ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Teachers' Views on the Presentation of Culture in EFL Coursebooks
Author: Hamiloglu, Kamile
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Cultural Awareness,Foreign Countries,Teacher Education Programs,Correlation,Textbooks,Content Analysis,Case Studies,Units of Study,Structured Interviews

Along with the suitable methodology to teach English as a foreign language, social and cultural domains have become prominent as well and now they constitute a very significant part of English language education. Considering that culture is an inseparable part of a language, the concept of culture and its use in EFL classes have become an important means for mediating the learner and the target language. However, culture, is not considered as the culture of the target language only but also culture of the learner and the other communities in the world, that is, international culture today. The reciprocal and complex relationship between culture and language is now a source for further discussions and it concerns teachers of EFL regarding to its exploitation, benefits and harms, both as an input and output in their classes. That is why it is very significant how teachers view culture and how they exploit it in their teaching contexts. This present study aims to explore the perceptions and views of year 4 (senior) pre-service (PTs) at the department of English Language Teaching in a state university in Istanbul, Turkey, as the prospective teachers, on the representations of target language, local and international culture in EFL coursebooks. A content analysis and a structured interview served as the instruments of the study. The results indicated that the majority of the participants desire and prefer to see cultural presentations in EFL coursebooks and similarly they prefer international culture elements instead of purely target or local ones to take place.
Neoliberal Globalisation, Managerialism and Higher Education in England: Challenging the Imposed &quot;Order of Things&quot;
Author: Beckmann, Andrea
Date: 2013-00-00
Type: Journal Articles
Subjects: Neoliberalism,Global Approach,Higher Education,Educational Administration,Critical Thinking,Empathy,Social Justice,Democracy,Social Integration,Foreign Countries,Quality Assurance,Educational Quality,Commercialization,Educational Change,Educational History,Teaching Methods

This article critically explores the consequences of the imposition of neoliberal ideology on a transnational scale on the higher education system. Its particular focus is England where the context of the &quot;new managerialism&quot; continues to dominate the &quot;lifeworlds&quot; of educators and the educated, despite strong concerns about its efficacy. It will argue that practices introduced in the name of &quot;quality assurance&quot; are having profoundly detrimental impacts for students, academia and, ultimately, society. In particular, the last 30 years in the educational realm of the United Kingdom have been characterised by the continuing displacement of critical understanding by managerial &quot;information&quot;. This has consequences in terms of leading to a &quot;normalisation&quot; of a broad adaptation of people's subjectivities to so-called &quot;market requirements&quot;. The article concludes with the need to reclaim the purpose of education as a process for facilitating critical thinking, respect and empathy--bare essentials for a democratic, socially-just and socially-inclusive society--and that this challenge requires the development of strategies of resistance to neoliberalism's &quot;forced normality&quot; at both the local and global level.
Crafting an Approach to Online Teaching
Author: Meyer, Paul
Date: 2013-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Educational Practices,Andragogy,Instructional Effectiveness,Internet,Professional Isolation,Distance Education,Barriers,Virtual Classrooms,Virtual Universities,College Faculty,Teacher Student Relationship,Empathy,Interpersonal Communication,Computer Mediated Communication,Scaffolding (Teaching Technique),Learning Motivation,Motivation Techniques,Educational Needs,Student Needs

Online teaching is in its adolescence and needs to mature in order to overcome some of its growing pains to reach its potential in the field of education. Reflecting upon the author's first three years teaching online, he notes practices and commitments that could help instructors better participate in and facilitate lifelong learning for students. To overcome challenges of online education, such as physical isolation and a sense of disconnectedness, instructors must develop creative and personalized strategies to meet students' needs. The author offers personalized reflections to guide online pedagogy/andragogy, foster dialogue and encourage enhanced student learning in the online classroom. Essentially, teaching in the online classroom involves establishing and developing principles of support and communication that could result in the understanding and application of information.
School on Cloud: Transforming Education
Author: Koutsopoulos, Kostis C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Practices,Holistic Approach,Student Centered Learning,Educational Technology,Interdisciplinary Approach,Internet,Information Storage,Conventional Instruction,Computer Uses in Education,Constructivism (Learning),Models,Information Technology,Educational Benefits,Cost Effectiveness,Shared Resources and Services,Access to Information,Obsolescence

Nowadays for an appropriate way to deal with teaching and learning there is an axiomatic need to accept an integrated-holistic approach both in terms of the way we regard education and of how we practice it. This leads to a two-prong position: First, that education constitutes a dialectic entity and second that approaches to education presently in use are now absolute. That is, education has recently undergone a paradigm shift from a &quot;Student Centred Learning&quot; approach, which in its own way have replaced the traditional &quot;Teacher Centred Instructing&quot; approach, towards an integrating holistic approach, bringing education into the new &quot;Net Centred Knowing&quot; paradigm which is based on cloud computing and represents the goal and objectives of the School on the Cloud project presented in this paper.
Using Teaching Circles Amongst Online Adjunct Faculty
Author: Ashton, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: Electronic Learning,Adjunct Faculty,Asynchronous Communication,Distance Education,Teaching Methods,Educational Strategies,Best Practices,Higher Education,Pilot Projects,Online Courses

Adjunct faculty members teaching online often experience feelings of isolation and lack of connection to the larger academic community. The current study examines the impact of teaching circles and the effectiveness of teaching circles in creating a sense of community for online adjunct professors in the asynchronous learning environment. Factors contributing to participation in the teaching circle included: newness to online teaching, professors looking for new teaching strategies, and professors experiencing a lapse of time from previously facilitating the selected course. The teaching circles allowed the professors facilitating the same course content to share best practices, communicate with online faculty members to reduce the feeling of isolation, and create a stronger connection to the university.
Student Perceptions of Online Instructional Practices That Enhance Connectedness: Themes toward the Development of an Instrument
Author: Lamport, Mark A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Attitudes,Online Courses,Graduate Students,Sense of Community,Schools of Education,Church Related Colleges,Student Surveys,Student Satisfaction,Online Surveys,Online Systems,Computer Mediated Communication,Teaching Methods,Educational Strategies,Feedback (Response),Gender Differences,Computer Software Evaluation,Usability

This preliminary study examines online post-graduate students' sense of community. The purpose of the study is to identify salient themes toward the construction of an instrument assessing online community. Participants included volunteers from two online graduate courses (master's, specialist, and doctoral students) in a School of Education at a Christian university. Surveys measuring student connectedness and online tools that increase student sense of community were administered online. Results indicate that a majority of students positively experience a sense of community in the online classroom. Tools and instructional strategies identified as those most likely to promote a sense of community include discussion threads, personal introductions, and timely teacher feedback.
Psychology Feud: When the Correct Answer Isn't the Most Valued
Author: Wozniak, William
Date: 2012-00-00
Type: Journal Articles
Subjects: Psychology,Introductory Courses,Teacher Student Relationship,Surveys,Learner Engagement

Psychology Feud, a classroom-based adaptation of the popular American television game show, provides an innovative, engaging opportunity for students to examine popular beliefs and misconceptions concerning general psychological information in a nonthreatening atmosphere. The game can be integrated into introductory psychology courses to (a) identify and discuss common misconceptions about psychology, (b) provide a review of learned information, and (c) measure learning over the course of the semester. The game could also be used to create an opportunity for informal faculty-student interaction.
Teacher Passion and Distance Education Theory
Author: Greenberger, Scott W.
Date: 2012-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Teacher Attitudes,Teacher Motivation,Teacher Characteristics,Distance Education,Correlation,Educational Research,Web Based Instruction,Computer Mediated Communication,Teacher Student Relationship,Communities of Practice,Aesthetics,Educational Theories,Psychological Patterns,Models,Empathy,Caring

Despite a significant body of research on post-secondary distance education, harmonious passion has not been explored in relation to teacher presence. Teacher presence within a community of inquiry has been identified as an important influence and predictor of student performance. As such, determining the degree of relationship between teacher passion and teacher presence could lead to significant improvement in distance education delivery. If future distance education research confirms a correlation between teacher passion, teacher presence, and aesthetics, online interactions between teachers and learners may need to be re-conceived.
Teaching Generation TechX with the 4Cs: Using Technology to Integrate 21st Century Skills
Author: Levin-Goldberg, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: Skill Development,Technology Integration,Educational Strategies,Educational Practices,Teaching Methods,Critical Thinking,Problem Solving,Innovation,Creativity,Interpersonal Competence,Communication Skills,Educational Needs,Trend Analysis

As we journey further into the 21st century, apprehensions emerge among business leaders in American markets. These concerns do not go unwarranted or unnoticed. Contemporary data portrays a despondent picture regarding new graduate preparedness for the global workforce. The findings reveal that employers feel the new entrants are deficient in the 21st century skills imperative for current market progress and profit. The critical 21st century skills employers demand are critical thinking and problem solving, communication, collaboration, and creativity and innovation--the 4Cs. The challenge is: How do educators better prepare students for 21st century skills utilizing technology as the conduit? This paper highlights three strategies (amendable to immediate, low cost, interdisciplinary implementation) that educators could utilize to foster student preparedness for the 21st century workforce. Strategies include: (a) becoming cognizant and literate in Web 2.0 tools; (b) assigning real world problems and issues for students to resolve using technology; and (c) creating collaborative problem-based learning experiences utilizing the resources available via the Web. Accurately employing these pedagogical methods may reclaim American academic and labor market resplendence.
Stealth Learning: Unexpected Learning Opportunities through Games
Author: Sharp, Laura A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Games,Elementary Secondary Education,Student Motivation,Learner Engagement,Technology Uses in Education,Active Learning,Teaching Methods

Educators across the country struggle to create engaging, motivating learning environments for their Net Gen students. These learners expect instant gratification that traditional lectures do not provide. This leaves educators searching for innovative ways to engage students in order to encourage learning. One solution is for educators to use stealth learning in their classrooms to create engagement and motivation in students that would increase learning opportunities. This article will cover stealth learning topics including unexpected learning opportunities, benefits, academic performance, and use of games in the classroom, engagement, and motivation that educators can use in the K-12 setting.
Grammar Games: A Case for Instructionist Game Models to Enhance Grammar Awareness and Accuracy
Author: Raftery, Brian
Date: 2015-00-00
Type: Journal Articles
Subjects: Grammar,Accuracy,Educational Games,Teaching Methods,Writing Instruction,English (Second Language),Second Language Learning,Second Language Instruction

Based on our own experiences teaching grammar in developmental writing classes and classes not dedicated to writing instruction, along with a history of scholarship that indicates a need for grammar pedagogies (e.g., Dougherty, 2012), instructor-designed grammar games can likely help facilitate learning about these mechanics of writing while easing the frustrations of grammar instruction. Ultimately, the versatility of grammar games in assessing student learning (e.g., launch or review) makes them valuable tools for educators in any field that requires writing.
Adding to Your Teaching Repertoire: Integrating Action Research into the Lesson Plans
Author: Basham, Matthew J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Action Research,Lesson Plans,Teaching Methods,Cooperative Learning,Theory Practice Relationship,Teacher Effectiveness,Instructional Effectiveness,Workshops,College Faculty,Faculty Development,Conferences (Gatherings),Community Colleges

As today's students become more technologically savvy, social, and collaborative using social media, there are new and innovative techniques educators can use in the classroom. For example, action research is a newer technique using collaborative group processes, drawing upon the experiences of the individuals to promote positive results. This article will provide an overview of action research theory and demonstrate how action research was used to help faculty and teachers learn how to put this theory into practice by developing lesson plans in a variety of disciplines. At the 25th International Conference on Teaching and Learning in March 2014 at Jacksonville, Florida, data was collected on ways educators may use action research in the classroom for the purposes of this research paper. While other educators may use action research differently, the results here show some ways educators can use action research in the classroom.
Supporting 21st-Century Teaching and Learning: The Role of Google Apps for Education (GAFE)
Author: Awuah, Lawrence J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Courseware,Higher Education,Computer Software,Computer Software Reviews,Technology Uses in Education,Computer Science Education,Student Satisfaction,Student Surveys,Usability,Misconceptions,College Students,Statistical Significance,Academic Achievement,Intention,Multiple Regression Analysis,Online Systems,Foreign Countries,Statistical Analysis

The future of higher education is likely to be driven by to the willingness to adapt and grow with the use of technologies in teaching, learning, and research. Google Apps for Education (GAFE) is a powerful cloud-computing solution that works for students regardless of their location, time, or the type of device being used. GAFE is used by thousands of schools and universities worldwide to make effective use of collaboration tools for students and faculties, with the primary objective of enhancing teaching and learning. In particular, GAFE tools enable users to work together virtually on documents, presentations, and projects in the cloud. GAFE is used to develop course websites, as a complement to traditional classroom instruction, with the aim of delivering coursework to students. For this research study, a group of computer science students from the University of Ghana were surveyed to understand the impact of GAFE use on their performance and satisfaction. The study was conducted after in-class deployment of GAFE during the fall 2013 semester. When asked if using the GAFE-based course website improved their performance, over 84% answered &quot;yes.&quot; Additionally, about 91% of the participants indicated that they were more satisfied with the courses using GAFE than those using traditional methods of instruction with no or moderate use of technology, where the least proportion of content is delivered online; the remaining 9% noted that they were moderately satisfied. Overall, the respondents were satisfied to some degree.
Establishing an Atmosphere for Critical Thinking in the Online Classroom
Author: Steadman, Ronald G.
Date: 2015-00-00
Type: Journal Articles
Subjects: Critical Thinking,Online Courses,Metacognition,Christianity,World Views,Classroom Environment,Tests,Classroom Techniques,Teaching Methods,College Programs,Educational Environment

Metacognition and critical thinking are crucial elements in the educational process. The following article examines the use of a quiz/poll classroom assessment technique (CAT) in a 100-level Christian worldview classroom (CWV-101) designed to stimulate student engagement with the course principles in a self-reflective and non-threating environment, thus establishing an atmosphere for critical thinking. The quiz/poll CAT is explained and its underlying inspiration explored to provide insight on the effectiveness of classroom assessment techniques in the online environment.
Coming to UCT: Black Students, Transformation and Discourses of Race
Author: Kessi, Shose
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blacks,Minority Group Students,College Students,Racial Bias,Photography,Personal Narratives,Student Experience,Racial Composition,Whites,College Environment,Self Esteem,Student School Relationship,Academic Achievement,Racial Identification,Social Bias,Coping

Since the dismantling of apartheid in South Africa, increasing numbers of black students have been enrolling at historically whites-only universities. This situation has been paralleled by a resurgence of racialising discourses that represent black students as lacking in competencies, lowering academic standards and undeserving of their places at university. This paper investigates the impact of these discourses on black students at the University of Cape Town (UCT). Over six months, 24 students from seven departments and four faculties participated in a Photovoice project during which they produced photographs and stories representing their experiences at UCT. The findings demonstrate that, through practices of material and symbolic exclusion, racialising discourses of transformation had a detrimental impact on students, affecting their self-esteem, sense of belonging, and academic performance. The discussion reflects on the identity dynamics and the coping strategies that black students adopt to fit into the whiteness of the university.
Integrated Teaching: Boon or a Bane?!
Author: Kotian, Sushma R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Integrated Activities,Feedback (Response),Instructional Effectiveness,Questionnaires,Medical Students,Teaching Methods,College Freshmen,Instructional Innovation,Likert Scales,Multimedia Instruction,Student Satisfaction,Achievement Gains,Foreign Countries

The objective of the present study was to evaluate the effectiveness of integrated teaching program using student feedback. A questionnaire to evaluate the effectiveness of the existing teaching program was prepared and distributed among 185 second year medical undergraduate students who underwent integrated teaching in their first year. Their responses were recorded, evaluated and analysed statistically. Additionally the performance of the students was also assessed by recording their year-wise results in the university examinations. This was further compared with the results of the students who were not exposed to integrated teaching in the past years and the findings were tabulated. Integrated teaching was found to be an innovative method in strengthening the teaching-learning process and received wide acceptance from the student population.
The Technology Leadership Competencies of Elementary and Secondary School Directors
Author: Yorulmaz, Alper
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Leadership Qualities,Minimum Competencies,Technological Literacy,Demography,Age Differences,Work Experience,Inservice Teacher Education,Administrator Attitudes,Administrator Surveys,Tenure,Foreign Countries,Questionnaires,Statistical Analysis

The aim of this study was to investigate the elementary and secondary school directors' technology leadership competencies in relation to some demographic features such as age, length of service and the state of whether taking in-service technology training. The universe of the current study employing descriptive survey model was comprised of 129 school directors working at 76 elementary and secondary schools in Mentese district of the city of Mugla in 2013-2014 academic year. The sampling of the study consisted of 74 randomly selected school directors. As the data collection instrument, &quot;The Scale of Educational Directors' Technology Leadership Competencies&quot; developed by Banoglu (2012) was used. This scale has five dimensions that are visionary leadership, digital age learning culture, perfectionism in professional practice, digital citizenship and systematic development. Within the context of the current study, the correlations between the directors' technology leadership competencies and gender, age, length of service and the state of whether taking in-service technology training were analyzed through t-test and One Way ANOVA. The findings of the analyses revealed that the dimension viewed to be the most important by the directors is systematic development. Moreover, a significant correlation was found between age and perfectionism in professional practice and between the state of whether taking in-service technology training and technology leadership, visionary leadership and digital citizenship.
Critical Pedagogy and Materials Development: Content Selection and Gradation
Author: Rahimi, Ali
Date: 2015-00-00
Type: Journal Articles
Subjects: Critical Theory,Teaching Methods,Problem Solving,Material Development,Instructional Materials,Social Justice,Social Change,Hidden Curriculum,Second Language Learning,Second Language Instruction,Media Selection,English (Second Language)

The study aimed at presenting how materials developers can design materials based on the tenets of Critical Pedagogy (CP). Having reviewed the literature on CP, the present study attempted to propose ideas for the selection and gradation phase of Materials Development in line with the tenets of CP. The distinguishing feature of the study was to exemplify a critical class with critical materials by drawing upon Freires' Problem Posing, Generative Themes, and Concentric Circles concepts. Additionally, the study proposed Immediacy and Comparison to be employed as tools to select and gradate the content of critical materials.