ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Vocabulary Explicitly. Effective Instructional Strategies Series
Author: Hanson, Susan
Date: 2011-00-00
Type: Guides - Classroom - Teacher
Subjects: Teaching Methods,Literacy Education,Faculty Development,Vocabulary Development,Writing (Composition),Grade 4,Elementary School Students,Pacific Islanders,Reading Instruction,Learning Strategies,Context Effect,Cues,Word Recognition

The Effective Instructional Strategies Series is a collection of six booklets based on the components used in Pacific Communities with High-performance In Literacy Development (Pacific CHILD), a principles-based professional development program consisting of research-based teaching and learning strategies proven to help improve students' reading comprehension using informational text. This booklet offers a systematic approach to implementing effective vocabulary instruction in the classroom. Students face an increased amount of academic vocabulary as they progress through schooling. &quot;Teaching Vocabulary Explicitly&quot; explains the research supporting vocabulary instruction to support students with their reading comprehension.
Question Generation. Effective Instructional Strategies Series
Author: Look, Sharon M.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Instructional Innovation,Instructional Improvement,Instructional Effectiveness,Teaching Methods,Questioning Techniques,Best Practices,Educational Strategies,Relevance (Education),Teaching Skills,Nonfiction,Reading Comprehension,Learning Strategies,Faculty Development,Meta Analysis,Educational Principles

The Effective Instructional Strategies Series is a collection of six booklets based on the components used in Pacific Communities with High-performance In Literacy Development (Pacific CHILD), a principles-based professional development program consisting of research-based teaching and learning strategies proven to help improve students' reading comprehension using informational text. &quot;Question Generation&quot; shows why questioning is an important tool for all learners. Questioning helps readers fully engage the text, leading to better comprehension. Practitioners learn how to create a questioning environment and use the Question Generation strategy to help students ask text-based questions, turn these ideas into integrative questions, and answer the questions.
Designing Professional Development for Youth Workforce Development. Info Brief. Issue 44
Author: Larson, Mindy
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: Professional Development,Youth Programs,Labor Force Development,Program Design,Program Development,Educational Strategies,Delivery Systems,Partnerships in Education,Training Methods,Models,Evidence Based Practice,Change Strategies

Youth service professionals in various settings across the United States are responsible for preparing youth and youth adults, ages 12 to 25, to be successful in employment, postsecondary education, and adult life. Whether they work in the public workforce development system or other public agencies (e.g., child welfare, juvenile justice, mental health, health, disability services), in schools or postsecondary institutions, or for nonprofit organizations, they are often the &quot;face&quot; of their organizations. Young people frequently base their decisions about whether or not to engage with an organization on their relationship with one or more youth service professional. As a result, much rests upon their level of competence in connecting with and assisting youth through a critical period of their development. This Info Brief describes strategies and considerations for designing and delivering professional development for youth service professionals at the state and local levels. By highlighting strategies, required resources, and lessons learned from three different professional development initiatives, this brief aims to inform the decisions of organizations, agencies, and funders as they consider how to invest in professional development efforts within the workforce development system as well as other youth service systems and program contexts.
Determination of Talented/Gifted Students Cyber Victimization
Author: Alkan, Ayse
Date: 2017-07-00
Type: Speeches/Meeting Papers
Subjects: Academically Gifted,Victims,Student Surveys,Foreign Countries,Computer Mediated Communication,Student Characteristics,Social Media,Gender Differences,Computer Use,Internet,Statistical Analysis

Rapid changes and developments in technology can bring positive results as well as negative consequences. One of them is a cyber victimization. In this study; To study the cases of cyber victimization of gifted students. The working group of the study is gifted students in Sakarya in the academic year 2016/2017. In addition to the demographic information of the students, data collected with &quot;Ciber Victimization&quot; scale were analyzed by SPSS program. Frequency, percentage, Mann Whitney U, Kruskal Wallis H, Kay-Kare test and statistical techniques were used in the analysis of collected data. The results of the research: To determine the cyber victimization that students are exposed to and to take necessary measures in this regard. It is thought to contribute to the related literature
Families and College and Career Readiness: What Schools Can Do to Engage Families in the Individualized Learning Plan (ILP) Process. Info Brief. Issue 40
Author: National Collaborative on Workforce and Disability for Youth (NCWD/Youth)
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Career Readiness,College Readiness,Individualized Family Service Plans,Family Involvement,Career Development,Family Attitudes,Parent Participation,Parent School Relationship,Program Implementation,Educational Quality,Relevance (Education),Change Strategies,Program Improvement,Educational Resources,Elementary Secondary Education

This Information Brief is designed to assist educators in working with parents and family members to facilitate students' career development through the use of individualized college and career planning tools. This brief discusses families' perceptions of whether and how they were engaged in schools' implementation of Individualized Learning Plans and describes suggestions from families of youth with and without disabilities about actions schools can take to improve family engagement in the ILP process.
Busuu: How Do Users Rate This App for Language Learning?
Author: Saona-Vallejos, Miguel Ángel
Date: 2018-00-00
Type: Reports - Research
Subjects: Computer Oriented Programs,Second Language Learning,Social Media,Computer Assisted Instruction,Second Language Instruction,Informal Education,Foreign Countries,College Students,Student Attitudes,Pretests Posttests,Feedback (Response)

Busuu (https://www.busuu.com) is one of several existing Social Networking Sites for Language Learning (SNSLLs). According to Álvarez (2016), it has all the features an SNSLL should have. However, once Busuu migrated to a mobile compatible platform in 2016, it lost some of the social aspects of a Social Networking Site (SNS) determined by Boyd and Ellison (2008) and Duffy (2011). As the most used language learning platform worldwide (Busuu, n.d), the user experience of its learners is of interest to the field of Computer-Assisted Language Learning (CALL). A pilot study to see how users rate it was conducted at an English university for four weeks. This chapter shows the results of that research. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education,&quot; see ED585162.]
Social Media in L2 Education: Exploring On-Line Collaborative Writing in EFL Settings
Author: Martínez-Carrasco, Robert
Date: 2018-00-00
Type: Reports - Research
Subjects: Social Media,Second Language Learning,English (Second Language),Collaborative Writing,Electronic Learning,Web 2.0 Technologies,Cultural Awareness,Foreign Countries,Student Projects,College Students,Intercultural Communication,Nonformal Education,Focus Groups,Peer Teaching,Interviews

This paper presents a classroom experience regarding the use of wikis in L2 collaborative writing settings. Framed in the current post-positivist educational climate in higher education, the adoption of wikis as a Technology-Enhanced Language Learning (TELL) platform complements and enriches the classroom-based interaction of L2 learners. While developing solid L2 writing and self-expression skills, wikis may be said to foster other related core abilities--reading and comprehension, critical thinking, exegetic skills, integration of culture-specific elements in foreign language learning, and use of new technologies, etc. In the process of drafting culture-bound texts, the co-creating students become aware of the weight of cultural elements in their texts in an asynchronous, cross-cultural communication process, and they are able to bridge the cultural divide not only through non-formal, peer-to-peer learning, but also through empowered cross-cultural understanding in a truly emancipating English as a Foreign Language (EFL) setting. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education,&quot; see ED585162.]
Can You Teach Me to Speak? Oral Practice and Anxiety in a Language MOOC
Author: Bárkányi, Zsuzsanna
Date: 2018-00-00
Type: Reports - Research
Subjects: Online Courses,Large Group Instruction,Computer Mediated Communication,Educational Technology,Technology Uses in Education,Student Attitudes,Second Language Learning,Anxiety,Asynchronous Communication,Spanish,Higher Education,Qualitative Research,Questionnaires,Foreign Countries

The present chapter examines learners' beliefs and attitudes with regard to speaking in a learning environment that is neither formal nor non-formal. The main research question is whether learners perceive Language Massive Open Online Courses (LMOOCs) as a completely informal context that is free of anxiety or rather as a virtual classroom where Foreign Language classroom Anxiety (FLA) (Horwitz, Horwitz, &amp; Cope, 1986) is present. Data were obtained from over 200 beginner learners on self-reflective questionnaires and forum discussions. Results indicate that learners have a positive attitude towards language learning on LMOOCs, but FLA is present in this asynchronous speaking environment too and needs to be addressed by the course instructors. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education,&quot; see ED585162.]
The Better French Living Project: How to Encourage Linguistic, Practical, and Cultural Year-Abroad Preparation outside the Classroom
Author: Salin, Sandra
Date: 2018-00-00
Type: Reports - Research
Subjects: French,Study Abroad,Second Language Learning,Second Language Instruction,Program Descriptions,Feedback (Response),Learning Activities,Computer Simulation,Questionnaires,Student Attitudes,Undergraduate Students,Foreign Countries,Independent Study,Listening Skills,Management Systems,Computer Assisted Instruction

This chapter presents the &quot;Better French Living Project&quot; (BFLP), which was started in 2014 in the French section of the Newcastle University School of Modern Languages (SML) with a view to respond to second-year students' feedback, promote independent learning amongst them, and assist in their year-abroad preparation by developing their practical and intercultural knowledge and listening skills outside the classroom. After introducing the context in which the project was developed, this chapter presents the topics selected, together with samples of the activities that were designed and made available to students via their Virtual Learning Environment (VLE). This is followed by an analysis of the feedback students provided via end-of-year questionnaires in the three academic years from 2014 to 2017, including an assessment of the activities offered and the students' engagement with them. Finally, this chapter suggests how this project could be further developed. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education,&quot; see ED585162.]
&apos;It&apos;s a Shame That We Haven&apos;t Met Earlier!&apos;: Facilitating a Tandem Language Exchange Programme at Queen&apos;s University Belfast
Author: Wang, Liang
Date: 2018-00-00
Type: Reports - Research
Subjects: Universities,Instructional Innovation,Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Personal Autonomy,Socialization,Native Speakers,Observation,Case Studies,Surveys,Chinese,German,College Students,Informal Education,International Educational Exchange,Computer Mediated Communication,Program Descriptions,Computer Assisted Instruction

Tandem Language Exchanges (TLE) have been recognised for their pedagogical value in language learning, especially when developing learner autonomy through providing language learning support to each other in a friendly and social learning environment. Unlike many projects which incorporate cross-site practices in a collaborative teaching paradigm, the TLE programme at Queen's University Belfast aims to support all students and staff who wish to practise with a native speaker of the target language on campus via a platform that facilitates searching, interaction, and socialising functions. Drawing on observation, survey results and self-reports, this study reviews the obstacles to active engagement and reports a case study (Chinese-German) to demonstrate how they felt about their practice and participation. The study concludes with some considerations for implementing this TLE approach as a useful opportunity in complementing formal language learning at university level. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education,&quot; see ED585162.]
Twitter as a Formal and Informal Language Learning Tool: From Potential to Evidence
Author: Rosell-Aguilar, Fernando
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Social Media,Second Language Learning,Informal Education,Educational Research,Learner Engagement

Twitter can be used as a language learning tool and this potential has been identified by a number of scholars. This chapter presents an overview of the identified potential of Twitter as a language learning tool and presents an overview of different studies carried out to provide evidence of language learning using Twitter in different contexts. It concludes that, although there is evidence of language acquisition in formal contexts, more research is needed to inform how Twitter is used in informal settings. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education,&quot; see ED585162.]
Providing Quality Career Development within Youth Development &amp; Leadership Programs. Info Brief. Issue 45
Author: Thomas, Jennifer
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Career Development,Educational Quality,Leadership Training,Youth Leaders,Youth Programs,Skill Development,Capacity Building,Integrated Activities,Program Evaluation,Youth Opportunities,Educational Practices,Career Education

&quot;What do you want to do for a living?&quot; This is a question dreaded by many young people. The question assumes that youth have had all the information and experience they need to make an informed decision about their future. A youth service professional or someone volunteering his or her time with youth might be wondering how to support youth in thinking about their futures, and provide them with concrete information to make important career decisions. This practice brief describes how organizations can assess the extent to which they currently provide quality career development opportunities to the youth they serve and identify ways to integrate more career development skills-building into their programs.
Supporting Families of Students with Disabilities in Postsecondary Education: Learning from the Voices of Families. Info Brief. Issue 41
Author: Roy, Sean
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Family Programs,Disabilities,Family Attitudes,Family School Relationship,Partnerships in Education,Family Involvement,Young Adults,Career Development,Developmental Studies Programs,College Role,Change Strategies,Educational Resources,Educational Practices

This Information Brief is intended to assist administrators as well as faculty and staff in postsecondary education settings to better understand the value of engaging families of students with disabilities as partners in their students' success. In response to input received during a national online dialogue in 2015, ideas and resources are provided about actions postsecondary institutions can take to better assist these families in supporting their young adult children's education and career development efforts.
Integrating Informal Learning into Formal Language Education: An Introduction
Author: Rosell-Aguilar, Fernando
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Informal Education,Native Language Instruction,Second Language Instruction,Instructional Innovation,Higher Education,Conferences (Gatherings),Foreign Countries,Language Teachers,Cooperative Learning,Electronic Learning,Handheld Devices,Technology Uses in Education,Blended Learning,Study Abroad,Cultural Awareness,Video Technology,Outcomes of Education,Multilingualism

This chapter describes a collection of selected papers from the 2017 Innovative Language Teaching and Learning at University conference (InnoConf), which took place in June 2017 at The Open University in Milton Keynes, UK. The theme of the conference was &quot;Integrating Informal Learning into Formal Language Education.&quot; The aim of the conference was to engage in productive collaboration between language professionals to further equip students to succeed in the ever-growing landscape of formal and informal learning. Given the unprecedented amount of online resources and communities available to language learners, the conference focused on exploring how language teachers are integrating these opportunities into their settings. The book is divided in three sections: (1) Learning Collaboratively Online: Attitudes, Motivation, and Learning Communities; (2) Testing and Evaluating Language Learning Tools; and (3) The Polyglot Community: An Interview with Richard Simcott, which was the second keynote of the conference. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education,&quot; see ED585162.]
An Investigation on Time Management and Communication Skills of Physical Education and Sport Students
Author: Ustun, Umit Dogan
Date: 2017-00-00
Type: Journal Articles
Subjects: Time Management,Communication Skills,Physical Education,Athletes,Likert Scales,Statistical Analysis,Correlation,Hypothesis Testing,Gender Differences,College Students,Foreign Countries

This study aimed to investigate physical education and sport students' time management understandings, communication skills and the relationship between. A total of 233 randomly chosen students voluntarily participated for the study. In the study as data gathering tools in addition to personal information form Time Management and Communication Skills Scales were used. In the evaluation of data, first normality of the data assessed and then Independent Samples t Test, One Way ANOVA and Pearson Correlation statistical methods were used as hypotheses tests. As a result this study showed a) females have better mental and behavioural communication skills than males b) department of education has no effect on communication skills c) males have a better time management understanding than females d) recreation students have a better time management understanding than other department students and e) if time wasters decreases behavioural communication skill improves.
Multimodal Corpus of Spanish Speech Acts: Main Features and Potential Pedagogical Uses
Author: Matos, Marta Vacas
Date: 2018-00-00
Type: Reports - Research
Subjects: Second Language Learning,Spanish,Error Patterns,Pragmatics,Speech Acts,Nonverbal Communication,Learning Strategies,Second Language Instruction,Hypothesis Testing,Data Analysis,Language Proficiency,Video Technology

Most of the more serious mistakes we make in our second or third languages are not linked to grammar, but to pragmatics (Félix-Brasdefer, 2008; Kasper &amp; Rose, 1999; Olshtain &amp; Blum-Kulka, 1985; Rose &amp; Kasper, 2001). While language textbooks are often focused on grammar content distributed throughout a communicative syllabus (Lázaro Ruiz, 2014; Lörscher &amp; Rainer Schulze, 1988), students are still missing the pragmatic rules that are behind the behaviors of native speakers and their use of language. This chapter talks about the creation and use of a multimodal corpus that allows for the analyzation and comparison of three conflictive speech acts (compliments, refusals, and apologies). Through the recordings and transcriptions of native and non-native speakers, the Multimodal Corpus of Spanish Speech Acts (COR.E.M.A.H.) shows the differences in their strategies when faced with each speech act. In this chapter, we will also see how to use this advanced resource in different ways to teach pragmatics in a class of Spanish as a foreign language. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education,&quot; see ED585162.]
Video Resources in a Flipped Language Classroom: An Experience of Using Videos to Flip a Mandarin Teaching Module
Author: Chen, Zhiqiong
Date: 2018-00-00
Type: Reports - Research
Subjects: Video Technology,Educational Technology,Technology Uses in Education,Homework,Mandarin Chinese,Second Language Instruction,Integrated Learning Systems,Student Attitudes,Interviews,Questionnaires,Grammar,Vocabulary,Blended Learning

In this study, the author used the Flipped Classroom (FC) approach in one Mandarin teaching module with three types of self-produced videos as pre-class learning material. These videos covered grammar rules, usage of vocabulary, and explanation of texts. The paper first briefly explains the rationale of using such teaching videos. To investigate students' perceptions of using those teaching videos in FC, their feedback and video-viewing records were collected and discussed. The findings reveal that, although not every student used video materials, those who used them favoured grammar videos. To improve student engagement and interactivity of pre-class activities in FC, the author suggests that some pedagogical interventions could be applied in future FC approaches. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Integrating Informal Learning into Formal Language Education,&quot; see ED585162.]