ethanporcaro/eric-fulltext-meta huggingface dataset:
Old but Gold: The Use of Picture Cues to Teach Writing (An Experimental Research)
Author: Soviyah
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Instruction,Teaching Methods,Visual Aids,Pictorial Stimuli,Cues,Instructional Effectiveness,Private Schools,Junior High Schools,Grade 8,Writing Skills,Writing Improvement

Picture use in an educational setting fits the idiom: old but gold. They have been used in the classrooms of various levels across generations. They are long known and proved to have the ability to help motivate, demonstrate, and instruct the students during a learning process. However, still, there are plenty of studies done revealing how successfully pictures work in the classrooms up today. This study is a sort of complement to the phenomenon as it focuses on researching the use of pictures in a classroom. Specifically it aims at finding out the effectiveness of the use of picture cues in teaching writing. The study belongs to an experimental research involving two groups of experiment and control. The eighth grade students of a private junior high school in Central Java Indonesia are chosen as the subject of the research during 2017/2018 academic year. Employing sample population technique, the study involves a total number of 56 students who are equally divided into 28 students as the experimental group and 28 students as the control group. The experimental group is taught using picture cues while the control group is taught without picture cues. Pre-test and post-test are used as techniques to collect the data. As for the data analysis technique, it's done quantitatively applying both descriptive and inferential statistics. The result of the research shows that there is significant difference in the students' writing ability between those taught using picture cues and those who are not. This can be seen from the difference in the mean score between them. The result of the pretest shows that at the beginning, both experimental and control groups have slightly different ability in writing with the mean scores 51.32 and 47.86 respectively. Meanwhile, the result of the posttest indicates an obvious difference between them in which the experimental group gains 65.75 as its mean score and the control group gets 59.14. Furthermore, the application of Independent t-test calculation results in the score of 0.000, which is lower than 0.05. This means that the use of picture cues is effective. Based on these results, it can be concluded that the use of picture cues is effective to teach writing to students.
Students&apos; Needs for Academic Writing at the English Education Department
Author: Fatimah, Nur
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Language,Writing Skills,Writing Difficulties,Preservice Teachers,Content Area Writing,Student Needs,Student Attitudes,English (Second Language),Instructional Materials,Instructional Effectiveness,Learning Activities,Feedback (Response),Foreign Countries

There are some demand and facts on English teaching and learning that made the research conducted. They are the teaching and learning in the academic writing class, the feedback from lecturers on the students language performance, the students' weaknesses in writing, the students' expectation for the materials, and the requirement on publishing scientific articles. The study, then, reveals the students' needs for academic writing at the English Education Department of Ahmad Dahlan University and their problems in academic writing. The aspects investigated were teaching materials, learning activities, skills and learning resources. The data were obtained by a questionnaire to describe whether the stated items very interesting/very important -- not very interesting/not very important. The number of population is 370. Krejcie and Morgan table was referred for the sample. An open question was responded to enable respondents to share more feedback on their academic writing skills and problems. The results show that the materials designed by the Department are worth to teach. Further, interesting learning activities include getting feedback from the lecturer and peers, and in-class writing practice. In relation to writing, the students confirm the importance of essay elements and academic work, outlining, paraphrasing and producing complete academic writing. Another finding is priority to use textbooks, references from the internet and journals. The last is that the students have problems in developing ideas, grammar, vocabulary, and language expressions.
The Use of Phonetically Reduced Modals in Present-Day English: A Corpus-Based Analysis
Author: Oktavianti, Ikmi Nur
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Usage,Verbs,Computational Linguistics,Word Frequency,Phonetics,English,Diachronic Linguistics,Sociolinguistics,Classification,Oral Language,Written Language,North American English,Academic Language,Language Variation,Foreign Countries,Semantics,Pragmatics

This paper examines the usage frequency of phonetically reduced modals (i.e. &quot;gonna,&quot; &quot;wanna,&quot; &quot;gotta&quot;) in Present-day English. It is assumed that in distinct sociolinguistic and discourse contexts, the use of reduced modals is dynamic. To collect the data, there are five corpora used in this study, &quot;Corpus of Contemporary American English&quot; and &quot;Global Web-Based English&quot; as the representatives of Present-day English, Brown and LOB corpus as the representative of earlier years of Present-day English, and &quot;A Representative Corpus of Historical English&quot; to provide language data from Early Modern English to Present-day English. The analysis focuses on usage frequency of phonetically reduced modals over period of time, in different regions or countries, different medium of language use, and different text categories. The frequencies were further interpreted based on sociolinguistics and text category perspective to reveal the factors triggering the dynamic of use. The results of this study show the use of reduced modals is dramatically escalating in the last decades. According to regional observation, the use of reduced modals is more frequent in the United States than in other English-speaking countries. In relation to medium of language use, reduced modals are more commonly used in spoken language than in written language. As for text category, the usage frequency of reduced modal in fiction texts is the highest compared to academic texts and news texts. Academic texts seem to avoid these linguistic units since this sort of text must obey the use of standard language in which reduced forms are less standard and more colloquial. This phonetic reduction is plausible to occur since language system and language use apply economy principle. The use of phonetically reduced modals, however, varies in different context and is influenced by colloquialization: the more colloquial the context, the more frequent the use of reduced modals. In general, language use is phonetically simplified and sociolinguistically colloquialized.
Linguistic Criticism of the Interior Monologue in Fiction
Author: Tahiri, Lindita
Date: 2021-00-00
Type: Journal Articles
Subjects: Fiction,Literary Criticism,Correlation,Novels,Literary Devices,Language Usage,Social Systems,Social Change,Foreign Countries,Speech Acts,Syntax,Grammar,Language Styles,Computational Linguistics,Indo European Languages,Authors,History

This article applies Linguistic Criticism tools (Fowler, 1981) as methodological framework for interpreting narratological devices in fiction pointing out the relationship between the perspective of the narrator and the character. Fragments from a Kosovan contemporary novel by Mehmet Kraja (2005) are analysed focusing on the non-intrusive narration and the internal perspectivism of the literary text. Linguistic markers such as: transitivity, representation of actions, events and states and the presentation of speech and thought are used to examine the mind style of the character when he goes through physical actions, perceptions, emotions and mental experiences. The study shows that the linguistic choices correlate throughout the novel and create the discrepancy between the elaborated code of transmitting faithfully the interior world of the character on one side and the mechanical unwilling actions of this character on the other side. This contrast produces the ironical reading of a specific historical period in communist Albania and former Yugoslavia.
A Corpus-Based Study of Genre Specific Discourse: M.A. TEFL Thesis Abstracts
Author: Aziz, Aamir
Date: 2021-00-00
Type: Journal Articles
Subjects: Masters Theses,Literary Genres,Teacher Education Programs,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Computational Linguistics,Foreign Countries,Language Styles,Grammar,Language Usage,Morphemes,Guidelines,Teaching Methods

At present, genre analysis of various types of texts has gained much attention by the researchers worldwide. The focus of genre analysis in this study is on the examination of thesis abstracts written by Pakistani students in the field of TEFL in connection with move structure, lexico-grammatical features and style of the writer. The corpus of this study consisted of 30 TEFL thesis abstracts, collected through convenient sample method directly from the students via personal contact. The results of the study reveal that the thesis abstracts do not meet the criteria as mentioned in the said analytical framework. Further the rhetorical moves are not properly organized. Simple present tense has been used in 66% thesis abstracts. 90% thesis abstracts have been written in active voice. 80% writers prefer to use impersonal style of writing. This study recommends that the novice researchers in Pakistan in the field of TEFL may be provided proper guidelines for writing thesis abstracts.
A Frame Analysis of the Language Used by Eight US Media to Describe the Role of China and Chinese in Spreading COVID-19 during Late January to Early June 2020
Author: Alshahrani, Abdulaziz
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Disease Control,News Reporting,Deception,Foreign Countries,Political Influences,Political Attitudes,Mass Media,Role,Newspapers,Correlation,Social Bias,Content Analysis

A framing analysis of eight US media with different political bias was done to identify how they positioned themselves regarding the role of China in COVID-19 in the USA. The number of articles in the media varied much with Los Angeles Times leading with 32 articles discovered in the search. About 76% of all articles in the media were negative to China and 24% were sympathetic and only one article (American Conservative) saw the benefit of economic contribution of China to the USA. Both maximum negative and positive articles were seen in Los Angeles Times. All of the articles in the Star Tribune were negative and close to 95% in US today, also. However, the total numbers of articles in these two were only 15 and 19 respectively. Majority of articles in both right-centered and left-centered media were negative with obvious sympathetic stand of left-centered media towards China. On this basis, no definite association between political bias and positive or negative reporting on the role of China in COVID-19 spread in the USA exists for the eight US media studied. The results have been discussed with the aid of other works. Some limitations of this study are also discussed at the end.
Montessori Literature through the Lens of Leadership
Author: Bennetts, Karen
Date: 2020-00-00
Type: Journal Articles
Subjects: Montessori Method,Leadership Role,Educational Philosophy,Spiritual Development,Moral Values,Social Change,Peace,Leadership Styles,Teacher Education,Leadership Training,Biology

This article reviews the Montessori literature through the lens of leadership, using Maria Montessori's writings for a perspective on leadership aligned with her principles and practices. Dr. Montessori was a strong leader who argued that adults, as leaders, should take direction from children as the spiritual builders of human beings. Her concept of the prepared environment, including the prepared adult, supports this foundation for leadership and has applications beyond the classroom context. Leadership in the Montessori context has a biological base but incorporates elements of service and morality that guide social reform with a peaceful telos. While there are overlaps with existing models of leadership, this review suggests that a distinct perspective on leadership does begin to emerge from Dr. Montessori's legacy.
Montessori Middle School and the Transition to High School: Student Narratives
Author: Lapon, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Montessori Method,Middle School Students,High School Students,Student Adjustment,Personal Narratives,Student Experience,Public Schools,Social Emotional Learning,Academic Achievement,Educational Attitudes,Teacher Student Relationship,Peer Relationship,Student Characteristics

This narrative study investigated through storytelling the experiences of five students who attended a Montessori middle school and then transitioned to a public high school. The testimonies of the participants highlighted that, to help students make a successful transition to high school, it is useful to consider three elements: (a) developing academic and social-emotional skills, (b) fostering positive attitudes toward learning, and (c) creating opportunities to practice self-reliance, self-advocacy, and grit. The experience of these particular students accentuates the ability of a Montessori middle school to emphasize both academic rigor and the social-emotional skills that build the fortitude necessary for students to successfully transition to high school. This study suggests that Montessori middle school practices may foster the intellectual and emotional growth of students so that they can successfully transition to high school and are potentially buffered from many of the detrimental academic and emotional impacts of ninth grade.
Teaching Mathematics in a Context of Lockdown: A Study Focused on Teachers&apos; Praxeologies
Author: Aldon, Gilles
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Mathematics Instruction,Teaching Methods,Distance Education,Online Courses,Educational Technology,Electronic Learning,Foreign Countries,Teacher Behavior,Values,Elementary Secondary Education,Postsecondary Education,Student Evaluation,Student Needs,Interaction

This study aims to explore how teachers from four countries--France, Israel, Italy, and Germany--manage their teaching--learning activity in the context of lockdown due to the COVID-19 pandemic. About 700 teachers from the four countries participated in this study. They were given an online questionnaire that involved 22 open-ended items, in which they were requested to complete the items that were structured taking into account the relationships between teacher, students, mathematics and resources. The qualitative analysis of teachers' answers was carried out, referring to both the meta-didactical transposition model and Bishop's framework on values to investigate teachers' teaching-learning activities and the reasons underlying their choices. The empirical analysis suggests four tasks corresponding to the main challenges that teachers had to face during the time of lockdown: (a) managing distance learning to support students' learning through specific methodologies; (b) managing distance learning to develop assessment; (c) managing distance learning to support those students that face difficulties and/or are living a difficult situation/developing inclusive teaching; and (d) managing distance learning to exploit its potentialities for fostering typical mathematical processes. The values that motivated the teachers to change their teaching-learning activities are discussed, conclusions of how the time of lockdown affects the mathematics teaching is drawn, and finally, recommendations and insights from this study are shared.
Primary Teacher Attitudes towards Productive Struggle in Mathematics in Remote Learning versus Classroom-Based Settings
Author: Russo, James
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Mathematics Education,Distance Education,Electronic Learning,COVID-19,Pandemics,Classroom Environment,Social Environment,Peer Relationship,Instructional Materials,Asynchronous Communication,Parent Attitudes,Negative Attitudes,Difficulty Level,Problem Solving,Young Children,Foreign Countries

Given what is known about the importance of productive struggle for supporting student learning of mathematics at all levels, the current study sought to examine teacher attitudes towards student struggle when students learn mathematics in remote learning settings compared with classroom settings. Eighty-two Australian early years primary teachers involved in a professional learning initiative focused on teaching mathematics through sequences of challenging tasks completed a questionnaire inviting them to compare the two settings. Drawing on a mixed-methods approach, we found that teachers were more positive about the value of student struggle in classroom-based settings compared with remote learning settings. Qualitative analysis of open-ended responses revealed four themes capturing why teachers viewed efforts to support productive struggle in a remote learning setting as potentially problematic: absence of a teacher-facilitated, synchronous, learning environment; parents' negative attitudes towards struggle when learning mathematics; lack of social connection and peer-to-peer collaboration; and difficulties accessing learning materials. Suggestions for mitigating some of these challenges in the future are put forward.
International Student Mobility: An Empirical Study Based on FEUP Mechanical Engineering Data
Author: Castro, Catarina F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Study Abroad,Engineering Education,Student Mobility,Student Attitudes,Universities,Foreign Countries,Global Approach,International Education,Graduate Students,Masters Programs,International Cooperation,Educational Cooperation,Educational Policy,Occupational Mobility,Career Development

Students are formal learners seeking documented and recognized tertiary education. Student mobility in higher education can be inward (into a country) or outward (out of a country). Both types of mobility are educational processes offering different experiences and resulting in different outcomes. At least half of MIEM (Integrated Mechanical Engineering master degree of the Faculty of Engineering of the University of Porto, Porto, Portugal) students are driven to seek different institutions and different societies outside their known environment. During the academic year 2019/20 one hundred and forty MIEM students were engaged on exchange mobility projects distributed among inward Portuguese universities and a large number of outward European and non-European programs. This report focuses on MIEM student exchange aiming to share collected data based on numbers and experiences. A developed questionnaire addressing exchange mobility benefits on student educational progression as well as on the foreseen future career was handled to all 2019/20 mobility students and the collected data are reported here. Results of the survey show that 90% of the responding students consider that the engaged exchange program will turn into a positive influence on their career and a short 10% did not appreciate the mobility experience.
Accessing Young Children&apos;s Ideas about Energy
Author: Detken, Franziska
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 1,Grade 2,Energy,Scientific Concepts,Concept Formation,Beliefs,Knowledge Level,Exercise Physiology,Mechanics (Physics),Video Technology,Freehand Drawing,Pictorial Stimuli,Nonverbal Communication,Persuasive Discourse

We present a multi-method design for elucidating young, mostly illiterate children's (grades 1 and 2 of Swiss elementary school, ages 6-8) ideas about energy. The design uses semi-structured interviews and video recordings as the main methods of data generation and collection, respectively. A plurality of tasks, including drawing, sorting and a newly developed picture stories task, target core aspects of the scientific energy concept in selected contexts. These tasks provide various opportunities for the children to connect to their prior experiences and express ideas verbally and non-verbally in age-adequate ways, e.g., by gestures or drawings. We illustrate the level of detail and complexity of the children's responses and show how these reflect the children's associations with energy and their patterns of argumentation. These rich data enable analysis regarding various aspects of the scientific energy concept, including sources, users, forms, and the transfer of energy, and the identification of possible starting points for early energy instruction.
Physical Literacy and Teacher Training: Pilot Study
Author: Hernaiz-Sánchez, Ariadna
Date: 2021-00-00
Type: Journal Articles
Subjects: Physical Education,Teacher Education,Preservice Teachers,Student Attitudes,Concept Formation,Multiple Literacies,Undergraduate Students,Physical Fitness,Physical Activity Level,Life Style,Psychomotor Skills,Competence,Knowledge Level,Foreign Countries

With the appearance of physical literacy, a new approach to physical education has emerged, aimed at promoting lifelong physical activity. With the intention of exploring whether physical education teacher training programmes are in line with this trend, we analysed the conceptions of pre-service teachers. The aim of this study was to design and validate a questionnaire analysing the conceptions of students taking the degree course in the Science of Physical Activity and Sport with regard to what it means to be a physically well-educated student. A questionnaire was designed for data collection. A chi-square test was used to analyse the statistically significant differences and Cramer's V was used to quantify the degree of association. The results show that pre-service teachers consider a physically well-educated student to be one who maintains a healthy lifestyle and has overall motor competence and self-awareness. Differences have been found between the conceptions of pre-service teachers, between universities and between the beginning and the end of training programs. A valid and reliable instrument has been obtained for analysing the conceptions of pre-service teachers. The studies reinforce the conceptions related to an active lifestyle and overall motor competence. The conceptions of pre-service teachers are within closer range of physical literacy after their studies.