ethanporcaro/eric-fulltext-meta huggingface dataset:
Multilingual Policies and Multilingual Education in the Nordic Countries
Author: Björklund, Mikaela
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Multilingualism,Trend Analysis,Educational Trends,Bilingual Education,Bilingual Education Programs,Holistic Approach,Language Minorities,Educational Legislation,Educational Policy,Sociolinguistics,Second Language Programs,Language Research,Research Needs,Educational Objectives,Models

This article presents some aspects of multilingualism and multilingual education in the Nordic countries, drawing upon experiences from the project &quot;Network for Researchers of Multilingualism and Multilingual Education, RoMME&quot; (2011-2013), where Denmark, Finland, Norway and Sweden are represented. The aim is to briefly present and discuss some similar and differing trends within the field of multilingualism and multilingual education in the Nordic countries, taking into account both outside and inside perspectives. On the basis of the RoMME-experiences a tentative holistic cross-professional framework of reference for understanding and researching multilingual education policies and individual language learning paths is suggested and discussed.
Formal Grammar Instruction: Theoretical Aspects to Contemplate Its Teaching (Instrucción formal de la gramática: aspectos teóricos para considerar su enseñanza)
Author: Cruz Corzo, Carolina
Date: 2013-10-00
Type: Journal Articles
Subjects: Grammar,Teaching Methods,Second Language Instruction,Second Language Learning,English (Second Language),Language Fluency

With the rise of new tendencies and methodologies in the English as a foreign language field, formal grammar instruction has become unnecessary during the last few years. Institutions and educators have made serious decisions in order to promote a language production which is fluent and coherent. Thus, grammar instruction has been partially relegated and new trends have occupied its place. However, based on personal teaching practices, I have realized that some learners are producing the foreign language in a fluid, but sometimes inaccurate form. The present reflection is aimed at presenting some insights for educators that may help them consider the possibility of teaching formal grammar as part of the curriculum.
The Feasibility of Assessing Teenagers' Oral English Language Performance with a Rubric (La viabilidad de evaluar el desempeño oral de los adolescentes en inglés con una rúbrica)
Author: Pineda, Diana
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Oral Language,Student Evaluation,Scoring Rubrics,Interviews,Adolescents,English Teachers,Extension Education,Feasibility Studies

This article reports the experience of a study group in a public university in Colombia, formed mostly by academic coordinators who worked in the design of assessment rubrics. Its focus is on the experience of the academic coordinator of the English program for teenagers, who concentrated on implementing the rubric to assess the students' oral performance. The data collection instruments used were the rubric and interviews with the teachers and students. The results are related to the impact of the assessment rubrics on the program's teachers regarding practicality.
Multilingualism and Multiculturalism in the Swedish-Medium Primary School Classroom in Finland--Some Teacher Views
Author: Björklund, Mikaela
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Multilingualism,Qualitative Research,Interviews,Focus Groups,Swedish,Language of Instruction,Elementary School Teachers,Language Minorities,Multicultural Education,Teacher Attitudes,Longitudinal Studies,Content Analysis

Finnish society, including the Swedish-medium school, has traditionally been considered linguistically and culturally homogeneous. During the last twenty years there has been a distinct development towards increasingly heterogeneous municipalities and schools, but with great local variations. The aim of his article is to present some teacher perspectives on this development towards linguistically and culturally more heterogeneous primary school classrooms, what kind of new challenges teachers experience and what tools they express the need for. The data consist of qualitative interviews and focus discussions with teachers and headmasters in Swedish-medium classrooms and CLIL classrooms, representing both urban and rural settings. The results show some variation concerning the types of multilingualism evident in different contexts and the views on multilingualism and multiculturalism. A number of challenges and needed tools are identified. These call for a professional, facilitating teacher role, as well as for complex societal networks.
Autobiographies: A Way to Explore Student-Teachers' Beliefs in a Teacher Education Program (Autobiografías: una forma de explorar las creencias de docentes en formación en un programa de Licenciatura en Inglés)
Author: Durán Narváez, Norma Constanza
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Autobiographies,Student Teacher Attitudes,Teacher Education Programs,Qualitative Research,Attitude Change,Public Colleges,Undergraduate Students,English (Second Language),Second Language Instruction,Personal Narratives,Language Teachers,Content Analysis

Autobiographies depict with words life stories, personal experiences, and perceptions that allow researchers to deeply understand the way people see life, reflect, and construct meaning out of experiences. This article aims at describing the contributions of autobiographies as valuable resources in qualitative research when exploring people's beliefs, personal knowledge, and changes as a result of experience and learning. This is all based on a research project carried out at a Colombian public university, where students from the undergraduate English teaching program wrote their language learning stories which were used as an instrument to garner data. The project also aims at demonstrating how these narratives exhibit human activity and diverse events that may have a significant effect on the epistemologies and methodologies of teacher education.
Organizations of Language among Adolescents in Superdiverse Copenhagen
Author: Møller, Janus Spindler
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Metalinguistics,Essays,Classification,Ideology,Cultural Pluralism,Cultural Awareness,Language Acquisition,Linguistic Theory

In this paper we analyze how adolescents in a Copenhagen school classify and systematically organize the different types of language they come across in their linguistic everyday. Furthermore, we analyse descriptions of how this metapragmatic system affect the adolescents' language use in their daily life. Our primary data consist of 74 essays on language and norms for its use made by a group of pupils at the age of 14-15. Our analyses show that the participants outline systematic metapragmatic organizations that generally can be described by using three parameters that roughly can be labelled as &quot;categorizations,&quot; &quot;style continua&quot; and &quot;personal attachment&quot; or &quot;detachment.&quot; Traditional accounts of &quot;languages&quot; as countable and coherent entities play a role in the system but cannot account for all the aspects. Therefore we suggest viewing the data through the lens of the &quot;languaging&quot; theory. We conclude that the adolescents' ways of organizing language reflect (and comment) the societal condition of superdiversity. At the same time the specific competences developed among the adolescents are not accepted or respected by mainstream society and the educational system and we discuss possible consequences of this discrepancy.
The Effect of Herrmann Whole Brain Teaching Method on Students' Understanding of Simple Electric Circuits
Author: Bawaneh, Ali Khalid Ali
Date: 2011-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Brain,Electronics,Physics,Grade 8,Foreign Countries,Multiple Choice Tests,Misconceptions,Scientific Concepts,Conventional Instruction,Gender Differences,Comprehension,Cognitive Style,Brain Hemisphere Functions,Energy,Quasiexperimental Design,Experimental Groups,Control Groups,Comparative Analysis,Statistical Analysis

The purpose of this study was to investigate the effect of Herrmann Whole Brain Teaching Method over conventional teaching method on eight graders in their understanding of simple electric circuits in Jordan. Participants (N = 273 students; M = 139, F = 134) were randomly selected from Bani Kenanah region-North of Jordan and randomly assigned to both teaching methods (Hermann Whole Brain Teaching Method = 135, Conventional Teaching Method = 138). A multiple choice concept test was developed measuring misconceptions commonly held by eight grade students on simple electric circuits. The results showed that Hermann Whole Brain Teaching Method was more successful than the conventional teaching method in fostering students' understanding of simple electric circuits. However, there was no significant differences attributed to gender or interaction between methods and gender on student' understanding of simple electric circuits. The results suggest that curriculum developers and textbook authors are advised to take into account students' learning styles and characteristics of brain parts as illustrated by Hermann Whole Brain Model in the curricula and textbooks they develop. Teachers are also recommended to focus on individual differences among students and respond to their learning styles during science lessons.
Intercultural Learning across Contexts
Author: Vasbø, Kristin Beate
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Multicultural Education,Informal Education,Cultural Pluralism,International Educational Exchange,Intercultural Communication,Ethnic Diversity,Student Diversity,Learning Motivation,Secondary School Students,Youth Programs,Extracurricular Activities,Cultural Awareness,Ethnography,Qualitative Research

International youth work in Europe (i.e. non-formal learning) demands a renewal of the prominent intercultural theory and framework in the youth field in order to cope with contemporary questions concerning pluralism and global challenges. This article provides a new theoretical framework for intercultural learning that departs from a complex, multicultural, social reality. Furthermore, the article explores how young people today experience international youth exchanges as arenas for learning in relation to other learning arenas in and out of school. The data consists of interviews and participant observation of a Norwegian youth group preparing for, participating in and reflecting on their experiences in an international youth exchange programme. The findings show that participation in international youth exchanges, in addition to cultural knowledge, may contribute to increased motivation for learning, enhanced self-understanding and personal growth that seems transferable to other contexts. Furthermore, global youth culture plays a crucial role in young people`s experiences of being like one another across national borders, cultures and social realities.
Attitude towards Physics Lessons and Physical Experiments of the High School Students
Author: Kaya, Hasan
Date: 2011-00-00
Type: Journal Articles
Subjects: Science Instruction,Secondary School Science,Physics,Science Experiments,High School Students,Student Attitudes,Grade 9,Grade 10,Grade 11,Foreign Countries,Questionnaires,Statistical Analysis,Gender Differences,Age Differences,Student Surveys

In order that students can develop researching, questioning, critical thinking, problem solving and decision making skills, so that they become lifelong learning individuals, they should be improved regarding their knowledge, understanding and attitude towards natural sciences. Attitudes towards physics lessons and physical experiments of high school students have been examined for this purpose. The research has been designed as a scanning study, population of which consists of high school students (9th, 10th and 11th grades) from the schools in the Kayseri province centre. Sample of the study is the 295 students selected among the population by random sampling. A questionnaire including 12 items regarding students' attitude towards physics lessons and 8 items regarding physical experiments were used in the study. Acquired data have been analyzed by using SPSS 16.0 software. Appropriate statistical methods were used for examination of data distribution. Reliability factor of the test is found to be as Cronbach's Alpha = 0.73. It was found those students' attitudes towards physics lessons and physical experiments were 63.07, which is some higher than the indecisive level, 60 in this research. Same of the students are indecision about physics lessons and physical experiments, and also, there are as many students of negative opinion as those with a positive opinion. Furthermore, it was examined whether general attitude towards physics lessons and physical experiments of the students varied with respect to gender, grade and age variables, and no significant variation with respect to gender was found. It was determined that students' grade and age differences effect on students' attitudes.
Evaluating College Students' Conceptual Knowledge of Modern Physics: Test of Understanding on Concepts of Modern Physics (TUCO-MP)
Author: Akarsu, Bayram
Date: 2011-00-00
Type: Journal Articles
Subjects: College Students,College Science,Physics,Knowledge Level,Scientific Concepts,Quantum Mechanics,Diagnostic Tests,Foreign Countries,Questionnaires,Test Validity,Test Reliability,Scores,Test Construction

In present paper, we propose a new diagnostic test to measure students' conceptual knowledge of principles of modern physics topics. Over few decades since born of physics education research (PER), many diagnostic instruments that measure students' conceptual understanding of various topics in physics, the earliest tests developed in PER are Force Concept Inventory (FCI, Newtonian concepts), Force &amp; Motion Conceptual Evaluation (FCME), Electric Circuits Conceptual Evaluation (ECCE), and Test of Understanding Graphs-Kinematics (TUG-K). Although these tests were generated and tested on the fields, they were mainly interested on freshman physics courses. Maybe only diagnostic test developed above freshman was the one initially used by researchers to investigate college students' understanding of quantum physics concepts but unfortunately, its source or history is not known. The main purpose of this study is to declare of a new diagnostic test and reveal initial results of the diagnostic test of Test of Understanding on Concepts of Modern Physics (TUCO-MP).
Mother Tongue Tuition in Sweden--Curriculum Analysis and Classroom Experience
Author: Reath Warren, Anne
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Tuition,Second Language Learning,Immigrants,Elementary Secondary Education,Alignment (Education),Hidden Curriculum,Curriculum Implementation,Course Descriptions,Semi Structured Interviews,Languages for Special Purposes,Models,Case Studies

The model of Mother Tongue Tuition (MTT) which has developed in Sweden since the 1970's offers speakers of languages other than Swedish the opportunity to request tuition in their mother tongue, from kindergarten through to year 12. It is unique among the major immigrant-receiving countries of the world yet little is known about MTT and its syllabus outside of its Nordic context. This article examines the syllabus for MTT from two perspectives; firstly using the framework of Constructive Alignment, secondly from the perspective of what is hidden. The intended syllabus is revealed as well-aligned, but the hidden curriculum impedes successful enactment in many contexts. Examples from case studies in a larger on-going research project offer an alternate approach to syllabus implementation when the negative effects of the hidden curriculum are challenged. While highly context-specific, this model may represent a step in the right direction for implementation of the syllabus.
Poetry Feedback That Feeds Forward
Author: Patel, Pooja
Date: 2015-03-00
Type: Journal Articles
Subjects: Poetry,Middle School Teachers,Middle School Students,Grade 7,State Standards,Teaching Methods,Literature Appreciation,Formative Evaluation,Student Attitudes,Student Surveys,Scores,English Instruction,Interpretive Skills

This article provides a description of three seventh grade English teachers' attempt to augment creativity, reading, and deep understanding, and the standards they used to come up with five essential questions surrounding an eight-week unit on poetry. Each of these questions helps to address the school standards and the Common Core State Standards (RL 7.4, 7.5 7.10) in reading, analyzing, and interpreting poetry (National Governors Association Center for Best Practices, 2010). As customary school practice, all teachers teaching the same subject in a grade were required to use the same standards and curriculum, but each could deliver instruction based on her/his preference. As a result, one of the teachers decided to use formative assessments to guide her instructional lessons throughout this unit. She used the following guiding questions to do so: (1) What is the poem about? (2) What is the mood or atmosphere of the poem? (3) What poetic devices have been used and what is their effect? Please discuss at least one poetic device. (4) What is the message in the poem? What does the poet want us to think about? (5) What is your opinion of the poem, and why?
How Reading Volume Affects Both Reading Fluency and Reading Achievement
Author: Allington, Richard L.
Date: 2014-10-00
Type: Journal Articles
Subjects: Reading Fluency,Reading Achievement,Reading Habits,Recreational Reading,Reading Instruction,Reading Difficulties,Classroom Environment,Teaching Methods,Books,Childrens Literature,Libraries,Reading Research

Long overlooked, reading volume is actually central to the development of reading proficiencies, especially in the development of fluent reading proficiency. Generally no one in schools monitors the actual volume of reading that children engage in. We know that the commonly used commercial core reading programs provide only material that requires about 15 minutes of reading activity daily. The remaining 75 minute of reading lessons is filled with many other activities such as completing workbook pages or responding to low-level literal questions about what has been read. Studies designed to enhance the volume of reading that children do during their reading lessons demonstrate one way to enhance reading development. Repeated readings have been widely used in fostering reading fluency but wide reading options seem to work faster and more broadly in developing reading proficiencies, including oral reading fluency.
The Role of Collaborative Work in the Development of Elementary Students' Writing Skills (El papel del trabajo colaborativo en el desarrollo de las habilidades de escritura de estudiantes de primaria)
Author: Yate González,Yuly Yinneth
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Writing Skills,Skill Development,English (Second Language),Action Research,FLES,Student Role,Student Reaction,Cooperative Learning

In this article we report the findings of a two-phase action research study focused on the role of collaborative work in the development of elementary students' writing skills at a Colombian school. This was decided after having identified the students' difficulties in the English classes related to word transfer, literal translation, weak connection of ideas and no paragraph structure when communicating their ideas. In the first phase teachers observed, collected, read and analyzed students' written productions without intervention. In the second one, teachers read about and implemented strategies based on collaborative work, collected information, analyzed students' productions and field notes in order to finally identify new issues, create and develop strategies to overcome students' difficulties. Findings show students' roles and reactions as well as task completion and language construction when motivated to work collaboratively.
Automating Energy Bandgap Measurements in Semiconductors Using LabVIEW
Author: Garg, Amit
Date: 2010-00-00
Type: Journal Articles
Subjects: Undergraduate Study,College Science,Science Instruction,Physics,Computer Software,Computer Uses in Education,Science Experiments,Molecular Structure,Measurement Techniques,Energy,Computation,Data Analysis,Educational Technology

In this paper, we report the development of an automated system for energy bandgap and resistivity measurement of a semiconductor sample using Four-Probe method for use in the undergraduate laboratory of Physics and Electronics students. The automated data acquisition and analysis system has been developed using National Instruments USB-6008 DAQ Card and Student version of LabVIEW 8.5 Development System Software. One of the objectives of the development has been to motivate students to the use of computers in science experimentation/education besides other advantages. The developed system performs energy bandgap measurements by analyzing resistivity variations for the semiconductor sample over a wide range of temperature. The acquired data is also available for both online and offline analysis. The final results are generated in the form of a report for onward use and verification.
Paired Reading and Related Methods for Improving Fluency
Author: Topping, Keith J.
Date: 2014-10-00
Type: Journal Articles
Subjects: Peer Teaching,Reading Instruction,Reading Improvement,Reading Fluency,Educational Benefits,Oral Reading,Teaching Methods,Readability Formulas,Tutoring,Achievement Gains,Elementary School Students,Repetition,Vignettes

The initial vignette outlines some of the complexities of the use of Paired Reading (PR) in a real situation. A description of PR is followed by a brief summary of evaluation evidence. A number of related techniques are briefly described and the evidence for them considered. The utility of PR in relation to fluency is then discussed. The advantages of PR are then listed. Further questions such as &quot;How does PR work?&quot; and &quot;How are gains to be sustained?&quot; are then raised. A conclusion specifically about the effect of PR on fluency is offered.
The Role of English Pre-Service Teachers' Beliefs about Teaching in Teacher Education Programs (El papel de las creencias de los profesores de inglés en formación sobre la enseñanza en los programas de formación docente)
Author: Castellanos Jaimes, Judith
Date: 2013-04-00
Type: Journal Articles
Subjects: Role,Preservice Teachers,Teacher Attitudes,Course Content,Learning Activities,Reflection,Course Descriptions,Teacher Education Programs,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Identification (Psychology),Self Concept,Professional Identity,Research

This paper presents a review of studies on pre-service teachers' beliefs about teaching. The purpose of the article is to show teacher educators the relevance of exploring such issue in the classroom. Preservice teachers come into the teaching profession with beliefs about teaching; sometimes they are aware of them, other times they are not. The studies reviewed in this paper demonstrate that when teacher educators ascertain this principle, they clearly integrate it in their syllabi thus aiding preservice teachers to acquire awareness of their entering beliefs about teaching and to experience changes in them so that explicit beliefs guide and inform the act of teaching. Teacher educators assist this process through reflection, course content, and learning activities, as well as by engaging in research activities.