ethanporcaro/eric-fulltext-meta huggingface dataset:
Encourage Learners in the Large Class to Speak English in Group Work
Author: Meng, Fanshao
Date: 2009-09-00
Type: Journal Articles
Subjects: Teamwork,Large Group Instruction,English (Second Language),English Instruction,Educational Practices,College English,Communication Skills,Communicative Competence (Languages),Speech Communication,Speech Skills,Learning Activities,Language Proficiency,Difficulty Level,Educational Opportunities,Educational Change,Change Strategies,Foreign Countries

Large-class English teaching is an inexorable trend in many Chinese universities and colleges, which leads to a strange and serious phenomenon that most students' English is ironically but vividly described as &quot;the dumb English&quot;. Therefore, cultivating students' communicative skills and developing their language competence has become a clear focus and an urgent task for all the college English teachers in China. This paper explores some useful speaking activities that can be adapted in group work in some way to suit Chinese learners. It suggests that it is necessary to reform the current instruction model in College English classes, and the group work can help develop the students' competence of English speaking.
Project-Based Learning in the Teaching of English as a Foreign Language in Greek Primary Schools: From Theory to Practice
Author: Fragoulis, Iosif
Date: 2009-09-00
Type: Journal Articles
Subjects: Foreign Countries,Active Learning,Student Projects,Second Language Instruction,English (Second Language),Primary Education,Theory Practice Relationship,Case Studies,Educational Benefits,Teacher Role,Language Teachers,Program Implementation

This article deals with implementing project work in the teaching of English as a foreign language in Greek state primary schools. Theoretical foundations for project-based learning are presented and applied in the classroom, difficulties encountered are discussed, and benefits resulting from student participation in project work are suggested. The article purports to be pragmatic in focus, linking theory with practice, and providing practitioners with a tool for effectively implementing project-based learning in foreign language contexts.
An Experimental Study on the Effects of Different Reading Tasks on L2 Vocabulary Acquisition
Author: Xu, Jianping
Date: 2009-09-00
Type: Journal Articles
Subjects: Vocabulary Development,Hypothesis Testing,Task Analysis,Second Language Learning,Reading Processes,Difficulty Level,Qualitative Research,Interviews,Reading Tests,Spelling,Semantics,Reading Achievement,Language Tests,College English,College Freshmen,Foreign Countries,Pretests Posttests

This empirical study was undertaken to test the Involvement Load Hypothesis (Laufer and Hulstijn, 2001) by examining the impact of three tasks on vocabulary acquisition. It was designed to test and develop the involvement load hypothesis by examining the impact of different reading tasks on the L2 vocabulary acquisition. The results show that reading tasks could facilitate L2 vocabulary acquisition. The hypothesis is basically supported, but it is expected that it will be further improved and needs some modifications. Furthermore, the results also indicate that using new words in contextualized communication is an efficient means to extend and consolidate learners' vocabulary acquisition.
Enhancing the Quality of EAP Writing through Overt Teaching
Author: Wee, Roselind
Date: 2009-09-00
Type: Journal Articles
Subjects: Foreign Countries,English for Academic Purposes,Academic Discourse,English (Second Language),Writing Instruction,Second Language Instruction,Grammar,Form Classes (Languages),Teaching Methods,Undergraduate Students,Pretests Posttests,Error Analysis (Language),Language Usage,Writing Improvement,Educational Quality,Outcomes of Education

This paper examines how overt teaching is instrumental in reducing subject-verb agreement (SVA) errors of Malaysian EAP learners which in turn improves the quality of their writing. The researchers used overt teaching of these grammatical items, that is, SVA and investigated how this method has significantly benefitted the learners who were second year university students from different cultural and language backgrounds. Data was collected using a pre-test and a post-test. Even though the learners had spent more than a decade learning the English language since their early education, the data collected in the pre-test showed that they made gross SVA errors in their writing. Treatment in the form of overt teaching of SVA was given to the learners, after which the post-test was administered. The comparison of data of the two tests revealed significant improvements in the learners' usage of SVA which resulted in improved quality of their writing. The major findings on the learners' grammatical problems especially in SVA and their response to overt teaching prove that overt teaching enhances the quality of EAP writing produced by students.
Language Arts with a Focus on Media: Facilitating Students' Entry in the World of Literacy
Author: Kaklamanos, Alexandra
Date: 2009-09-00
Type: Journal Articles
Subjects: Language Arts,Media Literacy,Classroom Environment,Classroom Techniques,Student Centered Curriculum,Relevance (Education),Educational Practices,Program Descriptions

This paper briefly describes the function of media literacy in the classroom. Beginning with the notion that language is socially constructed, the paper focuses on how it is possible to incorporate a field that is familiar and accessible to all, in our teaching. Furthermore, the advantages of studying the media are outlined and supported by existing studies. Teachers who strive to show sensitivity to their students ought to include texts that are central to their students' lives.
Using L1 in Teaching Vocabulary to Low English Proficiency Level Students: A Case Study at the National University of Laos
Author: Latsanyphone, Soulignavong
Date: 2009-09-00
Type: Journal Articles
Subjects: Native Language,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Vocabulary Development,Retention (Psychology),Foreign Countries,Definitions,Language Tests,Instructional Effectiveness,Translation,Pretests Posttests,Teaching Methods,Control Groups,Experimental Groups,Undergraduate Students,Majors (Students),Case Studies

Many English professionals do not seem to pay much attention to the use of L1 in English language classrooms, based on the tenets that English should be taught in English to expose the learners to English which would enhance their knowledge of English and accelerate their learning. While research findings have been inconsistent in relation to this position, the results of the present study found evidence to the contrary. Using 169 students of a low proficiency level, it was found that using learners' mother tongue (L1) to teach English as a foreign language in Laos enhanced their retention of new vocabulary items both in isolation and in context. This is possibly due to clear definitions and explanations in L1, dictation quiz and translation exercises in the classroom. This would have implications for English professionals.
Who Assists the Faculty? The Need for Mentorship Programs for Faculty Undertaking Global Education Initiatives
Author: Dean, Yasmin
Date: 2015-00-00
Type: Journal Articles
Subjects: Mentors,Global Education,Faculty Development,Student Exchange Programs,International Educational Exchange,Program Development,Program Implementation,Expectation,Motivation,Teaching Experience,Phenomenology,Field Experience Programs,Qualitative Research,Interviews,Teacher Motivation,Teacher Attitudes,Sustainability,College Programs,College Faculty,Foreign Countries

This study explored the expectations, motivations, and experiences of Canadian faculty members undertaking development and implementation of global education initiatives (GEI) for students in the form of exchange and study abroad programs, supervised practical coursework, and experiential learning in international settings. Findings revealed that the faculty members leading these initiatives for the first time were surprised by the amount of work required for planning and implementing them. This was in contrast to the perceptions of more experienced faculty who spoke with certainty about the workload and associated demands of organizing these initiatives. Further, more experienced faculty members implied that their personal desire to continue to lead international initiatives diminished each year. Attrition was explained by the increasing work demands of these projects. Experienced faculty also raised concerns about underprepared faculty who participate in global experiences with students. Findings suggest a need for faculty development, mentorship, and preparation programs as a means for improving the overall experience for students and faculty.
The Teaching of the Code of Ethics and Standard Practices for Texas Educator Preparation Programs
Author: Davenport, Marvin
Date: 2015-11-00
Type: Journal Articles
Subjects: Ethics,Academic Standards,Educational Practices,Statistical Analysis,Online Surveys,Educational Opportunities,Incidence,State Standards,Teacher Educators,Teacher Surveys,Ethical Instruction,Curriculum Research,Course Content

The purpose of this descriptive quantitative research study was to answer three basic informational questions: (1) To what extent ethics training, as stipulated in Texas Administrative Code Chapter 247, was included in the EPP curriculum; (2) To what extent Texas public universities with approved EPP programs provided faculty opportunities for and/or required faculty to obtain ethics training; and (3) To what extent EPP professors included information regarding the consequences of unethical behavior and information on professional and ethical decision making. A short, concise electronically delivered survey provided the necessary data to answer the informational questions regarding the training received and the delivery of Texas Administrator Code Chapter 247, Educators' Code of Ethics. As such, this descriptive quantitative research study investigated the extent Texas Education Agency (TEA) approved state universities addressed these criteria of teaching the code of ethics in their EPP curricula. The study found that the overall picture shows a majority of the TEA approved EPP professors included this criterion in their curriculum. The study also found that specific training opportunities were minimal, although there was considerable interest in training opportunities from the participants. The study showed a consensus among the participants regarding the inclusion of specific information about consequences for unethical behavior and information regarding professional and ethical decision-making.
Video Segment Comprehension Strategies: Male and Female University Students
Author: Lin, Lu-Fang
Date: 2009-09-00
Type: Journal Articles
Subjects: Foreign Countries,Video Technology,Comprehension,Males,Females,College Students,Questionnaires,Memory,Cognitive Processes,Statistical Analysis,Learning Strategies,Knowledge Level,Gender Differences,Correlation,Technology Uses in Education,Educational Technology,English (Second Language),Second Language Learning

The purpose of the study was to investigate video comprehension strategies used by male and female university students. The researcher designed a video comprehension strategy questionnaire including cognitive, compensation, and memory categories. Totally, 168 Taiwanese university participants completed the questionnaire. The quantitative results demonstrate that first, regarding three categories, both males and females utilized memory strategies most frequently. Second, among 18 strategies, females used concrete referents in video segments most frequently, and for males, to retrieve world knowledge. Third, most males were unlikely to repeat the utterances orally; most females do not use their domain knowledge. Fourth, out of 18 strategies, four memory strategies and three cognitive strategies demonstrated significant differences between male and female strategy employment. Fifth, there existed positive and negative correlations between individual strategies and male video comprehension; three strategies were positively related to female video comprehension. Instructional recommendations were presented for effective video comprehension instruction.
Developing a Survey to Determine Student Perceptions of Readiness at the Beginning of an Educational Leadership Program
Author: Kelly, Michael D.
Date: 2015-11-00
Type: Journal Articles
Subjects: Educational Administration,Leadership Training,Student Surveys,Student Leadership,Learning Readiness,Test Construction,Test Reliability,Test Validity,Program Improvement,Knowledge Level,Human Resources,Supervision,Board of Education Policy,Student Personnel Services,Leadership,Administrative Change

In this study, researchers developed a survey to determine student perceptions of readiness prior to entering an educational leadership program. The researchers analyzed and established the reliability and validity of the survey created to understand student readiness as they enter the program. The information garnered from this survey will help faculty in the program make instructional decisions based on the student feedback and will be used to provide suggestions to the faculty for program improvement. The results will also be used to contribute to program accreditation through the Council for Accreditation of Educator Preparation (CAEP). This study identified how trustworthy and dependable the instrument is in determining student perceptions of readiness for educational leadership based on present knowledge levels. A panel of experts from areas outside of the research population was used to establish content and face validity of the instrument. Internal consistency and reliability was measured using Cronbach's alpha. Fifty-one survey scores were used from students enrolled in the educational leadership program across the Commonwealth of Virginia. The survey was given in July of this year.
Haunting Native Speakerism? Students' Perceptions toward Native Speaking English Teachers in Taiwan
Author: Wu, Kun-huei
Date: 2009-09-00
Type: Journal Articles
Subjects: Language Teachers,Native Speakers,Second Language Learning,Second Language Instruction,Questionnaires,Student Attitudes,Interviews,Teacher Student Relationship,Asians,Foreign Countries,College Students,Teaching Methods,Expectation,Student Participation,Standard Spoken Usage

This paper intends to explore how Taiwanese university students perceive their native-speaking English teachers (NESTs). Mutual expectations between the NESTs and students are also investigated. Collected data include questionnaires from 107 students and interviews with three NESTs and 19 students who have filled out the questionnaire. The result shows that students expect more encouragement and interaction with the NESTs, and more relaxed activities with fewer assignments and tests. A third of the students expect NEST with a standard accent, while a quarter do not care about accent at all. The NESTs reveal their dissatisfaction toward the students' passiveness and lack of responsiveness. While students expect their NESTs to be interactive, they themselves seem to give the NESTs an impression of unwillingness to participate. The discussion centers on this dilemma and offers some suggestions for English teachers.
Strengthening a Principal Preparation Internship by Focusing on Diversity Issues
Author: Figueiredo-Brown, Regina
Date: 2015-11-00
Type: Journal Articles
Subjects: Administrator Education,Principals,Internship Programs,Student Diversity,Seminars,Qualitative Research,Student Experience,Student Attitudes,Consciousness Raising,Experiential Learning,Professional Development,Reflection,Grounded Theory,Administrator Qualifications

This study discusses East Carolina University's (ECU) preparation program and its emphasis on the study and application of diversity throughout the internship. ECU's comprehensive internship provided candidates time to apply theory and knowledge about school leadership and diversity topics addressed on a monthly basis at internship seminars. A qualitative analysis of interns' reflections about their learning and experiences suggested that the focus on diversity was beneficial. Findings indicated learning about diversity throughout the internship opened opportunities for interns to work with students, parents and staff with a new found knowledge of diversity learned by attending lectures by scholars in various diversity topics and engaging in dialogue with principals about diversity topics. Principal preparation faculty realized the importance of selecting engaging presenters to encourage interns to embrace learning about a topic and the need for continual learning about diversity issues that affect the university's service region.
Does Leadership Matter? Examining the Relationship among Transformational Leadership, School Climate, and Student Achievement
Author: Allen, Nancy
Date: 2015-11-00
Type: Journal Articles
Subjects: Correlation,Academic Achievement,Instructional Leadership,Transformational Leadership,Principals,Administrator Attitudes,Mathematics Achievement,Reading Achievement,Educational Environment,Questionnaires,Leadership Styles,Elementary Schools,Teacher Attitudes,Leadership Qualities,Elementary School Teachers,Statistical Analysis

The purpose of this correlational study was to examine the relationship between transformational leadership, school climate, and student mathematics and reading achievement. Survey data were collected from a purposeful sample of elementary school principals and a convenience sample of his or her respective teachers located in a small suburban school district in southeast Texas. The Multifactor Leadership Questionnaire (MLQ-5X) was used to measure the degree to which a principal displays the factors of a transformational leader based on teacher perceptions and was used by the principals surveyed to self-assess. The School Climate Inventory-Revised (SCI-R) survey was used to measure teacher perceptions of school climate. Findings indicated a positive relationship between transformational leadership and school climate. However, a relationship was not found to exist between transformational leadership and student achievement nor between school climate and student achievement. When determining whether a relationship existed between the campus principal's perceptions of their own transformational leadership qualities and his/her teachers' perceptions of those same qualities, only two out of the 25 correlations were found to be statistically significant.
Mentoring Educational Leadership Doctoral Students: Using Methodological Diversification to Examine Gender and Identity Intersections
Author: Welton, Anjale D.
Date: 2015-11-00
Type: Journal Articles
Subjects: Mentors,Educational Administration,Leadership Training,Doctoral Programs,Gender Differences,Graduate Students,Statistical Analysis,Qualitative Research,Student Experience,Educational Quality,Student Attitudes,Definitions,Learning Activities,Racial Differences,Questionnaires,Interviews,Focus Groups,Supervisor Supervisee Relationship,School Support,Metacognition,Educational Resources,Administrator Education,Student Surveys

An essential component to learning and teaching in educational leadership is mentoring graduate students for successful transition to K-12 and higher education positions. This study integrates quantitative and qualitative datasets to examine doctoral students' experiences with mentoring from macro and micro perspectives. Findings show that students have varied perceptions on what constitutes quality mentoring and wide-ranging experiences in terms of the quantity and quality of mentoring experienced. Moreover, findings suggest that the ways students perceive and experience mentoring is related to their identity factors, especially gender. Findings have implications for strengthening this essential component of leadership preparation programs; and thus, recommendations for different strategies, programmatic supports, and structural changes within university departments and professional organizations are forwarded.
Methods for Examining the Psychometric Quality of Subscores: A Review and Application
Author: Wedman, Jonathan
Date: 2015-11-00
Type: Journal Articles
Subjects: Evaluation Methods,Psychometrics,Scores,Tests,College Entrance Examinations,Item Response Theory,Test Validity,Test Reliability,Factor Analysis,Correlation,Statistical Data

When subscores on a test are reported to the test taker, the appropriateness of reporting them depends on whether they provide useful information above what is provided by the total score. Subscores that fail to do so lack adequate psychometric quality and should not be reported. There are several methods for examining the quality of subscores, and in this study seven such methods, four of which are based on classical test theory and three of which are based on item response theory, were reviewed and applied to empirical data. The data consisted of test takers' scores on four test forms--two administrations of a first version of a college admission test and two administrations of a second version--and the analyses were carried out on the subtest and section levels. The two section scores were found to have adequate psychometric quality with all methods used, whereas the results for subtest scores ranged from almost all scores having adequate psychometric quality to none having adequate psychometric quality. The authors recommend using Haberman's method and the related utility index because of their solid theoretical foundation and because of various issues with the other subscore quality methods.
On-Line Course Development: Engaging and Retaining Students
Author: Bruster, Benita G.
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Curriculum Design,Design Requirements,Teacher Student Relationship,Course Content,Alignment (Education),Relevance (Education),Student Needs,Instructional Design,Instructional Development,Best Practices,Models

As the number of on-line classes and the demand for on-line education continues to sky-rocket, it is critical that course developers and university faculty have the skills to effectively design curricula, to develop engaging learning opportunities, and to create responsive courses that meet individual student needs. This paper details three essential elements, &quot;Relationships, Rigor, and Responsiveness&quot; (R3), in designing effective on-line courses: 1) building student and faculty relationships, 2) ensuring rigorous course content, and 3) developing a culture of responsiveness to students. An overview of these three essential elements are aligned to effective on-line course development, as well as course evaluation, with examples and guidance for incorporating these elements.
Online Learning for the Left-Behind Generation
Author: Wake, Donna
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Distance Education,Teacher Education Programs,Delivery Systems,Teacher Educators,Teaching Experience,Teaching Methods,Ethnography,Barriers,Change Strategies,Reading Comprehension,Interpersonal Communication,Writing Achievement,Self Efficacy,Critical Thinking,Achievement Need,Goal Orientation,Creativity,Teacher Attitudes,Qualitative Research

Teacher education programs have increasingly embraced online education, and the number of candidates enrolled in distance coursework is rising. In response to changes in delivery methods brought about by this trend, programs seek to deliver content via distance learning options in ways that demonstrate pedagogical best practices. Through an authoethnographic approach, this study reflects on the experiences of two teacher education faculty members, the challenges that they and their students faced, and the efforts they made to improve their online instruction. Faculty identify candidate expectations, prior experiences, and needs with online formats and make recommendations for effective online course delivery.