ethanporcaro/eric-fulltext-meta huggingface dataset:
Policies Needed to Build Inclusive Cities and Schools
Author: Mordechay, Kfir
Date: 2018-08-06
Type: Journal Articles
Subjects: Inclusion,Municipalities,Urban Schools,Neighborhood Integration,Public Policy,School Desegregation,Housing,Race,Socioeconomic Status,Magnet Schools,Student Diversity

Race and class segregation have long governed patterns of residential sorting in the American metropolis. However, as urban neighborhoods across the country experience an influx of white and middle-class residents, they could alleviate the stark economic and racial segregation that is ubiquitous to urban neighborhoods and school systems. This paper argues that gentrification is a growing phenomenon with great potential to influence neighborhoods as well as cities and the schools within them. Key steps are discussed that policymakers can take to foster neighborhood and school change that is both inclusive and equitable.
The Seal of Biliteracy: Considering Equity and Access for English Learners
Author: Heineke, Amy J.
Date: 2018-08-06
Type: Journal Articles
Subjects: Bilingualism,Educational Policy,State Policy,English Language Learners,Awards,Elementary Secondary Education,Equal Education,Access to Education

The Seal of Biliteracy is a grass-roots language policy initiative that is sweeping across the United States. An award affixed to high school graduates' transcripts and diplomas, the overarching purpose of the policy is to promote and foster students' bilingualism and biliteracy in K-12 schools. Initiated in California in 2011, the policy has been modified significantly as stakeholders in 32 different states have drafted, passed, and enacted similar legislation in recent years. On its surface, the policy appears to hold promise in disrupting the monolingual norm prevalent in U.S. schools; however, with many states focusing efforts on world language education for English-dominant students, a critical analysis of the policy from the lens of the large and growing population of English learners is warranted. This paper considers the 32 state policies from this lens, first exploring the policy purpose and logistics and then making policy recommendations to enhance equity and access for English learners. The recommendations target stakeholders across the United States who seek to either initiate or revise Seal of Biliteracy policies within their unique state contexts.
Students&apos; Emotional Engagement, Motivation and Behaviour over the Life of an Online Course: Reflections on Two Market Research Case Studies
Author: Hewson, Edmund R. F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Learner Engagement,Foreign Countries,Student Attitudes,Student Behavior,Educational Philosophy,Emotional Response,Learning Motivation,Longitudinal Studies,College Students,Case Studies,Marketing,Distance Education,Course Evaluation,Feedback (Response),Student Characteristics,Family Work Relationship,Time Management

Since 2013, Leeds Beckett University has carried out two studies, working with market researchers, into students' feelings and perceptions of online courses and their learning context. This work has been conducted outside routine data collection for statistical reporting to regulatory agencies, as these exercises do not explore a student's engagement or behaviour in a rich enough way to assist practitioners in the design of learning products, services and experiences. The unstated philosophy of both studies has been to ground learning behaviour, and hence engagement, in the whole life of the individual student, taking place--in the case of the second study--over an extended time period. These whole-life studies have included research into the students' emotional lives, as the role of emotions in learning is of interest not only to researchers but also to practitioners, who engage with students in a real-life context rather than an experimental one. This paper describes these two studies, their findings and their value in developing and delivering online courses. The first study (2014) was entirely qualitative, covering a small sample over a narrow time window, but it provided rich, nuanced insights into learning context and motivation. The second study (2016) was a longitudinal study of a much larger sample of students, using a mix of qualitative research and quantitative data collection. Both studies help to contextualise the 'online student,' whose presence and activities online are subject to institutional measurement, in the 'whole person' of the student.
Active Learning and Formative Assessment in a User-Centered Design Course
Author: Adkins, Joni K.
Date: 2018-08-00
Type: Journal Articles
Subjects: Graduate Students,Active Learning,Formative Evaluation,Student Attitudes,Man Machine Systems,Computer System Design,Information Systems,Class Activities,Instructional Design,Student Evaluation

Trends in higher education call for teachers to do more to provide students an engaging and meaningful classroom experience. When active learning activities are added to classes, students interact and investigate topics in an interactive manner instead of relying solely on lecture to learn content. Often planned learning activities can also serve as formative assessments which support instruction and learning as they provide feedback to both students and instructor. This paper reviews literature related to active learning and the use of formative assessments. Then five different activities that were used as formative assessments in a user-centered design course are explained. Students responded to a survey asking about the learning benefit and enjoyment of the activities. Survey results, discussion, limitations, and comments about future ideas are also included.
Attitudes toward Course Delivery: A Multi-University Study of Online, On-Ground, and Hybrid Instruction
Author: Peslak, Alan
Date: 2018-08-00
Type: Journal Articles
Subjects: Blended Learning,Electronic Learning,Conventional Instruction,Web Based Instruction,Distance Education,Computer Science Education,Information Systems,Online Courses,Comparative Analysis,College Students,Preferences,Gender Differences,Age Differences,Instructional Effectiveness

This study examines the effectiveness of on-ground, online, and the hybrid delivery methods through a quantitative survey of students who were enrolled in Computer Information Systems courses at three universities during the 2016-2017 academic year. The results of the survey indicate that respondents preferred the on-ground course delivery method as opposed to the online course delivery method. Completely online course delivery was perceived as moderately effective with significant demographic differences based on both gender and age. Females and older students expressed completely online course delivery as more effective. The hybrid course delivery method was perceived as being more effective than the completely online course delivery method and the on-ground course delivery method was perceived as being the most effective. There were no significant demographic differences based on gender or age for hybrid or on-ground course delivery method.
Visual Impairment and Falls: Outcomes of Two Fall Risk Assessments after a Four-Week Fall Prevention Program
Author: Kingston, John T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Impairments,Accident Prevention,Older Adults,Veterans,Risk Assessment,Visually Impaired Mobility,At Risk Persons,Aging (Individuals),Risk,Program Effectiveness

The role of vision impairment (blindness and low vision) related to the risk of falling has been well documented. Reduced visual acuity, as well as poor contrast sensitivity, field restriction, and loss of depth perception are established contributors to falls (Lamoureux et al., 2010). People with vision impairments fall as much as two to three times more often than those without impaired vision (Duquette, 2013; La Grow, Robertson, Campbell, Clarke, &amp; Kerse, 2006). Many studies have examined the relationship between aging and falls, and fall assessments have been developed to determine fall risk for older adults. Other than vision rehabilitation services, there is no standard fall risk intervention for people with vision impairments, despite the higher rates of falls and the fear of falling within this population. The Western Blind Rehabilitation Center (WBRC), part of the Department of Veterans Affairs Palo Alto Health Care System, provides comprehensive vision services to veterans while they are in residence at the facility. For fall prevention, WBRC uses a Matter of Balance (MOB), a nationally recognized, evidence-based fall prevention program that has been adapted for people with vision impairments through a project funded by the National Eye Institute. This article is about a study on the effectiveness of MOB using two assessments: (1) the Timed Up and Go (TUG) fall assessment; and (2) the Tinetti Performance-Oriented Mobility Assessment (POMA), a balance and gait assessment.
The Need Analysis of Maritime English Learning Materials for Nautical Students of Maritime Academy in Indonesia Based on STCW&apos;2010 Curriculum
Author: Dirgeyasa, I Wy
Date: 2018-00-00
Type: Journal Articles
Subjects: Needs Assessment,English (Second Language),Second Language Learning,Second Language Instruction,Marine Education,Foreign Countries,Employees,Language Teachers,Instructional Materials,English for Special Purposes,Skilled Workers,Certification,Language Skills,Translation,Curriculum

This study was aimed to investigate the Maritime English learning materials needed by the students of nautical department of Maritime Academy in Indonesia based in STCW'2010 curriculum. The participants of the research were the seafarers, the port authorities, the shipping business employees, the English lecturers, and the cadets of Maritime Academy. They were totally about 48 participants. They were selected by using purposive random sampling technique. There were three types of instruments for collecting data those were questionaire, documentary sheet, and interview. The results of the study shows that 1) there were three basic leaning materials categories of Maritime English namely a) the nautical contents, b) language skills, and c) languistic features and 2) the level of needs of those materials were different from categories to another categories and within categories.
Perceptions towards Integrating Desire2Learn System in EFL Teaching and Learning Processes
Author: Amin, Eman Abdel-Reheem
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Learning Processes,Teacher Attitudes,Student Attitudes,Information Technology,Technology Integration,Online Courses,Management Systems,Teacher Student Relationship,College Students,College Faculty

This study applied the Technology Acceptance Model (TAM) in investigating teachers and students' perceptions towards integrating the D2L system to enhance EFL teaching and learning processes at the English language department, Majmaah University. Two close-ended questionnaires were designed to measure the participants' perceived ease of use, perceived usefulness, attitudes, and intentions to use D2L. To understand participants' perceptions and the obstacles that may hinder their use of D2L, an interview with open-ended questions were conducted. Data from the questionnaires were analyzed using SPSS. Qualitative analysis of the interview data showed the frequencies and proportions of participants' responses. The findings indicated that the D2L system is totally accepted by teachers and students. Few problems along with their suggested solutions were grouped, presented and discussed.
Experimenting with Academic ESL: An ESL/Sociology Link
Author: August, Gail
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Discourse,English (Second Language),Second Language Learning,Second Language Instruction,Community Colleges,Sociology,Teaching Methods,Course Content,Interdisciplinary Approach,Vocabulary Development,Critical Thinking,Action Research,Language Skills,Skill Development,Communities of Practice,Remedial Instruction,Novels,Learner Engagement,Two Year College Students

To improve academic ESL, a community college has been experimenting with linking an ESL class to a Sociology class. The primary goal was to use the methodology of Content Based Instruction to develop a curriculum that would promote academic vocabulary acquisition, critical thinking, and authentic communication in a sheltered environment. The paradigm of Action Research was used as a framework to reflect on the strengths of the program and to identify activities that engaged the students and contributed to improved language skills. Supplementary assignments of a Young Adult novel and provocative movies, used across both the ESL and Sociology class, helped students to apply abstract concepts to familiar situations. The structure of the link produced an effective learning community and a support system for the students. We suggest that linking ESL to a content course might be preferable to other options for developmental ESL students entering college.
English in an EFL Context: Teachers&apos; and Learners&apos; Motivations for English Language Learning
Author: Zarrabi, Fatemeh
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Learning Motivation,Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Teacher Attitudes,Mass Media,Language Usage,Signs,Advertising,Student Attitudes,Employment Opportunities

The present study explores the ways in which English is used in public discourse in Tehran-Iran and the motivations of Iranian - English as a Foreign Language (EFL) learners and teachers towards English language learning. The paper begins with an overview of different places in which English is used in Iran, such as media, public signs, traffic signs, advertisements, products, people's ordinary lives, and education. A cohort of 327 participants, including 168 Iranian EFL learners (male and female) and 159 experienced Iranian EFL teachers (male and female) responded to an English language motivation questionnaire. The results revealed that there is an active presence of English in Iran. In addition, the majority of Iranian EFL learners and teachers involved in the study regard English as an important part of their lives for many and various reasons such as being up-to-date, love, education, learning a new skill, being promoted, having a better and more highly qualified job and increased life chances.
CLIL in Practice in Japanese Elementary Classrooms: An Analysis of the Effectiveness of a CLIL Lesson in Japanese Traditional Crafts
Author: Ito, Yukiko
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Handicrafts,Elementary School Students,Sustainability,Geographic Regions,Cultural Awareness,Teaching Methods,Language of Instruction,Course Content,Lesson Plans,Instructional Effectiveness,Manufacturing,History Instruction,Student Attitudes,Interdisciplinary Approach,Japanese,Native Language

This study focuses on how elementary school students learn and think about the development and sustainability of Japanese traditional crafts through a CLIL lesson. The Japanese Course of Study (MEXT, 2017) emphasizes the importance of fostering regionalism and the development of Japanese traditional culture. This plays a significant role in global education. Students must have the knowledge, ability and the will to talk about Japanese culture to non-Japanese people in English. Fostering student's cross-cultural understanding is crucial to achieve this. The researcher carried out the CLIL lesson with a total of 175 elementary students in Nara, Japan. The students were given instruction in the history, the present situation and the construction of Nara Fans, which are a traditional product of Japan. The results show that students were able to use various English target expressions during the lesson and were not bothered about whether the lesson was in Japanese or English but instead concentrated on the lesson content. In addition, the students learned that Nara is popular among foreigners and that there are many ruins in their surrounding area. In conclusion, CLIL lessons should be continued in various subjects, while taking into consideration individual support for each student, and the importance of constant verification of lesson targets and content.
Pre-Service Science Teachers&apos; Beliefs about Science Teaching and Perception of the Nature of Science
Author: Sen, Ömer Faruk
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Student Attitudes,Scientific Attitudes,Beliefs,Science Instruction,Scientific Principles,Profiles,Knowledge Level,Teacher Role,Educational Change,Undergraduate Students,Foreign Countries

For the successful implementation of educational reforms that aim to get students to be active learners, it has to be realized that teachers are the actual determiners of the classroom curriculum. Therefore, teachers who are in the position of the administrators of these reforms should get support and develop positive beliefs about the implementation of these reforms. The aim of the current research was to determine relationship between pre-service science teachers' beliefs about teaching science and their perceptions of the nature of science. This research focused on 37 senior students in the Department of Elementary Science Education. &quot;Teacher Belief Interview&quot;, (Luft &amp; Roehrig, 2007) and Views of Nature of Science Questionnaire (Lederman et al., 2002) were used. Results from the questionnaires and the interview were used to construct individual teacher's profiles. The profiles were used to identify relationships between their beliefs and perception of nature of science. Additionally, a positive significant correlation between two entities was found.
Improving Teacher Training Using Empirical Methods: Evaluation of a Teacher Training Seminar on Heterogeneity in the Classroom
Author: Wegner, Claas
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Course Evaluation,Teacher Workshops,Seminars,Teacher Education,Evaluation Methods,Program Improvement,Instructional Effectiveness,Outcomes of Education,Heterogeneous Grouping,Student Improvement,Problem Solving,Self Evaluation (Individuals),Questionnaires,Likert Scales,Test Reliability,Test Validity

This article investigates the participating students' evaluation of a teacher training seminar about heterogeneity in the classroom at Bielefeld University, Germany. The evaluation made use of a short questionnaire and an end-of-term test of the students' knowledge on the subject matter. The questionnaire is tested for objectivity, reliability, and validity and is shown to be a suitable tool. The test is shown to have certain weaknesses, but ways of improving it for future use are suggested. The method of evaluation used in this study can be adapted for other university courses. The importance of using empirical methods such as the one employed in this study for the improvement of teacher training is stressed. The seminar in question is shown to be largely successful and to contribute to the development of central diagnostic skills defined by the German conference of ministers of education.
Effect of Schema-Based Instruction on Learning Polysemous English Prepositions: Analyzing through Learners&apos; Perceptions
Author: Mitsugi, Makoto
Date: 2018-00-00
Type: Journal Articles
Subjects: Schemata (Cognition),Form Classes (Languages),English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Psycholinguistics,Instructional Effectiveness,Foreign Countries,Teaching Methods,Undergraduate Students,Japanese,Native Language,Vocabulary Development

The purpose of this study is to explore learners' perceptions on Schema-Based Instruction (SBI) for teaching the polysemous English prepositions (&quot;in&quot;, &quot;on&quot;, and &quot;at&quot;). SBI is a form of instruction based on the insights of cognitive linguistics and is a way of vocabulary learning and teaching, which provides learners with the schematic core meaning. The SBI has been expected to contribute to polysemous word learning, which is different from conventional ways of teaching polysemous words that most often offers learners a list of several prepositions and their corresponding meanings. The present study focuses on investigating learners' perception, which is indispensable for discussing the effectiveness of instruction. A questionnaire was conducted with 56 Japanese university students after the SBI and a practical experience to use core meaning. Data were analyzed qualitatively to extract constructs that learners possess on SBI, especially on core meaning. Based on the results, the effective points of core meaning in SBI perceived by learners consisted of applicability, efficiency as a learning method or tool, and practical for distinguishing between the use of prepositions. However, due to reasons such as insufficient understanding, there were learners who negatively perceived core meaning and learners who could not determine the effectiveness of core meaning. Although most learners in this study received a positive impression on core meaning with one-shot instruction, this research revealed that learners recognized the needs of continual training or exercise to make use of core meaning in their English using or English learning context.
State Science Standards and Students&apos; Knowledge of What States Value: Lunar Phases
Author: Yetter, Ibrahim H.
Date: 2017-00-00
Type: Journal Articles
Subjects: State Standards,Science Instruction,Astronomy,Misconceptions,Science Tests,Computer Assisted Testing,Correlation,National Standards,Student Characteristics,Elementary School Students,Middle School Students,Knowledge Level

This study of science standards of all 50 states and 1958 American early adolescents asked whether there is agreement among states about a science topic, lunar phases, that appears in all recent national standards documents, is of cultural significance, and has been widely studied for misconceptions held by children and adults. Secondly, we asked whether there is a significant correlation between what students know about lunar phase ideas which appear in state standards and the degree to which states value those ideas. Data about student knowledge was collected from a volunteer sample of early adolescents by a forced-choice, online test, the questions of which corresponded to 24 lunar phase ideas found among published state science standards. States were found not to be in agreement about what early adolescent students should learn about lunar phases, although all but one state expected students to learn something about lunar phases. Also, there was not a significant correlation between the number of students who could successfully answer questions about the states' various lunar phase standards and the number of states that had standards addressing those ideas. If the issue of lunar phases is representative of American science standards, states are not in agreement about what students should learn about science and students do not necessarily know the ideas, which more states value.