a Foreign Language (EFL) classrooms has stood the test of time. Nevertheless, many studies have recently started to put this belief under question and to give the effectiveness of L1 use, the benefit of doubt. This paper investigates EFL teachers' perceptions of the use of students' first language at one of the universities in Jeddah, Saudi Arabia, given the fact that those teachers speak students' native language and have different English language proficiency levels. The data gathered through a questionnaire were analyzed using the IBM Statistical Package for Social Science (SPSS)® to find frequencies, percentages and mean scores. The overall results of the study show that the majority of teachers agree to the use of students' first language in their EFL classrooms. Moreover, when investigating the relationship between teachers' English language proficiency level and their perceptions of L1 use, the results suggest that there is no correlation between the two. Furthermore, the results of the study conclude that EFL teachers are selective when it comes to the areas of language teaching where L1 is used.
Touching Community: The Risky and Impressive Work of an Experimental Community
Author: Tavares, Hannah M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Organizations,Females,Discourse Analysis,Risk,Cooperation,Program Development,Community Education,Conferences (Gatherings),Networks,Teaching Methods,Educational Philosophy,Social Life,Filipino Americans,Feminism,Researchers,Social Work,Health Services,Family Violence,Lawyers,Professional Personnel,Employment Opportunities,Trauma,History

This essay describes the collaboration of the author with a community-based organization of women serving a predominantly, but not exclusively, immigrant and diasporic Filipino community in the county of Hawai'i to co-create an education project. It offers an analysis of two seemingly divergent communities and their presumably distinct practices and linguistic registers: social foundations expertise and the production of academic knowledge and practitioner expertise and community base organizing. With a focus on the processes, challenges, and risks of this collaboration, the author shows the formation of an experimental community in which a group of women with different professional backgrounds, skills, interests, and political outlooks came together to create an actionable project: a community education conference that addresses a pressing community issue and discuss the social knowledge that unfolded as a result. There are two aims of this essay. The first is to illustrate how theoretic-practice is enacted in a space that is deemed &quot;non-academic.&quot; The second is to bring that non-academic space of learning into the network of pedagogical discursive practices. The author does this to encourage a broader view of education. This broader view proceeds from the belief that education cannot be confined to what happens in schools and classrooms but is a situated human activity embedded in everyday social life.
Exposing K-12 Filipino Achievement Gaps and Opportunities in Hawaii Public Schools
Author: Halagao, Patricia Espiritu
Date: 2016-00-00
Type: Journal Articles
Subjects: Filipino Americans,Achievement Gap,Elementary Secondary Education,Academic Achievement,Student Characteristics,Public Schools,Ethnic Groups,Enrollment Trends,Racial Differences,Graduation Rate,Socioeconomic Status,Gender Differences,Language Usage,Case Studies

As a multicultural teacher educator, the author is always interested in teachers' perceptions of who their students are and where they come from. The purpose of this study is to examine the academic experiences of one of the largest ethnic groups in Hawai'i's public school system: Filipinos. Filipinos have long been an under-examined group in Hawaii's educational research. This case study exposed the academic achievement and opportunity gaps of Filipino Americans in Hawai'i. It presents the first large scale and current examination of HIDOE data focused on making Filipinos central and visible to the discussion of academic achievement. It provides a baseline to understand the trends and status of K-12 Filipino education. It also examines student demographics intersected with variables such as ethnicity, class, gender, and language. Data was analyzed to identify target areas of challenges and strengths in order to improve instruction for Filipino student achievement. The research study concludes with recommendations for curricular and system reform.
Critical &quot;Kapwa&quot;: Possibilities of Collective Healing from Colonial Trauma
Author: Desai, Maharaj
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Policy,Trauma,Filipino Americans,Psychology,Indigenous Populations,Teaching Methods,Critical Theory,Values,Correlation,Sexuality,Risk,Health Behavior,Family Violence,Dropout Rate,Suicide,Substance Abuse,Partnerships in Education,High School Students,Elementary School Students,Tagalog,Indigenous Knowledge,Native Language Instruction,Educational Philosophy

This paper is based on the experiences of the author as a student, educator, and Filipina/o. The author explores the multiple traumas in the community that he grew up in that impacted his experiences as well as those of his family and the connection of those traumas to colonialism. The author also examines the possibilities for healing from those traumas through &quot;kapwa&quot;--the core value of Filipina/o indigenous psychology that emphasizes interrelatedness with one another. Additionally, the author will illustrate how Filipina/o educators can and should foster spaces where Filipina/o students can collectively heal through Critical Kapwa pedagogy--an open pedagogical philosophy that came from his experiences working with Filipina/o youth in San Francisco.
A Study on Reading Habits of Social Studies and History Teachers in Turkey
Author: Tuba, Sengül Bircan
Date: 2017-05-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Secondary School Teachers,Reading Habits,Reading Attitudes,Social Studies,History,Mixed Methods Research,Comparative Analysis,Gender Differences,Likert Scales

The development of reading habits in the society is influenced by both the family and school environment. Teachers are the most effective element within the school environment. Social studies teachers at the primary education level and history teachers at the secondary education level can be said to be branch teachers who should have an &quot;advanced&quot; reading habits both in terms of their fields and their missions. As a result, this study was carried out in order to determine their attitudes towards reading and their reading habits. This study was conducted with 110 participants from 4 provinces. 50 were social studies teachers while 60 were history teachers in Central Anatolia and Marmara regions in 2014 to 2015 school year. In the study, a mixed method was used involving both quantitative and qualitative dimensions. As a result of the research, it was determined that the teachers of social studies and history had a reading habit at an &quot;intermediate&quot; level. Based on findings; regarding the willingness to read books between social studies teachers and history teachers, a meaningful difference was found in favor of social studies teachers in the sub-dimensions of adopting the influence and benefit of reading the book; and a significant difference was found in favor of female teachers in the subscales of adopting the effect and benefit of reading the willing to read books between female teachers and male teachers. In addition, teachers expressed that they read in order to learn more because of factors such as timelessness, but that the environment does not encourage them. Activities suggested by the teachers to improve reading did not really contribute to improve reading habits.
A Systematic Review of Research into Rare Diseases in the Educational Sphere
Author: Darretxe, Leire
Date: 2017-05-23
Type: Journal Articles
Subjects: Research,Diseases,Disease Incidence,Students

Rare diseases (RDs) represent a wide, varied group of illnesses characterised by their low prevalence among the population. Moreover, they can appear at any time of life, including in infancy. For this reason, the aim of this article was to review and analyse research in the field of education to find out what kind of educational response is offered by schools to pupils with RDs. The following databases were used to find the pertinent bibliography: Web of Science, Scopus, Education Database (Proquest) and ERIC. After retrieving the publications included in this study, each paper was reviewed and analysed on the basis of what journal they were published in and their abstracts. Out of the 53 studies included, only six bore any relation to the school context. The results showed that while there are scientific papers on RDs, most of them are restricted to the medical sphere. It was therefore concluded that further research is needed in the field of education to advance in the schooling of pupils with RDs.
Study Habit and Its Impact on Secondary School Students' Academic Performance in Biology in the Federal Capital Territory, Abuja
Author: Ebele, Uju F.
Date: 2017-05-23
Type: Journal Articles
Subjects: Study Habits,Questionnaires,Statistical Analysis,Foreign Countries,Secondary School Students,Student Attitudes,Academic Achievement,Correlation,School Counselors,Teacher Role,Biology,Science Instruction,Science Achievement,Surveys

Study habits is how one studies. That is, the habits which students form during their school years. Without good study habits, a student cannot succeed. Thus, this study investigated the impact of study habits on secondary school students' academic performance in the Federal Capital Territory, Abuja. The study was guided by one null hypothesis. The study adopted a descriptive survey research design as its plan. The sample of the study constituted of 1050 senior secondary school students drawn from the Federal Capital Territory, Abuja. The instrument used for data collection was questionnaire. Chisquare was used for data analysis. The finding of the study revealed that there is significant relationship between study habits and students' academic performance. It was recommended that teachers and school guidance counselors should collaboratively guide students on how to develop good study habits; thereby enhancing their academic success.
Developing Teachers&apos; Professional Learning: Canadian Evidence and Experiences in a World of Educational Improvement
Author: Campbell, Carol
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Improvement,Faculty Development,Evidence Based Practice,Educational Practices,Educational Policy,Pedagogical Content Knowledge,Instructional Design,Active Learning,Cooperative Learning,Sustainability,Leadership,Cultural Context

This article discusses the current international emphasis on educational improvement and, particularly, approaches to developing teachers' professional learning. I begin by arguing for the importance of Canadian narratives and evidence within global debates. I turn then to an example of a recently conducted study of the state of educators' professional learning in Canada to examine research-informed principles and examples from policies and practices across Canada. I conclude by arguing for the importance of the Canadian education community learning with, from, and for Canada, appreciating that diversity is our strength, but recognizing that inequities are our greatest challenge.
Professional Legitimation for Education in Canadian Universities: &quot;The Canadian Journal of Education&quot;, 1976-1997
Author: Fisher, Donald
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Periodicals,Educational Research,Higher Education,Educational Change,Professional Associations,Journal Articles,History,College Faculty

In this commentary, Donald Fisher reports on the history of the &quot;The Canadian Journal of Education&quot; as part of this 40th anniversary issue. Fisher states that the history of the Canadian Society for the Study of Education (CSSE) has been profoundly influenced by changes in the role of the Canadian State. The 1960s and 1970s were a time of tremendous optimism and excitement in Canadian universities: the expansion of the system and of graduate study changed the nature of university education in Canada. A key component of the boundary work undertaken to consolidate CSSE's status as a legitimate professional organization and the cognitive authority of academic research undertaken by educational researchers was the establishment of a peer-reviewed journal, first named the &quot;Bulletin&quot; that considered articles of general interest to CSSE members, articles in English and French, and articles originating from members of various cooperating associations and geographic regions. In 1977 the &quot;Journal&quot; published its first special issue, which focused on &quot;Canadian Studies&quot;. By 1978, the executive was expressing some dissatisfaction with the content of the &quot;Journal&quot;, wishing it were more theoretical and more research-oriented. Throughout the 1980s, the &quot;Journal&quot; tried to become more attractive to both authors and readers. In 1983, it began publishing abstracts in Spanish and German in addition to English and French. The issue of gender equity was being addressed in the &quot;Journal&quot; in the 1990s. The legitimacy and cognitive authority of education in academic and national research circles increased dramatically over the period covered in this article. The push to make educational research academically respectable and the subsequent increase in funding has been driven by the Canadian Education Association and government ministries. The &quot;Journal&quot; became the place where Canadian educationalists could share their academic research, the place that confirmed their right to a chair at the university table. The &quot;Journal&quot; was an essential part of the boundary work undertaken by educationalists through their universities and funding agencies, through their research, and specifically through their publications, to create a distinct territory for education.
Evidence-Based Teaching in the 21st Century: The Missing Link
Author: Hunter, William J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Preservice Teacher Education,Educational Research,Medical Education,Action Research,Practicums,Theory Practice Relationship,Foreign Countries

In this commentary, William J. Hunter reflects on this career, and struggles with the fact that teacher preparation programs do not include a course in educational research. When this was mentioned to colleagues (or students), a highly predictable response was &quot;Why should teacher candidates learn about research?&quot; Years of trying to give a calm and rational response to that question, brought answers and raised additional questions like: (1) Why should medical students learn about medical research? (2) Why should nursing students learn about health science research? (3) Why should law students learn about legal research? And (4) Why should engineering students learn about engineering research? Just as research in the basic sciences and the development of tools like thermometers, stethoscopes, and sphygmomanometers created opportunities for the growth of research-based medicine, teachers should have the knowledge and skills needed to critically read the education and social science literature on teaching and learning. Action research has been on the leading edge of a move toward introducing research to teacher education programs in Canada often in the context of reflection on practice. Hunter concludes, as we look further into the 21st century, teacher educators should be building the basis for a new teaching profession in which classroom teachers, using the online resources available to them, begin to plan their lessons based on the existing research in education, the humanities, and the social sciences. What is the missing link to educational research? Hunter notes it is teachers who are &quot;competent to use the instrumentalities that have been developed&quot; and ready to take up the challenge.
Using Video Vignettes of Historical Episodes for Promoting Pre-Service Teachers' Ideas about the Nature of Science
Author: Cakmakci, Gultekin
Date: 2017-03-00
Type: Journal Articles
Subjects: Video Technology,Vignettes,Preservice Teachers,Scientific Principles,Documentaries,Films,Student Attitudes,Science and Society,Questionnaires,Attitude Measures,Science Teachers,Science Instruction,Foreign Countries,Attitude Change,Pretests Posttests,Knowledge Level,Scientific Concepts,Theories,Statistical Analysis,Statistical Significance

This study used video vignettes of historical episodes from documentary films as a context and instructional tool to promote pre-service science teachers' (PSTs) conceptions of the nature of science (NOS). The participants received explicit-reflective NOS instruction, and were introduced to techniques to be able to use scenes from documentary films to illustrate and discuss scientific concepts, principles, processes and ideas about science. In addition, the participants were asked to critically evaluate a documentary film, select scenes from the film to illustrate and discuss ideas about science and its nature, make a presentation to their peers, and afterwards write a reflective report about their classroom teaching. A modified version of the &quot;Views on Science-Technology-Society&quot; (VOSTS) questionnaire was used to assess PSTs' ideas about NOS. The results indicated that compared to their ideas at the beginning of the course, many PSTs developed informed ideas about NOS during the course. Nonetheless, the instruction was not equally effective in all aspects of NOS.
The Effects of Earth Science Textbook Contents on High School Students' Knowledge of, Attitude toward, and Behavior of Energy Saving and Carbon Reduction
Author: Chao, Yu-Long
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Instruction,Earth Science,Textbooks,Textbook Content,Energy Conservation,Student Behavior,Student Attitudes,High School Students,Climate,Questionnaires,Statistical Analysis,Foreign Countries

As science textbooks are considered as one of the major source of climate change information of students, this study aims to examine the differences in energy saving and carbon reduction knowledge, attitude, and behavior between two groups of Taiwan's high school students using earth science textbooks of two different publishers. Some items of knowledge, attitudinal, and behavioral subscales reflecting significant differences largely coincide with the differences in the coverage amount, text specificity, and picture presence in relevant contents between two textbooks. Students using the textbook with those features performed better on most of those items, including higher percents correct of identifying types of radiations and greenhouse gases and stronger support for more wind power generators. Behavioral effects of the two textbooks seem comparable between two groups of students.
Increasing Access of Female Students in Science Technology, Engineering and Mathematics (STEM), in the University of Malawi (UNIMA)
Author: Mbano, Nellie
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Education,Females,Womens Education,STEM Education,Disproportionate Representation,Knowledge Level,Skill Development,College Students,Transitional Programs,Program Effectiveness,College Bound Students,Gender Bias,Barriers,Secondary School Students,Interviews,Focus Groups,Student Records,Student Attitudes,Questionnaires,Statistical Analysis

In Malawi, in spite of a number of gender equity policies and initiatives that encourage females to pursue careers within the fields of science, technology, engineering, and mathematics (STEM), research indicates that they are under-represented in these fields. One initiative recommended to address the factors contributing to this under-representation is the development of a bridging programme for female students. A bridging programme (or, course) is generally defined as any course of study that addresses the gaps between students' existing knowledge and/or skills and the knowledge and/or skills required to successfully make the transition to a new course of study. In this paper, two bridging courses are compared for their lasting effects. The first one was carried out with Form Three (year 11) female students while the second bridging course was offered as a pre-entry course for female students admitted to University of Malawi (STEM) courses. The bridging courses had similar components of academic subjects, study skills, life skills, role models and excursions. The study found that both bridging courses had positive impacts on performance in STEM subjects but the most significant impact in both cases seems to be improvement in motivation and study skills. This paper presents a brief analysis of data collected (through interviews) with participants from both bridging courses and discusses these findings.