ethanporcaro/eric-fulltext-meta huggingface dataset:
Prospects for Integrating Service Learning into Short-Term International Study
Author: Daly, Donna M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,Integrated Activities,International Studies,Study Abroad,Undergraduate Study,Global Approach,Curriculum Design,Curriculum Development,Student Research,Integrated Curriculum,Curriculum Enrichment,Educational Practices,Educational Change

In an era of significant social, political, and economic globalization, it is crucial for health and human services educators to adopt a more hands on international view vis-à-vis student education. This article presents information that will assist educators in extending domestic service learning concepts and activities into the undergraduate international study arena. The authors also introduce a research framework for further data collection and analysis. Finally, the article shares lessons learned and presents a continuum that features five milestones, institutional support, faculty buy-in, agency partnership, student engagement, and pre-post assessment that contribute to the successful incorporation of service learning activities.
Active Listening Strategies of Academically Successful University Students
Author: Canpolat, Murat
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Listening Skills,Academic Achievement,Success,Learning Strategies,Active Learning,Student Attitudes,Qualitative Research,Learning Processes,Attention,Notetaking,Logical Thinking,Inquiry,Inferences,Comprehension,Goal Orientation,Attendance Patterns,Learning Motivation,Psychological Patterns,Learner Engagement,Feedback (Response),Case Studies,Psychomotor Objectives,Observation,Proximity,Interviews

Problem Statement: In formal educational environments, the quality of student listening affects learning considerably. Students who are uninterested in a lesson listen reluctantly, wanting time to pass quickly and the class to end as soon as possible. In such situations, students become passive and, though appearing to be listening, will not use listening strategies that promote productive and permanent learning. By contrast, when students willingly participate in lessons by listening to instructors, asking questions, and holding discussions, they practice active listening that allows them to achieve more productive and more permanent learning. Purpose of Study: The aim of this study was to identify active listening skills that academically successful university students use in classes and to analyze these students' opinions on active listening skills. Methods: This qualitative research involved a case study by which academically successful university students were observed in a classroom environment and their thoughts on active listening skills examined. According to the model, participants were evaluated without any intervention by researchers in the classroom environment. Findings: Findings from observations and interviews were organized under three subheadings: cognitive, affective, and psychomotor-based strategies. Cognitive strategies included paying attention, taking notes, making associations and analogies, asking questions, integrating information, making inferences, getting the main idea, and setting an objective; affective strategies included attending class on time, being motivated, staying calm, and enjoying the lesson; and psychomotor-based strategies included being close to the board, following along with both the head and eyes, making eye contact, generating feedback, sitting up straight, and paying attention to gestures, facial expressions, tone of voice, and stresses in speech. Conclusion and Recommendations: According to data collected during the study, academically successful university students used different cognitive, affective, and psychomotor-based strategies in practicing active listening.
A Practice Study on the Informatization of Primary School Chinese Curriculum from the Perspective of Edutainment
Author: Hongke, Li
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Primary Education,Recreational Activities,Leisure Time,Program Design,Educational Experience,Curriculum,Curriculum Enrichment,Learning Activities,Instructional Design,Course Organization,Information Technology,Teacher Effectiveness

This article is based on some of the results of the cooperative project &quot;A Practice Study on Information-based Teaching&quot; started and accomplished by Hubei University and other secondary and primary schools. This paper elaborates on the connotation of edutainment and explores ideas and design strategies of primary school Chinese curriculum from the perspective of edutainment. Enlightened by the idea of edutainment, this paper makes an in-depth analysis of and demonstrates the nature, grounds, and strategies of the informatization of primary Chinese curriculum to discuss the design and development of course materials in information-based teaching and new ideas of information-based teaching practice.
The Effect of Organizational Justice and Perceived Organizational Support on Organizational Citizenship Behaviors: The Mediating Role of Organizational Identification
Author: Demir, Kamile
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Citizenship,Teacher Behavior,Identification (Psychology),Social Exchange Theory,Justice,Organizational Climate,Teacher Surveys,Teacher Attitudes,Structural Equation Models,Schools

Problem of Study: Research on social exchange relationships does not take into account another vital component of organizational life--namely an individual's sense of belonging and identity. Organizational identification is one of the most crucial factors holding employees together and keeping them committed to the organization. Many studies demonstrated that organizational identification is positively related to organizational citizenship behavior. Some researchers have suggested that organizational identification also might play an important role in social exchange processes. In recent years, the dominant approach has been to conceptualize the relationship among perceived organizational justice or perceived organizational support and organizational identification in terms of social identity as well as social exchange processes. Purpose of Study: The purpose of the present study was to investigate how the organizational identification mediates the impact of perceptions of organizational justice and organizational support on organizational citizenship behaviors in the context of Turkish preschool teachers. Methods: Data for this study were collected via a survey of 169 preschool teachers who completed measures of organizational citizenship behavior, organizational identification, organizational justice, and perceived organizational support. In analyzing the collected data, a two-step approach was adopted to test measured variables describing four latent constructs. Findings and Results: The model was specified and tested using structural equation modeling and was found to fit the data reasonably. The study findings show that the model was found to be effective in explaining the variance of organizational citizenship behaviors. Perceived organizational justice and organizational support together explained 70% of the variance in teachers' organizational identifications. Organizational identification explained 79% of the variance in teachers' organizational citizenship behaviors. Conclusions and Recommendations: As an overall conclusion, the results of the study demonstrate that teachers' identification with the school play a significant role in promoting organizational citizenship behaviors. Furthermore, this study's findings also suggest that organizational identification serves as an integral mediating mechanism among teachers' organizational citizenship behaviors, perceived organizational justice, and organizational support based on exchange and identity theories. Because teachers' organizational citizenship behavior improves school effectiveness, principals should understand the antecedents of these behaviors and be able to make use of them.
Identification and Validation of ESP Teacher Competencies: A Research Design
Author: Venkatraman, G.
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Teacher Competencies,English for Special Purposes,Observation,Validity,Language Teachers,Measures (Individuals),Identification,Surveys,Content Analysis,Foreign Countries,Statistical Analysis,Qualitative Research,Interviews,Questionnaires,Teacher Attitudes,Needs Assessment,Engineering Education,Curriculum Development,Teacher Education,College Faculty

The paper presents the research design used for identifying and validating a set of competencies required of ESP (English for Specific Purposes) teachers. The identification of the competencies and the three-stage validation process are also discussed. The observation of classes of ESP teachers for field-testing the validated competencies and evolving of the competency scale for ESP teachers are also presented. The research design and the methodology followed are given hoping that this will serve as a model for future research on teacher competency.
Conceptual Problem Solving in High School Physics
Author: Docktor, Jennifer L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Problem Solving,Physics,Teaching Methods,Qualitative Research,Secondary School Teachers,Interviews,Control Groups,Scientific Concepts,High School Students,Mechanics (Physics),Comparative Analysis,Observation,Teacher Attitudes,Scores,Instructional Effectiveness,Science Tests,Intervention

Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an instructional approach called &quot;Conceptual Problem Solving&quot; (CPS) which guides students to identify principles, justify their use, and plan their solution in writing before solving a problem. The CPS approach was implemented by high school physics teachers at three schools for major theorems and conservation laws in mechanics and CPS-taught classes were compared to control classes taught using traditional problem solving methods. Information about the teachers' implementation of the approach was gathered from classroom observations and interviews, and the effectiveness of the approach was evaluated from a series of written assessments. Results indicated that teachers found CPS easy to integrate into their curricula, students engaged in classroom discussions and produced problem solutions of a higher quality than before, and students scored higher on conceptual and problem solving measures.
Investigating Move Structure of English Applied Linguistics Research Article Discussions Published in International and Thai Journals
Author: Amnuai, Wirada
Date: 2013-00-00
Type: Journal Articles
Subjects: Applied Linguistics,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Foreign Countries,Periodicals,Computational Linguistics,Journal Articles,Discourse Analysis,Novices,Writing for Publication,Writing Instruction,Models,Vocabulary Development

This study investigates the rhetorical move structure of English applied linguistic research article Discussions published in Thai and international journals. Two corpora comprising of 30 Thai Discussions and 30 international Discussions were analyzed using Yang &amp; Allison's (2003) move model. Based on the analysis, both similarities and differences regarding the move occurrence, move-ordering patterns, and move cyclicity were found. The marked differences of the two corpora were in the step employment. The findings obtained in the current study are useful particularly for novice non-native writers by facilitating them to better understand the rhetorical structure of research article Discussions in the different publication contexts. In addition, they may provide L2 teachers with insight into effective instructional strategies to help EFL/ESL learners acquire pragmatic knowledge of the rhetorical structure of research article Discussions.
Designing an Interactive OER Course Development at Athabasca University Based on ODL Principles
Author: Yan, Hongxin
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Education,Open Source Technology,Learning Modules,Calculus,College Mathematics,Mathematical Concepts,Mathematical Formulas,Equations (Mathematics),Algebra,Distance Education,Introductory Courses,Curriculum Development,Intelligent Tutoring Systems,Programming,Needs Assessment,Design,Learning Activities

Failure rates in first year calculus courses are high in most post-secondary institutions across North America and other parts of the world. This Inukshuk-funded open education project involved the development of five stand-alone pre-calculus learning modules. The design and revision phases of this project occurred between the fall of 2007 and late spring of 2009. These modules were designed to support learners enrolled in first year calculus by providing just-in-time instruction in five areas: algebraic operations, factorization, polynomials and rational expressions, radical expressions, linear and quadratic equations. One of the major challenges of the project was developing dynamic activities that could support the display of a variety of mathematical formulas. To this end an open source Flash-based authoring tool was developed called the Athabasca University Tutor Authoring Tool (AUTAT). This paper explores the design and development of the AUTAT based on the needs assessment and design principles discussed. [This paper has been awarded an ICDE Prize for Innovation and Best Practice on the theme of Open Educational Resources and intercultural aspects at the 25th ICDE Conference, held in Tianjin (China) in October 2013.]
The Application of Constructivism: Activities for Enlivening Comprehensive English Class
Author: Shi, Jing
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Constructivism (Learning),Foreign Countries,College Students,Formative Evaluation,Teaching Methods,Language Skills,Student Motivation,Business English,Majors (Students),Lesson Plans,Sentence Structure

The Comprehensive English Course (CEC) plays a vital role in English language learning for college students in China. However, students' motivation for this course is low due to the fact that they are bored with the instructivist-based teaching environment. This paper first reviews the theories of Constructivism, and then demonstrates how to apply constructivist-based pedagogy in an instructivist-based environment by illustrating the constructivist-based activities: free writing, formative assessment, data-driven learning and sentence auction. This pedagogic proposal is not just suitable for the CEC in China, but also useful for the course where the four skills of the English language are practiced while constructivist-based teaching methods are not in use. Hopefully this proposal can contribute significantly to the undeniable need to educate students to be more informed, curious, and critical in English language teaching and learning.
The Effect of Length of Exposure to CALL Technology on Young Iranian EFL Learners' Grammar Gain
Author: Sadeghi, Karim
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Technology Integration,Grammar,Computer Assisted Instruction,Foreign Countries,Educational Games,Control Groups,Experimental Groups,Elementary School Students,Instructional Effectiveness,Computer Software,Teaching Methods,Pretests Posttests,Statistical Analysis

In the twenty-first century, integration of technology into education is a force worthy of contemplation. Among all the possible technological tools that can be integrated into EFL classes, computers seem to have achieved a more dominant position. One of the outstanding features of computers is their potential to present educational games and to add fun to grammar learning. This study investigated the possible effects of the integration of CALL technology on young Iranian elementary EFL learners' grammar gain. Moreover, it examined the role of length of exposure to find an optimum balance for the proper amount of CALL integration to language activities. One control and two experimental groups, each consisted of 15 participants, were engaged. One of the experimental groups used CALL technology for twice as long as the other group. &quot;Family and Friends 2&quot; with its accompanying MultiRom was utilized in the experimental groups. This software presented computer-based grammar activities. All the participants tried their answers in separate immediate as well as delayed post-tests. The results of one way ANOVA demonstrated significant differences between control and experimental groups in the immediate post-test. The findings of the delayed post-test showed that a significant difference did exist between the control group and the second experimental group. Furthermore, the length of exposure was found to be influential. The results of this study provide some insights for teachers and administrators to review their curricula, approaches, and educational tools, and to consider the possibility of incorporating CALL technology into their teaching environments.
A New Interactive Method to Distance English Learning in Conceptual Age
Author: Xu, Wei
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,English (Second Language),Information Storage,Educational Technology,Information Technology,Educational Innovation,Personal Autonomy,Learning Processes,Teaching Methods,Concept Formation,Technology Integration,Instructional Design,Electronic Learning

Latest advance in information technology and innovative teaching confronts DEL (distance English learning) with new challenges and problems. According to the DEL analysis, the paper firstly presents cloud service's functions to the support service, which serves to distribute and store quality learning resources. Meanwhile, practice-focused conceptual learning is advocated, which inspires distance learners' autonomy, initiative and subjectivity to the greatest degree. Then the paper discusses designing principles and orientations of conceptual learning for DEL based on cloud service. Finally, by presenting several successful DEL experiences, the paper puts forward new teaching methods and advocates students' multi-dimensional learning experiences.
A Kenyan Cloud School. Massive Open Online &amp; Ongoing Courses for Blended and Lifelong Learning
Author: Jobe, William
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Large Group Instruction,Educational Technology,Technology Uses in Education,Secondary Education,Online Courses,Second Language Instruction,English (Second Language),Native Language Instruction,Access to Education,Blended Learning,Lifelong Learning,Internet,Information Storage,Web Sites,Telecommunications,Handheld Devices

This research describes the predicted outcomes of a Kenyan Cloud School (KCS), which is a MOOC that contains all courses taught at the secondary school level in Kenya. This MOOC will consist of online, ongoing subjects in both English and Kiswahili. The KCS subjects offer self-testing and peer assessment to maximize scalability, and digital badges to show progress and completion to recognize and validate non-formal learning. The KCS uses the Moodle LMS with responsive web design to increase ubiquitous access from any device. Access is free and open, and the KCS intends to be a contextualized open educational resource for formal secondary institutions to support blended learning and a free source of non-formal education for lifelong learning. The expected outcomes are that this effort will reduce secondary school dropout rates, improve test scores, become a quality resource for blended learning, as well as validate and recognize lifelong learning in Kenya.
The Listening Comprehension Strategies Used by College Students to Cope with the Aural Problems in EFL Classes: An Analytical Study
Author: Ghoneim, Nahed Mohamed Mahmoud
Date: 2013-00-00
Type: Journal Articles
Subjects: Listening Comprehension,Cognitive Processes,English (Second Language),Second Language Learning,Majors (Students),Student Attitudes,Advanced Students,Protocol Analysis,Learning Strategies,College Students,Foreign Countries,Listening Comprehension Tests,Coping,Listening Skills,Second Language Instruction

The current study focused on the problems which students encounter while listening to the English language, the mental processes they activate in listening comprehension, and the strategies they use in different phases of comprehension. Also, it aimed to find out whether there were any differences between advanced and intermediate students in their use of the listening strategies. Data was collected using the &quot;think aloud&quot; technique in which students (4th year English majors, Faculty of Education, Menoufia University) were asked to mention any problem they face during a listening comprehension activity and indicate what they were thinking to solve the problem. The findings indicated that advanced and intermediate participants encountered the same problems with different percentages, and activated three groups of processes. The advanced group students used top down strategies more than the intermediate ones.
Promoting Sustainable Living in the Borderless World through Blended Learning Platforms
Author: Ng, Khar Thoe
Date: 2013-00-00
Type: Journal Articles
Subjects: Blended Learning,Sustainability,Questionnaires,Teacher Surveys,Inservice Teacher Education,Case Studies,Daily Living Skills,Open Source Technology,Educational Resources,Student Centered Learning,Communities of Practice,Teacher Attitudes,Observation,Positive Attitudes,Teacher Role,Student Projects,Technology Integration,Computer Mediated Communication,Sustainable Development,Learning Activities,Cooperative Learning,Online Courses,Electronic Learning,Foreign Countries

Student-centred learning approaches like collaborative learning are needed to facilitate meaningful learning among self-motivated lifelong learners within educational institutions through interorganizational Open and Distant Learning (ODL) approaches. The purpose of this study is to develop blended learning platforms to promote sustainable living, building on an e-hub with sub-portals in SEARCH to facilitate activities such as &quot;Education for Sustainable Development&quot; (ESD), webinars, authentic learning, and the role of m-/e-learning. Survey questionnaires and mixed-research approach with mixed-mode of data analysis were used including some survey findings of in-service teachers' understanding and attitudes towards ESD and three essential skills for sustainable living. Case studies were reported in telecollaborative project on &quot;Disaster Risk Reduction Education&quot; (DR RED) in Malaysia, Germany and Philippines. These activities were organized internationally to facilitate communication through e-platforms among participants across national borders using digital tools to build relationships, promote students' Higher Order Thinking (HOT) skills and innate ability to learn independently.