ethanporcaro/eric-fulltext-meta huggingface dataset:
Four-Component Instructional Design (4C/ID) Model Approach for Teaching Programming Skills
Author: Güney, Zafer
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Design,Models,Programming,Thinking Skills,Technology Uses in Education,Teacher Effectiveness,Problem Solving,Teaching Methods

The need for methods, techniques and approaches that we can develop high-level thinking skills in important activities increases day by day in order to achieve effective use of technology and change in information and communication technologies. In particular, the diversity, complexity of technical skills and to gain technical skills required to be learned in schools and through applications in industry is important. Teaching the programming as a technical skill during instructional design process (ID) and how effective and meaningful teaching can be taught is an important problem. Thus, instructional design models have been developed for the solution of learning problems in systemic, systematic and appropriate learning conditions and especially for the development of technical skills (van Merriënboer (1997). The instructional design model (4C/ID) activity mentioned here can be used for teaching the importance of instructional and technological stages by combining and supporting another multimedia project design, development and evaluation model. This study presents technical skills only by pointing to the future developers and designers of programming that an instructional design approach can be used to develop other programming skills. In addition, through ten steps proposed for complex learning (van Merriënboer &amp; Kirschner 2007) and steps in achieving complex cognitive, high-level, algorithm based limited coding, technical skills, it is to provide a new different approach to program developers, instructors and designers by planning and discussing the design of the process within a basic frame as to be in four stages (van Merriënboer &amp; Kirschner 2007). The purpose of this study is to adapt the principles of the model for teaching technical skills by using four-component instructional design model (4C/ID) within software programming. In this study, theoretical framework for teaching complex technical skills, learning theories and problem solving in programming are given. The relationships between components of 4C/ID model presented for teaching programming skills. At the end of study, the ID model components and their applications for future programming skills were indicated.
Developing Instructional Skills: Perspectives of Feedback in Student Teaching
Author: Won, Noelle
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Teaching,Teaching Skills,Skill Development,Preservice Teacher Education,Feedback (Response),Teacher Student Relationship,Cooperating Teachers,Instructional Effectiveness,Student Attitudes

Feedback is essential for the transformation and development of new teachers. This action research study explored perceptions of feedback givers/receivers in the development of essential teaching skills in a new co-teaching model. Outcomes informed programmatic changes to teacher education trainings and protocols. The research team included teacher education faculty, including the program leader (author 1), faculty (author 2) and K-12 teacher leader (author 3). Student teachers (6), cooperating teachers (7), and university supervisors (3) participated in semi-standard interviews and close-ended surveys. Responses were analyzed for feedback content, frequency, timing, effectiveness, reception and application. Three key components of the feedback process were identified: Goals (What), Relationship (How), and Effect (Change). The relationship between the student teacher receiving and the supervisor providing the feedback significantly influenced student teacher perception and application of feedback. Resulting programmatic changes include cooperating teacher selection criteria, co-teaching training, regular triad team meetings, and rubric-based feedback protocols.
Investigating the Relationship between Cultural Dimensions of Learning and English Language Proficiency
Author: Lieb, Margaret M.
Date: 2019-08-00
Type: Journal Articles
Subjects: English (Second Language),Language Tests,Second Language Learning,Language Proficiency,Second Language Instruction,Foreign Countries,Cultural Differences,College Freshmen,Interpersonal Relationship,Epistemology,Preferences,Learning Theories,Student Attitudes,Correlation,Scores,Cognitive Style

English proficiency is valued in Japan for its facilitation of participation in the international community. However, average proficiency remains low despite strategic efforts of Japan's Ministry of Education. Based on research indicating that culture may impact learning, this quantitative study investigated the impact of culture on English proficiency among 119 freshman Japanese students at a Japanese university. The Cultural Dimensions of Learning Framework (CDLF) (Parrish &amp; Linder-VanBerschot, 2010), based partly on Hofstede's cultural dimensions theory, was used to measure cultural learning preferences categorized as social relationships, epistemological beliefs, and temporal perceptions. English proficiency was determined through self-reported TOEFL ITP scores, and a correlational, explanatory design was used, which investigates the association between two variables. No strong preferences were found for six out of eight cultural learning preferences, and no statistically significant relationships were discovered between cultural learning preferences and TOEFL ITP scores. The findings may be indicative of diversity in learning approaches and/or limitations in the instruments, while preferences for social relationships may impact social interaction, not measured by TOEFL ITP. As such, the findings solidify the argument for reporting non-significant data, which mandates a critical evaluation of current thinking about the complex and multifaceted relationship between culture and language proficiency.
&quot;I Notice My Feelings:&quot; Exploring Mindfulness with 1st Graders and Their Families
Author: Schrodt, Katie
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Grade 1,Elementary School Students,Units of Study,Program Length,Student Journals,Family Involvement,Childrens Literature,Self Management,Small Schools,Private Schools,Social Development,Emotional Development,Stress Management,Anxiety,Manipulative Materials,Curriculum Implementation,Young Children

This paper explores a study completed with 1st grade students while a five-week mindfulness unit was implemented in their classroom. The paper discusses tactics for teaching mindfulness strategies to students and results observed in the students over the course of the five-week study. It also contains journal entries completed by students and their families both in the classroom and at home.
It Does Not Need to Be Perfect! Two Teacher Educators&apos; Quest to Enhance Online Instruction with Videos
Author: Andrei, Elena
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Educators,Educational Technology,Technology Uses in Education,Online Courses,Video Technology,Teaching Methods,Literacy Education,Language Teachers

Two early career literacy and language teacher educators who have digital literacies at the core of their professional and scholarly pursuits share their quest to enhance their online instruction. The authors wanted to identify one new improvement for their online courses in an effort to engage the students and support a more connected learning community. The improvement was instructor-made videos. Once the first video was shared and posted, weekly peer support, the premises of &quot;keeping it simple&quot; and &quot;it does not need to be perfect&quot; seemed to be critical in the implementation of videos for the online instruction. The authors continue to use instructor-created videos in their courses as part of their routine online teaching.
The Predictive Relationships between the Social Media Addiction and Social Anxiety, Loneliness, and Happiness
Author: Baltaci, Önder
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Predictor Variables,Correlation,Social Media,Addictive Behavior,Anxiety Disorders,Interpersonal Competence,Psychological Patterns,Affective Measures

The purpose of this study is to examine how well university students' social anxiety, happiness and loneliness levels explain their levels of social media addiction. The research was designed as a correlational survey model. The research group consisted a total of 312 university students, 165 female (53%) and 147 male (47%), attending at a state university in Turkey during the 2017-2018 academic year. The data collected using a Personal Information Form, a Social Media Addiction Scale, a Social Anxiety Scale, the short form of the Oxford Happiness Questionnaire, and the short form of the UCLA Loneliness Questionnaire. Pearson correlation and hierarchical regression analysis were conducted in SPSS to investigate the relationship between students' social media addiction and their social anxiety, happiness, and loneliness levels. The findings showed that there was a positive relationship between students' social media addiction levels and their social anxiety and loneliness levels. On the other hand, there was a negative relationship between students' social media addiction levels and their happiness levels. According to these findings, social media addiction variable significantly predicted by the social anxiety and happiness variables, but it did not significantly predicted by the loneliness variable. The findings were discussed in the light of the relevant literature and recommendations were presented.
The Impact of Math Vocabulary on Conceptual Understanding for ELLs
Author: Valley, Vanessa
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,English Language Learners,Vocabulary Development,Teaching Methods,Word Problems (Mathematics),Direct Instruction,Mathematics Tests,Pretests Posttests,Language Processing,Language Usage,Word Frequency,Reading Tests,Scores,English (Second Language),Second Language Learning,Comparative Analysis,Mathematics Teachers,Teacher Attitudes,Elementary School Students

The purpose of this study was to investigate the impact of teaching daily math word problems in a 3-6th grade ELL classroom on math vocabulary use and math word problem and place value comprehension. This study sought to answer the following research question: &quot;How does direct instruction of mathematical operation keywords through teaching daily word problems on place value impact student math comprehension and oral use of math computation terms?&quot; This quantitative study used a pre and post word problem test graded on a 16 point scale and a frequency tally to track math vocabulary use. The results showed a small increase in word problem comprehension and a large increase in math vocabulary frequency. I concluded that while math problems help some students' comprehension, the written format in English combined with the students' lower English reading ACCESS scores prevented many from benefiting in regards to comprehension. The study showed that daily implementation of math word problems in the classroom greatly increased use and understanding of English math vocabulary.
Early Childhood Curriculum Reform in Saudi Arabia Conceptualization of Theories in Early Childhood Curricula: Three Models
Author: Khomais, Sama
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Preschool Curriculum,Educational Change,Curriculum Development

In recent developments, early childhood education in Saudi Arabia have captured political and governmental interests, conceiving the promising returns of investing in early years. This research has adopted an analytical descriptive approach through content analysis of curriculum philosophy (theories and principles) of three models of early childhood curricula. They were chosen deliberately, considering the elements of the curriculum, effectiveness in implementation and or achieving the desired learning outcomes. The selected curricula include, HighScope, Foundation Stage, and Te Whariki. The analysis concludes that there is a general agreement about the structure and elements of EC curriculum. Perspective of children as learners, teachers' roles, learning environment are well profound in the three curricula supported by theoretical and empirical evidence. Nevertheless, challenges are still considered as opportunities for revising and evaluating our beliefs and understandings in order to maintain the improvements in ECE profession and to cope with the education reform in Saudi Arabia.
When Words Do Not Work: Exploring Preservice Teachers&apos; Confidence in Teaching Reading to English Learners
Author: Pavlak, Christina M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Reading Instruction,English Language Learners,English (Second Language),Urban Schools,Beginning Reading,Educational Strategies,Community Schools,Elementary School Students,Kindergarten,Grade 1,Grade 2,Bilingual Education,Field Experience Programs

This practitioner research study explores what happens when students in a Master of Arts in Teaching (MAT) program are engaged in a clinical experience at an urban pre-K-8th-grade school with a majority English Learner (EL) population. Specifically examined is preservice teachers' confidence in implementing strategies to meet the needs of ELs in beginning reading. Data sources included: a survey, a written reflection, weekly lessons plans, blog entries, and informal observations of small group instruction and class participation. Qualitative analysis (Charmaz, 2000, 2003, 2005) was used. Results from this study point to the need for teacher preparation programs to support teacher candidates in working with ELs in clinical settings. This research has also informed the authors' teaching of this clinical course in addition to the design and implementation of a new course aimed at preparing teacher candidates to work with ELs in mainstream classrooms.
The Effect of Input Enhancement and Consciousness-Raising Techniques on the Acquisition of Lexical and Grammatical Collocation of Iranian EFL Learners
Author: Fazlali, Behnaz
Date: 2019-08-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Phrase Structure,Foreign Countries,Linguistic Input,Consciousness Raising,Grammar,Knowledge Level,Comparative Analysis,Teaching Methods,Pretests Posttests,Females,High School Students,Readability,Instructional Materials

This study is conducted to examine the effect of input enhancement as an implicit and consciousness-raising as an explicit method of instruction on improving grammatical and lexical collocation knowledge of Iranian EFL learners. To reach this aim, a sample of sixty participants at pre-intermediate level of English proficiency in Gorgan, Golestan, Iran was selected. They were randomly assigned to one control and two experimental groups. All of them were given a pre-test to assure that they were homogeneous with regard to their knowledge of collocations. All groups received the same text with different methods of teaching during the six treatment sessions. One week after the last treatment session, a posttest was administered to them. The results of the study revealed that input enhancement had no significant effect on increasing the grammatical collocation knowledge of Iranian EFL learners, while it had a significant effect on the improvement of lexical collocation knowledge. In addition, consciousness-raising instruction had a significant effect on increasing both lexical and grammatical collocation knowledge of Iranian EFL learners. Besides, consciousness raising group outperformed the input enhancement and control group. This study offers some pedagogical implications for syllabus designers, material developers, teachers, and students.
The Impact of a Short Test-Wiseness Intervention on Standardised Numeracy Assessment Scores: A Cautionary Tale about Using NAPLAN Growth Data to Evaluate Primary Schools
Author: Russo, James A.
Date: 2019-00-00
Type: Journal Articles
Subjects: National Competency Tests,Literacy,Numeracy,Foreign Countries,Test Wiseness,Intervention,Scores,Standardized Tests,School Effectiveness,Evaluation Methods,Elementary Schools,Mathematics Education,Teacher Researchers,Grade 2,Elementary School Students,Young Children,Achievement Gains

Building on the rich tradition of 'teacher as researcher' in mathematics education, I describe a study undertaken whilst working as a mathematics specialist in an Australian primary school. The focus of the study was on examining whether explicitly teaching students test-taking strategies ('test-wiseness') improved their performance on a standardised numeracy assessment; specifically, a practice version of the Year 3 National Assessment Program -- Literacy and Numeracy (NAPLAN). The study was unusual for teacher-research in that it adopted an experimental design. Thirty-eight Year 2 students (7 and 8 year olds) were randomly allocated to either an intervention condition (n=19) focused on developing test wiseness, or a 'business as usual' control condition (n=19). It was found that exposure to test-taking strategies improved student numeracy performance, with the intervention group significantly out-performing the control group. Implications of the findings are discussed, with a particular focus on what they mean in an environment where schools are increasingly held to account through the use of 'value-add' metrics.
Successes, Challenges, and Future Directions for an Urban Full Service Community Schools Initiative
Author: Anderson, Jeffrey Alvin
Date: 2019-09-00
Type: Journal Articles
Subjects: Urban Schools,Community Schools,Family Literacy,Partnerships in Education,Educational Improvement,After School Programs,Stakeholders,Family Involvement,Expectation,Academic Achievement,Attitude Change,Integrated Services,Community Attitudes,Public Schools,Elementary Schools,School Community Relationship,Program Implementation

After receiving a multiyear federal grant, an urban school district and community agency that focused on family literacy implemented a comprehensive school reform initiative called Providence Full Service Community Schools (PFSCS). A host of community partners collaborated to develop the PFSCS model with the broad goal of strategically connecting teachers, families, afterschool programming, and community services, as a method for improving the well-being of students in participating schools and their families. This article compares findings from a baseline and 4-year follow-up study of the PFSCS, documenting changes in stakeholder perceptions about the project. In the follow-up study, respondents noted increased family engagement and improved climate in PFSCS schools, along with more school-community partnerships. Findings also suggested stakeholder perceptions had changed regarding the extent to which the PFSCS was expected to improve academic achievement. Specifically, although some stakeholders were disappointed that a direct link between the PFSCS and improved test scores had not been found, findings also indicated that overall, the community continued to value the work and desired to see the program expand.
Struggle between the Real and the Fictive: The Development of Chinese EFL Learners&apos; Voice Construction in Short Story Writing
Author: Huang, Shiying
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teacher Attitudes,Literary Genres,Writing (Composition),Foreign Countries,Cultural Context,Literary Devices,Undergraduate Students,Majors (Students),Student Attitudes,Writing Instruction,Heuristics,Teaching Methods,Self Concept,Student Role,Teacher Student Relationship,College Faculty,Text Structure,Conferences (Gatherings)

The issue of voice has received considerable critical attention in second language writing (SLW) in the past decades. This study intends to enrich the research of voice in the Chinese context, which may mirror some issues in EFL environments. The short story writing process of an English-major undergraduate was particularly analyzed in this study, based on Canagarajah's (2014) analytical framework for voice analysis. After tracking the writing process for five weeks, it could be found that the student could deliver a rather satisfactory voice effect through her text, although she went through some struggle in the dialogic process. The narrative voice, the plot structure and the character were major features that the student focused on to convey her ideas. The study also provides some insights to EFL/ESL teachers about assisting students to express themselves in English writing.
The Effect of Using Academic Vocabulary on Graduate Students&apos; Achievements in Their Assignments
Author: Alhojailan, Ahmad I.
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,Academic Language,Language Usage,Vocabulary Development,English for Academic Purposes,Assignments,Student Attitudes,Correlation,Second Language Learning,Word Lists,Grades (Scholastic),Language Attitudes,Difficulty Level,Writing (Composition),Foreign Students,Foreign Countries,Second Language Instruction

Since students are increasingly expected to use academic vocabulary while at university, this study was conducted to determine whether a statistical correlation existed between the use of academic vocabulary in assignments and the marks obtained by graduate students, using a purposive sample of graduate students (n = 11). The students were asked to provide some of their assignments and to take part in an interview. Twenty-three assignments were collected, and five students were interviewed. Textual analyses and interviews were conducted to measure correlations between variables and address other questions. To determine words that could be identified as being academic, I used the academic word list (AWL) created by Coxhead in 2000. No significant correlation was found between the use of the academic vocabulary in the assignments and the marks the students received. Additionally, this study investigated certain other variables, such as: the importance of academic vocabulary from the students' perspective, their understanding of academic vocabulary, and their attitudes towards the choice of academic vocabulary.
Digital-Native Trends in Teaching ESP to Engineering Students in Saudi Arabia
Author: Khan, Abdul Wadood
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Student Attitudes,Electronic Learning,Learning Processes,Instructional Effectiveness,Blended Learning,Language of Instruction,Global Approach,Instructional Innovation,Educational Trends,Trend Analysis,Telecommunications,Handheld Devices,English for Special Purposes

The internet has redefined every aspect of human life-personal routines, business practices, and education. Advances in information and communication technology have also influenced English language learning and teaching in classrooms. This study explores the effectiveness of eLearning tools in teaching English for Specific Purposes (ESP) courses to engineering students in Saudi Arabia. To achieve the objectives of the study, a questionnaire with 15 questions about the employment of eLearning tools in Saudi universities was distributed to 60 ESP instructors selected from across universities in Saudi Arabia based on convenience sampling. The analysis of the data is inferential and interpretive. The results reveal that the adoption of eLearning tools in ESP classrooms is perceived by instructors to be effective for teaching the English language to engineering students. However, as per the result, eLearning tools along with traditional teaching methods are considered more convincing for teaching ESP to engineering students.