ethanporcaro/eric-fulltext-meta huggingface dataset:
Comics in Science Teaching: A Case of Speech Balloon Completing Activity for Heat Related Concepts
Author: Özdemir, Ertugrul
Date: 2019-04-05
Type: Journal Articles
Subjects: Cartoons,Scientific Concepts,Heat,Instructional Effectiveness,Instructional Materials,Learning Activities,Classroom Techniques,Curriculum Development,Middle School Students,Misconceptions,Public Schools,Elementary School Science,Science Instruction,Thermodynamics,Story Reading,Student Interests

Comics have an important role in non-formal learning environments. However, how comics may be effective teaching/learning activitities in formal education is an ongoing debate in literature. The purpose of this study is to create and evaluate a series of instructional comics about heat related concepts to be used as teaching/learning activities in real classroom settings. This research is designed as a case study aiming to observe and explain students' reactions to the implementation of an instructional intervention. In this study, six instructional comics about heat related concepts having empty speech balloons were constructed and implemented to a group of 6th graders as balloon completing activities. It was observed that many students completed empty balloons with several wrong statements, and it was concluded that students' wrong statements have crucial feedback for dealing with students' preconceptions about science concepts.
A League Table of Child Maltreatment Deaths in Rich Nations. Innocenti Report Card. Issue No. 5
Author: Adamson, Peter
Date: 2003-09-00
Type: Reports - Research
Subjects: Child Abuse,Death,Developed Nations,Child Neglect,Adults,Age Differences,Infants,Drug Use,Violence,Family Violence,Family Characteristics,Poverty,Anxiety,Prevention,Civil Rights,Costs,Punishment,Foreign Countries

This report represents the first ever attempt to draw a comparative picture of the physical abuse of children in the 27 richest nations of the world. UNICEF research estimates that almost 3,500 children under the age of 15 die from physical abuse and neglect every year in the industrialized world. The greatest risk is among younger children. A small group of countries -- Spain, Greece, Italy, Ireland and Norway -- appear to have an exceptionally low incidence of child maltreatment deaths; Belgium, the Czech Republic, New Zealand, Hungary and France have levels that are four to six times higher. The United States, Mexico and Portugal have rates that are between 10 and 15 times higher than those at the top of the league table. The good news is that child deaths from maltreatment appear to be declining in the great majority of industrialized countries.
Going beyond Words and Actions: Teaching Metacognitive and Soft Skills to ESP Communication Students at the Dawn of the Fourth Industrial Revolution
Author: Di Pardo Léon-Henri, Dana
Date: 2019-06-22
Type: Reports - Research
Subjects: Metacognition,Teaching Methods,English for Special Purposes,Educational Objectives,Lifelong Learning,Verbal Communication,Nonverbal Communication,Student Motivation,Second Language Learning,Second Language Instruction,Student Centered Learning,Communications,Undergraduate Students,Films,Cooperative Learning,Student Projects,Foreign Countries

One of the fundamental objectives of education is to teach lifelong learning skills that will help people navigate through their careers and future relationships towards both personal and professional fulfilment. Educators would then not only teach the core subjects and hard skills, but they would also need to focus on teaching soft skills, which are both valuable to and revered by 21st century professionals. Excellent verbal and non-verbal communication skills make up a significant part of these soft skills, which are transversal and take the form of people skills or sociability. The focus of this chapter is to examine the ways in which new technologies can be integrated into reflective English for Specific Purposes (ESP) teaching methods to stimulate student motivation and encourage the development of the aforementioned skills which are not only professional, but also metacognitive in nature, within the context of first year non-specialist English language students in Communication Studies. The chapter begins by presenting the scholarship and theoretical framework for a Student-Centred Learning (SCL) approach and procedures for a collaborative One-Minute Film Project. Finally, it presents some initial positive results based on the data, as well as various observations and potential for further transversal research. [For the complete volume, &quot;ESP Teaching and Teacher Education: Current Theories and Practices,&quot; see ED595614.]
Embedding a Serious Game into an ESP Curriculum
Author: Pappa, Giouli
Date: 2019-06-22
Type: Reports - Research
Subjects: English for Special Purposes,Language Teachers,Universities,Technology Integration,Case Studies,Foreign Countries,Educational Games,Teaching Methods,Second Language Learning,Second Language Instruction,Transportation,Course Content,Marine Education,Computer Games,Decision Making

This paper describes how a selected Commercial Off-The-Shelf (COTS) Serious Game (SG) was evaluated before being integrated into an English for Specific Purposes (ESP) curriculum. Echoing the concerns of language practitioners regarding the adoption of SGs into their teaching practices, this paper describes the steps and decisions taken before the selected COTS SG implementation into a specific learning context; that of the course English for shipping at the Cyprus University of Technology (CUT). A combination of methods was initiated towards assessing the COTS SG. It was carried out following the qualitative embedded single case study research design, as this research explores only one case; that of the assessment of the SG called Escape From Desolo. The aim of the case study was to explore the areas of ESP teaching with COTS SGs by illustrating a combination of assessment methods that could be adopted by those considering SG embedding in formal ESP language settings. The present chapter first outlines the reasons which initiated such integration. The initial assessment of the selected SG and the game design, which is carried out with the use of the Relevance, Embedding, Transfer, Adaptation, Immersion, and Naturalisation (RETAIN) model, is discussed. This is followed by further evaluation of the particular SG, which occurred with the use of the four-dimensional framework. After evaluating its pedagogical use, an analysis of the application of the selected tool within the curriculum is presented. Both the model and the framework are presented in detail in the chapter. Although this study focusses on English for shipping, it is hoped that this process may be applied in different ESP contexts for future studies. The results of the evaluation of the chosen SG with the use of the model and the framework indicated their usefulness in assessing a SG intended to be used in an ESP teaching and learning context. It is hoped that this case can prove beneficial in other ESP learning contexts. [For the complete volume, &quot;ESP Teaching and Teacher Education: Current Theories and Practices,&quot; see ED595614.]
Pronunciation Instruction in ESP Teaching to Enhance Students&apos; Prosody
Author: Quesada Vázquez, Leticia
Date: 2019-06-22
Type: Reports - Research
Subjects: Pronunciation Instruction,Teaching Methods,English (Second Language),Second Language Learning,Language Rhythm,Intonation,Suprasegmentals,Comparative Analysis,Second Language Instruction,North American English,Native Speakers,English for Special Purposes,Foreign Countries,Spanish,Romance Languages,Communicative Competence (Languages),Audio Equipment,Pronunciation,Speech Communication

This study investigates the efficacy of explicit rhythm instruction to improve engineering students' prosody in English. A pronunciation module of ten weekly sessions of 30 minutes held within the class schedule was designed for a technical English course at Rovira i Virgili University. Sessions were outlined using a communicative framework. Two hundred and ninety eight Spanish/Catalan students were divided into three experimental groups receiving rhythm instruction, and three control groups which did not. Students were recorded before and after the training. Six native American English speakers were also recorded as a reference point. VarcoV values were measured and compared using PRAAT and the data were analysed using mixed analysis of variances (ANOVAS) and t-tests. Results reveal that the experimental group tends to increase in VarcoV after training, approaching English rhythm, while the control group presents incongruences. Despite results not always being significant, an analysis of the effect sizes for the t-tests comparing before and after VarcoV values for the experimental vs. the control groups shows significance. These results support the hypothesis that rhythm instruction can be beneficial to improve English for Specific Purposes (ESP) students' prosody. [For the complete volume, &quot;ESP Teaching and Teacher Education: Current Theories and Practices,&quot; see ED595614.]
Technology-Enhanced Curriculum Development in the ESP Tertiary Context
Author: Giannikas, Christina Nicole
Date: 2019-06-22
Type: Reports - Research
Subjects: Curriculum Development,English for Special Purposes,English (Second Language),Second Language Learning,Second Language Instruction,Journal Writing,Student Attitudes,Reflection,Higher Education,Educational Technology,Universities,Engineering Education,Departments,Undergraduate Students,Teaching Methods,Pilot Projects,Foreign Countries,Personal Autonomy,Course Content,Learning Processes,Transformative Learning,Computer Software,Social Media,Independent Study

Teaching English for Specific Purposes (ESP) in Higher Education (HE) has a long-standing tradition in the language centres of the Cypriot academic world, much like in other European contexts. Even though Cypriot universities are advancing in educational technology, students enter bearing coursebook-led and teacher-centred learning experiences offered in secondary education. The present chapter focusses on a pilot study involving 20 ESP first year students of the Department of Chemical Engineering, and a curriculum that was developed to tailor their academic and professional needs with the aid of a technology-enhanced environment. The aim of the personalised curriculum was to stress the fusion of interactive tools and make use of applications that would deliver opportunities for: (1) autonomy, (2) resource and content management, and (3) communal and individual content production, presentation, and sharing. The impact of the design of the curriculum was investigated through (1) online surveys completed by the students and (2) students' reflection journals. Data reports on the transformational period, the progress made, and the impact the technology-enhanced curriculum had on their learning. Additionally, the investigation revealed insights on the level of intensity of cognitive and instrumental interactivity. [For the complete volume, &quot;ESP Teaching and Teacher Education: Current Theories and Practices,&quot; see ED595614.]
Facilitating the Development of Collaborative Online Dictionaries in the ESP Field
Author: Nikiforou, Eleni
Date: 2019-06-22
Type: Reports - Research
Subjects: Electronic Publishing,Learning Experience,English for Special Purposes,Second Language Learning,Second Language Instruction,Grounded Theory,Higher Education,College Students,Foreign Countries,Collaborative Writing,Teaching Methods,Language Teachers,Teacher Education,Vocabulary Development,Course Descriptions,English (Second Language),College Faculty,Biomedicine,Dictionaries,Web 2.0 Technologies,Web Sites,Editing,Semitic Languages,Student Attitudes,Student Developed Materials

The English for Specific Purposes (ESP) field is currently receiving a lot of attention as researchers and practitioners seek to improve the learning experience for the students and raise the quality of the courses. To advance ESP practice, it is crucial that teacher training in ESP is enhanced and supported through exemplary practices. Vocabulary development is established as a central trait in ESP, yet it still poses a challenging aspect of the teaching practice. This chapter discusses a specific vocabulary task through which guidance is provided to teachers in order to facilitate the development of ESP vocabulary in their ESP teaching contexts. This research reports on the results of data collected from a course in a tertiary institution in Cyprus where ESP students worked collaboratively to create an online biomedical dictionary on a wiki. The research conducted is qualitative, and grounded theory was applied. Finally, this chapter concludes with certain criteria which afford the application of this vocabulary enhancement task in any ESP and English as a Foreign Language (EFL) course across different language levels as well as in mixed ability classrooms. [For the complete volume, &quot;ESP Teaching and Teacher Education: Current Theories and Practices,&quot; see ED595614.]
Finding the Way through the ESP Maze: Designing an ESP Teacher Education Programme
Author: Kakoulli Constantinou, Elis
Date: 2019-06-22
Type: Reports - Research
Subjects: English for Special Purposes,Second Language Instruction,Second Language Learning,Teaching Methods,Online Courses,Teacher Education Programs,Educational Improvement,Language Teachers,Action Research,Intervention,Reflection,Program Descriptions,Teacher Attitudes,Pilot Projects,Profiles,Foreign Countries

English for Specific Purposes (ESP) is an area of language education that has been advancing during the last years due to increased social and professional mobility. Despite this, as shown in the related literature, the area of ESP Teacher Education (TE) is deprived of attention by researchers; as a result, many ESP educators in different countries are General English (GE) teachers with insufficient training in ESP. The present chapter reports on the first findings of a technical action research study, which aims at exploring and addressing the problem of insufficient ESP TE among a specific group of ESP practitioners, suggesting an intervention in the form of an online ESP TE programme. Following the spiral pattern of action research, the study evolves in cycles of continuous improvement. This chapter focusses on the initial stages of the study during which the problem of lack of ESP TE opportunities was identified, and a remedy to this problem, an online ESP TE course, named Online Reflective Teacher Education in ESP (ReTEESP Online), was developed and piloted before its implementation. [For the complete volume, &quot;ESP Teaching and Teacher Education: Current Theories and Practices,&quot; see ED595614.]
Assessing Students&apos; Ability to Create and Use Models to Explain Energy-Related Phenomena
Author: Hardcastle, Joseph
Date: 2019-00-00
Type: Reports - Research
Subjects: Elementary School Students,Energy,Concept Formation,Freehand Drawing,Models,Knowledge Level,Visual Aids,Middle School Students,High School Students

Students' ability to explain phenomena were compared when they were provided a model versus asked to draw their own model. As part of a pilot test, 1,405 students in the fourth through twelfth grades from across the United States responded to one of three different modeling tasks. Each task presented students with a phenomenon related to energy and asked them to either draw a model or use a provided model to explain the phenomenon. Students were then prompted to write explanations of the phenomenon and answer several multiple-choice questions assessing their knowledge of the topic of energy. Students' explanations, drawn models, and responses to the multiple-choice questions were then scored and compared. Our results indicated that students who were provided a model wrote better explanations than students who had to draw their own model, and that students' drawn models added little to their explanation that wasn't captured in their written responses. When comparing students' drawn models, we found that students who drew the most sophisticated models had significantly more understanding of the energy concept then students who drew the least sophisticated models.
Providing Feedback on the Lexical Use of ESP Students&apos; Academic Presentations: Teacher Training Considerations
Author: Zareva, Alla
Date: 2019-06-22
Type: Reports - Research
Subjects: Feedback (Response),English for Special Purposes,Second Language Learning,Second Language Instruction,English for Academic Purposes,Grammar,Preservice Teachers,Metalinguistics,Preservice Teacher Education,Language Teachers,Teaching Methods,Language Usage,Vocabulary Skills,Graduate Students,Masters Programs,Evidence Based Practice

This chapter offers a description of a methodology for providing training to pre-service English for Academic and Specific Purposes (EAP/ESP) teacher trainees in giving evidence-based feedback on the lexical composition of ESP students' academic presentations. It also discusses a study based on the analysis of the mock feedback provided by the EAP/ESP teacher trainees (n=20) to ESP students' presentations with a focus on the effects of training. The results revealed that the training was successful in areas such as raising the teacher trainees' awareness of how to evaluate various lexical categories in an ESP presentation, how to incorporate their evaluation into the feedback they give to the students, how to highlight relevant lexical deviations in an evidence-based manner, etc. There were, however, a couple of areas that needed to be emphasised more in the training process. The results confirmed that providing training on evidence-driven feedback to teacher trainees planning to teach in an EAP/ESP context is a necessary component of ESP teacher education. [For the complete volume, &quot;ESP Teaching and Teacher Education: Current Theories and Practices,&quot; see ED595614.]
Self-Scaffolding and the Role of New Technologies in ESP Teacher Education
Author: Aleksic-Hajdukovic, Irena
Date: 2019-06-22
Type: Reports - Research
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Educational Trends,Trend Analysis,Faculty Development,Educational Technology,Technology Integration,Online Courses,Teaching Methods,Classification,Cultural Differences,Teacher Education,Guidelines,Educational Background,Personal Autonomy,Sociocultural Patterns,Learning Theories,Cross Cultural Studies,Computer Software,Role,Learning Strategies,English for Academic Purposes

This research aims to explore how English for Specific Purposes (ESP) teachers and practitioners utilise new technologies, e.g. Massive Open Online Courses (MOOCs), webinars, online platforms, etc. as a means of self-scaffolding in order to exceed their threshold in pedagogical, linguistic, and discoursal competencies in various ESP domains. The current study analyses the data provided by ESP teachers and practitioners from various educational backgrounds. The findings obtained via a questionnaire show to what extent ESP teachers and practitioners exploit new technologies as a means of self-scaffolding, but also offer a classification of the tools, strategies, and opportunities available for their self-directed professional development. Furthermore, various electronic self-scaffolding resources are discussed and evaluated according to their accessibility, applicability, and popularity among teachers. While this research is not concerned with crosscultural differences in ESP teacher education, broadly speaking, it is concerned with gathering data from various teaching environments with a view to providing a universal representation of current trends in ESP teacher education. Offering an up-to-date model for ESP teacher education is an important implication of this research whose findings could serve as guidelines and contribute to material development. [For the complete volume, &quot;ESP Teaching and Teacher Education: Current Theories and Practices,&quot; see ED595614.]
Validating New Perspectives and Methodologies for Learning and Teacher Training in English for Aeronautical Communications
Author: Bullock, Neil
Date: 2019-06-22
Type: Reports - Research
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Aerospace Education,Teaching Methods,Language Teachers,Teacher Education,Radio,Traffic Safety,Employees,Language Tests,Air Transportation,Educational Change,Communication Skills,Skill Development,Communicative Competence (Languages),Phrase Structure,Foreign Countries

English for Specific Purposes (ESP) is often governed by predefined communicative functions and rules within a specific domain. Radio communication between pilots and Air Traffic Controllers (ATCOs) is one such domain. Mandatory plain language testing, introduced in this domain in 2008, whilst clearly laudable in its safety related objectives, has often resulted in language being seen, and taught, in isolation, creating a disconnect between the classroom and the real-world. In 2015, Bullock argued for a change of perspectives in Language For Specific Purposes (LSP) teaching towards a methodology that would adopt a more inclusive communication and knowledge-based approach. Three years later, with evidence that the aforementioned disconnect remained, a pilot study was conducted with 33 student ATCOs to demonstrate how a more appropriate methodology could transfer such theory into practice and address real-world communication needs. This article discusses the research results, and demonstrates the positive learning impact such methodology had on the students. It suggests integrating this into more appropriate training for LSP teachers, offering learners a more appropriate environment in which to maintain and improve communication skills through language. [For the complete volume, &quot;ESP Teaching and Teacher Education: Current Theories and Practices,&quot; see ED595614.]
Prospective Secondary Mathematics Teachers&apos; Perception on Competency of General Teacher Behaviors
Author: Arslan, Cigdem
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary School Teachers,Student Attitudes,Teacher Competencies,Teacher Behavior,Intellectual Disciplines,Instructional Design,Lesson Plans,Educational Assessment,Cooperation,Faculty Development

The aim of this study is to describe the perception on competency of the prospective secondary mathematics teachers in terms of general teacher behaviors. The sample consisted of 104 prospective teachers who were about to graduate. The data for the study were collected through &quot;Prospective Teacher Competency Scale&quot; including 5 dimensions and 43 items with a Likert-type grading. The five dimensions were 1) subject matter, 2) designing, planning, and administering instruction, 3) assessment and evaluation, 4) cooperation with others concerned, 5) professional development. As a result of this study, it was observed that prospective secondary mathematics teachers had a &quot;fairly&quot; level of proficiency perception in terms of general teaching behaviors.
Child Poverty in Perspective: An Overview of Child Well-Being in Rich Countries. Innocenti Report Card 7
Author: Adamson, Peter
Date: 2007-00-00
Type: Reports - Research
Subjects: Children,Well Being,Developed Nations,Poverty,Income,Socioeconomic Status,Child Health,Child Safety,Access to Education,Family Relationship,Peer Relationship,Child Behavior,Life Style,Foreign Countries,Cultural Differences,Childrens Rights,Economic Factors,Living Standards,Employment Level,Books

This report builds and expands upon the analyses of Report Card No. 6 which considered relative income poverty affecting children and policies to mitigate it. Report Card 7 provides a pioneering, comprehensive picture of child well being through the consideration of six dimensions: material well-being, health and safety, education, family and peer relationships, subjective well-being, behaviours and lifestyles informed by the Convention on the Rights of the Child and relevant academic literature.