ethanporcaro/eric-fulltext-meta huggingface dataset:
Undergraduate Student Goal Orientations and the Impact of COVID-19: Student Effort Following the Pandemic Shutdown
Author: Was, Christopher A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Characteristics,Goal Orientation,Achievement Need,Individual Power,Correlation,Expectation,Grades (Scholastic),Interaction,Resilience (Psychology),Online Courses,School Closing,COVID-19,Pandemics,State Universities

In the Spring of 2020, many universities moved all of the courses online due to the COVID-19 pandemic. The current study was designed to determine if student goal orientations would influence how they responded to the shutdown of their university. Specifically, we were interested in whether the types of academic goals students set might influence the amount of effort they put into their courses following the move to an all online format. We surveyed more than six hundred undergraduates at a large state university regarding their effort and expected grades following the shutdown as well as having them complete a self-report questionnaire designed to measure their goal orientations. Results suggest that students who set task-oriented goals were most resilient to the impact of the pandemic shutdown of the university.
Teachers&apos; Strategies for Decreasing Students&apos; Anxiety Levels to Improve Their Communicative Skills
Author: Inada, Takako
Date: 2021-00-00
Type: Journal Articles
Subjects: Anxiety,Communicative Competence (Languages),Skill Development,Classroom Communication,Classroom Techniques,Classroom Environment,Group Dynamics,Stress Management,College Students,Language Teachers,English (Second Language),Second Language Instruction,Second Language Learning,Teacher Attitudes,Foreign Countries

Students' high levels of foreign-language classroom anxiety (FLCA) are reported to have a negative impact on their target language performance in classrooms. There are some anxiety studies from the students' perspective in the existing literature, but few from the teachers' perspective, particularly in Japan. Therefore, the aim of this study was to investigate how teachers managed students' levels of anxiety, which may lead to an improvement in their communication skills. Semi-structured individual interviews were conducted with six teachers. Various strategies that teachers could use to decrease students' levels of anxiety were introduced. In communicative lessons, students need to practice speaking and listening in class as much as possible to improve these skills in an English as a foreign language (EFL) context. Therefore, teachers should use various methods to increase the opportunities for students to speak a target language in class, and to create an unthreatening classroom environment in which students can speak without hesitation. In addition, teachers could use group dynamics effectively to ensure seamless classroom management.
Students&apos; Voice on Their English Teacher&apos;s Teaching Techniques: A Case Study at a Private Indonesian Junior High School
Author: Pratolo, Bambang W.
Date: 2018-08-00
Type: Journal Articles
Subjects: Student Attitudes,Language Teachers,English (Second Language),Second Language Instruction,Junior High School Students,Foreign Countries,Teaching Methods,Grade 8

This study is aimed to know the students' perception toward the English teacher's teaching techniques. This study was conducted in grade eight of two EFL classes of a junior high school in Indonesia. The instruments to collect the data was a Likert-scale questionnaire with five options of strongly agree to strongly disagree, while to analyze the data the researcher used descriptive statistics by finding means, standard deviation and frequency. An in-depth interview was also conducted to nine out of 60 students to scrutinize the students' voice on their English teachers' performance. The result of the analysis showed that the teacher in this study performed all the three techniques, controlled, semi-controlled and free technique. The finding also showed that the most frequently used technique was controlled technique, followed by semi-controlled and free technique. Meanwhile most of the students have positive perception toward their English teacher's teaching techniques.
The Implementation of 2013 Curriculum in English Teaching: Stories from Rural Areas
Author: Gunawan, Heri
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Curriculum Implementation,Rural Areas,High School Teachers,Student Diversity,High Stakes Tests,Language Teachers,Teaching Methods,Barriers,Teacher Attitudes,Educational Facilities,Scheduling,Foreign Countries

This study aims to document how 2103 curriculum has been implemented by English teachers in a high school located in a rural area in Riau province. This research in particular investigates the implementation of Scientific Approach by English teachers in Bunga Raya Siak regency. The study is specifically aimed at investigating two research questions: (1) how the scientific approach has been implemented in the classroom, and (2) what problems the teachers face during the implementation. Three English teachers participated in this small scale qualitatitive study. The data were obtained through semi-structured interviews. The findings revealed that the teachers have implemented the scientific approach relatively well. However, the data show that all teachers experienced some problems in implementing the curriculum. In general, the problems can be classified into: (a) insufficient English teaching hour; (b) the students' high diversity in terms of ability; (c) discrepancy between curriculum and national examination contents; and (d) lack of facilities.
Need Analysis: English Language Use by Students in the Tourism and Hospitality and Industry
Author: Lertchalermtipakoon, Passamon
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocational English (Second Language),Tourism,Hospitality Occupations,Second Language Learning,Needs Assessment,Language Skills,Grammar,Communicative Competence (Languages),Difficulty Level,Student Attitudes,Undergraduate Students,Foreign Countries

This research had 3 objectives. First, to discover the main skills students studying in Tourism (TR) and Hospitality Industry (HI) need to successfully use English. Second, to ascertain the essential skills that students need in English language acquisition. Last, to investigate which skills students found to be the most problematic in English language learning. The informants of 160 students were split by the quota sampling method into two equally sized groups of 80 learners each; i.e., 80 were placed into the Tourism group and 80 into the Hospitably group. Twenty participants were selected equally from each academic year--from first year students to fourth year students - for placement into each category of TR and HI. To acquire relevant data a learner's perception questionnaire was employed as well as interview questions. Average and standard deviation were used to examine the questionnaire data and content analysis for the interview data. There was a .05 difference statistically between the hospitality industry and tourism students' English scores. The hospitality industry students scored slightly higher. Conversely, when comparing the different levels of students' attitudes in the 5 language skills, the tourism students scored higher than the hospitality industry students, yet the difference of 0.05 was also not statistically significant. Additionally, the outcome from a comparison of student satisfaction levels toward English teaching and learning, found that tourism students reported higher satisfaction levels than those of the hospitality industry students. However, the 0.05 degree of difference was not statistically significant. Also, neither of the student groups were significantly different in terms of enhancing their English skills. Additionally, the interview results showed that improving English language skills and grammatical structures were the skills the students' reported needing the most assistance with in their studies. Neither of the student groups were significantly different in terms of enhancing their English skills. The study found that the main reason that students of both majors desired to improve their English language skills was to improve their grades. The obstacles faced by the students in these two sample groups in using the English language are not very different, since most of the interviewed people reported that the skills of listening and speaking as being the greatest problems in their communication. Another similarity between the two sample groups was that students of both majors expressed a positive attitude toward their English language learning.
Chinese-Speaking ESL Pre-University Students&apos; Perceptions of the Effectiveness of Collaborative Planning in an Academic Writing Course
Author: Jalleh, Christine
Date: 2021-00-00
Type: Journal Articles
Subjects: Chinese,Collaborative Writing,Second Language Learning,Second Language Instruction,English (Second Language),Academic Language,Writing Instruction,English for Academic Purposes,Journal Writing,Student Attitudes,Teaching Methods,Self Esteem,Barriers,Foreign Countries,College Preparation

Previous studies examined benefits of collaborative writing, but the effectiveness of collaborative planning in academic writing courses has not been adequately addressed. Thus, this study examined Chinese-speaking ESL pre-university students' perceptions of the effectiveness of collaborative planning in an academic writing course in the Malaysian ESL context. This study is a qualitative research study in which data were collected using journal writing. The students in an academic writing course were requested to keep journals throughout the course. Specifically, they were requested to write about collaborative planning in terms of its effectiveness, challenges they faced, and suggestions for its improvement. Data were coded and analysed thematically. The analysis of the data revealed that Chinese-speaking ESL pre-university students perceived collaborative planning as an important instructional approach in which they could share ideas, develop their writing skills, and build their self-confidence. The study also showed that the students encountered some challenges, which resulted from their unfamiliarity with this approach. Suggestions for the improvement of collaborative planning given by the participants reveal that they enjoyed working collaboratively in groups at the planning stage of writing.
An Examination of the Correlation between a Teacher Candidate&apos;s Disposition Assessment from the College Supervisor and the Cooperating Teacher during Student Teaching
Author: Seay, Darolyn
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Correlation,Student Characteristics,Personality Traits,Student Teacher Supervisors,Cooperating Teachers,Teacher Education Programs,Student Evaluation,Evaluation Methods

The research focused on clarifying the responsibility of the institutions preparing teacher candidates. The purpose was to develop candidates who possess dispositions so that they will be successful in the classroom. The study focused on examining candidates' dispositions as assessed by their college supervisor as compared to the assessment by their cooperating teaching in the student teaching setting. The participants were all students admitted into the school of education who also completed their program of study in a small college in southeastern Nebraska. The candidate disposition assessment survey assessed student dispositions that were aligned to meet Interstate Teacher Assessment and Support Consortium (InTASC) standards. An analysis of variance was calculated on the survey results for teacher education candidates over the last four semesters (18-19 and 19-20 school year). Three of the four semesters found no statistical difference in the two assessments for teacher education candidates. One of the four semesters showed significant difference between the College Supervisor and Cooperating Teacher. Further research was recommended to: add the teacher education candidate self-assessment to the data; implement other strategies/opportunities to assess teacher education candidates' dispositions; develop training for assessing teacher education candidates for all assessors; and provide opportunities for candidates' to reflect on their disposition assessments to identify areas that may need to be strengthened.
A Metafunctional Approach to Word Order in Persian Language
Author: Farshbafian, Ahmad
Date: 2021-00-00
Type: Journal Articles
Subjects: Word Order,Indo European Languages,Phrase Structure,Grammar,Language Research,Classification

Within the framework of the systematic functional grammar (SFG), Matthiessen (2004) has provided an analysis of the word/element order according to which word/element order in a clause is decided by experiential, interpersonal and textual metafunctions. In this study which has been conducted aiming at the description and analysis of the word/element order in a simple Persian clause, we have sought to describe and analyze the sequence of the main elements in a Persian active simple declarative clause within Matthiessen (2004)'s metafunctional model. In fact, through evidence from Persian language, i.e. samples derived from Persian texts and also other Persian researchers' works, we have sought to demonstrate how the three experiential, interpersonal and textual metafunctions are involved in determining the order of the main elements in an active simple declarative clause in Persian. The results of this study show that the &quot;basic&quot; order of the main elements in a Persian simple clause and specifically single-Complement clause is in line with both experiential and interpersonal metafunctions and any type of the movement of the aforementioned elements in an active simple declarative clause in Persian language is explained with the help of the mechanisms of textual metafunction.
Before Teaching Content, We Must Connect
Author: Quinn, Linda F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Teaching,Field Instruction,COVID-19,Educational Change,School Closing,Educational Innovation,Technology Uses in Education,Electronic Learning,Online Courses,Practicums,Student Teacher Attitudes,Practicum Supervision,Student Teacher Evaluation

This is the tale of 74 teacher education candidates whose final student teaching field experiences were abruptly interrupted due to school and university closures. Ways they continued their student teaching amidst switching to online instruction are presented. University support for teacher candidates and classroom teachers is documented. Innovative use of technology to reach K-12 students and to reflect on practices are outlined. An emerging protocol for activities is described as Consistency, Access, Supervision and Evaluation (CASE) to provide a framework for future non-emergency online practicum.
Engaging Students in STEM Careers through the Mars Rover Challenge: Bridging Barriers through Multimodal Informal Learning
Author: Gallup, Jenn
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,STEM Education,Multimedia Instruction,Informal Education,Robotics,COVID-19,Pandemics,Elementary School Students,Grade 4,Grade 5,Grade 6,Competition,Toys,Program Development

This paper presents a framework for implementing informal learning events through a multi-modal event. A specific example is provided using the Mars LEGO Robotics challenge during the global pandemic Novel-coronavirus-19 (COVID). Students in grades 4-6 typically develop Lego Mars Rovers and compete in a face-to-face large competition in three primary regions across the state of Idaho. Competitions typically include n=200-300 children and n=100- 200 adults. This year the competition will be held using multimedia posters and competition notebooks that accompany a virtual presentation and competition over an Internet-based platform. A mixed methods design is described as a methodology to collect data using a case study design and pretest/posttest survey. The paper concludes with implications and recommendations.
I Didn&apos;t Know What to Expect: University Students&apos; Experiences Whose Native Language Is Other than English
Author: Van Wig, Ann
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Non English Speaking,Student Attitudes,Language Attitudes,Language Usage,Language Proficiency,Equal Education,Barriers,College Readiness,Learning Processes,English

Sixteen non-native English speakers enrolled at a university were queried regarding their perceptions on the influence of language in academic setting. Using survey research that included Likert-type and open-ended questions data were analyzed using descriptive, inferential, and qualitative methods. Results indicated trends in college preparedness, language confidence, and experiences in language support at the collegiate level. This data allows colleges and university instructors, administration, and students the opportunity to start the conversation around providing equity in education for linguistically diverse student populations.
&quot;Mutually Beneficial&quot;: Developing a Clinically-Based Teacher Education Partnership with K-12 and University Partners
Author: Selland, Makenzie K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Elementary Secondary Education,College School Cooperation,Program Development,Teacher Education Programs,School Districts,Cooperative Planning

This paper analyzes the collaborative efforts of one school of Education and leaders from three of its local school districts to design a shared clinically-based teacher education experience. Intentionally foregoing any initial planning, leaders from each sphere spent a year meeting monthly to design each aspect of the program through shared decision-making. Using a sociocultural approach together with Cultural-Historical Activity theory, I share an initial analysis describing features of how the group worked to define effective teaching, set goals, design a program, create assessment tools and, ultimately, enact their desire to create a mutually beneficial program, one that would strengthen both K-12 and university learning goals through input, influence, and action from each other.
Mentor Partnerships
Author: Casale, Carolyn
Date: 2021-00-00
Type: Journal Articles
Subjects: College School Cooperation,Cooperating Teachers,Preservice Teachers,Teaching Experience,Student Experience,Rural Schools,Interpersonal Relationship,Mentors,Teacher Attitudes

This qualitative research study seeks to understand the newly developed partnership program between a Teacher Education Department at a public Hispanic Serving Institution and a rural public school district in the same area. It focused mainly on the school district mentor teachers' experiences and interexchange with preservice teachers from the university. This study explored the following questions; How can we improve preservice teachers mentoring experience? and How do mentor teachers' benefit from their interexchange with preservice teachers? The findings altered the day-to-day activities to strengthen the partnership design.
Great Minds Think Alike, or Do They? Juxtaposing Contextual and Peripheral Perspectives on Data
Author: Putney, LeAnn G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,Classroom Environment,Grade 5,Sociolinguistics,Teacher Behavior,Social Influences,Expectation,Teaching Styles,Student Attitudes,Student Behavior,Elementary School Teachers,Elementary School Students

The purpose of this study was to explore different interpretations made through the dialogic interplay of a classroom ethnographic researcher (contextual researcher) and a research analyst (peripheral researcher) as we collaborated on interpretations of data from an elementary school classroom. Using sociolinguistic discourse technique, we examined two events involving guest teachers, the first of which was a frame clash that illustrated an outsider view of a classroom culture. In contrast, the second event provided more of an insider understanding of the classroom culture. This resulting contrastive analysis stemmed from the dialogic interpretation of both researchers and combining of theoretical perspectives. The interplay of perspectives between the researchers revealed a higher level of analysis and interpretation that led to a more robust synthesis and a more complex explanation of the findings.
Working with Real-World Data: A Pilot Study of Pre-Service Elementary Teachers
Author: Peterson, Franziska
Date: 2021-00-00
Type: Journal Articles
Subjects: Data Use,Data Analysis,Thinking Skills,Mathematics Skills,Skill Development,Preservice Teachers,Student Projects,Persuasive Discourse,Authentic Learning,Cooperative Learning,Elementary School Mathematics,Language Usage,Affordances,Barriers

The purpose of this pilot study was to engage pre-service elementary teachers in a semester-long project to deepen their quantitative reasoning skills when working with real-world data. Over three semesters, all pre-service elementary teachers enrolled in mathematics content courses focusing on K-8 mathematics topics had to collect, analyze, visualize, and interpret data. The data collected for this pilot study included all presentation slides, fieldnotes from observing their presentations, and the final papers. The analysis was two-fold: (1) Function language analysis, and (2) a grounded theory-inspired open coding. Results indicate that verb choice seems to make a difference in the tone and confidence of the written language and increased ownership seems to lead to stronger reasoning. The open coding and constant comparison of the data as an aggregate led to four potential challenges: (1) Avoidance of quantities, (2) only offering qualitative accounts, (3) graph choice purely based on preference, and (4) a lack of quantitative language.
Fearless? Pre-Service Teachers&apos; Perceptions of School Shootings: A Case Study of Education Students at a Small, Private Liberal Arts College
Author: Martinez Molinero, Jose Ivan
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Weapons,School Violence,Fear,Mental Health Programs

As the proliferation of school shootings in the United States is amplified, notably absent in the discussions and research related to addressing this phenomenon are the voices of preservice teachers on the cusp of entering the profession. This case study explored the perceptions of pre-service teachers at a small, private liberal arts college. The findings show that the pre-service teachers minimalize the risks with becoming a teacher as it relates to gun violence. In terms of possible solutions, they expressed a need for mental health programs for students and had mixed sentiments about the idea of being armed in the classroom.