ethanporcaro/eric-fulltext-meta huggingface dataset:
Formulaic Language and EFL Requests: Sensitive Wording at the Right Time
Author: Mugford, Gerrard
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Usage,Phrase Structure,Metalinguistics,Pragmatics,Communicative Competence (Languages),Task Analysis,Teaching Methods,Qualitative Research,Advanced Students,Undergraduate Students,Student Attitudes,Foreign Countries,Speech Acts

I examine whether teaching formulaic language raises English as a foreign language learners' awareness of pragmatic resources when expressing requests. To carry out this research I adopt a qualitative self-reflective approach which encourages students to use formulaic language when making requests. By responding to discourse completion tasks, learners were given the opportunity to reflect on whether the use of formulaic language enhances their ability to come across in acceptable and appropriate ways. Results indicate that by developing learners' knowledge and via the use of pragmalinguistic and sociopragmatic resources, students at all levels have a much greater chance of achieving their communicative objectives and of becoming more pragmatically competent in the target language when making requests.
Transforming EFL Classroom Practices and Promoting Students' Empowerment: Collaborative Learning from a Dialogical Approach
Author: Contreras León, Janeth Juliana
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Cooperative Learning,Grade 7,Questionnaires,Semi Structured Interviews,Teaching Methods,Teacher Role,Student Role,Student Empowerment,Foreign Countries,Social Change,Intervention,Power Structure,Citizenship,Interpersonal Competence,Action Research,Grounded Theory

This study investigates the impact of implementing collaborative learning from a social and dialogical perspective on seventh graders' interaction in an English as a foreign language classroom at a public school in Bogotá, Colombia. Thirty students participated in this action research where field notes, questionnaires, semi-structured interviews, and artifacts of students' work were used to collect data during a complete academic year. Results show that taking a critical approach to language education and understanding collaborative learning as a social construction of knowledge can ignite opportunities for changing traditional teaching and learning practices where both the teacher and students take different roles, thus balancing classroom relations and interaction among participants and also promoting students' empowerment.
Motivating and Demotivating Factors for Students with Low Emotional Intelligence to Participate in Speaking Activities
Author: Méndez López, Mariza G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Motivation,Emotional Intelligence,Gender Differences,Teaching Methods,Student Participation,Interviews,English (Second Language),Second Language Learning,Second Language Instruction,Emotional Response,Diaries,Oral Language,Class Activities,Comparative Analysis,Language Teachers,Teacher Attitudes,Qualitative Research,Semi Structured Interviews,Student Attitudes,Goal Orientation,Test Anxiety,Intercultural Communication,Native Speakers,Anxiety,Peer Evaluation,Classroom Communication,Error Correction,Feedback (Response),Foreign Countries,College Students

The study aims to understand what factors may motivate and demotivate students with low emotional intelligence to participate in speaking activities during English class. Participants wrote an emotions journal to identify factors affecting student participation and were then interviewed at the end of the study period in order to elaborate on their experiences. Results showed that male participants experienced a wide range of negative emotions while females experienced a reduced number. However, in comparison, women experienced negative emotions frequently while men experienced them occasionally. Results also showed that males and females differed in the way that they perceived and faced situations, and in how they regulated the emotions generated by these situations.
The Collaborative Case: From Class Assignment to Publication
Author: Sharen, Colleen
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Assignments,Class Activities,Case Studies,Research Projects,Teacher Collaboration,Supervisor Supervisee Relationship,Student Publications,Student Research,Student Experience,Foreign Countries

This essay describes an undergraduate research project involving collaboration among two professors and a student. The result, a business case about the student's workplace, was ultimately presented at an academic conference and is now under consideration for publication. We describe the circumstances that led to the project, its outcomes, and our experiences. In addition, we provide guidance to other professors who wish to promote research collaborations with undergraduate students, referring to principles of assignment design as articulated by John Bean (2011) and the National Council of Teachers of English (2016), among others.
&quot;Did I Do Good?&quot;: The Teaching and Learning of Ethics
Author: Barnfield, Anne M. C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Ethics,Teaching Methods,Reading Assignments,Discussion (Teaching Technique),Group Discussion,Higher Education,Child Development,Psychology

We often assume that students will simply understand specific ethical requirements as they progress, but in reality this does not happen. Students need instruction in ethics. With adherence to the TriCouncil's ethics policy now mandatory for university research with human participants, understanding of ethics is a necessity. We need students to be empowered to understand and appreciate ethics. This article explains an interactive discussion model, based on teaching experience. Students are assigned readings, with guiding questions, and come to class for a discussion of ethical issues and principles. Details and examples of discussions are given. More must be done to help students develop true understanding of ethics and their application, and engagement in discussion is a crucial tool to achieve this end.
A Basis for the Design of a Curriculum Incorporating Music and Drama in Children's English Language Instruction
Author: Rodríguez-Bonces, Monica
Date: 2017-00-00
Type: Journal Articles
Subjects: Curriculum Design,English (Second Language),Second Language Instruction,Second Language Learning,Music,Drama,Teaching Methods,Interdisciplinary Approach,Elementary School Students,Foreign Countries,Models,Course Descriptions,Intercultural Communication,Communicative Competence (Languages)

This article presents the foundations to design a curriculum that integrates music and drama as strategies for the teaching of English as a foreign language. Besides promoting interdisciplinarity, this curriculum seeks to improve the language level of those children attending continuing educational programs at any higher education institution. The interdisciplinary curriculum not only innovates the offer of English courses for children--music and drama--but also promotes meaningful learning and creates a positive attitude in children so that a high degree of interest in learning a foreign language exists. The article, besides explaining the basis for curriculum design, highlights the advantages of integrating music and drama as a medium for the teaching of a foreign language.
Interdisciplinary and Transdisciplinary Research and Education in Canada: A Review and Suggested Framework
Author: Gillis, Daniel
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interdisciplinary Approach,Web Sites,Higher Education,Financial Support,College Programs,Research Projects,Educational Research,Undergraduate Study,Graduate Study,Institutional Characteristics,College Faculty,Educational Resources,Educational Trends,Models,Literature Reviews

Transcending disciplinary boundaries is becoming increasingly important for devising solutions to the world's most pressing issues, such as climate change and food insecurity. Institutions of higher education often present challenges to teaching students how to work and innovate on transdisciplinary teams. We first define transdisciplinarity and like concepts, using these to review databases of three major funding agencies (CIHR, NSERC, and SSHRC) for awards given to inter- and transdisciplinary programs across ten fiscal years beginning 2005-2006 and ending 2014-2015 to identify trends in funding as an indicator of skill need. We then search for programs offering transdisciplinary learning opportunities at Canadian universities accounting for 71% of all students. Though the proportion of interdisciplinary and transdisciplinary funded research grants has risen considerably, we found only a few examples of interdisciplinary learning opportunities for students in post-secondary education programs. Generally, while students were able to take a range of courses, instruction remained discipline-specific. Specifically, Canadian undergraduates lack an in-program, experiential, transdisciplinary learning opportunity. We propose a framework (ICON) as a solution to fill this gap. Using senior independent study courses, which often have built-in curricular flexibility, students can participate with ICON while still obtaining credit towards their degrees. We conclude that transdisciplinary education opportunities are an essential part of the undergraduate experience and should be recognized across degree programs.
Improving Language Learning Strategies and Performance of Pre-Service Language Teachers through a CALLA-TBLT Model
Author: Guapacha Chamorro, Maria Eugenia
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Grammar,Vocabulary Development,Learning Strategies,Focus Groups,Student Attitudes,Writing Improvement,Oral Language,Academic Discourse,Task Analysis,Teaching Methods,Diaries,Teacher Attitudes,Models,College Faculty,College Students,Foreign Countries,English (Second Language),Surveys,Preservice Teachers,Teacher Education,Language Teachers,Action Research,Statistical Analysis

This paper reports an action-research study on language learning strategies in tertiary education at a Colombian university. The study aimed at improving the English language performance and language learning strategies use of 33 first-year pre-service language teachers by combining elements from two models: the cognitive academic language learning approach and task-based language teaching. Data were gathered through surveys, a focus group, students' and teachers' journals, language tests, and documentary analysis. Results evidenced that the students improved in speaking, writing, grammar, vocabulary and in their language learning strategies repertoire. As a conclusion, explicit strategy instruction in the proposed model resulted in a proper combination to improve learners' language learning strategies and performance.
Increasing EFL Learners' Oral Production at a Public School through Project-Based Learning
Author: Vaca Torres, Ady Marcela
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Teaching Methods,Student Projects,Active Learning,Oral Language,Interviews,Grounded Theory,Vocabulary Development,Communicative Competence (Languages),Student Attitudes,Anxiety,Student Interests,Outcomes of Education,Intervention,Grade 9,Secondary School Students,Foreign Countries,Action Research

This research study examined how a group of ninth graders enhanced the speaking skill in an English as a foreign language classroom through project-based learning. Data about the experience were collected through field notes, transcripts of learners' oral performance, and one interview. Grounded theory was implemented for data analysis, out of which three main findings emerged: (1) project-based learning encouraged students to increase oral production through lexical competence development, (2) helped them to overcome fears of speaking in l2, and (3), increased their interest in learning about their school life and community.
Re-Conceptualizing Teachers' Narrative Inquiry as Professional Development
Author: Golombek, Paula R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Inquiry,Faculty Development,Personal Narratives,Transformative Learning,English (Second Language),College Second Language Programs,Teacher Education Programs,Learning Activities,Learning Strategies,Research Projects

We offer a more nuanced characterization of teachers' narrative inquiry as professional development (Johnson &amp; Golombek, 2002) by grounding our definition of and empirical research on teachers' narrative inquiry from a Vygotskian sociocultural theoretical perspective. Our goal is to reaffirm our belief in the educational value of teachers' narrative inquiry as &quot;systematic exploration that is conducted &quot;by&quot; teachers and &quot;for&quot; teachers through their own stories and language&quot; (p. 6), while empirically documenting the crucial role of teacher educators in creating mediational spaces, dialogic interactions, and pedagogical tools for teachers' narrative inquiry to flourish as professional development. It is also our goal to re-conceptualize teachers' narrative inquiry as unbounded by time and place, and as a more fluid and emerging process.
An Investigation of the Benefits and Challenges of a New Professional Development School Partnership That Embedded the Three-Student Project
Author: Rieg, Sue
Date: 2017-00-00
Type: Journal Articles
Subjects: Faculty Development,Partnerships in Education,Student Projects,Preservice Teachers,Elementary School Students,Elementary School Teachers,Academic Achievement,Mentors,Educational Benefits,Professional Development Schools,School Districts,Response to Intervention,Kindergarten,Grade 1,Grade 2,Grade 3,College School Cooperation,Emergent Literacy,Reading Fluency,Reading Tests,Mixed Methods Research,Intervention

Teacher candidates in one Professional Development School did make a difference in children's academic growth. This paper describes a mixed-methods study that investigated student achievement of elementary children after receiving interventions from teacher candidates and identified the perceived benefits and challenges of a new Professional Development School Partnership. Each teacher candidate was responsible for designing a Three-Student Project (3SP) (Tidwell, 2009) to support children in grades K-3. Candidates assisted mentor teachers with assessing students and identifying three children in need of academic or behavioral support. Based on the needs of the children, the teacher candidates designed and implemented interventions, and monitored 3SP students' progress. Quantitative data demonstrated academic gains for all of the children who received interventions. Perceptions of the benefits and challenges of the partnership, including the 3SP, were collected qualitatively through individual interviews of the building principal, mentor teachers, and teacher candidates.
Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates' Essay Writing
Author: Diaz Larenas, Claudio
Date: 2017-00-00
Type: Journal Articles
Subjects: Rhetorical Invention,Metacognition,Cognitive Processes,Essays,Writing Strategies,Preservice Teacher Education,Preservice Teachers,Intervention,Process Approach (Writing),Persuasive Discourse,Protocol Analysis,English (Second Language),College Second Language Programs,Qualitative Research,Academic Discourse,Pretests Posttests,Foreign Countries

This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an essay task. The findings show that strategies such as &quot;summarizing,&quot; &quot;reaffirming,&quot; and &quot;selecting ideas&quot; were only evidenced during the post intervention essay, without the use of communication and socio-affective strategies in either of the two essays. All in all, a process-based writing intervention does not only influence the number of times a strategy is used, but also the number of students who employs strategies when writing an essay--two key considerations for the devising of any writing program.
The History and Progression of Manual Rounds: A Structured Peer Observation Process for Teachers in Urban School Settings
Author: Hunzicker, Jana
Date: 2017-00-00
Type: Journal Articles
Subjects: Urban Schools,Observation,Faculty Development,Training Methods,Teacher Improvement,Educational History,Educational Development,Case Studies,Models,Program Implementation,Performance Factors,Elementary Secondary Education,Observational Learning,Peer Groups,Communities of Practice

Research shows that half of all teachers working in urban school settings leave the profession within five years, and many who choose to leave are the ones who are most effective (Coggins &amp; Diffenbaugh, 2013.) Manual Rounds, a structured peer observation process based on the established practice of instructional rounds, was implemented at Manual Academy in 2010 to strengthen teaching practices and enhance student learning experiences in the classrooms of teachers new to an urban school setting. Project improvements were made incrementally over three years' time, with a different Manual Rounds model launched in the fourth year. This article offers an overview of instructional rounds before describing the history and progression of Manual Rounds from various stakeholder perspectives including administrators, experienced teachers, new teachers, and Bradley PDS facilitators. We believe the case study shared in this article will offer other school-university partnerships insight and ideas for designing and implementing their own instructional rounds processes.
Fish Philosophy and School Culture: A School and University Collaboration
Author: Pardieck, Sherrie
Date: 2017-00-00
Type: Journal Articles
Subjects: School Culture,College School Cooperation,Early Childhood Education,Educational Improvement,Educational Change,Administrative Principles,Change Strategies,Educational Philosophy,Partnerships in Education

In the fall of 2004, an early childhood education center in the Midwest experienced a period of transition resulting from a significant turnover in administration and staff. Seeking strategies to improve and sustain a positive school culture, a newly formed Leadership Team looked to the business community for improvement strategies. The Team adapted and implemented the well proven &quot;Fish Philosophy&quot; as a basis for the improvement project. Through the school and university partnership, they collaboratively tailored the business philosophy with activities and routines to fit their educational settings. The philosophy's four guiding principles were successfully incorporated into the school and university environments.
We Must Face It: PDSs Have Failed to Innovate
Author: Waters, Richard
Date: 2017-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Educational Change,Educational Innovation,Barriers,State Regulation,Federal Regulation,Teacher Education,Teacher Improvement,Traditionalism,Educational Practices,Higher Education,Elementary Secondary Education,Partnerships in Education

A big picture perspective on the PDS movement reveals a failure to innovate in teacher learning. The vast majority of PDS schools are traditional schools of industrial age design which serve to induct teachers into the profession as traditional classroom teachers thereby neglecting the development of teacher agency, teacher collaboration, and new school designs. Both a substantial literature base and recent surveys clarify that these traditional schools do this at the expense of teacher participation and learning. These traditional schools have a top-down authority structure which is increasingly controlled by central authority mandates from state capitals or Washington D.C. Meanwhile, teacher learning is relegated to how to comply with these demands from central authorities by focusing student learning on the raising of test scores. As this unfolds, our PDSs do not focus teacher learning on the well-documented promise of teachers working in collaborative learning communities which invent new school structures, practices, and designs. The very relevance of the NAPDS demands that we revisit our commitment to innovation.
Understanding Collaboration: A Formative Process Evaluation of a State-Funded School-University Partnership
Author: Corbin, J. Hope
Date: 2017-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Formative Evaluation,College School Cooperation,Semi Structured Interviews,Case Studies,Action Research,Participatory Research,Educational Finance,Educational Resources,Risk,Interaction,Institutional Mission,Leadership,Organizational Communication,Group Dynamics,Participant Satisfaction,Elementary Secondary Education

School-university partnerships are widely promoted yet little is known about what contributes to their effectiveness. This paper presents a participatory formative evaluation of a state-funded school-university partnership. The study employed an empirically derived systems model--the Bergen Model of Collaborative Functioning (BMCF)--as the analytical frame. Twenty-one semi-structured interviews with a range of participants were conducted, transcribed, and then analyzed according to the BMCF. Participants described the foundation of partnership work between schools and universities as requiring the cultivation of humility in order to overcome hierarchical barriers for students, parents, and staff within schools. The central findings include a practice model for changing organizational structures to institutionalize protected collaborative space, a theoretical model providing a framework for better understanding the process of partnership, and a policy model which indicates the importance of significant funding to surmount organizational barriers and provide incentives for the intensive, long-term work required.
Professional Learning through P-16 Partnership Design: Emergent Lessons Learned toward Improving and Sustaining Partnership Development
Author: Easley, Jacob, II
Date: 2017-00-00
Type: Journal Articles
Subjects: Partnerships in Education,College School Cooperation,Program Improvement,Program Implementation,Clinical Supervision (of Teachers),Group Dynamics,Program Effectiveness,Faculty Development,Performance Factors,Mentors,Student Development,Communities of Practice,Elementary Secondary Education,Teacher Education Programs,Case Studies,Interviews

The purpose of this paper is to explore the processes and features of one P-16 partnership developed to improve the clinical experience of teacher preparation. The development of partnerships reflects a commitment among institutions to collaborate in a purposeful manner with a keen awareness that each partner must seek to better understand and respect the culture of the other's institution, maintain a level of flexibility, and established common goals for outcomes. In particular, partnership members within this study provided their assessment of the benefit(s) of the partnership program on their professional development. With these ideals in mind, this study was designed to investigate the critical conditions of a newly developed school-university partnership that fosters professional development among its members. In turn, the relationships between member development and program quality are explored. Implications for partnership sustainability are offered as a result.