ethanporcaro/eric-fulltext-meta huggingface dataset:
The Victorian Curriculum Requires a Balance of Formal and Informal Learning: Curriculum and Pedagogical Considerations in Music Education
Author: Crawford, Renée
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Informal Education,Music Education,Curriculum Evaluation,Comparative Analysis,Outcomes of Education,Authentic Learning,Educational Policy,Educational Philosophy,Elementary Secondary Education,Teaching Methods,Learning Strategies

Musical Futures is an informal approach to music education that was introduced into Australia as part of a pilot project in 2010. It is described as a &quot;100% practical approach&quot; (Musical Futures Australia, 2016a) that, &quot;can be easily be tailored work in conjunction with any existing or future Australian music curricula&quot; (Musical Futures, 2016b). Given the recent introduction of the Victorian Curriculum, it is timely to consider if this completely informal approach and the curriculum align through a comparative analysis. The role of a curriculum framework is to provide clearly defined learning outcomes that can be assessed to measure achievement learning levels or standards across a learning continuum. In 2017 the Victorian Curriculum F-10 replaced the AusVELS framework, the new curriculum &quot;incorporates the Australian Curriculum and reflects Victorian standards and priorities&quot; (Victorian Curriculum and Assessment Authority (VCAA), 2016a). Using a constructivist framework that draws on Elliott's praxial philosophy of music education and development of musicianship (1995, 2005) a comparative curriculum analysis will determine to what extent an informal learning approach can meet curriculum requirements. The resource and policy documents &quot;Musical Futures: An Approach to Teaching and Learning&quot; (D'Amore, 2009) and the &quot;Victorian Curriculum - Music Years 7-10&quot; (VCAA, 2016b) are used for analysis, and are the basis for outlining the associated curriculum and pedagogical considerations necessary for educators and curriculum authorities.
Eng 7980: Learning Transfer in History and Theories of Composition
Author: Shepherd, Ryan P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Curriculum Design,Writing (Composition),Rhetoric,Graduate Students,Educational Theories,Student Educational Objectives,Writing Assignments,Writing Across the Curriculum

ENG 7980: History and Theories of Composition (HTC) is a course required for all MA and PhD students in rhetoric and composition at Ohio University. This section of HTC was designed with two specific goals in mind. The first was to introduce students to multiple theories of composition, and the second was to not only teach but also to facilitate learning transfer. Ultimately, students would each create their own &quot;theory&quot; of composition. Class content was designed to connect to contexts outside of the immediate classroom setting--specifically to students' other classes, research projects, and teaching. Class assignments were designed to draw outside content into the class as well as to push class content into teaching and research. This course design has been co-written by the instructor of HTC (Ryan) and four graduate students who took the class in fall 2017 (David, Sue, Courtney, and Chris). This article presents an extension of class content. David, Sue, Courtney, and Chris helped Ryan to reflect on the curriculum and update it based on what they learned about learning transfer.
Musical Futures and the Influence of Whole School Assessment Policies in Two Music Classrooms
Author: Wilson, Emily
Date: 2017-00-00
Type: Journal Articles
Subjects: Music Education,Music Activities,Teaching Methods,Music Teachers,Student Evaluation,Evaluation Methods,Summative Evaluation,School Policy,Foreign Countries,Formative Evaluation,Elementary Secondary Education

Musical Futures is an approach thought to make classroom music more engaging for students by drawing their outside musical lives into their school experiences. Consisting of complementary approaches arising from out-of-school contexts, Musical Futures incorporates the learning processes of popular musicians and community musicians. It is characterised by learning that is student-driven with an emphasis on learning through immersion in music making. The larger study from which this article is drawn is an ethnographic investigation of teacher practice and student engagement. Research participants were two music teachers and four classes of children aged ten to sixteen years from two schools in the outer-south eastern suburbs of Melbourne, Australia. The teachers were previously identified as drawing on Musical Futures approaches following their participation in a professional learning workshop. Data was collected through participant-observation of music lessons, interviews and focus groups. This article presents selected findings related to the whole school assessment policies which were influential over the two teachers' day-to-day classroom practice. Summative assessment was an area of interest for the two teachers as their whole school policies were challenging to implement.
Are Paragraph Theories Array of Impressions?
Author: Owusu, Edward
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Paragraph Composition,Discourse Analysis,Connected Discourse,Sentence Structure,Writing Skills,Essays,Error Patterns,Rhetoric,Second Language Learning,English (Second Language)

There are a number of functions paragraphs play in discourse studies. For example, it encourages a writer to give adequate focus to the various aspects of his or her message; and it facilitates the identification of one idea in an essay to another idea. Some classical second language writers (for example: Stern, 1976; Halliday &amp; Hasan, 1976; Warriner, 1988; Lunsford &amp; Connors, 1995; Driscoll &amp; Brizee, 2000; Langan, 2001; Sekyi-Baidoo, 2003; Kirzner&amp; Mandell, 2007; and Beare, 2012) on discourse studies have focused on key theoretical issues of paragraph theory such as: definition, types, structure and elements. Modern writers such as Bailey (2011), Rolls &amp; Wignell (2013), Nordquist (2019) have also contributed to studies on paragraph theory. Some university students find it perplexing observing all the elements and constituents of the paragraph theory. The purpose of the paper was, therefore, to find out factors accounting for students' problems in construction of paragraphs. This chronological paper traced the various theories of paragraph from 1970s to the 2000s, and analysed thirty (30) essay-based texts of university students in a descriptive way. Again, two texts (one each) from a non-native academic of English and a native academic of English were analysed. The results from the texts of student participants showed students' paragraph writing flaws in areas of concluding sentence, and coherence. The study, therefore, recommended that second language teachers should pay extra attention to students' paragraphs, especially in writing of concluding sentences, and observance of paragraph coherence.
Differential Effects of the Targeted Reading Intervention for Students with Low Phonological Awareness and/or Vocabulary
Author: Bratsch-Hines, Mary
Date: 2020-11-00
Type: Journal Articles
Subjects: Intervention,Phonological Awareness,Vocabulary Development,Reading Programs,Reading Difficulties,Coaching (Performance),Faculty Development,Kindergarten,Grade 1,Preschool Teachers,Elementary School Teachers,Program Effectiveness

Students most at risk for reading-related disabilities frequently struggle with word recognition and oral language, including, in the earliest grades, specific skills related to phonological awareness and vocabulary. Classroom teachers' delivery of high-quality differentiated supplemental instruction may promote reading acquisition for these students. The current study examined whether the Targeted Reading Intervention, a webcam-coaching literacy professional development program for kindergarten and first grade classroom teachers, was more effective in producing reading gains for students who had the lowest scores on fall measures of phonological awareness and/or vocabulary as compared with students with higher scores. Findings revealed that students who participated in the Targeted Reading Intervention and who scored lowest on the fall vocabulary measure had the highest scores on spring decoding measures.
Encouraging Extensive Listening in Language Learning
Author: Turan Öztürk, Demet
Date: 2020-00-00
Type: Journal Articles
Subjects: Listening Skills,Second Language Learning,Second Language Instruction,English (Second Language),Metacognition,Language Fluency,Worksheets,Teaching Methods,Feedback (Response),Decision Making,Skill Development,Foreign Countries,State Universities,Student Attitudes,Language Tests,College Students,College Preparation,Video Technology

This study aims to generate an analysis of how to encourage extensive listening in an English Preparatory Program with listening worksheets in an enjoyable way, to identify the learners' responses, and to establish the feedback from students which could provide more productive activities. For many of the students listening in target language is a challenging task. Extensive listening aims to get the learners listen and enjoy it. To improve the listening fluency, extensive listening is one of the functional and practical ways thanks to easy and interesting materials. Extensive listening encourages the learners to get fluent in a qualified way. The main value in extensive listening is to allow the students' self-selection and the decision of how to spend time effectively to improve their listening skill in the target language. 6 Turkish learners of English were the participants of this study; and they completed worksheets after each listening activity for 5 weeks in the spring term of 2018-2019 academic year in the prep school of a state school. The results of the analyses showed that all of the participants showed positive tendency towards listening and they developed their level of listening skill, along with some other skills in the target language.
Gender Representation in Iranian High School Textbook Images
Author: Azad, Mohammad Taghei
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Gender Differences,Ideology,Pictorial Stimuli,Cultural Influences,Social Influences,English (Second Language),Second Language Instruction,Gender Bias,Sex Stereotypes,Illustrations,High Schools

Many studies have investigated how genders were represented in ELT textbooks. A critical part of ELT textbooks are their images, and how they reflect their authors' ideologies have been the subject many studies. In an attempt to contribute to this line of research, the present study aimed to analyze gender representation in the images of the nation-wide ELT textbooks in Iran called Prospect 1, 2, and 3. Developing a converged framework by utilizing the principles and criteria presented for image analysis in Goffman (1979) and Kress &amp; van Leeuwen's (2006), the roles of both sexes were analyzed in terms of the active role, gaze direction, visual techniques, distance, and space illustrated in the images of the textbooks. The pictures were analyzed through content analysis and social semiological analysis, and Chi-square analysis indicated that the results of the study were statistically significant. The study found that in the images of the analyzed textbooks, males were depicted as playing a more active role and females were mostly portrayed as the reactive and goal participants. Also, the analysis of gaze direction revealed that males were frequently imaged as looking at the viewer while females were mainly illustrated as looking away from the viewer. Likewise, although women were typically shown in long shot frames -- which expands the social distance between the participants in the images and the viewers of the images, men were frequently depicted in close-up frames -- which implied their prominence. In contrast, on the subject of clothing, both males and females were portrayed as fully clothed in virtually all pictures of the textbooks, and women were never represented scantily or partially clothed. Concerning the places in which both sexes were portrayed in the images of the textbooks, it was shown that the authors illustrated a rather balanced view towards both males and females. Such a representation of genders in the Prospect Series textbook were discussed to be in line with the Islamic beliefs and culture dominant in Iran, but not consistent with the significant social roles both men and women play in the Iranian society.
The Access to Literacy Assessment System for Phonological Awareness: An Adaptive Measure of Phonological Awareness Appropriate for Children with Speech and/or Language Impairment
Author: Skibbe, Lori E.
Date: 2020-10-00
Type: Journal Articles
Subjects: Phonological Awareness,Speech Impairments,Language Impairments,Young Children,Test Validity,Preschool Education,Early Childhood Education,Evaluation Methods,Test Construction,Test Items,Individual Characteristics,Elementary School Students,Psychometrics

Purpose: The Access to Literacy Assessment System--Phonological Awareness (ATLAS-PA) was developed for use with children with speech and/or language impairment. The subtests (Rhyming, Blending, and Segmenting) are appropriate for children who are 3-7 years of age. ATLAS-PA is composed entirely of receptive items, incorporates individualized levels of instruction, and is adaptive in nature. Method: To establish the construct validity of ATLAS-PA, we collected data from children with typical development (n = 938) and those who have speech and/or language impairment (n = 227). Results: Rasch analyses indicated that items fit well together and formed a unidimensional construct of phonological awareness. Differential item functioning was minimal between the two groups of children, and scores on ATLAS-PA were moderately to strongly related to other measures of phonological awareness. Information about item functioning was used to create an adaptive version of ATLAS-PA. Conclusions: Findings suggest that ATLAS-PA is a valid measure of phonological awareness that can be used with children with typical development and with speech and/or language impairment. Its adaptive format minimizes testing time and provides opportunities for monitoring progress in preschool and early elementary classrooms.
Is Materials Development Progressing?
Author: Tomlinson, Brian
Date: 2020-00-00
Type: Journal Articles
Subjects: Material Development,Instructional Materials,Second Language Learning,Second Language Instruction,English (Second Language),Prediction,Futures (of Society),Instructional Material Evaluation,Teaching Methods,Publishing Industry,Program Descriptions

In this article I am going to review the 'progress' which L2 materials development has made both as a practical pursuit and as an academic discipline since my first contact with materials development in the 1960s. I am also going to evaluate the current situation, to make predictions about future developments and to make recommendations to teachers, to materials developers, to researchers, to publishers and to Ministries of Education. As I have reviewed the 'progress' of materials before (in, for example, Tomlinson (2012); Tomlinson &amp; Masuhara (2013); Tomlinson &amp; Masuhara (2018)) my review will be brief and my main emphasis will be on my evaluation and recommendations.
Pre-Service Teachers&apos; Perception on Their EFL Competence and Professional Requirements
Author: Ramos-García, Ana María
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Second Language Learning,Second Language Instruction,English (Second Language),Standards,International Education,Universities,Preservice Teachers,Student Attitudes,Language Proficiency,Language Teachers,Elementary School Teachers,Teacher Education Programs,Guidelines,Rating Scales,Foreign Countries

Language teaching and teaching through language have undergone a standardization process all over Europe. In the Spanish context, a myriad of programs has emerged in the last ten years whose main aim is to guarantee a plurilingual education. That means implementing and consolidating European directives on the matter from the Council of Europe. Universities have joined this trend in their need for internationalization. This contribution analyses pre-service teachers' perceptions on their English Foreign Language level and the professional requirements regarding language competence in the current context in which language is a key aspect in education at any level. In spite of the fact that most students (95.5%) consider that a language teacher should master the language (C1 CEFR level or at least B2), some of them (19.3%) acknowledge not having any language accreditation yet, and most are in between B1 and B2 (70%). Therefore, there is a lack of consistency between their real language level and their perception of what is needed in order to be a successful primary education language teacher. Unquestioningly, their desired level is above their real competence, that is the reason why they plan to continue their English studies once they finish their university degree.
Exploring the EAP Needs of Students of Knowledge and Information Science: A Triangulated Study in Iranian EFL Context
Author: Gaskaree, Behruz Lotfi
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Science Education,English for Academic Purposes,Second Language Learning,Second Language Instruction,Foreign Countries,Student Attitudes,Student Needs,Undergraduate Students,Self Evaluation (Individuals),Student Evaluation,Language Teachers,Language Skills,College Faculty,Study Skills,Language Proficiency,Teacher Attitudes

Given the lack of a systematic and comprehensive needs analysis to inform EAP programs in Iran, the present study aimed to explore the EAP needs of students of knowledge and information science. Questionnaires, undergraduates' self-assessment, teachers' evaluation of undergraduates' language abilities, and semistructured interviews were used for eliciting data from the students (95 undergraduates and 18 graduates) and 17 teachers (9 ELT and 8 content teachers). Despite the differences between different groups of stakeholders' perceptions on undergraduates' present and target situation needs, the results showed that there are serious gaps between students' present language abilities and target situation academic English demands. Moreover, the students showed difficulty with all language skills, sub-skills, components, and study skills. Low level of language proficiency made undergraduates prefer an EGP-oriented EAP course devoid of specificity. The implications provided can be used for the renewal of EAP curriculum, course design, and materials development.
Establishing a Center for Language Education in a Chinese University: Challenges and Opportunities
Author: O'Sullivan, Kathy
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Development,Second Language Learning,Second Language Instruction,Foreign Countries,English (Second Language),Language of Instruction,Universities,Teacher Attitudes,Student Attitudes,College Students,College Faculty,Educational Quality,Language Teachers,Feedback (Response),Student Diversity,Student Needs,College Entrance Examinations,Mandarin Chinese,International Education,Sustainability,English for Academic Purposes

In today's globalized world, more degree programs worldwide are being taught through the medium of English, meaning that learners, most of whom are non-specialist language learners, need to demonstrate a high level of English language competence. As a consequence, foreign language provision in higher education has seen a mushrooming of language centers. Nowhere is this more the case than in China, which in recent years has witnessed a dramatic increase in the number of new universities being established, together with associated language centers. This article explores the process of establishing a language center at a Chinese university, from the viewpoints of the teachers and students directly affected as a result. The article describes the shift from teacher-led classes to learners taking responsibility for their own learning. To accommodate this shift, professional development of teachers was and remains key to planning for expansion and growth of the center. Teaching quality and a student-centered atmosphere are the main drivers of the center. Staff and student feedback is used to illustrate how planning to serve the diverse needs of university populations is crucial, given that further development is likely to happen at a dizzying pace.
Modeling AMO Factors Affecting English Teachers&apos; Performance Using System Dynamics
Author: Mohammadi, Moloud
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Knowledge Economy,Teacher Role,Academic Achievement,Human Resources,Systems Approach,Likert Scales,English (Second Language),Specialists,Language Teachers,Teacher Surveys,Teacher Attitudes,Teacher Motivation,Faculty Development,Behavior Change,Teacher Effectiveness,College Faculty,Simulation

In the knowledge age, performance evaluation is one of the vital components of each organization, and educational organizations are no exception. Teachers are believed as the single most important factor influencing students' academic success or failure. Considering the pivotal role of teachers, educational systems need to not only be assured that teachers perform at their best to enhance student learning, they also urgently require attempting to identify strengths and weaknesses in teachers' practice for further professional development. The AMO theory of human resource management represents that the three independent system components which characterize an individual are: ability, motivation, and opportunity. Since there are many interactions between and among the components of a system, the system dynamics approach was selected to observe the changes in the behavior of an individual (system) overt time. For the purpose of this study, three types of surveys encompassing both Likert-scaled items and open-ended surveys were developed and then English language experts and teachers were asked to take participate in the process of data gathering. The results indicated that factors of teachers' ability and motivation will affect teachers' performance more than opportunity factors during the next 72 months in an S-shaped manner of behavior.