ethanporcaro/eric-fulltext-meta huggingface dataset:
Formulaic Sequences Used by Native English Speaking Teachers in a Thai Primary School
Author: Steyn, Sunee
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Native Speakers,Elementary School Teachers,Teaching Methods,Sequential Approach,Grade 2,Observation,Comprehension,Language Skills

The use of formulaic sequences in English as a Foreign Language (EFL) lessons plays an integral role in language teaching and learning, but it seems still widely neglected in the Thai school context. To call attention to this issue, this study aims at identifying formulaic sequences used in a Thai primary school. The data were taken from three native English teachers in their young learners' EFL lessons, and were analysed with the use of corpus software to identify the formulaic sequences used according to their functions within the various situations in the lessons.The findings reveal that multiple formulaic sequences were used throughout the lessons for various reasons but always in a specific context during the course of the lessons. This study has created a potentially useful list of formulaic sequences, including their functions and situations they could be used in. We hope that this list could benefit non-native English EFL teachers who teach young learners in their own lessons.
Adaptation of Communicative Language Teaching Methodology to an English Textbook for English Language Learning of NIDA Students
Author: West, Andrew J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Second Language Learning,Second Language Instruction,Student Attitudes,Questionnaires,Textbooks,English (Second Language),Pretests Posttests,Multiple Choice Tests,Instructional Effectiveness,Likert Scales,Statistical Analysis,Teaching Methods,Action Research,Foreign Countries,Graduate Students

In this paper, the researcher focuses on assessing the language learning benefits for students of adapting the communicative language teaching (CLT) methodology to an English textbook, a methodology that, according to Richards (2006), Littlewood (2008) and others, is influential in shaping second language learning worldwide. This paper is intended to contribute to the understanding of the effectiveness of CLT when applied to a textbook and how the practical application of this methodology can lead to students' increased knowledge and understanding of the subject matter and target language of the textbook as well as assess students' attitudes and perceptions toward those communicative activities. The instruments used in the data collection included a pre- and post-test multiple-choice quiz to ascertain if there is a significant difference in the students' knowledge and understanding of the subject matter in the textbook before and after using communicative activities, and a Likert-type five-point scale rating system questionnaire and open-ended questions to measure students' attitudes and perceptions. Thus, the aim of the researcher in this paper has been to investigate and quantitatively measure the effectiveness of these communicative teaching activities and assess the students' attitudes and perceptions toward them.
Is Online Learning Suitable for All English Language Students?
Author: Kuama, Settha
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Electronic Learning,Online Courses,Web Based Instruction,Second Language Learning,English (Second Language),Learning Strategies,Outcomes of Education,Required Courses,Comparative Analysis,Questionnaires,Likert Scales,Interviews,Learner Engagement,Instructional Effectiveness,Metacognition,Language Proficiency,Independent Study,Learning Readiness,Correlation,Statistical Significance

This study aimed to examine online language learning strategies (OLLS) used and affection in online learning of successful and unsuccessful online language students and investigate the relationships between OLLS use, affection in online learning and online English learning outcomes. The participants included 346 university students completing a compulsory online English course. Based on the grade results at the end of the course, the participants were divided into two groups: successful online language students (SLs, n = 262) and unsuccessful online language students (ULs, n = 84). Participants rated their use of three OLLS: cognitive, metacognitive, resource management, and rated their perceptions of affection in online learning. The main instruments were an OLLS questionnaire, and a stimulated recall with an in-depth interview. The results revealed that OLLS were employed by SLs more significantly when compared to what ULs did. In addition, significant difference was found at the level of 0.01 (p&lt;0.01) between the mean values of SLs and ULs for metacognitive strategies (t = 2.66**). However, there was no significant difference between SLs and ULs use of resources management strategies. Regarding affection in online learning, there was a significant difference in terms of perceptions. Metacognitive strategies and affection in online learning had significant correlations with online English learning outcomes. The results suggest that low English proficiency students lacked online learning skills and experiences in self-directed learning. They may not be ready for learning English online.
Factors Associated with Faculty Use of Student Data for Instructional Improvement
Author: Svinicki, Marilla D.
Date: 2016-07-00
Type: Journal Articles
Subjects: Instructional Improvement,Performance Factors,Student Records,Information Utilization,Self Efficacy,Data Collection,Beliefs,Relevance (Education),Usability,College Faculty,Classroom Research,Statistical Analysis,Qualitative Research,Interviews,Online Surveys

Much is being said in education about the value of adopting data-based or analytics approaches to instructional improvement. One important group of stakeholders in this effort is the faculty. &quot;In many cases, the key constituency group is faculty, whose powerful voice and genuine participation often determine the success or failure of educational innovations, especially those that involve pedagogical and academic change&quot; (Furco &amp; Moely, 2012, pg. 129). This paper reports the results of an exploration of factors that influence faculty to consider or reject using analysis of student data to improve instruction based on social cognitive theory. Self-efficacy, value of the outcome, and feasibility of using a student data-based reflection process were found to be related to the actual use of components of the reflection process by faculty.
Learning Sustainability Leadership: An Action Research Study of a Graduate Leadership Course
Author: Burns, Heather L.
Date: 2016-07-00
Type: Journal Articles
Subjects: Leadership Training,Sustainability,Action Research,Graduate Students,Transformative Learning,Instructional Effectiveness,Place Based Education,Grounded Theory,Sense of Community,Peer Teaching,Experiential Learning,Masters Programs,Qualitative Research,Statistical Analysis

This study used action research methodology to examine the development of sustainability leadership in a graduate leadership course. The research investigated the impact of this leadership course, which was designed using transformative learning theory with attention to integrating thematic content, multiple and nondominant perspectives, a participatory process, and a contextual place-based approach. Grounded theory was used to explore if and how students' understanding of sustainability leadership changed, and the pedagogical strategies that were most influential to their learning. Results revealed that students came to understand sustainability leadership as: the facilitation of a shared process, a process of emergence, and a way of being. Key pedagogical strategies that stood out as being most influential to students' learning of sustainability leadership including: creating a sense of community, learning from peers, and case-in-point experiential learning. These results point to key pedagogical elements that may support the development of sustainability leadership in higher education courses.
Calming the Monkey Mind
Author: Eliuk, Kendra
Date: 2017-00-00
Type: Journal Articles
Subjects: Stress Management,Metacognition,Relaxation Training,Adolescents,Barriers,Secondary Education

Many of today's students are experiencing higher levels of stress and anxiety in school. The need for competitive grades, the desire to be seen as perfect in a digital society, and parental pressures are only some of the reasons that students are experiencing more stress. This increased stress has lead to an overworked mind for many youth, dubbed a &quot;monkey mind&quot; in which they cannot calm or control their thoughts. This article examines possible causes of a &quot;monkey mind&quot; and explores the beginning of how students may learn to calm and control their &quot;monkey mind&quot; through mindfulness training. Several examples of mindfulness training in different classroom scenarios are introduced, and the relationships between our connections to everything around us are explored. The article serves to provide a starting point for educators who may feel at a loss for how to help their students manage their stress and anxiety levels.
Development of a Study Module on and Pedagogical Approaches to Industrial Environmental Engineering and Sustainability in Mozambique
Author: Husgafvel, Roope
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering Education,Environmental Education,Sustainability,Units of Study,Teaching Methods,Forestry,Masters Programs,Intercollegiate Cooperation,Capacity Building,Questionnaires,Workshops

Addressing the sustainability challenges in the forest sector in Mozambique requires capacity building for higher education and training of new skilled expert and future decision-makers. Our approach was to develop a study module on and pedagogical approaches to industrial environmental engineering and sustainability. The idea was to develop a joint module that would eventually become a part of both PhD and MSc programmes in the Eduardo Mondlane University (UEM) in Mozambique. The basis of our development work encompassed the local priorities as identified by the UEM staff, UEM competencies in forestry engineering and the experience of the Aalto University in higher education in the fields of environmental engineering, sustainability and forest products technology. From the beginning, public authorities and industry/company representatives were involved in the development process to advance the created benefits in terms of sustainable development in Mozambique. The result of the joined work by these two higher education institutions was a study module that has been teached and completed by a class of MSc students as a part of the official UEM curricula.
Conceptualising and Measuring Student Disengagement in Higher Education: A Synthesis of the Literature
Author: Chipchase, Lucy
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Alienation,Higher Education,College Students,Foreign Countries,Learner Engagement,College Freshmen,College Seniors,Student Surveys,National Surveys,Databases,Journal Articles,Web Sites,Literature Reviews,Search Strategies

Much has been written about why students engage in academic studies at university, with less attention given to the concept of disengagement. Understanding the risks and factors associated with student disengagement from learning provides opportunities for targeted remediation. The aims of this review were to (i) explore how student disengagement has been conceptualised, (ii) identify factors associated with disengagement, and (iii) identify measureable indicators of disengagement in previous literature. A systematic search was conducted across relevant databases and key websites. Reference lists of included papers were screened for additional publications. Studies and national published survey data were included if they addressed issues pertaining to student disengagement with learning or the academic environment, were in full text and in English. In the 32 papers that met the inclusion criteria, student disengagement was conceptualised as a multi-faceted, complex yet fluid state that has a combination of behavioural, emotional and cognitive domains influenced by intrinsic (psychological factors, low motivation, inadequate preparation for higher education, and unmet or unrealistic expectations) or extrinsic (competing demands, institutional structure and processes, teaching quality and online teaching and learning). A number of measurable indicators of disengagement were synthesised from the literature including those that were self-reported by students and those collected by a number of tertiary institutions. An examination of the conceptualisation, influences and indicators of disengagement could inform intervention programs to ameliorate the consequences of disengagement for students and academic institutions.
Demand for and Satisfaction with Places at University--An Empirical Comparative Study
Author: Bischoff, Florian
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Choice,Course Selection (Students),College Students,Student Satisfaction,Athletics,Chemistry,Physics,Computer Science,Music,Student Surveys,Comparative Analysis,Educational Facilities,Recreation,Reputation,Relevance (Education),Difficulty Level,Problems

What features lead a student to choose sport science, chemistry, physics, computer science or musicology as their subject of study and the Saarland University Saarbrücken as their place of study? Empirical analysis shows that study conditions for students of chemistry, physics and music do not play an important role in selecting the place of study, but closeness to family and friends do. Only for students of sports or computer science are ranking results important/very important in making a decision. All students gave acquiring necessary theoretical knowledge for later life, differentiating themselves from competitors without degrees, and the expectation of better earnings as their reasons for choosing a subject. Where students' choice of studies was based on factors specific to the university, they reported higher satisfaction with their choices. Problems arising during the course of studies are generally attributed to the strenuous requirements of the studies.
The Effects of Mismatching Teacher Candidates with Mentoring Teachers
Author: Shandomo, Hibajene
Date: 2008-00-00
Type: Journal Articles
Subjects: Student Teachers,Cooperating Teachers,Problem Solving,Teaching Methods,Student Experience,Interprofessional Relationship,Mentors

The majority of teacher candidates are eager to enter the field of teaching for their junior participation to try out methods, such the as Problem Solving Approach, that they have been learning throughout their classes at college. Teacher educators often place an emphasis on the use of Problem Solving Approach because it is natural to children. This approach enables them to exhibit curiosity, intelligence, and flexibility as they face new situations. In science, the inquiry method is emphasized. The challenge for preservice teachers is to build on children's innate problem-solving inclinations and preserve and encourage a disposition that values problem solving. Teacher candidates are encouraged to motivate children to think critically and provide them with opportunities to create, explain, and analyze their procedures. However, different learning environments can either facilitate or impede the implementation of these new strategies. One problem is that of effectively matching teacher candidates with mentoring teachers. In this article we examine the effects of mismatching preservice teachers with mentoring teachers by describing the experiences of four preservice teachers as they attempted to integrate new learnings.
Big Expectations: Big Ideas in Honors and Inclusion Classes
Author: Foels, Sarah
Date: 2009-00-00
Type: Journal Articles
Subjects: Social Studies,Middle School Students,Honors Curriculum,Inclusion,Experimental Teaching,Constructivism (Learning),Experiential Learning,Instructional Effectiveness,Curriculum Development,Units of Study

&quot;Big Expectations&quot; discusses the benefits of developing and using big ideas for a diverse set of learners in social studies. Experimenting with both honors and inclusion classrooms at the middle school level, I found that all students are capable of relating to and thinking deeply about the content through the use of big ideas. Although the challenges of standardize testing and differentiated learning initially made me hesitant to try out big ideas in my transition from teaching an honors class to teaching an inclusion class, I came to recognize the importance of showing every student how to form their own answers to the key questions in the curriculum. This is my story of growth and discovery as a new teacher trying to reconcile a teaching philosophy with a complex and unpredictable world of learning.
The Narrowing of Knowing: What It Means to Be Literate and Learned in Today's Society
Author: Smith, Thomas
Date: 2008-00-00
Type: Journal Articles
Subjects: Literacy,Educational Legislation,Federal Legislation,Definitions,Influence of Technology,Student Diversity,Critical Theory,Educational Policy,Barriers

Currently, the idea and definition of learning and literacy is being pushed and pulled in competing directions. Current governmental policies, most notably embodied in the No Child Left Behind law, are pushing the definitions to mechanical enterprises aimed at the lowest common denominator. At the same time, the technology race is working to open access to being learned and literate to populations that are traditionally underrepresented in these arenas; however, at the same time, this technology is setting up new barriers that act to limit access. Finally, the student population of schools in the United States is quickly becoming the most diverse in the history of U.S. public education. This diversity is putting pressure on the ideals of learning and literacy to be opened up to more forms of knowing and being. Critical pedagogy offers the best opportunity to understand and respond to the current debate. Under this lens, being learned and literate are social constructs and, therefore, can and should be shaped to best meet the needs of all people.
Self-Study Research: Surfacing the Art of Pedagogy in Teacher Education
Author: Cuenca, Alexander
Date: 2010-00-00
Type: Journal Articles
Subjects: Instruction,Teacher Education,Holistic Approach,Epistemology,Art,Educational Research,Research Methodology,Self Evaluation (Individuals)

The term pedagogy has been appropriated in education discourse as simply strategies of instruction. This instrumental understanding of pedagogy has reified the term both in the vernacular of education and in research of teaching and teacher education, leading the scientific pursuit of pedagogy to exclude the relationship between pedagogy and pedagogue. Based on this concern, this paper will consider the artistic and relational dimensions of pedagogy in teacher education. Drawing on the perspective that pedagogy is akin to art, this paper seeks to sketch a more holistic understanding of pedagogy in teacher education. Afterwards, I suggest self-study of teacher education as a suitable epistemic frame to appreciate the artistry of pedagogy in higher education
The Meaning of Place and Community in Contemporary Educational Discourse
Author: Siskar, John
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Theories,Educational Policy,Role Perception,Community,Community Role,Place Based Education,Concept Formation,Correlation,Comparative Analysis,Cultural Context,Adoption (Ideas),Educational Practices,Suburbs,Urban Environment,Rural Environment

Place and community are terms used with ever more frequency in discussions, reports, and research related to education, yet there is little agreement related to what these terms mean. This article examines the concepts of place and community in an attempt to bring more clarity to the role they may play in educational theory and, ultimately, educational policy.
Reflection and Resistance: Challenges of Rationale-Based Teacher Education
Author: Dinkelman, Todd
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Education,Resistance (Psychology),Reflection,Preservice Teacher Education,Teacher Educators,Social Studies,Student Teachers,Articulation (Education),Educational Objectives,Educational Principles,Relevance (Education),Educational Needs,Educational Practices,Teaching Methods

The author draws on the voices of beginning teachers in a particular teacher education program and his own experiences as a teacher educator in several different settings to account for preservice teacher reflection and resistance to rationale-based social studies teacher education. Twelve categories represent the perspectives of beginning social studies student teachers. Some are directly related to larger explanatory frameworks offered by teacher education research. Others reflect commonplace tensions in the university classroom. These twelve categories of reflection and resistance in rationale-based teacher education may serve as starting points for thinking about more effective approaches to helping beginning teachers answer the powerful question--what are you teaching for? If the philosopher George Santayana was correct when he claimed, &quot;Fanaticism consists of redoubling your effort when you have forgotten your aim,&quot; then what is it called when you never knew your aim in the first place?
From the Holocaust to Darfur: A Recipe for Genocide
Author: Karb, Joseph D.
Date: 2009-00-00
Type: Journal Articles
Subjects: Death,Social Studies,Teaching Methods,Prevention,State Standards,Units of Study,Jews,European History,Middle School Students

All too often, social studies teachers present the cruelty of the Holocaust as an isolated event. These units focus on Hitler, gas chambers, and war crimes and end with a defiant and honorable &quot;Never again!&quot; While covering mass murder in this way is laudable, it ultimately might not go as far as it could. For as teaches if we really want to empower our students to prevent genocide, we must look beyond the facts alone to the larger lessons these horrific events can teach us. It is with this background in mind that we wrote this chapter; that in order to teach our students to be good, we have the obligation to help them develop their own understandings of where and why society has fallen off the tracks. The idea of a recipe provided us with a way to help students understand the early warning signs of mass murder such that they would be better equipped to prevent them in the future. Doing so would hopefully inspire them not to be bystanders to any similar cruelty, both in the world and in their daily lives. After all, Rwandan President Paul Kagame notes, &quot;people can be made to be bad, and they can also be taught to be good.&quot;
Three Strikes and You're Out: Reasons to Eliminate Sports from Schools
Author: Vivian, Craig
Date: 2009-00-00
Type: Journal Articles
Subjects: Youth Problems,Athletics,Relevance (Education),Program Termination,Negative Attitudes,Personality Development,Values Education,Identification (Psychology),Violence,Injuries,Educational Needs,Student Participation

The overgrowth of sports in our society has resulted in a host of potential problems for the young athletes who associate with the sport culture found in schools. Although the positive elements of sports are routinely touted, the negative aspects are oftentimes overlooked or trivialized. Most of the positive personal and social aspects attributed to sports are unproven, overstated, or subverted by the culture of sports as it exists today. Sport culture creates understandings of the world and self that are frequently at odds with the civic mission of schools in a democratic society. The essay proposes that sports be taken out of schools due to the deleterious effects they have on the moral, physical, and social development of youth.