ethanporcaro/eric-fulltext-meta huggingface dataset:
The Perceived Effects of Flipped Teaching on Knowledge Acquisition
Author: Newman, Galen
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning,College Instruction,Active Learning,Undergraduate Students,Instructional Effectiveness,Technology Uses in Education,Blended Learning,Student Surveys,Statistical Analysis,Classroom Communication,Access to Information,Stimulation,Interaction,Student Attitudes

Increased demands for technological integration in higher education have resulted in new forms of course instruction. Under a flipped approach, students learn course materials outside the classroom while active learning methods are employed inside. This study focuses on the perceived effects of flipped instruction on knowledge acquisition in undergraduate students using information communication, accessibility, stimulation, interaction, and accumulation as measures. Undergraduate students indicated positive effects of flipped teaching and students' perceived learning improved as time spent using learning management systems increased. While knowledge acquisition tended to increase in most students, technological incompatibilities prevented the flipped approach from being fully accepted.
Innovations in Teaching: How Novice Teaching Assistants Include LGBTQ Topics in the Writing Classroom
Author: Jaekel, Kathryn S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Homosexuality,Sexual Identity,Sexual Orientation,Teaching Assistants,Graduate Students,Writing Instruction,College Freshmen,Controversial Issues (Course Content),Semi Structured Interviews,Teacher Attitudes,Social Attitudes

This article examines how three novice graduate teaching assistants included lesbian, gay, bisexual, transgender, and queer topics in their first-year writing classrooms. Findings suggest that inclusion of these topics can be successfully done through attention to identity in the classroom, including current-day events, and structuring classroom activities that support inclusion. Further implications suggest the importance of including graduate teaching assistants in discussions about cutting-edge pedagogical practices in the classroom.
Using Open-Book Exams to Enhance Student Learning, Performance, and Motivation
Author: Green, Steve G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Tests,Undergraduate Students,Accounting,Business Administration Education,Learning,Academic Achievement,Student Motivation,Textbooks,Student Satisfaction,Military Schools,Likert Scales

This study investigated an alternative testing protocol used in an undergraduate managerial accounting course. Specifically, we assert that consistent open-book testing approaches will enhance learning and better prepare students for the real-world decision-making they will encounter. A semester-long testing protocol was executed incorporating a mix of open-book and closed-book pre-quizzes, and open-book major exams. Findings indicated that students taking open-book pre-quizzes performed better on open-book final exams, but not other major exams. Our research approach also revealed preliminary indications that our students value their textbooks more, and used them more frequently and extensively, to prepare for class using open-book testing protocols as opposed to using traditional closed-book testing procedures. Also, preliminary indications reveal that alternatives to traditional closed-book testing enhance student satisfaction with courses and textbooks, and provide the potential to improve students' experiences in the workplace. We encouraged future quantitative studies with robust research designs dedicated to addressing these preliminary indications and provide several suggestions for future research.
The Who, What, and Where of Learning Strategies
Author: Dumford, Amber D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning Strategies,National Surveys,Learner Engagement,Student Surveys,College Seniors,College Freshmen,Teacher Surveys,College Faculty,Intellectual Disciplines,Least Squares Statistics,Regression (Statistics),Predictor Variables

Learning strategies have been shown to be an important part of success in the classroom, but little research exists that examines differences across major fields concerning the use and faculty emphasis of learning strategies. This study uses data from the National Survey of Student Engagement and the Faculty Survey of Student Engagement to explore whether there is congruence for academic disciplines between the student use and faculty encouragement of learning strategies. Patterns in the results suggest that are certain fields, including health professions, biology, agriculture, natural resources, and social service professions most frequently emphasizing and using learning strategies, while others, including engineering, physical sciences, mathematics, and computer science are less likely to do so. OLS regression models also suggest demographic and environmental predictors of student use of learning strategies, such as gender, enrollment status, cumulative college grades, Greek affiliation, and participation in a learning community. Potential reasons for and implications of these findings are discussed.
Predictors of Parent Involvement and Their Impact on Access of Postsecondary Education Facilitators among White and American Indian Parents
Author: Bardhoshi, Gerta
Date: 2016-00-00
Type: Journal Articles
Subjects: American Indians,Whites,Parent Participation,Postsecondary Education,Predictor Variables,Racial Differences,Individual Characteristics,Parent Child Relationship,Parent Role,Multiple Regression Analysis,Family Income,Parent Background,Educational Attainment,Access to Education,Surveys,Focus Groups,Student Financial Aid,Multivariate Analysis

This study examined demographic factors as predictors of parent involvement (engagement with school, support of learning, support of child) among parents of children that attended a school implementing a college access program. The authors also examined whether involvement predicted access of postsecondary education facilitators in parents, when accounting for demographic factors. Results from multiple regression analyses indicated that parent race/ethnicity and income predicted involvement, while education level predicted access of postsecondary education facilitators. However, when including demographic factors, parent involvement was not predictive of access of postsecondary education facilitators.
Professional Capacity Building for School Counselors through School-Wide Positive Behavior Interventions and Supports Implementation
Author: Betters-Bubon, Jennifer
Date: 2016-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Capacity Building,Counselor Training,Positive Behavior Supports,Intervention,Program Implementation,Counselor Role,Elementary Schools,Alignment (Education),Information Utilization,Data Collection,Educational Change,Professional Development,Suburban Schools,Counselor Attitudes,Discipline Problems,Referral,Middle Schools,Participative Decision Making

The implementation of school-wide positive behavioral interventions and supports (SWPBIS) has been shown to reduce behavioral incidents and lead to more positive school climates. Despite the growing popularity in schools, there lacks clear understanding of the school counselor role in this approach. We present the perspectives of an elementary school counselor and middle school counselor engaged in starting SWPBIS programs. This position paper is focused on how the alignment of school counseling and SWPBIS programs can lead to increased school counselor leadership capacity, resulting in collaborative teaming, the use of data and systemic school change.
Eating Issues and Body Image in Elementary School: Detection and Prevention Strategies for School Counselors
Author: Springer, Sarah I.
Date: 2016-00-00
Type: Journal Articles
Subjects: Eating Habits,Human Body,Elementary School Students,Prevention,Risk,Correlation,School Counselors,Intervention,Self Concept,Eating Disorders,Counselor Role,Peer Relationship,Parent Child Relationship,Elementary School Teachers,Cooperation,Special Education Teachers

Body image disturbance continues to be recognized in increasingly younger populations. Eating issues among elementary school children have become more overt and statistically prevalent in recent years. Elementary school counselors are in important positions to provide their communities with early detection information and prevention strategies. This manuscript will identify potential causes and risks associated with body image disturbance in elementary school-age children and present strategies for school counselors that address detection, prevention, and intervention efforts.
Strategies for Building Positive Student-Instructor Interactions in Large Classes
Author: Solis, Oscar J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Large Group Instruction,Undergraduate Students,Qualitative Research,Statistical Analysis,Online Surveys,Self Disclosure (Individuals),Educational Strategies,Caring,College Faculty,Student Attitudes

Although large classes in and of themselves are pragmatic for universities, they can be challenging for both students and instructors. The purpose of this study was to investigate pedagogical strategies that instructors teaching large classes can utilize to create positive student-instructor interactions to counter these challenges. Both quantitative and qualitative data were collected by means of two online surveys with undergraduate students enrolled in two large consumer studies courses. The data suggested that strategies such as self-disclosure, caring leadership, and making the class feel smaller have positive implications for undergraduate students, faculty, the department, and the university.
Designing Bilingual Scenarios to Promote English Language Learning at a Public School in Monteria
Author: Romero, Yanilis
Date: 2016-00-00
Type: Journal Articles
Subjects: Bilingual Education Programs,Curriculum Design,Vignettes,Grade 9,Grade 10,Grade 11,Action Research,Spanish Speaking,Intervention,Observation,Writing Assignments,Interviews,Teaching Methods,Immersion Programs,Student Attitudes,Classroom Environment,Cultural Activities,International Educational Exchange,Course Descriptions,English (Second Language),Foreign Countries

This research study examines the assumptions of creating bilingual scenarios to promote English language learning for 384 students of ninth, tenth and eleventh grade of a public school in Monteria Colombia. An action research methodology was carried out in this study. The findings of this research suggested that the creation of bilingual scenarios within the school facilitated the promotion of English language learning because the students felt the need to use the target language in different contexts and situations and also because they felt that they were an important part of the teaching-learning process.
Integrating the Intercultural Communicative Competence (ICC) in a Foreign Language Program: Faculty Considerations upon Leaving the Haven of Native Speakership
Author: Dimas, Héctor Manuel Serna
Date: 2016-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Communicative Competence (Languages),Second Language Learning,Second Language Instruction,Native Speakers,Models,Language Teachers,Teacher Attitudes,Sequential Approach,Action Research,Teacher Role,Student Role,Italian,German,French,English,Portuguese,Data Collection,Language Attitudes,Relevance (Education),Reflection,Journal Writing,Foreign Countries,College Faculty

This action research study presents the perspectives of two language faculty who integrated the principles of the Intercultural Communicative Competence (ICC) model in their teaching. The professors shared their understanding of intercultural communicative competence through a learning log. These reflections were mainly about the challenged notion of native speakership, particularly in foreign language teaching contexts. The faculty also developed a teaching sequence that integrated the ICC criteria. The study offers some of the faculty considerations on their integration of the ICC model together with their students' perspectives. The research results show that students could get involved in language learning beyond the customary linguistic aspects of language teaching, and they could embark themselves upon the understanding of the intercultural aspects that permeate any classroom negotiation where two languages happen to meet and interact through the lived experiences and the identity of their speakers.
Do Saudi EFL Teachers Promote Creativity in Their Classrooms?
Author: Al-Qahtani, Abdulaziz Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,English Teachers,Creativity,Creative Thinking,Creative Development,Teacher Attitudes,Educational Practices,Public School Teachers,Semi Structured Interviews,Questionnaires,Likert Scales,Teaching Methods,Middle School Teachers

Despite the efforts made by the Ministry of Education in Saudi Arabia, there is still much to be done in order to nourish creativity in schools. According to a number of studies, there is an urgent need to reconsider the role of creativity in the current educational programmes because there is an increasing gap between the reality of the classrooms and the expectations that students and others, such as parents, might have. Studies have shown that Saudi public school students lack the necessary creative thinking skills, especially in language classrooms. In fact, as claimed by some researchers, Saudi students' low level of achievement in English is mainly a result of the approaches and methods practiced in schools that do not promote creativity. The current study explores whether or not EFL teachers promote creativity in their classrooms in Saudi Arabia, while also taking into consideration their own perceptions and attitudes towards this important concept. The sample in this study included 45 Saudi EFL teachers and six EFL supervisors. After teachers responded to a creativity questionnaire that explored their attitudes and the extent to which they promote creativity in language classrooms, eight of the teachers and the six EFL supervisors were interviewed. The results revealed that most Saudi EFL teachers put little effort into fostering creativity in their teaching practices. Also, their attitudes towards creativity seem to be divided. The study identified a number of factors as being responsible for these results. They highlight the need to familiarize textbook designers, EFL supervisors, and teachers with the importance of creativity and its various applications. The study concludes with important practical recommendations and suggestions for future research.
The Impact of Translators' Epistemological Beliefs and Gender on Their Translation Quality
Author: Araghizade, Elmira
Date: 2016-00-00
Type: Journal Articles
Subjects: Translation,Epistemology,Beliefs,Gender Differences,Educational Quality,Indo European Languages,English,Regression (Statistics),Tests,Questionnaires,Student Attitudes,Correlation,Graduate Students,Foreign Countries,Statistical Analysis,Likert Scales

This study aimed to determine the relationship between translators' epistemological beliefs and gender on their Persian-to-English translation quality. To do so, a group of 53 MA translation students both male and female were selected, through convenient sampling to participate in this study. For data collection two instruments were employed: 1 Epistemic Beliefs Inventory (EBI) and 2-Translation Test including a piece of poem. Regression analysis was also conducted to explore the interaction of epistemological beliefs and gender of translators on their translation quality. The findings indicated that there is no significant relationship between the components of epistemological beliefs and translation quality, except in one case that QL (quick learning) has a negative relationship with translation scores. Translators' gender significantly affects the translation quality. An implication of the results is that males translate significantly better than females regarding the quality of translation. The interaction of translators' epistemological beliefs and gender significantly affect the translation quality.
In-Service Teachers' Intelligibility and Pronunciation Adjustment Strategies in English Language Classrooms
Author: Chen, Hsueh Chu
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pronunciation,English (Second Language),Second Language Instruction,Teaching Methods,Reflection,Classroom Communication,Mutual Intelligibility,Questionnaires,Elementary School Teachers,Interviews,Self Evaluation (Individuals),Suprasegmentals,Phonology,Phonetics,Phonological Awareness,Video Technology,Observation

A realistic goal of pronunciation teaching in the second language context is to acquire comfortably intelligible rather than native-like pronunciation. To establish a set of teaching and learning priorities necessary for English teachers and students whose first language is Chinese, the purposes of this study are three fold: (1) Identify the pronunciation aspects that are crucial for intelligible pronunciation in actual second language (L2) Hong Kong (HK) and foreign language mainland (ML) China classrooms from in-service teachers' points of view; (2) Investigate how teachers help their students successfully understand English classroom input through teachers' self-reflection on which aspects of their own pronunciation they modify and adapt to make classroom discourse intelligible to students; and (3) explore the most frequently taught pronunciation aspects and the most frequently used pronunciation teaching strategies used by teachers to teach pronunciation in English classrooms. Forty-seven questionnaires were collected and analysed from in-service teachers in primary schools. Four teachers were invited to attend follow-up interviews. In order to further investigate the application of adaptation strategies and pronunciation teaching strategies in real classroom settings, eight classroom videos were collected. The data were triangulated allowing for cross checking. The findings will not only help frontline teachers become self-aware of their own pronunciation, rectify students' recurrent difficulties in using phonological features, and improve mutual intelligibility in English language classrooms but also help explore the ways to integrate phonology courses and pronunciation teaching in second/foreign language teaching and teacher education.
A Comparison of Seventh Grade Thai Students' Reading Comprehension and Motivation to Read English through Applied Instruction Based on the Genre-Based Approach and the Teacher's Manual
Author: Sawangsamutchai, Yutthasak
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Secondary School Students,Grade 7,Reading Comprehension,Reading Motivation,Reading Instruction,Teaching Methods,Teaching Guides,Randomized Controlled Trials,Pretests Posttests,Control Groups,Experimental Groups,Statistical Analysis,Reading Achievement,Scores,Hypothesis Testing,Comparative Analysis,Language Tests,Likert Scales

The objective of this research is to compare the English reading comprehension and motivation to read of seventh grade Thai students taught with applied instruction through the genre-based approach and teachers' manual. A randomized pre-test post-test control group design was used through the cluster random sampling technique. The data were analyzed by basic statistics, the t-test for independent samples and the t-test for dependent samples. The experimental group students taught with applied instruction through the genre-based approach showed significantly higher scores in reading comprehension of and motivation to read English than those in the control group taught by methods according to the teacher's manual at a 0.05 confidence level.
Students' Motivation and Learning and Teachers' Motivational Strategies in English Classrooms in Thailand
Author: Vibulphol, Jutarat
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Motivation,Learning Motivation,Motivation Techniques,English (Second Language),Second Language Learning,Self Determination,Questionnaires,Learner Engagement,Secondary School Students,Grade 9,Qualitative Research,Observation

This research aimed to investigate second language learners' motivation and learning of English and the ways in which the teachers supported the students' motivation and learning in natural classroom settings. Based on Self-Determination Theory (SDT), questionnaires were developed and data were collected from students and their teachers in twelve English language classrooms around Thailand. In addition, each lesson was observed by two observers. The data were triangulated and used to describe the students' motivation and learning and the teacher's motivational strategies in each class. The findings showed that most students had a relatively high level of motivation and many reported having internal interests in learning English; however, the level of learning was not assessed to be as high. Furthermore, a few students in almost every class showed a lack of motivation. The teachers were found to employ a variety of motivational strategies, including autonomy-support and controlling styles. While autonomy controlling strategies were commonly used in these classes, autonomy-support strategies were found only in highly motivated and high performing classrooms. The findings from this study suggest the use of strategies that do not only initialize but also nurture students' internal motivation in order to enhance sustainable learning of English in and outside the classroom; therefore, research on how motivation theories are deployed in teacher education programs should be further undertaken.
Classroom EFL Writing: The Alignment-Oriented Approach
Author: Haiyan, Miao
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Writing (Composition),Alignment (Education),Written Language,Writing Strategies,Teaching Methods,Writing Instruction,Reading Materials,Student Interests,Experience,Reading Material Selection,Relevance (Education),Second Language Instruction,Foreign Countries,College Freshmen,Writing Processes,Questionnaires

This paper outlines the alignment-oriented approach in classroom EFL writing. Based on a review of the characteristics of the written language and comparison between the product-focused approach and the process-focused approach, the paper proposes a practical classroom procedure as to how to teach EFL writing. A follow-up empirical study is conducted in classroom writing assignment to illustrate the alignment-oriented approach. Results show that learners show great interest in their reading materials. Besides, learners report being greatly influenced by their reading experience in their writing process, for instance, their lexical choices, writing coherence and tense usage. In this alignment-oriented approach, several factors should be paid great attention to, such as appropriate selection of materials and relevant task perception. It is hoped that this proposed approach can provide insights and implications to other EFL teachers and promote more in-depth studies in EFL writing research.
Developing Sustainable International Library Exchange Programs: The CUNY-Shanghai Library Faculty Exchange Model
Author: Chao, Sheau-yueh J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Urban Universities,Academic Libraries,Librarians,International Educational Exchange,Library Services

This paper describes the City University of New York (CUNY)-Shanghai Librarian Faculty Exchange Program. By observing and working in academic library services at CUNY, Shanghai University (SU), and Shanghai Normal University (SNU), participants were able to teach and learn from their colleagues, bringing their experiences back to further share with their home library patrons, colleagues, and colleges.