ethanporcaro/eric-fulltext-meta huggingface dataset:
Using the Dictionary for Improving Adolescents' Reading Comprehension of Short Scientific Texts (Uso del diccionario para mejorar la comprensión lectora de textos científicos cortos en inglés con adolescentes)
Author: Becerra Cortés, Ximena
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Dictionaries,Reading Comprehension,Scientific and Technical Information,High School Students,Reading Improvement,Prior Learning,Workshops,Questionnaires,Action Research,Vocabulary,Student Attitudes,Bilingual Education,English (Second Language),Instructional Innovation,Second Language Learning

This paper reports on an innovative and action research project which focused on the use of the dictionary and the prior knowledge of Colombian high school students to improve their reading comprehension of short scientific texts. Data collection instruments included students' work gathered during two workshops, field notes, and a questionnaire. Findings showed that searching in the dictionary and activating prior knowledge seem to facilitate the use of the text to answer reading comprehension questions. Students experienced less difficulty answering questions that required literal information than those that required establishing relationships among elements of the text. They equally valued the prior knowledge of the subject and the use of the dictionary in the resolution of science workshops in English.
The Challenges Faced by Science Teachers When Teaching Outside Their Specific Science Specialism
Author: Mizzi, Doreen
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Teachers,Specialization,Specialists,Teaching Experience,Barriers,Secondary School Science,Secondary School Teachers,Self Efficacy,Pedagogical Content Knowledge,Educational Strategies,Expertise,Teaching Methods,Teaching Skills

Several research studies have been conducted with novice and experienced teachers when teaching within and outside their subject specialism. This paper aims to review a number of these studies and highlights key points concerning the teaching of different science subjects at secondary level and teachers' level of self-confidence. Teachers face considerable challenges when teaching outside their area of expertise. These challenges are mainly due to limited subject matter knowledge (SMK) in a particular science area. This will also influence the development of the teachers' pedagogical content knowledge (PCK) which is crucial in lesson preparation and in the way science teaching is conducted. Teachers have also developed a number of strategies to deal with such challenges.
The Design of a Rubric to Evaluate Laboratory Reports in Astronomy: Academic Literacy in the Disciplines (El diseño de una rúbrica para evaluar informes de laboratorio en Astronomía: la alfabetización académica en las disciplinas)
Author: Arancibia Aguilera, María Cristina
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Scoring Rubrics,Astronomy,Research Reports,Science Laboratories,Undergraduate Students,Writing Evaluation,College Science,Academic Discourse,English (Second Language),Evaluation Criteria,Scaling

A rubric was developed to evaluate laboratory reports written by undergraduate students of astronomy and astrophysics from Universidad Católica de Chile. The process of elaboration, peer validation, and application of the rubric to the evaluation of written tasks extended from August 2011 to August 2012. The instrument proved to be effective as an assessment tool that guides teachers towards the fundamental criteria that must be considered when evaluating their students' writing. Moreover, the instrument provides useful guidelines to direct students' attention towards the critical components of the laboratory report genre.
The Impact of the University Education for an IT Career in Cluj-Napoca City
Author: Magdas, Ioana
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Outcomes of Education,Computer Science Education,Information Technology,College Students,Student Surveys,Comparative Analysis,College Graduates,Work Experience,Educational Attitudes,Education Work Relationship

Cluj-Napoca city is considered a major IT hub in Romania, and the leading exporter of IT services. The purpose of this article is to analyze the impact of University education on the future careers of IT students in city of Cluj-Napoca, Romania. In order to achieve this, a survey was conducted among the University students in the IT field in Cluj-Napoca. The surveys contents four sections: Demographic items, Education and interests, University education and Work experience. It aims to outline the current strong points of the educational process as well as to identify existing issues and suggest potential improvements. In this article, it is presented the questionnaire for students and the interpretation of the respondents' data. We also make a comparative analysis between the students and graduates answers from an previous article. [See the pilot study: &quot;The Transition from University to the Labour Market for IT Graduates in the City of Cluj-Napoca&quot; in ERIC at EJ1053658.]
The Impact of Teachers' Participation in eTwinning on Their Teaching and Training
Author: Crisan, Gabriela Ileana
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Partnerships in Education,Communities of Practice,Educational Practices,Questionnaires,Outcomes of Education,Inservice Teacher Education,Information Technology,Educational Benefits,Instructional Effectiveness,Urban Schools,Rural Schools,Teacher Participation,Qualitative Research,Faculty Development

eTwinning programme enjoys great popularity and large participation of the Romanian teachers. The present study aims at investigating the teachers' opinions about the impact of eTwinning on teaching practices, as well as on teachers' training needs. Data for this study were collected through an online questionnaire distributed to 108 teachers that are actively participating in eTwinning programme. Analysis of the responses revealed a number of beneficial effects on teaching and training, mentioned by respondents. Among these benefits the creation of more supporting educational environment targeted towards better learning performance of students, developing differentiated learning activities, discussing with the students the role of knowledge and skills acquired in the classroom, in their personal life and/or professional assessment of students through alternative ways, better use of ICT for professional development.
What Specific Science Abilities and Skills Are Romanian Students Developing during Primary Education? A Comparison with the Abilities Tested by the TIMSS 2011 Inquiry
Author: Ciascai, Liliana
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Tests,Science Process Skills,Elementary School Science,Grade 4,Science Achievement,State Curriculum Guides,Course Content,Science Tests,Science Curriculum,Natural Sciences,Environmental Education,Comparative Education

The results of Romanian students at international comparative TIMSS and PISA tests have constantly proven to be unsatisfactory. The present paper aims at analyzing the school syllabi &quot;Mathematics and Environment exploration&quot;, &quot;Environmental Education&quot; and &quot;Natural Sciences&quot; studied during primary education in Romania and the Sciences curricula on which the TIMSS inquiry is based. The goal of this comparative analysis has been to provide themes of reflection for the conceivers of school syllabi in Sciences. For analysis the Romanian school curricula of Primary level we identified that knowledge (&quot;content domain&quot;) and the abilities involved in building new knowledge (cognitive dimension and scientific inquiry process) are considered necessary to Fourth grade students by TIMSS curriculum. The analysis of school syllabi on which the study of science is carried out demonstrates that Romanian Fourth grade students have developed, based on these curricula, less scientific knowledge and skills than those investigated by the TIMSS inquiry. The main conclusions of this study are that the school syllabi for primary education in Romania require, without exception, re-evaluation and that the study of Sciences needs to rely on the scientific inquiry process to a large extent.
Viewing the Roots of Polynomial Functions in Complex Variable: The Use of Geogebra and the CAS Maple
Author: Alves, Francisco Regis Vieira
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Algebra,Mathematical Concepts,Geometry,Computer Software,Computer Uses in Education,Educational Technology,Visualization,Graphs,Teaching Methods,College Mathematics

Admittedly, the Fundamental Theorem of Calculus-TFA holds an important role in the Complex Analysis-CA, as well as in other mathematical branches. In this article, we bring a discussion about the TFA, the Rouché's theorem and the winding number with the intention to analyze the roots of a polynomial equation. We propose also a description for a method that involves a complementary perspective for the use of two mathematical softwares. Thus, with the intention of checking the TFA and other mathematical properties related with the polynomial equation roots, we enphazise the visualization, an exploration with the Geogebra and the computer algebric system-CAS Maple. This CAS permits execute complex algebric operations and the visualization of tridimensional objects. On the other hand, the software Geogebra makes possible the dynamic mathematical exploration of the sciencific concepts in the teaching context of CA.
Pre-Service Primary School Teachers' Logical Reasoning Skills
Author: Marchis, Iuliana
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Logical Thinking,Thinking Skills,Elementary School Teachers,Persuasive Discourse,Mathematical Logic,Problem Solving,Competence,Discourse Analysis,Rhetorical Criticism,Science Education,Knowledge Base for Teaching,Foreign Countries,Qualitative Research

Logical reasoning skills are important for a successful mathematical learning and in students' future career. These skills are essential for a primary school teacher, because they need to explain solving methods and solutions to their pupils. In this research we studied pre-service primary school teachers' logical reasoning skills. The results show that only one third of the students gave an argumentation for their answer: a very small percentage gave a complete, correct argumentation for the solution of the problem; one fifth of the students had an incomplete argumentation, missing important steps of the logical reasoning; and one tenth of the students made mistakes in their reasoning. These results highlight the importance of developing future primary school teachers' logical reasoning skills.
On a Equation in Finite Algebraically Structures
Author: Valcan, Dumitru
Date: 2013-00-00
Type: Journal Articles
Subjects: Equations (Mathematics),Problem Solving,Algebra,Mathematical Logic,Validity,Mathematical Concepts,Mathematics Instruction

Solving equations in finite algebraically structures (semigroups with identity, groups, rings or fields) many times is not easy. Even the professionals can have trouble in such cases. Therefore, in this paper we proposed to solve in the various finite groups or fields, a binomial equation of the form (1). We specify that this equation has been given to solving the master students in mathematics, many years. Unfortunately, none of them were able to give its solution. Therefore, we proposed the drafting of this paper.
The Role of Genre-Based Activities in the Writing of Argumentative Essays in EFL (El papel de actividades basadas en géneros en la escritura de ensayos argumentativos en inglés como lengua extranjera)
Author: Chala Bejarano, Pedro Antonio
Date: 2013-10-00
Type: Journal Articles
Subjects: Role,Essays,Writing (Composition),Writing Processes,Writing Instruction,Teaching Methods,Action Research,Language Teachers,College Faculty,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Persuasive Discourse,Preservice Teachers,Questionnaires,Semi Structured Interviews,Positive Attitudes,Self Concept,Social Experience,Literary Styles,Qualitative Research

This article presents the findings of an action research project conducted with a group of pre-service teachers of a program in modern languages at a Colombian university. The study intended to go beyond an emphasis on linguistic and textual features in English as a foreign language argumentative essays by using a set of genre-based activities and the understanding of writing as a situated social practice. Data were gathered through questionnaires, semi-structured interviews, class recordings, and students' artifacts. The results showed that genre-based activities supported the participants throughout the experience and boosted their confidence, resulting in a positive attitude towards essay writing. The study highlights the importance of dialogic interaction to provide scaffolding opportunities, of understanding writing as a process, and of the use of samples and explicit instruction to facilitate writing.
Reading through ESP in an Undergraduate Law Program (Lectura a través de inglés con propósitos específicos en un programa de derecho de pregrado)
Author: Arias Rodríguez, Gladis Leonor
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,English for Special Purposes,Reading,Undergraduate Students,Legal Education (Professions),Semi Structured Interviews,Student Motivation,Vocabulary,Second Language Instruction,Case Studies,Instructional Effectiveness,Second Language Learning

This article presents the results of a study conducted among a group of law students in fift h-level English at a Colombian private university, which analyzed the effects of applying reading through English for Specific Purposes under the criteria of the communicative approach. Data were collected through semi-structured interviews, the students' oral and written samples and the researcher's journals. Findings show that specialized reading motivates students to increase both vocabulary and knowledge about their own field of study and also encourages them to use English in everyday situations.
&quot;Buddy System&quot;: A Pedagogical Innovation to Promote Online Interaction (Sistema de amigos: una innovación pedagógica para fomentar la interacción en línea)
Author: Espitia Cruz, Martha Isabel
Date: 2013-04-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Computer Mediated Communication,Language Usage,Language Teachers,Feedback (Response),Instructional Innovation,Teacher Student Relationship,Peer Relationship,Student Motivation,College Students,College Faculty,Needs Assessment,Foreign Countries

Recent technological development has created new pedagogical practices in the EFL classroom to maximize the time for students to use the language by considering online tools. Whilst working in a pedagogical context with new technologies, some educators were concerned with how online interaction in EFL content-based classes could be effectively promoted with university students. It was difficult to design and carry out online activities that students would find interesting enough to participate in and interact with their peers and teachers. Thus, this pedagogical innovation shows how two EFL teachers implemented a peer feedback strategy to foster online interaction. The outcomes point to new strategies as well as pedagogical possibilities to motivate students' interaction when working in online environments.
Characteristics Shaping College Student Organizational Citizenship Behavior
Author: LeBlanc, Cary J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Organizational Culture,Citizenship,Gender Differences,Educational Attainment,Religious Factors,Majors (Students),Statistical Significance,Correlation,Student Characteristics,Demography,Personality Traits,Learner Engagement,Hypothesis Testing,Online Surveys

This study explored the concept of Organizational Citizenship Behavior (OCB) in relation to undergraduate college students. The extensive research on OCB within traditional work environments indicates that while workers who demonstrate OCB usually receive more favorable performance evaluations, those behaviors also help build community and culture within the organization. This study expands the extant research by examining OCB of college students, where very few studies exist. For this research 490 undergraduate students completed an online survey, where we looked to identify correlations between OCB and four variables: gender, year in school, religious practice, and major. The statistically significant correlation between three of these variables and OCB will help faculty and student life staff identify and encourage OCB in their students. It will also help students be more successful in school, help prepare them for careers, while also enriching the college community.
The Impact of Explicit Feedback on EFL High School Students Engaged in Writing Tasks (El Impacto De La Retroalimentación Explícita en Tareas De Escritura en Lengua Inglesa De Estudiantes De Secundaria)
Author: Correa Pérez, Roxanna
Date: 2013-10-00
Type: Journal Articles
Subjects: English (Second Language),Feedback (Response),High School Students,Writing (Composition),Case Studies,Qualitative Research,Structured Interviews,Content Analysis,Student Motivation,Secondary School Teachers,Second Language Learning,Foreign Countries

The aim of this article is to examine the impact of feedback on content and organization in writing tasks developed by learners of English as a foreign language. The type of study is qualitative and the research design is a case study. One study involved three students and a female teacher, and the second consisted of three students and a male teacher. Research instruments involved were a structured interview, a writing task in class and document analysis. The findings show that students feel motivated to re-write a writing task when the teacher provides feedback on content and organization. Moreover, there was evidence of improvement in the students' writing when they incorporated the teacher's comments.
EFL Teaching Methodological Practices in Cali (Prácticas metodológicas en la enseñanza de inglés como lengua extranjera en la ciudad de Cali)
Author: Chaves, Orlando
Date: 2013-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Hermeneutics,Qualitative Research,Interviews,Teaching Methods,Profiles,Foreign Countries,Language Teachers,Course Descriptions,Elementary School Teachers,Secondary School Teachers,Statistical Analysis,Lesson Plans,Computer Software,Teacher Attitudes,Learning Activities,Surveys

In this article we aim at showing partial results of a study about the profiles of English as a Foreign Language (EFL) teachers in both public and private primary and secondary strata 1-4 schools in Cali, Colombia. Teachers' methodological approaches and practices are described and analyzed from a sample of 220 teachers. Information was gathered from surveys, interviews and institutional documents. The quantitative information was processed with the Statistical Package for the Social Sciences and Excel while the qualitative information (from a survey and focal interviews) was analyzed hermeneutically. An analysis grid was used for the examination of institutional documents (area planning, syllabi, and didactic materials). Teachers' methodology (approaches/methods), lessons, activities, objectives, curricula, syllabi and evaluation are analyzed in the light of literature in the field. Finally, we discuss the implications of methodological approaches.
Building ESP Content-Based Materials to Promote Strategic Reading (Diseño de materiales basados en contenidos para fomentar estrategias de lectura en un curso de inglés con propósitos específicos)
Author: Bautista Barón, Myriam Judith
Date: 2013-04-00
Type: Journal Articles
Subjects: Workshops,English for Special Purposes,Second Language Learning,Second Language Instruction,Reading Skills,Surveys,Photography,Reading Comprehension,Vocabulary Development,Undergraduate Students,Foreign Countries,Qualitative Research,Action Research,Learning Processes,Teaching Methods,Learning Strategies,Police Education,Majors (Students),Material Development,Academic Discourse

This article reports on an action research project that proposes to improve the reading comprehension and vocabulary of undergraduate students of English for Specific Purposes--explosives majors, at a police training institute in Colombia. I used the qualitative research method to explore and reflect upon the teaching-learning processes during implementation. Being the teacher of an English for specific purposes course without the appropriate didactic resources, I designed six reading comprehension workshops based on the cognitive language learning approach not only to improve students' reading skills but also their autonomy through the use of learning strategies. The data were collected from field notes, artifacts, progress reviews, surveys, and photographs.
Exploring EFL Pre-Service Teachers' Experience with Cultural Content and Intercultural Communicative Competence at Three Colombian Universities (Indagación sobre la experiencia con el contenido cultural y la competencia comunicativa intercultural de docentes de inglés en formación, en tres universidades colombianas)
Author: Olaya, Alba
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Preservice Teachers,Teacher Attitudes,Intercultural Communication,Communicative Competence (Languages),Cultural Awareness,Language Teachers,Second Language Instruction,Teaching Methods,Preferences,Qualitative Research,Questionnaires,Semi Structured Interviews,Content Analysis

This article reports the findings of a qualitative research project that explored pre-service English teachers' perceptions of and attitudes toward the aspects of culture and intercultural competence addressed in their English classes in the undergraduate programs at three Colombian universities. Findings reveal that pre-service teachers are mainly taught elements of surface culture and lack full understanding of intercultural competence. They also see culture as a separate aspect of their future teaching career. We provide alternatives so that pre-service teachers might overcome limitations of the teaching of culture as preparation for their future teaching career in the foreign language classroom.
Accounting Practitioners Reflect on Faculty Impact: Bridging the Gap between Theory and Practice
Author: Johnson, Ryan
Date: 2014-00-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,Professional Personnel,Theory Practice Relationship,Public Colleges,Teacher Attitudes,School Business Relationship,Partnerships in Education

A gap exists between the perception of accounting education in the classroom and accounting as it is practiced. This study explores qualitatively the perceptions and experiences of mid-career accounting professionals with respect to the impact of academic faculty on their careers in accounting. The study identifies a perception gap in the experiences of accounting practitioners and explores the reasons for and significance of this gap. The study also explores the ways in which faculty members can positively impact practitioners, such as providing a smooth entry point into the profession, as well as provides a roadmap for greater articulation between the accounting education and accounting practice.