ethanporcaro/eric-fulltext-meta huggingface dataset:
Development and Validation of the Problem-Based Learning Process Inventory (PBLPI)
Author: Chua, Bee Leng
Date: 2016-05-00
Type: Journal Articles
Subjects: Measures (Individuals),Test Construction,Construct Validity,Problem Solving,Preservice Teacher Education,Preservice Teachers,Educational Psychology,Psychometrics,Factor Structure,Factor Analysis,Test Reliability,Scaffolding (Teaching Technique),Independent Study,Cooperative Learning

The purpose of this study is to develop and validate an 18-item Problem-based Learning Process Inventory (PBLPI) for learning in this 21st century. Preservice teachers at the National Institute of Education (NIE) doing Educational Psychology are exposed to a Problem-Based Learning (PBL) environment. Findings from Exploratory Factor Analysis of 1,041 preservice teachers provided evidence for a three-factor solution -- Problem Posing, Scaffolding and Connecting. Results from Confirmatory Factor Analysis of 1,029 preservice teachers provided additional support for the results obtained from Exploratory Factor Analysis. Moderate to high reliability coefficients for the PBLPI scores demonstrated PBLPI as a reliable and valid instrument to measure learners' perception of the key PBL processes.
Unifying Our Profession through Standards: Writing the ACTFL/NCATE Report
Author: Shrum, Judith L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Accountability,Teacher Education Programs,Language Teachers,Teacher Competencies,Elementary Secondary Education,Postsecondary Education,21st Century Skills,Program Evaluation,Pedagogical Content Knowledge,Language Proficiency,Preservice Teachers,Reports,College Faculty,Second Language Learning,Alignment (Education),Performance Based Assessment,Academic Standards,Outcomes of Education

Accreditation and accountability recently have been prominent in national conversations about the preparation of teachers. Members of our profession have developed standards to which we will hold ourselves as we prepare foreign language and world language (F/WL) teachers for the 21st century. As a participating Specialized Professional Association (SPA), ACTFL has joined the conversation with the National Council for Accreditation of Teacher Education (NCATE). In this article, we describe the standards that are most applicable to our field and provide suggestions for those who are compiling their ACTFL/ NCATE reports seeking national program recognition. We offer comments and suggestions based upon our work presenting ACTFL/NCATE workshops on this topic for the past three years.
Integrating Interprofessional Service-Learning into Teacher Education Programs: Preparing the Next Generation of Teachers
Author: Anderson, Elizabeth
Date: 2015-04-00
Type: Journal Articles
Subjects: Service Learning,Interdisciplinary Approach,Grandparents Raising Grandchildren,Preservice Teachers,Student Attitudes,Teaching Methods,Experiential Learning,Student Needs,Reflective Teaching,Family Needs,Student Diversity,Consciousness Raising

This article describes an interprofessional service-learning initiative to address the educational and psychosocial needs of grandparent-headed families. This qualitative study explores the perceptions and experiences of the preservice teacher education students involved in implementing this project. Findings suggest that there are numerous benefits for teacher education students when service-learning is integrated into required coursework. The potential benefits for teacher education students that come from participating in service-learning include a broader understanding of the unique strengths and needs of nontraditional families, new insights into reflective practice, and an increased awareness of the benefits and challenges of interdisciplinary collaboration.
Is Service-Learning the Answer? Preparing Teacher Candidates to Work with ELLs through Service-Learning Experiences
Author: Rodríguez-Arroyo, Sandra
Date: 2015-04-00
Type: Journal Articles
Subjects: Service Learning,English Language Learners,Preservice Teachers,Preservice Teacher Education,Teacher Competencies,Program Effectiveness,Student Diversity,Student Attitudes,Interaction,Misconceptions,Consciousness Raising,Interpersonal Competence,Knowledge Level,Practicums

In an effort to address the gaps in preparing teacher candidates (TCs) to work with English Language Learners (ELLs), service-learning experiences (SLE) were integrated into two courses within a teacher education program. This exploratory case study sought to explore the outcomes of teacher candidates (TCs) engaged in SLE with diverse students and families, particularly ELLs. Content analysis of students' reflections provided insights of the impact of the SLE. Findings indicate that participating in service-learning with ELLs provides opportunities for TCs to engage in positive interactions that help to address misconceptions about students, families, and communities. TCs also began to confront their fears of working with ELLs and develop relationship-building skills and initial strategies for teaching ELLs.
The Impact of Service-Learning on Early Childhood Preservice Teachers
Author: Lin, Miranda
Date: 2015-04-00
Type: Journal Articles
Subjects: Service Learning,Preschool Teachers,Student Attitudes,Student Diversity,Social Justice,Multicultural Education,Child Care Centers,Low Income Groups,Consciousness Raising,Program Effectiveness,Experiential Learning,Social Problems,Social Attitudes,Teaching (Occupation),Student Motivation

This paper explores how service learning helps preservice teachers change their perceptions toward working with diverse populations and how they link service learning to social justice. Providing opportunities for preservice teachers to link community service with their classroom experiences adds value to their learning experience and enhances qualities of understanding and commitment that lead to effective citizenship participation. Twenty-eight early childhood preservice teachers enrolled in a multicultural education course were asked to complete a service-learning project in which they worked with day care centers that serve low income families. In groups, preservice teachers worked closely with the centers to conduct a needs assessment and create projects that assist in overcoming the issues facing each center. After the projects were completed, preservice teachers completed a guided reflection paper and poster presentation as part of the project. Guiding questions focused on the impact of the experience on preservice teachers and the centers. Results indicated that overall, preservice teachers valued the service learning experience and gained an appreciation for working with students of diverse backgrounds. However, they had difficulty connecting service-learning and social justice. Strategies to help preservice teachers develop a better understanding of social justice will be discussed.
Promoting Higher-Order Thinking through Teacher Questioning: A Case Study of a Singapore Science Classroom
Author: Ong, Kian Keong Aloysius
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Thinking Skills,Questioning Techniques,Science Instruction,Chemistry,Grade 10,Prompting,Teaching Methods,Responses,Instructional Effectiveness,Secondary Education

This qualitative case study employed an existing framework (Chin, 2006) to examine teacher questioning strategies that promote students' higher-order thinking in science. The study explored the instruction of an experienced science teacher and a 10th grade Chemistry class that he taught in a Singapore school. Our methods included lesson observations, questionnaire and interviews. We found that the teacher frequently applied non-evaluative follow-up moves and supportive follow-up moves to student responses in episodes that students appeared to engage in science thinking through classroom talk. Non-evaluative follow-up moves included &quot;withhold evaluations,&quot; &quot;restatements&quot; and &quot;reformulations.&quot; Supportive follow-up moves were &quot;prompts&quot; that required students to elaborate or clarify their answers and to justify reasoning. Interview findings further suggested that the teacher prompts helped students to build on their science ideas and engaged them in thinking reflectively. We discussed implications for classroom practice to help teachers work towards the goal of nurturing lifelong learners.
Towards Lifelong Learning: Identifying Learner Profiles on Procrastination and Self-Regulation
Author: Ng, Betsy
Date: 2016-05-00
Type: Journal Articles
Subjects: Lifelong Learning,Profiles,Time Management,Independent Study,Learning Motivation,Secondary School Students,Teacher Student Relationship,Psychological Needs,Learning Strategies,Self Determination,Questionnaires,Foreign Countries

Considerable evidence indicates the importance of motivation and self-regulated learning in educational settings. However, there is an insufficient understanding about the influences of social elements and educational factors on students' motivation and self-regulated learning, as well as how motivation for academic learning contributes to lifelong learning. Using a person-centered approach, this study examines the diverse motivational-cognitive profiles of secondary school students in relation to perceived teacher autonomy support, psychological needs and motivational regulations towards academic subjects. Groups were described in terms of student procrastination and motivated strategies for learning. Results revealed four distinct profiles of student procrastination and self-regulation: active procrastinator; active self-regulator; passive self-regulator; and passive procrastinator. These learner profiles also differed significantly in terms of psychological variables that are important for self-determined behaviors and successful learning. Cluster-analytic findings suggest that a lifelong learner is likely to adopt the profile of an active self-regulator. Implications to teaching and learning are also discussed.
SCOLT through the Ages: 1990 to 2010
Author: McClendon, Lynne
Date: 2010-00-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Second Language Instruction,Second Language Learning,Educational History,Educational Trends,Educational Legislation,Federal Legislation,Bilingual Education,Professional Associations,Organizational Development

This article presents the of history of the Southern Conference on Language Teaching (SCOLT) from 1990-2010. The article ends with a look at the future and a SCOLT history timeline of 1980-2010.
Encouraging TAs to Embrace Communicative Language Teaching: An Investigation of Pre-Service Training Practices
Author: Garrett-Rucks, Paula
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Assistants,Oral Language,Language Proficiency,Second Language Instruction,Interpersonal Communication,Orientation,Communicative Competence (Languages),Graduate Students,Workshops,Student Attitudes,Program Effectiveness,Training,Language Teachers

This article begins by synthesizing research findings concerning the increasingly important role graduate student teaching assistants (TAs) play in fostering undergraduate learners' oral proficiency. Despite this important role, our review of TA training practices in the literature found a lack of research on the preparation TAs receive prior to beginning their foreign language instruction. Accordingly, the present study examines incoming TAs' perceptions of their command of Communicative Language Teaching (CLT) techniques presented at an interdepartmental, pre-service orientation at a large Midwestern research university. Using a qualitative approach, we investigated the unique ways in which this orientation influenced novice and experienced TAs differently in the analysis of thirteen focus participants' semi-structured interviews. The discussion speaks to the critical elements of the pre-service orientation that appeared to promote TAs' appropriation of various aspects of CLT as well as the tenets of CLT that remained neglected by the majority of the focus participants. The pedagogical implications address ways to maximize CLT training and extend beyond pre-service TA orientations to K-12 teacher training programs and workshops.
Learning through Service: Preservice Teachers&apos; Reflections from an International Service-Learning
Author: Hsiung, Tung-Hsing
Date: 2015-04-00
Type: Journal Articles
Subjects: Service Learning,Preservice Teachers,Study Abroad,Internship Programs,Foreign Countries,Undergraduate Students,Field Experience Programs,Females,Global Approach,Student Attitudes,Attitude Change,Outcomes of Education,Preservice Teacher Education

The goal of this article is to describe the impact of an international service-learning project on a group of preservice teachers. International service-learning can be a valuable educational enterprise with both major-specific and general education benefits as well as contributing to the international community. This project was granted by Pilot Overseas Internships, sponsored by the Ministry of Education in Taiwan, and was intended to allow undergraduate students to gain field experience in an overseas professional institute. Six female preservice teachers participated in the 30-day long project and worked with children and inservice teachers in Kathmandu, Nepal. Preservice teachers indicated that the project broadened their international visions, affected their value of life and showed them the importance of always being prepared. They also acknowledged the merit of learning foreign languages, and expressed further interest in getting involved in the social welfare system to serve those in need.
Service Involvement and Civic Attitudes of University Alumni: Later Correlates of Required Public Service Participation during College
Author: Moely, Barbara E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Undergraduate Study,Alumni,Required Courses,Citizenship Responsibility,Career Development,Public Service,Volunteers,Donors,Predictor Variables,Program Effectiveness,Citizen Participation

How is required public service during college related to later civic behavior? This article reports findings from a survey of 359 alumni, conducted two years after they completed their undergraduate studies at Tulane University. The alumni held positive views of the substantial public service requirement they had completed before graduating and saw it as influencing their later civic attitudes and career development. Public service activities in which they engaged post-graduation involved community service (volunteering, program development) and donations to local and national agencies; they reported little political or formal civic participation. Both co-curricular service and service-learning/public service academic course work during college predicted alumni service activities and civic attitudes. Especially, participation in more advanced and individualized public service academic experiences (public service internships, community-based research, and other advanced service-learning course work) was related to later civic outcomes.
Language Environment of Dual Language Learners and the Use of Language Support Practices
Author: Kelly, Loreen
Date: 2015-12-00
Type: Journal Articles
Subjects: Bilingual Students,Preschool Children,Preschool Education,Preschool Teachers,Classroom Environment,Hispanic American Students,Spanish Speaking,English Language Learners,Scaffolding (Teaching Technique),Low Income Students,Language of Instruction,Language Proficiency,Interaction,Modeling (Psychology)

The increase of dual language learners in today's classrooms has caused serious implications when examining how the country educates children (McWayne, Melzi, Schick, Kennedy, &amp; Mundt, 2013). Because of the cultural and linguistic differences of these children, it is essential to study teaching practices at the early childhood level. Examining educational practice includes studying the language environment and how it supports dual language learners' (DLLs) language development. The present study examined the language environment of dual language learners, specifically the use of language support practices in four preschool classrooms. This qualitative case study used interviews, observations, and field notes. The participants included two groups: teachers and children. Seven English speaking early childhood educators, five leads/co-leads, and two assistants, taught in classrooms based on an English-only model. There were 24 focal children, six from each class, who were Hispanic dual language learners. The overarching significant finding that emerged from this study was that of intentionality. More specifically, in order to scaffold DLLs' learning and provide a rich language environment, teachers must be intentional in their practices. Being a good teacher does not guarantee that a teacher knows what is appropriate or effective for the DLLs in their class. A major implication for teacher education programs is to offer coursework to ensure preservice teachers have the appropriate training.
Factors Affecting Campus Climate: Creating a Welcoming Environment
Author: Campbell-Whatley, Gloria D.
Date: 2015-12-00
Type: Journal Articles
Subjects: College Environment,Campuses,College Faculty,Diversity (Faculty),Inclusion,Teacher Attitudes,Minority Group Teachers,Women Faculty,Collegiality,Gender Differences,Social Discrimination,Sexual Orientation,African American Teachers,Racial Differences

As rising numbers of women and faculty with culturally and linguistically diverse backgrounds (non-majority faculty) enter academia, there is increasing attention related to issues of campus climate. In this study, we explore the results of a universitywide survey designed to examine faculty perceptions of diversity and campus climate at a large research university in the southeast. Women and non-majority faculty indicated a less than welcoming climate than men and majority faculty. This study reveals five factors; Respect, Conflict, Diversity Engagement, Diversity Interest and Diversity Exposure that are relevant to adapting campus climate to a more welcoming environment for women and non-majority faculty. Implications to improve faculty climate are suggested.
Vocabulary Size, Reading Motivation, Reading Attitudes and Reading Comprehension Performance among Filipino College Learners of English
Author: Gunobgunob-Mirasol, Rosalyn
Date: 2019-03-00
Type: Journal Articles
Subjects: Vocabulary,Reading Motivation,Reading Attitudes,Reading Comprehension,English (Second Language),Second Language Learning,College Students,Foreign Countries,Correlation,Reading Instruction

Reading is an indispensable tool in the academic world. Most, if not all, activities in varied collegiate courses entail the act of reading. There are many contributing factors that affect one's ability to read and comprehend text materials effectively. Two of the many factors are the reader's vocabulary size and their reading motivation. This study examined the relationship of the vocabulary size, reading strategies and the reading comprehension performance of college learners in a comprehensive university in the Philippines. A correlational analysis was employed to ascertain the relationship between the scores in the reading comprehension component of the course and the vocabulary levels tests by Nation. The findings of this study hope to provide useful insights into the prediction of college learners' reading performance and the teaching of vocabulary in the ESL context as well as the integration of learners' reading motivation in the curriculum.
The Relationship between the Teacher Candidates&apos; Level of Media Literacy and Participation Levels to Protest and Social Change
Author: Tutkun, Tugay
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Preservice Teachers,Media Literacy,Social Change,Foreign Countries,Citizenship,Preservice Teacher Education,Student Attitudes,Teacher Attitudes,Citizen Participation,Democratic Values,Democracy,Activism,Student Participation

The term active citizenship is defined as participation in civil society, community and/or political life, characterized by mutual respect and non-violence and in accordance with human rights and democracy within the European context (Hoskins &amp; Mascherini, 2009). Promoting active citizenship is one of the European Commission's strategies for increasing social cohesion and reducing the democratic deficit across European countries within the context of the wider Lisbon process. Developing citizen awareness, knowledge and skill level of democratic rights, sensitiveness to social issues and defense against negative impact of media messages are among these objectives. European Commission considers media literacy an extremely important factor for active citizenship in today's information society. Within the European context active citizenship is defined as the combination of four dimensions; (1) protest and social change, (2) community life, (3) representative democracy and (4) democratic values (Hoskins &amp; Mascherini, 2009). Teachers' perceptions of citizenship are among the frequently researched subjects in terms of both their effect on students' perception of citizenship and as a citizen. The aim of this study is to explore the relationship between teacher candidates' level of media literacy and active citizenship, in terms of their participation level to protest and social change. Survey method is used to collect data in this casual comparative research. Sample of the study is 1101 freshman and senior teacher candidates studying in Faculty of Education at Çanakkale Onsekiz Mart University in the academic year of 2011-2012. The relationship between media literacy level and participation level to protest and social change is explored after controlling for the effect of socio-economic factors. It is explored that there is a significant relationship between media literacy level and participation level to protest and social change which is preserved after controlling for socio-economic factors. According to results, this study discusses how to handle digital and media literacy education in formal and informal settings in teacher education programs in relation to active citizenship.
Urban Teacher Residencies: Indicators of Successful Recruitment
Author: Marshall, David T.
Date: 2015-12-00
Type: Journal Articles
Subjects: Urban Teaching,Teacher Recruitment,Urban Schools,Teacher Attitudes,Screening Tests,Employment Interviews,Demonstrations (Educational),Teacher Education,Preservice Teachers,Team Teaching,Teacher Selection,Teacher Persistence,Predictor Variables,Success,Partnerships in Education,College School Cooperation,High Schools,Middle Schools,Teacher Effectiveness,Masters Degrees,Teacher Certification

With the current teacher workforce in urban school districts diminishing in size, teacher preparation programs are being called to use creative ways to attract candidates to ensure that schools in urban districts keep their staff filled with highly qualified teachers. This article considers the factors for successful recruitment in an urban teacher residency program for a mid-sized city's urban school district. This study retroactively utilized selection data from four cohorts of residency applicants to determine which factors contributed the most to the program selection process. One such factor examined was the Haberman Star Teacher Pre-screener Inventory, a test that seeks to determine success based on attitudes toward teaching. The study found that candidate interviews and the teaching demonstration were the most instrumental in the selection process. The Haberman assessment showed a potential to be a reliable source of data, but the mixed findings suggest that more research is required on the Haberman assessment.