ethanporcaro/eric-fulltext-meta huggingface dataset:
Status of Science and Technology Education at Arab High Schools in Israel
Author: Huleihil, Mahmoud
Date: 2016-11-00
Type: Journal Articles
Subjects: High Schools,Arabs,Semitic Languages,Low Achievement,Science Achievement,Foreign Countries,High School Students,Biology,Chemistry,Physics,Language Usage,Elementary School Students,Middle School Students,Teacher Competencies,Science Instruction,Higher Education,Achievement Gap,Equal Education,Educational Discrimination,Ethnicity,At Risk Students,Achievement Tests,Secondary School Science,Science Teachers,Religion,Jews,Barriers,Socioeconomic Influences,Discipline

In this study, we provide a review of the status of science and technology education. It addresses the achievements of students in Israel who attend high schools with student bodies that are primarily Arabic speaking. It is generally recognized that the achievements of the Israeli students in international examinations are relatively low. When comparing the achievements of Israeli Arabic speaking students to the achievements of Israeli Hebrew speaking students, there is a low correlation. Some of the questions we try to answer are the following: What are the reasons behind the low scores of Arabic speaking students? Do these low achievement levels affect the future choices of science and technology for those students? Is there a relationship between the science laboratory activities and the bagrut results? (The bagrut-represented by subject-specific certificates is the official Israeli matriculation process that attests to graduation from high school. Receipt by a student of specific bagrut certificates is a prerequisite for higher education in Israel.) Finally, ideas are suggested for improvements (starting at the kindergarten level).
Teacher Ethics: The Link between Quality Teaching and Multi-Ethnic and Multiracial Education
Author: Boon, Helen J.
Date: 2016-11-00
Type: Journal Articles
Subjects: Ethics,Educational Quality,Multicultural Education,Multiracial Persons,Teacher Effectiveness,Culturally Relevant Education,Foreign Countries,Indigenous Populations,Parents,Grade 9,Grade 10,Grade 11,Grade 12,Refugees,Elementary School Teachers,Secondary School Teachers

Many current economic and social challenges lead to waves of migrating people. The countries where migrants seek refuge can be ethnically homogeneous and monolingual such as Greece, or more frequently, ethnically diverse with local Indigenous populations which have been subjugated and marginalized, such as the US or Australia. In either context, a significant corollary of migration is the absorption of children into the local educational system. Migrant children, much like the local Indigenous marginalized children of the host countries, have language barriers and different customs from those of the host country. Cultural mismatches between the culture of the child and that of its teacher have been empirically shown to result in a range of negative outcomes for the child, including behavioural infractions, low academic outcomes and dropping out of school. This research illustrates findings from the second phase of an extended study. The study aim was to identify what constitutes culturally responsive pedagogy in Australia to support the needs of Indigenous Australian students. Indigenous Australian students, like their counterparts in New Zealand and North America, have the lowest academic attainment of any students in Australia. Through qualitative interviews with Indigenous parents, teachers and students, we identified a range of teacher behaviours deemed by Indigenous people to be indicators of teacher quality as indicated by culturally responsive pedagogy. From these we constructed a teacher survey which was piloted with two waves of practicing teachers. Latent Trait Analyses using the Rasch Model validated the survey and its underlying factors. Findings showed that teachers' ethic of care strongly predicted their pedagogical expertise. Implications of the research include redefining quality teaching as a pedagogy based on strong ethical standards driven by a vocational disposition which seek to benefit all students including those from ethnically diverse groups such as Indigenous students, refugees and recent migrants.
The Centrality of Positive Emotions in the Field of Mathematics
Author: Greensfeld, Hava
Date: 2016-11-00
Type: Journal Articles
Subjects: Emotional Response,Females,Competition,Mathematics Skills,Positive Attitudes,Inquiry,Resilience (Psychology),Persistence,Coping,Student Motivation,Foreign Countries,Barriers,Parent Background,Educational Attainment,Occupations,Experience,Family Environment,Family Influence,Teacher Influence

Mathematics has been perceived as a discipline centered on intellectuality. However, recent studies have found interaction between a variety of emotions and the quality of learning. This qualitative study focused on the characteristics of those who are willing to cope with mathematical challenges and on the emotions evoked by these challenges, and sought to evaluate the potential role of positive emotions in this context. The research was conducted among participants in the Israel International Math Competition for Girls (IIMCG). The participants were 12 of the top finalist competitors in the previous competitions. Research instruments included an in-depth interview and a Math Emotions Measuring Instrument (MEMI), measuring the emotions expressed while coping with the mathematical challenges. Major results indicated the intensity of positive emotions. The positivity ratio was 4:1. Among those emotions, determination and curiosity were dominant, stressing the importance of the motivational factor. The findings indicate the importance of positive emotions and their ability to broaden the thought repertoire and encourage creativity.
Evaluation of Student-Athletes&apos; Use of Alcohol and Other Drugs at a State Supported Regional University
Author: Lombardi, Julie
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,College Athletics,Athletes,Drinking,Drug Abuse,Alcohol Abuse,Student Behavior,At Risk Students,Marijuana,Motor Vehicles,Prevention,Program Effectiveness,Attitude Change,Behavior Change

The misuse of alcohol and other drugs is a health concern for National Collegiate Athletic Association (NCAA) level student-athletes. NCAA Division II level student-athletes from a State-Supported Regional University (SSRU) were part of a CHOICES Grant program which aided the athletic department as it partnered with other campus departments in the development and implementation of alcohol and drug education projects. The American College Health Association National College Health Assessment IIb Survey (ACHA-NCHA IIB) was given to the SSRU's student-athletes. Two areas of health concern (high-risk drinking, nonmedical use of prescription drugs) were identified where improvements are necessary. The results supported the SSRU's goals as it continues implementing education and prevention programs based on collaboration among student-athletes, coaches, athletics staff, and prevention specialists.
Literacy Coaching Candidates: Motivation, Perceptions, and Expectations
Author: Selvaggi, Tina
Date: 2018-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Literacy Education,Student Motivation,Student Attitudes,Expectation,Literacy,Reading Consultants,Graduate Students,Elementary Education,Secondary Education,Graduate Study

This study examined the motivation, perceptions/future plans, and expectations of postgraduate students (referred to as literacy coaching candidates) enrolled in the first course of a Literacy Coaching Endorsement program at a large comprehensive institution of higher education. Results from data focus to: What motivates a licensed Reading Specialist to enroll in a post graduate program to obtain a Literacy Coaching Endorsement; what the students' expectations of the program and of coaching are; and students' perceptions/future plans at the end of the semester and plans for the rest of the cohort program. The data revealed the need for literacy coaching candidates to build confidence, look to new careers paths, become reflective practitioners, and consider the workload of the program. Collaboration with the professor and peers in the program was also considered.
Incorporating Multiple Intelligences in the English Classroom
Author: Arulselvi, Evangelin
Date: 2018-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Teaching Methods,Student Centered Learning,Language Skills,Mathematics Skills,Visual Perception,Spatial Ability,Human Body,Kinesthetic Perception,Music,Interpersonal Relationship,Self Concept,Natural Resources,English (Second Language),Second Language Instruction

The purpose of this essay is to discuss Multiple Intelligences described and defined by Howard Gardner and other authors who followed and revised the theory in terms of language teaching. In the student-centered approach, individual students' needs, interests, and strengths make sense and every student has a different intellectual profile. Using a common curriculum for these students with different intellectual abilities is a significant challenge for teachers. Incorporating Multiple Intelligences in the classroom fills the needs and expectations. Multiple Intelligences have significant implications for educational performance and they change students' perceptions of intelligence and academic achievement in the learning world. This essay focuses to incorporating Multiple Intelligences in the English classroom and includes grouping and listing possible activities and tasks which are appropriate for language learners with different sets of abilities or intelligences.
School Resources and Learning Outcomes: An Empirical Study of Rural Public Schools
Author: Rahim, Bushra
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Resources,Public Schools,Rural Schools,Correlation,Outcomes of Education,Elementary School Students,Numeracy,Literacy,English (Second Language),Second Language Learning,Management Systems,Information Systems,Urdu,Language Proficiency,School Size,Multigraded Classes,Teacher Qualifications,Teacher Attendance,Institutional Characteristics,Teacher Student Ratio,Instructional Materials,Gender Differences,Language of Instruction,Foreign Countries

This paper explores the association between school-level factors and learning outcomes of children in 361 rural public primary schools of Khyber Pakhtunkhwa (KP) Province, Pakistan. Two datasets have been used for the purpose: Education Management Information System (EMIS) for school-level factors and Annual Status of Education Reports (ASER) for student learning outcomes. The analysis reveals that school size, multigrade schools, teachers' qualification and teachers' attendance are significant predictors of children's numeracy and English reading skills whereas teachers' qualification and teachers' attendance, were found significant across all the three proficiency levels--reading Urdu, reading English and two-digit subtraction.
Use of Suggestopedia to Improve Students&apos; Listening Skill in English Language
Author: Mustapha, Muhammad Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Control Groups,Experimental Groups,Listening Skills,Skill Development,Suggestopedia,Instructional Effectiveness,Secondary School Students,Pretests Posttests,Foreign Countries,Gender Differences

The objective of this study is to examine the use of suggestopedia to improve students' listening skill in English language. The study design used for this study was quasi-experiment. Pretest and posttest were applied to the groups selected. The population for the study comprised of 268 senior secondary school students in level two (SS II) of 2016/2017 academic session. The study was limited to two schools because of timeframe and the nature of the research. The participants were grouped into experimental and control group. The sample size of 80 students was drawn from the two schools using purposive sampling technique. The Data collected were analyzed using Statistic Package for Social Sciences (SPSS). Independent t-test was used to compare the differences between the groups. The results obtained from the study revealed that the use of suggestopedia method improved students` listening skill in English language. The findings indicated that students taught using suggestopedia method performed better than the ones taught using conventional methods. Therefore, it is recommended that language pedagogy should be incorporated into the curriculum of teacher training colleges and universities to allow student-teachers benefit from latest methods used in teaching English language.
The Relationship between Language Learning Strategies and Vocabulary Size among Iraqi EFL University Students
Author: Faraj, Ismael R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Learning Strategies,English (Second Language),Undergraduate Students,Vocabulary,Metacognition,Correlation

This study examines the relationship between Language Learning Strategies (LLSs) and vocabulary size (VS). For this purpose, a total of 122 undergraduate Iraqi EFL learners at a state university were recruited. To investigate LLSs, a questionnaire was administered while the assessment of VS was done with Vocabulary Levels Test (VLT). To amplify quantitative results, a qualitative element in the form of semi-structured interviews with a group of eight students was conducted. The results revealed that the average reported frequency of strategy use across all students was moderate. Additionally, the students with High Vocabulary Size (HVS) and Low Vocabulary Size (LVS) employed metacognitive strategies most frequently. Results also revealed a significant correlation between LLSs and HVS. Moreover, a statistically significant difference was obtained between the learners with HVS and LVS with regard to their use of LLSs. On the other hand, the results from the interviews showed the priority of the students with HVS in LLS use. It was concluded that the comments and remarks of the participants urged the need to strategy training. Regarding VS, more efforts are needed to enhance learners' VS, especially for technical vocabulary.
An Overview on Skill-Based L2 Anxieties: Definitions, Research Trends and Future Perspectives
Author: Öztürk, Gökhan
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Writing Apprehension,Speech Communication,Anxiety,Learning Processes,Language Skills,Reading Skills,Listening Comprehension,Trend Analysis,Language Research,Futures (of Society),Correlation

Due to its influential nature on foreign language learning process, foreign language anxiety has been the focus of numerous studies in the literature of second language acquisition. In addition to its validation as a separate construct in late 80s, the last two decades have also witnessed the confirmation of skill-based anxieties as independent and unique phenomena. Based on this, the paper reports a brief review of research studies conducted on skill-based anxieties; Foreign Language Speaking Anxiety, Foreign Language Reading Anxiety, Foreign Language Listening Anxiety and Foreign Language Writing Anxiety, in various contexts in the last two decades. The methodological perspectives used in the studies, their contexts and the important findings derived from them are presented in an orderly manner arguing their contribution to the understanding of each skill-based anxiety. Finally, suggestions for research perspectives that will guide researchers for further studies in order to present a better understanding of these phenomena are discussed.
An Analysis of Preferred Methods of Teaching and Learning English Language in Bangalore, India
Author: Varghese, Vivek
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,English (Second Language),Second Language Instruction,Secondary School Students,Secondary School Teachers,Communicative Competence (Languages),Printed Materials,Interaction,Audio Equipment,Gender Differences,Preferences,Audiovisual Instruction,Teacher Attitudes,Student Attitudes,Direct Instruction,Bilingual Education

The study investigated the preferred methods of teaching and learning English language among a sample of teachers and students from higher secondary schools in Bangalore, India. A total of 67 participants took part in this study which included 30 students (m=14, f=16) and 37 teachers (m=16, f=21). The Communicative Language Teaching (CLT) method was found to be the most preferred method of teaching English language among the teachers, whereas the Situational Language Teaching (SLT) was the least preferred method of teaching English language. Similarly, using written content in terms of books, newspapers, journals, etc. was found to be the most preferred method of learning language for the students, followed by learning through informal interaction. The least preferred method of learning English according to the students was the use of audio resources. Gender variability in preferences was also tested using independent samples t-tests, which revealed that male teachers gave significantly higher preference ratings for the direct method and audio lingual method in teaching, whereas male students also gave significantly higher preference ratings for the audio resources method in learning than their respective female counterparts. Both male and female teachers preferred the CLT method of teaching the most, while the use of written content was selected as the most preferable by both male and female students in terms of learning English language.
Communication Negotiation Strategies of Senior High School English Teachers with Students Using Online Resources
Author: Salazar, Kamille C.
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Morphemes,High School Students,Grammar,Language Teachers,Teacher Attitudes,Foreign Countries,Technology Integration,Educational Strategies,Educational Technology,Language Proficiency,Learning Activities,Blended Learning,Persuasive Discourse,Teacher Student Relationship,Computer Mediated Communication

The senior high school curriculum has only been implemented recently by the Department of Education in the Philippines; therefore studies delving into teaching and learning in these levels are very limited including the negotiations of teachers with students through online resources. Using Goldwich's (2009) framework as guide, the negotiations of the teachers were determined through interviews where five English teachers express how they negotiated and how the use of the online resources help in the development of the linguistic competence of students in learning of the English language. The study looked also into the perspectives of the teachers towards the use of technology in their instruction following Davis (1989) Technology Acceptance Model (TAM). After the narratives of the teachers, three themes referring to the negotiation strategies were articulated in this study: snug, simple and, systematic. Snug referred to the teachers' strategies in preparation for the tasks; simplicity referred to the clarity and brevity of the teachers' strategies; and, systematic referred to strategies that are logical and procedural enabling students to follow the teachers' instructions. After evaluating the use of technology in their instruction, the teachers' statements show that the linguistic competence of the students are developed through the constant exposure they have with the activities they conduct online and the tasks they need to accomplish.
Strategies for Success: Gifted Students from Diverse Cultural Backgrounds Reflect on What Matters Most
Author: Smith, Nakeiha Primus
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Diversity,Cultural Differences,Academically Gifted,Language Usage,Low Income Students,High School Graduates,Urban Schools,Attitudes,Program Effectiveness,Educational Technology,Technology Uses in Education,Experiential Learning,Academic Achievement,Study Habits

This study was conducted to investigate factors which contribute to the success of gifted students from diverse cultural, linguistic, and low socio-economic backgrounds. Participants were 63 graduates of a secondary gifted and talented program in an urban school district. The graduates' perspectives were examined through the use of questionnaires. Resilience and coping strategies were among the contributing factors for the participants' success in gifted programs and after high school graduation. Further, increased exposure to and involvement with technology and community service programs also heightened students' ability to persevere and positively persist in the workforce. The results lead to instructional implications and recommendations for fostering success for all students from different cultural, linguistic, and low socio-economic backgrounds.
The Impact of Extracurriculurs on Academic Performance and School Perception
Author: Furda, Mark
Date: 2019-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Extracurricular Activities,Academic Achievement,School Attitudes,Educational Improvement,High School Students,Grade 11

As a result of budget cuts, accessibility to school extracurricular activities has been hindered. Students in one high school were classified as participants in extracurricular activities or nonparticipants. The groups were surveyed about perceptions of school; student grade point averages were obtained. Four independent samples t-tests were conducted to compare differences in school perception and differences in grade point averages. The results of all three t-tests relating to school perception demonstrated significantly more positive perceptions among participants than non-participants. The results of the t-test comparing grade point averages show a significantly higher grade point average among participants when compared to nonparticipants.
Literacy Teacher Education: Perceptions of Teacher Candidates and Teacher Educators
Author: Meyers, Joy
Date: 2019-00-00
Type: Journal Articles
Subjects: Literacy Education,Elementary School Teachers,Preservice Teachers,Teacher Educators,Teacher Attitudes,Student Attitudes,Teacher Competencies,Individualized Instruction,Reading Instruction,Writing Instruction,Curriculum,Teaching Methods,Barriers,Reading Skills,Technology Uses in Education,Educational Technology

This qualitative multiple-case study examines the cross connections between the perceptions of elementary teacher candidates and teacher educators from three different universities. The data analysis specifically focused on candidates' preparedness to teach literacy. The interview data derived from nineteen candidates and three of their teacher educators. The findings suggest various alignments and differences between teacher candidates' and university teacher educators' perceptions of challenges and strengths candidates anticipate facing during their first year of teaching. This study has implications for teacher educators and serves as a reminder for the need to reflect on the content and methods that are being taught in order to create and shape the best possible learning experiences for students.