ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Intercultural Communicative Competence through Short Stories: A Qualitative Inquiry
Author: Rezaei, Saeed
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,College Students,Literary Genres,Teaching Methods,Course Descriptions,Cultural Awareness,North American English,Fiction,Journal Writing,Assignments,Semi Structured Interviews,Qualitative Research,Intercultural Communication,Communicative Competence (Languages),Student Attitudes,Cultural Differences

This study investigated the role of literary texts in the development of Iranian English language learners' Intercultural Communicative Competence (ICC). To fulfill this general objective, an intercultural syllabus was designed for a fourteen-session course of American English short story at Sharif University of Technology in Tehran. Theoretically informed by Byram's (1997) ICC model and following Kraft's cultural pattern as introduced in Chinaka (2010), the course syllabus was an integration of various cultural topics by using short stories written by some eminent American writers whose fictions lent themselves well to the topics selected for this ICC course. The participants, who were 13 students at the intermediate to upper-intermediate level, were taught these short stories with a contrastive approach where both L1 and L2 cultural points were highlighted. Two main sources of data collection were 1) a series of questions, in the form of journal entries, written by the participants as part of their assignments, and 2) semi-structured interviews at the outset and end of the course. The qualitative analysis of the data indicated that the learners developed intercultural competence under the definitions of Byram's model. The results of the study provide us with valuable insights about the integration of literary texts in teaching culture. The results can be further used by textbook writers and fed into teacher training courses.
A Narrative Study of In-Service EAP Teachers&apos; Cognition on Language Teacher Role Identities
Author: Atai, Mahmood Reza
Date: 2018-07-00
Type: Journal Articles
Subjects: English for Academic Purposes,Language Teachers,Second Language Learning,Second Language Instruction,Teacher Education,Educational Research,Teacher Role,Professional Identity,Educational Philosophy,Qualitative Research,Instructional Materials,Teacher Educators,Foreign Countries,State Universities,College Faculty,Teacher Attitudes,Classification,Interviews

The present exploratory study probed Iranian in-service EAP teachers' cognitions on language teacher role identities. Life history narratives and teaching philosophy statements were employed to collect qualitative data from nine Iranian in-service EAP teachers at one of the state universities in Iran. The data included the teachers' descriptions of their teaching philosophies as well as their evaluations and interpretations of their prior teachers' ways of being language teachers. Inductive analysis of the data allowed the researchers to identify Eight role identities including 'teachers as creators and users of learning opportunities'; 'teachers as selectors and users of teaching/learning materials'; 'teachers as assessors and evaluators'; 'teachers as researchers'; 'teachers as realizers and facilitators of the development of learners' (full) potentials'; 'teachers as observers of ethicality'; 'teachers as learners'; and, 'teachers as teacher educators'. In addition to providing a typology of teacher role identities that Iranian language teachers identify with, the study might promise some implications for language teacher education and teacher education research.
Pronunciation Learning Strategies, Aptitude, and Their Relationship with Pronunciation Performance in Pre-Service English Language Teachers in Chile
Author: Véliz-Campos, Mauricio
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Pronunciation,Learning Strategies,Preservice Teachers,Language Teachers,English (Second Language),Second Language Instruction,Correlation,Statistical Analysis,Teacher Education Programs,Language Aptitude,Aptitude Tests,Second Language Learning,Language Tests

The study aimed to establish whether there is a relationship between L2 aptitude, pronunciation learning strategies (PLSs), and pronunciation performance in pre-service English language teachers in Chile. In so doing, the study also uncovers PLS use by the participants. Through a correlational and statistically descriptive methodology, all participants took three tests, namely the Modern Language Aptitude Test (MLAT), the Strategic Pronunciation Learning Survey (SPLS), and a pronunciation test, each of which was intended to gather data for the three major variables. The study was conducted at a teacher education university in Chile, with a sample of 43 Year 1 and Year 2 students. Pearson and Spearman correlation coefficients showed that no major correlations were found between PLS frequency/duration and pronunciation accuracy; nor was a major correlation found between language aptitude and pronunciation accuracy. Nonetheless, the application of a statistical model comprising the most frequently used PLSs and those with the longest duration yielded a positive correlation between these PLSs and pronunciation intelligibility levels. Future studies incorporating motivational elements are required to establish how they correlate with pronunciation accuracy, in particular.
The Effect of Combined Peer-Teacher Feedback on Thai Students&apos; Writing Accuracy
Author: Nguyen, Thi Thuy Loan
Date: 2018-07-00
Type: Journal Articles
Subjects: Feedback (Response),English (Second Language),Second Language Learning,Second Language Instruction,Focus Groups,Semi Structured Interviews,Error Correction,Writing Skills,Writing Improvement,Foreign Countries,Models,Teaching Methods,College Students,Accuracy,Revision (Written Composition),Writing Difficulties,Writing Instruction,Language Teachers,Majors (Students),College Faculty,Undergraduate Students,Instructional Effectiveness,Peer Evaluation,Teacher Student Relationship

Nowadays, language errors are viewed as indicators of learners' existing knowledge of the target language. Several studies have thus been conducted on the types and sources of these errors in order to help learners effectively acquire language skills. This is not an exception in Thailand where students' English writing has been reported to be a chronic problem. However, there has been little research on the ways to help Thai students improve their English writing skills. Adopting the combined peer-teacher feedback model developed by Nguyen (2017, 2018) and employing a survey and a focus group semi-structured interview, this study reports on how this feedback model helped reduce Thai university students' writing errors and how they responded to each error for the improvement of their writing accuracy. In addition to confirming the effectiveness of this feedback model in assisting Thai students, the study also discussed their evaluations of each error difficulty level, their revision strategies and the frequencies of their accurate corrections. The results of this study are therefore expected to shed more light on how to help Thai students overcome their English writing difficulties, reduce their writing errors and improve their writing skills. Furthermore, the study is hoped to partly reflect how in-service teachers tailor teaching approaches and materials to enhance the writing ability of EFL learners.
Decision Tree Modeling of Wheel-Spinning and Productive Persistence in Skill Builders
Author: Kai, Shimin
Date: 2018-06-00
Type: Journal Articles
Subjects: Decision Making,Models,Intervention,Computer Assisted Instruction,Mastery Learning,Mathematics Instruction,Online Courses,Persistence,Classification,Learning Problems,Problem Solving,Skill Development,Teaching Methods,Learning Processes,Statistical Analysis,Vignettes,Middle School Students

Research on non-cognitive factors has shown that persistence in the face of challenges plays an important role in learning. However, recent work on wheel-spinning, a type of unproductive persistence where students spend too much time struggling without achieving mastery of skills, show that not all persistence is uniformly beneficial for learning. For this reason, it becomes increasingly pertinent to identify the key differences between unproductive and productive persistence toward informing interventions in computer-based learning environments. In this study, we use a classification model to distinguish between productive persistence and wheel-spinning in ASSISTments, an online math learning platform. Our results indicate that there are two types of students who wheel-spin: first, students who do not request any hints in at least one problem but request more than one bottom-out hint across any 8 problems in the problem set; second, students who never request two or more bottom out hints across any 8 problems, do not request any hints in at least one problem, but who engage in relatively short delays between solving problems of the same skill. These findings suggest that encouraging students to both engage in spaced practice and use bottom-out hints sparingly is likely helpful for reducing their wheel-spinning and improving learning. These findings also provide insight on when students are struggling and how to make students' persistence more productive.
Croatian Preschool Teachers&apos; Self-Perceived Competence in Managing the Challenging Behaviour of Children
Author: Beaudoin, Kathleen
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Teacher Attitudes,Teacher Competencies,Classroom Techniques,Preschool Children,Student Behavior,Behavior Problems,Teacher Surveys,Factor Analysis,Likert Scales,Psychometrics,Self Evaluation (Individuals),Regression (Statistics),Statistical Analysis

Managing behaviour is a complex component of the teaching process and one that teachers consistently identify as an area of great concern. This study aimed to examine teachers' perceptions regarding their competence for managing the challenging behaviour of young children and to identify the factors that affect these beliefs. A total of 204 preschool teachers working in Kindergarten Rijeka, Croatia participated. Teachers completed an exploratory survey of self-perceptions of competence in managing the challenging behaviours encountered in their classrooms. Factor analysis revealed a one-factor structure for self-perceived competence, and all scales showed good psychometric properties. Preschool teachers' assessment of their own competence in managing challenging behaviour was explained by the level of support they received from other professionals when faced with children's challenging behaviour and prior coursework in classroom management. Participants with higher levels of professional support and more coursework in classroom management estimated themselves to be more competent in managing challenging behaviour. The results suggest that Croatian preschool teachers need training in classroom management and greater access to professional support personnel when working with students with challenging behaviours.
Comparison of Time Management Perception of Students Studying at Department of Physical Education and Sports Teaching and Program in Primary School Education
Author: Gumusgul, Osman
Date: 2018-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Time Management,Student Attitudes,Physical Education,Preservice Teacher Education,Preservice Teachers,Primary Education,Likert Scales,Foreign Countries,Statistical Analysis

The aim of this study was to compare time management perception of students studying at Department of Physical Education and Sports Teaching and program in Primary School Education. Totally, 170 students took part in this research. Data was gathered through Time Management Scale that had been developed by Britton and Tesser (1991) and was translated to Turkish Language by Alay and Koçak (2002). In evaluation part, frequency analysis and parametric tests were used. It was statistically determined that there were significant differences between students studying at department of physical education and sports teaching with program in primary school education. It is considered that the students of Physical Education and Sports Teaching Department have high perception in all three sub-dimensions because of their habit of using the time well in the competition or the habits of time planning such as nutrition and sleeping out of sporting time.
Drawings as External Representations of Children&apos;s Fundamental Ideas and the Emotional Atmosphere in Geometry Lessons
Author: Gracin, Dubravka Glasnovic
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Mathematics,Geometry,Qualitative Research,Case Studies,Foreign Countries,Freehand Drawing,Student Attitudes,Emotional Response,Knowledge Level,Comprehension,Mathematics Instruction,Research Methodology,Geometric Concepts,Coding,Statistical Analysis,Semi Structured Interviews,Content Analysis

The important role that geometry plays in the mathematics curriculum has been extensively documented. However, the reduction of geometry in school mathematics, and the focus on basic computation and procedures, raises the question of the competencies students acquire and the classroom atmosphere in geometry lessons. The goal of this multiple case study was to analyse four students' conceptions of geometry and the emotional atmosphere in geometry lessons on an individual level. Drawings were used as external representations of the students' geometrical ideas and the emotional atmosphere. The results show that the participants have a narrow understanding of geometry, and that geometry teaching in their classrooms is reduced to frontal teaching with very limited communication. Nevertheless, the emotional atmosphere in these four cases could be described as positive or ambivalent. Based on the data, the results are discussed not only with regard to the utility of drawings as a research method to gain insights into students' conceptions of geometry and emotional atmosphere in geometry lessons, but also with regard to their theoretical and practical implications.
A Realist Model of Prison Education, Growth, and Desistance: A New Theory
Author: Szifris, Kirstine
Date: 2018-06-00
Type: Journal Articles
Subjects: Institutionalized Persons,Correctional Institutions,Correctional Education,Males,Literature Reviews,Sociology,Theories,Identification (Psychology),Job Skills,Coping,Role of Education,Educational Environment,Adults,Foreign Countries

This paper articulates the first 'general theory' of prison education, offering a new insight into the relevance of desistance theory and understanding of prison sociology to the lives of men engaged in education whilst in prison. Using a realist review method (Pawson, 2002b; Wong, 2013a) we develop a rough, initial general theory of prison education articulated in the form of three context-mechanism-outcome configurations (CMO). We then 'test' these CMOs by assessing the current evidence base through a systematic review of literature. This paper articulates three inter-related CMOs that we ground in prison sociology and desistance literature: 'hook', 'safe space' and 'qualifications'. 'Hook' refers to engaging in prison education as a 'hook for change' and its impact on personal identity. 'Safe space' refers to the space an educational class can provide and its relevance to social identity. 'Qualifications' refers to the relevance of skills and qualifications gains. The literature review takes a targeted view of relevant fields to identify the most relevant evidence base for (or against) the three CMOs under scrutiny. We identify a stronger evidence base to support the 'safe space' and 'hook' CMOs than for the 'qualifications' CMO. However, the research is limited by a narrow focus on literature. We outline the next steps for future researchers to build on this work.
Assessment of School Image
Author: Eger, Ludvík
Date: 2018-00-00
Type: Journal Articles
Subjects: Institutional Characteristics,Semantic Differential,Public Relations,School Administration,Principals,Case Studies,Foreign Countries,Leadership Effectiveness,Secondary Schools,Secondary School Students,Vocational Education,Technical Education,Parents,Likert Scales,Questionnaires

There seems to be a gap in the literature on educational management that focuses on school image and its assessment. This paper addresses this issue by reviewing the state of the art regarding school image and communication with the public. School image can be defined as the overall impression and mosaic synthesised from numerous impressions of individuals of school publics (pupils/students, teachers and deputies of school management, parents, and other stakeholders). School image is not what the headteachers understand it to be, but the feelings and beliefs about the school and its educational programme that exist in the minds of the school publics. The present study contributes to the literature by providing an overview of school image and by providing a practical application of a useful tool for assessing the content of corporate image. Semantic differential scales are used for marketing purposes and as a useful technique for measuring and assessing school image. Communication with publics and the development and sustainability of a positive school image influence not only the marketing of the school but also the educational process in the school. Today, shaping and maintaining a school image is even more important because of the curriculum reform, focusing on higher study process outputs, quality assessments, and accountability. The findings of this study have important implications for school marketing experts and researchers, headteachers, education policymakers, as well as teachers at schools.
The Use of Variables in a Patterning Activity: Counting Dots
Author: Maj-Tatsis, Bozena
Date: 2018-00-00
Type: Journal Articles
Subjects: Pattern Recognition,Secondary School Students,Geometric Concepts,Visual Aids,Generalization,Mathematics Activities,Secondary School Mathematics,Foreign Countries,Observation,Video Technology,Cooperative Learning,Educational Experiments

The present paper examines a patterning activity that was organised within a teaching experiment in order to analyse the different uses of variables by secondary school students. The activity presented in the paper can be categorised as a pictorial/geometric linear pattern. We adopted a student-oriented perspective for our analysis, in order to grasp how students perceive their own generalising actions. The analysis of our data led us to two broad categories for variable use, according to whether the variable is viewed as a generalised number or not. Our results also show that students sometimes treat the variable as closely linked to a referred object, as a superfluous entity or as a constant. Finally, the notion of equivalence, which is an important step towards understanding variables, proved difficult for our students to grasp.
Politics, Education, and a Glocal Movement: Gulen-Inspired Educators and Their Views on Education in Politically Turbulent Times
Author: Incetas, Yusuf
Date: 2018-00-00
Type: Journal Articles
Subjects: Altruism,Religious Cultural Groups,Intergroup Relations,Excellence in Education,College Admission,Science Achievement,Mathematics Achievement,Political Issues,Educational History,Educational Philosophy,Terrorism,Foreign Countries,Islam,Outreach Programs,Philanthropic Foundations,Awards,Muslims,Interviews,Observation

The Hizmet Movement a.k.a. Gulen Movement is a collective initiative of a group of people from Turkey following altruistic ideals. Although it is rooted in Islam and the Sufi tradition, it appeals to all backgrounds via its secular schools and interfaith dialogue outreach. In the U.S., the movement runs educational institutions, interfaith dialogue centers, and charities, and has grown significantly since the start of the new millennium. The academic excellence, college admission rates, and medals won at local and international science and math competitions helped Hizmet Movement schools gain recognition and appreciation in the more than 100 countries where they operate. However, recent political unrest and, as a result, anti-democratic treatment of Hizmet participants in Turkey has taken a toll on this success and has transformed the movement into a diaspora. This paper serves as an introduction to Hizmet Movement's history, its perceptions in the U.S. and in Turkey, and the educational philosophies of its educators in a post-911 and post-15 July world. The focus on events is between 1960 to present.
Engaging Young Children with Mathematical Activities Involving Different Representations: Triangles, Patterns, and Counting Objects
Author: Tirosh, Dina
Date: 2018-00-00
Type: Journal Articles
Subjects: Young Children,Mathematics Activities,Computation,Arithmetic,Geometric Concepts,Pattern Recognition,Visual Learning,Repetition,Handheld Devices,Mathematical Concepts,Logical Thinking,Manipulative Materials

This paper synthesizes research from three separate studies, analysing how different representations of a mathematical concept may affect young children's engagement with mathematical activities. Children between five and seven years old engaged in counting objects, identifying triangles and completing repeating patterns. The implementation of three counting principles were investigated: the one-to-one principle, the stable-order principle and the cardinal principal. Children's reasoning when identifying triangles was analysed in terms of visual, critical and non-critical attribute reasoning. With regard to repeating patterns, we analyse children's references to the minimal unit of repeat of the pattern. Results are discussed in terms of three functions of multiple external representations: to complement, to constrain and to construct.
Primary Teacher Students&apos; Understanding of Fraction Representational Knowledge in Slovenia and Kosovo
Author: Manfreda Kolar, Vida
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Elementary School Teachers,Preservice Teachers,Pedagogical Content Knowledge,Fractions,Primary Education,Elementary School Mathematics,Task Analysis,Mathematics Tests,Statistical Analysis,Mathematics Instruction

The study of primary teacher students' knowledge of fractions is very important because fractions present a principal and highly complex set of concepts and skills within mathematics. The present study examines primary teacher students' knowledge of fraction representations in Slovenia and Kosovo. According to research, there are five subconstructs of fractions: the part-whole subconstruct, the measure subconstruct, the quotient subconstruct, the operator subconstruct and the ratio subconstruct. Our research focused on the part-whole and the measure subconstructs of fractions, creating nine tasks that were represented by different modes of representation: area/region, number line and sets of objects. The sample consisted of 76 primary teacher students in Slovenia and 93 primary teacher students in Kosovo. Both similarities and differences of the primary teacher students' interpretations of the representations across the two countries were revealed and compared. The findings suggest that primary teacher students from both countries need to upgrade their understanding of fractions. The analysis confirms that the formal mathematical knowledge acquired by primary teacher students is not necessarily adequate for teaching elementary concepts in school.