ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Student Experiences within the Alternative High School Context
Author: Morrissette, Patrick John
Date: 2011-00-00
Type: Journal Articles
Subjects: High School Graduates,Student Experience,High School Equivalency Programs,Phenomenology,Interviews,Student Attitudes,Performance Factors,Nontraditional Education,Educational Environment,Identification (Psychology),Expertise,Teacher Student Relationship,Flexible Progression,Self Concept,Foreign Countries

This paper describes a phenomenological study that explored the experiences of off-campus high school graduates. Twenty students participated in individual, tape-recorded interviews, during which they described their experiences, yielding written protocols that were thematically analyzed. Results from this study revealed five predominant themes that included the following: (a) ambiance, (b) sense of belonging, (c) pedagogical skill, (d) program flexibility, (e) self-awareness. Findings and implications for educators, administrators, and future research are included. (Contains 3 tables.)
Culturally Relevant Pedagogy Redux: Canadian Teachers' Conceptions of Their Work and Its Challenges
Author: Parhar, Nisha
Date: 2011-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Interviews,Foreign Countries,Classroom Environment,Educational Practices,Work Attitudes,Teacher Attitudes,Teacher Student Relationship,Cooperative Learning,Research Opportunities,Professional Development,Barriers,Social Capital,Performance Factors

This study examined how teachers who practice culturally relevant pedagogy describe their work and its challenges. Data is from ten semi-structured interviews with teachers in Vancouver Canada. Analysis revealed four themes in relation to participants' practice to support culturally diverse students: 1) An inclusive classroom of meaningful student-teacher relationships, collaborative learning, and a respectful classroom climate; 2) Expanded conception of the curriculum that validates students' cultures, develop critical consciousness and agency; 3) A resource team including families and support workers; 4) Purposeful renewal of knowledge via research and professional development. In addition, participants described institutional barriers common to their practice. (Contains 1 figure and 1 table.)
Beyond Intellectual Insularity: Multicultural Literacy as a Measure of Respect
Author: Taylor, Lisa K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 10,Grade 11,Multicultural Education,Cultural Awareness,Knowledge Level,Research Tools,Student Attitudes,Youth,Secondary School Students,Cultural Pluralism,Epistemology,Role of Education,Learning Experience

We report on a survey of 942 grade 10 and 11 students from 10 urban and &quot;rurban&quot; boards in 5 Canadian provinces that takes stock of multicultural education three decades on in the context of youth's multiple, multimedia spheres of learning. This survey is presented as an innovative research instrument measuring &quot;what young people know&quot; about the struggles as well as the intellectual, political and cultural legacies of racialized peoples globally and nationally &quot;and where they learned it (school, media, family, community)&quot;. Bivariate analysis of demographic, knowledge and attitudinal questions suggests schools' unique role in building a common knowledge base to combat Eurocentrism and cultural racism. (Contains 2 tables and 6 footnotes.)
Formative Assessment and the Contemporary Classroom: Synergies and Tensions between Research and Practice
Author: Volante, Louis
Date: 2011-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Educational Change,Foreign Countries,Teaching Methods,Theory Practice Relationship,Interviews,Educational Strategies,Use Studies,Educational Practices,Knowledge Base for Teaching,Pedagogical Content Knowledge,Professional Development,Questioning Techniques,Feedback (Response),Self Evaluation (Individuals),Peer Evaluation,Summative Evaluation,Evaluation Research

Twenty teachers working in elementary and secondary schools were interviewed from 2 school districts in southern Ontario, Canada about their understanding and use of particular formative assessment strategies. Analysis of the interviews followed a constant comparison method and revealed a variety of emerging themes. Results suggested an imbalance in the use of formative assessment methods associated with improvements in student learning and achievement. Many teachers noted tensions in utilizing particular formative assessment strategies such as peer assessment and self-assessment. The discussion focuses on the implications for teacher education reform and in-service professional development so that greater synergy between formative assessment research and practice can be obtained in contemporary classrooms.
Dual Credit: Creating Career and Work Possibilities for Canadian Youth
Author: Watt-Malcolm, Bonnie
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Industry,Focus Groups,Credits,Articulation (Education),Dual Enrollment,Education Work Relationship,Partnerships in Education,Educational Policy,Interviews,Stakeholders,Secondary School Students,Barriers,Program Effectiveness,Comparative Education,Apprenticeships

In this article, I investigated the problems that educators are addressing with dual credit initiatives and consider tensions that have limited the seamless implementation of dual credit programming. Stakeholder representatives clearly identified common resources and support required to sustain their dual credit programs. Study participants noted the need for strong partnerships for dual credit initiatives, for government policies to allow for articulation of credits between secondary and post-secondary and, in particular, for the means to fund these programs. Findings from individual interviews and focus groups conducted in British Columbia and Ontario with individuals who had formal work-related involvement (e.g., industry associations, government, organized labour, high schools, school boards, colleges, and industry) in dual credit initiatives suggest that access to dual credit options provide secondary students valuable opportunities for future career and post-secondary education, giving support for policies to support stakeholder partnerships to advance the effectiveness of dual credit models. However, with partnerships, tensions exist because stakeholders compete to gain and maintain control of their institutional territories and established standards. Questions arise--&quot;who is going to pay?&quot; and &quot;who is going to benefit?&quot;--that suggest concerns about student access and who is allowed to make use of the resources allotted for these initiatives. (Contains 1 table and 2 footnotes.)
Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions
Author: Van Beuningen, Catherine
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Error Correction,Second Language Instruction,Writing Instruction,Revision (Written Composition),Second Language Learning,English (Second Language),Language Research

The role of (written) corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversy among theorists and researchers alike. Although CF is a widely applied pedagogical tool and its use finds support in SLA theory, practical and theoretical objections to its usefulness have been raised (e.g. Truscott, 1996; 1999; 2004; 2007; 2009). In the present paper, I start by summarizing the theoretical arguments underpinning the use of CF in L2 classrooms. Subsequently, the objections raised against error correction are reviewed, and some controversies concerning different CF methodologies and error types are discussed. Next, the paper provides a critical summary of the findings produced by empirical work to date, and sketches out some of the issues that need to be attended to in future research. Based on the available empirical evidence, I conclude that, by offering learners opportunities to notice the gaps in their developing L2 systems, test interlanguage hypotheses, and engage in metalinguistic reflection, written CF has the ability to foster SLA and to lead to accuracy development. (Contains 10 notes.)
Critical Feedback on Written Corrective Feedback Research
Author: Storch, Neomy
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Error Correction,Writing Teachers,Writing Instruction,Teaching Methods,Instructional Effectiveness,Second Language Learning,Second Language Instruction

Recently we have witnessed a large growth in research on written corrective feedback (WCF). However, the question posed here is: are researchers and L2 writing teachers now any wiser about the efficacy of WCF? I begin with a summary of early studies and some of their major shortcomings. I then examine more recent studies and conclude that, although many of the shortcomings of earlier research have been largely addressed, research findings are still inconclusive. I argue that currently, in the desire to conduct more robust research, the pendulum has swung too far towards experimental studies. Such studies tend to employ "one off" treatments, often provided on a very restricted range of errors, and ignore the learners' goals and attitudes to the feedback provided and to improvement in accuracy. I conclude by suggesting directions for a more meaningful and ecological valid research agenda on written corrective feedback. (Contains 4 tables and 1 note.)
Written Corrective Feedback: Practitioners' Perspectives
Author: Evans, Norman W.
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Error Correction,Writing Teachers,Second Language Instruction,Second Language Learning,Second Language Programs,Use Studies,Educational Practices,Educational Methods,Teacher Surveys,Teacher Attitudes,Mail Surveys,Teacher Characteristics,Teacher Qualifications,Global Approach

Considerable attention has been given to written corrective feedback (WCF) in second language writing (L2) over the past several decades. One of the central questions has focused on the appropriateness of its use in L2 writing. In these academic discussions, scholars frequently describe how WCF is utilized in the classroom. However, many of these claims of teacher practice have no research base, since few studies have actually asked teachers what place WCF has in their writing classroom (Ferris, et al., in press/2011a; Ferris, et al., in press/2011b; Hyland, 2003; Lee, 2004). This paucity of data from teachers about their WCF practices is problematic. Understanding teacher perspectives on corrective feedback is integral to our understanding the place of WCF in L2 writing pedagogy. Accordingly, this article reports on a study that asks two fundamental research questions: (a) To what extent do current L2 writing teachers provide WCF? and (b) What determines whether or not practitioners choose to provide WCF? These questions were answered by means of an international survey completed by 1,053 L2 writing practitioners in 69 different countries. Results suggest that WCF is commonly practiced in L2 pedagogy by experienced and well-educated L2 practitioners for sound pedagogical reasons. (Contains 2 tables and 3 notes.)
Chinese EFL Learners' Decision-Making while Evaluating Peers' Texts
Author: Ma, Jingjing
Date: 2010-00-00
Type: Journal Articles
Subjects: Expository Writing,Observation,Protocol Analysis,Prior Learning,Interviews,English (Second Language),Second Language Learning,Decision Making,Peer Evaluation,Case Studies,Recall (Psychology),Language Proficiency,Teaching Methods,Chinese,Native Language,Writing Evaluation,Foreign Countries

Approaching peer review from a process and contextualized perspective, this exploratory case study investigates two Chinese EFL learners' decision-making patterns while evaluating peers' texts in an online peer review and factors influencing these patterns. Detailed qualitative case study data were collected through think-aloud protocols, stimulated recall, semi-structured interviews, classroom observation and document analysis. Analyses indicate that the two learners with higher level of English writing proficiency to a certain extent illustrated contrasting patterns of decision-making, and yet both prioritized specific aspects of peers' texts. Student-related factors such as perceptions of good English expository writing shaped by previous learning and assessment experiences of English (or Chinese) writing, type of writing task and weaknesses of student text interacted with one another to influence the participants' decision-making patterns. Pedagogical implications for the findings are discussed. (Contains 4 tables.)
The Focus of Supervisor Written Feedback to Thesis/Dissertation Students
Author: Bitchener, John
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Interpersonal Communication,Doctoral Dissertations,Masters Theses,Revision (Written Composition),Questionnaires,Interviews,Beliefs,Teacher Attitudes,Second Language Learning,English (Second Language),Intellectual Disciplines,Graduate Study,Graduate School Faculty,Supervision,Supervisory Methods

Written feedback on drafts of a thesis or dissertation is arguably the most important source of input on what is required or expected of thesis-writing students by the academic community. Despite its importance, relatively little is known about what type of information supervisors focus on when giving feedback. This article presents the findings of an exploratory, descriptive study that investigated what supervisors said they focused on when giving feedback. A total of 35 supervisors across three disciplines (Humanities, Sciences/Mathematics, Commerce) at six New Zealand universities participated in the study. Data were sought from self-report data (written questionnaires and interviews) and samples of feedback given on thesis drafts. The study found that a wide range of beliefs concerning feedback are held by supervisors, that there is little difference in the type of feedback provided by supervisors in the different disciplines and that similar feedback tends to be given to both L1 and L2 students. (Contains 5 tables.)
Future Directions in Feedback on Second Language Writing: Overview and Research Agenda
Author: Hyland, Fiona
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Research Design,Second Language Instruction,Second Language Learning,Writing Evaluation,Longitudinal Studies,Sociocultural Patterns,Metacognition,Writing (Composition),Teaching Methods

This article provides an overview of the contributions made to this special issue on feedback by the seven papers, examining how they reflect both the growing interest in different areas of research into feedback on writing and the continuing search by teachers for more effective feedback practices. Focusing first on the papers by Van Beuningen, Storch, Evans, Hartshorn and Allen, it discusses how these papers situate written corrective feedback research in the wider area of second language acquisition research and contribute to the debate in feedback research on research design issues. This is followed by an examination of the major findings of the four situated empirical studies by Bitchener, Ma, El-ebyary and Windeatt, and Martinez and Roca, which make up the second section. Echoing the authors of these papers, this article argues that we need more longitudinal naturalistic studies, adopting both cognitive and socio-cultural SLA frameworks to investigate the role of feedback and its impact on individual learners in more depth. Finally some pedagogic implications are discussed, including the need for feedback practices which facilitate students' abilities to self regulate and evaluate their performance, and the need to raise teachers' awareness of the different feedback sources and modes of delivery available to them.
The Use of Models as a Form of Written Feedback to Secondary School Pupils of English
Author: Esteban, Noelia Martinez
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),English (Second Language),Secondary School Curriculum,Spanish Speaking,Lexicology,Student Writing Models,Second Language Instruction,Second Language Learning,Collaborative Writing,Attention,Revision (Written Composition),Educational Practices

The present study investigated how noticing is related to composing and subsequent feedback processing in individual and collaborative EFL writing. Participants were Spanish secondary school pupils at a low-intermediate proficiency level who completed a three-stage writing task that included writing a picture-based story (Stage 1), comparing their written texts with two native-speaker models (Stage 2), and attempting subsequent revisions (Stage 3). The results indicate that the students noticed mainly lexical problems at the writing stage but could only find a few solutions to those problems in the models provided. However, the comparison with the models allowed them, especially those who wrote collaboratively, to notice a large number of features related to the content of the pictures and the linguistic means used to express that content. They were also found to incorporate a reasonable number in subsequent revisions. A number of implications from these findings for research and pedagogy are suggested. (Contains 7 tables and 5 notes.)
The Impact of Computer-Based Feedback on Students' Written Work
Author: El-Ebyary, Khaled
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Attitudes,Computers,Foreign Countries,Computer Uses in Education,Writing (Composition),Second Language Learning,Data Analysis,Interviews,Questionnaires,Focus Groups,Program Effectiveness

InWhile research in second language writing suggests that instructor feedback can have a positive influence on students' written work, the provision of such feedback on a regular basis can be problematic, especially with larger student numbers. A number of computer programs that claim to provide both automatic computer-based holistic scores and computer-based feedback (CBF) on written work are available and therefore have the potential to deal with this issue. &quot;Criterion&quot; is one such tool that claims to be able to provide automated feedback at word, sentence, paragraph and text level, but there is still a need for more research into the practical value of providing feedback on L2 writing. Quantitative and qualitative data about feedback practice was collected from 31 instructors and 549 Egyptian trainee EFL teachers using pre-treatment questionnaires, interviews and focus groups. 24 of the trainees then received computer-based feedback using &quot;Criterion&quot; on two drafts of essays submitted on each of 4 topics. Data recorded by the software suggested a positive effect on the quality of students' second drafts and subsequent submissions, and post-treatment questionnaires, interviews and focus groups showed a positive effect on the students' attitudes towards feedback. (Contains 5 figures and 4 tables.)
Service-Learning within Higher Education: Rhizomatic Interconnections between University and the Real World
Author: Carrington, Suzanne
Date: 2011-05-00
Type: Journal Articles
Subjects: Higher Education,Inclusion,Learning Experience,Service Learning,Foreign Countries,Instruction,Philosophy,Educational Philosophy,Data Interpretation,Preservice Teachers,Social Justice,Teacher Role,Social Change,Outcomes of Education,Teacher Education,Reflection,Democracy,Models,Theory Practice Relationship

This paper discusses Service-learning within an Australian higher education context as pedagogy to teach about inclusive education. Using Deleuze and Guattari's (1987) model of the rhizome, this study conceptualises pre-service teachers' learning experiences as multiple, hydra and continuous. Data from reflection logs of pre-service teachers highlight how the learning experience allowed them to gain insights in knowledge as socially just, ethical and inclusive. The paper concludes by arguing the need to consider Service-learning as integral to university education for pre-service teachers.
I Know What Literacy Means: Student Teacher Accounts
Author: Penn-Edwards, Sorrel
Date: 2011-05-00
Type: Journal Articles
Subjects: Student Teachers,Educational Practices,Teaching Methods,Literacy,Foreign Countries,Preservice Teacher Education,Preservice Teachers,Literary Criticism,Higher Education,Reader Text Relationship

This paper explores beginning pre-service teaching students' common perceptions of the meaning of the term literacy. The methodology used is described in terms of phenomenographic analyses and the outcome, an array presentation of concepts in diagrammatic form. It establishes that students' conceptions of literacy are embedded predominantly in the reading and writing of written texts which is at variance with contemporary teaching practices of critical literacy. This paper proposes that this process and presentation is useful to pre-service teaching institutes in engaging in the debate highlighted in recent public reports, of the need to demonstrate competency in literacy as a condition of Queensland teacher registration. (Contains 3 figures and 2 tables.)
Constructivism Deconstructed in Science Teacher Education
Author: Garbett, Dawn
Date: 2011-05-00
Type: Journal Articles
Subjects: Constructivism (Learning),Methods Courses,Teacher Education Curriculum,Science Teachers,Reflective Teaching,Science Instruction,Science Education,Teacher Education,Teacher Education Programs,Teacher Role,Questionnaires,Independent Study,Foreign Countries,Pedagogical Content Knowledge,Scientific Concepts,Likert Scales,Student Teachers,Teacher Educators

Constructivism posits that the teacher's role is to help their students to actively construct new understanding for themselves. Diagnosis of students' prior understanding followed by carefully planned teaching sequences enables learners to grasp hitherto unknown concepts. Assessing whether they can then apply their new knowledge in new contexts verifies whether or not they have learnt what the teacher has taught. Using these three steps (diagnose, engage, evaluate) to structure a self-study highlighted the gap between rhetoric and reality in a science education methods course. This self-study research--which draws on journal entries; students' and colleagues' perspectives generated through questionnaires and interviews; and critical friends critique and questioning--had a significant impact on my teacher education pedagogy.
The Effects of Professional Development Initiatives on EFL Teachers' Degree of Self Efficacy
Author: Karimi, Mohammad Nabi
Date: 2011-05-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Teacher Effectiveness,Self Efficacy,Professional Development,Intervention,Pretests Posttests,English (Second Language),Learner Engagement,Academic Achievement,Likert Scales,Mentors,Beliefs,Experiments

Despite the importance of teacher efficacy, there has been little research on the effects of interventions intended to increase it. Thus, the present study considered the potential of Professional Development (PD) in enhancing teachers' beliefs about their teaching ability. The study was quantitative in nature and utilized the reliable survey instrument known as &quot;Teacher Sense of Efficacy Scale.&quot; Two groups of English as a Foreign language EFL teachers (an experimental group and a convenience sample of control teachers) were surveyed in the study in a Pre-test Post-test (and delayed Post-test) Control Group Design. After administering a Pre-test on self-efficacy which indicated no significant difference between the two groups, the treatment teachers received three 16-session courses during which they were provided with opportunities for PD using five PD models including In-service Training, Fellow Observation/Assessment, Development/Improvement Process, Mentoring, and Study Groups. The two groups were then compared on the post- and delayed post-tests which showed that the treatment teachers obtained significantly higher efficacy scores than the control group of teachers. (Contains 7 tables.)