ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting Student's Ability in Understanding Least Common Multiple (LCM) Concept Using Storytelling
Author: Triyani, Septi
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematical Concepts,Story Telling,Elementary School Mathematics,Relevance (Education),Teaching Methods,Learning,Problem Solving,Elementary School Students

Several researches showed that students had difficulty in understanding the concept of Least Common Multiple (LCM) in Elementary School. This underlies the researcher to design a learning of LCM using storytelling, Legend &quot;Putri Dayang Merindu&quot; (LPDM), which contains situational problem related to LCM. The purposes of this study are to know the role of LPDM in supporting students' ability to understand LCM concept and to generate a student learning trajectory in learning of LCM using LPDM. This research uses methodology of design research consists of three steps (i.e. preliminary design, teaching experiment and retrospective analysis), and the learning approach of realistic mathematic education, labeled by PMRI in Indonesia. From the research result conducted in MIN 1 Palembang can be concluded that the learning of LCM using LPDM has role in supporting students' ability to understand LCM concept. Therefore, student learning trajectory to understanding LCM concept is started from solving of situational problems based on LPDM until formal solution of LCM. In this case, there are three stages that students through (i.e. understanding concept of multiple, common multiple and LCM) using various strategies in the level situational, model of, model for and formal.
The Legend of Kemaro Island for Supporting Students in Learning Average
Author: Lestariningsih
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Folk Culture,Mathematical Concepts,Relevance (Education),Mathematics Instruction,Instructional Effectiveness,Teaching Methods,Elementary School Students,Elementary School Mathematics

This research is aimed to determine the role of Indonesian folklore context namely the Legend of Kemaro Island in supporting average learning on 6 grade students with Pendidikan Matematika Realistik Indonesia (PMRI) approach. The method used is a design research that contains three stage namely preliminary design, teaching experiment, and retrospective analysis. Results from the research shows that Indonesian folklore context can support students to develop their knowledge in the concept of average. Strategy and model (emergent modeling) that students discover, describe and discuss the construction or contribution shows how students can use to help their initial understanding of the concept of average.
Villain or Hero: Student Interpretations of African Trickster Tales
Author: Hawkins, Jeffrey M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Multicultural Education,Preservice Teachers,Undergraduate Students,Social Studies,Action Research,African Culture,Folk Culture,Methods Courses,Power Structure,Foundations of Education,Student Teacher Attitudes,Discourse Analysis,Educational Benefits,Questionnaires,Moral Issues,Readability,Interpretive Skills,Knowledge Level

This collaborative action research study describes the results of how pre-service teachers at three institutions of higher learning construed three pre-colonial West African folktales that portrayed the villain or trickster in a heroic manner. Folktales represent common forms of literature that are used in the classroom as conscience stories to communicate behavioral expectations to youngsters. Data were collected from a convenience sample of teacher-education students at three institutions: one institution was a large Midwestern public university; the second was a large public institution on the South Plains; and the third was a large public institution in the rural Southwest. Three undergraduate social studies methods (two elementary and one middle level) courses were surveyed at the Midwestern institution, three undergraduate social studies methods (two elementary and one secondary level) at the institution on the South Plains, and two foundations classes were surveyed as the institution in the rural Southwest. The data were compiled and sent to the primary investigator for coding and tabulation of research questions. A minority of the responding students from the three institutions had similar interpretations of the moral/morals of the assigned story. Students commonly viewed the stories as warning readers about the consequences of deceptiveness and the virtues of adhering to a universal code of conduct. Such interpretations convey a philosophy common to the dominant culture and a belief in consequences for challenging the status quo.
Deweyan Inquiry as a Means of Transforming the Culture of Family Involvement in a Title I Professional Development School
Author: Tirrell-Corbin, Christy
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Change,Family Involvement,Poverty,Educationally Disadvantaged,Professional Development,Faculty Development,Academic Achievement,Achievement Gains,Models,Role,Formative Evaluation,Inquiry,Conflict,Critical Thinking,Urban Schools,Primary Education,Educational Philosophy,Educational Practices,Goal Orientation,Qualitative Research

Professional Development Schools (PDS) were intended to be a comprehensive approach to total-school reform targeted toward the effects of poverty and educational disadvantage. This paper examines the processes and contexts found in PDSs and tests how they might be logically and empirically linked to measurable improvements in achievement. The purpose of this article is to put forth a fully articulated model that makes explicit the depth of critical inquiry necessary to produce changes in student achievement, and report the results of a partial application of this model focused on practices known to be associated with student achievement--family involvement in a PDS. This study emphasized the importance of conflict in the Deweyan sense and critical questioning, as well as the role of formative assessment in the analysis of the student work samples. Professional development in the form of inquiry presented an opportunity for expansion of knowledge and skill through a sustained exploration of issues, which is in sharp contrast to the more prevalent model of a single workshop for teachers or presentation by outside experts.
Using Dynamic Geometry Software for the Intersection Surfaces
Author: Koparan, Timur
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Software,Case Studies,Expertise,Preservice Teachers,Mathematics Instruction,Geometry,Semi Structured Interviews,Educational Technology,Teacher Attitudes,Qualitative Research,Visualization,Instructional Effectiveness,Geometric Concepts,Computer Assisted Instruction

The purpose of this study is to define prospective teacher views about using dynamic geometry software for intersection surfaces. The study was conducted as a case study. For this purpose, data collection tool was developed based on the opinion of two experts. The data collection tool consists of 4 open-ended questions related to the intersection surfaces. The research sample consisted of 42 prospective mathematics teachers. Semi-structured interviews were conducted with three prospective teachers to obtain more detailed information. The analysis process was performed within a descriptive-interpretative approach to reveal the effects of dynamics geometry software on prospective teachers' opinion. Qualitative data was presented under various themes. The obtained data demonstrated that the prospective teachers had difficulties in determining the intersection surfaces, the intersections had been set incorrectly due to the incorrect drawings arising from the challenges in the visualization, and some conclusions had never gone beyond estimations. It was observed that the intersection surfaces were set easily in the learning environment supported by dynamic geometry software thanks to the visualization, cutting and moving features of the software. The obtained findings were supported by the snapshots of the prospective teachers' answers taken from the dynamic drawings and interview sections before using the software and then. The conclusion was reached that dynamic geometry software contributed more to the prospective teachers in the setting of intersection surfaces than the process in which pen and paper were used. As a result, the dynamics geometry software, especially in the teaching of surface intersection was found to be an effective tool.
Modeling Universal Design for Learning Techniques to Support Multicultural Education for Pre-Service Secondary Educators
Author: Pearson, Mary
Date: 2015-00-00
Type: Journal Articles
Subjects: Multicultural Education,Preservice Teacher Education,Preservice Teachers,Secondary School Curriculum,Instructional Design,Student Diversity,Inclusion,Access to Education,Competency Based Teacher Education,Teaching Skills,Classroom Techniques,Lesson Plans,Active Learning,Knowledge Base for Teaching,Blended Learning

As with all levels of education, secondary level classrooms, typically from grades fifth or sixth to grade twelve, are increasingly becoming more diverse as the population of students changes in the Unites States. Pre-service mid-level or secondary level educators need increased training on how they can best teach in a multicultural setting to assist all their future students to succeed in learning. Universal Design for Learning (UDL) has been found to be a beneficial framework and planning process for educators of all grades to learn and utilize in order to increase educational gains for all students. While all teachers should know how to create UDL classrooms and lessons, many future secondary teachers are not well prepared in their teacher education to understand and successfully implement UDL. The purpose of this article is to review a process of introducing future secondary educators to UDL in a teacher education course in a southern university in the United States. The article reviews how the higher education instructor modeled UDL techniques to future secondary educators in a course they took which focused on teaching future educators to work with diverse students, including students with disabilities, English Language Learners (ELL), and other diverse learners. The university students were introduced to UDL via &quot;flipping the classroom techniques&quot; and active learning techniques, and were then assessed by creating UDL lesson plans in their content areas and modeling part of their lesson plans to each other.
English-Teaching Problems in Thailand and Thai Teachers' Professional Development Needs
Author: Noom-ura, Sripathum
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Faculty Development,Secondary School Teachers,High School Students,Questionnaires,Language Tests,Teacher Surveys,Statistical Analysis

This study surveys problems with English language teaching and learning and the professional development (PD) needs of high-school teachers in three provinces of three Secondary Educational Service Areas in Thailand. Both closed-and open-ended questionnaires were employed. The data was analyzed by frequency distribution and percentage; the problems and PD needs are herein presented from highest to lowest ranking. The study's results may possibly be generalized so that local organizations and institutions of higher education can provide appropriate assistance and improve the English teaching situation in Thailand in general.
Adopting Social Networking Sites (SNSs) as Interactive Communities among English Foreign Language (EFL) Learners in Writing: Opportunities and Challenges
Author: Razak, Norizan Abdul
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Networks,Search Engines,English (Second Language),Second Language Instruction,Second Language Learning,Interaction,Communities of Practice,Writing Improvement,Mixed Methods Research,Interpersonal Communication

As most traditional classroom environments in English as Foreign Language (EFL) still restrict learners' collaboration and interaction in college writing classes, today, the majority of EFL learners are accessing Social Networking Sites (SNSs) as online communities of practice (CoPs) for adopting informal collaborative learning as a way of practicing English beyond the classroom. This study aimed to investigate the opportunities and challenges of SNSs as learning environment in writing in English. The study was conducted among 24 active and regular EFL learners joining the &quot;Only for English Learning Facebook&quot; (FB) CoP--a group developed and maintained by a few instructors in English--for EFL learners coming from different EFL Arab countries. The data was collected from the learners' interactional exchanges in the weekly posted writing activities as well as their responses to online open questions posted by the instructor. Based on the mixed analysis of the data, the quantity of the EFL learners' participation in the writing activities highly increased in the second session. Moreover, the learners were motivated to generate ideas, write their paragraphs and scaffold each other in paragraph writing. The findings also revealed that the EFL participants perceived this CoP as an interactive learning environment that contributed to enhancing their writing by engaging in learner-learner and learner-instructor interaction, information sharing, communicating and socializing with friends and developing a sense of belonging. However, a few challenges faced by the participants in such an online CoP were identified by the participants, and therefore, some valuable assistive features are suggested to be involved in the FB CoP for achieving further EFL development in the future.
The Effect of Pre-Task Planning Time on L2 Learners' Narrative Writing Performance
Author: Seyyedi, Keivan
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Accuracy,Writing Evaluation,Statistical Analysis,Cognitive Psychology,Undergraduate Students,Language Tests,Prewriting,Narration,Writing (Composition),Pictorial Stimuli,Foreign Countries

Building on Baddeley's cognitive psychology (2007) and Skehan's Limited Attentional Capacity Model (2009), this article reports a study of the effects of pre-task planning time (strategic planning time) on Malaysian English learners' written narratives elicited by means of a picture composition. 50 first-year undergraduate students studying at Universiti Sains Malaysia (USM) Penang were served as the participants of this study. All the participants achieved band four from Malaysian University English Test (MUET). They were randomly selected and divided into two equal groups of with pre-task planning time and without pre-task planning time. Each group was asked to narrate a story under the two different conditions. Participants in pre-task planning time group was required to plan for their performance for 10 minutes and take notes before they performed the tasks, whilst the participants in without pre-task planning time group began writing immediately. The learners' writing performance was measured for complexity, accuracy, and fluency (CAF). Independent samples t-test was employed to analyze the collected data. Results indicated that pre-task planning time had no effect on the accuracy of the learners' writing performances, but led to more fluency and complexity.
Effects of Multimedia Annotations on Thai EFL Readers' Words and Text Recall
Author: Gasigijtamrong, Jenjit
Date: 2013-00-00
Type: Journal Articles
Subjects: Documentation,Recall (Psychology),Multimedia Instruction,Reading Comprehension,English (Second Language),Second Language Instruction,College Students,Questionnaires,Pretests Posttests,Vocabulary Development,Technology Uses in Education,Retention (Psychology),Foreign Countries,Hypermedia,Statistical Analysis

This study aimed to investigate the effects of using multimedia annotations on EFL readers' word recall and text recall and to explore which type of multimedia annotations--L1 meaning, L2 meaning, sound, and image--would have a better effect on their recall of new words and text comprehension. The participants were 78 students who enrolled in an Intermediate EFL course at a university in the north of Thailand. Five instruments--a questionnaire, a vocabulary pre-test, a computerized log-file, and two posttests: a vocabulary test and a text recall test--were used to collect data. First, the participants responded to the questionnaire and the pre-test in the classroom. One week later, they read a hypertext equipped with multimedia annotations in the computer laboratory while the log files recorded their selections of words and annotations. Immediately after that, they answered the two post-tests. Three weeks later, a vocabulary test was given to the participants again without informing in advanced. The results revealed that (1) accessing multimedia annotations led to significantly greater vocabulary recall (42%) among Thai EFL learners; (2) their retention lasted at least three weeks after being exposed to the multimedia-annotated text; (3) they recalled words with images significantly better than those with no images; (4) they recalled about 31% of the text with multimedia annotations; and (5) no significant difference was found regarding the effects of using different types of multimedia annotations on learners' word recall and text recall when compared between learners.
Positioning Multicultural Education across the Mirror of Globalization
Author: Oikonomidoy, Eleni
Date: 2015-00-00
Type: Journal Articles
Subjects: Multicultural Education,Global Approach,Graduate Study,Curriculum Enrichment,Course Descriptions,Course Objectives,Units of Study

The graduate level course described in this article provides one possible pathway to making the connection between the global and the local in multicultural education. The proposal is that among many other things, the journey to the development of critical approaches is a conceptual endeavor. It is not meant to replace an introductory course in multicultural education but rather to compliment it.
Using Group Discussion with Taiwan's EFL College Students: A Comparison of Comprehension Instruction for Book Club, Literature Circles, and Instructional Conversations
Author: Shen, Fu-Yuan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Group Discussion,Discussion (Teaching Technique),Clubs,Comparative Analysis,Reading Instruction,Reading Comprehension,Group Activities,Instructional Effectiveness,Essays,Standardized Tests,College Freshmen,Pretests Posttests,Quasiexperimental Design,Observation

The research presented here involved a one-semester study; during this period of time, reading comprehension instruction representing three major discussion-centered approaches (Book Club, BC; Literature Circles, LC; Instructional Conversations, IC) was designed and implemented. The effectiveness of the three experimental approaches and one control approach (basal comprehension) were compared. BC and LC are peer-led, small-group discussions, while IC is teacher-led group discussions. The design of the instruction for the control approach was based on the basal reading program used in the participating classroom. Student participants (N = 160) were all EFL college students attending a public university on the eastern coast of Taiwan. Assessments of reading comprehension, including three standardized tests and two essays, were developed to compare students' performance in relation to higher level comprehension. No significant differences were found on one measure of lesson-text understanding, factual comprehension. However, for interpretive comprehension and theme-related essays, the BC, LC, and IC students outperformed the basal control students; occasionally, the BC students scored slightly higher than the LC and IC students did. For the beyond-lesson-text comprehension assessment, there was a modest superior result in favor of the experimental students.
Language Learning Strategies and Beliefs about Language Learning in High-School Students and Students Attending English Institutes: Are They Different?
Author: Saeb, Fateme
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,High School Students,Student Attitudes,Multivariate Analysis,Comparative Analysis,Learning Strategies,Memory,Cognitive Processes,Metacognition,Social Influences,Difficulty Level,Student Motivation,Expectation,Foreign Countries,Adolescents,Private Schools,Public Schools,Questionnaires,Likert Scales

This paper reports a comparative study exploring language learning strategy use and beliefs about language learning of high-school students and students attending English institutes. Oxford's (1990) strategy inventory for language learning (SILL) and Horwitz's (1987) beliefs about language learning inventory (BALLI), were used to collect data. One-way multivariate analysis of variance was used to analyze the data. The results revealed significant differences between the two groups regarding their strategy use and beliefs about language learning. Institute students used significantly more memory, cognitive, compensation, metacognitive and social strategies. Also they held stronger beliefs about the difficulty of language learning and motivation and expectation than their peers in high school. The conclusions of the study along with related pedagogical implications are also discussed.
Classroom Practice to Translate Classical Chinese Poetry
Author: Tian, Huifang
Date: 2013-00-00
Type: Journal Articles
Subjects: Translation,Poetry,Chinese,Classics (Literature),Second Language Learning,English (Second Language),Learning Activities,Rhyme,Rhetoric,Reading Comprehension,College Students,Foreign Countries

English-Chinese (E-C) translation is part of tertiary curriculum and is generally text- or reading-based, and any course in relation to it is meant to develop the competence of reading, on a higher level, from a language comparative perspective. Chinese-English (C-E) translation is deemed by many as a productive skill, possible when the overall language competence is achieved, but little is accomplished to be developed on its own. In the classroom C-E translation is conducted to consolidate the lexical or grammatical items learned from reading texts. This study focuses on C-E translation of poetic discourse, drawing classical Chinese poetry as the research material. It underlines this literary genre as prompt to promote language learning, through detailed language comparison and analysis. The learning activities are based on discussion of poetic features and fulfilling tasks of poetic components. The process indicates a keener sense of literary works and growing awareness of poetic features which work positively toward language production and appreciation.