ethanporcaro/eric-fulltext-meta huggingface dataset:
Discovering the Worlds of Life Sciences, Objects and Material in Nursery Schools: Teaching Practices and Training Proposals
Author: Charles, Frédéric
Date: 2014-08-00
Type: Journal Articles
Subjects: Preschools,Teaching Methods,Preschool Teachers,Curriculum Implementation,Foreign Countries,Teacher Attitudes,Instructional Improvement,Science Instruction,Technology Education,Biology,Physical Sciences,Chemistry,Intellectual Disciplines,Interdisciplinary Approach,Diaries,Young Children,Discovery Learning,Intellectual Development,Masters Degrees,Teacher Qualifications,Faculty Development

In French nursery schools (&quot;l'école maternelle française&quot;), primary school teachers take charge of the content organised into teaching areas of activities. The prescribed teaching activity &quot;Discovering the world of life sciences, objects and material&quot; refers to biology, physical sciences, chemistry and technology. The children's learning path concerning these worlds represents the early stages of the curriculum. Many research studied these children's learning (e.g. Bisault, 2005; Fleer, 1996; Ravanis &amp; al., 2013). This paper focuses on teachers and aims at describing and analysing the implementation of the practices of this early childhood education. In a curriculum perspective (Dillon, 2009; Martinand, 2003; Ross, 2000), an inquiry about the practices reported both in teachers' logs and questionnaires, reveals the contents, activities and issues associated with these educational experiences. The results show biology is privileged and preferred to technology by the teachers. The research indicates an interrelated scientific and technological curriculum and a science and technology mostly found, in what I called, &quot;compositional schemes&quot;. The discovery of this world, through these compositional schemes, takes various positions according to the priorities assigned by the teachers. The research at last allows me to discuss the professional training of preschool teachers in order to improve the teaching practices in science and technology.
An Academic &apos;Glass Cliff&apos;? Exploring the Increase of Women in Swedish Higher Education Management
Author: Peterson, Helen
Date: 2014-02-00
Type: Journal Articles
Subjects: College Administration,Women Administrators,Faculty Workload,Females,College Faculty,Sex Fairness,Equal Opportunities (Jobs),Social Networks,Empowerment,Administrator Attitudes,Higher Education,Job Security,Career Development,Promotion (Occupational),Leadership Role,Scholarship,Social Status,Foreign Countries

Sweden has the highest percentage of female university Vice Chancellors in Europe. Some of the factors that have promoted women's representation in senior management in Swedish academia are: political pressure in the form of goals and policies, quantitative target agreements concerning women's representation, top level commitment to gender equality goals, and a network encouraging and supporting aspiring women managers. However, although women appear to break the glass ceiling, this paper sets out to investigate whether women are genuinely empowered in Swedish academia. Drawing on qualitative semi-structured interviews with 22 senior managers in Swedish higher education, the paper reveals some of the challenges facing manager-academics: increasing workload, role conflict and decreasing status and prestige. Situating women's increase in higher education management in a setting permeated by these challenges stimulates an analysis using theories about feminization of occupations and the metaphor 'glass cliff'. Feminization refers to how women's increase in an occupation often occurs simultaneously as it is transformed into a less prestigious work, with limited opportunities for advancement and weakened job security. The related concept 'glass cliff' describes a phenomenon when women are more likely to be appointed to precarious leadership roles in situations of turbulence and problematic organizational circumstances. The paper argues that women have been allowed to enter into management positions in higher education at the same time as these positions decline in status, merit and prestige and become more time-consuming and harder to combine with a successful scholarly career. Women are thus placed on an academic glass cliff. Keywords: Higher Education, management, women.
Teacher Praise and Reprimands: The Differential Response of Students at Risk of Emotional and Behavioral Disorders
Author: Downs, Kade R.
Date: 2019-07-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Students,Teacher Student Relationship,Classroom Techniques,Positive Reinforcement,Negative Reinforcement,At Risk Students,Emotional Disturbances,Behavior Disorders,Learner Engagement,Outcomes of Education

In the United States, many teachers feel underprepared to manage student classroom behavior positively. Such management is crucial for students to learn effectively, especially those with or at risk of emotional and behavioral disorders (EBD). Although increasing teacher praise and decreasing teacher reprimands may be research-based practices, more empirical evidence is required for them to be considered evidence based. The current study of 65 elementary school teachers and 239 students across three states contrasted the effects of these teacher behaviors on engagement and disruptions of students who were and were not at risk of EBD. Using structural equation modeling, we examined how the engagement and disruptions of students at risk were more sensitive to teacher praise and reprimand than the behavior of their typical peers. These results support the literature and invite teachers to consider that who they praise and reprimand is just as important as how.
Evaluation of the Class Pass Intervention: An Application to Improve Classroom Behavior in Children with Disabilities
Author: Narozanick, Taylor
Date: 2019-07-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Students with Disabilities,Behavior Modification,Behavior Problems,Intervention,Program Effectiveness,Reinforcement,Learner Engagement,Elementary School Students,Social Influences

The Class Pass Intervention (CPI) is designed to be implemented within School-Wide Positive Behavioral Interventions and Supports (SWPBIS) to decrease disruptive behavior and teach replacement behavior for students needing Tier 2 intervention. The CPI has two components: (a) providing negative reinforcement for requesting a break by using a class pass, and (b) providing positive reinforcement for continued engagement in activities without breaks by exchanging unused passes. The purpose of the present study was to extend the literature on the CPI by further evaluating the impact of the first component of the CPI on mild to moderate disruptive behavior, hypothesized to be maintained by social negative reinforcement, and academic engagement of three elementary school students with disabilities. A multiple baseline across participants design was used to demonstrate the impact of the CPI on student behavior during a problematic academic time period. The results indicated that the use of CPI was functionally related to a decrease in disruptive behavior and increase in academic engagement for all participating students whose problem behavior was hypothesized to be maintained by social reinforcement. Results were maintained for one participant while fading the magnitude of the intervention. Students and teachers rated CPI as effective and acceptable.
Developing Joyful Story Sheets (JoSS): An Effort to Build Character for EYL Learners in Indonesia through Reading JoSS
Author: Iftanti, Erna
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Values Education,English Instruction,Reading Habits,Suburbs,Reading Materials,Imagination,Elementary School Students,Reading Attitudes,Access to Education,Indonesian,Story Reading,Literacy,Childrens Literature,Curriculum Development,Visual Aids,National Curriculum,Moral Development,Critical Reading,Student Needs,Culturally Relevant Education,Islam,Parent Role,Writing (Composition),English (Second Language),Children,Elementary School Teachers,English Teachers,Difficulty Level,Teacher Attitudes

In response to character education stated in Indonesian Curriculum 2013, to build characters for students of early ages is significant. This can be built through establishing reading habits and building character education to young learners living in urban and suburban areas simultaneously. However, there is lack attention paid to those living in suburban areas. Thus, this research is intended to provide them with some appropriate character-based reading materials. In order that they enjoy reading, the reading materials should be joyful and arouse imagining. This research employs Research and Development (Borg and Gall, 1983 &amp; Ari, et.al., 1985) with the data were collected through doing need analysis by means of distributing questionnaire to EYL in suburban areas in East Java Indonesia, interviewing EYL teachers and parents having children at elementary schools. The results of the data collecetd in Need Analysis were used to develop the product. This R and D produced collection of Joyful Story Sheets (JoSS) for EYL of the 3rd, the 4th, the 5th, and the 6th graders with each grade consists of 40 joyful story sheets written based on some characters, i.e. hard working, independence, discipline, honesty, and tolerance. The research reveals that the product of this research-namely JoSS- is proved to inspire the students' moral values, to build love of reading, and to encourage learning English. This research result is pedagogically implemented not only as a means of character education but as supplementary materials for reading class as well. To prove its effectiveness, it is suggested for further researchers to experimentally investigate.
Exploring Trends in 21st Century Canadian K-12 French as a Second Language Research: A Research Synthesis
Author: Arnott, Stephanie
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,French,Educational Trends,Educational Research,Immersion Programs,Elementary Secondary Education,Literacy,Bilingualism,Multiple Literacies,Student Characteristics,Instructional Effectiveness,Grammar,Phonological Awareness,Metalinguistics,Immigrants,Gender Differences

This research synthesis aims to investigate the broader trends in K-12 French as a second language (FSL) published research from 2000-2017 (inclusive). We assembled a database of 181 peer-reviewed articles relating to FSL education to examine what we already know about specific issues. We used Nvivo 11 (Pro) to facilitate coding the articles for key words and findings (among other codes). Four prevalent research topics emerged in terms of frequency of occurrence: literacy, French language form, French language instruction, and student background. In this article, after exploring each issue by synthesizing main findings, we summarize what we know and what remains to be discovered about each topic. We conclude by suggesting relevant directions for future research, such as focusing on programs other than French immersion and working with First Nations, Métis, and Inuit communities to better understand FSL learning in these contexts.
Innovation and Reform in Course Planning, Teaching, and Assessment: The CEFR in Canada and Switzerland, a Comparative Study
Author: Piccardo, Enrica
Date: 2019-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Second Language Learning,Second Language Instruction,Modern Languages,Guidelines,Instructional Innovation,Comparative Education,Foreign Countries,Rating Scales,Language Proficiency,Educational Change,Teaching Methods,Student Evaluation,Educational Quality,Quality Assurance,Communicative Competence (Languages)

Change and innovation in education require carefully thought-through procedures as well as time, and benefit both from exchanges of expertise between contexts and from quality assurance (QA) processes. A key document that stimulates change in planning, teaching, and assessment is the Council of Europe's (2001) Common European Framework of Reference for Languages (CEFR). However, its innovation potential in language education has been affected by a lack of impact studies and QA procedures. This article reports on the QualiCEFR study, which aims to encourage a culture of QA in relation to planning, teaching, and assessment and to identify promising practices in those processes. The study compared CEFR implementation in Switzerland and Canada employing a mixed-methods design and a QA approach, thematically analyzing data from over 40 interviews. Results have helped to inform the development of an online tool produced in a sister project of the European Centre for Modern Languages (ECML).
The Current Issues of Indonesian EFL Students&apos; Writing Skills: Ability, Problem, and Reason in Writing Comparison and Contrast Essay
Author: Toba, Rostanti
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Skills,English (Second Language),English Language Learners,Essays,Writing Difficulties,Writing Improvement,Paragraph Composition,English Instruction,College Students,Grammar,Vocabulary,Student Attitudes,Performance Factors,Writing Assignments,Academic Language,Content Area Writing

The aim of this study is to investigate issues of Indonesian EFL students' writing skills, covering ability, problem and reason why they got problems in writing comparison and contrast essay. The convergent parallel of mixed methods was used to explore these issues by involving 52 EFL students of IAIN Samarinda who enrolled the academic essay writing course. The three research instruments; essay writing test, open-ended questionnaire and interview were used in the data collection. The findings of this study revealed that the Indonesian EFL students' writing ability was good that categorized with the mean score 77.83. However, some of them encounter problems in writing aspects including content, organization, vocabulary, grammar, and mechanics. Their reasons in experiencing these problems are not only limited knowledge of writing aspects and comparison and contrast essay itself, but also they had own personal reasons; lack of writing practice, writing dislike, writing anxiety, negative writing perception, low writing motivation, insufficient time given in writing test, and also inadequate teaching writing process taught by their lecturers. Indeed, the teaching writing improvement that involved EFL students and lecturers should be well-integrated in order to alleviate the students' essay writing problems related to their reasons and to improve their writing ability. Factors caused the writing difficulties will be discussed further and some suggestions will be given on this research.
L2 Vocabulary Knowledge and L2 Listening Comprehension: A Structural Equation Model
Author: Li, Yang
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Listening Comprehension,Correlation,Vocabulary Development,Language Fluency,Listening Comprehension Tests,English (Second Language),Language Tests,Predictor Variables,Structural Equation Models,Teaching Methods,Second Language Instruction,Secondary School Students,Vocabulary,Verbal Ability,Intelligence Tests,Foreign Countries

The current study investigates how second language (L2) listening comprehension is associated with three dimensions of L2 vocabulary knowledge: size, depth, and fluency. Vocabulary knowledge tests administered to 290 participants measured L2 auditory vocabulary size, depth, and fluency. Afterward, participants took an International English Language Testing System (IELTS) listening test that measured L2 listening comprehension. Using a structural equation modeling technique, we found that all three dimensions of vocabulary knowledge are significant predictors of L2 listening comprehension. Size of auditory vocabulary in the L2 has the strongest predictive power over L2 listening comprehension. The results of the current study offer useful pedagogical implications for improving L2 listening comprehension.
The Development of Pre-Service Teachers&apos; Teaching Performance in the Teaching Practice Program at English Department of State Islamic University of Antasari Banjarmasin
Author: Mufidah, Nida
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teaching Methods,English Departments,Foreign Countries,Faculty Development,English (Second Language),Second Language Learning,Teacher Education Programs,Preservice Teacher Education

Teacher's professional development is a long journey and it should be started from the college. The present paper discusses the development of pre-service teachers' teaching performance at English department of State Islamic University of Antasari Banjarmasin when they were participating in the teaching practice program. It elaborates what they had done in the program and how their performance improved week by week. There were ten pre-service teachers who became the subjects of this report. The writer recorded their teaching techniques, media, and some feedbacks in a field note. An interview was also conducted to better understand their personal self-reflection on what they have achieved and to figure out their problems in teaching. The result of the study shows that the teaching practice program helped the pre-service teacher to develop their teaching performance by getting the feedback from the supervisor. The students' ability to plan a lesson was improved week by week. They knew how to structure the lesson and write good lesson plan. In explaining the lesson, some common problems located on their pronunciation and grammar skills. Some also needed to know the way to manage and engage the students, and to close the lesson. The Pre-service teachers were able to use various media but they need to have better preparation to use them. In term of method used, CA, GTM, and ALM were commons method used by the students to teach various topics/skills.
Effect of Flipped Classroom Model on Indonesian EFL Students&apos; Writing Achievement across Cognitive Styles
Author: Mubarok, Ahsin Fahmi
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,Academic Achievement,Cognitive Style,English (Second Language),Second Language Learning,Second Language Instruction,Comparative Analysis,Teaching Methods,Foreign Countries,Writing Achievement,College Students,Pretests Posttests,Achievement Gains

Recently, there have been a lot of studies examining the effect of the application of flipped classroom model. However, most of the studies focused on students' achievement without much regard on cognitive styles. This study was aimed to investigate the effect of flipped classroom model on Indonesian EFL students' writing achievement across cognitive styles (i.e., field dependent and field independent). It involved 58 university students from two intact classes which were divided into experimental and control groups. Both groups were given a pretest and a post-test to know their writing achievement before and after treatment. The results of the study revealed that the mean score of the students from the experimental group was significantly higher than that of the students from the control group (p &lt; 0.016). This study also uncovered the significantly different interaction of students from each cognitive style.
EFL Teacher&apos;s Oral Questioning: Are Her Questions and Strategies Effective?
Author: Milawati
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Questioning Techniques,Foreign Countries,Language Teachers,Teacher Effectiveness,Reinforcement,Teaching Methods,College Faculty,College Students

Evidence is mounting that teacher question can assist EFL students in various purposes in teaching learning process. However, teacher's lack of knowledge about questioning taxonomy could become a failure in leading students' learning. This study investigates questioning strategies, the taxonomy of questions-type, and their application by teacher in advanced prose class, to scaffold students' learning. Classroom observations, field notes and videotape recording, were employed to collect the data. Findings indicate that among four types of questioning strategies, redirecting was the most frequently used to initiate students' responses and to probe more into students' understanding. Other findings show that low-cognitive questions were common. Of those, knowledge-based questions were the most frequently used to confirm students' understanding of the materials they learnt, but, the higher-level questions were rarely used. It was also found that teacher employed questioning strategies ineffectively to manage the class; insufficient time responded to a complex level of questions; the number of questions created confusion. Some changes to create effective classroom questioning and a stronger connection between the level of question and the questioning strategies are discussed.
Error Analysis in the Descriptive Text Writing of Vocational High School Students
Author: Ratnaningsih, Sita
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational High Schools,High School Students,Second Language Learning,English (Second Language),Error Analysis (Language),Descriptive Writing,Error Patterns,Technical Writing,Grade 11,Writing Skills

English is one of the subjects that has been studied at the elementary to secondary level for many years in Indonesia. One area that must be studied is technical writing skills in English. In the technical writing process in English, there are still many mistakes made by students in Indonesia. So it is very necessary to recognize some common mistakes made by students, to help them improve their teaching and learning strategies in English and improve their learning outcomes. Therefore, this study aims to investigate errors in English technical writing of students at secondary vocational level and the factors that cause these errors. This study focused on errors made by the eleventh grade students of State 10 Vocational High School Jakarta, in their written descriptive text. A total of 30 students were the subjects of this study and they were asked to write descriptive texts. Data is analyzed based on Procedure Analysis. This descriptive qualitative study explains and investigates student errors in writing the technique and the causative factors. Research shows that the typical mistakes students make in their writing: the highest place is capitalization with 60 errors (14.67%) and the lowest place is sentence 3 error (0.73%). According to a typical error, the author found the source of the error. The highest place is transfer between languages with 172 errors (42.05%) and the lowest place is a communication strategy with 49 errors (11.98%).