ethanporcaro/eric-fulltext-meta huggingface dataset:
Difficulties in Teaching English for Specific Purposes: Empirical Study at Vietnam Universities
Author: Hoa, Nguy?n Th? T?
Date: 2016-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Foreign Countries,Unemployment,Employment Qualifications,Teacher Surveys,Student Surveys,Student Attitudes,Teacher Attitudes,Instructional Improvement,Teaching Methods,Higher Education,Teacher Qualifications,Language Skills,Language Teachers,College Students,Language Role,Language Proficiency,Questionnaires

In recent years, teaching English, especially English for specific purposes at Vietnam universities has received a lot of attention from students, teachers, and relevant authorities because of not high teaching effectiveness. This results in the fact that students after graduation do not meet English requirements of employers, so unemployment becomes more serious. This is an alarming situation because English is becoming the almost indispensable communication language of young people nowadays. This empirical study consists of a survey of teachers and students at universities in Hanoi by listing the factors related to teaching English for specific purposes. Then, we give some recommendations for improving effectiveness of teaching English for specific purposes so that students can meet the English requirements for their work and lives.
Research on the Education System of Business English Courses Based on the Case of GDUFS
Author: Zhengguo, Zhu
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Practices,Business English,English (Second Language),Second Language Instruction,Universities,Case Studies,Questionnaires,Undergraduate Students,Student Attitudes,Student Needs,Business Administration Education,Employment Potential,Majors (Students),Listening Skills,Speech Skills,Business Skills,Educational Improvement,Expectation,Language Skills,Language Proficiency,Satisfaction,Skill Development,Student Interests,Statistical Analysis

In order to develop a more scientific education system of Business English courses, this paper studies the case of Guangdong University of Foreign Studies (GDUFS, one of Chinese top-three foreign language universities) by questionnaires. The result shows that: 1) Most of the students hope that the school could add more business courses in the curriculum setting, as it can help them to find better jobs or it will be more consistent with their interests and expectations when they decide to choose this major. 2) Students hope that they have more opportunities to practice their English listening, speaking and business practice skills. 3) There are many difficulties when students are learning business English, so the school should add some related courses to help students to deal with these problems. Based on the empirical analysis and the findings of this research, some suggestions are proposed for the improvement of the education system.
Pre-Professional Arts Based Service-Learning in Music Education and Art Therapy
Author: Feen-Calligan, Holly
Date: 2016-05-16
Type: Journal Articles
Subjects: Service Learning,Art Therapy,Music Education,Preservice Teachers,Graduate Students,Allied Health Occupations Education,Instructional Effectiveness,Student Experience,Case Studies,Reflection,Visual Arts,Student Surveys,Change,Expectation,Skill Development,Learning,Self Concept,Home Schooling

This article describes a study of art therapy and music education students at a Midwestern university in the United States, who participated in single-semester service-learning assignments prior to their clinical internship or student teaching experience. Undergraduate music teacher-candidates taught music to homeschool students; art therapy graduate students worked at community centers or other agencies. This paper describes research methods, depicts major findings, and features case examples. Analysis of embedded assignments, which included written reflections, visual artwork, case studies of homeschool students, and surveys suggests that servicelearning facilitated growth in personal attitudes and professional skills considered important to student preparation for their culminating clinical experiences. A discussion of the benefits of service-learning as a pre-professional pedagogy and recommendations for teaching and further research are offered. Additional findings related to arts based service-learning may help inform the development, implementation, and outcomes of arts based service-learning pedagogy.
One Must Also Be an Artist: Online Delivery of Teacher Education
Author: Cutcher, Alexandra
Date: 2016-05-16
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Distance Education,Art Teachers,Art Education,Schools of Education,Elementary Education,Secondary Education,Electronic Learning,Communities of Practice,Undergraduate Students,Graduate Students,Curriculum Design,Teacher Educators,Classroom Techniques,Student Attitudes

The shift in teacher education from face-to-face delivery to Distance Education mode means that the current landscape for the preparation of specialist and generalist Arts teachers is both complex and challenging, particularly since there is almost no guiding literature in the field of teacher education that attends specifically to this curriculum area. This paper takes as its case, one regional Australian School of Education that has translated face-to-face delivery into distance education modes in both secondary and primary arts education, through a suite of interactive programs and pedagogical engagements. Some of the approaches include re-designing curriculum, the provision of rich resources and relevant formative assessment, and perhaps most importantly, the establishment of caring, attentive relationships. The construction of communities of inquiry and in the case of the Arts, a community of practice, is essential to the success of these approaches.
Educing Education Majors' Reflections about After-School Literacy Tutoring: A Poetic Exploration
Author: Richards, Janet C.
Date: 2016-05-16
Type: Journal Articles
Subjects: Majors (Students),Education Majors,Reflection,Poetry,Student Attitudes,Teacher Education Programs,Comparative Analysis,Anxiety,After School Programs,Literacy Education,Tutoring,Elementary School Students,Masters Programs

Contemplating one's teaching has long been an essential part of teacher education. Accordingly, as an instructor of a literacy methods course with a tutoring component, I asked education majors in the class to send me weekly e-mail reflections about their teaching experiences. However, they had difficulty considering their lessons. I knew poetry stimulated introspections. Therefore, hoping to evoke the education majors' reflexivity, I requested they create two poems (middle and end of the semester) that portrayed their perceptions and dilemmas related to their teaching practices and lessons. Using constant comparative analysis, I explored the education majors' lyrical forms. Writing in a poetic voice prompted the education majors' contemplations. However, rather than focusing on their lessons, their initial poems portrayed their anxieties about teaching while their end of semester poems centered on concern for children. Thus, as is typical in arts-based research, the study afforded generativity (puzzlements meriting additional investigation).
Music in Beginning Teacher Classrooms: A Mismatch between Policy, Philosophy, and Practice
Author: Webb, Linda
Date: 2016-05-16
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Competencies,Music Education,Teacher Attitudes,Educational Policy,Curriculum,Qualitative Research,Music Teachers,Semi Structured Interviews,Educational Philosophy

This paper identifies a range of positions and perspectives that impacted on New Zealand beginning primary (elementary) generalist teacher's preparedness to teach music in relation to: government policy, curriculum and Graduating Teacher Standards requirements; and teacher educators' and school principals' expectations of them. The complex web of interdependency and tension that existed between the research participants highlighted a mismatch between policy, philosophy and practice. Preparedness to teach music was significantly influenced by teachers' previous musical experiences; access to pedagogical knowledge and skill advancement during their training; guidance and modelling in schools. Notionally, access to music education for every child was valued, but this was often marginalised by government priorities around National Standards reporting in literacy and numeracy. Findings have the potential to advocate for a realistic professional learning, development and resourcing framework that matches every child's right in New Zealand, to music as part of a broad education.
Multimodal Narrative Inquiry: Six Teacher Candidates Respond
Author: Morawski, Cynthia M.
Date: 2016-05-16
Type: Journal Articles
Subjects: Inquiry,Personal Narratives,Action Research,Preservice Teachers,Portfolios (Background Materials),Reflection,Diaries,Learning,Foreign Countries

In this paper we present findings of a study on the implementation of a multimodal teacher narrative inquiry component, theoretically grounded by Rosenblatt's theory of transaction analysis, methodologically supported by action research and practically enacted by narrative inquiry and multimodal learning. In particular, the component offered teacher candidates a variety of multimodal activities, such as teacher body biographies, teaching museum and metaphor medley, all of which encouraged them to inquire into their teacher narratives both aesthetically and efferently. Portfolios consisting of resolution scrapbooks and reflective journals offered places to archive working material emanating from the teacher candidates' responses to the activities. A close reading of journal entries, the resolution scrapbooks, and the written transcripts of a focus group indicated that the teachers not only gained insight into their own narratives, but they also added to their repertoires of teaching. At the same time, we acquired valuable information on future implementations.
Video-Sharing Website Writing as Identity Performance: Heuristic Inquiry into Experiencing Personally Meaningful Music
Author: Nicholes, Justin
Date: 2016-05-16
Type: Journal Articles
Subjects: Heuristics,Phenomenology,Video Technology,Music,Singing,Identification (Psychology),Self Actualization,Sexual Identity,Self Concept,Performance,Adolescent Development,Social Media,Coding,Poetry

Enacting heuristic phenomenological inquiry, this article explores the experience of watching a video of a live show of what was personally meaningful music for the researcher. In this study, personally meaningful music, defined as music integral to adolescent identity construction, was sung by and conveyed through the online &quot;discoursal self&quot; (Ivanic, 1998), or performed stage persona, of Mina Caputo, a transgender woman in the alternative-metal band Life of Agony. Data included a one-hour video of a live show and online comments. Data analysis involved heuristic and arts-based elements, involving explication of qualities of Mina Caputo's discoursal self, explication of themes in online comments, and creative syntheses of data into found poetry and flash fiction. General results include the majority of comments posted online representing identity performances that challenged dominant practices and discourses regarding transgender possibilities for self-hood. Results also describe how the experience of heuristic inquiry itself represented a process toward internal growth for the researcher. This paper presents a methodology useful for self-discovery related to the central phenomenon, provides empirical data of online transgender performance, and explores video-sharing website writing as identity performance.
Supporting Early Education Transitions: Alignment, Collaboration, and Community Engagement
Author: Grady, Michael
Date: 2016-00-00
Type: Journal Articles
Subjects: Alignment (Education),Community Involvement,Transitional Programs,Early Childhood Education,Partnerships in Education

With widespread support for the expansion of early education programs, there is an increased need for collaboration across systems to support the critical transition from pre-K to elementary school in order to ensure positive educational outcomes for all. Throughout this issue of &quot;Voices in Urban Education,&quot; several common themes emerge about the practices, policies, programs, and supports that are essential to extending the benefits of a high-quality preschool experience. Authors point to the importance of aligning the early learning and K-12 systems to effect smooth transitions for children. Moreover, the transition challenge calls for greater collaboration across systems--education, health, housing, and other family-serving agencies that have a role in keeping children on a path to academic success. Every article notes the importance of deep engagement with communities and parents as vital allies in the healthy transition of their children to kindergarten and beyond. Authors represent a wide range of professional perspectives and experience, including social scientists, program developers and operators, advocates, and practitioners. They include: (1) Rebecca Gomez; (2) Amy Fain and Diane Eason Contreras; (3) Randi Levine; (4) Maureen Sigler; and (5) Joanna Geller and Maria Cristina Betancur. Rounding out this exploration of early learning transitions is a series of &quot;perspective&quot; pieces by Sara Mickelson, Peter Simon, and Patricia Martinez that complement some of the themes raised by the issue's authors .
Why Families Are Engaged in Early Learning in Central Falls, Rhode Island
Author: Geller, Joanna
Date: 2016-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Family School Relationship,Educational Change,Family Involvement,Family Programs,Educational Resources,Transitional Programs,Cultural Relevance,Success,Barriers

Over the past two and half years of evaluating &quot;We Are A Village,&quot; a highly competitive federal Investing in Innovation (i3) grant focused on family engagement in early childhood in Central Falls, Rhode Island, the research team at the Annenberg Institute for School Reform at Brown University (AISR) has gained much insight into the transformational process that occurs when a school system and community partners ask, &quot;What can we do to help families feel welcome, valued, and respected?&quot; rather than, &quot;How do we get parents to show up?&quot;
Impacts of Natural Disasters on Children
Author: Kousky, Carolyn
Date: 2016-00-00
Type: Journal Articles
Subjects: Natural Disasters,Children,Climate,At Risk Students,Developing Nations,Low Income Students,Physical Health,Nutrition,Access to Health Care,Mental Health,Stress Variables,Anxiety,Migration,Grief,Death,Child Neglect,Child Abuse,Social Networks,Child Labor,Emergency Programs,Child Safety,Birth,Resilience (Psychology),Foreign Countries,Education

We can expect climate change to alter the frequency, magnitude, timing, and location of many natural hazards. For example, heat waves are likely to become more frequent, and heavy downpours and flooding more common and more intense. Hurricanes will likely grow more dangerous, rising sea levels will mean more coastal flooding, and more-frequent and more-intense droughts will produce more wildfires. Children, particularly the poor and those in developing countries, are at risk. Carolyn Kousky considers three ways that natural disasters may harm children disproportionately, often with long-lasting effects. First, disasters can damage children's physical health. Children may be injured or killed, but they may also suffer from such things as malnutrition caused by disruptions in food supply or diarrheal illness caused by contaminated water. Moreover, disasters can cut off access to medical care, even for non-disaster-related illnesses. Second, disasters can cause mental health problems. Not only are disasters themselves stressful and frightening, but children can suffer psychological harm from the damage to their homes and possessions; from migration; from the grief of losing loved ones; from seeing parents or caregivers undergo stress; from neglect and abuse; and from breakdowns in social networks, neighborhoods, and local economies. Third, disasters can interrupt children's education by displacing families, destroying schools, and pushing children into the labor force to help their families make ends meet in straitened times. How can we mitigate the dangers to children even as disasters become more powerful and more frequent? For one thing, we can prepare for disasters before they strike, for example, by strengthening school buildings and houses. Kousky also describes actions that have been proven to help children after a disaster, such as quickly reuniting them with parents and caregivers. Finally, a range of policies not designed for disasters can nonetheless help mitigate the harm disasters cause children and their families. In fact, Kousky writes, using existing safety net programs may be easier, faster, and more effective than creating entirely new programs after a disaster occurs.
Pollution and Climate Change
Author: Larr, Allison S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Pollution,Climate,Children,Child Health,Diseases,Attendance,Academic Achievement,Well Being,Human Capital,Child Development,Public Policy,Quasiexperimental Design

Childhood is a particularly sensitive time when it comes to pollution exposure. Allison Larr and Matthew Neidell focus on two atmospheric pollutants--ozone and particulate matter--that can harm children's health in many ways. Ozone irritates the lungs, causing various respiratory symptoms; it can also damage the lung lining or aggravate lung diseases such as asthma. Particulate matter affects both the lungs and the heart; like ozone, it can cause respiratory symptoms and aggravate asthma, but it can also induce heart attacks or irregular heartbeat. Beyond those immediate effects, childhood exposure to ozone and particulate matter can do long-term damage to children's health and reduce their ability to accumulate human capital. For example, frequent asthma attacks can cut into school attendance and academic performance, ultimately detracting from children's ability to earn a good living as adults. Fossil fuel-burning power plants, which are a major source of carbon emissions that cause climate change, also emit high levels of nitrogen dioxide and sulfur dioxide, which play a role in forming ozone and particulate matter. We might assume, then, that policies to reduce climate change by cutting back on carbon emissions from power plants would automatically cut back on these other types of pollution. But it's not quite that simple--atmospheric concentrations of ozone and particulate matter are linked to heat and other climatic variables through complex, nonlinear relationships. Taking those complex relationships into account and examining a variety of ways to model future air quality, Larr and Neidell project that policies to mitigate the emissions that produce climate change would indeed significantly reduce atmospheric ozone and particulate matter--at least in the United States, which has the most-complete data available to make such calculations. The drop in pollution would in turn produce significant improvements in child wellbeing. Children would be more likely to survive into adulthood, experience healthier childhoods, have more human capital, and be more productive as adults.
Temperature Extremes, Health, and Human Capital
Author: Zivin, Joshua Graff
Date: 2016-00-00
Type: Journal Articles
Subjects: Climate,Child Health,Heat,Death,Human Capital,Well Being,Developing Nations,Diseases,Adjustment (to Environment),Foreign Countries

The extreme temperatures expected under climate change may be especially harmful to children. Children are more vulnerable to heat partly because of their physiological features, but, perhaps more important, because they behave and respond differently than adults do. Children are less likely to manage their own heat risk and may have fewer ways to avoid heat; for example, because they don't plan their own schedules, they typically can't avoid activity during hot portions of the day. And very young children may not be able to tell adults that they're feeling heat's effects. Joshua Graff Zivin and Jeffrey Shrader zero in on how rising temperatures from global warming can be expected to affect children. They review evidence that high temperatures would mean more deaths, especially among fetuses and young children (as well as the elderly). When combined with other conditions--such as high humidity, diseases, or pollution--heat can be even deadlier. Even when it doesn't kill, high heat directly causes heat-related illnesses such as heat exhaustion; worsens other conditions, such as asthma, by increasing smog and ozone pollution; and harms fetuses in the womb, often with long-term consequences. High temperatures can also make learning more difficult, affecting children's adult job prospects. What can we do to protect children from a hotter climate? Graff Zivin and Shrader discuss a range of policies that could help. Such policies include requiring air conditioning in schools; heat wave warning systems coupled with public infrastructure that helps people stay indoors and stay cool; and readjusting schedules so that, for example, children are mostly indoors during the hottest time of day or the hottest season of the year.
Climate Change, Conflict, and Children
Author: Akresh, Richard
Date: 2016-00-00
Type: Journal Articles
Subjects: Children,Climate,Conflict,War,Violence,Trauma,Well Being,Developing Nations,Trend Analysis,Child Health,Mental Health,Physical Health,Nutrition,Public Policy,Birth,Education,Labor Market,Correlation,Natural Disasters,Foreign Countries

We have good reason to predict that a warming climate will produce more conflict and violence. A growing contingent of researchers has been examining the relationship in recent years, and they've found that hotter temperatures and reduced rainfall are linked to increases in conflict at all scales, from interpersonal violence to war. Children are especially vulnerable to conflict, Richard Akresh writes. In addition to directly exposing children to violence and trauma, conflict can tear families apart, displace whole populations, interrupt schooling, cut off access to health care or food, and eliminate the jobs that families depend on for a living. Children caught in a war zone may suffer physical injuries, malnutrition, developmental delays, and psychological damage, with effects on their physical health, mental health, and education that can persist into adulthood and constrict their ability to make a living. Moreover, those effects can spill over to the next generation and beyond, damaging the affected countries' ability to develop human capital. The likelihood that rates of conflict will increase on a hotter planet, then, poses a serious threat to children's wellbeing--especially in poorer countries, which already see the most wars and other conflicts. Unfortunately, Akresh writes, we still poorly understand the mechanisms that link climate to conflict, and we have almost no evidence to tell us which types of policies could best mitigate the effects of climate change-related violence on children.