ethanporcaro/eric-fulltext-meta huggingface dataset:
Sheltered Instructional Observational Protocol Model in Digital Teaching EFL Students in Ukraine
Author: Solodka, Anzhelika
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Second Language Instruction,English (Second Language),Teaching Methods,Educational Technology,Technology Uses in Education,Undergraduate Students,College Faculty,Instructional Effectiveness,Student Attitudes,Computer Mediated Communication,Teaching Skills,Teacher Attitudes

Digital teaching has become an alternative way to replace the conventional learning process in COVID pandemic time. Educators explore different language achievement strategies to assist students on the way to academic success. One of the approaches the teachers can benefit from significantly is instructional modal -- the Sheltered Instructional Observational Protocol (SIOP). This study aims to determine the effectiveness of SIOP instructional strategies in this digital teaching of EFL students. The study was conducted at the undergraduate level for English language learners in the Faculty of Philology, V.O. Sukhomlynskyi National University of Mykolaiv, Ukraine. The researchers conducted the study in the first semester of 2020. The contribution of this study is to evaluate experience of teachers in instructional strategies and to assess their effectiveness in digital teaching. The study analyzes the responses of twenty-five teachers and 63 students to the SIOP-based survey. A descriptive statistical method was used to test the validation. The results of the research show that EFL learners are not satisfied with activities to apply language and content knowledge. The results justified that teachers need to establish active online communication with their students. The study presents some recommendations for EFL teachers to improve their professional skills by adopting the specific components of SIOP and mastering their instructional strategies in digital learning. The implementation of the SIOP Model in digital teaching could bring appropriate and meaningful resources for high school teachers as a tool for them to grow professionally in COVID pandemic time.
Conflicts and Conflict Management in Primary Schools of Kaura Local Government Area of Kaduna State
Author: Aliyu, Bilkisu Bashir
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Conflict Resolution,Elementary Schools,Administrator Role,Principals,Educational Environment,Administrator Attitudes,Elementary School Teachers,Teacher Attitudes,Elementary School Students,Student Attitudes,Parent Attitudes,Conflict,Student Behavior,Teacher Administrator Relationship,Competition,Teacher Behavior

This research work entitled &quot;conflicts and conflict management in primary schools in Kaura Local Government Area of Kaduna State.&quot; The population for the study was 1,147 and 170 respondents were purposively sampled for this study. The analytical tools used were frequency, percentages and analysis of variance (ANOVA). The findings showed that there was a significant difference in the opinion of the respondents on the causes of conflict in primary schools in Kaura Local Government Area of Kaduna State; there was no significant difference in the opinion of the respondents on the types of conflicts in primary schools in Kaura Local Government Area of Kaduna State; there was a significant difference in the opinion of the respondents on the effects of conflict in primary schools in Kaura Local Government Area of Kaduna State; and there was a significant difference in the opinion of the respondents on the methods of managing conflict in primary schools in Kaura Local Government Area of Kaduna State. It was recommended that Head teachers should ensure that conflicts is brought down to it minimal level to enhance the effectiveness of teaching and learning, to raise the morale of teachers and pupils, to reduce indiscipline, to maintain unity and to reduce delinquency among pupils in some of the selected primary schools. Head teachers should encourage effective communication, create awareness, effective guidance and counseling, sincerity and openness in the schools, fair hearing at all times to the two parties involved in conflict in the schools.
Conversations with Australian Teachers and School Leaders about Using Differentiated Instruction in a Mainstream Secondary School
Author: Gibbs, Kathryn
Date: 2021-07-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Administrator Attitudes,Principals,Mainstreaming,Individualized Instruction,Student Diversity,Student Needs,Classroom Techniques,Expectation,Barriers,Time Management,Curriculum Implementation,Private Schools,Foreign Countries

Circumstances in today's schools are requiring a rethinking of pedagogical approaches so that equitable learning opportunities are provided to all students. This small-scale, qualitative Australian study reports how some teachers and school leaders viewed differentiated instruction (DI) being applied in their secondary campus to address diverse abilities and needs. Individual semi-structured interviews were conducted using Zoom. The analysis of data identified three themes related to DI: understandings, practices, and concerns. Findings showed that all participants understood many of the important elements of DI. Teachers reported using several well-known DI strategies, with experienced teachers applying a more considered approach. Teachers raised concerns about limited time for planning and instruction while school leaders expressed concerns about the adjustment of assessment tasks and feedback on progress to individual students. These findings provide starting points for more in-depth investigations at secondary schools. Implications linked to teacher preparation and administrative support in schools are presented.
Designing, Disseminating and Evaluating a New Online High School Curriculum about COVID-19
Author: Solon, Valerie
Date: 2021-08-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,High Schools,Science Curriculum,Biomedicine,Grade 10,Grade 11,Grade 12,Student Centered Learning,Science Instruction,Program Development,Public Health,Communicable Diseases,Science and Society,Online Courses,Barriers,Teacher Attitudes,Student Attitudes,Student Characteristics,Teaching Methods,Educational Technology

As COVID-19 accelerated through spring of 2020 the question became how will schools cope with protracted closure? Devising strategies to engage and educate students through full-time, online learning became a priority. At Tufts CSE we specialize in creating high school biomedical science curricula that foster engagement with science and build scientific and health literacy, however our popular 'Great Diseases' curricula is wholly classroom-based. In response our scientist/teacher co-design team created a new, fully online curriculum: 'The Great Pandemic of 2020'. The materials are targeted to 10th -12th grades and use student-centered and self-paced approaches to learning. It retains our signature format with multiple pedagogical approaches, and extensive scientific reading and math while focusing on both the underlying science and public health measures needed to mitigate COVID-19. Here we describe how we created the curriculum and the challenges we encountered: Which emerging information is reliable? Which topics do we select and how do we keep them current? What constitutes an engaging, effective and seamless online learning experience? How can teachers monitor and assess student work? How can we instill confidence to use the curriculum when teachers may lack the basic information underlying it? How can we evaluate and disseminate it effectively? We also discuss lessons learned in the context of teaching about 21st century biomedical science, and the growing acknowledgement by teachers and students that it is encroaching constantly on daily life.
Pivoting in a Pandemic: Supporting STEM Teachers&apos; Learning through Online Professional Learning during the Museum Closure
Author: Wallace, Jamie
Date: 2021-08-00
Type: Journal Articles
Subjects: STEM Education,Teacher Education Programs,COVID-19,Pandemics,Museums,School Closing,Online Courses,Faculty Development,Distance Education,Educational Technology,Teaching Methods,Elementary Secondary Education,Teacher Characteristics,Program Effectiveness,Adjustment (to Environment),Field Trips,Computer Simulation,Equal Education,Diversity,Inclusion,Culturally Relevant Education,Family Involvement

Drawing on data from STEM teacher education programs collected during museum closure due to the COVID-19 pandemic, this article examines the shifts that a large natural history museum made in educational programming. We explore three questions; who participated; the nature of participants' experiences with programming; and what we learned as an education department within and across teacher education programs by drawing on systematically collected quantitative and qualitative data (attendance, surveys, focus groups, and interviews). We draw upon case study data to delve into our online teacher professional learning offerings as an example, and then ground it within data and findings from our other teacher education programs at the museum offered during closure. We conclude by identifying implications for developing ongoing work with teachers going forward. Three central implications were: 1) continue to offer remote teacher professional learning sessions, 2) develop a shared vision of good science teaching online, and 3) model pedagogy that supports this shared vision. During a time of extreme uncertainty and tragedy, this article seeks to document and capture the innovative approaches developed to help support teachers, continue educational efforts, strive to act as an agent of change, as well as address challenges that emerged in the move to remote programming.
EFL Students Affective Attitudes towards Distance E-Learning Based on Moodle Platform during the COVID-19 the Pandemic: Perspectives from Dr. MoulayTahar University of Saida, Algeria
Author: Benadla, Djamel
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Student Attitudes,Distance Education,Electronic Learning,Integrated Learning Systems,COVID-19,Pandemics,College Students,School Closing,College Faculty,Technological Literacy,Barriers,Conventional Instruction,Graduate Students,Access to Computers,Teacher Competencies,Interaction

The practice of the online learning system in Algeria is novel. However, with the spread of COVID 19, Algerian universities have been compelled to undertake remote and digital teaching. The University of Dr. MoulayTahar in Saida has arbitrarily hastened in implementing E-learning as an alternative teaching measure to maintain both positive educational outcomes and keep students safe and healthy. This research purports to examine how the University of Dr. MoulayTahar in Saida has used Moodle platform to facilitate the teaching process during the COVID 19. This paper, therefore, stresses the issues of distance e-learning that challenge both teachers and students alike. The researchers attempt to answer the following question: What are the affective attitudes of EFL students towards distance learning assisted with Moodle Platform during the Coronavirus? To supply an adequate answer to the raised question, the researchers have selected a sample of 157 participants. The researchers collected data through a questionnaire and delivered copies to the participants. The findings revealed that both the teachers and the learners were not well prepared for an online learning experience. That there are more disadvantages than advantages. The results of the research conveyed that the technical skills, the teachers' lack of experience as well as the social situation of the students have made E-learning a complex process. The analysis also revealed that Master students have negative attitudes towards e-learning, and they would prefer face-to-face interaction in the classroom and handouts more than virtual learning.
Engaging Students Online with Technology-Mediated Task-Based Language Teaching
Author: Vellanki, Surya Subrahmanyam
Date: 2021-04-00
Type: Journal Articles
Subjects: Learner Engagement,Online Courses,Electronic Learning,Technology Uses in Education,Second Language Instruction,Teaching Methods,Web Based Instruction,COVID-19,Pandemics

The COVID-19 pandemic effected a sudden shift to online teaching, prompting teachers to implement many uncommon or even unusual teaching techniques in this unforeseen context. This precipitous move to online teaching has radically altered our teaching practices, where teachers have had to either completely do away with traditional practices or modify them in significant ways. One of the primary concerns of online teaching voiced by many teachers is to hold students' interest and keep them engaged in the virtual classroom. Another challenge has been to make students interact with each other and the teacher. The authors of this paper believe that Task-Based Language Teaching (TBLT) addresses these concerns head-on. There are two reasons for this: first, its emphasis on real-life language through meaningful tasks; and second, it is student-centered. This paper provides a brief background of TBLT and technology-mediated TBLT. It will show how some coursebook materials could be used in TBLT to help online learners improve their language skills. The paper also outlines with examples how technology-mediated tasks could be deployed to encourage learners to use language in productive ways. Finally, the authors discuss some of the anticipated challenges concerning the application of TBLT in online teaching and learning contexts.
Continuous Teacher Professional Support for Effective Implementation of Basic Education Curriculum Framework
Author: Kisirkoi, Florence
Date: 2018-00-00
Type: Journal Articles
Subjects: Professional Continuing Education,Professional Development,Preservice Teacher Education,Preservice Teachers,Inservice Teacher Education,Elementary School Teachers,Teacher Attitudes,Program Effectiveness,Educational Resources,Curriculum Implementation,Competency Based Education,Pedagogical Content Knowledge,Public Schools,Foreign Countries

Continuing teacher professional support in curriculum implementation is critical in Kenya following the development of the Basic Education Curriculum Framework (KICD, 2017). The new curriculum is competency-based and emphasizes inquiry learning approaches. The 8-4-4 curriculum which it is planned to replace had been implemented mostly applying transmission approach and children were reported to be attending primary school and not learning (KNEC, 2010 &amp; UWEZO, 2013). Teacher quality determines the quality of curriculum implementation and one means of ensuring teacher quality is by making continuing teacher professional development available for teachers. The objective of this study was to determine teacher preparedness for the implementation of the new curriculum and whether there was any established continuing teacher professional development programme for sustained teacher quality. The study sought to find out whether the pre-service and in-service training prepared teachers adequately for implementation of the new curriculum; whether teachers had adequate teaching-learning resources and whether they had any existing continuing teacher professional development programme. The Pedagogic Content Knowledge (CPK) model by Desimone (2009) guided this study. A case study was conducted in a public primary school in Narok County. The School was selected because it was used to pilot the new competency-based curriculum. It has 500 pupils and 15 teachers. All the 15 teachers in the school participated in this study. Data was collected using a questionnaire. Most 13 (86.7%) of the teachers agreed that the pre-service and in-service courses did not prepare them adequately to implement the new curriculum. Another 12 (80%) of the teachers did not have enough pupils and teaches' books; while 11 (73%) did not know how to extract teaching materials from other sources besides class textbooks. However, about 7 (46.6%) used a laptop to teach, and 9 (60%) used a cell phone to create learning activities. All the 15 (100%) teachers agreed that continuing professional development programme was not established. Another 10 (66%) agreed that they needed professional development programme and preferred distance learning mode. Teachers were not adequately prepared for Implementation of the new curriculum. It was recommended that teachers need to be provided with technology supported, continuous distance learning professional development programme for curriculum implementation incorporating inquiry teaching approaches. Online Open Educational Resources would also cater for inadequate teaching-learning resources.
Developing Gratitude and Filial Piety: The Role of Chores
Author: Li, Shi
Date: 2018-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Parent Child Relationship,Housework,Parenting Styles,Foreign Countries,Moral Development,Discipline

Whilst decades of research in the global north has identified authoritative parenting as producing the better child outcomes, and there is a growing amount of literature from countries such as China, suggesting the contrary: that authoritarian parenting produces desirable outcomes. However, the links between authoritarian parenting and the development of filial piety in China appear to have been disrupted by the incursion of values from the global north, and the actions of Chinese parents themselves responding to the Chinese one-child policy. This has created a situation in China where there are now major concerns about children's lack of filial piety: an issue which has major implications in a nation that depends on familial care rather than state provided welfare. In this paper, we examine issues around parenting and the development of gratitude and filial piety. We suggest that it is important for children to learn how to behave in ways that demonstrate gratitude and filial piety and that competence in performing appropriate behaviours is the pre-requisite to internalizing the associated values. We suggest that engaging in family chores from an early age is one strategy parents can use that will help their children develop the appropriate behavioural repertoire.
Educational Equality among Social Classes: A Prerequisite for Social Reconstruction in Nigeria Multi-Ethnic Society
Author: Enu, Donald Bette
Date: 2018-00-00
Type: Journal Articles
Subjects: Equal Education,Social Class,Foreign Countries,Educational Mobility,Cultural Pluralism,African Culture,Social Structure

Education is and will continue to be a major determinant of social mobility in Nigeria with a deep attachment to paper qualifications. It determines social class and breaks barriers of all kind of divides in the society. Education largely and increasingly determines an individual's job choice and income. It has more impact than any other factor, possibly excepting wealth, on whether one participates in politics, what one believes politically, and how much political influence one has. Social change and for multi-ethnic society to strive for meaningful and sustained development of the society, educational administrators, planners and all necessary institutions saddle with responsibilities of designing the curriculum in Nigeria are to brace themselves for a huge task of social reconstruction that will harmonized the ethnic divides and alley fears of inequality as a source of disharmony in the society. Education is the arena in which countries have sought to overcome racial domination and class hierarchy, reduce poverty, to turn immigrants into citizens, to turn children into responsible and active citizens, to create and maintain democracy, also demonstrates ways in which class biases are closely entwined with racial and ethnic challenges that reduce progress and development in Nigeria among ethnic groups as a matter of fact, is the best solutions to all challenges in our society.
Educational Experimental Research Design: Investigating the Effect of &quot;PAD + Microlectures&quot; EAP Teaching Model on Chinese Undergraduates&apos; Critical Thinking Development
Author: Liu, Lisha
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Thinking,English for Academic Purposes,Ethics,Undergraduate Students,Skill Development,Second Language Learning,Second Language Instruction,Teaching Methods,Definitions,Difficulty Level,Risk,Barriers,Models,Instructional Effectiveness,English (Second Language),Comparative Analysis,Research Methodology,Computer Assisted Instruction,Foreign Countries

This paper presents an educational, experimental research design, aiming at examining the effect of &quot;PAD + microlectures&quot; EAP teaching model on Chinese undergraduates' critical thinking development. It mainly analyzes this experiment from four aspects: research question and hypotheses, difficulties in key term definitions and selection of measuring instruments, potential risks of the design, as well as the challenge of ethics. Such a methodological analysis shows that educational experiments should follow the disciplines of objectivity, feasibility, maneuverability, effectiveness, and innovation.
Effect of Readers Theatre Technique on Achievement in Reading Skills of Secondary School Learners in Kisumu County Kenya
Author: Kulo, Selina Alonya
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Instruction,Reading Strategies,Reading Fluency,Reading Comprehension,Reading Skills,Program Effectiveness,Teaching Methods,Secondary School Students,Theater Arts,English (Second Language),Second Language Learning

Readers theatre technique is an interactive learning experience which promotes fluency and comprehension amongst learners. In the same vein, effective reading skills equip learners with requisite competence for a successful academic life. The study explored the effect of Readers theatre technique on learner achievement in reading skills. Lev Vygotsky socio-constructivist theory which advocates for social interaction, scaffold and active learning anchored the study. Quasi experimental; pre test, post test control groups design was adopted in which eight sub county day public secondary schools in the peri-urban region of Kisumu County were purposively selected. Respondents were 426 learners of form three of which 205 were randomly assigned to experimental while 221 to control study groups and 19 teachers were purposively selected. Primary data was collected within eight weeks through reading skills assessment tests, questionnaires, teacher interviews and focus group discussions for learners. The results revealed that the experimental group participants realized higher scores reading skills than the control group with the weaker learners registering greater gains. Based on the findings, the study concluded that Readers theatre technique improved learner reading fluency and comprehension resulting to effective reading skills. Further research was suggested in other skills of English language.