ethanporcaro/eric-fulltext-meta huggingface dataset:
Preschool Children's Perceptions of the Value of Affection as Seen in Their Drawings
Author: Günindi, Yunus
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Childrens Art,Freehand Drawing,Psychological Needs,Values Education,Values,Measures (Individuals),Qualitative Research,Content Analysis

The purpose of this study is to examine the perceptions of children in preschool education with regard to the value of affection in the pictures they draw. The study involved 199 children aged 60 months old or above. The descriptive research method was used and data were collected with the draw-and-explain technique. During the collection of the data, the children were requested to draw a picture related to the value of affection and explain the picture they drew. The children's explanations were recorded by the researcher. The study is one of the first to be conducted in Turkey with preschoolers in this research area. The results showed that the children generally depicted human figures like family members, other children and friends, animals like butterflies and dogs, trees, flowers and grass, happy images such as hearts, balloons and balls, and abiotic images like clouds and sunshine, as well as other images like houses in their drawings. The children tended especially to feature people and objects in their immediate vicinity.
Learning Service or Service Learning: Enabling the Civic
Author: Boyle-Baise, Marilynne
Date: 2006-00-00
Type: Journal Articles
Subjects: Service Learning,Higher Education,Civics,Citizenship Responsibility,Student Projects,Student Research,Instructional Design,Ethics,Academic Standards,Reflection,Teaching Methods,Educational Practices,Educational Strategies

Presently, service learning is utilized as a tool for learning about something other than service, such as: gaining civic dispositions, learning subject matter, practicing inquiry techniques, or questioning inequality. What might happen if, instead, an exploration of service itself grounded classroom studies and field work, fostering explicit consideration and critique of ethics, standards, and distinctive forms of learning through work with others? In this paper, the idea of service learning is turned on its head and &quot;learning service&quot; is considered as a means of enabling the civic, particularly in regard to higher education.
How Prevention Science Can Inform Service-Learning Research
Author: Aronson, Keith R.
Date: 2006-00-00
Type: Journal Articles
Subjects: Service Learning,Prevention,Research,Research Methodology,Interdisciplinary Approach,Partnerships in Education,School Community Relationship,Colleges

Prevention science, like service learning, is a relatively young field. However, in a short period of time, prevention has made significant progress in its scientific maturation, while SL research has lagged behind. Prevention science has made rapid progress because of its recognition of a multistage research cycle, reliance on interdisciplinary work, and success in developing strong university-community partnerships. Given the prevailing climate for accountability in education, SL researchers will need to increase the scientific rigor of their work. SL researchers should become more familiar with how prevention scientists conduct research. By following the lead of our prevention science colleagues and, where possible, teaming with them as interdisciplinary colleagues, SL researchers may move the field forward more rapidly.
&quot;I Fight Poverty. I Work!&quot; Examining Discourses of Poverty and Their Impact on Pre-Service Teachers
Author: Mulvihill, Thalia M.
Date: 2006-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Poverty,Discourse Analysis,Student Teacher Attitudes,Student Surveys,Empathy,Attitude Change,Economically Disadvantaged,Lunch Programs,Social Theories,Undergraduate Students,Teacher Education Curriculum,Curriculum Design

This paper examines some of the dominant discourses related to poverty and education such as those offered by the prominent political ideologies, those presented by educators who write about poverty, those embedded in popular culture, and those surrounding current teacher education curricula. Furthermore, this study evaluates the impact these discourses have on teacher education students, and ultimately on the students they engage. The results of a 15-item survey, distributed to teacher education students at a Midwest university, reveal their perceptions on poverty and offer many potential departure points for educators to consider. Additionally, this paper analyzes the implications of the data for teacher education curricula. The results of the study revealed that teacher education students employ conventional discourses and idioms in their understanding of poverty. The study makes clear that to adequately deal with issues of poverty in their classrooms, teacher education students need to be conversant with the multiple discourses of poverty and require opportunities to develop empathetic responses to poverty and learn to think about poverty from multiple points of view. Additionally, teachers need to learn a range of strategies that will shatter their assumptions about poverty and in turn prepare them to respond in a variety of ways.
The Benefits of Service Learning in a Down-Turned Economy
Author: Peters, Theodore
Date: 2006-00-00
Type: Journal Articles
Subjects: Service Learning,Economic Climate,Business Administration Education,Human Resources,Statistical Distributions,Likert Scales,Student Attitudes,Student Projects,Student College Relationship,Self Esteem,Citizen Participation,Leadership,Curriculum,Assignments,Program Effectiveness

With businesses struggling for resources during economic downturns, traditional business student internships were becoming more difficult to develop. One business school extended its experiential learning opportunities with specific management projects in community small business, healthcare, education, and non-profit organizations. The on-campus service learning center provided project development, logistical support, and assessment for forty-five business students to participate in thirty-eight on-site, Human Resource Management projects. Means and standard deviations for self-report, end-of-semester surveys were determined for six Likert-scale items that measured the students' satisfaction with the project experience, and percentages were calculated of students who indicated specific personal and intellectual benefits derived from the projects. Most students reported favorable experiences with these non-traditional learning sites. Student projects developed management career choice information through the on-site application of their practitioner skills. They also benefited from their classroom reflections and interactions in sharing their problems, insights, and outcomes among their classmates. Students indicated they felt increased self-confidence, more comfortable about entering the working world, and more awareness of the linkages between the business and community service worlds. Through service learning, students gained experience in leadership, scholarship, and citizenship to become better members of their communities despite an economic downturn.
&quot;Does Your Dog Bite?&quot;: Creating Good Questions for Online Discussions
Author: Toledo, Cheri A.
Date: 2006-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Computer Mediated Communication,Group Discussion,Questioning Techniques,Interaction,Models,Online Courses,Electronic Learning,College Students

One of the challenges of asynchronous online discussions is soliciting student responses that involve critical thinking. Too often students answer one another with &quot;I agree&quot; or &quot;That's what I think&quot; and the discussion dead ends. By providing students with models of good questioning techniques instructors will see the class discussion take on new depth. This article provides online course facilitators with an approach to questioning that can deepen student interactions in asynchronous discussions.
Toward a New Framework of &quot;Server&quot; and &quot;Served&quot;: De(and Re)constructing Reciprocity in Service-Learning Pedagogy
Author: Henry, Sue Ellen
Date: 2006-00-00
Type: Journal Articles
Subjects: Vignettes,Success,Tutoring,Service Learning,Teaching Methods,After School Programs,College School Cooperation,Early Childhood Education,Program Implementation,Program Descriptions,Organizational Objectives,Power Structure,Partnerships in Education,Professional Identity,Group Dynamics

This article problemetizes the contemporary view of reciprocity and offers a philosophical foundation for an enriched view based on Dewey's critique of early stimulus-response theory in psychology and his view of democracy. We situate the argument for reconsidering the provider/recipient model of service learning in the context of a collaboration between a university and school serving children 5-9 years old while implementing an after-school tutoring program. We develop and describe the traditional and enriched models of reciprocity and create a vision for the future establishment of similar collaborations.
Using the Case Method to Teach Online Classes: Promoting Socratic Dialogue and Critical Thinking Skills
Author: Brooke, Stephanie L.
Date: 2006-00-00
Type: Journal Articles
Subjects: Online Courses,Case Method (Teaching Technique),Critical Thinking,Teaching Methods,Questioning Techniques,Thinking Skills,Virtual Classrooms,Case Studies,Student Characteristics,Instructional Effectiveness,Educational Practices,Educational Strategies,Higher Education,Electronic Learning

With increasing interest in online education, instructors must have a repertoire of tools available to promote the critical thinking skills of their students. This paper will present the case method as one pedagogical approach for teaching online courses. Example cases are provided. Pedagogical approaches to working with new and seasoned online students are addressed. Further, the benefits of using the case method to promote learning in the virtual classroom are explained. The case studies presented for online classes present concrete situations that can be used to stimulate analysis, requiring students to project how they might respond to a set of circumstances. Case studies promote Socratic dialogue and higher order thinking skills. Further, the case method can be a good vehicle for stimulating students' thought about step-by-step planning.
How Do Faculty Experience and Respond to Classroom Conflict?
Author: Meyers, Steven A.
Date: 2006-00-00
Type: Journal Articles
Subjects: Conflict Resolution,College Faculty,Classroom Environment,Classroom Techniques,Teaching Experience,Conflict,Teaching Methods,Teacher Behavior,Teacher Characteristics,Teacher Response,Teacher Student Relationship,Questionnaires,Demography,Course Organization,Incidence,Likert Scales,Investigations,Correlation,Predictor Variables,Change Strategies,Educational Practices

We present descriptive data about the nature and correlates of classroom conflict using a national sample of 226 faculty members. We differentiated two different types of conflict, inattentive versus hostile, in our survey. Levels of conflict were not associated with instructors' demographic traits or characteristics of their courses, but were related to professors' choice of teaching methods, their demeanor, and how they responded to challenging situations. We also found that those conflict management techniques that address the relationship between faculty and students were most effective in reducing conflict.
The Effect of Explicit Metapragmatic Instruction on the Speech Act Awareness of Advanced EFL Students
Author: Eslami-Rasekh, Zohreh
Date: 2004-09-00
Type: Journal Articles
Subjects: Advanced Students,English (Second Language),Second Language Learning,Multiple Choice Tests,Pragmatics,Pretests Posttests,Speech Acts,Undergraduate Students,Control Groups,Foreign Countries,Second Language Instruction,Metalinguistics,Language Teachers,Teacher Education

This study deals with the application of the pragmatics research to EFL teaching. The study explored the effect of explicit metapragmatic instruction on the speech act comprehension of advanced EFL students. The speech acts of requesting, apologizing, and complaining were selected as the focus of teaching. Teacher-fronted discussions, cooperative grouping, role plays, and other pragmatically oriented tasks were used to promote the learning of the intended speech acts. A pretest posttest control group design was used. The subjects included Iranian undergraduate students in their last year of study in the field of teaching English as a foreign language. A group of American students were used to provide the baseline for the study. A multiple choice pragmatic comprehension test was developed in several stages and used both as a pretest and posttest to measure the effect of instruction on the pragmatic comprehension of the students. The results of the data analysis revealed that students' speech act comprehension improved significantly and that pragmatic competence is not impervious to instruction even in EFL settings.
Understanding Professional Challenges Faced by Chinese Teachers of English
Author: Cheng, Liying
Date: 2004-03-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Performance Factors,College Faculty,Knowledge Base for Teaching,English (Second Language),English Instruction,English Teachers,Inservice Teacher Education,Teacher Surveys,Secondary School Teachers,Faculty Development,Needs Assessment,Educational Needs,Teacher Background,Learning Activities,Teacher Attitudes

Drawing on work in general education, second/foreign language teacher education has begun to recognize that within its knowledge base, teachers, apart from the methods and materials they may use, are central to improving English language teaching. To understand the professional development of teachers in the English as a foreign language context, this paper reports a survey study among 47 in-service secondary teachers of English (Grades 7-12) who were attending a summer professional upgrading program in a Teacher College in Northern China. The results indicate that the challenges these teachers face are connected with the unique centralized examination-driven educational system. The findings also provide an understanding of their professional development needs and entail implications on second/foreign language teacher education programs in such a context.
Learning Pragmatics from ESL &amp; EFL Textbooks: How Likely?
Author: Vellenga, Heidi
Date: 2004-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Speech Acts,Pragmatics,Metalinguistics,Textbooks,Qualitative Research,Statistical Analysis,Language Usage,Teaching Methods,Grammar,Content Analysis,Higher Education

The textbook is the center of the curriculum and syllabus in most classrooms; however, rarely does it provide enough information for learners to successfully acquire pragmatic competence. This paper reports on a qualitative and quantitative study of 8 English as a Second Language (ESL) and English as a Foreign Language (EFL) textbooks to determine the amount and quality of pragmatic information included. Detailed analysis focused specifically on the use of metalanguage, explicit treatment of speech acts, and metapragmatic information, including discussion(s) of register, illocutionary force, politeness, appropriacy and usage. Findings show that textbooks include a paucity of explicit metapragmatic information, and teachers' manuals rarely supplement adequately. Teacher surveys show that teachers seldom bring in outside materials related to pragmatics, and thus, learning pragmatics from textbooks is highly unlikely. Implications suggest that textbook developers could include authentic examples of speech acts and sufficient metapragmatic explanations to facilitate acquisition of pragmatic competence.
Classroom Activities Viewed from Different Perspectives: Learners' Voice and Teachers' Voice
Author: Eslami-Rasekh, Zohreh
Date: 2004-12-00
Type: Journal Articles
Subjects: Class Activities,Teacher Attitudes,Student Attitudes,Beliefs,Learning Activities,Preferences,Questionnaires,English (Second Language),English Language Learners,Cohort Analysis,Comparative Analysis,Speech Communication,Nonverbal Communication,High School Students,Foreign Countries

The present study aimed at investigating learners' beliefs about different learning activities and the degree of discrepancy between learners' preferences and instructors' awareness of those preferences in foreign language learning. The study involved 603 EFL students majoring in different fields who responded to a questionnaire on their preferred activities in the &quot;General English&quot; course. In addition, 27 instructors who taught the &quot;General English&quot; course were asked about their perceptions of students' preferences in the same context. The questionnaire included 40 classroom activities. A comparison was made between these two participant groups' responses. The results indicate that, in communicative activities, there is a significant difference between students' preferences and instructors' perception of those preferences. Students' preferences for communicative activities were significantly higher than their instructors' beliefs. The results indicate that instructors are not highly aware of students' preferences in relation to communicative activities. The results have implications for syllabus and material design and classroom practice.
Habits of Household Lingualism
Author: Adamek, Philip M.
Date: 2004-06-00
Type: Journal Articles
Subjects: Bilingual Education,Self Concept,Children,Child Rearing,Family Environment,Language Minorities,Barriers,Second Language Learning,Multilingualism,Monolingualism,Language Usage,Language Maintenance,Language Attitudes

This essay contrasts two approaches to household bilingual education with respect to the notion of identity. The notion of lingualism is presented. Lingualism emphasizes the continuum between monolinguals and bilinguals through a nonquantifying understanding of language (including speech, writing, gestures, and language potential). Kouritzin's (2000) account of raising bilingual children defines identity in terms of one's first or native language. Mastery of grammatical and cultural standards is assured by the native experience of language, which itself presents a barrier to authentic L2 acquisition. Identity-bound languages are mutually conflictual and minority languages need barriers to survive. Harding's and Riley's (1986) study of bilingual families subordinates the notion of identity to that of linguistic identification. It views languages in a relationship of cross-fertilization. From this comparison, and in dialogue with works by Baker, Grosjean, Skutnabb-Kangas and Phillipson, the essay argues for a multilingual approach to multilingualism that does not reproduce monolingual ideology.
Barriers to Acquiring Listening Strategies for EFL Learners and Their Pedagogical Implications
Author: Chen, Yiching
Date: 2005-03-00
Type: Journal Articles
Subjects: Barriers,English (Second Language),English Language Learners,Listening Skills,Skill Development,Learning Strategies,Listening Comprehension,Cognitive Processes,Models,Training Methods,Qualitative Research,College Students,Student Journals,Interviews,Affective Behavior,Habit Formation,Cognitive Style,Language Proficiency,Beliefs,Difficulty Level,Language Acquisition,Student Attitudes,Educational Diagnosis,Foreign Countries

As theorized in Anderson's (1983, 1995) associative stage of skill acquisition, errors or obstacles become an important index of the learning process. However, learning obstacles have not been widely researched in the field of language learning strategies. This study explores the difficulties or barriers confronted by the EFL (English as a Foreign Language) learners while acquiring listening comprehension strategies during a training program. The findings indicate that the obstacles confronted by the learners are multifaceted. Each facet carries a probable risk of comprehension failure. Learning barriers are associated with the internal factors of learners such as their affective statuses, listening habits, information processing capacities, English proficiencies, and their belief about listening activities. Other barriers concerned the nature of listening strategies and the listening material used. Based on the findings, a series of pedagogical implications are provided.
The Effect of Varied Cognitive Strategies Used to Complement Animated Instruction in Facilitating Achievement of Higher Order Learning Objectives
Author: Lin, Huifen
Date: 2006-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Cognitive Style,Animation,Educational Objectives,Outcomes of Education,Statistical Significance,Audio Equipment,Advance Organizers,Instructional Effectiveness,Computer Assisted Instruction,Measures (Individuals),Heart Disorders,Human Body,Pretests Posttests,Control Groups,Experimental Groups,Statistical Analysis,Statistical Distributions,Undergraduate Students,Computer Science Education,Business Administration Education

The purpose of this study was to investigate the effects of advance organizers and audio narrations used to complement animated instruction on tests measuring different educational objectives. One hundred forty-one participants were randomly assigned to five treatment groups, received their respective instructional presentation and completed four criterion measures. No statistically significant differences in achievement were found among the five treatment groups on each of the criterion measures indicating that the type of cognitive strategies employed to complement animation did not instigate deeper levels of information processing and were not effective in facilitating higher order learning outcomes. These results raised concerns about the usefulness of prior research related to advance organizers and audio narrations when the objective is to complement animated instruction to facilitate higher order learning objectives.
Virtual Mentoring in Higher Education: Teacher Education and Cyber-Connections
Author: Watson, Sandy
Date: 2006-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Secondary School Teachers,Teacher Education Programs,Pretests Posttests,Surveys,Electronic Mail,Program Effectiveness,Mentors,Computer Mediated Communication,Teaching Methods,Student Attitudes,Evaluation Methods,Inclusion,Teacher Responsibility,Time Management,Classroom Techniques

This study explored the benefits and limitations of mentoring relationships between pre-service and practicing K-12 teachers. Thirteen pre-service education students at a university in the southeastern United States and 17 practicing teachers from four states participated. The student participants were in their senior year in a teacher education program, during the semester just previous to their student teaching experience. Pre- and post-surveys, email exchanges and student email reflections were utilized to gather data concerning the effectiveness of the project. Results indicated that online mentoring was overall a highly positive experience that provided the student participants unique and practical insight into the field of teaching. The experience was not without problems however, as student participants voiced concern with the procedure for obtaining mentors, timely responses from some mentors and the degree to which their questions were addressed in some cases.