ethanporcaro/eric-fulltext-meta huggingface dataset:
EFL Teachers&apos; Emotions and Learners&apos; Views of Teachers&apos; Pedagogical Success
Author: Toraby, Ehsan
Date: 2018-04-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Emotional Response,Teacher Influence,Correlation,Student Attitudes,Teacher Competencies,Predictor Variables,Semi Structured Interviews,College Students,Foreign Countries,Multiple Regression Analysis,Questionnaires,Factor Analysis,Structural Equation Models,Statistical Analysis

Emotions that teachers experience are not only important for their performance and satisfaction in the classroom, but they also affect their interaction with students and students' achievement. The present study mainly aimed to examine the association between teachers' emotions and students' perspectives towards the their teachers' success in teaching, and to determine the predictors of students' views on teachers' pedagogical success in teachers' emotions components. Finally, the study tries to explore the students' views regarding the influence of teachers' emotions based on semi-structured interview. In so doing, 80 homogeneous university students majoring in TEFL form different universities in the northeast of Iran and 20 EFL teachers teaching English to the students of foreign languages participated in this study. The results obtained from Pearson Correlation Coefficient confirmed that there was a moderate, positive correlation between teachers' emotions and students' views on teachers' pedagogical success. Moreover, running Multiple Regression, the study indicated that the best predictors of students' views on teachers' pedagogical success in teachers' emotions components was for enjoyment. Finally, the findings from the interviews revealed that display of emotions such as pride, and enjoyment can be used to motivate the students. The study offers practical implications for language teachers and learners.
Machine Learning-Based App for Self-Evaluation of Teacher-Specific Instructional Style and Tools
Author: Duzhin, Fedor
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Artificial Intelligence,College Faculty,Instructional Effectiveness,Teaching Methods,College Mathematics,Mathematics Instruction,Calculus,Homework,Audience Response Systems,Undergraduate Students,Prior Learning,Quasiexperimental Design,Comparative Analysis,Teamwork,Mathematics,Computer Oriented Programs,Foreign Countries

Course instructors need to assess the efficacy of their teaching methods, but experiments in education are seldom politically, administratively, or ethically feasible. Quasi-experimental tools, on the other hand, are often problematic, as they are typically too complicated to be of widespread use to educators and may suffer from selection bias occurring due to confounding variables such as students' prior knowledge. We developed a machine learning algorithm that accounts for students' prior knowledge. Our algorithm is based on symbolic regression that uses non-experimental data on previous scores collected by the university as input. It can predict 60-70 percent of variation in students' exam scores. Applying our algorithm to evaluate the impact of teaching methods in an ordinary differential equations class, we found that clickers were a more effective teaching strategy as compared to traditional handwritten homework; however, online homework with immediate feedback was found to be even more effective than clickers. The novelty of our findings is in the method (machine learning-based analysis of non-experimental data) and in the fact that we compare the effectiveness of clickers and handwritten homework in teaching undergraduate mathematics. Evaluating the methods used in a calculus class, we found that active team work seemed to be more beneficial for students than individual work. Our algorithm has been integrated into an app that we are sharing with the educational community, so it can be used by practitioners without advanced methodological training.
Improving Communicative Competence through Synchronous Communication in Computer-Supported Collaborative Learning Environments: A Systematic Review
Author: Huang, Xi
Date: 2018-00-00
Type: Journal Articles
Subjects: Synchronous Communication,Communicative Competence (Languages),Cooperative Learning,Computer Assisted Instruction,Literature Reviews,Evidence,Interaction,Linguistic Input,Sociolinguistics,Educational Principles,Linguistic Competence,Learning Experience,Educational Quality

Computer-supported collaborative learning facilitates the extension of second language acquisition into social practice. Studies on its achievement effects speak directly to the pedagogical notion of treating communicative practice in synchronous computer-mediated communication (SCMC): real-time communication that takes place between human beings via the instrumentality of computers in forms of text, audio and video communication, such as live chat and chatrooms as socially-oriented meaning construction. This review begins by considering the adoption of social interactionist views to identify key paradigms and supportive principles of computer-supported collaborative learning. A special focus on two components of communicative competence is then presented to explore interactional variables in synchronous computer-mediated communication along with a review of research. There follows a discussion on a synthesis of interactional variables in negotiated interaction and co-construction of knowledge from psycholinguistic and social cohesion perspectives. This review reveals both possibilities and disparities of language socialization in promoting intersubjective learning and diversifying the salient use of interactively creative language in computer-supported collaborative learning environments in service of communicative competence.
Pathways to the Professoriate: The Experiences of First-Generation Latino Undergraduate Students at Hispanic Serving Institutions Applying to Doctoral Programs
Author: Martinez, Andrew
Date: 2018-00-00
Type: Journal Articles
Subjects: First Generation College Students,Hispanic American Students,Undergraduate Students,Institutional Characteristics,Phenomenology,Qualitative Research,Disproportionate Representation,Minority Group Students,Doctoral Programs,Graduate Study,Academic Persistence,Graduate Students,College Faculty,Mentors,College Applicants,College Admission,Low Income Students,Semi Structured Interviews

Despite representing the largest ethnic minority group in the United States, Latinos remain underrepresented in the professoriate. Although Latinos are increasingly attending college, fewer graduate and even fewer continue to pursue graduate school. Prior research has explained the challenges that first-generation college students encounter in post-secondary contexts. Given that Latino college students are likely to be first-generation, understanding the experiences of first-generation Latino undergraduate students who aspire to be professors and are applying to graduate school can help illuminate what factors help support this underrepresented group in pursuing a career in the academy. Using qualitative approaches, this study describes the experiences of 15 first-generation undergraduate Latino students in a grant-funded academic program that provides them with a plethora of resources to help prepare them for graduate school applications. The findings suggest how early exposure to information about applying to graduate school, access to role models, familial support and understanding of an academic career and having a community of peers with similar ambitions can help cultivate an environment where first-generation, Latino students remain inspired and committed to pursuing graduate school in efforts to become a professor.
High School Students&apos; Attributions of Success in English Language Learning
Author: Bouchaib, Benzehaf
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Attitudes,Academic Achievement,Success,Second Language Learning,English (Second Language),Attribution Theory,Self Evaluation (Individuals),Questionnaires,Likert Scales,Semi Structured Interviews,Educational Environment,Teaching Methods,Statistical Analysis

Research into students' attributional causes for success in language acquisition is currently receiving considerable attention. Situated within Weiner's attribution theory (1992), the present study aims to research factors contributing to success in foreign language learning with specific focus on the role of perceived causal attributions. The participants are 113 students from three high schools in El Jadida, Morocco. The instrument of data collection is a questionnaire and a follow-up interview. More specifically, the participants identify the causes that they think lead to success in English language learning and make an evaluation of themselves in respect of whether they think they are successful EFL learners thus far. Findings from both data sets show that students attribute success in foreign language learning mostly to external factors with class atmosphere and teaching method ranking highest. Also, a significant difference is noted between students who perceive themselves as 'successful' and those who perceive themselves as 'unsuccessful' in terms of effort and time distribution in learning English. In light of the results, important implications are drawn for different stakeholders.
Input Providing vs. Output-Prompting Negotiation Strategies in Learning Grammar among Young EFL Learners
Author: Mousavi, Khorshid
Date: 2018-04-00
Type: Journal Articles
Subjects: Linguistic Input,English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Experimental Groups,Comparative Analysis,Learning Strategies,Error Patterns,Feedback (Response),Retention (Psychology),Teaching Methods,Turkish,Native Speakers,Children,Adolescents,Foreign Countries,Mixed Methods Research,Control Groups

The present study investigated the comparison between short and long-term effectiveness of input-providing and output-prompting negotiation strategies on mastering the target structures. To this end, the participants were divided into three groups, namely two experimental groups who had a special kind of treatment, and one control group without any treatment. The participants within the first experimental group received either recasts or confirmation checks as input-providing strategies on errors, whereas the other experimental group participants were exposed to the other types of feedbacks under the category of output prompting strategies and prompts during 10 sessions of teacher-learner interactions with 54 young EFL learners. In addition, the other focus of the study was on the uptake following the above-mentioned strategies. The results revealed a significant difference among the groups under investigation in this study related to grammar-oriented uptake rates, because the rates of input-providing and output prompting classes were more than those of no feedback group. In addition, output-prompting group outperformed input-providing and control group in terms of grammar learning and retention in both short and long runs. The findings of the present study show that teachers could employ both input- and output-providing strategies judiciously and both seem to be effective.
Impact of WOWW&apos;s Fine Arts Enriched Education Programming
Author: Sharp, Laurie A.
Date: 2018-04-00
Type: Journal Articles
Subjects: Fine Arts,Art Education,Enrichment Activities,Public Schools,Rural Schools,Elementary School Students,Academic Achievement,Standardized Tests,Attendance,Comparative Analysis,Statistical Analysis,Transcripts (Written Records),Program Effectiveness,Program Evaluation

Learning through the fine arts possesses many benefits, yet efforts to address the arts within public schools, particularly rural schools, are insufficient. In an effort to support rural public schools in Texas, Window On a Wider World (WOWW) began providing fine arts enriched education programming in 2006 to area partner schools that serve students at the elementary grade levels. The purpose of the current study was to explore the impact of WOWW's fine arts enriched education programming on student academic achievement with state-mandated standardized assessments, as well as campus attendance rates. This study employed an ex-post facto, causal-comparative quantitative research design to analyze mean differences between WOWW partner schools and non-WOWW partner schools. Data were collected from the 2012-2013, 2013-2014, 2014-2015, and 2015-2016 school years and analyzed using independent samples t-tests. Two levels of data analyses were employed, which produced four statistically significant findings among all public schools and five among rural public schools. Implications of these findings were shared, as well as limitations and recommendations for future studies.
Mathematical Creative Process Wallas Model in Students Problem Posing with Lesson Study Approach
Author: Nuha, Muhammad 'Azmi
Date: 2018-04-00
Type: Journal Articles
Subjects: Mathematics Instruction,Creativity,Creative Development,Creative Thinking,Problem Solving,Foreign Countries,Qualitative Research,Teacher Effectiveness,Grade 8,Models,Mixed Methods Research,Junior High School Students,Teacher Improvement,Observation

Creative thinking is very important in the modern era so that it should be improved by doing efforts such as making a lesson that train students to pose their own problems. The purposes of this research are (1) to give an initial description of students about mathematical creative thinking level in Problem Posing Model with Lesson Study approach in Digital Class, (2) to describe the teaching quality of Problem Posing Model with Lesson Study approach in Digital Class toward students' mathematical creative thinking, and (3) to find the pattern of students' mathematical creative thinking process of Wallas Model in Problem Posing Model with Lesson Study in Digital Class at every creative thinking level. This research used mixed method design. Validation, observation, and test were used to collect the data of teaching quality. The results show that (1) an initial description of students' mathematical creative thinking level (CTL) was in the range of CTL 4 to CTL 1, (2) Problem Posing Model with Lesson Study approach in Digital Class had quality to improve creative thinking, and (3) the patterns of students' mathematical creative thinking at every stage of Wallas Model are various according to their own creative thinking level.
OIDDE Learning Model: Improving Higher Order Thinking Skills of Biology Teacher Candidates
Author: Husamah
Date: 2018-04-00
Type: Journal Articles
Subjects: Biology,Preservice Teacher Education,Preservice Teachers,Thinking Skills,Classroom Research,Action Research,Statistical Analysis,Teaching Methods,Critical Thinking,Creative Thinking,Teaching Models,Capacity Building,Foreign Countries,Observation

As the massive advancement in 21st century, the role of education is to prepare generations in mastering the skills they need to face the challenges arised in their era. OIDDE is the abbreviation for Orientation, Identify, Discussion, Decision, and Engage in behaviour. The learning model designed by Hudha et al. (2016) is expected to be able to guide the learners to achieve Higher Order Thinking Skills (HOTS) in term of producing proper and wise decisions through the certain steps which enable them to comprehend the facts faced and engage the decision resulted in their behaviour. This research provides the information of how OIDDE can stimulate the students' higher order thinking skills by assessing the three aspects thinking skills namely: self-regulated thinking, critical thinking, and creative thinking. This research employed Classroom Action Research (CAR) method conducted in two cycles which comprise of four meetings with duration of 3 × 50 minutes for each cycle. The participants were 45 biology education students in fifth semester.
Measuring Program Quality, Part 2: Addressing Potential Cultural Bias in a Rater Reliability Exam
Author: Richer, Amanda
Date: 2018-00-00
Type: Journal Articles
Subjects: Cultural Differences,Social Bias,Interrater Reliability,Program Evaluation,Measurement Techniques,Evaluation Research,Followup Studies,Educational Assessment,Educational Quality,Cultural Relevance,Program Validation,Cohort Analysis,Familiarity,Prior Learning,Evaluation Methods,Test Reliability,Test Validity

Like instruments used in afterschool programs to assess children's social and emotional growth or to evaluate staff members' performance, instruments used to evaluate program quality should be free from bias. Practitioners and researchers alike want to know that assessment instruments, whatever their type or intent, treat all people fairly and do not privilege people from certain groups over others. Overcoming this possible source of bias is the concern of the authors in this article as members of the research and evaluation team for the Assessment of Program Practices Tool (APT). This article describes the follow-up study they conducted to address the sources of that apparent bias, with the goal of making the APT rater reliability exam as free from cultural bias as possible. This goal is critical for any educational assessment, though it is often dismissed. During this follow-up study, they addressed practical concerns that have implications for the development of culturally fair program quality assessments across the field.
Learning Physics through Project-Based Learning Game Techniques
Author: Baran, Medine
Date: 2018-04-00
Type: Journal Articles
Subjects: Physics,Active Learning,Student Projects,Science Achievement,Educational Games,Teaching Methods,Instructional Effectiveness,Achievement Tests,Questionnaires,Experimental Groups,Control Groups,Pretests Posttests,Self Evaluation (Individuals),Vocational High Schools,Quasiexperimental Design,Achievement Gains,Foreign Countries,Statistical Analysis

The aim of the present study, in which Project and game techniques are used together, is to examine the impact of project-based learning games on students' physics achievement. Participants of the study consist of 34 9th grade students (N = 34). The data were collected using achievement tests and a questionnaire. Throughout the applications, the physics teacher taught the course to the experimental group using activities involving games with the project-based learning method while processing the control group students according to traditional method. Data obtained at the end of the study were analyzed using independent, dependent groups t-test and Mann-Whitney U test, content analysis and descriptive analysis methods. At the end of the study, it was found that the mean of the concept achievement post-test scores of the students in the experimental group differ significantly. Moreover, students in the experimental group indicated that they had enjoyed the implementation of the activities. And they thought that this method should be applied in all physics classes because it had positively affected their attitudes toward the subject and were motivating. The self-assessment forms completed by the participants in the experimental group also revealed a range of opinions regarding the applications, both positive and negative.
Critical Friendship: Helping Youth Lift as They Climb Together
Author: Wiggins, Tanya G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Friendship,Peer Groups,Peer Relationship,After School Programs,Community Organizations,Social Capital,Youth Programs,Secondary School Students,College Students,Student Attitudes,Focus Groups,Cooperative Learning,Self Concept,Peer Influence,Social Networks,Information Dissemination,Sharing Behavior,Accountability,Expectation,Norms,Goal Orientation,Student Motivation,Peer Evaluation,Feedback (Response),Interviews

Friendship and peer groups are important to youth. However, adults in afterschool programs and other youth-serving community-based organizations often either ignore peer relationships or deem them detrimental to desired youth outcomes. What would it mean to consider young people's friendships in a different light? How can this important element of their experience support positive youth outcomes? One possibility is the cultivation of critical friendships. The term &quot;critical friendship&quot; has been used in teacher professional learning communities for at least 20 years. Critical friendship offers a new perspective on youth relationships. An exploration of how youth participants in a community-based organization developed their own critical friendships can push adults engaged in youth work to create conditions that support positive peer relationships.
Seed Balls and the Circle of Courage: A Decolonization Model of Youth Development in an Environmental Stewardship Program
Author: Wenger-Schulman, A. R. S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle Schools,Urban Schools,At Risk Students,Minority Group Students,After School Programs,Youth Programs,Conservation (Environment),Student Participation,Cultural Relevance,Ecology,Gardening

Middle School 88 in Brooklyn, New York serves a community of students often considered at high risk for dropping out of high school and other socially undesirable behaviors. In this high-need setting, the authors designed and implemented an environmental education program designed to meet the needs of urban youth of color. The approach they used, a decolonization model called Circle of Courage, is a promising approach other afterschool programs can use to foster belonging, mastery, independence, and generosity while showing students that they can care for the environment even in their densely populated urban neighborhoods.
Organized Hypocrisy in EFL Teacher Training Programs
Author: Karim, Abdul
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Teacher Education Programs,Politics of Education,Faculty Development,Electronic Learning,Donors,Educational Finance,Educational Policy,Compliance (Legal),Qualitative Research,Literature Reviews

Embracing the reasons for the failure of donor-sponsored English-teacher training programs is very critical since it precedes the revisions, improvements and quality assurance for the futuristic training programs. Ideating such philosophy, the current study concerns the blatant penetration with regard to the donor-aided training programs in Bangladesh. Conceptualizing the Organized Hypocrisy (OH) theory, the current study, particularly, explored to seek the answer as to how OH is trivializing the donor-funded English teacher training programs in Bangladesh. A systematic review process has been adopted concerning the donor-aided English teacher training programs, mobile learning theories and teacher development theories. The review yielded critical insights to apprehend the phenomena affecting the donor-sponsored training programs in the respective context. The study revealed that outright violation of donor's mandates and policies, and mainstreaming gaps resulted in the failure of the donor-sponsored training programs. Disputing the commitments from donor's part is identified ubiquitous in the training programs.