ethanporcaro/eric-fulltext-meta huggingface dataset:
Aesthetic Education for Young Children in Taiwan: Importance and Purpose
Author: Shih, Yi-Huang
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Foreign Countries,Preschool Teachers,Child Development,Cultural Education,Educational Philosophy,Preschool Education,Aesthetic Education

Since broadening the aesthetic experience for young children is an element of early childhood education, aesthetic education is important at this stage. By reading and analyzing related studies, this article aims to give preschool teachers a better understanding of the importance and purpose of aesthetic education in early childhood so young children can receive the appropriate aesthetic education in Taiwan.
EFL Students&apos; Attitude toward Using Metacognitive Strategies in Writing
Author: Al-Jarrah, Tamer Mohammad
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Metacognition,Secondary School Students,Foreign Countries,Intervention,Experimental Groups,Control Groups,Computer Software,Writing Improvement,Learning Processes,Student Attitudes,Independent Study,Positive Attitudes,Brainstorming,Writing Evaluation

Metacognitive learning strategies are higher--order executive skills that help learners become more independent, autonomous, and capable of planning, monitoring and evaluating learning process. This research was aimed at investigating EFL students' attitude towards the use of metacognitive strategies in writing. Data were generated through in-depth interviews with 10 EFL students purposively selected from Irbid secondary school, Jordan. Only students from experimental group, who received the intervention, were interviewed. The data obtained were analyzed using ATLAS.TI version 8. The findings indicate that the majority of students acknowledged the usefulness of metacognitive strategies in improving their writing performance, but some experience difficulties in implementing the strategies. The majority of students reported positive attitudes toward metacognitive strategies as they help them to improve their English writing and cultivate learning autonomy. This paper recommends that metacognitive instruction should be incorporated in writing classrooms as it helps students to become more self-regulated.
Learning and Retaining Technical Vocabulary with Enhancement Activities in an ESP Course
Author: Xu, Liju
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocabulary Development,English for Special Purposes,Second Language Learning,Second Language Instruction,Foreign Countries,Accounting,Majors (Students),Language Fluency,College Students,Teaching Methods,Translation,Language Tests,Student Journals,Control Groups,Experimental Groups,Pretests Posttests,Feedback (Response),Educational Benefits,Retention (Psychology)

The purpose of this paper is to explore the effectiveness of vocabulary enhancement activities on vocabulary learning in an ESP course. In designing the activities, technical terms on journal entries were chosen for the acquisition of language necessary for the successful implementation of accounting major's professional tasks. The desirable difficulty approach and the four strands principle,focused input, meaning-focused output, language-focused learning and fluency development, were guidelines in combining subject matter and English language learning. To test the result of the activities, the Vocabulary Knowledge Scale was employed to measure students' knowledge of 50 vocabulary items. Subjects of the ESP course in discussion comprised 200 accounting juniors in Guangdong University of Foreign Studies in China. Half of them in Group A read the texts and did matching exercises and translation exercises. The other half in Group B read the texts and practiced journal entry activity, targeting at accounting concepts and terminologies. The results revealed that Group B gained better results than Group A at a post-test. After the test a reflection on the vocabulary activities was gathered among the participants of Group B. The feedback further proved that the students did benefit from the enhancement activities on selected technical terms.
Perspectives of Compulsory Secondary Education Students on Bilingual Sections in Madrid (Spain)
Author: Chaieberras, Zahra
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Education,Bilingualism,Secondary School Students,Bilingual Schools,Language Usage,Classroom Communication,Learning Motivation,Teaching Methods,Course Content,Language Proficiency,Student Attitudes,Compulsory Education,Spanish

This article presents an empirical study about the students' perspectives on bilingual sections in Compulsory Secondary Education (CSE) in the Community of Madrid, Spain. Its aim is to highlight the students' opinions and their level of satisfaction of Content and Language Integrated Learning (CLIL) in this monolingual setting. The results extrapolate from the analysis of questionnaires and focus groups interviews. These two methods of research gave excellent opportunities for 754 bilingual participants in 18 bilingual schools (schools are public, charter, and private ones from both rural and urban areas) to expose their opinions and attitudes about the program. Thus, the article outlines the main findings in relation to the following factors: students' use, competence and development of English in class; methodology; materials and resources; evaluation; teachers' use, competence and development of English in class; mobility; improvement and motivation towards learning English; teacher training and mobility; and finally, overall appraisal of bilingual sections.
A Meta-Analysis: Improvement of Students&apos; Algebraic Reasoning through Metacognitive Training
Author: Lee, Yujin
Date: 2018-00-00
Type: Journal Articles
Subjects: Metacognition,Mathematics Achievement,Algebra,Thinking Skills,Teaching Methods,Mathematics Instruction,Meta Analysis,Abstract Reasoning

Although algebraic reasoning has been considered as an important factor influencing students' mathematical performance, many students struggle to build concrete algebraic reasoning. Metacognitive training has been regarded as one effective method to develop students' algebraic reasoning; however, there are no published meta-analyses that include an examination of the effects of metacognitive training on students' algebraic reasoning. Therefore, the purpose of this meta-analysis was to examine the impact of metacognitive training on students' algebraic reasoning. Eighteen studies with 22 effect sizes were selected for inclusion in the present meta-analysis. In the process of the analysis, one study was determined as an outlier; therefore, another meta-analysis was reconstructed without the outlier to calculate more robust results. The findings indicated that the overall effect size without an outlier equaled d=0.973 with SE=0.196. Q=20.201 (p&lt;0.05) and I[superscript 2] =0.997, which indicated heterogeneity of the studies. These results showed that the metacognitive training had a statistically significant positive impact on students' algebraic reasoning.
An Investigation into the Relationship between Adults&apos; Levels of Education-Related Epistemic Freedom and Epistemic Violence
Author: Kartal, Osman Yilmaz
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Freedom,Violence,Epistemology,Freedom of Speech,Power Structure,Trust (Psychology),Information Sources,Adults,Educational Background,Democratic Values

The present study investigates the relationship between epistemic freedom and epistemic violence. The problematization was based on adults. Due to adults' responsibilities for education, the study focuses on adults' levels of education-related epistemic freedom and epistemic violence. The research problem was analyzed with the correlational research model. The sample consists of 129 participants between 22 and 67 years. The data were collected with epistemic violence-freedom scale. The study revealed that adults' level of accepting education-related epistemic violence and resorting to education-related epistemic violence were &quot;moderate&quot; and &quot;low&quot;, respectively, while their enjoyment of epistemic freedom in the past was between &quot;moderate&quot; and &quot;high&quot; and their tendency to education-related epistemic freedom was &quot;high.&quot; The authors found a significant, negative, and weak relationship between adults' levels of &quot;resorting to epistemic violence&quot; and levels of &quot;enjoyment of education-related epistemic freedom in the past&quot; and &quot;their tendency to education-related epistemic freedom.&quot; The authors also observed a significant, positive, and moderate relationship between adults' levels of &quot;enjoyment of education-related epistemic freedom in the past&quot; and &quot;their tendency to education-related epistemic freedom.&quot; The authors suggest that individuals should be provided with a freedom-based education and setting.
Exploring Cross-Cultural Communication Courses in Media Literacy: Case Study of Using the University General Education Program &quot;Citizen Journalism and Actions&quot;
Author: Wang, Huei Lan
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,Intercultural Communication,Cultural Awareness,Curriculum,Immigrants,Mass Media,Course Descriptions,Video Technology,Social Action,Teaching Methods,Stereotypes,Attitude Change,Student Attitudes,Transformative Learning,Interpersonal Relationship,Foreign Countries,Critical Theory,Media Literacy,Journalism

Values are at the center of culture, the core of intercultural communication, and the chief element affecting communication between nations. Currently, educating students regarding appropriate cognitive attitudes and behaviors in intercultural communication, the basis for the acquisition of intercultural citizenship, has become a challenge for educators. This paper presents a case study of an intercultural communication curriculum where students participate in a new community and thereby understand the differences between reality and media representation of foreign immigrants. At the end of class, the concept of &quot;access media&quot; will be presented to train students on producing community videos that voice the reality they have experienced through the curriculum processes to which they have been exposed. This involves training students to take social action against media manipulation of stereotypical images of foreign immigrants. This case study demonstrates how an intercultural communication process of learning transforms students. The data include an analysis and evaluation of classroom observations, student and teacher diaries, questionnaires, and focus groups to explain how students' intercultural communication competence was developed and led to their acquiring intercultural citizenship qualities that include &quot;action in the community,&quot; in this case publishing their own community video. The article concludes by explaining how intercultural theory plays a significant role in intercultural communication and relationship formation, and provides a guide to assist teachers in Taiwan develop pedagogy of literacy for general education.
Effective Evaluation of Developmental Education: A Mathematics Example
Author: Wheeler, Sara W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Remedial Mathematics,Mathematics Achievement,Correlation,Two Year Colleges,Two Year College Students,College Freshmen,College Mathematics,Graduation,Remedial Programs,Program Effectiveness,Program Evaluation

This study examined whether a correlation was present between demographic variables and academic success at a two-year institution in Alabama. Developmental status, gender, and race were compared with pass/fail status in the first college-level math class and graduation status. Results indicated that the developmental math classes were effective because the developmental students performed as well as the non-developmental group in each of the variables on academic success tested. This study concluded that developmental status, gender, and race were related to student success outcomes of college-level math pass/fail status and graduation status.
Computer Based Mastery Learning in Developmental Mathematics Classrooms
Author: Childers, Annie Burns
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Mastery Learning,Remedial Mathematics,College Mathematics,Remedial Programs,Curriculum Design,Mathematics Achievement,College Freshmen,Undergraduate Students,College Entrance Examinations

Failures of developmental mathematics education are no secret. As a response to improve the success of students enrolled in these courses, different redesign efforts have been implemented across the country. This study reports on one redesign effort that began in Fall 2012. The new design consisted of mastery learning in computer-based developmental mathematics classrooms. Data from the design were gathered and statistically analyzed with regard to completion rates, length of completion time in the program, success in college-level mathematics courses upon program completion, and contributing factors to students' success in the program. Findings indicate that this type of redesign may not lead to dramatic results in student success and outcomes of these courses. Further research is needed to continue to find ways to better serve this population of students.
NADE Members Respond: Improving Accelerated Developmental Mathematics Courses
Author: Saxon, D. Patrick
Date: 2017-00-00
Type: Journal Articles
Subjects: Remedial Mathematics,Remedial Programs,College Faculty,Mathematics Teachers,College Students,Two Year College Students,Colleges,Community Colleges,Educational Change,College Mathematics

The acceleration of developmental mathematics instruction is a current trend in the field of developmental education. This report on a survey of practitioners reveals the challenges in teaching accelerated models of developmental mathematics courses and garners recommendations for improving the practice. Responses were elicited from faculty teaching developmental mathematics in two- and four-year colleges. Survey results offer input from those already involved in the practice and are intended to benefit practitioners and administrators engaging in reform applying to accelerated course delivery models. The purpose of this research was to gather feedback from instructors in order to learn from their experiences with accelerated mathematics instructional reform. The participants were surveyed as part of their involvement in professional development activities with the National Association for Developmental Education (NADE). The results may offer benefits to college faculty, researchers, and reform advocates as they work to improve the delivery and performance of developmental mathematics courses.
The Current State of Developmental Education: An Interview with Hunter R. Boylan
Author: Levine-Brown, Patti
Date: 2017-00-00
Type: Journal Articles
Subjects: Remedial Programs,Developmental Studies Programs,Remedial Instruction,College Readiness,College Preparation,Academic Support Services,Community Colleges,Educational Change,Two Year College Students

In a higher education career that has spanned over four decades Hunter Boylan has served as a gang control worker, a TRIO Program Director, a community college and university instructor, a learning center director, and an academic advisor and counselor, just to name a few of his roles. He is the author of 7 books and over 100 articles, book chapters, and monographs on developmental instruction, evaluation, administration, professional development, and best practices. He has delivered over 100 keynote speeches at regional, national, and international conferences and has presented over 250 conference workshops and sessions. In this interview, the authors discuss the current state of developmental education with Hunter Boylan.
The Effect of Internal and External Motivation on Organizational Trust: A Case Study on A Sport Organization in Turkey
Author: Gullu, Sevim
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Athletics,Trust (Psychology),Motivation,Employees,Organizations (Groups)

There are two types of motivation, internal and external, differenetiated by the source of the motivation. For internal motivation, the job itself motivates the individual; for external motivation, the environment motivates that individual. Today, organizational trust is extremely important to increase organizational success as well as to create effectiveness and efficiency. Having a successful, effective, and efficient organization is greatly linked with trust between organization managers and employees. The purpose of this study was to investigate how the internal and external motivation of employees effects organizational trust levels. The study sample consisted of 164 employees working under the Youth Service and Sport Provincial Directorate of Bursa, Turkey. A survey was used to obtain data, which were analyzed with the SPSS 20 program. This study used the internal-external motivation and organizational trust scales. To measure the internal and external motivation levels of participants, a scale developed by Mottaz (1985) and a Turkish reliability-validity study conducted by Ersari and Naktiyok (2012) were used. To measure organizational trust level, a scale developed by three different researchers (Whitener et al., 1998; Mayer et al., 1995; McAllister et al., 1995) and adapted to Turkish with a reliability and validity analysis by Tokgöz and Seymen (2013) was used. The independent t-test, ANOVA test, correlation and regression tests were used to analyze the data. Based on the correlation and regression analysis, both internal and external motivation had significant positive effects on organizational trust and its sub-dimensions. Accordingly, as the internal and external motivation of participants increased, organizational trust increased as well.
Understanding Assessment as Learning in Writing Classrooms: The Case of Portfolio Assessment
Author: Lam, Ricky
Date: 2018-10-00
Type: Journal Articles
Subjects: Portfolio Assessment,Writing Evaluation,Formative Evaluation,Learning Strategies,Writing Instruction,Second Language Learning,Theories,Sustainability,Scoring,Ownership,Ambiguity (Context),Direct Instruction,Writing Teachers,Teacher Education

In response to global assessment reforms, using assessment for learning (AfL) in various education jurisdictions is on the rise. However, using assessment as learning (AaL) appears to enjoy a low profile in language learning in general and in L2 writing in particular. To this end, the paper intends to describe what AaL is in relation to AfL, argue for its pedagogical values when applied in L2 writing classrooms, and propose suggestions on how to include AaL into existing curriculum and policy. The paper has three constructive outcomes. First, it provides scholars with a unifying and explicit notion of AaL. Second, it adds new insights to research that AaL is theoretically sound and pedagogically viable in the writing assessment landscape. Third, AaL is considered a much-needed twenty-first century study skill for life-long learning. The paper is structured into five sections. The first part introduces the origin, features, purposes of AaL in relation to AfL, followed by the aim of the paper. The second part discusses the theoretical underpinnings of AaL using the theories of formative assessment and self-regulated learning, emphasizing the significance of internal feedback in learning writing. The third part delineates various writing assessment trends, depicting a paradigm shift from large-scale to individualized assessments. The fourth part adopts portfolio assessment of writing as a case, describing its definition, application, characteristics and examples of putting AaL into practice, and addressing issues when portfolio assessment is utilized to promulgate AaL. The final part of the paper revisits whether the goals of the paper are fulfilled, and proposes how to improve teaching and learning of writing by synergizing assessment of learning (AoL), AfL and AaL.
Developing a Language Assessment Knowledge Test for EFL Teachers: A Data-Driven Approach
Author: Farhady, Hossein
Date: 2018-10-00
Type: Journal Articles
Subjects: English Teachers,English (Second Language),Knowledge Level,Measures (Individuals),Language Tests,Test Construction,Needs Assessment,Textbooks,Test Validity,Gender Differences,Intellectual Disciplines,Educational Attainment,Public Schools,Private Schools,Teaching Experience,Foreign Countries

Language assessment knowledge (LAK) is essential for EFL teachers in developing sound assessments and making informed decisions about the progress and achievement of students. It is also essential to have sound measures of teachers' LAK to help them improve their professional accomplishments. To address the issue, this study was designed in multiple stages to develop a test to measure EFL teachers' LAK. First, EFL teachers' needs were identified using an already validated questionnaire (Farhady &amp; Tavassoli, forthcoming). Second, the topics identified through needs analysis were crosschecked with the topics in the assessment textbooks to assure appropriate content coverage. Third, based on the data obtained from needs assessment of 246 EFL teachers and the content of popular language assessment textbooks, a scenario-based LAK test with closed-item formats was developed in six parts, each focusing on one major area of language assessment. Fourth, after having the test reviewed by experts, it was revised and piloted with 50 EFL teachers, necessary revisions were made based on the results of piloting, and the test was finalized and administered to 164 EFL teachers. The data analysis revealed that contrary to teachers' claims in needs assessment, the majority of them had low levels of LAK and they showed willingness to improve their LAK. Further, possible relationships between teachers' LAK and their gender, field of study, educational level, teaching context, and teaching experience were investigated. The findings are presented and implications and applications of the study are explained.
Student Perceptions of Accelerated Course Delivery Format for Teacher Preparation Coursework
Author: Colclasure, Blake C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Acceleration (Education),Student Attitudes,Stress Variables,Program Effectiveness,Time Management,Expectation,Teaching Methods,Teacher Education Programs,Preservice Teachers

Acceleration of courses has been documented to achieve an extended academic calendar, financial benefits to universities, time savings for professors, and provide more flexibility for students. The purpose of this study was to examine preservice teachers' learning experiences while enrolled in two accelerated teacher preparation courses. Results showed that students were dissatisfied with the accelerated course format and reported feeling stressed. Students noted challenges to meeting course expectations, but also indicated perceive benefits such as time management and realistic expectations for teachers. Additionally, students perceived they mastered the concepts from both courses. Although students did not prefer the accelerated course structure, the courses helped students gain the expected knowledge and skills. Based on conclusions of this study, recommendations include: (a) courses be reformatted back to the traditional semester delivery, (b) the curriculum design course be moved to the semester prior to the teaching methods course, and (c) universities should carefully review their entire teacher education curricula before adopting an accelerated class format.