ethanporcaro/eric-fulltext-meta huggingface dataset:
Self-Directed Kindergarten Writers
Author: Schrodt, Katie
Date: 2022-00-00
Type: Journal Articles
Subjects: Independent Study,Writing (Composition),Kindergarten,Young Children,Writing Instruction,Teaching Methods,Writing Skills,Skill Development,Learning Motivation,Writing Workshops,Models

This article seeks to empower teachers to create a literacy environment in which children begin to identify as writers: confident, willing to take risks, engaged, excited, persistent, resilient, resourceful, and self-starting. The teaching methods provided in the article are centered around the writer's workshop model, applied in a Kindergarten classroom in the mid-South, where the focus is on independent writing time and not a task completion. Writing was viewed as a time to dive deeper into creating meaningful messages, work on writing craft, and set goals as a writer. The methods discussed in the article can foster an environment where young children can become self-directed writers, and nurturing within them the confidence to share their stories with the world.
The Mystique of the National Writing Project
Author: Athans, Kimberly
Date: 2022-00-00
Type: Journal Articles
Subjects: National Programs,Writing Instruction,Phenomenology,Writing Workshops,Teacher Workshops,Faculty Development,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Teaching Methods,Self Efficacy,Transformative Learning,Outcomes of Education,Teacher Empowerment

This study explores the transformative nature of the National Writing Project (NWP). It employs an interpretive phenomenological analysis approach and self-efficacy theory in order to understand the perceptions of K-12 teachers who attended the NWP in Southeast Texas in the last five years. Using interviews, reflexive journals, and a reflective metaphor activity, the researcher attempts to understand the ways that the six participants see themselves as writers and teachers of writing after experiencing the summer professional development program of the NWP. Two research questions guide the study: What are the perceptions of select National Writing Project Fellows of themselves as writers after participating in a summer writing institute? What are the perceptions of select National Writing Project Fellows of the impact the NWP has had on the way they teach writing after participating in a summer writing institute? The researcher concludes that all of the participants developed a sense of self-efficacy; some of the participants viewed the program as a transformative process that changed the way they teach writing and the way that they see themselves as writers; and most of the participants immediately changed several of their teaching practices and felt a renewed sense of enthusiasm towards the teaching of writing after participating in the NWP. The researcher also concludes that the legacy of the NWP is a highly effective and transformative professional development tool for K-12 teachers in any discipline, and that the teachers teaching teachers training model is effective in professional development of teachers.
The Results of Using a Traits-Based Rubric on the Writing Performance of Third Grade Students
Author: Maynard, Chanelle
Date: 2022-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Writing Achievement,Grade 3,Elementary School Students,Teaching Methods,Writing Instruction,Writing Workshops

The quasi-experimental study utilized an interrupted time-series design to examine the effect of 20 third graders' writing achievement as a result of a trait-based instructional approach to writing. The primary researcher provided writing professional development on traits-based instructional and assessment for a third-grade team. One of those teachers agreed to participate in the study. Nearly 200 writing samples were independently scored to establish a pre-test baseline, and a post-test baseline to investigate the effects. The pre-test trend was slightly negative, and the post-test was 23% higher and showed a more positive trend. A paired samples t-test indicated a statistically significant increase and the effect was large (d=2.38). Implications for instruction and limitations of the study are discussed.
An Ecological Exploration of Iranian English as a Foreign Language Learners&apos; Goal-Directed Visions
Author: Sorayyaee, Laleh
Date: 2022-01-00
Type: Journal Articles
Subjects: Goal Orientation,Second Language Learning,Second Language Instruction,Foreign Countries,Learning Motivation,Case Studies,Guidelines,Systems Approach,Undergraduate Students,Student Attitudes,Diaries,Parent Aspiration,Educational Experience,High Schools,Language Tests,Competition,English (Second Language)

Recent conceptualizations of L2 motivation have regarded target language learners' goal-directed visions as the core feature of directed motivational currents; that is, a period of intense and enduring motivation in pursuit of a favorable personal vision. This study reports on a multiple-case study designed to explore the effective factors on language learners' vision generation process in the context of Iran based on the framework developed by Dörnyei and Kubanyiova (2014). Taking into account that the notions of motivation and vision are no longer seen as stable individual difference factors, but as dynamic and continuously fluctuating ones, the present study takes an ecological analytical framework towards the issue applying Bronfenbrenner's (1979, 1993) nested ecosystems model, involving four layers of context as: microsystem, mesosystem, exosystem, and macrosystem. The participants of the study were four university students and the data were collected through semi-structured interviews, learning journals, and classroom observations during a period of six months. The results of the study revealed the existence of different eco-systemic agents and affordances in the emergence of the participants' goal-directed visions. They were parents' expectations and teachers' behavior at the microsystem, learners' background experiences at high school at the mesosystem, types of tests and materials at the exosystem and Iranians' competitive spirit at the macrosystem.
Complex Genre-Based Methodology for Teaching Academic Writing
Author: Kuzmenkova, Julia
Date: 2022-01-00
Type: Journal Articles
Subjects: Teaching Methods,Writing Instruction,English for Academic Purposes,Undergraduate Students,Second Language Learning,Second Language Instruction,Foreign Countries,Research Proposals,Student Research,Student Centered Learning,Language Styles,Phrase Structure

Contemporary EAP research and teaching academics constantly elaborate new and better methods and re-evaluate those in use to facilitate students' academic growth. The article considers some options for teaching EAP to undergraduates highlighting the results of the experimental study conducted in the context of higher education in Russia and motivated by the researchers' perceptions about university level students' difficulties in acquiring proficiency in academic English. The data for this paper comes from 192 undergraduates' research project proposals. The approach offered is largely in line with traditions of the genre analysis and combines some novel features and conventional elements of the genre, product and process approaches. The innovations imply the use of recurring pattern phrases which are presented as sets of structural templates grouped in genre-based functional categories and organised around the framework of the project proposal. The article analyses applicability and functionality of this complex methodology developed by the authors relying on criterion-referenced measurement of students' writing performance by independent raters using analytic rating scales for assessment. The benefits of the methodology under discussion largely pertain to improvement in academic style and text organisation, and a learner-centred approach adopted helps students develop their own models for step-by-step writing project proposals. The findings of this study can have implications for EAP teaching practice in NNS educational settings.
Effect of Influential Cases on Factor Analysis Results
Author: Avcu, Akif
Date: 2022-01-00
Type: Journal Articles
Subjects: Regression (Statistics),Factor Analysis,Factor Structure,Mathematics,Measures (Individuals),Discriminant Analysis,Influences

When performing regression analysis, one way to examine the normality of data is to screen outliers. Outliers, on the other hand, do not always have an effect on regression results. In reality, cases with a large amount of residuals that affect regression analysis results are referred to as influential cases. It is important to detect them in the dataset because they can lead to erroneous conclusions. The influence of influential cases has already gotten a lot of attention in the regression literature, while it has gotten a lot less attention in factor analysis. The aim of this paper is to show how influential cases affect factor analysis results when they are detected using the Forward Search algorithm. The data was collected from 686 university students ranging in age from 17 to 30. The data was gathered using the Self-Regulation Scale (SRS). The results revealed that the removal of influential cases had an effect on the observed correlation matrice for the SRS items, the factorability results, the number of dimensions extracted, CFA fit indices, and the amount of factor loadings and associated errors. Later, in light of related literature, these results were discussed and the researchers were recommended to consider the effect of influential when applying factor analysis.
The Immediate Reactions of EFL Learners towards Total Digitalization at Higher Education during the COVID-19 Pandemic
Author: Yüce, Erkan
Date: 2022-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Student Attitudes,College Students,Online Courses,Distance Education,COVID-19,Pandemics,Barriers,Foreign Countries,Communities of Practice,Language Teachers,Stress Variables,College Faculty

The current study focused on English as a Foreign Language (EFL) learners' immediate reactions towards total digitalization at higher education during the Covid-19 pandemic. Accordingly, the perceptions of EFL learners on online foreign language learning during the COVID-19 pandemic were investigated. After discussing the advantages and disadvantages of online foreign language classes during the pandemic from the viewpoints of the participants studying at a public university in Turkey, the study questioned whether the participants preferred online foreign language classes or traditional face-to-face foreign language classes. The study adopted the phenomenological method of qualitative design and employed open-ended questions to collect data. The data were analysed by following a bottom-up strategy, and the categories were formed inductively. The results showed that online foreign language classes had both positive and negative aspects for the learners. Additionally, it was found that more than half of the participants preferred traditional face-to-face foreign language classes to online foreign language classes.
The Mediating Role of Social Media Usage Habits in the Relationship between FoMO and Nomophobia
Author: Okur, Sinan
Date: 2022-01-00
Type: Journal Articles
Subjects: Social Media,Psychological Patterns,Late Adolescents,Adults,Anxiety,Telecommunications,Handheld Devices,Computer Use,Addictive Behavior,Foreign Countries

This study examines the mediating role of social media usage habits in the relationship between FoMO and nomophobia. 457 people were recruited to participate in the study. While 177 of them were male, the remaining 280 participants were female, and the participants' age ranged between 18 and 70. The average age of the participants was calculated as 30.81. The research hypotheses were tested by hierarchical regression analysis. In addition, the significance of the mediator variable was examined via Bootstrapping analysis. First, Pearson product-moment correlation analysis was performed to determine the relationship between variables, and it was found that there was a positive significant relationship between variables. The subsequent hierarchical regression analysis determined that social media usage habits played a partial mediating role in the relationship between FoMO and nomophobia. All findings were discussed in the light of similar research studies in the existing literature, and several suggestions were provided in the end.
Self-Directed Use of Digital Devices for Out-of-Class English Learning
Author: Muharom, Fauzi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),English for Special Purposes,Second Language Learning,Informal Education,Telecommunications,Handheld Devices,Undergraduate Students,Technology Uses in Education,Language Skills

Twenty-first-century teaching and learning provide online resources accessible to foster learning experience across time and spaces in an informal context. Hence, enhancing learners' voluntary adoption of digital devices is crucial to augment the promising assistance of technology for English language learning. This study sheds some light on English for Specific Purposes (ESP) learners' voluntary digital devices for out-of-class language learning. A total of 267 Indonesian ESP learners participated in this study through a survey and semi-structured interview to examine how they were involved in informal digital learning of English beyond the classroom. The results showed that the learners used digital devices for both intentional learning to strengthen coursework and incidental learning to expand access to the target language. It was also found that the learners frequently employed digital devices for personalized aspects of the language rather than authenticity and connectivity. As for the digital device selection, the learners mostly preferred mobile phones to computers and tablets to carry out out-of-class English language activities. These results provide fruitful insights for educators on supporting ESP learners to engage in informal digital learning of English and achieve possible synchronicity between teachers' designed digital activities and learners' actual learning practices.
The Effect of Manipulative Games to Improve Fundamental Motor Skills in Elementary School Students
Author: Dewi, Rahma
Date: 2022-00-00
Type: Journal Articles
Subjects: Psychomotor Skills,Physical Education,Elementary School Students,Motor Development,Skill Development,Games,Manipulative Materials,Handheld Devices,Telecommunications,Competition

This study aims to improve fundamental motor skill skills by using manipulative games. The method used in this study was experimental using a one-group pretest-posttest design. The research was conducted by applying manipulative games in physical education learning. To measure and find out the results of the data obtained by researchers using the statistical package for the social sciences (SPSS) software. The sample in this study was elementary school students with a total of 30 students. Random sampling with random sampling technique. The data collection technique in this study used a gross motor skill-second edition test which was analyzed using quantitative descriptions and different tests. The research results showed an increase in the fundamental motor skills of elementary school students through manipulative games; this was because manipulative games were able to stimulate students to be active in carrying out fundamental motor skills and fun activities for students. The conclusion in this study is that there is a significant effect of manipulative games on the fundamental motor skill of elementary school students.
Teaching Collaborative Ground Rules through Peer Modeling: Changes in Pair Participatory Patterns
Author: Darounkola, Elham Rostami
Date: 2022-01-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Modeling (Psychology),Audio Equipment,Cooperative Learning,Interlanguage,Case Studies,Peer Relationship,Course Descriptions,Task Analysis,Native Language,Indo European Languages,Foreign Countries

Although previous studies support using pair work in the language learning classroom, some have shown that getting L2 learners into pairs without raising their awareness about the global norms of collaboration will not necessarily create quality opportunities for interlanguage development. In this study, we investigated the contribution of teaching collaborative ground rules through peer modeling to a learner's routine participatory patterns over time. Using a qualitative single case study methodology, we focused on one intermediate EFL learner interacting with different peers in pairs in an intact class. According to the syllabus of the course, learners had to pair up each session (9 sessions in total) with three different partners to do a narrative task. On the fifth session, a model performance with collaborative ground rules knitted into it was demonstrated to the class to find out how the provision of peer modeling would change the pair participatory patterns. Our analyses of the data from the learner's audio-recorded performances prior and subsequent to the modeling session suggest that the provision of peer modeling has qualitatively expanded the learner's interactive patterns in pair interaction. This study contributes to our understanding of collaborative tasks, and it also suggests that peer modeling could be used as a useful pedagogical technique for teaching learners how to collaborate meaningfully in dyadic interaction.
Promoting Vocabulary Building, Learning Motivation, and Cultural Identity Representation through Digital Storytelling for Young Indonesian Learners of English as a Foreign Language
Author: Kristiawan, Dana
Date: 2022-01-00
Type: Journal Articles
Subjects: Vocabulary Development,Story Telling,Second Language Learning,Second Language Instruction,English (Second Language),Cooperative Learning,Student Motivation,Content Analysis,Teaching Methods,Cultural Differences,Cultural Awareness,Junior High School Students,Information Technology,Case Studies,Student Attitudes,Diaries,Self Concept,Student Projects,Active Learning,Authentic Learning,Communicative Competence (Languages),Foreign Countries

Digital Storytelling (DST) is a globally accepted approach in teaching English. However, in the Indonesian EFL context, little attention has been paid to DST as a pedagogical approach, particularly its potential to create a bridge between the students' primary culture and that of English cultures. We report on how DST helped Indonesian junior-school students make meaning in English through a local culture-based DST narrative project. As part of a case study approach, we used various qualitative data collection methods, including focus group interviews, students' reflective journals, classroom observations, and the DST product itself. Finally, multimodal transcription and thematic content analysis were used to interpret the data. The study shows that the digital story is an effective tool to express the students' identity and make meaning through their local culture stories. Participating in these activities also increased student motivation. Working collaboratively in a group helped them to make meaning and focus on topics that resonated with them personally, reduced stress, and allowed them to focus on communication. Drawing on their local culture also assisted to build a bridge between the familiar lexical content and terminology and the less familiar English cultural content and vocabulary, resulting in enhanced engagement and achievement in English. Practically, the DST project-based learning assisted EFL teachers to integrate authentic and communicative learning experiences into a packed curriculum.
Higher Education and Demographic Challenge: The German Case
Author: Balve, Johannes
Date: 2014-03-00
Type: Journal Articles
Subjects: Higher Education,Barriers,Democracy,Demography,Birth,Enrollment Trends,Declining Enrollment,Futures (of Society),Educational Policy,Educational Change,Correlation,Labor Needs,Immigration,International Education,Foreign Countries,Labor Market,Knowledge Economy,Federal Aid,Graduation Rate

It is a well known fact that the majority of European societies are confronted with demographic changes due to declining birthrates. This article tries to broach the issue how lower birth rates and changing demographic structures affect German higher education. While the results are already visible in the German schooling system, effects on higher education have not yet become reality but are expected within the near future. As student enrollment numbers are currently rising, there does not seem to be any pressure to address this issue. However, it is already certain that higher education in Germany will be confronted by declining student enrollment beginning at the latest in 2020. Given these facts it is worth to asking if declining student numbers and a rising educational demand of older persons will change higher education and how should higher education policy respond by strategies and new educational offers. As demographic changes and higher education development correlate in a complex manner there will be the need to consider other influencing factors, particularly the demand for labor force, regional developments, migration and internationalization.
Higher Education Governance under Neoliberalism
Author: Shin, Jung Cheol
Date: 2014-03-00
Type: Journal Articles
Subjects: Governance,Higher Education,Neoliberalism,Educational Change,Accountability,Performance Based Assessment,Government Role,College Administration,Administrative Organization,Institutional Autonomy,Academic Freedom

This paper focuses on the manner in which governance structure of higher education is re-organized under neoliberalism. It highlights how states have centralized their powers in their relationships with the universities through performance-based accountability; research funding mechanisms; quality assurance; and various administrative mechanisms. These control mechanisms have different forms from previous legal regulations, and exert a more intensive and stronger influence on the university than legal regulations. Although states deregulated universities under neoliberalism, ironically universities are more controlled by states through the deregulations. Managerialism is deeply ingrained in university administration and shared governance and collegiality are fading. As a result, universities are losing their institutional autonomy in their relationships with their external entities; and professors are losing their power on campus. These two dimensions represent 'decentralized centralization'. The author conceptualizes the social phenomena of 'decentralized centralization' of higher education governance and provides some empirical evidence based on his research.