ethanporcaro/eric-fulltext-meta huggingface dataset:
Using CLIL Approach to Improve English Language in a Colombian Higher Educational Institution
Author: Salamanca, Carolina
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Teaching Methods,Instructional Improvement,Higher Education,Communicative Competence (Languages),Instructional Effectiveness,Cognitive Ability,Control Groups,Experimental Groups,Bilingualism,Bilingual Education

In Colombia, the development of communicative skills of English as a foreign language in students of Higher Educational Institutions (HEIs) is considered as a priority so the professionals can face the challenges of a globalized world. This project aimed to determine the effectiveness of using CLIL approach through the academic subjects in first learning level students of a Nursing program. The research had a mixed quasi experimental design of a control group not equivalent with measurements before and after CLIL interventions, which consisted in accompanying and guidance to six teachers who instruct the seven subjects of the academic program in which the experimental group was. Along 17 applications designed from the 4C's (Content, Cognition, Communication and Culture), and the methodology collaborative work, students showed a significant progress in using communicative and cognitive abilities according with the development performances. The used tests to evaluate students' English level showed from the statistical data analysis, applying T-student test, that initiating the process the mean of the control group was significantly higher than the mean of the experimental group, and posteriorly to CLIL approach applications, a mean improvement of the experimental group was observed becoming statistically similar to the mean of the control group. The research results provide a pedagogical path to strengthen bilingualism processes and to contribute with graduate's communicative competences in a foreign language.
Discussion on Flipped Classroom Teaching Mode in College English Teaching
Author: Du, Yanxia
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Video Technology,Homework,College Students,Teaching Methods,English (Second Language),Second Language Instruction,Foreign Countries,Technological Literacy

Flipped classroom is now one of the most highly valued models in universities. From domestic and foreign research, flipped classroom can provide language input for students' autonomous learning via modern information technology, which creates more opportunities for classroom output activities and eventually can effectively improve the teaching effect of College English. This paper analyzes the concept of flipped classroom, summarizes the advantages and disadvantages of flipped classroom teaching model in College English teaching from the existing problems in English teaching, and focuses on the innovative exploration of flipped classroom for college English teaching ideas based on the characteristics and theoretical basis of flipped classroom teaching model. This paper is expected to provide implications for the implementation of the flipped classroom teaching model in College English teaching in China, so as to promote the reform of College English teaching, perfect the flipped classroom teaching model to adapt to the form of College English teaching in China, and lay the foundation for implementation of flipped classroom on a large scale.
The Effects of Corrective Feedback Strategies on English Majors&apos; Writing
Author: Chen, Wenling
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Majors (Students),College Students,Feedback (Response),Teaching Methods,Writing Skills,Student Attitudes,Instructional Effectiveness,Foreign Countries,Error Patterns,Error Correction,Grammar,Vocabulary

The present study, through sample analysis and questionnaires, investigates the effects of different types of corrective feedback in 250 essays of the first-year English major students and the students' responses to different feedback strategies. The study shows that 1) the students can improve their writing with the help of the feedback and that different types of errors in the English majors' writing require different feedback strategies; 2) indirect feedback (coded feedback and uncoded feedback) can be mainly used, supplemented by direct correction; and 3) the English majors highly appreciate the teacher's feedback; their preference is coded feedback, followed by direct correction and uncoded feedback This study sheds light on how different feedback strategies can be used in teaching L2 English at the university level.
Is Communicative Language Teaching Being Tested Communicatively? An Analysis of English Tests in Oman
Author: Al Mamari, Maya Rashed Hamdan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Tests,Language Usage,Language Skills,Vocabulary,Reading Skills,Communicative Competence (Languages),Skill Development,Grade 10,High School Students

This paper investigates the degree of communicativeness of English final tests in Oman. It is a descriptive, content-based analysis of Five Final tests from 2011 to 2016. A framework and a checklist were developed for purposes of analysis. The framework was based on Bachman and Palmer's model of language ability (2010) and grade 10 English test specifications. Research findings reveal: (i) A discrepancy between test specifications of English final tests and the actual content of the tests (ii) That communicative competence was not fully addressed in the English final tests (iii) That the input used in English final tests lacks authenticity (iv) The majority of the test components used suitable language in a limited context with limited instructions given for some components. There was also a lack of constructed responses (v) There was no integration between two skills or elements on the test, except for a random integration between vocabulary and reading.
Item Types: Their Effect on the Sensitivity of Multiple-Choice Cloze Tests
Author: Lee, Abby Deng-Huei
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multiple Choice Tests,Cloze Procedure,Test Items,Syntax,Semantics,Cues,Language Tests,English (Second Language),Reading Comprehension

To evaluate the sensitivity of multiple-choice cloze (MCC) tests that use different types of items--syntactic, semantic, and connective--to assess reading ability, 170 English as a foreign language (EFL) students in a vocational college in Taiwan were recruited. The students were divided into two groups (level A and level B) based on their scores on 4 classroom reading comprehension tests. Both groups then took 9 MCC tests that included a total of 50 cloze questions. Connective items were most sensitive for assessing reading ability. Research results and pedagogical applications are discussed.
Seeking Ancient Paths: Why Philosophy Should Guide Teacher Education Programs
Author: Givens, Ruth
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Educational Philosophy,Critical Thinking,Thinking Skills,Inquiry,Experiential Learning,Citizen Participation,Academic Standards,Discussion (Teaching Technique),Criticism

This article suggests that philosophy courses could play a key role in teacher education courses as a means of developing the critical thinking skills teachers need in the 21st-century classroom. The authors focus on: (1) Shifts in Education Standards; (2) The Value of Philosophy; and (3) Paths to Implementation. Five paths to implementation include: (1) Socrates and classroom discussion; (2) Descartes and skepticism; (3) Jean-Paul Sartre and inquiry; (4) John Dewey and experiential learning; and (5) Cornel West and civic engagement. The authors discuss how the ideas of ancient through contemporary philosophers can be applied to the different standards that dominate the pedagogical challenges faced by today's classroom teachers, and conclude that most teacher education programs are neglecting the &quot;ancient paths&quot; that lead to love of learning for learning's sake. They suggest that these very requirements have never been more necessary and practical for classroom teachers, and, in fact, they offer the skills that will give life to the kind of thinking teachers are working toward in the first place.
Interactional Dimensions of Teacher Change: A Case Study of the Evolution of Professional and Personal Relationships
Author: Newberry, Melissa
Date: 2018-00-00
Type: Journal Articles
Subjects: Interprofessional Relationship,Teaching (Occupation),Faculty Development,Communities of Practice,Middle School Teachers,Mentors,Interaction,Teacher Improvement,Beginning Teachers,Reflection,Educational Change,Collegiality,Grade 7,Grade 8

The teaching profession, at its core, is relational. Professional development of teachers is provided in many ways: one day seminars, professional learning communities, mentoring, etc. However, there has been little attention to the interaction between the teachers involved in the process and what influence this interaction has on their professional development. Using Bruner's (1996) psychocultural perspective, this case study explores the development of a knowledge community of two middle school teachers in a mentoring experience. Through an examination of the developing relationship in context, we examine the ways in which their interactions fostered change for both teachers in their professional practice, personal relationships, and the school community in which they engaged, and identify the interactional dimensions of such change. This study challenges the computational approach to teacher professional development and suggests that more attention to the relationship may foster long- lasting teacher growth.
New Programmatic Possibilities: (Re) Positioning Preservice Teachers of Color as Experts in Their Own Learning
Author: Pham, Josephine H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Minority Group Teachers,Teacher Recruitment,Teacher Persistence,Learning Theories,Critical Theory,Race,Social Justice,Preservice Teacher Education,Minority Group Students,Expertise,Student Teaching,Peer Teaching,Social Influences,Experience,Culturally Relevant Education

Efforts to recruit and retain Teachers of Color are rarely accompanied by policy and programmatic changes that adequately address their unique learning needs. In this article, I propose a framework that draws on sociocultural learning theory and Critical Race Theory to examine how programmatic structures embedded in a racially structured society marginalize the learning needs of preservice Teachers of Color committed to social justice. Recognizing a need to challenge racially hierarchical learning models within teacher preparation programs, I utilize my proposed framework to consider new programmatic possibilities when preservice Teachers of Color are simultaneously positioned as experts and learners in one another's student teaching experiences. Through a qualitative analysis of the peer learning experiences between two preservice Teachers of Color, in this study, I offer conceptual tools to examine the complex intersections and tensions between learning structures, social processes, and the experiential knowledge of People of Color. I also offer implications for teacher preparation programs in an effort to (re)organize cultural practices that center the learning needs of preservice Teachers of Color.
Performance and Persistence Outcomes of GEAR UP Students: Leveling the Playing Field in Higher Education
Author: Sanchez, Jafeth E.
Date: 2018-11-00
Type: Journal Articles
Subjects: Academic Achievement,Academic Persistence,School Holding Power,Undergraduate Study,Undergraduate Students,Federal Aid,Grants,Comparative Analysis,College Freshmen,Grade Point Average,College Entrance Examinations,Predictor Variables,College Readiness,Access to Education,College Preparation,Outcomes of Education,White Students,African American Students,Hispanic American Students,Asian American Students

Given the major investment in the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) grant, rising postsecondary access, trends in poor persistence and retention rates, and the ongoing accountability measures in higher education, it is critical to examine factors related to postsecondary performance and persistence of GEAR UP students in comparison to their peers. College performance and persistence of 298 State GEAR UP students were compared with other first-time, first-year students (1,841) who entered a moderately selective, medium-sized public research university in Fall 2012. The GEAR UP students were more likely to be from disadvantaged, underrepresented backgrounds; despite less advantageous beginnings, they entered college with similar high school grade point average and Scholastic Assessment Test scores, though lower American College Test scores. Also, students' first-term grade point average and credit loads served as predictors of persistence. Most importantly, GEAR UP students were just as likely to perform and persist as their peers.
Tipping Points: Doctoral Students and Consideration of Departure
Author: Ruud, Collin M.
Date: 2018-11-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Programs,Potential Dropouts,STEM Education,Gender Differences,Academic Advising,Collegiality,Career Readiness,Teacher Student Relationship,College Faculty

This exploratory mixed-methods study examines factors contributing to doctoral students' consideration of departure from their graduate programs with comparisons made by sex and affiliation with Science, Technology, Engineering, and Mathematics (STEM) programs. Logistic regression and qualitative analyses point to the importance of strong relationships with advisors and faculty, collegiality, and preparation for students' desired careers. Yet, results also suggest that women in STEM may be less satisfied than their male peers with the advising and career preparation received. The findings propose that university administrators and faculty should foster better faculty--student relationships and help students make more informed decisions prior to entering doctoral study.
Determination of the Perceptions of Sport Manager Candidates Related on the Concept of Manager: A Metaphor Analysis Study
Author: Kurtipek, Serkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Athletics,Figurative Language,College Students,Administrators,Student Attitudes,Administrator Role

The aim of present study was to determine the perceptions of the candidates of the sport manager on the concept of manager through metaphors. The sample of study consists of a total of 50 sports managers. In order to collect data in the research, a &quot;metaphor form&quot; was prepared to determine the perceptions of sport manager candidates on the concept of manager. In the form of metaphors, the sport manager candidates were asked to complete the sentence &quot;Manager is like ...; because….&quot; In the research, phenomenological design from qualitative research approaches was used. In the analysis of the data, content analysis technique was used. For the reliability of the analysis of the research data, the inter-participants reliability co-efficient was calculated and found to be 91%. By evaluating the data, it was observed that the sport manager candidates produced totally 33 metaphors. All metaphors were collected in 7 different categories. It was determined that the perceptions of the sport manager candidates on the concept of manager mostly &quot;in terms of being indispensable for organizations&quot; category (14 metaphors), &quot;in terms of being authoritarian&quot; category (10 metaphors) and &quot;in terms of being leader&quot; category (8 metaphors). These categories were followed by the categories of &quot;in terms of being a problem solver,&quot; &quot;in terms of unifying,&quot; &quot;in terms of being guide&quot; and &quot;in terms of being fighter.&quot; The most produced metaphors by the sport manager candidates were the Brain, the Leader, the Father, and the Queen Bee. Alive, lifeless, abstract and concrete metaphors were used for the concept of manager.
Principals&apos; Perception of Misconduct among Secondary School Teachers in Delta State: Implications for Counselling Practice
Author: Onoyase, Anna
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Attitudes,Teacher Behavior,Secondary School Teachers,Teacher Attendance,Truancy,Teacher Effectiveness,Behavior Problems,Gender Differences,Age Differences,Rural Schools,Urban Schools,Counseling Techniques

This study investigated Principals' Perception of misconduct among Secondary School teachers in Delta State. Four research questions and four hypotheses were formulated to guide the study. The instrument used for collection of data was tagged &quot;Principals' Perception of Teachers Misconduct Questionnaire&quot; (PPOTMQ). For content validity, the instrument was given to some lecturers in the Department of Guidance &amp; Counselling who scrutinized it and made some corrections. The test-retest method of reliability was employed and the co-efficient of 0.72 was obtained. The sample consisted of 100 principals. The t-test statistics was employed to test the hypotheses at 0.05 level of significance. Results of the study revealed that absenteeism, lateness, truancy and poor quality teaching were perceived by principals as forms of misconduct in public secondary schools. Recommendations that were proffered include; monitoring teams should be put in place by school authorities to supervise teachers' attendance in class as well as their teaching, inspectors from the Post-Primary Education Board should pay regular unscheduled visits to secondary schools to act as a check on teachers' absenteeism.
Improvement of the College of Telecommunication and Information Network QoS by Renewing Its Basic Infrastructure
Author: Alkhalifah, Ahmed A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Telecommunications,Information Technology,Technological Advancement,Networks,Information Management,Colleges,Educational Facilities,Educational Technology

College of Telecommunication and Information (CTI) provides a highly technically trained cadre that would be able to find the best scientific solutions to the problems facing us and support the development process and capable of keeping pace with the fast-global technological development (College of Telecom &amp; Information in Riyadh 2010). With the increasing utilization of the CTI network and an application-based usage steadily growth, several deficiencies have been encountered such as network saturation, high bandwidth consumption. The current network is unable to support the new changes required by the IT rapid development and changes. This project covers the usage of some analytical tools used to monitor network status and to make some changes and development on the CTI local network to solve some difficulties based on the data provided by those analytical tools
Mathematics from the Beginning: Evaluating the Tayari Preprimary Program&apos;s Impact on Early Mathematics Skills
Author: Piper, Benjamin
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Numeracy,Mathematics Skills,Preschool Children,Program Evaluation,Developing Nations,Mathematics Instruction,Teaching Methods,Sequential Approach,Number Concepts,Early Childhood Education,Preschool Education,Outcomes of Education,Predictor Variables,School Readiness

Given the dearth of research on early numeracy interventions in low- and middle-income countries, this paper presents the instructional methodology and impact results of the Tayari program. Tayari is a preprimary intervention in Kenya (2014-2019) that prepares children aged four and five for entry into primary school by providing materials for students, training for teachers, and continuous in-classroom support. The Tayari methodology was built on the Kenyan government's preprimary syllabus to produce instruction that was developmentally sequenced, linked to out-of-school experiences, and supportive of children's number sense. Tayari was evaluated using a randomized controlled trial (RCT) and collection of longitudinal data from 2,957 children in treatment and control schools at three time points. Pupil assessment items were drawn from a growing body of research on preprimary numeracy in developing contexts, plus instruments and techniques from the Measuring Early Learning and Quality Outcomes (MELQO) program (UNESCO, UNICEF, Brookings Institution, &amp; World Bank Group, 2017). The impact evaluation of the longitudinal RCT results showed statistically significant effects in the numeracy tasks of producing sets, identifying numbers, and naming shapes, while revealing no initial effects in the areas of oral and mental addition. We present recommendations for Tayari's improvement in terms of mathematics instruction, as well as preprimary policy implications for Kenya and similar contexts.
The Relationship between Opportunities to Learn Algebra and Students&apos; Algebra Achievement: A Comparative Study
Author: Ayieko, Rachel Angela
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Algebra,Mathematics Achievement,Mathematics Education,Teaching Methods,Educational Opportunities,Comparative Education,Foreign Countries,Grade 8,Achievement Tests,Elementary Secondary Education,Mathematics Tests,International Assessment,Scores,Mathematical Logic,Mathematics Curriculum

The article provides a report on the comparison of Opportunities to Learn algebra and eighth grade students' algebra achievement in three countries: Botswana, Singapore and the United States. The study used student and teacher data from the Trends in International Mathematics and Science Study (2011 and 2015). By using a multilevel regression analysis, the study presents the models within the three countries of the relationships between Opportunities to Learn algebra and eighth-grade students' algebra achievement of the recent TIMSS cycle. The findings indicate that the Opportunities to Learn algebra are context specific and align with the expectations of the curriculum guides from the governing bodies within the countries. Also, the study shows that students who learned particular algebra topics in the early grades had significantly higher algebra scores in the TIMSS 2015 assessment. In particular, students who had been taught properties of functions and simplifying and evaluating algebraic expressions before eighth grade in the United States had significantly higher scores. Also, Singaporean students who had been taught simple linear equations and inequalities and simultaneous equations had higher algebra scores. Implications for policy and research are discussed.